Ms. Randhawa
English 11
Macbeth Scene Performances
(Everyone, please calm down and contain your excitement!)
The time has come for all of you to show-off your acting chops! Yayyyyyyyyyy…
In order to better understand Macbeth (and maybe even have a little fun), we will be
rehearsing and performing important scenes from the play. I have compiled a list of
scenes that you can choose from, and will allow you to pick your own groups – as long
as everyone stays on task.
You have the choice of doing a group scene (which can range from 3-8 characters), a
duo scene, or a soliloquy. Make your decision wisely, as you will share your final mark
with everyone in the group.
I really want all of you to enjoy this process and will give you as much creative freedom
as I possibly can. With that said:
o You will not need to perform your scenes using the language in the text. You
can completely revamp the scene and set it in a different time period with
different language, or simply perform a modern day translation.
o Your reinterpretation does not have to be a line by line translation, but it must
also not leave out key points from the scene. What you must keep in mind is
that I am looking to see that you have understood the scene and its importance
to the play, so do not alter your scene to the point where its significance is lost.
o In terms of language/content, you know what’s appropriate and what’s not
acceptable, so behave accordingly. Remember, this assignment is worth marks,
so be respectful and take this seriously.
o “BUT DO WE HAVE TO MEMORIZE OUR LINES?!?” -- In short, no, not
completely. If you need to refer to something in writing in order to keep the
scene flowing, use a script. However, I do not want the script to get in the way
of your performances. Simply put, you won’t be penalized for not memorizing as
long as your cheat sheet does not distract the audience from the performance.
However, if you are able to memorize and perform your scenes without any help,
your mark will definitely benefit.
o Your scene must be around the 4-5 minute mark. If you are doing a soliloquy,
it must be around the 1-2 minute mark.
o Lastly, be as creative as you can! I am expecting high quality work, so use
props & get into character; it will help strengthen your final mark!
Can’t wait to see what you all come up with 
Schedule
Wednesday, February 27th – All class to work on scenes
Friday, March 1st – First 10 or so minutes of class to rehearse/perfect scenes, rest of
class time for performances.
Scenes to Pick From:
 Act 1, Scene 3 – Macbeth and Banquo meet the witches and hear the first set of
prophecies
o 7 characters: 3 witches, Macbeth, Banquo, Ross and Angus
 Act 1, Scene 5 – Lady Macbeth’s soliloquy (lines 40-62)
 Act 1, Scene 7 – Macbeth and Lady Macbeth plan for murder
o 2 characters: Macbeth and Lady Macbeth
 Act 1, Scene 7 – Macbeth’s soliloquy (lines 1-28)
 Act 2, Scene 1 – Macbeth soliloquy, dagger scene (lines 40-71)
 Act 2, Scene 2 – The deed’s been done
o 2 characters: Lady Macbeth and Macbeth
 Act 2, Scene 3 – Discovering Duncan
o 8 characters: The Porter, Macduff, Lennox, Macbeth, Lady Macbeth,
Banquo, Malcolm, and Donalbain)
 Act 3, Scene 1 – Plotting to kill Banquo (start from line 53)
o 3 characters: Macbeth and the 2 murderers
 Act 3, Scene 4 – The Feast
o 7 characters: Macbeth, Lady Macbeth, Lords, Murderer, Lennox, Ross and
Banquo’s ghost
 Act 4, Scene 1 – Second set of prophecies
o 6 characters: 3 witches, Hecate, Apparition, Macbeth
 Act 4, Scene 2 – Killing Macduff’s family
o 5 characters: Lady Macduff, Son, Ross, Messenger, Murderer
 Act 4, Scene 3 – M&M unite
o 3 characters: Macduff, Malcolm and Ross
 Act 5, Scene 1 – Lady Macduff losing it
o 3 characters: Doctor, Gentlewoman and Lady Macduff
Macbeth Scene
Performances
(This sheet must be handed in on day of performances – Worth marks)
Group Members:
_____________________________________________________________________
_____________________________________________________________________.
Scene you are performing:
Act ___ Scene ___
One sentence
summary:_____________________________________________________________.
What is the significance of this scene in relation to the play? What does it show/tell the
reader?
What, in your opinion, is the most important quote from this scene? Why? (Refer to the
text).
What choices have you made in terms of your performance? How did you decide to
interpret your scene, and why? (Think text translation, setting, mood, props, music etc.)
Assessment
(Possible Marks)
Content/
Understanding
Preparedness
Clarity/
Volume of Voice
Blocking
Timing
Props/Costumes
Creative Effort
4
3
2
Students stay true
to the content in
the play.
Understanding of
main themes/plot
points is mostly
visible.
Students were fully
prepared to perform,
and their
performance flowed
effortlessly. It is
obvious they have
practiced and
rehearsed their scene.
Students were
prepared to
perform, and their
performance
flowed for the
most part. Practice
and rehearsal of
scene is visible
Student voices are
clear, loud and easily
heard by all audience
members. Perfect
volume!
Student voices are
mostly clear, loud
and heard by all
audience members
Student voices are
hard to hear;
performance is not
heard by all
audience members
Excellent blocking,
very good movement
of characters, all
entrances and exits
are smooth.
Good blocking,
some movement of
characters,
entrances and exits
are adequate, but
may lack finesse
Fair blocking, little
movement of
characters,
entrances and exits
may disrupt the
flow of the scene
Students were
incredibly
unprepared to
perform. Scene
does not flow, and
lack of rehearsal is
visible.
Assignment was
not taken seriously
Student voices are
often too soft and
hard to hear; not
heard by most
audience members
Poor blocking, no
movement of
characters, no
entrances or exits,
or if they are used,
they disrupt the
flow scene
Performance is
around the 4-5
minute mark –
perfect timing
Performance is
about 3-4 minutes
Performance is
barely 3 minutes –
too short
Performance is
under 2 minutes –
incredibly short
Students use props
and costumes that
make the
presentation better.
Effort is visible
Students use 1-2
props and
costumes; little
effort visible.
The students use
no props or
costumes. No
effort visible.
Students use several
props and costumes
that show
considerable
work/creativity and
make the
presentation better.
Excellent effort.
Students show
tremendous creative
effort and have gone
above and beyond to
make their
performance an
enjoyable and
entertaining one.
Creative effort is
visible,
performance is
enjoyable.
Students stay
somewhat true to
the content in the
play.
Understanding of
main themes/plot
points is not
visible.
1
Students stay true to
the content in the
play. Student
understanding of
main themes/plot
points of the scene
are clearly visible.
Students were not
fully prepared to
perform. Scene
does not flow.
More practice and
rehearsal was
needed
Performance lacks
creative effort;
students have not
made an effort to
make their
performance
entertaining.
Performance Total ----
Students do not
stay true to the
content in the play.
It is clear they do
not understand the
significance of the
scene.
Minimal effort,
performance
shows no
creativity.
/28