Macbeth
Learning outcome (to include a
PLT objective)
Students will improve their ability
to_______________ as they:
Levelled Learning Outcomes
(referenced to specific grade criteria)
Reading AFs and
Sp & L AFs
strategies
Writing AFs and
strategies
19 April
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Must discuss the play as a construct
Should discuss the themes of Macbeth
Could debate importance of audience to
Shakespeare’s theatre
Overview – to respect
Shakespeare as a
master of his craft and
be able
to communicate
interpretation of the
themes of the play
and dramatic
situations through
exam answers
2 Hello!
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20 April
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Must realise importance of using notes
in text to help understanding
Should realise how to de-code dialogue
Could understand by translating into
modern English
3 Rhythm and metre
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Monday 23 April
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Trait b) asks how a short
portion of the extract
(about 6 lines) should be
performed. To
answer successfully,
candidates must be
prepared to consider any
of the following: actions,
positioning, movement,
voice, gesture and facial
expression. It would be
helpful for Higher
candidates to remember
this list. It is not helpful to
consider other elements of
production
such as lighting, scenery,
props and costume
because at the heart of this
question is the
consideration of how an
actor would present the
language. Candidates
approached the
question in a number of
ways. Some went through
the mini-extract almost
word for word,
which is an acceptable
strategy, giving a detailed
account of every little
nuance and gesture.
The danger in that is that
it can turn the acting into
a sequence of mechanical
mimes and
convulsions. At the other
end of the scale was the
approach that was rather
too vague
and generalised,
amounting to little more
than statements such as
'Capulet should act
angry' and 'the nurse
should have an upset look
on her face'. Candidates
1 1605 - Background
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4 Plot – storyline
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24 April
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5 Pentameter
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26 April
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6 Exam practice
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27 April
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7 Imagery
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3 May
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8 Hypocrisy +
Deception
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4 May
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Must be able to explain importance of
rhythm
Should be abe to explain its effect on
this scene using specific examples
Could explain how it helps expression
in performance
Must remember key plot-points
Should enact whole story without
recourse to notes
Could emphasise themes through the
playing of the story
Must explain the term iambic
pentameter
Should use pattern to deliver lines with
meaning
Could use to de-code meaning of
archaic language
Must learn timings for the exam
Should understand requirements of
mark scheme
Could divide up answers into PEE
paragraphs
Must derive meaning from metaphors
Should explain how character is shown
through choice of imagery
Could explain how themes are
emphasised through choice of imagery
Must explain meaning of ‘subtext’
Should give interpretation of Lady
Macbeth’s character based on language
of this scene
Could make suggestions how to help an
Trait b) asks candidates
to comment on how
language is used in the
extract to present
certain effects. In this
case, the focus is on the
reactions of the men to
Curley's wife.
There is no requirement
to identify language
features in the answer,
but it may be useful to
do so, simply to save
over-long explanations.
For instance, it could
be helpful to highlight
the adverb 'coldly' and
the verb 'whined'
because they say a
good deal about the
men's
responses and
candidates can spend
more time explaining
their effects once they
have been
correctly labelled.
Differentiated Learning Activities (to include tasks that develop students’
independent learning skills (Kagan structure, peer and self assessment
activities and timed tasks)
Home learning
Starter: Picture of James I – what can you tell about him from picture?
Main Activity:.Groupwork - Question cards on Shakespeare writing for Royal audience
Reflection: was Shakespeare subversive?
Resources: fact-cards (see attachment)
Starter: look over opening – list difficult words not in glossary
Main Activity:.Act 1, scene 1 and 2 – what elements from Lesson 1 are in the opening?
Reflection: What theatrical devices does Shakespeare use to grab the audience at the
beginning?
Resources: texts – review of witches in latest RSC performance (attached)
http://www.bbc.co.uk/learningzone/clips/macbeth-bringing-the-witches-to-life/3014.html
HL: write one paragraph on
how Shakespeare makes the
opening of Macbeth
dramatic
Starter: how is Act 1, scene 3 linked to James I
Main Activity:.Act witches scene, stressing chant of metre
Reflection: how was the supernatural seen in Shakespeare’s time? And now?
Resources: texts
http://www.bbc.co.uk/learningzone/clips/macbeth-the-role-of-the-witches/3011.html
Read and annotate lines 87115 – what happens? Email
answer to this question –
what state of mind is
Macbeth in at end of scene
and why?
Starter: doodle images of story from reading synopsis from RSC
Main Activity:.act out whole story in two minutes, clarifying character and themes – try it
stressing each of major themes
Reflection: peer assessment – big actions and comedy
Resources: RSC synopsis (see attached)
Starter: page 19 – what does Malcolm say about Cawdor?
Main Activity:. Act 1 scene IV – play with rhythm - divide up scene into groups of three –
have them stress the iambic beat, or speak lines only saying stressed beats, walk to the
beat
Reflection: why did Shakespeare use iambic pentameter?
Resources: texts
Starter: Look over exam paper – highlight, underline key words in extract
Main Activity:.guided response to exam paper
Reflection: how many marks per minute?
Resources: exam questions on Act 1 scene 3, lines 87-117 + HL question
Assessed HL : Exam
practice – Act 1 scene 5
Starter: imagine you are Lady Macbeth reading the letter to a friend – read it to her
emphasising the important parts
Main Activity:.Groups of three – three L. Macbeth speeches. Choose five phrases to turn
into visual images in a stylised dramatisation of the play
Reflection: what effect does the imagery have on the audience
Resources: texts
http://www.bbc.co.uk/learningzone/clips/macbeth-lady-macbeth-in-context/3041.html
http://www.bbc.co.uk/learningzone/clips/macbeth-act-1-scene-5-unsex-me-here-speech/12010.html
Assessed HL : Exam
practice – Act 1 scene 5 –
for 8 May
Starter: Read Duncan and Banquo’s opening lines in Act 1 scene 6 like Kirsty and Phil from
‘Location, Location’
Main Activity: act out Lady Macbeth’s lines with her voicing her true thought (or baring her
teeth like in note on page 28)
Reflection: Is Lady Macbeth a pantomime villain?
1
Macbeth
Learning outcome (to include a
PLT objective)
Students will improve their ability
to_______________ as they:
actor interpret this scene
9 could you kill
someone?
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8 May
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Levelled Learning Outcomes
(referenced to specific grade criteria)
Reading AFs and
Sp & L AFs
strategies
Writing AFs and
strategies
Differentiated Learning Activities (to include tasks that develop students’
independent learning skills (Kagan structure, peer and self assessment
activities and timed tasks)
Home learning
Resources: text
http://www.bbc.co.uk/learningzone/clips/macbeth-lady-macbeths-character/3039.html
must make direct
reference to the extract to
illustrate their decisions.
Starter: are there any circumstances when you think you could kill another human?
Main Activity:.In pairs, modernise the scenes, Act 1 scene vii, Act 2, scene I and Act 2,
scene ii
Reflection: what impression do we get of Macbeth during these scenes?
Resources: texts
Must attempt a credible performance,
taking into account the audience
reception
Should understand language through
focus on at action and verbs
Could justify interpretations of
MacBeth’s character
Write script for performance
BANK HOLIDAY
10 Soliloquy
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10 May
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11 Shakespearean
Fools
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Must decipher archaic jokes
Should add stageplay for effect
Could include modern satire or the
audience
12 AfL – peer
assessment
17 May
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Must learn how to improve from
feedback
Should action-plan ways to improve
Could repeat work to show learning
13 Murder!
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18 May
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11 May
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14 internal conflict
Mon 21 May
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15 Rehearsal
Tues 22 May
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Starter: read text notes on pages 30 and 40
Main Activity:. In groups of three, divide up part of Macbeth’s soliloquy, using what you
now know about pentameter and imagery to give life to the speech. Then learn line and
address audience without text!
Reflection: What effect does speaking to the audience have?
Resources: speeches divided for members of the class
http://www.bbc.co.uk/learningzone/clips/macbeth-act-1-scene-7-pt-1-2/3044.html
Must learn lines of Shakespeare to
pentameter
Should use gesture to emphasise lines
Could use subtle inflection to give
emotional impact
Must investigate text and take on role of
character
Should give extended answers and
justification using rules of
improvisation
Could show underlying tension through
expression underlying answers
Must make key decisions on which
lines contradict one another
Should use body language to express
personal internal conflict
Could act with confidence (or bravado)
Must have winning performance of
story
Should express themes of the play
Could give strong characterisation to
separate characters
Section A
(Shakespeare) consists
of an extract from the
chosen play (of around
30 lines)
and three traits (parts).
Trait a) asks candidates
to make inferences
about one of the
characters presented in
the extract based on the
evidence of the extract
and supported by
apposite reference to it.
Perhaps the most
straightforward and
potentially successful
way of approaching the
task
is to pick out
(preferably) three
aspects of the character,
identify each one,
support it
with direct reference to
the extract (probably a
brief quotation) and
expand on it a little to
make the point clear. In
other words, present a
series of point,
evidence, explanation
Starter: picture of morality play – what can you tell about them?
Main Activity: divide up scene – pairs (director and comedian) – need to get a laugh from
your characterisation
Reflection: would you play the Fool for comedy or for a moral message?
Resources: picture of morality play (attached)
Read rest of Act 2 scene
3 – parts for hot-seating
Starter: mark standardisation piece
Main Activity:.in groups of three, peer assess work, marking like a teacher with advice on
improvement
Reflection: what do you learn through marking?
Resources:standardisation essays/ mark schemes/ essays
Read rest of Act 2 scene
3 – parts for hot-seating –
prepare what you are
going to say for Sp & L
assessment
Starter: how do you cast blame from yourself when you want to escape punishment?
Main Activity:.inquest into King’s death
Reflection: does Macbeth cover his tracks?
Resources: speaking and listening assessment sheets
http://www.bbc.co.uk/learningzone/clips/macbeth-playing-lady-macbeth/2932.html
Starter: Read pages 65 and 67 – what is Banquo thinking?
Main Activity: .groups of six - act out speech on page 69 in three pairs like Gollum and
Smeagol in Lord of the Rings
Reflection: how does Shakespeare use internal conflict?
Resources: http://www.youtube.com/watch?v=aeGBbm62M2I&feature=fvsr
Go over lines for Art
exhibition
Starter: in groups, go over blocking
Main Activity:. Rehearsal of scenes for exhibition
Reflection: peer feedback
Resources: costume - blacks?
Exhibition
2
Macbeth
Differentiated Learning Activities (to include tasks that develop students’
independent learning skills (Kagan structure, peer and self assessment
activities and timed tasks)
Home learning
Must explore meaning of imagery
Should express character through tonne
and movement, then put this into words
Could show relationship through
blocking, then justify choices verbally
Starter: tableau three images that show the Macbeth collusion
Main Activity:.In fours, act out scene with two characters acting out the imagery
Reflection: how do the Macbeths feel about each other?
Resources: texts
Read over III. Iii for exam
Must follow sensible timing
Should use PEE paragraphs
Could explore points thoroughly – ‘a lot
about a little’
Starter: read through exam paper – make notes
Main Activity:.Timed Exam practice with preparation
Reflection: check through answers – self-evaluation
Resources: Exam paper on killing of Fleance
Review exhibition and/or
performance for Chronicle
Learning outcome (to include a
PLT objective)
Students will improve their ability
to_______________ as they:
Levelled Learning Outcomes
(referenced to specific grade criteria)
Reading AFs and
Sp & L AFs
strategies
Writing AFs and
strategies
(PEE)
paragraphs.
16 Lord and Lady
Macbeth
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Thurs 24 May
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17 Exam practice
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Friday 25 May
Half- term
18 Film
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Must attempt all questions
Should focus on interpretation/choices
by production
Could expand on how priorities have
shifted since Shakespeare’s time
Starter: read through questions
Main Activity:.questionaire on modern interpretation – advice for top set
Reflection: which themes does it emphasise?
Resources: ‘Kitchen’ Macbeth + questionaire
Fri 1 June
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Must attempt all questions
Should focus on dramatic techniques
Could explain how medium of TV
makes a difference to performance
Starter: read through questions
Main Activity:.questionaire on modern interpretation
Reflection: does the story still have relevance today?
Resources: ‘Kitchen’ Macbeth + questionaire
20 Flee Fleance!
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Mon 11 June
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Must work quickly and together to
show action
Should imagine scene from view of
audience
Could add dramatic twists (surprises) to
action and justify these verbally
Starter: read Act 3, scene 3
Main Activity: groups of 6 -.intercut Fleance scene (in slow motion) with opening of
banquet
Reflection: how would King James have enjoyed the scene?
Resources: text
Must make specific comparisons and
explain their effect
Should explain difference in
characterisation using expansive
vocabulary
Could explain difference in tone using
careful vocabulary
Starter: Read over notes on page 82
Main Activity:.compare clips – how would you direct scene – with or without?
Reflection:
Resources: review of latest RSC production
http://www.bbc.co.uk/learningzone/clips/macbeth-act-3-scene-4-pt-1-3/3049.html
http://www.bbc.co.uk/learningzone/clips/macbeth-act-3-scene-4-pt-2-3/3050.html
http://www.bbc.co.uk/learningzone/clips/macbeth-act-2-scene-3-pt-3-3/2940.html
Must give imaginative and credible
response
Should suggest alternatives
Could recommend the most effective
interpretation
Starter: do you want to know your future?
Main Activity:.Act 1, scene 3 – as designer, how would you ‘show three apparitions – draw
them
Reflection: is the scene purely a gimmick?
Resources: http://www.bbc.co.uk/learningzone/clips/macbeth-the-relationshipbetween-macbeth-and-lady-macbeth/3048.html
Thurs 31 May
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19 Film
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21 Banquet
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Tues 12 June
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22 Apparitions
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Thurs 14 June
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Review of film – prize for
best 400 word review
Prepare for Assessment oon
Act IV scene i
3
Macbeth
Learning outcome (to include a
PLT objective)
Students will improve their ability
to_______________ as they:
Friday 15 June
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Must plan and write fast
Should use PEE paragraphs
Could proof-read answers
24 Macduff’s chicks
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Thursday 21 June
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Must show emotional impact of
MacDuff’s discovery
Should show pertinence of lines
through juxtaposition
Could take role of director to lead group
23 exam practice
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25 Macduff’s chicks
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Friday 22 June
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26 Sleepwalking
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Monday 25 June
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27 Act V – sudden
descent
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Tues 26 June
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Thursday 28 June
29 Review scheme of
learning
Must select key lines by skim-reading
earlier scenes
Should show change in manner of Lady
MacBeth
Could suggest reasons for her madness
based n psychological or contextual
evidence
Reading AFs and
Sp & L AFs
strategies
Writing AFs and
strategies
Differentiated Learning Activities (to include tasks that develop students’
independent learning skills (Kagan structure, peer and self assessment
activities and timed tasks)
It is clear that a number
of candidates did not
manage their time
carefully and
subsequently
were unable to access
the full range of marks.
The candidates who
performed well were
those who went about
their work in a focused
and
purposeful way,
offering responses
which contained no, or
few, irrelevancies and
who had
been well-prepared for
the exam.
Starter: look at pages 109 – 113 – turn it into 3 tableaux
Main Activity: groups of 6 -.intercut Act IV scene ii (death of children) with Act IV scene iii
(page 125 lines 175 – 240)
Reflection: Apprentice-style peer assessment of leaders
Resources: speaking and listening assessment sheets (groupwork)
Starter:
Main Activity:.group performances
Reflection: peer assessment against marking criteria
Resources: speaking and listening assessment sheets (roleplay – characters)
Starter: Read over Act 5 scene 1
Main Activity: in pairs,.intercut scene with earlier scene of ‘my hands’ – pick out three key
lines
Reflection: why does Lady Macbeth go mad?
Resources:
http://www.bbc.co.uk/learningzone/clips/macbeth-act-5-scene-1/2955.html
http://www.bbc.co.uk/learningzone/clips/macbeth-act-5-scene-5/12009.html
Starter: Read page 153 – read MacDuff’s lines like Maximus from Gladiator
Main Activity:.compare MacDuff to Eowyn
Reflection: Is revenge right? What was Jacobean revenge tragedy?
Resources:
http://www.youtube.com/watch?v=N_BEJ1q96NI
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Must
Should
Could
Starter:
Main Activity:.catch up on missing bits
Reflection:
Resources:
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Must reflect on learning process and
what you learned
Should reflect on own performance and
how you overcame sticking-points
Could make recommendations to adapt
course for next year
Starter: what did you think of Shakespeare at start? What now?
Main Activity:. are you ready for exam – what more will you have to do?
Reflection: how would you change the course?
Resources: course feedback form
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Friday 29 June
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Home learning
Starter: read extract, make notes
Main Activity:.exam on Act IV I (65 – 120)
Reflection: self-assessment
Resources: exam papers
Must comment on audience’s feelings
about MacBeth at end of play – role of
protagonist or antihero
Should comment on structure –
MacDuff is peripheral until second half
Could suggest how the scene should be
played for major impact

28 Wiggle room
Must feedback respectfully to other
groups
Should reflect critically on own work
Could decide on personal interpretation
from comparison of scenes
Levelled Learning Outcomes
(referenced to specific grade criteria)
4
5
6
7