Lesson
1.
Intro to
Macbeth
Learning Outcomes
-Become familiar with
Macbeth’s plot
-Become familiar with
Shakespearean language.
Activities/Resources
“Whoosh”.
-Dramatic introduction to Macbeth.
2.
Shakespeare’s
England
-Students become ‘experts’ in
one aspect of life in
Shakespeare’s England and
share their findings with the
class.
Watch YouTube video on Shakespeare’s England
3-4.
Dramatic
Interpretation:
The prophecy
-Understand that Macbeth is a
play to be interpreted and
performed.
Witches Videos Analysis.
-Analyse the directorial choices behind 3 filmic depictions of the
Weird Sisters in 1:1.
-Take notes in 3-part Venn diagram noting similarities/differences
between the representations.
-Demonstrate and
understanding of 1:3 through
performance.
Vocab: “soliloquy”
Assessment
Resources: whoosh script, musical instruments (for ambience).
Poster
-In small groups, students conduct research and create posters
about various aspects of life in Shakespeare’s England
(government, entertainment, beliefes/values, etc) to be displayed
in classroom.
Read 1:2 – 1:3
-What do we find about about Macbeth in this passage?
-Highlight igurative language – ‘unseamed him nave to chops’
Formative: Venn
diagram notes.
F: Interpretative
performance
(document using “flip
cams”)
Dramatic Interpretaions 1:3.
-Perform dramatic interpretations of 1:3 in groups.
5.
Close Reading
1:3
-List MB’s traits in the first 3
scenes.
-Engage with and begin to
Start Macbeth Journals (1:1-1:3)
-Left column: key events/quotes.
-Right column: personal reflections.
F: Macbeth Journal
(ongoing – check at the
end of each week)
comprehend Shakespeare’s
language.
6-7
Meet Lady
Macbeth
-What is a soliloquy?
Understand that the only time
MB and LMB give voice to what
they really think is when they
are alone on stage or speaking
‘aside.’
-Students list LMB’s character
traits.
-Vocabulary: “duplicity”
Character profile
-What are ‘early’ Macbeth’s traits? Support with textual evidence.
Modern Translation (homework)
Translate MB’s “Two truths are told…” soliloquy into
modern/everyday English.
Read selections from 1:4
-use a variety of individual and group reading techniques (by
punctuation mark, interruptions, traditional character reading)
F: Character profile.
F: Modern Translation
F: LMB profile.
F: Modern Translations
Close Reading 1:5
Read 1:6
-Highlight LMB’s duplicitous flattery.
-Link to “be the serpent under it.”
Lady Macbeth Character profile
-List her traits supported with textual evidence.
Present Modern Translations to the class
8.
Macbeth’s
Hopes and
Fears
-Identify MB’s hopes and fears
in 1:7.
Hopes and Fears analysis
-Read “If it were done…’twere well it were done quickly” soliloquy.
-Highlight hopes and fears in separate colours.
‘Conscience alley’ dramatisation
-split into groups of 3.
-Macbeth stands between the devil and angel on his shoulder. The
devil reads his hopes aloud and the angel reads his fears. Macbeth
stands mute in the middle and non-verbally reacts to his hopes and
fears.
F: Hopes and fears
handout.
S: Performance Task
Introduce Performance Assessment Task (attached)
9.
“Was the hope
drunk?”
-Develop understanding of
Shakespeare’s language.
Close reading of MB and LMB’s argument in 1:7
-Interpret whether MB or LMB
has the power in 1:7.
Dramatic Interpretations
-In pairs students act out 1:7 in a variety of ways: LMB belittling
MB, LMB persuading a fearful MB, LMB persuading a resistant MB,
hybrid.
10.
The Murder
-Identify passages from the text
that condemn or absolve MB.
Close reading of M’s “Is this a dagger?” soliloquy.
-What is going through MB’s head at this point?
F: PMI chart filled with
quotes.
-Create an imaginative
response.
Watch YouTube of Ian McKellan’s performance.
F: Dagger worksheet.
“The dagger speaks back” (worksheet)
-Students write short interjections in M’s soliloquy from the
perspective of the dagger.
11-12
Rehearsal &
Performances
-Reflect upon and develop the
use of verbal and non-verbal
dramatic techniques in
individual or group
performances.
-students rehearse and perform their dramatic interpretations F: Use flip cameras to
of Macbeth
document pefromances
highlighting non-verbal
dramatic techniques.
13.
Macbeth:
ambition’s
drudge,
suggestion’s
dolt, fate’s
lackey or
-Articulate and defend an
argument about MB’s
responsibility for the murder.
‘Is Macbeth to blame?’ PMI chart.
-Populate a PMI chart with quotes that condemn or absolve MB of
responsibility for D’s murder.
Discussion of Fate, Autonomy & Ambition.
-Would you kill the prime minister if a homeless person told you to
and then your boyfriend/girlfriend said “yeah you should do it”?
F: PMI chart
F: Argumentative
paragraph
illusion’s
knave?’
14-15.
Bad
Conscience
and visions
Develop an argument
-Write a paragraph articulating and defending an argument about
whether MB is responsible for D’s murder. (refer to PMI charts)
-Students pick a key moment
form Banquo’s murder scene
and justify why they think it is
key.
-Compile a list of all the visions
of the play.
-Analyse Macbeth’s “I am in
blood…” speech.
Read 3:3
Perform 3:3
-Freeze frame to emphasise the key moment of the scene. Think
about the big picture of the play (will students pick the murder or
the escape?)
F: Write a paragraph
explaining/analysing
M’s “I am in blood”
speech.
Read 3:4
Banquo’s ghost: Discussion of Visions and Guilt.
-Students list the other instances of visions accompanying bad
conscience.
Close Reading: “I am in blood stepped in so far…”
-MB’s turn to darkness (he no longer feels guilt)
16-17
The Second
Prophecy and
Lady M’s
downfall
-Complete character profiles of
MB and LMB for acts 4 & 5.
-Compare character profiles
with those of act 1.
-Write a paragraph explaining
the shift.
Read 4:1, 5:1, 5:5 & Final Scene.
-Highlight MB & LMB’s changes.
-Compare with the profiles constructed in Act 1.
Videos: Judy Dench and Ian McCallum (out damned spot)
-How are MB and LMB presented in these videos?
Final additions to MB & LMB profiles (inverted)
-Highlight how M and LM’s traits have reversed over the course of
the play (Act1 vs Act 5)
F: Paragraph explaining
the change in MB and
LMB.
18-20
-Re-familiarise with TEEL.
-Demonstrate an understanding
contention through written
introduction.
Use textual evidence to support
argument.
Scaffolding Essay Writing
-Students deconstruct essay questions.
-Argument formation through PMI charts.
-Writing a practice essay.
S: Final Character Essay