Name: ______________________________ Date: _____________________________
“Macbeth” Scene Analysis Presentation
This presentation is your chance to analyze a scene in “Macbeth” and for you to show
up the teacher! It can be boring listen to an instructor stand up and teach Shakespeare,
so now it’s your turn to do a better job.
Here is a list of scenes to choose from:
Act 2, Scene 1
Act 3, Scene 1
Act 4, Scene 1
Act 2, Scene 3
Act 3, Scene 4
Act 5, Scene 5
Act 5, Scene 8 & 9 (battle
with Macduff and final
scene)
You will present in groups of five to six. Below is the list of presentation components.
You MUST complete the starred components and then (depending on the size of your
group) include one or two of the non-starred components.
* Hook Your Audience – Find a creative way to catch your audience’s attention and
introduce your scene. You can act out the scene in a modern day setting, read a poem
that shares a similar plotline, show a movie clip that mirrors a character, the sky is the
limit! Get your crowd excited about what you have to say.
* Create a Piece of Media – In the past I’ve received paintings, costume sketches,
dramatic photography, statues, dioramas, set designs, etc. Create a piece of media that
is an interesting visual representation of an element of your scene and be prepared to
share and explain it to the class.
* Analyze Three Important Quotations – Briefly summarize the plot of your scene and
then choose THREE important quotations which are significant to this scene. These can
be quotations which reveal character or theme, effectively use the literary/rhetorical
devices, etc. Provide a visual of the quotation for the class to see and explain (using
point, proof, EXPLANATION) the significance to the scene and the play as a whole.
* Check for Understanding: Now that you’ve taught your scene to the class, design an
activity for that will prove to you that your audience has understood what you have
taught. Some students design a quiz, others design puzzles or crosswords. It’s up to you
to prove to me that the class has learned what you have taught.
* Class Handout: In addition to your presentation, you will prepare a 1 - 2 sided
handout that will be distributed to your classmates. You don’t need to include ALL of
the content of your presentation; however, it should include key points of analysis,
important quotes, major themes, important character revelations, etc.
Scene Stealer – Choose the character that is the most important to the events in your
scene. Discuss the impact they have on the scene and any major or subtle changes the
character undergoes.
Theme Song: Devise a theme statement that represents a theme demonstrated in your
scene. Choose a song that shares this same theme and discuss the connection between
your song and the lyrics to your class. Remember to have a copy of the lyrics for the
class and to explain SPECIFIC lines from your song that connect to your theme.
Casting Call: Choose one character from your scene and cast an actor of your choice to
take the role of your character in a soon to be made re-make of “Macbeth.” Include a
visual of the actor, and a rationale explaining why this actor is well suited to take on the
role (particularly why you think they’d be good for your particular scene). Be sure to
consider physical features, acting abilities, personality traits, etc.
Literary Theorist: Choose one of the literary criticisms we have discussed in class and
discuss how one could analyze your scene through this lens. Remember to give a brief
overview of the theory’s “look fors” and then how these are evident in your scene.
REMEMBER: The purpose of this presentation is to make analyzing Shakespeare more
interesting! Get creative, take risks and most importantly remember THIS IS A
DRAMA UNIT – it’s ALL about the presentation! Be exciting! Be entertaining! Be
dramatic!
Macbeth Scene Analysis Rubric
Curriculum
Expectation
Constructing
Meaning
Teacher Criteria
 Demonstrate knowledge and understanding of the plot
Student Criteria
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and content of Macbeth;
 Demonstrate an understanding of the characters and

the characters’ development throughout the play;
 Demonstrate an understanding of theme, setting,
conventions of the tragedy, literary and rhetorical
devices, etc.;
 Analysis of the text is original and completed with a
high degree of effectiveness and depth;
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 Provide effective and relevant proof to support
arguments (analysis is supported by specific
examples, incidents and direct quotes).
Understanding
of Form &
Style
 Demonstrate knowledge of format requirements
(adequate length, neat / visually appealing media
product, class handout is easily read, proper MLA
quotation integration);
 Use complete sentences that communicate their
meaning clearly and accurately, varying sentence type,
structure, and length and making logical transitions
between ideas;
 Evidence of engagement with audience;
 Use of formal analytical tone and appropriate voice;
 Evidence of effective diction;
 Evidence of proofreading through correct use of
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accurate conventions (spelling, punctuation,
grammar).
Developing
and Organizing
Content
 Organize ideas into a logical progression that is
effective and engaging, and reinforces analysis;
 Evidence of thoughtful planning before creating
visual products, class activities and class handout.
Fluency
(Presentation)

 Speak to communicate – volume, expression, tone,
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pace, intonation, articulation;
 Express ideas clearly and articulately;
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 Eye contact used to connect with audience and
emphasize ideas;
 Student is well rehearsed and prepared to present.
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Learning Skills
Collaboration Works well with others and shares the responsibility of the group work by using
Initiative
Responsibility
class prep and rehearsal time effectively
Uses original ideas, responds to learning challenges with a positive attitude, asks
for help when required and takes risks
Student is a responsible group member who brings in all necessary materials,
props, etc. when required/on the day of the presentation
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