Macbeth Unit Plan
English 11
Sydney Freistadt
Last Updated: April 2018
Macbeth Unit Plan Table of Contents
Big Ideas, Thematic Statement, and Core Competencies ……………………………………………………………………………………………………….……….. 1
Enduring Understandings, Essential Questions, and Competencies ……………………………………………………………………………………….……….. 2
Formative and Summative Assessment ………………………………………………………………………………………………………………………………….…….... 5
Overview of Lessons …………………………………………………………………………………………………………………………………………………………….…………. 6
Differentiated Instructions ………………………………………………………………………………………………………………………………………………….……….. 16
List of Teacher Resources ………………………………………………………………………………………………………………………………………………………….….. 17
Appendix A: Learning Plans ………………………………………………………………………………………………………………………...................................... 18
Appendix A: Handouts, Activities, and Assessment …………………..…………………..…………………..…………………..…………………..………………… 55
Appendix B: Student Artifacts from Learning Experiences ……..…………………..…………………..…………………..…………………..…………………… 78
Appendix C: Reflection on the Unit ……………………..……………………..……………………..……………………..…….…………………..……………………… 108
MACBETH UNIT PLAN
English 11
Big Idea(s):
 Language shapes ideas and influences others
 Engagement with writing processes can support creativity and enhance clarity of
expression
 Texts are socially, culturally, geographically, and historically constructed
 Voice is powerful and evocative
Thematic Statement:
With a careful reading and analysis of William Shakespeare’s Macbeth, students will learn
about the power of choice and consequences. Over three weeks students will analyze
Macbeth’s “tragic flaw” of ambition and how this becomes his greatest downfall as the play
progresses. Students will discuss the moral dilemmas presented in the play in order to
develop their own personal awareness and understanding of moral responsibilities in their
own communities.
Macbeth engages with reading and writing processes by using various literary devices and
the careful use and consideration of language to convey ideas. Macbeth explores themes
relevant to students’ lives including ambition, greed, power, and consequence. Throughout
this unit learning will be presented in hands-on, inquiry-based ways, demonstrating to
students that studying Shakespearean plays offers a rich and enjoyable learning
opportunity.
Core Competencies
Communication
 I can understand and share information about
various topics
 I can present information clearly
 I can summarize key ideas about a text and represent
my learning
Creative Thinking
 I can get new ideas or build on other people’s ideas,
to create new products about what I learn
 I get new ideas from engaging on inquiry-based
questioning
Critical Thinking
 I can reflect on and evaluate my thinking about what
I read
 I can ask open-ended questions and gather
information to answer them
Positive Personal and Cultural Identity
 I understand that identity is made up of many
different aspects and can develop over time
 I can explain what my values are and how they affect
choices I make
Personal Awareness and Responsibility
 I understand that my actions have consequences
 I recognize and manage my emotions
 I take ownership of my behaviours
Social Responsibility
 I participate in classroom discussions to foster a
learning environment
 I build positive relationships with the people I
encounter
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STAGE 1 - EXPLORING + TARGETING UNDERSTANDING
*Comes directly from BC Curriculum
Enduring Understandings +
Essential Questions
EU1: Shakespeare uses
deliberate language to shape
his ideas and influence others
 EQ1A: How does language
shape meaning?
 EQ1B: How does
Shakespeare use literary
devices to improve his
writing?
 EQ1B: How can language
influence others?
Curricular Competencies
It is intended that students will be
able to… (do/value/create)
CC1: Apply appropriate
strategies in a variety of
contexts to comprehend the
language in the text, to guide
inquiry, and to extend thinking
CC2: *Recognize and
understand how language
constructs personal, social, and
cultural identities
STAGE 2 - ASSESSING FOR UNDERSTANDING
Content
It is intended that
students will be able to...
(reason/skills)
Formative
C1: *Participate in oral 
language strategies and 
understand the

associated features
Summative
Class Discussions
“I Am” Poems
Essay

Unit Project
Class Discussions
“I Am” Poems
Thematic Cubes
Essay

Unit Project
C2: Differentiate
between figurative and
literal meaning
CC3: *Demonstrate speaking
and listening skills in a variety of
contexts
CC4: *Use the conventions of
Canadian spelling, grammar,
and punctuation proficiently
and as appropriate to the
context
EU2: Engagement with the
play supports and encourages
creativity in thinking, while
developing understanding of
CC5: *Access information for
diverse purposes and from a
variety of sources to inform
reading, writing, and
C3: Practice writing
processes
C4: Understand how
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the material
 EQ2A: What are some
strategies for
understanding
Shakespearean plays?
 EQ2B: How can I display
my understanding in
creative ways?
 EQ2C: How can I ask
questions to further my
understanding?
 EQ2D: How is reading
engaging?
understanding
literary elements and
devices contribute to
the play
CC6: *Recognize and
understand how different forms,
formats, structures, and
C5: Develop and
features of texts enhance and
improve reading
shape meaning and impact
comprehension
strategies
CC7: *Think critically, creatively,
and reflectively to explore ideas
within, between, and beyond
the play
CC8: *Recognize and identify
the role of personal, social, and
cultural contexts, values, and
perspectives in the play
CC9: Reflect on and refine the
language and meaning of the
play to improve its clarity
CC10: *Apply appropriate
strategies in a variety of
contexts to comprehend written,
oral, visual, and multimodal
texts, to guide inquiry, and to
extend thinking
EU3: I am responsible for my
actions and these actions can
be followed by moral
CC11: *Respond to the play in
personal, creative, and critical
ways
C6: Articulate the
relationship between
action and consequence
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Class Discussions
Essay

Unit Project
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consequences
 EQ3A: What is the
difference between fate
and free will?
 EQ3B: How does
Shakespeare explore
actions and consequences
through the use of
characterization?
 What kinds of
consequences follow my
actions?
CC12: *Express and support an
opinion with evidence
EU4: Exploration of theme(s)
reveals important meanings
about the play
 EQ4A: How do I know
what is important when
reading a text?
 EQ4B: What themes are
present in Macbeth and
why are they important to
the play?
 EQ4C: How can I organize
my ideas about the play
by the themes presented?
CC14: *Construct meaningful
personal connections between
self, themes in the play, and the
world
CC13: *Respectfully exchange
ideas and viewpoints from
diverse perspectives to build
shared understandings and
extend thinking
CC15: Evaluate how text
structures, literary elements,
techniques, and devices
enhance and shape
Shakespeare’s meaning and
impact
C7: Understand how to
make moral choices and
take responsibility for
my actions
C8: Explore the voice in
my own writing
C9: Connect and
explore the themes of
the play to find
meaning
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Class Discussions
Thematic Cubes
“I Am” Poems
Essay
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Unit Project
CC16: Transform ideas
generated from reading to
create original writing and
responses
CC17: Experiment with genres,
forms, or styles of creative and
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communicative texts
Description of Assessment
Summative
Formative
Unit Project – Board Games (of/as): For the Macbeth
unit project students will complete a group project
creating Macbeth board games. The board game
must engage with the major themes of the play (fate
vs. free will, ambition, greed, gender roles, and
supernatural elements), while also giving insight into
characterization and the rise and fall elements of a
tragedy plotline. The goal of this project is to
demonstrate understanding of the play in its entirety
by engaging with the text in critical and creative
ways.
Class Discussions (for/as): Students will engage in various
class discussions throughout the unit in order to further
their understanding of the key themes throughout the
play. Class discussion notifies the teacher immediately if
the students understand the concept, while engaging
students in reflective strategies by thinking about a
concept and communicating their thoughts and opinions
with their peers.
Learning Standards: CC1, 2, 3, 7, 8, 9, 12, 13, 14; C1, 7, 9
Learning Standards: CC2, 4, 5, 6, 7, 9, 11, 12, 15, 16;
C2, 3, 4, 5, 6, 7, 8, 9
“I Am” Poems (for): Students will create an “I Am” poem
for Macbeth or Lady Macbeth in order to analyse the
characterization of these two characters. By using the
poem’s format students must display an in-depth
understanding of the character’s personality and internal
conflicts. The poem must be accompanied by a visual
that symbolizes the character.
Learning Standards: CC1, 2, 4, 5, 6, 7, 9, 10, 11, 15, 16,
17; C2, 3, 4, 5, 6, 9
Thematic Cubes (for): Students will be given a 3dimensional cube template. On each side of the cube
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students must complete a prompt related to the theme
of Macbeth’s ambition. Sample prompts include drawing
an alternate book cover for the play, drawing a symbol of
Macbeth’s ambition, finding a related quote from the
play, writing a personal response about ambition, and
finding examples in the play of how ambition contributed
to Macbeth’s downfall. After completing each side
students will construct the 3-D cube and use this as a
study guide.
Essays (for): Students will write a five paragraph essay
exploring one of the large themes discussed over the
unit. A list of suggested essay topics will be provided;
however, students are encouraged to choose any topic
from the play that interests them. The goal of this
assignment is for students to make connections
throughout the play and further their understanding of
the details and themes that contribute to Macbeth’s
downfall, while practicing writing in an essay format.
Learning Standards: CC2, 4, 5, 6, 7, 9, 11, 12, 15, 16; C2,
3, 4, 5, 6, 7, 8, 9
STAGE 3 - Planning for Understanding
What learning experiences will lead students to achieve desired learning from Stage 1 and Stage 2 above?
1. Introduction to Macbeth
 Hook activity – “Four Pics One Word” with greed
 Visual: “Greed is the root of all evil”  students choose one side of the room that matches with their opinion (either agree or disagree); in
the groups they will brainstorm and share why they chose that side of the room and why they agree/disagree with the statement
o On whiteboards the groups write down their reasoning and share with the class
 The statement comes from Macbeth
o What does that statement tell us about human nature?
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o Is it good to be ambitious?
o What will this have to do with Macbeth?
“Why You Should Read Macbeth” TedEd video (6 minutes) https://www.youtube.com/watch?v=rD5goS69LT4
Connect to themes and facts about the “real” Macbeth (PowerPoint)
o Share learning standards of what we will study over the unit
Introduce play – over this unit we are going to look at themes – ambition, power, gender, destiny vs. free will
o Could do a station rotation with questions about the play’s themes
Character/theme handout
Handout of the Shakespearean tragedy plot diagram and go over
o What does it mean to be ambitious – how do our ambitions cause our downfalls?
Starts with witches – the witches prophecies are going to drive the play – watch for what happens
Learning Standards: CC2, 3, 5, 7, 8; C1, 8
2. Act 1 – Fate or Free Will?
 As students walk in have video of thunder / lightening storm playing https://www.youtube.com/watch?v=6M4IRbGJxqA
o What is the setting? What does the setting tell you about the opening of the play?
 Puzzle race activity – students have 10 minutes to complete a puzzle (each puzzle is a different image and size) – see who the winner is
o Following question: Was the winner determined by fate or free will? Did everyone have a fair chance? Why or why not?
 Fate or free will? Define terms in groups – do you believe in them?
o What part of this was “fate” and what part “free will?”
o Was your fate predetermined for you depending on the puzzle you got? Or did you make the best of your situation by your own free
will?
o Free will = ability to make a choice
o Do fate and free will influence how our lives will result? Why or why not?
 Free write: how do fate and free will influence the ways our lives result? How do you predict they will influence Macbeth’s decisions?
 Explain how to read the text – notes on side columns and line numbers
 Perform Act 1.1 (with costumes)
o 1.1- Witches’ prophecy, arrange to meet Macbeth
o What do you notice about the witches?
 Review paradox – what is the paradox they say (line 12)
 Weather imagery
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Read Acts 1.2-3
o 1.2- reported to princes that Macbeth has fault valiantly in war, Duncan plans to make him new Thane of Cawdor
o 1.3- witches meet and encounter Macbeth and Banquo; witches make 3 predictions, the first comes true
 Paradoxes of titles given to Macbeth and Banquo
Analyze 1.3 – the witches’ prophecy
o What do they predict will happen to Macbeth?
o What are the paradoxes they present to Banquo? (1.3.63)
Follow with Globe Theatre Act 1, Scenes 1-3 (witches) http://teach.shakespearesglobe.com/ks3-macbethcharacters?previous=/library%3Fkeyword%3Dmacbeth
Reflect on reading – what is the significance of the witches’ predictions? Why are they important?
o Making own predictions – what will happen?
o What are the witches’ significance in the play?
o Does Macbeth have choice over his future or is it predetermined for him? (Question of destiny vs. free will)
 Activity / discussion on this
KWL chart about the play
Learning Standards: CC1, 3, 5, 6, 8, 9, 10, 14; C1, 5, 9
3. The Soliloquy
 Lesson on soliloquy and symbolism
o Define soliloquy (look at Lady Macbeth in 1.5, Macbeth in 1.7)
 Review conversation on fate and free will, tie back to play
 Read Act 1.4
o 1.4- Macbeth made new Thane of Cawdor, swears loyalty to king but calculates how many people stand between him and the title
 Explain the rankings of the feudal system
 Dramatic irony of scene
 Video clip of Act 1.5 (Lady Macbeth’s Soliloquy) https://www.youtube.com/watch?v=t1eUPUotMqY
o 1.5- Lady Macbeth reads a letter from her husband announcing his title and sharing the witches’ predictions; she is ready to do
whatever she must to make her husband king; begins plotting against Duncan and asks the spirits for help to carry out her plan; urges
Macbeth to kill Duncan
 What is a soliloquy? Define term with students
 Go over examples from Lady Macbeth’s in 1.5  discuss passage and analysis of “unsex me here” and l. 34-52 (analysis worksheet)
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Soliloquy station activity
o Students go to various stations in the room to discuss questions relating to Lady Macbeth’s soliloquy and the imagery she uses to
describe her own ambitions
Read summary of Act 1.6
o 1.6- Duncan and sons arrive at Macbeth’s castle to Lady Macbeth’s greetings and hospitality
Video clip of Act 1.7 https://www.youtube.com/watch?v=MnrX-Ec6GmM
o 1.7- Macbeth debates if he should kill Duncan and begins to question the plan; Lady Macbeth questions his courage and “manhood,”
and assures him their plan with succeed; Macbeth agrees to do it
o Have students translate what Macbeth is saying in his soliloquy (also distribute handout – No Fear Shakespeare)
o Analysis of 1.7 worksheet
Learning Standards: CC1, 2, 3, 5, 6, 8, 10, 15; C1, 5
4. Macbeth Characters
 Review from pervious class – analyze the two soliloquys
o What do they tell us about the characters?
o Themes – what do they say about ambition? Gender roles? How is gender characterized? What does this say about gender and is it a
“true” perception of gender?
o Does Lady Macbeth encourage Macbeth to go through with the killing? Do they bring out the best or worst in each other?
 Characterization worksheet – what can we learn about Macbeth and Lady Macbeth’s soliloquies?
o Analysis questions on what these scenes reveal about characterization
 Review Act 1 video (0:33 – 3:22) https://www.youtube.com/watch?v=uzAujyWpK_s
o Who was king when play started? Duncan
o What do the witches prophesize about Macbeth and Banquo? Macbeth will be king, as will Banquo’s children
o Do you think killing Duncan will make Macbeth’s life better or worse?
 Read Act 2.1
o 2.1- Banquo and son Fleance have a talk during the night watch; Banquo has a bad feeling about this night and cannot sleep, Macbeth
comes and tells them not to worry; Macbeth contemplates his decision and the image of his dagger, he hears a bell and moves to
Duncan’s chamber
 Read Act 2.2
o 2.2- Lady Macbeth is excited, she hears Macbeth and says she should have killed Duncan herself; she lets Macbeth in, he carries two
daggers and has bloodstained hands; Macbeth cannot utter a prayer after; Macbeth cannot sleep and still has the daggers; Lady
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Macbeth goes to Duncan’s room and returns with blood on her hands but a “clear conscience” while Macbeth expresses regret
o What is Macbeth’s response to killing Duncan? He cannot sleep, he cannot pray, he feels regret and does not want to continue, Lady
Macbeth provokes him saying she will do it herself
o Discuss l. 61-66 (Macbeth’s guilt and the symbol of blood)
Learning Standards: CC1, 2, 3, 4, 6, 7, 9, 10, 11, 14, 16; C1, 2, 3, 4, 5, 8, 9
5. Symbolism in Act 2
 Read Act 2.2
o How does Shakespeare use symbolism in the play so far? What is symbolism
 What are the four symbols mentioned in these two scenes? (Night, sleep, dagger, blood) – read through with groups
 What do these things symbolize?
o Light and dark (night) – good and evil; night is when the killing (evil) takes place
o Blood – a key symbol in the play (word occurs over 100 times and is often mentioned with water)  see 2.2.47-end: how often does
the image of blood represent guilt? How far is water a sufficient means of cleansing? Violence
o Dagger – guilt, violence, conscience
o Sleep – innocence, purity, peace of mind, safety
 On posters/pages (one for each symbol) students write down suggestions as to what these symbols represent (and how they will now
continue to impact the story)
 Symbolism activity – finding partner and discussing symbol
o Students given either a word or a picture of a symbol in the play – have to find their matching partner and discuss what the symbol
represents
o Write about their symbol on chart on the whiteboard
 Discuss as a larger class
 Symbols represent Macbeth’s guilt – what will the consequences for his actions be?
Learning Standards: CC1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 16, 17; C3, 5, 6, 7, 8, 9
6. Loyalty and Betrayal
 Read condensed version of Act 2.3 (from line 40)
o 2.3- The porter answers the door to find Macduff and Lennox; there was a night of unruly weather (strong winds and voices in the air);
Macduff announces Duncan’s murder; Banquo arrives and hears what happened; the guards have been found with daggers on their
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pillows and bloodied faces; Macbeth says he killed them in fury after finding the dead king because of his love for Duncan; the
brothers flee, fearing they are the next targets
Read summary of Act 2.4
Review Act 2 – what happened
o Why do Malcolm and Donaldbain run away from the court? They are afraid they will be murdered next
o Why is Macbeth named king and not the heir Malcolm? His flight makes him look guilty of the murder
What does paranoia do to people? What happens when people become paranoid?
o Use relevant examples (reality TV shows)
Free write: Under what circumstances would you betray a friend? When would this be justified?
Loyalty – ranking characters as either loyal or likely to betray
o On sticky notes students must categorize the characters in the play as being either loyal or as likely to betray
o Students will then transfer their chart onto a larger chart on the white board
Class discussion following where students explain their reasoning as to where they ranked the characters
Learning Standards: CC1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 16, 17; C1, 3, 5, 6, 7, 8, 9
7. Supernatural Elements
 Video Act 3.1: https://www.youtube.com/watch?v=HU8LxjCmRIY
o 3.1- Macbeth has been crowned king, Banquo contemplates how this follows the witches’ predictions and has suspicions about
Macbeth’s role in Duncan’s murder; Macbeth and Lady Macbeth interrupt Banquo’s reflections and Banquo says that he and Fleance
plan to go riding in the afternoon before returning for the banquet; Macbeth considers Banquo’s part of the prediction (that his
descendants will rule Scotland) and gets jealous and worries Banquo will guess the truth – he hires two murders to kill them that night
 Read summary of Act 3.2
o 3.2- Lady Macbeth confirms that Banquo has left court and encourages Macbeth to rid of his guilt about Duncan; Macbeth describes
his fears about Banquo and Fleance and hints his plan to eliminate them but will not tell her any more
 Perform Act 3.3 with props
o 3.3- Macbeth’s murders ambush Banquo and Fleance; the kill Banquo but Fleance escapes; the murders set off to inform Macbeth
o What do you think about Macbeth at this time? What is happening to him? Guilt, betrayal
 What do you think about Macbeth at this moment in the play?
 “I Am” Poems  students do an “I Am” poem for either Macbeth and Lady Macbeth using a provided format – working on drafts
Learning Standards: CC1, 3, 5, 7, 8, 10, 11, 12, 14; C1, 5, 6, 7, 9
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8. The Witches
 Review with a partner the current events of the play
 Watch video clip of Act 3.4 – Banquo’s ghost https://www.youtube.com/watch?v=Wvnr7wJTJrI (l. 78-83)
o 3.4- The Macbeths hold a banquet for the lords of the court; one of the murderer arrives and tells Macbeth that Banquo is dead by
Fleance escaped; Macbeth decides to pursue Fleance later; during the banquet Macbeth sees Banquo’s ghost enter and take his own
place at the table, when asking the lords about this they think Macbeth is ill, the party breaks up and Macbeth is so nervous he
reserves to visit the witches the next day
o Summarize the symbolic representation of Banquo’s ghost in 20 words
o What does the appearance of Banquo’s ghost say about Macbeth?
 Demonstrates the guilt of murdering his friend
 What do you notice about his state? His body language/emotion?
 What does Banquo’s guilt symbolize? Macbeth’s guilt
 Past events coming back to haunt Macbeth
 To what extent do supernatural elements influence Macbeth’s choices? Relating back to fate or free will
 Graphic novel Act 3.5 – the witches meet Hecate
o 3.5- The witches talk with their goddess Hecate who is angry they have been dealing with Macbeth without her advice and agrees to
meet with them the following day, planning to show Macbeth visions that will lead to his undoing
 Does Hecate believe in fate or free will? What does she think the witches are doing to him? Playing with him and sending him
on a chase – tells them to fix it
 Read Act 3.6
o 3.6- Lennox meets with another Thane and talks about the strange deaths that have happened; it is clear he suspects Macbeth of all
the killing and refers to Macbeth as a tyrant; they heard that Macduff is on his way to ask the English king for an army to rid of
Macbeth, which Macbeth has also heard
 Hallucinations – what are the two things in the play seen only by Macbeth? The dagger (2.1.33-47) and Banquo’s ghost (3.4.50-1)
o What do the hallucinations imply about Macbeth’s state of mind?
o Why would Shakespeare have the ghost of Banquo appear rather than Duncan? What does this say about Macbeth
 John Williams song “Double, Double” (lyrics from Macbeth) Act 4.1 (could even play song again while students follow along)
o 4.1- The witches meet and cast a spell in their cauldron to create trouble (likely for Macbeth), Hecate and Macbeth arrive; during the
visit the three apparitions rise from the cauldron, each one giving Macbeth information about his future; Macbeth feels reassured
from the three omens and demands to know more, but the witches offer no more answers; the witches leave and the progression of 8
nights and Banquo’s ghost enter (as kings); Macbeth decides to murder Macduff’s family
 Possible discussion activity (students pull a colour-coded stone from a witch’s cauldron:
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Did the witches really have knowledge about the future?
Did the witches tell the (whole) truth?
Where did the witches’ power come?
How do the witches influence Macbeth? Do they influence Macbeth or does he act by his own choices?
Are the witches responsible for the hallucinations?
How do the supernatural elements influence what happens in the play?
Why does Shakespeare give so much attention to the witches??
Learning Standards: CC1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 14, 15, 16, 17; C1, 2, 3, 4, 9
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Macbeth’s Tragic Flaw – Ambition
What comes to mind when you hear the word “ambition?”
Relevant example of bad ambition (Justin Bieber)
Act 4.1 video clip: https://www.youtube.com/watch?v=C_ZrBitwUsA
Read of Act 4.2
o 4.2- Lady Macduff is angry that her husband has left the castle unprotected; Macbeth’s murders arrive at the Macduff castle and kill
his son; Lady Macduff escapes but the murderers pursue her
Read Act 4.3
o 4.3- Macduff finds Malcolm in England; Ross arrives and tells Macduff about the murder of his family, Macduff blames himself;
Malcolm agrees to return to Scotland as king
Cube building activity about Macbeth’s ambition
Learning Standards: CC1, 3, 6, 7, 10, 11, 15; C1, 2, 4, 5, 6, 7, 9
10. Theme Essays – Introduction
 Read and video clip of Act 5.1
o 5.1- A doctor describes Lady Macbeth’s sleepwalking at night; she carries a candle now at all times and rubs her hands together as if
washing them, the doctor and attendant understand that she has seen or done something terrible; Lady Macbeth rambles about
Duncan’s murder and the bloodstains and appears to be scolding Macbeth about his guilt over Banquo; the doctor says her illness is
beyond help and that they should keep her calm
o Discuss the images in this scene (the candle, the blood, washing her hands) – what do they mean? What is happening to Lady
Macbeth?
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o 5.1.30-5 key lines for analysis – Lady Macbeth’s guilt over Duncan’s death shows itself – she is slipping into madness because she
cannot live with herself
Self reflection of progress at this point in the unit
Review the witches’ 3 prophecies
Summary 5.2- Soldiers are on their way from England; Macbeth is fortifying his castle but will not be able to hold his position since his soldiers
are not loyal to him
Read and video Acts 5.3 + 5.5: https://www.youtube.com/watch?v=S8hbcFDS0_I
Summary of 5.3- Macbeth runs along the predictions the witches showed him; Lady Macbeth’s condition is incurable, and Macbeth prepares
for battle
o 5.4- The Scottish and English armies meet at Birnam Wood; Malcolm has each solider cut a tree and carry it as camouflage to conceal
their numbers
o 5.5- Lady Macbeth dies; the woods are approaching and Macbeth begins to fear his position in battle
Review essay structure – writing five paragraph essay
o Introduce essay writing assignment
Rest of block for planning
Learning Standards:
11. Theme Essays
 Macbeth review video: https://www.youtube.com/watch?v=uzAujyWpK_s&t=200s
 Read summary of Act 5.4
 Finishing the play – Video Act 5.5
 Read Act 5.6 (very short)
o 5.6- Malcolm, Macduff and their army approach Dunsinane Castle; the war begins
 Read Act 5.7 (short)
o 5.7- Macbeth finds himself cornered in the midst of battle but continues to fight; even though the first prophecy has come true
Macbeth still feels reassured that no man is not “not born of woman”
 Perform Act 5.8 (short)
o 5.8- Macduff catches up with Macbeth, Macbeth brags of his “charmed” life, but Macduff replies that he was not born of woman, he
was cut from his mother’s womb (c-section); Macduff kills Macbeth; Macbeth’s head is treated as a trophy on a pike to warn other
potential traitors; Malcolm takes his title as king
 Read Act 5.9 condensed from 5.9.20 (to end)
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o 5.9- Macbeth’s castle has been captured; MacDuff enters with Macbeth’s head on a stick and proclaims Malcolm the new king of
Scotland
Rest of block for students to work on essays
Learning Standards:
12. Unit Project – Brainstorm
 Students brainstorm in groups for Macbeth board game unit project
Learning Standards: CC1, 2, 4, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17; C2, 3, 4, 5, 6, 7, 8, 9
13. Unit Project – Create Day 1
 Work block as students create board game
Learning Standards: CC1, 2, 4, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17; C2, 3, 4, 5, 6, 7, 8, 9
14. Unit Project – Create Day 2
 Work block as students create board game
Learning Standards: CC1, 2, 4, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17; C2, 3, 4, 5, 6, 7, 8, 9
15. Unit Project and Macbeth Conclusion
 Finishing unit projects
 Peer evaluation of contribution to project
 Wrapping up the play:
o How many of Macbeth’s actions happened because of destiny and how many because of his free will?
 Four corners activity (or agree/disagree):
o Is Macbeth a moral play?
 Moral decline
 Spiritual decline
o Is Macbeth a hero?
o Could Macbeth have turned back?
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Learning Standards: CC1, 2, 4, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17; C2, 3, 4, 5, 6, 7, 8, 9
16. Playing the Board Games
 Students will play the board games they made and interact with the games their peers made
Learning Standards: CC1, 2, 4, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17; C2, 3, 4, 5, 6, 7, 8, 9
DIFFERENTIATED INSTRUCTION
This unit plan is adaptable to meet the needs of students with mixed abilities. There are varying editions of Shakespeare’s Macbeth including
versions that are simplified to help students understand the content and meaning of the play. Graphic novels and children’s editions of the play
breakdown the meaning of the play, but in twenty-first century language, therefore making it easier to comprehend the language and
accompanying the scenes with pictures. Furthermore, students could be supplied with a guide to help comprehend meaning if they struggle with
the language.
This unit plan is sensitive to diversity by considering multiple perspectives on the topics and themes features in the play. It is discussed how
Shakespeare portrays gender roles, positions of power, and community contexts and students are encouraged to question what they read and
apply their own perspectives to the text, while considering the other perspectives of their peers in a respectful way. This unit includes Aboriginal
principles of learning by learning to recognize the consequences of one’s actions and the exploration of identity.
Teacher Resources and Reminders
 “Why You Should Read Macbeth” TedEd Video https://www.youtube.com/watch?v=rD5goS69LT4
 Facts about play and Shakespearean language – how/why/where Shakespeare wrote his plays, his audience, about him, etc.
o Possible video: “Shakespeare and Rap”  Shakespearean language compared to rap (beat of iambic pentameter)
http://teachnouvelle.com/shakespeares-language/ (8 min)
 Globe Theatre Teacher Resources http://teach.shakespearesglobe.com/library
o Interactively explore the key scenes in the play http://teach.shakespearesglobe.com/macbeth-keyscenes?previous=/views/ajax%3Fkeyword%3Dmacbeth
o Images from productions http://teach.shakespearesglobe.com/macbeth-images?previous=/views/ajax%3Fkeyword%3Dmacbeth
 Thunder and lightening storm video https://www.youtube.com/watch?v=6M4IRbGJxqA
 Acts 1.1-3 performed in the Globe Theatre: https://youtu.be/mX4DHmjFfNE
 Macbeth play information and resources https://www.coursehero.com/lit/Macbeth/context/
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Book cover and “I Am” Poems http://smallworldathome.blogspot.ca/2014/11/studying-macbeth-book-covers-and-poem.html
Macbeth essay topics: http://www.magalaelkartea.com/controversial-essay-topics-for-macbeth-great-suggestions/
“Double, Double, Toil and Trouble” song (with lyrics; composer John Williams) https://www.youtube.com/watch?v=pkHfn1OYR4Q
Macbeth review board game https://www.teacherspayteachers.com/Product/Macbeth-Board-Game-2040027)
“Is Ambition Killing Us?” TedTalk: https://www.youtube.com/watch?v=FZBo1j5Zmbo
Macbeth real-world scavenger hunt activity https://www.teacherspayteachers.com/Product/Macbeth-Scavenger-Hunt-Making-Real-WorldThematic-Connections-855201
Ellen Terry as Lady Macbeth oil painting by John Singer Sargent
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