Macbeth
Worksheet One
Learning targets
By the end of this worksheet, you will be able to:
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Describe and explain some of the beliefs and ideas of people who were alive when Shakespeare was
writing his plays
Discuss some of the superstitions at the time when Shakespeare was writing
Explain the structure of a tragedy and, in particular, the characteristics of a Shakespearian tragic
hero
Become familiar with some of the words you will need to spell accurately during your study of the
play
The Divine right of kings
http://en.wikipedia.org/wiki/Divine_right_of_kings
The divine right of kings is a political and religious doctrine of royal and political legitimacy. It asserts that a
monarch is subject to no earthly authority, deriving his right to rule directly from the will of God. The king is
thus not subject to the will of his people, the aristocracy, or any other estate of the realm, including (in the
view of some, especially in Protestant countries) the Church. According to this doctrine, since only God can
judge an unjust king, the king can do no wrong. The doctrine implies that any attempt to depose the king or to
restrict his powers runs contrary to the will of God and may constitute a sacrilegious act.
The remoter origins of the theory are rooted in the medieval idea that God had bestowed earthly power on
the king, just as God had given spiritual power and authority to the Church, centering on the Pope. The
immediate author of the theory was Jean Bodin, who based it on the interpretation of Roman law. With the
rise of nation-states and the Protestant Reformation, the theory of divine right justified the king's absolute
authority in both political and spiritual matters. The theory came to the fore in England under the reign of
James I of England (1603–1625, also James VI of Scotland 1567–1625).
In your own words, try to summarise what people believed about the divine right of kings at the time when
Shakespeare was writing.
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The Elizabethan Period - Elizabethan Superstitions
Many superstitions during the Elizabethan period dated back to traditions and beliefs from much earlier times.
The superstitions were also steeped in the belief in old magic and the mystical properties of animals and
herbs. The origins of many superstitions are based on trust in magic or chance. Fear of the supernatural and
forces of nature or God resulted in the belief of superstitions during the Elizabethan era.
Macbeth
Elizabethan Witches and Superstitions
New Elizabethan superstitions arose due to the fear of witchcraft and the persecution of witches. Women
were those most often accused of being witches! There were 270 Elizabethan witch trials of 247 were women
and only 23 were men! During the Elizabethan era people blamed unexplainable events as the work of witches
- the Bubonic Plague, unexplained deaths or unpleasant illnesses, bad harvests or crop failures, the death of
animals and unexplained fires. Those accused of witchcraft, or being a witch, were generally old, poor and
unprotected single women, widows or 'wise women' (many kept pets for company - their 'familiars'). The fear
of witches and their supernatural abilities led to the following superstitions:
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Witches were able to
A witch was often portrayed as an old crone or hag
Witches are closely associated with living alone
Witches were known to keep animals like the Cat, Frog, Pig, Raven, Goat, Wolf, Goose, Crow, Bat and
Mouse which were believed to be the forms adopted by a Witches Familiar (an evil spirit, in animal
form, who was used by the witch to perform evil deeds and cast malevolent spells)
Witches brewed magic potions over a cauldron
Superstitions in Elizabethan Period and Time
Here are a selection of superstitions which affected the daily lives of Elizabethans:
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Saying "God Bless You" following a sneeze - Elizabethans believed that the devil could enter your body
when you opened your mouth to sneeze - the blessing warded off the Devil
An eclipse was seen as an omen of evil
Pin bay leaves to your pillow on the Eve of St Valentine, one at each corner and one in the middle and
you will then dream of your future husband
Touch wood to guard against bad luck. This Celtic superstition dates back to the Dark Ages when it was
believed that a tree possessed magical powers
Not to walk under ladders - considered bad luck as ladders are associated with the gallows and
executions
Shoes on a table - If you put shoes on a table it was very bad luck - inviting an imminent death
Spilling Salt or pepper - Seen as bad luck - the cost of these spices were extremely expensive during the
Elizabethan era
Did people in Shakespeare´s time believe in witchcraft? Did they fear witches? Why?
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Macbeth
Shakespearian tragedy and the Shakespearian tragic hero
Element 1- The Tragic Hero
 Usually there is only one tragic hero
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Only Great Men are Tragic Heroes
1. Tragic heroes are exceptional beings. They are from a high estate (noble and respected). The tragic hero
carries a touch of greatness and fierce determination, which stirs not only sympathy and pity, but also
admiration, terror, and awe.
2. Tragic heroes contribute to their own destruction by acts in which the reader sees a flaw in their character.
Element 2- The Tragic Flaw
Hamartia (Greek) - In a tragedy, the quality within the Tragic Hero or heroine which leads to his or her
downfall.
Examples- Macbeth’s obsession with power,
Othello’s jealousy
Hamlet’s indecisiveness
The flaw often takes the form of obsession.
Element 3- The Tragic “Story”
Plot
1. The tragic story leads up to, and includes, the death of the hero.
2. The suffering and calamities that befall the hero are unusual and exceptionally disastrous.
Tragedy, Human Flaws, and Responsibility
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The calamities of tragedy proceed mainly from actions, and those, the action of men.
Shakespeare’s tragic heroes are responsible for the calamity of their falls.
Element 4- The Abnormal, The Supernatural, Fate/Fortune/Chance
Shakespeare also introduces the supernatural: ghosts and witches who have supernatural knowledge
Shakespeare, in most tragedies, allows “chance” in some form to influence some of the action. Men may start a
course of events but can neither calculate nor control it, is a tragic fact.
Element 5-Tragic Conflicts
The action of the protagonist/tragic hero is most often motivated by external and internal conflicts, which lead
to complications from which further conflicts arise- all in a kind of snowballing effect, driving the action toward
a tragic resolution.
External Conflict
Involving other people or events
Internal Conflict
Shakespeare’s tragic hero, though he pursues his fated way, is, at some point, torn by an inward struggle.
Macbeth
Element 6- The Tragic Pattern
1. A man of high estate- A king, a prince, a general
2. A flaw of character- Within the first two acts, the reader will become aware of the Tragic Hero’s obsession.
3. Intrusion of time and a sense of urgency- As the inner and outer conflicts intensify, the reader sees the
Tragic Hero’s actions snowball to his final demise. (Act 3)
4. Misreadings and Rationalizations- The occurrence of the third element will increase the Tragic Hero’s
urgency. The Tragic Hero operates on what he believes to be the case rather than what he actually knows to be
the case.
5. Murder, exile, alienation of enemies and allies- Brought on by new conflicts
6. Gradual Isolation of the Tragic Hero- Brought on by new conflicts, which forces the Tragic Hero to face
the responsibility for his actions alone.
7. Mobilisation of the opposition- The stage will occur when the opposing forces mobilise against the Tragic
Hero to bring the tragedy to his conclusion. Often, the Tragic Hero is confronted by an enemy in the fifth act
who has a good reason for seeking his death.
8. Tragic recognition of the Flaw by the Tragic Hero: too late- At the point of number 7, the Tragic Hero
realizes his error. The Tragic Hero must accept responsibility for what has happened.
9. Last courageous attempt to restore lost
10. Audience recognizes potential for greatness- This occurs when the Tragic Hero shows the audience the
nobility of his heart, and the audience recognizes his loss as a waste.
11. Death of the Tragic Hero
12. Restoration of order
Summarise, in no more than five bullet points, the most important elements of a Shakespearian tragic hero
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Extension Activity
Design a front cover for the play ´Macbeth´ or a front cover for a program for the production of a play (which
would include details inside about the play, the characters and actors performing). Think carefully about the
font colour and style and any pictures you may include. Think about the ideas and themes that you have read
about on this sheet and ways in which you could include these, either in a subtle or obvious way, in your front
cover.
Macbeth
Spelling list
Word
Macbeth
Banquo
Tragedy
Tragic hero
Soliloquy
Irony
Witch
Witches
Apparition
Thane
Wife
Cawdor
Prophecy
Prophecies
Villain
King
Murder
Supernatural
Foul
Definition
Look, cover, write, check
Homework
Learn the words from the spelling list and explain who they are or what they mean in the definition box
You should also complete any unfinished questions on these sheets
Macbeth
Worksheet Two
Learning targets
By the end of this worksheet, you will be able to:
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Discuss and write about the techniques Shakespeare uses in order to create tension and suspense in Act I Scene
I of the play
Explain your first impressions of Banquo, Duncan and Macbeth
Use quotations from the play to support your ideas
Act I, Scene I
How does Shakespeare create tension and suspense in Act I, Scene I?
Point
The Location
Evidence
Explanation
Sound Effects
Characters
Plot
Vocabulary
How does Shakespeare create tension and suspense in Act I, Scene I?
In order to answer this question, you need to use PEE. You have already completed the hard work by filling up
the chart above and finding quotations. Now you need to put the information together into paragraphs. There
is an example below:
Macbeth
Using PEE – an example
P - Shakespeare creates tension and suspense in Act I, Scene I of the play by his choice of location, the stage
directions explain that it is a: E - “deserted place”. E - This creates tension and suspense because as an
audience, we begin to wonder why the witches are meeting in a deserted place. As the witches have their
meeting, it becomes clear to us that they meet in the “deserted” place because they don´t want anyone to
overhear their nasty plans.
Act I, Scene II
Class Activity
What is your opinion about the characters Macbeth, Banquo and Duncan?
 Write the name of the character (or draw), add your personal opinion about the character and a quotation to
support.
Writing task:
What are your first impressions of Macbeth at this stage in the play? Use P.E.E to support and develop your answer
Homework
 Make sure your answer to the question “How does Shakespeare create tension and suspense in Act I Scene I of
the play?” is complete
 Look back at your answer on tension and suspense in Act I, Scene I and also read back over your notes on
superstitions in Shakespeare´s time. Then answer the following question.
 What sort of impact would Act I, Scene I have had on an audience during Shakespeare´s time?
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Worksheet Three
Paired assessment: What sort of impact would Act I, Scene I have had on an
audience during Shakespeare´s time?
Read your partner´s response. Check for mistakes in spelling and make sure that the sentences make sense.
Give them a tick if they include any of the following information:
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People in Shakespeare´s time were superstitious
The audience would probably be frightened of witches and the supernatural
The lightning and the deserted place would help to create a sense of fear and suspicion for the
audience
This is a good opening for a tragedy because the audience will suspect that the witches are going to do
bad things
The audience may begin to wonder who Macbeth is
The audience may start to feel sorry for Macbeth because they can see that the witches are plotting
something to do with him
Quotations from Act I, Scene I may be used to support ideas
If anyone has 5 or more of these in their answer, they can have a merit!
Macbeth
Worksheet Four
Learning targets
By the end of this worksheet, you will be able to:
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Discuss and write about the remainder of Act I, demonstrating your personal opinion about the characters
Use quotations to support your ideas
Summarise Lady Macbeth’s speech
Questions
Read Act I, Scene III
1. What are the witches’ plans for Macbeth?
2. How does Shakespeare continue to use the supernatural in this scene?
3. How do Macbeth and Banquo respond to the supernatural characters and events?
Read Act I Scene IV
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Who does Duncan appoint as his official heir?
What impact does this have on Macbeth?
What is Duncan’s attitude to Macbeth and Banqo?
How does the audience feel about Duncan at this stage?
How does the audience feel about Macbeth at this stage?
Read Act I Scene V
Looking closely at Lady Macbeth’s speech
In chronological order, in your own words, summarise the content of Lady Macbeth’s speech from line 1 to 27 of this
scene. (Aim for 8 bullet points)
Look at the portrayal of Lady Macbeth, her response to the prophecy and her relationship with Macbeth.
Once again, you could draw a picture, with own opinions and quotations
Extension writing task: What are your first impressions of Lady Macbeth at this stage in the play? Use P.E.E to support
and develop your point of view (50- 100 words)
Macbeth
Worksheet Four a – Answer Sheet for Self or Paired Assessment
Act I, Scene III
1. What do the witches tell Macbeth? Why?
Your answer could include any of the following information:
 The witches tell Macbeth three things
 The witches tell Macbeth that he is Thane of Glamis
 The witches hail Macbeth as Thane of Cawdor
 The witches hail Macbeth as “King hereafter”
 The first thing they tell him is already true
 The other two things they say to him could suggest that he is going to achieve these things in future
 The witches say these things to Macbeth because they are trying to plant mean ideas in his mind. They want him
to take some actions to make their “prophecies” come true.
 The witches are using evil to create tragedy
 You could use quotations from the play to support your answer
Give yourself a tick for every piece of information from the list above that you include in your answer and a tick for
each quotation. If you have more than 5 ticks, you can have a merit
2. How does Shakespeare continue to use the supernatural in this scene?
Your answer could include any of the following information:
 The witches are present in the scene
 The scene begins with the witches explaining their evil deeds
 Some of the events described by the witches were familiar to the audience during Shakespeare´s time
 The witches inform Macbeth of the ‘prophecies’
 The witches inform Banquo of his future
 The witches disappear
 The witches continue to create an evil and malevolent atmosphere
 You could use quotations from the play to support your answer
Give yourself a tick for every piece of information from the list above that you include in your answer and a tick for
each quotation. If you have more than 5 ticks, you can have a merit
3. How do Macbeth and Banquo respond to the supernatural characters and events?
Your answer could include any of the following information:
 At first Macbeth and Banquo are puzzled by the witches appearnace and disappearance
 When they receive news from the messangers, they cannot believe that the second statement from the witches
has come true
 Macbeth is pleased by the prophecies and is already beginning to think of the ´greatest prize´
 Banquo is more cautious
 Banquo informs Macbeth that evil characters will sometimes pass on information for evil purposes
 Macbeth is already beginning to take the third prophecy very seriosuly and to consider the actions he should or
should not take
 You could use quotations from the play to support your answer
Give yourself a tick for every piece of information from the list above that you include in your answer and a tick for
each quotation. If you have more than 5 ticks, you can have a merit
Macbeth
Read Act I Scene IV
1. Who does Duncan appoint as his official heir?
Your answer could include any of the following:
 Duncan appoints his son Malcolm as his heir
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A quotation to support
2. What impact does this have on Macbeth?
Your answer could include any of the following:
 Macbeth is disappointed by the news
 Macbeth sees this decision as an obstacle to his own ambition to become king
 He begins to think about the evil things he can do
 Quotations to support
3. What is Duncan’s attitude to Macbeth and Banqo?
Your answer could include any of the following:
 He is full of praise for both Macbeth and Banquo´s bravery
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He embraces Banquo
He promises to visit Macbeth´s castle
Quotations to support
4. How does the audience feel about Duncan at this stage?
Your answer could include any of the following:
 Duncan appears to be a noble and honest King
 He seems to be fair and kind to his loyal subjects
 Quotations to support
5. How does the audience feel about Macbeth at this stage?
Your answer could include any of the following:
 Although we still see Macbeth as a brave soldier, we can see that he is thinking about his own ambitions above
his loyalty to the king
 We may feel a bit sorry for him because he is expecting the witches´ prophecy about him becoming king to be
true and this will not come true if Malcolm is Duncan´s heir
 Quotations to support
Give yourself a tick for every piece of information from the list above that you included in your answers and a tick for
each quotation. If you have more than 12 ticks in total, you can have a merit
Macbeth
Worksheet Five
Learning targets
By the end of this worksheet, you will be able to:
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Explain what dramatic irony is
Discuss how dramatic irony works in the play to inform our interpretation of the characters and events
Express your ideas about Macbeth and Lady Macbeth at the end of Act One
Read Act I Scene VI
Dramatic Irony
Definition: Dramatic irony is when the words and actions of the characters of a work of literature have a
different meaning for the reader or audience than they do for the characters. This is the result of the reader
having a greater knowledge than the characters themselves.
In your own words, define Dramatic Irony
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Example of Dramatic Irony (quotation from the play)
What impact does this have on the audience?
How does this make you feel about the characters
involved?
Act I Scene VII
What decision does Macbeth take at the end of this scene? Why?
Writing task
What is your opinion of Lady Macbeth and Macbeth at the end of Act One? You can use your dramatic irony chart to
help you to respond to this. Use P.E.E to support and develop (100- 150 words)
These notes will be useful for your Reading and Speaking and Listening Assessments.
Macbeth
Worksheet Five a – marking guidelines for self or paired assessment
Act I Scene VII
What decision does Macbeth take at the end of this scene? Why?
Your answer could include any of the following:
 Macbeth decides to kill Duncan at the end of this scene
 Lady Macbeth uses many techniques to persuade Macbeth to go ahead with the plan to kill Duncan
 At the beginning of this scene Macbeth was not sure about killing Duncan
 Macbeth told Lady Macbeth that he did not want to continue with the plan to kill Duncan
 Use quotations
Give yourself a tick for every piece of information from the list above that you included in your answers and a tick for
each quotation. If you have more than 5 ticks in total, you can have a merit
Writing task
What is your opinion of Lady Macbeth and Macbeth at the end of Act One? You can use your dramatic irony chart to
help you to respond to this. Use P.E.E to support and develop (100- 150 words)
Your answer could include any of the following:
 At this stage of the play we can see that Lady Macbeth and Macbeth are planning to kill Duncan
 There is dramatic irony in the play because Duncan is pleased to be visiting Macbeth’s castle but we as audience
know their plans to kill him
 We do not like Lady Macbeth at this stage because she has persuaded Macbeth to kill Duncan
 We think that Macbeth is weak because he cannot follow his own conscience
 We admire Lady Macbeth for her determination to go ahead
 We admire Macbeth´s decision to go ahead with the plan
 We do not like Lady Macbeth and Macbeth because they pretend to care for Duncan but they are lying to him,
the dramatic irony in the play helps to emphasise this
 We do not like Macbeth any more, he is no longer a heroic character because he is moving towards making a
very big mistake in killing Duncan
Give yourself a tick for every piece of information from the list above that you included in your answers and a tick for
each quotation. Your answer should be detailed and should use well chosen quotations to support and develop your
answer. If you comment on dramatic irony, use quotations and comment on Macbeth as a tragic hero, then you can
have a merit.
Macbeth
Worksheet Six
Act II Scene I
1. How has Macbeth and Banquo’s relationship changed?
2. What does Macbeth’s soliloquy reveal about his state of mind?
3. How does Shakespeare create tension and suspense in this scene?
4. What does the bell signal at the end of the scene?
5. What is your opinion of Macbeth at this stage of the play, is he still noble and respected?
Homework
Write a list of adjectives (at least twenty) that could be used to describe Macbeth’s castle, Lady Macbeth and Macbeth
at this stage in the play
Act II Scene II
How do Lady Macbeth and Macbeth behave after the murder of Duncan? This response needs to use at least three
quotations to support and develop your point of view.
Homework, preparation for writing assessment
Using the adjectives from your first homework and some others, write a short description of Macbeth’s castle on the
night of Duncan’s murder. Focus on using adjectives, similes and metaphors effectively to create a sense of atmosphere
Macbeth
Worksheet Six a Self or Paired Assessment
Act II Scene I
1. How has Macbeth and Banquo’s relationship changed?
Your answer could include any of the following:
 They used to be good friends, now they seem more distant
 Macbeth no longer tells Banquo his thoughts
 Macbeth lies to Banquo
 Quotation to support
2. What does Macbeth’s soliloquy reveal about his state of mind?
Your answer could include any of the following:
 Macbeth sees a dagger before him, this could suggest that he is troubled
 The dagger could be the work of the witches to make Macbeth feel flustered or under pressure
 There is lots of dark and evil imagery in the soliloquy, revealing that Macbeth is becoming corrupted by the
witches or his own evil thoughts
 At the end, he is ready to murder Duncan
 Quotations
3. How does Shakespeare create tension and suspense in this scene?
Your answer could include any of the following:
 In this scene we are waiting for Duncan’s murder!
 When Banquo arrives, we are waiting to see if he will change Macbeth’s mind
 We wonder if Banquo will stop Macbeth from murdering Duncan
 The dagger is a supernatural element shich would create tension
 The audience during Shakespeare’s time would have found the dagger particularly frightening because of their
superstitions
 We wonder throughout Macbeth’s soliloquy if he is going to murder Duncan
 Quotations
4. What does the bell signal at the end of the scene?
Your answer could include any of the following:
 The bell is a signal from Lady Macbeth to Macbeth that the guards are asleep
 It is a signal that Macbeth can go ahead and commit the murder
 Quotations
5. What is your opinion of Macbeth at this stage of the play, is he still noble and respected?
Your answer could include any of the following:
 Macbeth is about to commit murder, this will be a turning point in the play as it is morally wrong
 Macbeth’s hubris will lead to the tragedy in the play
 We no longer respect Macbeth’s character (although we may respect his ruthless nature!)
Give yourself a tick for every piece of information from the lists above that you included in your answers and a tick for
each quotation. If you have more than 25 ticks in total, you can have a merit.
Macbeth
Act II Scene II
How do Lady Macbeth and Macbeth behave after the murder of Duncan? This response needs to use at least three
quotations to support and develop your point of view.
Your answer could include any of the following:
 They ask a lot of questions
 There is a lot of confusion in the scene
 Macbeth is already feeling guilty
 Macbeth is worried about the voices he heard
 Lady Macbeth is not sympathetic to Macbeth’s concerns
 Macbeth uses a metaphor to describe his guilt spreading and becoming overwhelming
 Lady Macbeth goes back with the daggers
 Macbeth expresses regret for his actions
Give yourself a tick for every piece of information from the lists above that you included in your answers and a tick for
each quotation. If you have more than 10 ticks in total and you have included three quotations in your response, you
can have a merit.
Macbeth
Macbeth Self Assessment Descriptive Writing
How much effort do YOU think you made? See if your teacher and you agree!
Effort Made:
Do you deserve a Merit for EFFORT?
I WORKED AS
HARD AS I
COULD
I WORKED
FAIRLY HARD
I DID WHAT I
HAD TO DO TO
COMPLETE THE
WORK
I DIDN’T
REALLY PUT IN
MUCH EFFORT
National Curriculum Writing Assessment Focus AF1
My description is imaginative and uses relevant ideas and content based on
the play
Comments?
National Curriculum Writing Assessment Focus AF2
The main purpose of my writing is clear (descriptive) and I use appropriate
and effective vocabulary
Comments?
National Curriculum Writing Assessment Focus AF3 and AF4
My ideas are organised clearly with a fitting opening and closing and there
are links between paragraphs
Comments?
National Curriculum Writing Assessment Focus AF5
There is some variety in my sentence lengths and structure. I use tense forms
correctly
Comments?
National Curriculum Writing Assessment Focus AF6 and 8
My puctuation and spelling is accurate
Comments?
Red –not really
sure
Orange – fairly
sure
Green – confident
Red –not really
sure
Orange – fairly
sure
Green – confident
Red –not really
sure
Orange – fairly
sure
Green – confident
Red –not really
sure
Orange – fairly
sure
Green – confident
Red –not really
sure
Orange – fairly
sure
Green – confident
Macbeth
Is there anything about this work you want your teacher to know?
The quality of your work:
 Indicates what you have done well, so you know what to repeat next time you complete a
similar task. You may have up to 3 ticks to show how well you did.
 Indicates what you could improve upon next time you do a similar task

What I am looking for
→
Description is imaginative and uses relevant ideas and content based on the
play (Writing Assessment Focus 1)
Appropriate style (descriptive) clearly established to maintain reader´s
interest (Writing Assessment Focus 2 )
Ideas are organised clearly with an appropriate opening and closing
(Writing Assessment Focus 3)
Sentences organised into appropriate paragraphs (Writing Assessment
Focus 3)
There are links between paragraphs (Writing Assessment Focus 4)
There is a variety of length, structure and subject of sentences (Writing
Assessment Focus 5)
Punctuation is used accurately, including commas and questions marks
(Writing Assessment Focus 6)
ALL work should have the following features:

General Features of high quality work
Easy to read, neat presentation
Good spelling (Writing Assessment Focus 8)
Use of appropriate vocabulary to explain your ideas (Writing Assessment
Focus 7)
Additional Teacher Comment:
→
Macbeth
Pupil Comment –to be completed AFTER your work has been marked
I understand how my work has been
marked
I understand what I need to do to improve my work
Red –not really sure
Orange – fairly sure
Green – confident
Red –not really sure
Orange – fairly sure
Green – confident
Colour in as appropriate
Colour in as appropriate
WRITE DOWN UP TO 3 WAYS YOU WILL IMPROVE YOUR WORK:
Macbeth
Worksheet Seven
Read Act II Scene III and IV
You are now going to build up some quotations in preparation for your speaking and listening and reading assessments.
Macbeth as tragic hero
Discussion and presentation in groups, using PEE
Group One: What evidence can you find in the play so far to demonstrate that Macbeth is a
typical tragic hero?
Each person in your group may want to take a ´stage´ in the tragic hero description and find evidence for that stage.
Group Two: How do the other characters respond to Duncan’s murder? How do we as audience
feel about it? How does our modern day response differ from a Shakespearian audience’s
response?
Homework One
How would an audience in Shakespeare’s time have felt about the murder of a king?
Read Act III Scene I
1. How does Macbeth behave towards Banquo and how do we as an audience respond to this?
2. What does Macbeth´s soliloquy reveal about his state of mind?
Homework Two
In what ways does the play Macbeth follow the traditional sequence of a tragedy?
Macbeth
Worksheet Seven a Self or Paired Assessment
Worksheet
Act III, Scene I
1. How does Macbeth behave towards Banquo and how do we as an audience respond to this?
Your answer could include any of the following:
 They used to be good friends, now their relationship is king and subject
 They used to tell each other their thoughts and feelings, they do not any more
 Banquo is still loyal to Macbeth
 Banquo wonders if the witches prophecy will come true for him as well
 Macbeth is no longer loyal to Banquo
 Macbeth sees Banquo as a threat to his Kingship
 Macbeth is planning to murder Banquo and his son Fleance
 Audience response is your opinion, most people will not like the fact that Macbeth is no longer loyal to his friend
 Quotations
Give yourself a tick for every piece of information from the list above that you included in your answers and a tick for
each quotation.
2. What does Macbeth’s soliloquy reveal about his state of mind?
Your answer could include any of the following:
 Macbeth’s soliloquy show us that he sees his friend Banquo as a threat
 He is no longer loyal to Banquo and wants to get rid of him
 Macbeth seems to have no doubts about wanting to kill Banqo
 Not only does Macbeth want to kill Banquo, but also his children
 Macbeth has become more ruthless
 Macbeth is bloodthirsty
 We no longer see Macbeth as a hero but can see the tragedy continuing to develop as he is planning to kill his
friend
 Quotations
Give yourself a tick for every piece of information from the list above that you included in your answers and a tick for
each quotation. If you have more than 17 ticks in total and you have included 5 quotations in total in your responses,
you can have a merit.
Macbeth
Worksheet Eight
Act III Scene II
How has the relationship between Macbeth and Lady Macbeth changed? Again, this could be used as evidence in the
‘tragic hero’ essay.
Act III Scene IV
Look at Shakespeare’s use of language and dramatic techniques in this scene and how he uses them to create a sense of
chaos. For example:





Macbeth’s sentences are often short and frequently disconnected
There’s a significant amount of movement on stage
The ‘appearance’ of the ghost
Use of exclamation and question
Disturbing imagery at end of scene
Speaking and Listening informal group presentation
How does Shakespeare create a sense of chaos in Act II Scene IV?
Homework One
 How do you feel about Macbeth now that he has ordered the murder of Banquo and Fleance?
At the end of Act Three: Discussion and note taking
How are people responding to Macbeth’s rule? How is Macbeth himself behaving? How do both of these things link with
the audience’s understanding of his character? Can he still be considered a hero, or would you say that you now regard
him as a villain?
Homework Two
Compile a list of ten questions for either Lady Macbeth, Macbeth, the witches or Lenox. The questions should allow you
to explore their feelings about various events in the play so far
Macbeth
Worksheet Eight a Self and Paired Assessment
Act III Scene II
How has the relationship between Macbeth and Lady Macbeth changed? Again, this could be used as evidence in the
‘tragic hero’ essay.
Your answer could include any of the following:
 Macbeth is keeping secrets from Lady Macbeth
 In contrast with before, Lady Macbeth is now discouraging Macbeth
 Lady Macbeth is still worried about their new positions as King and queen
 Lady Macbeth is trying to make Macbeth feel more cheerful
 Macbeth does share some of his worries and concerns with his wife
 They both seem unhappy and worried
 Quotations
Macbeth
Macbeth Self Assessment Hot Seating activity
How much effort do YOU think you made? See if your teacher and you agree!
Effort Made:
Do you deserve a Merit for EFFORT?
I WORKED AS
HARD AS I
COULD
I WORKED
FAIRLY HARD
I DID WHAT I
HAD TO DO TO
COMPLETE THE
WORK
I DIDN’T
REALLY PUT IN
MUCH EFFORT
National Curriculum Speaking and Listening Assessment Focus AF1
I can extend my answers to express straightforward ideas and feelings with
some relevant detail
Comments?
National Curriculum Speaking and Listening Assessment Focus AF1
I vary my vocabulary, grammar and non verbal features to suit the audience
and purpose of the activity
Comments?
National Curriculum Speaking and Listening Assessment Focus AF2
I show a clear understanding of the play and how it has been presented
Comments?
National Curriculum Speaking and Listening Assessment Focus AF3
I can convey straightforward ideas about characters and situations, making
deliberate choices of speech, movement and gesture
Comments?
National Curriculum Speaking and Listening Assessment Focus AF4
Red –not really
sure
Orange – fairly
sure
Green – confident
Red –not really
sure
Orange – fairly
sure
Green – confident
Red –not really
sure
Orange – fairly
sure
Green – confident
Red –not really
sure
Orange – fairly
sure
Green – confident
Macbeth
I understand the effect of varying language for different purposes, I use
language appropriate for the character
Comments?
Red –not really sure
Orange – fairly sure
Green – confident
Is there anything about this work you want your teacher to know?
The quality of your work:
 Indicates what you have done well, so you know what to repeat next time you complete a
similar task. You may have up to 3 ticks to show how well you did.
 Indicates what you could improve upon next time you do a similar task

What I am looking for
→
Speak in extended turns to express straightforward ideas and feelings with
some relevant detail (Speaking and listening Assessment Focus 1)
Structure talk in ways which support meaning and show attention to listener
(Speaking and listening Assessment Focus 1)
Adapt vocabulary, grammar and non verbal features to suit purpose
(Speaking and listening Assessment Focus 1)
Show a clear understanding of content, recognize significant details and
implicit meanings (Speaking and listening Assessment Focus 2)
Convey straightforward ideas about characters and situations (Speaking and
listening Assessment Focus 3)
Make deliberate choices of speech, gesture and movement in different roles
(Speaking and listening Assessment Focus 3)
Understand how language choices vary, use an appropriate choice of
language for the character (Speaking and listening Assessment Focus 4)
ALL work should have the following features:

General Features of high quality work
Easy to understand, clear presentation
Accurate pronunciation
Additional Teacher Comment:
→
Macbeth
Pupil Comment –to be completed AFTER your work has been marked
I understand how my work has been
marked
I understand what I need to do to improve my work
Red –not really sure
Orange – fairly sure
Green – confident
Red –not really sure
Orange – fairly sure
Green – confident
Colour in as appropriate
Colour in as appropriate
WRITE DOWN UP TO 3 WAYS YOU WILL IMPROVE YOUR WORK:
Macbeth
Worksheet 9
Read and understand Act IV
What do the apparitions predict for the future?
At the end of Act IV, find at least three quotations to show evidence of Macbeth becoming evil.
Homework One
Do you think that the film is a good interpretation of the play?
Homework Two
What evidence do you have from Act IV of Macbeth becoming more evil and callous?
Complete reading of the play and beginning reading assessment
Extension
Lady Macbeth, is she a victim of Macbeth or of her own evil scheming? You could explore the idea of Macbeth being a
victim of pride, supernatural forces or his own wife’s scheming (or all of these).
Macbeth
Macbeth Reading Self Assessment
How much effort do YOU think you made? See if your teacher and you agree!
Effort Made:
Do you deserve a Merit for EFFORT?
I WORKED AS
HARD AS I
COULD
I WORKED
FAIRLY HARD
I DID WHAT I
HAD TO DO TO
COMPLETE THE
WORK
I DIDN’T
REALLY PUT IN
MUCH EFFORT
National Curriculum Reading Assessment Focus AF1
I can identify relevant points from the play and use different examples to
support my ideas
Comments?
Red –not really sure
Orange – fairly sure
Green – confident
National Curriculum Reading Assessment Focus AF2
I use apt textual reference and quotation to support my main ideas and
argument
Comments?
Red –not really sure
Orange – fairly sure
Green – confident
National Curriculum Reading Assessment Focus AF3
I can develop my explanation linking it with my examples from the text
Comments?
National Curriculum Reading Assessment Focus AF4
I can comment on some aspects of the structure or dramatic elements of the
play
Comments?
Red –not really sure
Orange – fairly sure
Green – confident
Red –not really sure
Orange – fairly sure
Green – confident
Macbeth
National Curriculum Reading Assessment Focus AF5
I can comment on how Shakespeare uses language to influence the reader
Comments?
Red –not really sure
Orange – fairly sure
Green – confident
Is there anything about this work you want your teacher to know?
The quality of your work:
 Indicates what you have done well, so you know what to repeat next time you complete a
similar task. You may have up to 3 ticks to show how well you did.
 Indicates what you could improve upon next time you do a similar task

What I am looking for
→
Identify relevant points from the play and use different examples to support
ideas (Reading Assessment Focus 2)
Use apt textual reference and quotation to support main ideas and argument
(Reading Assessment Focus 2)
Develop my explanation linking it with my examples from the text (Reading
Assessment Focus 3)
Comment on some aspects of the structure or dramatic elements of the play
(Reading Assessment Focus 4)
Comment on how Shakespeare uses language to influence the reader
(Reading Assessment Focus 5)
General awareness of the impact on the audience of particular examples and
quotations (Reading Assessment Focus 6)
Some explanation of how the historical context has an impact on the text
(Reading Assessment Focus 7)
ALL work should have the following features:

General Features of high quality work
Easy to understand, clear presentation
Accurate punctuation and grammar
Additional Teacher Comment:
→
Macbeth
Pupil Comment –to be completed AFTER your work has been marked
I understand how my work has been
marked
I understand what I need to do to improve my work
Red –not really sure
Orange – fairly sure
Green – confident
Red –not really sure
Orange – fairly sure
Green – confident
Colour in as appropriate
Colour in as appropriate
WRITE DOWN UP TO 3 WAYS YOU WILL IMPROVE YOUR WORK:
Macbeth