Name____________________
Macbeth Scene Performance
You will choose and perform a scene from Macbeth. You may work alone or with a partner.
Preparation:
1. Memorize your scene. If you use the book, you will only earn a minimal for style and language.
2. Be prepared to perform in the chronological order of the play.
3. Find or make costumes, accessories, and/or props (even simple additions will enhance your
performance).
Required Components of Presentation:
Include the following in your 3-5 minute performance:
1. Introduce the scene: Tell the audience the name of each character in the scene, and indicate which
performer will play each part. Briefly summarize what the scene is about. Provide the necessary
background information, so that your audience fully understands what part of the play you’re
performing.
2. Perform the scene: Truly act out the part, and make it believable. Stay “in character” throughout the
entire scene.
3. Interpret and analyze the scene: Explain the meaning and significance of your character’s lines.
4. Explain your transformation (optional): If you chose to transform the scene by translating it into
modern English and/or placing it in a different time period and/or location, explain what changes you
made and why you believe they were effective.
Scene Options (choose one):
Individuals:
Macbeth: p. 8 – Two truths are told…nothing is but what is not
Macbeth: p. 15 – If it were done and falls on the other…
Macbeth: p. 20 – Is this a dagger…or to hell
Macbeth: p. 34-35 – To be thus is nothing…Who’s there?
Macbeth: p. 36 – Ay, in the catalogue…death were perfect
Lady Macbeth: p. 12-13 – The raven himself…The future in the instant
Lady Macbeth: p. 11-12 – Glamis thou art…To have the crown’d withal
Lady Macbeth: p. 16-17 – Was the hope drunk…have done to this
Lady Macbeth: p. 17 – What best…of our great quell?
Porter: p. 24 – Here’s a knocking…remember the porter
Hecate: p. 46-47 – Have I not reason…Its mortals’ chiefst enemy
Lennox: p. 47-48 – My former speeches… where he bestows himself
Malcolm: p. 63-64 – Macduff, this noble passion…why are you so silent
Malcolm: p. 82 – We shall not spend…crown’d at Scone
Pairs:
Lady Macbeth & Macbeth: p. 21-22 – That which hath made me drunk…Chief nourisher in life’s feast
Lady Macbeth & Macbeth: p. 23-24 – What do you mean…I would thou couldst!
Lady Macbeth & Macbeth: p 38 – Nought’s had, all spent….so, prithee, go with me.
Lady Macbeth & Macbeth: p. 43-44 – Sit worthy friends…and the pledge.
Lady Macduff & Ross: p. 56-57 – What had he done…I take my leave at once
Malcolm & Macduff: p. 62-63 – With this there grows…They hope end here!
Macbeth & Macduff: p. 80-81 – Why should I play the Roman fool…Hold enough!
Groups of Three:
Three Witches: p. 4-5 – Where hast thou been…Peace! The charm’s wound up.
Duncan, Banquo, & Lady Macbeth: p. 14-15 – This castle hath a pleasant seat…By your leave, hostess.
Old Man, Ross, & Macduff: p. 29-31 – Threescore and ten I can remember well…friends of foes!
Three Witches: p. 51-52 – Thrice the brinded cat hath mew’d…Whoever knocks! (skip Hecate)
Lady Macduff, her son, & Ross: p. 56-58 – What had he done…Poor prattler, how thou talk’st!
Macduff, Malcolm, & Ross: p. 65- 67 – Stands Scotland where it did…To kill this deadly grief
Doctor, Waiting-Gentlewoman, & Lady Macbeth: p. 69-70 – How came she by that light…to bed, to bed,
to bed.
Name____________________
Advanced
Proficient
Basic
Minimal
Content
-Introduction names each
character/actor, provides
extensive background,
and summarizes the entire
passage/scene.
-Performance shows a
perceptive understanding
of passage/scene and
character being presented.
-Costumes, accessories,
and/or props are used
during the entire
performance to enhance
the scene and make it
more believable.
-Meaning of passage is
expertly explained within
the general context of the
play and within the
specific context of the
scene/act. Student is able
to accurately interpret and
analyze the passage, using
exceptional detail.
-If applicable,
transformation is fully
explained and provides
well-reasoned rationales
for language and/or
setting changes.
-Introduction names each
character/actor, provides
sufficient background,
and summarizes most of
the passage/scene.
- Performance shows a
solid understanding of
passage/scene and
character being presented.
-Costumes, accessories,
and/or props are used
during the majority or the
performance to develop
the scene and make it
more believable.
-Meaning of passage is
adequately explained
within the general context
of the play and within the
specific context of the
scene/act. Student is able
to accurately interpret and
analyze most of the
passage, using adequate
detail.
-If applicable,
transformation is
sufficiently explained and
provides adequate
rationales for language
and/or setting changes.
-Introduction names no
characters/actors,
provides little or no
background, and
summarizes little or none
of the passage/scene.
- Performance shows little
or no understanding of
passage/scene and
character being presented.
-Costumes, accessories,
and/or props are not used
to enhance or develop the
scene or make it more
believable.
-Meaning of passage is
not fully explained within
the general context of the
play or within the specific
context of the scene/act.
Student is unable to
accurately interpret or
analyze most or all of the
passage, using little or no
detail.
-If applicable,
transformation is either
little or not explained and
provides few or no
rationales for language
and/or setting changes.
Style &
Language
-Eye contact and facial
expressions enhance the
purpose.
-Vocal variety, gestures,
posture, and movements
are poised and natural;
they enhance the
presentation.
-Speech is clear, distinct,
and loud enough
throughout the
presentation.
-Speech is fluent and
includes only intentional
pauses for effect or
emphasis; zero to one
verbal cues needed from
assistant.
-Eye contact and facial
expressions support the
purpose.
-Vocal variety, gestures,
posture, and movements
are appropriate and
effective.
-Speech is clear, distinct,
and loud enough
throughout most of the
presentation.
-Speech is mostly fluent
and includes a few or no
unintentional pauses; two
or more verbal cues
needed from assistant.
-Introduction names some
of the characters/actors,
provides some
background, and
summarizes some of the
passage/scene.
- Performance shows
partial understanding of
passage/scene and
character being presented.
-Costumes, accessories,
and/or props are used
briefly and do little to
enhance or develop the
scene or make it more
believable.
-Meaning of passage is
partially explained within
the general context of the
play and within the
specific context of the
scene/act. Student is able
to accurately interpret and
analyze some of the
passage, using some
detail.
-If applicable,
transformation is partially
explained and provides
some rationales for
language and/or setting
changes.
-Eye contact and facial
expressions are limited or
unfitting.
-Vocal variety, gestures,
posture, and movements
are somewhat ineffective.
-Speech is clear, distinct,
and loud enough
throughout some of the
presentation.
-Speech is partially fluent
and includes some
unintentional pauses;
three or more verbal cues
needed from assistant.
-Eye contact is very
limited, and facial
expressions are unvaried.
-Vocal variety, gestures,
posture, and movements
are limited and/or
distracting.
-Speech cannot be
understood or heard
throughout much of the
presentation.
-Speech is lacking fluency
and includes many
unintentional pauses that
break up the presentation;
four or more verbal cues
from needed from
assistant or book is used.