Learning Objectives
The goal of this exemplar lesson is to give secondary students an opportunity to explore targeted passages of complex texts. Students will, through
teacher reading and scaffolded discussion of text-dependent questions, recognize elements of the classic tragedy in Macbeth from careful reading
and rereading of historical and modern criticism. Vocabulary is learned from context and writing aids deeper understanding of text. The lesson
culminates in an evidentiary writing activity. Teachers may need to further scaffold the activities to address individual students’ needs depending
on the intent of the lesson and specific learners’ needs.
Rationale: This lesson explores the origins of Shakespeare’s Macbeth in history. The 2-week lesson will serve as an Exemplar for both Civics and
British Literature. By looking at the documents and the play, students will be able to relate historical events to the play, and see how Shakespeare
utilized Holinshed’s Chronicles to create the events of the famous tragedy. Students will conduct a close, analytic reading to trace elements of true
historical events as they are infused into a play derivative of classical Greek tragedy.
Text Title(s): Macbeth; excerpt from Holinshed’s Chronicle’s; “Out, Damn Slander, Out”
Genre/Text Structure: : Literary Fiction & Nonfiction – Informational Text
Targeted Text Selection –
Mc Dougal-Littell, pages 341-425
[Common Core State Standards: RL.11-12: 1-10; W.11-12: 1-6 ]
Lesson Sequence
PERFORMANCE TASK /CULIMINATING INDEPENDENT WRITING ASSESSMENT:

Culminating independent writing task: Identify elements of Greek tragedy in Macbeth, and relate them to historical events, as
referenced by Holinshed and Traves.
Activity 1:
GUIDING QUESTION(S):
1. Macbeth may be read aloud or played on audio at www.classzone.com (in the play’s entirety, if so desired).
2. Students will independently read page 335: description of Greek tragedy; excerpt from Macbeth;
3. The teacher/students will read the excerpt from Macbeth and Characteristics of a Tragedy on page 335. Rereading is embedded in the
text-dependent questions and the activities that follow.
4. Students should discuss the meaning of the lines and write in their journals.
GUIDING QUESTION(S):
1. Returning to the text, the teacher asks students a small set of guiding questions about the passage. The targeted text should be in front of the
students as they engage in their discussions.
2. Graphic organizers or reader response journals serve as a means to organize thoughts for prewriting activities.
3. Respond in writing.
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Targeted Text : Lesson Sequence
Characteristics of Tragedy
Vocabulary
Teacher Activities and Techniques
Text-Dependent Questions
Return to the text, and ask students a small set of guiding
questions about the targeted section.
The intention of tragedy is to exemplify the sense that
human beings are doomed to suffer, fail, or die because of
their own flaws, destiny, or fate. As part of this tradition,
Shakespeare’s tragedies share the following characteristics
with the classic Greek tragedies.
the theme • is the central idea conveyed by the work and
usually focuses on an aspect of fate, ambition, loss, defeat,
death, loyalty, impulse, or desire. Tragedies, such as
Shakespeare’s Macbeth (page 340), may contain several
themes.
the plot • involves a conflict between the hero and a
person or force, called the antagonist, which the hero must
battle. Inevitably the conflict contributes to the hero’s
downfall.
• is built upon a series of causally related events that lead
to the catastrophe, or tragic resolution. This final stage of
the plot usually involves the death of the hero.
• is resolved when the tragic hero meets his or her doom
with courage and dignity, reaffirming the grandeur of the
human spirit.
the tragic hero
• is the main character who comes to an unhappy or
miserable end
• is generally a person of importance in society, such as a
king or a queen
• exhibits extraordinary abilities but also a tragic flaw, a
fatal error in judgment or weakness of character, that leads
directly to his or
her downfall
Shakespearean tragedy differs somewhat from classic
Greek tragedy in that Shakespeare’s works are not
unrelentingly serious. For example, he
often eased the intensity of the action by using the device
of comic relief—
a light, mildly humorous scene following a serious one.
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In the following example from Macbeth, Act I, Scene 3,
lines 143–147, Macbeth is expressing his thoughts, unheard
by Banquo, about the witches’ prophecy that he will be
king of Scotland.
Macbeth. [Aside] If chance will have me king, why, chance
may crown me
Without my stir.
Banquo. New honors come upon him,
Like our strange garments, cleave not to their mold
But with the aid of use.
Macbeth. [Aside] Come what come may,
Time and the hour runs through the roughest day.
Without having
to do anything
myself
(Q1)
Close Read:
In this short dialogue, what characteristics of a tragedy do you
recognize? (Refer to p. 335)
Possible answer:
Macbeth begins to listen to the witches’ prediction, and his
vanity permits him to fantasize that ‘chance’ (fate) may make
him king.
Discuss in small groups.
Writing reinforcement: Translate the excerpt into modern
language.
New clothes take
time to form
themselves to our
shape
Time changes
everything
First Witch. Banquo and Macbeth, all hail!
Macbeth. Stay, you imperfect speakers. Tell me more.
By Sinel’s death I know I am Thane of Glamis.
But how of Cawdor? The Thane of Cawdor lives
A prosperous gentleman, and to be king
Stands not within the prospect of belief,
No more than to be Cawdor. Say from whence
You owe this strange intelligence or why
Upon this blasted heath you stop our way
With such prophetic greeting. Speak, I charge you.
Thane: knight
Stands not within
the prospect of
belief: is totally
unbelievable
This excerpt from Act 1, Lines 69-78 reflects Shakespeare’s
interpretation of Holinshed’s description of the events leading
to Macbeth’s ascent to power. Read the Holinshed original
below.
Whence: where
blasted heath :
shrubby
uncultivated land
charge:
command
there met them three women in strange and wild apparel,
resembling creatures of elder world;
whom when they attentively beheld, wondering much at
the sight, the first of them
Spoke and said, “All hail, Macbeth, Thane of Glamis!” (for
he had lately entered into
That dignity and office by the death of his father Sinel). The
second of them said, “Hail,
Macbeth, Thane of Cawdor!” But the third said, “All hail,
Macbeth, that hereafter shalt
be King of Scotland!” a
(Holinshed’s Chronicles, p. 427
In fact, the real Macbeth had a remarkably
harmonious reign from 1040 to 1057. He
is credited with spreading Christianity
throughout Scotland, which prospered
under his rule. In a recent interview with the Daily
Telegraph, historian Ted Cowan
(Q2) In Shakespeare’s Macbeth and in Holinshed’s Chronicles,
witches predict Macbeth’s rise to power. Find other elements
of classical Greek tragedy in Act I and list them. Be sure to
refer to the actual lines in the play.
awry: go out
of control
Cross Genre Connections OR Across Text or Non-Text Sources:
(Q3) Cite textual evidence in lines 35-49 about the real
Macbeth. According to the author, in what ways does
Shakespeare manipulate Holinshed’s details? Why did he
change the story?
Possible answer (based on some research on James VI):
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of Glasgow University said that “some of
the ancient Highland clans looked to
Macbeth as the last great Celtic ruler in
Scotland.”
Shakespeare wanted
1. to comment on the powers of women to persuade,
2. the dangers of ambition, and
3. to legitimize the rise of James VI to the English
throne.
The Bard based Macbeth on Raphael
Holinshed’s Chronicles of England, Scotland
and Ireland, published in 1577. While
this historical tract doesn’t mention
Macbeth’s betrayal of Duncan, it does refer
to the killer of an earlier Scots king who
was also urged on by his wife. This material
was applied to Macbeth, in part, to
comment on how ambition can go awry.
The story of Macbeth was also altered as a
way to pay tribute to—and legitimize—
Scottish King James VI’s rise to the English
throne in 1603.
Formative Assessment/ Rubrics
Summative Assessment/ Culminating Independent
Writing Task: Identify elements of Greek tragedy in
Macbeth, and relate them to historical events, as
referenced by Holinshed and Traves.
Extension Activities/Further Resources: Apply the
characteristics of a tragic hero to Batman/ Iron Man/Spider
Man. Do these modern fictional heroes display the same
characteristics as the classical heroes? Which conditions
are lacking, if any?
Choose Q2 or Q3 above. Students can create the rubric, prior
to the assessment.
Writing Directions: Identify elements of Greek tragedy in Macbeth, and relate
them to historical events, as referenced by Holinshed and Traves.
Technology:
www.discoveryeducation.com – (see links embedded in pacing guide)
www.classzone.com
Interdisciplinary Connections: View excerpts from recent action hero films. Make a
compare/contrast video or slide show (splicing scenes from a film and a recorded
version of Macbeth), showing how the heroes demonstrate classical features, and
how they are alike and unalike.
Graphic Organizers at www.classzone.com
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Student Copy
Macbeth
Text Selection
page 335
Macbeth. [Aside] If chance will have me king,
why, chance may crown me
Without my stir.
Banquo. New honors come upon him,
Like our strange garments, cleave not to their
mold
But with the aid of use.
Macbeth. [Aside] Come what come may,
Time and the hour runs through the roughest
day.
Create a rubric to evaluate this writing
assignment.
Vocabulary
Text-Dependent Questions
Without having to
do anything myself
Paraphrase the opening
paragraph.
New clothes take
time to form
themselves to our
shape
__________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________________________
Time changes
everything
(Q2) In Shakespeare’s Macbeth and in Holinshed’s Chronicles, witches
predict Macbeth’s rise to power. Find other elements of classical
Greek tragedy in Act I and list them. Be sure to refer to the actual
lines in the play.
OR
Cross Genre Connections OR Across Text or Non-Text Sources:
(Q3) Cite textual evidence in lines 35-49 about the real Macbeth.
According to the author, in what ways does Shakespeare manipulate
Holinshed’s details? Why did he change the story?
Possible answer (based on some research on James VI): Shakespeare
wanted
1.
to comment on the powers of women to persuade,
2.
the dangers of ambition, and
3.
to legitimize the rise of James VI to the English throne.
Summative Assessment/ Culminating
Independent Writing Task: Identify elements of
Greek tragedy in Macbeth, and relate them to
historical events, as referenced by Holinshed
and Traves.
FOR QUESTIONS CONCERNING THIS DOCUMENT PLEASE CONTACT THE DIVISION OF LANGUAGE ARTS READING, 305-995-3122; For Elementary
Grades: Rosa Ochoa-Yannazzo (rochoaYannazzo@dadeschools.net) ; or Secondary Grades: Erin Cuartas (ecuartas@dadeschools.net).
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