Teaching
Companion®
Macbeth Teaching Guide
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Macbeth Unit Calendar Monday •
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Week 1 •
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Text Sign‐out Macbeth Messages Activity Read 1.1 and 1.2 Define Supernatural and Dynamic Character Begin Macbeth Character Timeline Act 2 Headlines Assignment Update Macbeth Character Timeline Dramatic Irony Read 3.1 Arguments for murdering Banquo Collect Character Collages Act 4 Headlines Read 5.1 Tragedy, Tragic Hero, Tragic Flaw Hubris •
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Review Jeopardy Review Crossword Student‐Created Quiz Study time •
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Week 2 Week 3 Week 4 Tuesday •
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Wednesday Thursday •
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Dramatic Terms and Devices Handout Paradox and Allusion Journalism Assignment Read first half of 1.3 •
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List prophesies Aside and Soliloquy Summarize 1.4 Read 1.5 Metaphor and Simile •
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Watch film to end of Act 3 Act 3 Headlines Read 4.1 List new prophesies •
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Read 4.2 Watch 4.2 and 4.3 Paragraph Assignment – Macbeth vs. Duncan •
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Finish Film Graffiti Reactions Pathos Theme Workshop Theme Paragraph Assignment •
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Essay Structure Handout Go over essay structure Discuss essay questions Students select essay topics and begin planning •
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Collect Essays Monologues •
Unit Test Friday Character Chart Handout Begin Film Mac vs. Lady Mac Murder T‐Chart Act 1 Headlines Assignment •
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Act 4 important quotes Begin Character Collage Assignment •
Work Period •
Essay Work Period •
Essay Work Period •
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Important Quotes Handout Act 1 important quotes Watch 2.1, 2.2 Symbolism and Pathetic Fallacy MACBETH
Lesson Plans
Contents
Lesson One.................................................................................................................................. 2
Lesson Two ................................................................................................................................. 3
Lesson Three ............................................................................................................................... 3
Lesson Four ................................................................................................................................. 4
Lesson Five ................................................................................................................................. 5
Lesson Six ................................................................................................................................... 6
Lesson Seven .............................................................................................................................. 6
Lesson Eight................................................................................................................................ 7
Lesson Nine ................................................................................................................................ 7
Lesson Ten .................................................................................................................................. 7
Lesson Eleven ............................................................................................................................. 7
Lesson Twelve ............................................................................................................................ 8
Lesson Thirteen ........................................................................................................................... 9
Lesson Fourteen .......................................................................................................................... 9
Lesson Fifteen ........................................................................................................................... 10
Lesson Sixteen .......................................................................................................................... 10
Devices to Cover ................................................................................................................... 10
Trivia ..................................................................................................................................... 10
Jeopardy ................................................................................................................................ 11
Student-Created Quiz ............................................................................................................ 12
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MACBETH
Lesson Plans
Lesson One
1. Text sign out in library
2. Macbeth messages (students communicate without words—no talking or writing)
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Secret Messages – Split class into two groups. Number the students in each group so
that they can find a partner with the same number in the other group. Then give each
student a secret message to communicate to their partner. They can use gestures,
drawings, and sounds, but no written or spoken language. The messages will relate to
the play. A class set of the messages can be found in the handouts package. Just cut
them into strips with one message each:
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son would
become king. I am going to kill my friend’s son.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so spineless. I
have really clean hands. I hope blood doesn’t stain.
3. Discuss the communication process
• What techniques did you rely on?
• Which parts of the messages were most difficult to communicate?
• How do you think this might relate to watching and/or studying a Shakespearean play?
• If you are watching a play and you don’t understand all of the language being used, how
do you decipher meaning? How do you read the emotions and thoughts of the
characters?
4. Read 1.1 together—three students read the witches.
5. Define “Supernatural” and discuss the importance of the supernatural in Macbeth.
6. Read 1.2 – stop frequently to confirm comprehension and clarify meaning.
7. According to the characters who speak about him in 1.2, Who is Macbeth?—General and a hero,
Thane of Glamis, etc.
8. Define ‘Dynamic Character’ and add to notes.
9. Distribute and Begin the Macbeth Character Timeline
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MACBETH
Lesson Plans
Lesson Two
1. Distribute Dramatic Terms and Devices Handout.
2. Define ‘Paradox’ and ‘Allusion’.
3. Students find examples of each in 1.1 and 1.2
4. Assignment: You are a journalist covering the civil war in Scotland. Your publisher wants a
report on the final battle. Use information given by the soldier (1.2, 9-45) to write a brief
summary of the battle. The more accurate and detailed your account, the more marks it will
receive.
5. Read first half of 1.3 (until line 90).
6.
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Read first half of 1.3 together
Focus on “So foul and fair a day I have not seen.”
What is fair about it? What is foul about it?
Sweet victory/ bitter death
Lesson Three
1. List prophesies on the board – students write them in their notes.
2. Discuss Macbeth’s and Banquo’s reactions:
• How do they differ?
• What can we infer about their characters?
• Predictions?
3. Add ‘Aside’ and ‘Soliloquy’ to Dramatic Terms and Devices Handout.
4. Finish reading 1.3 together.
5. Discussion Question: What advice would you give Macbeth? Explain.
6. Summarize 1.4
7. King Duncan thanks Macbeth and Banquo
• King invites himself to Macbeth’s castle
• King names his son Malcolm as his successor
• Macbeth goes home to prepare for the king’s visit, visibly shaken by the naming of
Malcolm as the next king
8. Read 1.5 together.
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MACBETH
Lesson Plans
9. Discussion (or personal paragraph): Analyze Lady Macbeth’s response to the letter and advice
to her husband. What does this tell us about her character?
10. Add ‘Metaphor’ and ‘Simile’ to Dramatic Terms and Devices. Students find examples in 1.5
Lesson Four
1. Distribute Character Chart Handout
2. Enter Macbeth, Lady Macbeth, Banquo, Duncan, and Malcolm into chart.
3. Begin film and watch until 1.7 (Macbeth’s indecision soliloquy).
4. Read Macbeth’s soliloquy at the beginning of 1.7. Stop to talk about what he is thinking. Then
read the rest of 1.7, in which Lady Macbeth argues for the murder
5. Make a T-Chart (on the board – students copy into their notes) listing Macbeth’s and Lady
Macbeth’s arguments for and against murdering Duncan. Get the students to give you the
answers.
Your chart should end up looking something like this:
FOR (Lady Macbeth)
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Don’t be chicken!
Don’t be afraid to go out and
get what you want.
You’ll regret it and feel like a
coward if you don’t go for it.
It will make you even more of
a man.
You said you would do it, so
you should. I would!
It will be easy.
AGAINST (Macbeth)
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Karma – do something bad to
someone and it will happen to
you later.
Duncan is family, and he is my
king.
I am his host and should
protect him.
He is a great king and has
been very kind.
I don’t have a good reason to
kill Duncan, only ambition.
Duncan has honoured me
lately.
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Lesson Plans
6. Act 1 Headlines – To review the major events of the play thus far and to ensure students
understand what is going on, students are to write headlines for each scene in act 1.
Students can work with a partner or individually.
Students must write one headline for each scene. The headline must convey the important
events of the scene.
Students should feel free to be creative and funny, just as long as they fulfil the requirements of
the assignment – to show they know what happened in each scene.
Headline Example for Scene 1:
Three Witches Want to Meet Macbeth
7. Ask students to share their headlines and discuss whether or not they convey the important
information.
Lesson Five
1. Discuss how Macbeth’s character is beginning to change.
• Whereas at the start of the play he was the very picture of honour, he is now plotting
with his wife to murder the king.
• The witches words have infected him with ambition
2. Distribute the Important Quotes Handout.
3. Record important quotes from Act 1 and take lots of time to go over what is expected in the
column titled Significance.
• Students must focus on what the quote reveals about character or theme.
• Stress the importance of analysis
• You do not want them to simply paraphrase the words or explain what the quote
means.
• What makes it important?
4. Watch 2.1 and 2.2
5. Define ‘symbolism’ and add it to the Dramatic Terms and Devices Handout.
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Lesson Plans
6. Discussion questions: What does the blood on their hands symbolize? Why is sleep a symbol of
innocence? What is the significance of the words Macbeth hears when he kills Duncan?
7. Define and add ‘Pathetic Fallacy’ to the Dramatic Terms and Devices Handout
Lesson Six
1. Act 2 Headlines – Just as was done with Act 1, have the students work in pairs to write headlines
that convey the most important information from each scene. Then share them.
2. Update the Macbeth Character Timeline – how has he changed?
• Paranoid
• Honourless
• Power hungry
3. Define ‘Dramatic irony’ and add to Dramatic Terms and Devices Handout.
4. Students must list examples of dramatic irony from Macbeth.
5. Read 3.1 up to line 72
6. Assignment: Read the rest of 3.1 and summarize the arguments Macbeth puts forth for
murdering Banquo. How does he convince the murderers it is in their interest? Finish for
homework.
Lesson Seven
1. Collect Homework.
2. Discuss Macbeth’s arguments. How does he manipulate the murderers?
3. Watch film to the end of Act 3.
4. Act 3 Headlines – By now you know what to do.
5. Read 4.1 together
6. List new prophesies in notes – students finish for homework.
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Lesson Plans
Lesson Eight
1. Review new prophesies – what are the witches saying now?
2. Read 4.2 – up to line 63
3. Why is Lady Macduff angry with her husband? Do you agree with what she tells her son? Is
Macduff a coward or a traitor?
4. Watch 4.2 and 4.3
5. Paragraph Assignment – How is Macbeth’s rule different from Duncan’s? How has life in
Scotland changed?
Lesson Nine
1. Important Quotes from Act 4
2. Character Collage Assignment (see handout)
Lesson Ten
1. Work Period – this period will be used by students to work on their character collages. Set timesensitive targets and provide incentives to keep them on task.
Lesson Eleven
1. Collect Character Collages
2. Act 4 Headlines
3. Read 5.1
4. “Out, damned spot! Out, I say!”
5. Define and add the following terms to the Dramatic Terms and Devices Chart: tragedy, tragic
hero, and tragic flaw.
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Lesson Plans
6. Discussion – What do you think Macbeth’s tragic flaw might be?
7. Define ‘Hubris’ and add to Dramatic Terms and Devices Chart.
Lesson Twelve
1. Finish watching the play.
2. Graffiti Reactions – students each write one thing on the board in response to the play Macbeth.
They can write a question, comment, statement, or observation. Once everyone has written at
least one thing on the board, take some time to read through them. Use the statements and
questions as jumping off points for discussion.
3. Define ‘Pathos’ and add it to the Dramatic Terms and Devices Handout.
4. Ask them if Macbeth inspires pathos. For whom?
5. Theme Workshop – theme is one of the most difficult literary concepts for students to
comprehend. It is also the most important, so it is worth spending time on. Students must learn
that theme is more than a simple topic. Ambition is a key topic in Macbeth, but it is not a theme
in itself. You must add some insight by suggesting what the play says about ambition. Then you
will have a theme.
a) Add ‘theme’ to the Dramatic Terms and Devices Handout.
b) Tell the class that ‘theme’ can be discovered using a formula just as you would use in math.
Theme = Topic + Insight
c) Ask the students to list topics from Macbeth. Then make a master list on the board.
Suggested Topics:
• Manliness (what it means to be a man)
• Ambition
• Guilt
• Betrayal
• Corruption
d) Now ask the students to add insight by suggesting what the play says about each topic.
Students should phrase their theme statements in the following way: Shakespeare’s play
Macbeth shows ... [that ambition can corrupt even the most honourable.]
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Lesson Plans
6. Theme Paragraph – Discuss a major theme from Shakespeare’s Macbeth.
Your theme paragraph should begin with a theme statement. Then provide explanation and
examples to support the theme statement. How does Shakespeare convey this theme?
Lesson Thirteen
1. Major Assignment – the major assignment for this unit will be a persuasive essay. This essay
must follow the structure described in detail in the Essay Structure Handout. It must be
between 600 and 800 words in length.
2. Go over the Essay Structure Handout with your students. Take your time and make sure they
get it. Have them practice writing hooks, thesis statements, and topic sentences before you
turn them loose to start writing.
If your school has a computer lab, you might want to book it for the next two days so that your
students can type their essays.
3. Essay Questions – below you will find a short list of suggested essay questions for Macbeth. You
likely have a few ideas you can add to this list. You can also allow your students to develop their
own essay topics, but have them check with you first to make sure there is enough substance to
write about.
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What doe Shakespeare’s play Macbeth say about the nature of man?
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How does Lady Macbeth change over the course of the play? How is her
metamorphosis opposite to her husband’s?
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What precipitates Macbeth’s downfall?
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What life lessons can be gleaned from Shakespeare’s play Macbeth?
Lesson Fourteen
1. This is a work period in which your students should plan and begin writing their essays.
To help ensure students use the time effectively and efficiently, set structured goals for the
period. For example, you might require them to finish their outline and introduction on the first
day. Give them a completion mark as incentive.
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Lesson Plans
Lesson Fifteen
1. Another work period. Again, goals will help keep the kids on task. Make sure they are able to
save their work and take it home to finish on the weekend. If they are working in the computer
lab, they can save and email their work to themselves, save it to disk, or print it off.
Lesson Sixteen
1. Review Period – use the review material below and the review handouts to assist your students
with their studying. Make this process fun and engaging by using games and competition to
facilitate review.
Macbeth Review
Devices to Cover
• Supernatural
• Dynamic Character
• Paradox
• Allusion
• Aside
• Soliloquy
• Symbolism
• Metaphor
• Simile
• Dramatic Irony
• Tragedy
• Tragic Hero
• Tragic Flaw
• Pathos
• Hubris
• Theme
Trivia
1. Who kills Macbeth? (Macduff)
2. When the play begins, Macbeth is Thane of ________. (Glamis)
3. Duncan names Malcolm Prince of ________. (Cumberland)
4. A speech made while a character is alone. (soliloquy)
5. His sons will be kings. (Banquo)
6. Escapes the murderers. (Fleance)
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Lesson Plans
7. Leader of the witches. (Hecate)
8. Leads Macbeth to Duncan. (dagger)
9. Can’t be washed away. (blood)
10. The tragic hero. (Macbeth)
11. Macbeth kills his family. (Macduff)
12. Duncan’s other son. (Donalbain)
13. Eye of ________. (newt)
14. Tongue of ________. (dog)
15. Macbeth becomes Thane of ________. (Cawdor)
16. Don’t worry till Birnham wood comes to ________ Hill. (Dunsinane)
Jeopardy
People
1. Thinks her husband is soft. (Lady Macbeth)
2. Not born of woman. (Macduff)
3. Even after his death, he still manages to crash a party. (Banquo)
4. Duncan’s second born. (Donalbain)
5. Nobleman who tells Macduff his family has been slaughtered. (Ross)
6. “Warlike” Englishman who helps reinstate Malcolm to his throne. (Siward)
Misc.
1.
2.
3.
4.
5.
6.
When will the witches meet again? (when the hurly burly is done)
Lady Mac’s obsessive-compulsive behaviour. (washing hands)
Macbeth forgets to do this when he kills Duncan. (plant the daggers)
This forest moves. (Burnham Wood)
The cruelest thing Macbeth does. (kills the Macduff’s)
Where does Donalbain flee to? (Ireland)
Devices
1. Leads to a downfall. (tragic flaw)
2. Character speaks thoughts and other characters on stage can’t hear. (aside)
3. Occurs when the audience knows something a character doesn’t. (dramatic irony)
4. Feeling evoked by a tragedy. (pathos)
5. Reference to a historical or literary event or character. (allusion)
6. Occurs when the natural or supernatural world mimics events in the human world.
(pathetic fallacy)
Quotes
1. “Look like the innocent flower.” (Lady Mac)
2. “Fill me from the crown to the toe top full of direst cruelty.” (Lady Mac)
3. Be bloody, bold, and resolute.” (witches)
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Lesson Plans
4. “The instruments of darkness tell us truths, win us with honest trifles, only to betray us in
the deepest consequence.” (Banquo)
5. “It was he in past times who which held you so under fortune.” (Macbeth)
6. “The time has been that, when the brains were out, the man would die.” (Macbeth)
7. “I could play the woman with mine eyes, and braggart with my tongue.” (Macduff)
Final Jeopardy – History of Macbeth (Real Life)
Who really killed Macbeth?
Answer = Malcolm
Student-Created Quiz
You must create a five-question quiz to test whether or not someone has read and understood
Shakespeare’s Macbeth.
Choose your questions carefully. Try to create ones that will really determine if someone knows
the play.
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Character Collage
Task
You must create a character collage that depicts and explains important personality traits about a
character in the novel/play.
Your collage should consist of carefully selected images, which represent specific character
traits. Show that you understand the character in question. It should also be somewhat attractive
– it isn’t an art project, but presentation always counts.
Steps
1. Choose a prominent character from the novel/play.
2. Create a collage of images that represent your character’s personality. These images can be cut
out of magazines, drawn, or otherwise created.
3. On the back of the collage, provide explanations for at least five of your images. These
explanations should identify what the image represents, and explain why it is an important trait
within your character.
Front:
Back:
Images
Explanations
Assessment
You will be marked on the overall quality of writing and presentation, and depth of insight.
Dramatic Terms and Devices Handout #1 Term Definition
Example Character Chart Handout #2 Character Description
Quote Important Quotes Handout #3 – Page 1 Quote Circumstances Significance Important Quotes Handout #3 – Page 2 Quote Circumstances Significance Important Quotes Handout #3 – Page 3 Quote Circumstances Significance Macbeth Character Timeline What is happening in the play? What is happening to Macbeth? A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
A. A witch told me I would be king. Now I am crazy for power. She also said my friend’s son
would become king. I am going to kill my friend’s son.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
B. My husband is really tough, but he acts like a little girl. He could be king if he wasn’t so
spineless. I have really clean hands. I hope blood doesn’t stain.
"Fair is foul, and foul is fair". - ( Quote Act I, Scene I).
"Yet do I fear thy nature; It is too full o' the milk of human kindness." Macbeth Quote
(Act I, Scene V).
"When shall we three meet again in thunder, lightning, or in rain? When the hurlyburly 's
done,
When the battle 's lost and won". Macbeth Quote (Act I, Scene I).
"If chance will have me king, why, chance may crown me". Macbeth Quote (Act I, Scene
III).
"Nothing in his life became him like the leaving it; he died as one that had been studied in
his death to throw away the dearest thing he owed, as 't were a careless trifle". - ( Quote
Act I, Sc. IV).
"Look like the innocent flower, but be the serpent under 't." Macbeth Quote (Act I, Scene
V).
"I dare do all that may become a man; Who dares do more is none". Macbeth Quote (Act
I, Sc. VII).
"I have no spur to prick the sides of my intent, but only vaulting ambition, which o'erleaps
itself, and falls on the other." - ( Quote Act I, Scene VII).
"Is this a dagger which I see before me, The handle toward my hand?" Macbeth Quote
(Act II, Scene I).
"There 's daggers in men's smiles". - ( Quote Act II, Sc. III).
"what 's done is done". Macbeth ( Quote Act III, Scene II).
"Will all great Neptune's ocean wash this blood clean from my hand? No, this my hand will
rather the multitudinous seas incarnadine, making the green one red" Macbeth Quote (Act
II, Sc. II).
"Double, double toil and trouble; Fire burn, and cauldron bubble." Macbeth Quote (Act
IV, Scene I).
"Out, damned spot! out, I say!" - ( Quote Act V, Scene I).
"All the perfumes of Arabia will not sweeten this little hand." Macbeth Quote (Act V, Sc.
I).
"I bear a charmed life". Macbeth Quote (Act V, Sc. VIII).
"Out, out, brief candle! Life's but a walking shadow, a poor player that struts and frets his
hour upon the stage and then is heard no more: it is a tale told by an idiot, full of sound
and fury, signifying nothing." Macbeth Quote (Act V, Scene V).
Macbeth Monologues/Scenes
Your mission, should you choose to accept it, and the alternative is a “zero” so you’re a
bonehead if you don’t accept it, is to memorize at least 12 lines of Macbeth and recite it
to the class.
This does not have to be a performance. We are not in drama class. But you do have to
recite the lines accurately and with emotion if you want a good mark. As always, extra
efforts will be rewarded. If you wear a costume and/or enhance the recital by making it
more of a performance, your grade will reflect your pains.
You have three basic options for this assignment:
1. The Soliloquy – Recite ten consecutive lines from one of the play’s several
significant soliloquies. You could be Macbeth brooding over whether or not to
kill the king or following the floating dagger to Duncan’s room. Or you could be
Lady Macbeth summoning the strength to perform her part of the murder.
2. The Scene – Work with a partner and recite or act a scene together. You could be
the witches, stirring the cauldron and talking about manipulating Macbeth. Or
you could be Macduff and Malcolm, discussing what it means to be a man. Each
student must still recite 12 lines each, so your scene must total at least 24 lines.
3. The Schizophrenic – Assume two roles and recite a scene by yourself. Change
your voice and/or costume quickly so the audience can follow your double
personality.
NOTES:
•
•
Each student must recite at least 12 lines regardless of which style you
choose.
Do not leave a scene hanging just because you have reached your 12-line
minimum. You don’t have to finish the whole scene, but at least finish the
character’s sentence or thought before stopping.
Procedure
On the day of our recitals, you must give me a hand-written copy of your lines. I will use
it to monitor the accuracy of your recital and to prompt you if you need it.
Marking Criteria
•
•
Memorization – 10 marks
Delivery – 10 marks
Due Date:
Macbeth Review
Across
2. Duncan's other son.
3. Don't worry till Birnham Wood comes to _____
Hill.
5. Leader of the witches.
8. His sons will be kings.
9. Macbeth becoms Thane of _____.
10. English warrior.
12. Can't be washed away.
13. Macbeth is Thane of _____ when the play
begins.
15. He escapes murder.
Down
1. The tragic hero.
4. Eye of _____.
6. Malcolm is Prince of _____.
7. Tongue of _____.
10. Speech made while alone on stage.
11. Leads Macbeth to Duncan
14. Who kills Macbeth?
Essay Structure Introduction HOOK
Go from the general to the specific. Start
with a broad topic and narrow the
parameters until you are discussing the
specific focus of your essay. Describe
what your essay will prove and give
some indication how it will do so.
THESIS
Your introduction should do three things: get the reader’s attention, discuss the general topic
your essay will address, and state your thesis. The inverted triangle (or inverted pyramid as it is
often called), represents that you should move from general to specific.
Your hook is the first sentence of your essay. It should grab the reader and compel them to keep
reading.
Once you have the reader’s attention, gradually move towards your thesis by discussing the
broader topic that your essay relates to. If you are writing about a specific character’s ambition,
you could start by discussing ambition in general.
The final sentence of your introduction should be your thesis statement.
Your thesis conveys the essence or point of your essay. It is a single sentence stating your
argument.
A sample introduction can be found on the next page.
Introduction Sample Hook = Yellow
General Discussion = Blue
Thesis = Pink
Which would you rather have, a friend who hangs around only when they want
something from you and otherwise couldn’t care less, or a friend who thinks you are the most
important being on earth and lives for your affection? The latter seems an obvious choice, but
perhaps not to everyone, for this question gets to the heart of an age-old argument with fierce
advocates on either side: are dogs better than cats? Few topics elicit such passionate positions
and beliefs. Put simply, there are dog people, and there are cat people. But if we examine the
question objectively, if we put aside our personal preferences and focus on the facts, a clear
determination arises. Dogs are better than cats.
Body Paragraphs Topic Sentence – The first sentence of each body paragraph must indicate what the
paragraph is about.
Points, explanation, and evidence – The bulk of each body paragraph consists of
points and arguments supported by explanation and evidence.
Transition Sentence – Finally, you must finish with a sentence that leads into your next
paragraph.
Body paragraphs have three main parts: topic sentence, arguments and evidence, and a transition
sentence.
The topic sentence simply states what the paragraph is about.
After that, you must present your points, explain them, and provide evidence to support them.
Evidence can be direct quotes or specific references to the text.
Finally, you need a transition sentence to lead into the next paragraph.
A sample body paragraph can be found on the next page.
Body Paragraph Sample Topic Sentence = Yellow
Arguments and Evidence = Blue
Transition = Pink
The most obvious way in which dogs are better than cats is the devotion they exhibit
towards their masters. Dogs form remarkably strong bonds with their masters. In many ways,
dogs live to please their human companions. It is an unconditional, complete devotion. When a
human praises a dog, the dog is overjoyed and shows its pleasure by wagging its tail vigorously.
If a human scolds a dog, it exhibits remorse and sadness. These are signs of devotion cats simply
do not provide. Cats will purr when they are happy, but this requires some effort on your part.
You must rub their chins and pet them or give them treats to elicit such a response. Dogs, on the
other hand, show their devotion and affection without nearly as much prompting. In fact, there
are many examples of dogs risking their own lives to save their human friends. In 2005, after
hurricane Katrina demolished and flooded much of New Orleans, a black Labrador named
(ironically also named Katrina) risked her life to save her drowning master. A golden retriever
named Brutis nearly died after it grabbed a coral snake as it approached a young child. Brutis
received the annual National Hero Dog for his trouble. Cats, needless to say, are known for
putting themselves in harm’s way to help humans. This reluctance of cats to help humans in
need belies another of their shortcomings: their aloof attitude.
Conclusion RESTATE
THESIS
STATEMENT
Summarize the main points of essay.
Go over each topic in the order they
were addressed in your body
paragraphs.
Finish by showing how essay is relevant to the broader topic. Try to
provoke further thought by making connections, asking questions, etc.
Like the introduction, the conclusion must accomplish three things: restate your thesis,
summarize your points, and provoke further thought.
The conclusion’s structure is exactly opposite that of the introduction. In the conclusion, move
from specific to general.
First, restate your thesis in its strongest, most persuasive form. This is your last chance to make
your argument stick.
Second, summarize the main points of essay. Remind your reader why they should agree with
your thesis.
Finally, try to provoke further thought by connecting your argument to the broader topic. You
can do this by making strong statements, asking questions, and/or making final observations. If
you are successful, your reader will come away thinking about your points.
Conclusion Sample Restate Thesis = Yellow
Summarize Points = Blue
Provoke Thought = Pink
And so, without doubt or timidity, one can safely say that dogs are the superior household pet.
They are far more affectionate, devoted, and helpful than their feline competitors. Dogs have
been humanity’s best friend for centuries, helping us catch vermin, herd livestock, and protect
our homes. They have also been humanities best animal friends, providing companionship
through difficult and easy times alike. Dogs are remarkable creatures and deserve to be treated
with love and respect. If only our human friends were so loyal and dedicated.
Macbeth Unit Test Section A – Match the terms with the best definition or example by writing the
appropriate letter in the space provided.
Terms
Definitions and Examples
1. Soliloquy _____
A. “Will all great Neptune’s ocean
wash this blood…”
2. Aside _____
B. “And Duncan’s horses . . . turn’d
wild in nature . . . and [acted] as
they would make war with
mankind.”
3. Metaphor _____
4. Dramatic Irony _____
C. This occurs when a character
briefly speaks his thoughts to the
audience; the other characters on
stage cannot hear these words.
5. Allusion _____
6. Symbolism _____
7. Pathetic Fallacy _____
D. This occurs when the audience
knows something a character
doesn’t.
E. This occurs when an object is used
to represent an idea, concept, or
feeling.
8. Tragic Hero _____
F. A feeling of sadness or pity evoked
by literature.
9. Tragic Flaw _____
G. This occurs when a character
speaks his thoughts to the audience
while alone on stage.
10. Pathos _____
H. This is the fundamental character
flaw that leads to the protagonist’s
downfall.
I. “Life’s a poor player who struts and
frets his time upon the stage.”
J. A protagonist who suffers a rise in
fortune followed by a sudden and
rapid downfall.
Section B
Provide short answers in the space provided. 10 marks
1. Who masterminds the plan to kill Duncan?
2. Why does Macbeth want Fleance dead?
3. What emotion should a tragedy evoke?
4. What vision leads Macbeth to Duncan’s room?
5. What part of the murder plot does Macbeth forget?
6. Who first discovers Duncan’s body?
7. Why is Macbeth so confident in battle after his second meeting with the witches?
8. Whose ghost comes to dinner at Macbeth’s feast?
9. Where does Malcolm flee to?
10. Why does Macbeth fear Macduff?
Section C
Use a separate sheet of paper for this section. Select only FIVE of the seven excerpts
below.
Identify the following: a) Speaker /1
b) Circumstances – what is happening in the play? /2
c) Importance/Significance – explain what this quote reveals. /2
1. “So foul and fair a day I have not seen.”
2. “Yet I do fear thy nature;
It is too full o’ the milk of human kindness.”
3. “Look like the innocent flower,
But be the serpent under’t.”
4. “Be bloody, bold, and resolute;
Laugh to scorn
The Power of man, for none of woman born
Shall harm Macbeth.”
5. “He’s here in double trust:
First as I am his kinsman and his subject,
Strong both against the deed; then, as his host
Who should against his murderer shut the door,
Not bear the knife myself.”
6. “Come, you spirits
that tend on mortal thoughts! Unsex me here,
And fill me from the crown to the toe top full
Of direst cruelty.”
7. “Out, damned spot! Out, I say!”
Macbeth Unit Test Section A – Match the terms with the best definition or example by writing the
appropriate letter in the space provided.
Terms
Definitions and Examples
1. Soliloquy __G___
A. “Will all great Neptune’s ocean
wash this blood…”
2. Aside __C___
B. “And Duncan’s horses . . . turn’d
wild in nature . . . and [acted] as
they would make war with
mankind.”
3. Metaphor __I___
4. Dramatic Irony __D___
C. This occurs when a character
briefly speaks his thoughts to the
audience; the other characters on
stage cannot hear these words.
5. Allusion __A___
6. Symbolism __E___
7. Pathetic Fallacy __B___
D. This occurs when the audience
knows something a character
doesn’t.
E. This occurs when an object is used
to represent an idea, concept, or
feeling.
8. Tragic Hero __J___
F. A feeling of sadness or pity evoked
by literature.
9. Tragic Flaw __H___
G. This occurs when a character
speaks his thoughts to the audience
while alone on stage.
10. Pathos __F___
H. This is the fundamental character
flaw that leads to the protagonist’s
downfall.
I. “Life’s a poor player who struts and
frets his time upon the stage.”
J. A protagonist who suffers a rise in
fortune followed by a sudden and
rapid downfall.
Section B
Provide short answers in the space provided. 10 marks
1. Who masterminds the plan to kill Duncan?
Lady Macbeth
2. Why does Macbeth want Fleance dead?
Because the witches prophesied he would be king.
3. What emotion should a tragedy evoke?
Pathos
4. What vision leads Macbeth to Duncan’s room?
A dagger
5. What part of the murder plot does Macbeth forget?
Leave the knife
6. Who first discovers Duncan’s body?
Macduff
7. Why is Macbeth so confident in battle after his second meeting with the witches?
They prophesied that he could be killed by someone born of a woman.
8. Whose ghost comes to dinner at Macbeth’s feast?
Banquo’s
9. Where does Malcolm flee to?
England
10. Why does Macbeth fear Macduff?
The witches warned him “beware Macduff.”
Section C
Use a separate sheet of paper for this section. Select only FIVE of the seven excerpts
below.
Identify the following: a) Speaker /1
b) Circumstances – what is happening in the play? /2
c) Importance/Significance – explain what this quote reveals. /2
1. “So foul and fair a day I have not seen.”
• Macbeth
• Speaking to Banquo after battle
• Answers will vary
2. “Yet I do fear thy nature;
It is too full o’ the milk of human kindness.”
• Lady Macbeth
• After receiving letter from Macbeth explaining the prophesies
• Answers will vary
3. “Look like the innocent flower,
But be the serpent under’t.”
• Lady Macbeth
• Advising her husband on how to behave with Duncan
• Answers will vary
4. “Be bloody, bold, and resolute;
Laugh to scorn
The Power of man, for none of woman born
Shall harm Macbeth.”
• The witches
• Second set of prophesies
• Answers will vary
5. “He’s here in double trust:
First as I am his kinsman and his subject,
Strong both against the deed; then, as his host
Who should against his murderer shut the door,
Not bear the knife myself.”
• Macbeth
• Contemplating reasons for and against killin Duncan
• Answers will vary
6. “Come, you spirits
that tend on mortal thoughts! Unsex me here,
And fill me from the crown to the toe top full
Of direst cruelty.”
• Lady Macbeth
•
•
Seeking strength before she helps with Duncan’s murder
Answers will vary
7. “Out, damned spot! Out, I say!”
• Lady Macbeth
• Imagining her hands are still spotted with blood.
• Answers will vary