Warm-up
Find the definitions of the following terms.
Groundlings, sonnet, slapstick, tragedy
 Find one interesting fact about
Shakespeare.
 When finished, familiarize yourself with
http://jstinson.wikispaces.com

Standards



ELACC11-12SL5: Make strategic
use of digital media … in
presentations to enhance
understanding of findings,
reasoning, and evidence and to
add interest.
ELACC11-12SL1: Initiate and
participate effectively in a range
of collaborative discussions …,
building on others’ ideas and
expressing their own clearly and
persuasively.
ELACC11-12SL2: Integrate
multiple sources of information
presented in diverse formats and
media … in order to make
informed decisions and solve
problems, evaluating the
credibility and accuracy of each
source and noting any
discrepancies among the data.
Essential Questions


Knowing what we do
about the time period,
what can we assume
about Shakespeare's
writings?
Knowing what we do
about the time period,
what can we assume
about Shakespeare's
audience?
Shakespeare Intro Video

http://www.brainpop.com/english/freemov
ies/williamshakespeare/
Shakespeare Video Project

In groups, create an Animoto video on
your assigned Shakespearean topic. These
will be presented tomorrow. Keep in mind,
this site only allows for 7 minute videos,
so only give us the most important
information. Divide up the topics amongst
your group members. Write these down
and put them in the basket.
Luck of the Dice Closing
The number the dice falls on is the group
which will give us a fact they learned.
http://www.bgfl.org/bgfl/custom/resources_
ftp/client_ftp/ks1/maths/dice/eight.htm

Homework

Finish Animoto project. Email link to
pollarddropbox@hotmail.com by class time
tomorrow.
Warm -up

List a couple of your favorite movies.
What do you like about them? (i.e., plot
development, characterization, tone,
mood, atmosphere, dialogue, conflicts,
etc.).
Standards
ELACC11-12RL3: Analyze the
impact of the author’s choices
regarding how to develop and
relate elements of a story or
drama …

ELACC11-12RL4: Determine
the meaning of words and phrases
as they are used in the text,
including figurative and
connotative meanings; analyze the
impact of specific word choices on
meaning and tone, including
words with multiple meanings or
language that is particularly fresh,
engaging, or beautiful…

ELACC11-12RL10: …read and
comprehend literature, including
stories, dramas, and poems…

Essential Question

How do the author’s
choices regarding how to
develop and relate certain
elements of a drama
make an impact?
http://animoto.com
/play/u344a33He0
g0qusHEWP8Ow#
A few facts…
Macbeth was a real
person.
 In Shakespeare’s
time, Macbeth was a
thriller.
 More about the
psychological truth
than in historical fact.


Shakespeare’s plays
were affected by the
rulers of the time,
called a command
performance.



Story lines
Genres
Subjects
“If King James, the patron of Shakespeare’s
company, ever saw the play, it must have
pleased him. Since he had recently survived the
Gunpowder Plot, James was especially
interested in attacks on kings; he always
defended the idea that he ruled by divine right.”
King James was a Scot before
ruling England after the death of
Queen Elizabeth I.
Dramatic Terminology
Types of Plays
History Plays
A play representing events drawn
wholly or partly from
recorded history.
Comedies
Plays with a happy ending, usually
involving marriages between the
unmarried characters, and a tone
and style that is more light-hearted.
Tragedies
(Macbeth)
The protagonist must be an
admirable but flawed character.
They are capable of good and evil.
Has an unhappy ending.
Romances aka
tragi-comedy
Both tragic and comic
characteristics.
Macbeth 2.1. 22-23
Segments
Macbeth II. i. 22-23
Play
the stage representation of an action or story; a
dramatic composition
Act
one of the principal divisions of a theatrical
work; modern plays are typically divided into
one or two acts; Shakespeare uses 5 acts
Scene
a division of a play or of an act of a play, usually
representing what passes between certain of
the actors in one place
Line
The dialogue spoken by an actor; could be
associated with a sentence
Stage Directions
Italics
Not spoken
Setting
Tells what HAS to be included in the
setting to make the scene make sense
Stage directions
Physical directions
Characterization
Specific character instructions
(emotional)
Upstage
The back of the stage
Downstage
The front of the stage
Stage right/left
The side of the stage; from point
of view of actor
Center stage
The middle of the stage
Exit
That person leaves the stage
Exeunt
Everyone on stage exits
The Theatre
House
Where the audience sits
Wings
Offstage to the left and right
Proscenium arch
The “frame” around the stage/acting
area
Apron
The area in front of the proscenium
arch
Orchestra pit
Area for the orchestra, usually in a
large hole in front of the stage
Main curtain
The large heavy curtain in the front of
the stage
Act I, Scene 1
http://thisismacbeth.com/movie/cli
ps/clip-theatre-act1-scene1.shtml
Exit Slip

What are the connotations of
witches in literature? OR
What are three things you
learned about Shakespeare
from other groups?
Homework
Finish reading Act I, Scenes 2 and 3.
 Fill in Summary Chart for those scenes.

Warm -up

What influence do movies, television, etc.
have on culture? What do they reflect
about culture?
Standards
ELACC11-12RL5: Analyze how
an author’s choices concerning
how to structure specific parts of a
text (e.g., the choice of where to
begin or end a story, the choice to
provide a comedic or tragic
resolution) contribute to its overall
structure and meaning as well as
its aesthetic (artistic) impact.

ELACC11-12RL10: …read and
comprehend literature, including
stories, dramas, and poems…
 ELACC11-12RL7: Analyze
multiple interpretations of a story,
drama, or poem (e.g., recorded or
live production of a play or
recorded novel or poetry),
evaluating how each version
interprets the source text.

Essential Question


What impact do society
and entertainment have
on each other?
Why do entertainment
and literature change
with the passing of time?
Auditorium Trip
While we are in the auditorium, finish
filling out the compare/contrast chart. It
will be due when we get back to the
room. (Make at least 10 observations, 2
pts each.)
 We will act out Act I, Scene 2 in the
auditorium.

Video Clips

Act I, Scene 3, Act I, Scene 5
Summary Chart

Catch up on Summary Chart through the
end of Act I.
Exit Slip

Why do you think there are differences
between the Globe Theatre and modern
theatres?
Homework
Read Act II, Scene 1
in the graphic novel.
Pages 497-501.

Warm-up
Whodunit?
 Decide which of the characters is most
likely to kill the king by touching the
suspects on the SmartBoard to get the
information.
 Add a tally mark next to your guess on the
chart.
 Write a journal entry on why
you believe that suspect is guilty.

Standards
Essential Question
ELACC11-12W1: Write arguments

to support claims…, using valid
reasoning and relevant and sufficient
evidence.
 ELACC11-12W2: Write…to examine
and convey…clearly and accurately
through the effective selection,

organization, and analysis of content.

ELACC11-12RL6: Analyze a case in
which grasping point of view requires
distinguishing what is directly stated
in a text from what is really meant
(e.g., satire, sarcasm, irony, or
understatement).
 ELACC11-12RL7: Analyze multiple
interpretations of a story, drama, or
poem, evaluating how each version
interprets the source text.

How does dramatic irony
change both our
perceptions and that of
the characters?
How does analyzing
characters help our
understanding of a
reading?
Act
II, Scene 2
Act II, Scene 3
Catch up on Summary
Chart through Act II,
Scene 3.
2 minute break
(Take this time to get out paper
and pencils and finish other
work.)
Anything you can do, I
can do better.
Create a Venn Diagram or chart
comparing/contrasting two characters. Make at
least one character an evil one.
 Pick one of these characters to prove as the
“best” character.
 Using your graphic organizer, write a short essay
(4 or 5 paragraphs) proving “your” character is
the “best”.
*Graphic organizer and essay both due.

Exit Slip

Tell me one thing you do not
understand about Macbeth
and one thing you do
understand.
Homework

Read Act II, Scene 4. Catch up on
Summary Chart through Act II, Scene 4.
Warm-up

Pick one character and list everything you
know about them, being sure to include at
least two quotes.
Standards
Essential Question
ELACC11-12RL1: Cite strong and
thorough textual evidence to support 
analysis of what the text says
explicitly as well as inferences drawn
from the text, including determining
where the text leaves matters
uncertain.
 ELACC11-12RL3: Analyze the

impact of the author’s choices
regarding how to develop and relate
elements of a story or drama (e.g.,
where a story is set, how the action
is ordered, how the characters are
introduced and developed).

ELACC11-12RL10:…read and
comprehend literature, including
stories, dramas, and poems…

How can the way other
characters perceive a
character impact our
personal perception of
that character?
What kinds of
characteristics make
specific characters
recognizable?
Character Map/Comic Strip
Pick two characters to include.
 Include name, physical attributes,
character traits, and how other characters
react to these characters.

*This can be done in pairs.
Summary Chart
 Catch up through the end of Act
II.
Exit Slip
 Predict what will happen in the
rest of the play.
Homework
 Read
1-3.
Act III, Scenes
Warm-up

How are women portrayed in movies,
television shows, or even in Macbeth?
Give specific examples.
Standards
Essential Question
ELACC11-12W1: Write arguments

to support claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
 ELACC11-12W4: Produce clear and 
coherent writing in which the
development, organization, and style
are appropriate to task, purpose, and
audience.

ELACC11-12RL6: Analyze a case in
which grasping point of view requires
distinguishing what is directly stated
in a text from what is really meant
(e.g., satire, sarcasm, irony, or
understatement).

How does using specific
textual evidence
strengthen an argument?
How do we tell truth from
lies in literature?
Activity Choices
Therapy
 Write out a script of a
therapy session between
either Macbeth and Lady
Macbeth or Macbeth and
Banquo.
 Write evidence to the
side.
 At least one and a half
pages.
Be a Lawyer
 Decide whether to defend
or prosecute Lady
Macbeth. Compile
evidence to support your
claim.
 Be prepared to argue
claims of the opposition.
 At least one and a half
pages.
Summary Chart

Catch up through Act III.
Exit Slip

Create three questions that you think
would be good for a quiz or test on
Macbeth.
Homework

Finish reading Act
III.
Warm-up
 What
does Macbeth’s belief in
ghosts say about his character?
How would that make him look to
others?
Standards
Essential Question
ELACC11-12W1: Write arguments

to support claims…, using valid
reasoning and relevant and sufficient
evidence.
 ELACC11-12SL5: Make strategic
use of digital media…in presentations
to enhance understanding of

findings, reasoning, and evidence
and to add interest.
 ELACC11-12SL1: Initiate and
participate effectively in a range of
collaborative discussions…building on
others’ ideas and expressing their
own clearly and persuasively.

ELACC11-12RL2: Determine two
or more themes or central ideas of
text and analyze their development
over the course of the text…

How does textual
evidence influence our
physical perceptions of a
character?
What does the structure
of a scene have in
common with the plot
structure of an entire
play?
Activity Choices
Illustrations/writing



What does Banquo’s
ghost look like?
What does Macbeth do
when the ghost appears?
Provide textual support.
Tableaux
 Plot out the important
“pictures” that would
represent Act III, Scene
4. (Do this first on
paper.)
 Be sure to pick out
“pictures” representing
exposition, climax,
denouement.
 Turn in the paper for
approval, then have
pictures taken.
Summary Chart

Catch up through the end of Act III.
Exit Slip

Summarize everything we have read so far
in 5-7 sentences.
Homework

Read Act IV.
Warm-up
 Write
5 sentences in response to
anything related to Macbeth.
Standards
Essential Question
ELACC11-12RL6: Analyze a case in
which grasping point of view requires
distinguishing what is directly stated

in a text from what is really meant
(e.g., satire, sarcasm, irony, or
understatement).
 ELACC11-12W1: Write arguments

to support claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
 ELACC11-12W4: Produce clear and
coherent writing in which the
development, organization, and style
are appropriate to task, purpose, and
audience.
 ELACC11-12W3: Write narratives
to develop real or imagined
experiences or events using effective
technique, well-chosen details, and
well-structured event sequences.

How does writing a play
differ from writing a story
or poem?
How does going beyond
the text to imagine
characters help us
understand the literature?
Activity Choices
Monologue
 Imagine yourself to be
Lady Macduff. Write a
monologue that
expresses your feelings
towards your husband
and your worries about
your family
Diary
 Suppose you are Macduff.
Write a series of diary
entries for the days
before you leave your
wife and children and the
days that follow.
Summary Chart

Catch up through the end of Act IV.
Exit Slip

Predict what will happen in the last act.
Homework

Read Act V.
Warm-up
 What
are the pros and cons of
sleepwalking?
Standards
Essential Question
ELACC11-12RL7: Analyze multiple
interpretations of a story, drama, or 
poem (e.g., recorded or live
production of a play or recorded
novel or poetry), evaluating how
each version interprets the source

text.

ELACC11-12RL10:…read and
comprehend literature, including
stories, dramas, and poems….

What are the differences
between seeing a play
performed and reading it?
Looking back on the
entire play, why do you
think it was so popular
then, and why is it still so
popular now?
Act V, Scene 1
 Act V, Scenes 7-8

Discussion Questions
Who has undergone a bigger change over
the course of the play, Lady Macbeth or
Macbeth?
 Is Macbeth as confident as he appears
about his ability to defeat the rebels, or is
he in denial?

* Take notes to turn in for
credit.
Activity Choices

Create a study guide or create a review
video/PowerPoint. At least 20 questions,
facts, notes.
Include:
characters,
quotes, plot,
theme, history,
etc.
Summary Chart

Finish Summary Chart. Taken up
tomorrow for credit.
Exit Slip

What was your favorite scene, and why?
Homework
Study Guide and Summary Chart due
tomorrow.
 Study. Study. Study.
 Study Quiz
