Macbeth Unit Guide
When shall we three meet again?
In thunder, lightning, or in rain?
Macbeth is full of wooing and sword-swinging and bragging and swearing and
vengeance. I will be teaching this play as a living, spoken language giving you the chance
to become actors, directors and artistic consultants of your own scenes. This will be an
active unit wherein you will learn by doing. Let’s start the PLAY!
Pre-reading Activities:
Hail, Brave Friend!
1. Create a large square in masking tape on the floor. This will serve as the stage
during the unit as well as the playing board for this activity.
2. Mark the sides “yes”, “no”, “I think so” and “I don’t think so”
3. Read the following statements. For each statement the students must stand on one
of the lines. After all students are settled allow for a few to explain their
placement.
a. Prophesies should be taken seriously (horoscopes, palm readings, fortune
cookies)
b. It is ok to manipulate someone who loves you to give you something you
really want.
c. Ghosts are real.
d. A death (murder) should be punished with death.
e. It is ok to try to not get caught when you did something bad.
f. Guilt can be the worst punishment.
g. The ends justify the means (it is ok to do the wrong thing, so long as it’s
for the right reason.)
Homework: Read the prose version of Macbeth. Write a timeline of the action
(introduction, rising action, turning point, falling action, conclusion) and a list of the
characters and who they are. There will be a quiz on this reading.
Literary Terms: Each of the following terms can be applied to Macbeth. Use the terms
in discussions and written assignments.
Direct/Indirect Characterization
Theme
Foreshadowing
Foil
Soliloquy
Monologue
Aside
Imagery
Symbolism
Tone
Allusion
Simile
Metaphor
Act 1
There to Meet with Macbeth
1. Listen to an audio reading of 1.1 and 1.2. read along as you listen.
2. Discuss/notes:
i. Where does this take place?
ii. What is the weather like?
iii. How does Macbeth behave in battle?
iv. How does Duncan feel about this behavior?
v. How does the battle end?
vi. What pronouncement does Duncan make at the end of 1.2?
3. Show film of scenes 1.1 and 1.2 (playlist on YouTube) Discuss the staging.
Which best fits your mental image?
Homework: The Dialectical Notebook
For each act students will be expected to keep a Dialectical Notebook, a journal or log of
thoughts, questions, insights, revelations or emotions. Most of the time students will be
allowed to choose which quotes to cite and any comments are accepted. This will be used
as a launch point for the next day’s discussion. At the end of the play this will be
collected and assessed for a quiz grade.
a. A dialectical notebook is a double sided journal where the two pages face
each other in dialogue. On the left are key passages, properly cited; on the
opposing page are your responses, reactions, observations, questions, or
parallels.
b. Each act requires at least one entry per scene of your choosing. Entries
should vary in length and topic. Each must have accompanying dialogue.
A Drum! A Drum! Macbeth doth come!
1. Summarize or re-tell 1.3.1-29. What do we learn about the witches from the story
of the fat wife and the sailor?
All Hail, Macbeth!
1. 1.3.30-90
2. Students sit in a circle and read the text to long pauses (colon, semi-colon) or end
marks. Note any words or phrases you do not understand. Spend five minutes
going over some of the unfamiliar words/phrases.
3. Ask:
How does the style of the text create the setting and the mood?
How does this make the audience feel?
4. Read again. This time stop when the character who is speaking changes. As you
read try to convey the mood or emotion suggested by the words. Ask:
a. What do the witches look like?
b. What is the ‘charm’ they refer to in line 38?
c. What predictions do they make for Macbeth and Banquo?
d. How do the men receive them?
e. What news do Ross and Angus bring?
Nothing is but what is not.
1.3.91-161 Work in groups of three or four to paraphrase sentence by sentence. (If a
group of three make Ross and Angus one character)
1. Groups will act out their paraphrased scenes. Consider each of the following:
a. How does Macbeth act as he receives the news?
b. How does he show when he speaks to the other characters and when he
speaks to himself?
c. How do Ross and Angus react to Macbeth’s unusual behavior?
d. Why does Banquo pull the other men aside to give Macbeth his space?
Work together to be sure your scene shows how you worked through these questions.
Stars, hide your fires…
Have volunteer students read 1.4 aloud. Keep in mind the exercise of reading to
long pauses and end marks for understanding.
e. What is the topic of conversation at the start of scene 4?
f. How might Duncan’s words to Macbeth, as Macbeth enters, seem ironic?
g. How does Macbeth feel now that Malcolm has been named Prince of
Cumberland?
h. Predict how Macbeth will behave in the future.
Fill me from the crown to the toe-top full of direst cruelty.
Circle read 1.5 to complete sentences. Discuss Lady Macbeth’s ambition.
a. What is it Lady Macbeth wants?
b. What could make a person, never mind a woman, desire such power?
c. What do you think of her character as she prepares to “help” her husband?
Your servants ever
Assign students to read 1.6 alone. Consider subtext, what a character wants but
does not necessarily say, as you read and write their dialectical notebooks. Also,
as you read to think about what it is that Lady Macbeth wants from her husband
and from Duncan. How is she going to get what she wants? What type of woman
is she?
If It Were Done When ‘Tis Done.
1. Watch a YouTube/ film version of 1.7.1-28 (The “If it were done…” soliloquy).
Watch and listen with books closed and focus on the way they actor is portraying
meaning. (optional to watch two or three versions of this soliloquy and
comparatively analyze the different approaches)
2. Discuss the meanings of the sentences: When does Macbeth think he should
commit the murder? What reasons does he give against killing Duncan? Which
reasons are strongest?
3. Break the class into pairs to examine the soliloquy. Have students use two
marker/highlighter colors to indicate the arguments for and against murdering the
king then read the soliloquy to each other, one voice being for murder the other
against murder.
MACBETH
If it were done when 'tis done, then 'twere well
It were done quickly: if the assassination
Could trammel up the consequence, and catch
With his surcease success; that but this blow
Might be the be-all and the end-all here,
But here, upon this bank and shoal of time,
We'd jump the life to come. But in these cases
We still have judgment here; that we but teach
Bloody instructions, which, being taught, return
To plague the inventor: this even-handed justice
Commends the ingredients of our poison'd chalice
To our own lips. 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. Besides, this Duncan
Hath borne his faculties so meek, hath been
So clear in his great office, that his virtues
Will plead like angels, trumpet-tongued, against
The deep damnation of his taking-off;
And pity, like a naked new-born babe,
Striding the blast, or heaven's cherubim, horsed
Upon the sightless couriers of the air,
Shall blow the horrid deed in every eye,
That tears shall drown the wind. I have no spur
To prick the sides of my intent, but only
Vaulting ambition, which o'erleaps itself
And falls on the other.
4. Discuss how each group divided the soliloquy and what they learned from the
exercise.
Screw your courage to the sticking-place and we’ll not fail.
1. 1.7.28-82
a. Select two readers (preferably male and female) to read aloud 1.7.28-82.
Students are to listen and consider: What does Macbeth want? What
stands in his way? What does Lady Macbeth want? What obstacles lie in
her way? List the arguments Lady Macbeth uses to get her way. Discuss
what they determined.
b. Divide the class into pairs (male and female best). Read 1.7.29-96 again,
all pairs reading at the same time. Keep in mind the objectives of each
character. Read with as much passion and expression as possible.
Everyone is paying attention to their own performance, not yours!
Act One Exam: Taken from Shakespeare Set Free choose ten of the
twelve quotations and identify who is speaking, to whom is the
character speaking, and what is happening in the play when the
words are spoken.
Act 2
I Dreamt Last Night of the Three Weird Sisters
Themes, motifs and symbols play a large role in this story. Without them there is little
detail or insight. Define the themes, motifs and symbols on the following chart.
Determine how each has already played a role in the plot. Keep in mind, we are only at
the beginning, how do they each continue to play out?
Theme: a fundamental, universal idea
found in a literary text. Define each
theme in the space below.
The Power of Ambition:
In the space below list specific details or
give a quote illustrating the use of the
accompanying theme.
The relationship between cruelty and
masculinity:
The difference between a King and Tyrant:
Motif: a recurring literary element
which develops a theme. Define each
motif in the space below.
Hallucinations:
In the space below list specific details or
give a quote illustrating the use of the
accompanying motif.
Violence:
Prophesy:
Symbols: characters, objects or ideas
that have meaning unto themselves as
well as representing a larger, more
complex idea. Define each symbol in the
space below.
Blood:
The Weather:
In the space below list specific details or
give a quote illustrating the use of the
accompanying symbol.
I dreamt last night of the three weird sisters
Read 2.1.1-32 on your own. Summarize the tone and action in your notebooks.
Monologue Tricks 2.1.33-64
1. Read all the first words of each line. Write down any which have meaning
unto themselves. Share your findings.
2. Read all the last words in each line. Write down any words or sets of words
which imply what the monologue is about. Share your findings.
3. Circle read to punctuation marks. BE DRAMATIC!!!
a. What is Macbeth’s tone of voice as he talks to himself?
b. What ultimately drives him to action?
Can the Macbeth’s face what they have done? 2.2.1.55
In 2.2 we begin to see that Macbeth’s conscience is starting to make him
paranoid. Yet Lady Macbeth is still confident in their plan.
1. Work in pairs to read Macbeth and Lady Macbeth. How can you act the scene
out to show their differing emotions? Eye contact? Seated vs. standing?
Walking? Circling? Pacing? Sitting knee to knee repeating the last word of the
prior line before you begin your line?
2. Be prepared to perform or share your ideas.
To each his own…or her own 2.2.56-72
Read the end of the scene.
1. What does Lady Macbeth mean when she says, “My hands are of your
color, but I shame to wear a heart so white” (2.2.61-62).
2. What does Macbeth mean when he says, “Wake Duncan with thy
knocking. I would thou couldst” (2.2.72).
3. Which themes, motifs or symbols are applied during this scene? How?
Ha!Ha!Ha! Very Punny! 2.3.1-37
This scene is one of the few places in Macbeth that includes any comedy, word
play or humor. In fact, much of the humor plays on the classic knock knock joke.
1.
What is the porter talking about?
2.
What does this tell us about the revelry of the night before?
3.
Why begin the scene with such an amusing start to the morning?
2.4 Alas the Day!
Have students act out 2.4 paying attention to tone, action and subtext. Answer the
following questions:
1. What was the weather like the night of Duncan’s murder? Name three unusual
things that happened.
2. What is the symbolic meaning of such unusual weather?
3. Explain how each of the following suspects seems both guilty and not guilty:
a. Macbeth
b. The two guards
c. Malcolm and Donalbain
Character Analysis
A character analysis is a close examination of a single character in a text. For this
assignment you will be analyzing a character from Macbeth. With the paper you turn in
you must include a writing plan, an edited draft and a neat final draft. The final draft must
be approximately 500-750 words long.
1. Characters will be assigned by random selection to either Macbeth or Lady
Macbeth.
2. Participate and take notes during the group activity.
3. Include a plan and an edited draft with the final draft.
Format for a character analysis:
Introduction:
Who is the character? Of all the characters in all of literature who are you writing
about? Include which text and the author.
Body 1:
What does the character do? Describe the actions and events in the character’s life
that make him/her unique. Be sure to parenthetically cite any quotations used.
Body 2:
Why does they character do what he/she does? Explain the character’s
motivations for his/her actions.
Body 3:
What do these actions tell the reader about the character? Psycho-analyze the
character. What kind of “person” is the character? How does he/she fit into
society’s roles?
Conclusion:
Why is the character integral to the story? What further understanding does the
reader get about the story and life in general from this character? Why is this
character necessary to the plot?
Grading:
 Grades will be assigned based on the standard essay rubric. Students lose
5 points each for not including the plan or the edited draft.
Group Activity:
Work in groups of two or three student who will write about the same character. Find
lines in the text to support each of the following elements of character:
 What does the character tell/show about him/herself to another character?
 What does the character say to him/herself that he/she does not reveal to
other characters?
 What does another character think or feel about him/her?
 Find one more line that adds interesting information about your character.
What does it reveal?
Act 3
Ride You This Afternoon?
Don’t Forget your Dialectical Notebook!
Dialectical notebooks have been kept for each Act thus far. Do not forget to continue
to add two quotes per scene. Notebooks are collected for a quiz grade at the end of the
play.
3.1-3.4 The Set Up….The Execution…..The – What IS That?
1. Divide the class into groups. Each will work on one section of this scene.
(Consider using the Small Lecture Hall for the presentations!) The more dramatic
the acting, the higher the grade.
a. 3.1.1-40 The Check-in (2-3 people)
b. 3.1.41-72 The Worry (1 person)
c. 3.1.73-108 The Set-Up (2-3 people)
d. 3.1.108-142 The Plan (2-3 people)
e. 3.2.1-57 The Paranoia (2-3 people)
f. 3.3.1-24 The Murder (3-4 people)
g. 3.4.1-39 The Report (2-3 people)
h. 3.4.40-73 What IS That?(3-4 people)
i. 3.4.74-123 Ahhhhh! It’s Back! (3-4 people)
j. 3.4.124-144 I Need Witches! (2 people)
2. Each member of the group will play a role in their assigned section. Paraphrase
the section and plan the staging of the scene. Consider each of the following. Be
prepared to act out the scene for the class.
a. What are the characters feelings and motives?
b. How do these feelings and motives affect the way the characters speak and
act?
c. Who looks at whom when speaking? How? When? What tone of voice is
used?
d. Where do the characters stand in relation to each other?
Ghost or no ghost
Watch two YouTube video clips of the scene with Bonquo’s ghost. In one scene the ghost
is played by an actor and the audience sees what Macbeth sees. In the other there is no
ghost and the audience sees what Lady Macbeth and the Thanes see. Which one do you
think is most effective? Why? Be prepared to defend your opinion.
Dialectical Notebook Quote: Use this and write your reaction. What does Macbeth
mean? Do you agree with his analysis of his situation?
Macbeth
I am in blood
Stepped in so far that, should I wade no more,
Returning were as tedious as go o’er (3.5.65-67).
3.5 A Summary
Many Shakespearean scholars agree that this scene was not part of the original
Macbeth, but added later, perhaps by his friend Thomas Middleton. In this scene the
witches meet with the Queen of the witches, Hecate, who reveals that she is unhappy
with her sister’s behavior. She tells them they should meet again with Macbeth and
perform more spells and that she will now get involved adding her own elements of
evil. If we have time I will read it to you in my best witchy voice! 
The Plot Thickens.
1. Read the scene as a circle read to punctuation marks, or if the class is doing well
with comprehension, end marks.
a. What is the tone Lennox uses when he lists the dead “associates” of
Macbeth then says, “Men must not walk too late”(3.6.7).
b. How did Macbeth react to Macduff’s refusal to attend his banquet when
he’d been invited?
c. Where is Malcolm living? Why?
d. Why has Macduff gone to see him?
e. How is Macbeth doing as a king? Use a quote to support your answer.
Act Three Exam: Taken from Shakespeare Set Free for each of the twelve
quotations identify who is speaking, to whom is the character speaking, and what is
happening in the play when the words are spoken. Be sure to bring your text to class
as this is an open book test.
Act 4
Don’t Forget your Dialectical Notebook!
Dialectical notebooks have been kept for each Act thus far. Do not forget to continue
to add two quotes per scene. Notebooks will be collected for a quiz grade at the end of
the play.
4.1 Fire Burn and Cauldron Bubble
1. Have students take turns listing all the ingredients in the witches’ potion on the
board. Do any sound familiar? Briefly discuss Shakespeare’s influence of the
classic witch.
2. Select three volunteers who can read in loud, clear voices. The rest of the class
counts off by threes (1,2,3,1,2,3…)
3. Group one is to make the sound of the wind, group two will be hooting owls and
group three the howling dogs. Practice very softly keeping in mind the readers
will have to be heard.
4. Read through it once with no sound effects, a second time with assigned sound
effects and, if the mayhem is kept to a reasonable level, a third time with lightning
(flashing lights), and movement (the witches move about the ‘cauldron’ in the
middle of the circle).
5. Discuss the effects of sound and lighting.
6. Students return the desks and chairs and the teacher assigns the remaining
characters from the scene. Read the rest of the scene. Try to do this on the same
day in order to prevent continuing sound effects.
7. Consider the following questions:
a. What did the first apparition predict? The second? The third?
b. Why does Macbeth feel confident?
c. What do the witches show him that destroys his confidence? Why does it
have this effect?
d. What news does Macbeth receive from Lennox?
e. What plans does he make at the end of the scene?
4.3 All My Pretty Ones?
1. In 4.2 we see what another household is like and we hear what life has been like
for others outside Macbeth’s palace. Assign readers for 4.2 but plan breaks after
each conversation.
a. 4.2.1-34 Ross and Lady Macduff
i. What does Lady Macduff say about her husband’s absence?
ii. How does Ross defend him? Is the defense effective? Explain.
iii. What does Ross mean when he says he must leave or it will be “his
disgrace” and “her discomfort” if he says?
b. 4.2.35-70 Lady Macduff and their son
i. What does her son compare the rest of his life to? Explain the
comparison.
ii. How does he feel about his ‘dead’ father?
iii. How does he come to understand the word ‘traitor’? What does he
say about traitors?
iv. How would you characterize this child?
c. 4.2.36-86 Lady Macduff and the Messenger
i. Of what does the messenger warn Lady Macduff?
ii. What is her reaction?
iii. What do you think?
d. 4.2.87-94 The murder
i. How do each of the three characters act in this section?
ii. What does this tell you about them?
4.3 All my pretty chickens
4.3 is a very long scene during which Macduff convinces the reluctant Malcolm to
fight for his rightful place as King of Scottland and he finds out his family has
been murdered. As we read the scene pay attention to the shifting attitudes of the
men. Answer the following questions.
e. Cite a quote that shows Malcolm’s attitude as the scene opens. Macduff’s.
f. What is life like in Scotland under Macbeth’s rule?
g. What is Malcolm afraid of when he asks Macduff if he will, “offer up a
weak, poor, innocent lamb t’ appease an angry god” (4.3.16-17).
h. Why does Macduff decide to leave after Malcolm questions his decision to
leave his wife and children back in Scotland?
i. List the “particulars of vice” Malcolm claims to have (4.3.52). How does
Macduff respond to each vice? Which vice proves too much for Macduff?
j. How does Malcolm’s ruse show his potential as a king?
k. What news does Ross bring?
l. Explain the pun of Macduff’s family being “well” and “at peace” in Ross’
report (4.3.176-181).
m. Why does Ross verify that Malcolm is returning to Scotland before he
delivers the news of his family to Macduff?
n. Cite a quote showing how Malcolm redirects Macduff’s grief.
o. Why was the slaughter of Macduff’s family vital to the plot?
2. Based on Malcolm’s having to tell Macduff, “ne’er pull the hat upon your brows.
Give sorrow words. The grief that does not speak whispers the o’erfraught heart
and bids it break” what does Macduff do when Ross first tells him of the brutal
slaughter of his family? (4.3.210-212). Review the following quotes, all by
Macduff. What emotions are revealed in each? Discuss how they show his
evolving emotions. Macduff is a foil for Macbeth. Discuss the concept of foil and
the differences between how masculinity is defined by each of the men.
My children too?
And I must be from thence?
My wife killed too?
He [Macbeth] has no children. All my pretty ones?
Did you say “all”? O hell kite! All?
What, all my pretty chickens and their dam
At one fell swoop?
I must feel it as a man.
I cannot but remember such things were
That were most precious to me. Did heaven look on
And would not take their part? Sinful Macduff,
They were all struck for thee! Naught that I am,
Not for their own demerits, but for mine,
Fell slaughter on their souls. Heaven rest them now.
O, I could play the woman with mine eyes
And braggart with my tongue! But, gentle heavens,
Cut short all intermission! Front to front
Bring thou this fiend of Scotland and myself.
Within my sword’s length set him. If he ‘scape,
Heaven forgive him too.
Macbeth Creative Project
One of the most effective ways to ensure long term understanding of any piece of
literature is to find a way to internalize the material in a way that is specific to your own
learning style or personal interests. To this end I have designed this project to spark your
creative style. Choose any of the project types listed below, or come up with one of your
own and get it approved by me. Remember, the ultimate goal is to further your
understanding of Macbeth, and to project this personal interpretation.
Grading will be based on the rubric on the next page. High quality is expected for each
project, as there should be something that appeals to every type of learner.
Project Types:
 Create a colorful, bold poster that features a quote and illustration of the story.
The poster must be painted, collage, computer graphics, or other artistic
endeavor. (If you can only draw stick figures, this is not the choice for you.)
 Enlist friends or classmates and film a scene from the play. Bring in the film to
show to the class or post it on the internet to share. Keep setting, costuming and
characterization in mind.
 Cast the movie with modern actors or, even better, non-actors such as
politicians, local celebrities or athletes- be sure to use both pictures and
explanations highlighting both the qualities of the person and the qualities of the
character in the presentation.
 Create a set design for the movie. This may be in the form of a diorama of a
scene, a detailed blueprint of Dunsinane, or geographical mapping of the places
in Macbeth (consider using Google Earth). Be sure to include an explanation of
your setting.
 Compose a soundtrack for the story consisting of at least seven songs in the
same/cohesive genre and explanations for your choices. Keep in mind the
setting of the original text, both time and place.
 Write and record an original title song for the story. Either record it to share
with the class or bring your instrument and perform for the class.
 Create a Powerpoint presentation comparing and contrasting multiple
films/stage productions/home productions and the text. (consider using
YouTube)
 Write a one Act contemporary drama based on Macbeth.
 Create a fashion layout of period costumes for each of the major characters
(minimum of eight costumes)
 Create an architectural miniature of the Globe Theater including aspects from
Macbeth in either props or characters on stage.
 Got another idea? Check with me for approval, then have fun.
(100-90%) Extremely creative and insightful. Design shows extensive effort as well as
artistic skill (in any medium). Shows superb comprehension of the novel as a whole.
(85-80%)Very creative and insightful. Design shows genuine effort regardless of artistic
skill. Shows well developed comprehension of the novel as a whole.
(75-70%)Creative and somewhat insightful. Design shows some effort, though artistic
skill is lacking. Shows comprehension of the novel as a whole.
(65-60%) Not particularly creative nor insightful. Assignment is completed according to
instructions, but creative effort is minimal. Comprehension is simplistic and trite.
(55-50%) Assignment is done to specifications but was clearly completed without serious
attention to detail or effort.
O% Assignment is incomplete or does not adhere to stated directions.
Act 5
5.1 Hell Is Murky! Lady Macbeth’s Decline
1. Assign parts and read the scene aloud. Answer the following questions:
a. What is going on here?
b. What is the mood?
c. Why won’t the Gentlewoman report to the Doctor what she heard Lady
Macbeth say? How is this an example of the Scottish attitudes?
d. After hearing Lady Macbeth rant the Doctor says “Unnatural deeds do
breed unnatural troubles…More needs she the divine than the
physician…I think, but dare not speak” (5.1.59-69). What does he mean?
e. Explain the following symbols:
i. blood
ii. shadows/darkness
iii. red
iv. visions/hallucinations
v. Sleep/rest
2. Review Lady Macbeth’s words as she sleepwalks one sentence at a time. What is
she referring to in each sentence? Why are these thoughts haunting her dreams?
How do these thoughts help explain the symbols and themes? Read them all as
one soliloquy. How do they show the progression of her sanity?
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Yet here's a spot. Out, damned spot! out, I say!One: two: why, then, 'tis time to do't.—
Hell is murky!—
Fie, my lord, fie! a soldier, and afeard? What need we fear who knows
it, when none can call our power to account?—
Yet who would have thought the old man to have had so much blood
in him.
The thane of Fife had a wife: where is she now?-What, will these hands ne'er be clean?—
No more o' that, my lord, no more o' that: you mar all with this
starting.
Here's the smell of the blood still: all the
perfumes of Arabia will not sweeten this little
hand. Oh, oh, oh!
Wash your hands, put on your nightgown; look not so
pale.--I tell you yet again, Banquo's buried; he
cannot come out on's grave.
To bed, to bed! there's knocking at the gate:
come, come, come, come, give me your hand. What's
done cannot be undone.--To bed, to bed, to bed!
5.2 – 5.8 Hold, Enough! Concluding the Reading of the Play.
1. Keep this handy as these are unfamiliar characters who arrive just for the conclusion
of the play:
a. Menteith, Caithness, and Angus – Scottish noblemen who are loyal to Malcolm
b. Seyton – An office attending Macbeth
c. Siward – A General from the English forces
d. Young Siward – Siward’s son
2. Dialectical Notebook – Do not forget to include two entries from each of the
scenes, regardless of which scenes your group is assigned to. Every person is
responsible for every scene.
3. Hold! Enough! Divide the class in three groups (groups can be as large as ten –
so class size is not a major issue) Each group is assigned one third of the
remaining text as outlined below. Each group must:
a. Create or describe the setting for the scene.
b. Act out the scene with as much accurate tone, subtext, inflection and
drama as possible. Be sure to also include blocking, as who moves where
and speaks to whom when is VERY important! Feel free to bring in or use
props to help showcase your scene.
c. A summary handout, in contemporary English, which includes the
characters and definitions, at least four literary terms with examples, the
dominant theme(s), and the summary of the action.
Group 1: 5.2 and 5.3
Cast: Mentieth, Angus, Caithness, Lennox, Macbeth, Servant, Seyton, and Doctor
(If the group has more than eight members one or two people can do the lengthy
speeches; 5.3.1-11 and 5.3.23-34. If the group has fewer members, individuals
can double up on characters as necessary.)
Group 2: 5.4, 5.5, and 5.6
Cast: Malcolm, Mentieth, Siward, Soldier(s), Macduff, Macbeth, Seyton, and
Messenger. (If the group has more than nine members one or two people can do
the lengthy speeches; 5.5.20-31 and 5.5.44-59. If the group has fewer members,
individuals can double up on characters as necessary.) )
Group 3: 5.7 and 5.8
Cast: Macbeth, Siward, Macduff, Young Siward, Malcolm, and Ross (If the group
has more than six members one or two people can do the lengthy speeches;
5.8.21-26, 5.8.32-39 and 5.8.72-88 If the group has fewer members, individuals
can double up on characters as necessary.). )
Unit Exam: The final unit test is a multiple choice test which assesses your
knowledge of the characters, plot, important lines from the play, literary
terminology, and historical context. As this is not an open book test be sure to use
your notebooks and this packet to study.