Macbeth Act II Discussion Questions
Instructions:
Working together in groups of 3-4, discuss the following questions. Take jot notes,
but be prepared to provide support, so recording quotes or Act, scene, lines may be
important. You will be handing in one or two of these questions written out fully
with proper support to be evaluated.
PLOT:
1. Analyze the plan which Macbeth and his wife devise in order to avoid
suspicion in the murder of Duncan. Discuss this plan’s potential for success.
2. Discuss the contribution to the plot by the Porter in scene 3.
3. The second act of a Shakespearean tragedy is usually referred to as the
Rising Action. Outline the ways in which Macbeth’s fortunes in this act may
be seen to rise.
CHARACTER:
4. Banquo is probably Macbeth’s most important foil. List the characteristics of
Macbeth which are revealed in scene 1 by contrast with Banquo.
5. The famous “dagger soliloquy” in scene 1, reveals a stage in the
development of Macbeth’s character. Compare Macbeth’s personality, as
revealed in this soliloquy, with that seen in the “If it were done…” soliloquy in
Act I, scene 7.
SETTING:
6. Discuss the way in which “sound effects,” described both in the stage
directions and the dialogue, contribute to the establishment of atmosphere in
Act II.
Macbeth Act II Discussion Questions
7. Time in Act II seems to be considerably compressed. Explain Shakespeare’s
purpose for “telescoping” the events in this act.
THEME AND MOTIF:
8. Find examples of the “sleeplessness” motif which is introduced in this act.
Comment on the appropriateness of this motif.
9. Research definitions of the words, “equivocate”, “equivocator” and
“equivocation.” Account for Shakespeare’s introduction of this motif.
LITERARY AND DRAMATIC DEVICES:
10. Define “pathetic fallacy.”
11. Identify and explain examples of the use of this device in Act II, scene 1,
scene 3 and scene 4.
12. Identify two allusions to Greek mythology in this act. In each case, explain
the reference made, and the effectiveness of the allusion at that particular
point.
Outcome: 5.1.1 Co-operate With Others: will be evaluated while working in groups
Out of Range
Score:
Below Level
0
Student has not engaged
in discussion and/or is
argumentative and
confrontational. Not
willing to accept opposing
viewpoints.
1
2
Uses language that most
group members understand
but makes limited efforts in
connecting with group
members; listens in group
discussion but has limited
interactions with group
members.
At Level
3
4
Uses language that all
group members
understand when working
with others; listens
attentively to and
encourages a variety of
viewpoints.
Above Level
5
Uses positive language
that all group members
understand when working
with others; encourages
group discussion while
listening actively and
encouraging a variety of
viewpoints
Macbeth Act II Discussion Questions
Outcome: 3.3.2 Record Information: will be evaluated on an individual basis
Out of Range
Score:
0
Unable to summarize and
record important
information, ideas and
perspectives from variety of
sources in an organized
manner; fails to
document sources.
e.g. No quotes are used in
support or are used and not
properly integrated or
documented
Below Level
1
Demonstrates limited ability
in summarizing and
recording important
information, ideas and
perspectives from variety of
sources in an organized
manner; some evidence of
documented sources,
incomplete and inaccurate.
e.g. Response identifies the
appropriate quotes but
doesn’t utilize them well for
support/ detail
At Level
3
2
Summarize and record
important information, ideas
and perspectives from
variety of sources in an
organized manner;
document sources
accurately.
e.g. Response identifies the
appropriate quotes for
support/ detail and
integrates them well
Above Level
45
Demonstrates superior
ability in summarizing and
recording important
information, ideas and
perspectives from variety of
sources in an organized
manner; document sources
with superior accuracy.
e.g. Response integrates
quotes artfully for support/
detail to allow a higher level
response
Outcome: 3.3.3 Evaluate information
Unable to evaluate the
completeness and
relevance of information for
achieving a variety of
purposes.
Demonstrates limited ability
in evaluating the
completeness and relevance
of information for achieving
a variety of purposes.
e.g. response does not
explain the appropriateness
of the selections
e.g. provides an evaluative
statement with vague,
generalized or superficial
examples or ideas.
Evaluate the completeness
and relevance of
information for achieving a
variety of purposes.
e.g. provides an evaluative
statement with appropriate
and specific examples or
ideas.
Demonstrates superior
ability in evaluating the
completeness and relevance
of information for achieving
a variety of purposes.
e.g. explores an evaluative
statement with
precise/perceptive/thorough
examples or ideas.