1

BRINGING MACBETH TO HIS

Title
MACDEATH
Subject Area ENGLISH

Level
English 20-1 20-1
Macbeth Unit Length of Unit EIGHT 2HR40MIN CLASSES

AMY HYCHA
Teacher

CATHOLIC CENTRAL HIGH

School
SCHOOL
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TABLE OF CONTENTS

Overview/Rationale 3

Resources/Materials 4

GLOs/SLOs 5

Calendar 6

Lesson Plans 7 - 22

Assignment/Activity Handouts 23 - 44

Quizzes/Tests 44 - 56
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OVERVIEW/RATIONALE

This English 20-1 unit will be a drama study based off of William Shakespeares popular tragedy, Macbeth. The unit
will consist of eight 2 hour and 40 minute classes, over the span of two weeks at Central Catholic High School. The
recurring course theme of fear will be presented and demonstrate in the text, and provide the students with the needed
information to conduct a formal analysis of the text, while gaining the knowledge to understand the 1500 century English
language.
This unit is taught will the intention to illustrate to the students the importance of the history behind the English
language and English literature, while gaining respect for the way that the English language has transformed. Throughout
the course of this unit, students will be able to do each of the following:
A. Confidently read a Shakespearean text aloud.
B. Incorporate literary quotation in prose writing.
C. Draft a literary response journal and write a personal response paper.
D. Identify literary techniques and explain meaning (ex. Metaphor, simile, personification, symbol, motif, pathetic,
fallacy, comic, relief, pathos, irony)
E. Present a short lecture on a key aspect of the play in modern language, while demonstrating the ability to write a
script and work collaboratively with other students.
F. Find modern connections to Shakespeare's work, and analyze accordingly.
These outcomes will be assessed periodically throughout the unit, and weighted accordingly formally and
summatively to the students final grade.

The six strands of language arts are prevalent in this unit. They are demonstrated, but not limited to the following:
Listening - Understanding the spoken language of Shakespeare, while gaining a new perspective of how
the English language has transformed. Listening to others reading and class discussions, the films, the
Macbeth rap by Mr. Z, along with others.
Speaking - Communicating ideas through oral language; participating in class discussions/small group
activities, reading the play out loud, tossing lines activity.
Reading - Understanding the written language of Shakespeare, by reading the play, but also introducing
the students to multiple forms of the text to expand their understanding to an even greater extent.
Writing - Communicating through the written language, while solidifying key concepts and expanding
individual vocabulary. This can be demonstrated in the daily journal prompts, group quizzes, writing stage
directions and a script, creating text screenshots of Macbeth and Lady Macbeth, Tweets of scene 5, etc.
Viewing - Understanding visual components of Shakespeare, and finding a connection to the spoken and
written words displayed in the text. This can be achieved through the film, watching classmates partake in
presentations, etc.
Representing - Presenting information through the other five strands, and demonstrate and understanding
of the connection they serve to one another. This can be conducted in the students acting out specific
scenes. Summatively for the Mucking with Macbeth project on Act V, and also formatively throughout
the text when student volunteers are needed to read aloud/act specifi scenes.
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RESOURCES/MATERIALS

Macbeth William Shakespeare

Film - Roman Polanski
Teacher Pay Teacher; Macbeth Interactive Games and Activities by Room 212
Rap Notes http://rap-notes.com
Resources provided by Jennifer Gardner and Marshall Cox

GENERAL LEARNING OUTCOMES & SPECIFIC LEARNING OUTCOMES


GLO
1.1 Discover possibilities
2.1 Construct meaning from text and
context
3.2 Follow a plan of inquiry
4.1 Develop and present a variety of
print and nonprint texts
5.2 Work within a group
DAY 1 DAY 2
5
SLO
1.2.2 Express preferences, and expand interests
b. expand interests in a range of genres and in a variety of texts and text
creators, and explain how the content and style of various texts appeal to
audiences with particular interests and preferences
2.1.1 Discern and analyze context
c. explain the relationship between text and context in terms of how
elements in an environment can affect the way in which a text is created
2.1.2 Understand and interpret content
a. use a variety of strategies to comprehend literature and other texts, and
develop strategies for close reading of literature in order to understand
contextual elements
2.2.2 Relate elements, devices and techniques to created effects
a. explain how rhetorical devices and stylistic techniques used in print and
nonprint texts create clarity, coherence and emphasis
2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts
a. use terminology appropriate to the forms studied for discussing and
appreciating the effectiveness and artistry of a variety of text forms
3.2.3 Form generalizations and conclusions
a. form generalizations by integrating new information with prior knowledge
4.1.2 Consider and address form, structure and medium
d. understand the concept of convention; and apply it to oral, print, visual
and multimedia text forms when appropriate
4.1.3 Develop content
e. develop content to support a controlling idea or to produce a unifying
effect
5.2.1 Cooperate with others, and contribute to group processes
a. set appropriate personal goals for participation in a group; respect, be
open to, and be supportive of the thoughts, opinions and contributions of
others in a group; and share personal knowledge, expertise and
perspectives with others, as appropriate
CALENDAR
DAY 3 DAY 4 DAY 5
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-Shakespearean Insults (10
min)
- Read Macbeth summary
to set the mood for the
unit
All the stuff you need to
know (60 min)
- Macbeth family tree (who
is who)
- Group Game on handout
-Begin reading Act 1
-Read Act 1 (scene 1-3) (60
min)
- Discuss the plot
they changed since watching
-Group Quiz #1 (30 min)
-Read Act 1 (scenes 4-7) (60
min)
-Soliloquy (Scene 7)
-Stage Directions (scene 1&2)
-purpose, lack of in
Shakespeare why (?)
- have students create stage
directions for scene
-Quiz #2 (Act 1) (30 min)
-Finish watching video on
Act 1 (30 min)
-revisit students choices on
actors/actresses have
-Read Act 2 (60+ min)
-Group Quiz #3 (30 min)
-Video (Act 2) (30 min)
- Macbeth Rap -Time warp for scene 3
- Ask for student (Macbeth/Lady M text
volunteers to read screenshots)
aloud and/or listen to
Itunes record -Read Act 4 (60 min+)
- read/listen to portion
ask students to create -Video Act 4 (30 min)
their own verse
-Character Sketch (60 min)
-Read Act 3 (60+ min
-Video (Act 3) (30 min)

-Video (Act 1)
- ask students to choose
actors/actresses they would
like to see in the film

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

ETC. Unit Wrap Up

-Mucking with Macbeth (160 -Final exam
min) -Quotation Review

-Macbeth Jeopardy (Google

Drive)

-Discuss themes -Create soundtrack for

Macbeth

-Hot Seat

- The Lazy Sonnet

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LESSON PLANS
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Lesson Title/Focus Lesson 1: Macbeth INTRO Course ENG 20-1

Time 8:00 - 10:50 (160mins)

PROGRAM OF STUDY OUTCOMES

2.1 Construct meaning from text and context

2.1.1 Discern and analyze context
c. explain the relationship between text and context in terms of how elements in an environment can affect the way in which a
text is created
5.2 Work within a group
5.2.1 Cooperate with others, and contribute to group processes
a. set appropriate personal goals for participation in a group; respect, be open to, and be supportive of the thoughts, opinions
and contributions of others in a group; and share personal knowledge, expertise and perspectives with others, as appropriate

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

Be introduced to the contents that will make up the Macbeth unit; projects, assignments, quizzes, journal, etc.
Gain general background knowledge about William Shakespeare and the play Macbeth.
Begin reading the first act of the play

MATERIALS AND EQUIPMENT

Shakespeare insults (x35)

PROCEDURE

Introduction Time

Welcome the students to class 10 min

Complete attendance
Morning prayer
Announcements
Daily pun/joke

Body Time
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TOPIC 1 Encourage someone to ask WHY do we have to learn shakespeare.. 10 min

He survived the black death
Invented 1700 words
Gossip, luggage, majestic, bedroom
We probably dont spell Shakespeares name correctlybut, then again, neither
did he.

Sources from William Shakespeares lifetime spell his last name in more
than 80 different ways, ranging from Shappere to Shaxberd.
Shakespeares plays contain 200 references to dogs and 600 references to birds. 20 min

37 plays, 154 sonnets, and 2 long narrative poems.

Quotes thou she be but little she is fierce.. Midsummers Night (my Mantra)
Ask if students know any other popular ones 15 min
Let her sleep
When words fail, music speaks

They know how to read text talk, they can learn to read old english how our
language has evolved

Challenges reading ability

If you can read this, you can read anything

Distribute a list of Shakespearean insults to each student (Google Drive)

Give them several minutes to read through the list
Invite the students to begin insulting one another
Give a set amount of time
Once this starts to wrap up, ask some students to share in front of the
class
Ask several students to insult me

Watch 5 minute intro to Shakespeare

Before beginning, ask what students know already about WS
Give each student a index card
While watching the video, ask them to create a question/answer
that could possibly be used for a future quiz
More in depth than What is his birthday
Better why is his birthday unknown

Shakespeare OR Rapper
Kahoot +answer sheet below
OR ppt (google drive)

Watch a modern day summary of Macbeth (~5 mins)

https://www.shmoop.com/macbeth/summary.html
Discuss that there is lots of great websites with translations/summary that
can be use in conjunction to the play but students should not fully rely
on them for this unit.
They need to be able to read Shakespeare as well .. final exam,
diploma, etc.

Shakespeare vocab
Hand out, one to each student
Ask them, within their groups, go through and highlight the words they do
know!
After several minutes, ask for students to share
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EXTRA Begin reading Act 1 min

Have students volunteer for specific parts remind about collaboration marks
(everyone should read, at least once)

Conclusion Time

Finish class with a riddle, give 5 minutes at the end (Google Drive) 5mins
Attempt to have them related to daily lesson
Student who guesses correctly gets a Jolly Rancher

Assessment

Shakespeare OR Rapper Quiz formative

Lesson Title/Focus Lesson 2: Macbeth ACT I Course ENG 20-1

Time 8:00 - 10:50 (160mins)

PROGRAM OF STUDY OUTCOMES

1.2.2 Express preferences, and expand interests

b. expand interests in a range of genres and in a variety of texts and text creators, and explain how the content and style o f various texts
appeal to audiences with particular interests and preferences
2.1.2 Understand and interpret content
a. use a variety of strategies to comprehend literature and other texts, and develop strategies for close reading of literatu re in order to
understand contextual elements
2.2.2 Relate elements, devices and techniques to created effects
a. explain how rhetorical devices and stylistic techniques used in print and nonprint texts create clarity, coherence and emp hasis

At the end of the lesson students will be able to:

Read through Act 1; while acquiring different skills, techniques, and vocabulary to comprehend the texts
Experience different version, of the same text, to gain further understanding
Focus on the importance of characters, the initial incident, paradox, setting, allusion, aside, soliloquy, prose, iambic
pentameter, blank verse, dramatic irony, pathos
Be introduced to the characters, and begin to establish their motivation
Focus on the importance of motifs, blood, and light & darkness/good and evil

MATERIALS AND EQUIPMENT

Group Quiz #1 (#)

Video (Act 1)
Student learning notes
Large paper
Markers

PREPARATION AND LOGISTICAL CONSIDERATIONS

Have adequate number of handouts ready

Have film prepped and loaded in browser
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PROCEDURE

Introduction Time

Welcome the students to class 10 min

Complete attendance
Morning prayer
Announcements (?)
Daily pun/joke

Body Time

TOPIC 1 READ Act 1 (scene 1 - 3) 60 mins

Have the students volunteer for specific parts to read aloud
Encourage them to jot down unfamiliar words
Encourage the students to reread w/ definitions on the side on
own time/find summaries online

SCENE 1- purpose? Introduce the play, interest audience

Witches symbolize evil
Fair is foul.. everything is unnaturally reversed in the word of
evil (ambiguous, uncertain) paradox
SCENE 2: exposition
Introduce Duncan + Malcolm relationship
Image of blood
Macbeth is seen as heroic at this point
Map of locations in play
https://www.google.com/maps/d/u/0/viewer?t=h&oe=UT
F8&msa=0&source=embed&ie=UTF8&mid=1hpvPz09
GSPo_quOKgUblDBBdFZo&ll=56.92099677289725%2
C-3.619995000000017&z=8
Go through each location (click on link)
Scotland has so many small kingdoms that they cannot agree on
a leader or plan not strength against England (primary
enemy)

SCENE 3: witches prophecy Macbeth will be king

Line 39 So foul and fair
Paradox line 68
Banquo attempts to change Macbeth's mind on the matter
witches are not to be trusted
Initial incident considers killing Duncan

Encourage the students to take notes that will benefit them as we read,
Teacher notes inside Teacher Copy of Macbeth
Go over notes once students have completed their readings

Discuss the plot in Macbeth

Go over terms file in Google Drive
Relate this plot to other common known films for a direct representation
(on plot not context)
Each group must identify the parts in a story
The group can decide, or can be given one
Cinderella, 3 little pigs, riding hood, goldilock,
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romeo & juliet, snow white, toy story, shrek,

titanic, lion king, frozen

Write on a large piece of paper

Encourage to draw, like the diagram

What antecedent actions precedes the play that may be deemed

important
No children
M was a brave soldier, highly regarded by other soldiers
ambitious
Witches are practiced at evil deeds fooling macbeth
Duncan never knew the Thane of Cawdor was not loyal not
expect Macbeth

Discuss tips for understanding Shakespeare

Re read, take notes, read the footnotes, search for alternative views
Comic book

TOPIC 2 Read Act 1 (scenes 4-7) 30 min

SCENE 4: execution of the former Thane

Read summary
https://www.shmoop.com/macbeth/act-1-scene-4-summary.html

SCENE 5: LISTEN
Reading letter from Macbeth
She does not believe her husband can conduct this crime
What type of marriage is this?

SCENE 6: SKIP
Play love game
How many time is love said?
Purpose? Prepare for the dark that is about to happen

Dramatic irony line 1 (he will die there)

Different mood in this scene daylight

SCENE 7: LISTEN
Discuss soliloquy
Famous examples
Stage directions
Compare the number of stage directions, to pages/lines
http://www.opensourceshakespeare.org/views/plays/ch
aracters/charlines.php?CharID=xxx&WorkID=macbeth
Chat about the lack of stage directions and the
freedom/constraints that would have put on the actors
QUESTION: What was Shakespeare's intentions/purpose for the
lack of stage directions
Ask the students to complete stages directions for scene 7
hand in for completion
Could be completed in pairs/small groups

TOPIC 3 Discuss the mood in Act I examples on KEY of learning notes

dark/light & blood imagery
Antecedent action
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TOPIC 4 Group Quiz #1 30 min

Explain the order and expectations of the group quizzes
Hand out, and give students time to complete
Time will vary
Begin to watch the video on act 1 (scene 1-8 on DVD)
Explain that this is one way to enhance understanding by considering different
means of the same text
Before beginning the film, ask students to brainstorm who they would want to play
the key roles in their film version of Macbeth. They must justify their choices.
Write these down in a Google Doc to ensure they will be readily available
after the film (if continues to another day)
Inform them we will revisit their dream cast at the end of the scene, to
see if their thoughts have changed
They will need reasoning behind their celebs

Conclusion Time

Finish class with a riddle, give 5 minutes at the end 5mins

Assessment

Quiz #1 (summative)
Stage Directions for scene 7 (formative)

Lesson Title/Focus Macbeth ACT II Course ENG 20-1

Time 8:00 - 10:50 (160mins)

PROGRAM OF STUDY OUTCOMES

2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts
a. use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a varie ty of text forms
4.1.2 Consider and address form, structure and medium
d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate

5.2.1 Cooperate with others, and contribute to group processes

a. set appropriate personal goals for participation in a group; respect, be open to, and be supportive of the thoughts, opinions and
contributions of others in a group; and share personal knowledge, expertise and perspectives with others, as appropriate

At the end of the lesson students will be able to:

Conduct more of an understanding of the; rising action, prose, iambic pentameter, blank verse, allusion, pun, dramatic
irony, situational irony, verbal irony, hyperbole, pathos found in this act
See Macbeths character transform as his ambition alters and he becomes king

PREPARATION AND LOGISTICAL CONSIDERATIONS

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http://education.library.ubc.ca/files/2011/06/11Janice-Son-Manifestations-of-Macbeth.pdf (resource)

PROCEDURE

Introduction Time

Welcome the students to class 10 min

Complete attendance
Morning prayer
Announcements
Daily pun/joke

Body Time

TOPIC 1 Read Act 2 Scene 1 ~30 mins

Characters
Banquo, Fleance, Macbeth

SCENE 1:
How goes the night? modern how goes it?

FOCUS:
Mood in beginning
eerie (Banquo cant sleep, no stars out, floating dagger)
Fear of Macbeths
Dagger hallucination caused by stress from battle w/ conscious
Uncertain about killing Duncan, disturbed
Build Atmosphere, tension
Prepares for Macbeths hysteria in next scene

Have students read this on their own (could be for homework depending where this falls), &
be prepared to get into groups and present the dagger speech in its own creative way.
Pg 71 line 41
One person does the actions, while another reads the text. The rest of the group
helps to direct and choreograph the scene. What is Macbeths state of mind?
The group must decide whether or not the audience sees a real knife or
not. (Be creative with props.)
Each group must get the class to imagine what the set and costumes are like in the
scene.
Ask: What purpose does the scene between Macbeth and Banquo serve?
How do we know Banquo is suspicious of Macbeth?
Performing the dagger speech
Have a few groups perform their scene. Encourage the audience to ask
questions about the way the scenes are performed. What is Macbeths
state of mind as he goes off to kill Duncan?

There are many ways to perform this scene. Each performance implies a
different interpretation, and that is okay.

OR
Listen, specifically to Macbeths soliloquy

SCENE 2:
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LISTEN

FOCUS:
Tension between Macbeths
Why Lady M didnt kill IRONY
Becoming unstable
Macbeth voice cry = conscious, remorse
BLOOD: on hands HYPERBOLE
Water clears of deed ALLUSION
PATHOS: Lady M attacking his manhood belittling him

SCENE 3: Duncan is dead

FOCUS:
Porter provides comic relief (paves way for diff. Kind of excitement)
PUN: rough night line 66
PATHETIC FALLACY: nature is in sympathy of the characters
ALLITERATION: Horror line 69
Lady M fainting normal reaction or faking to draw away attention
Donalbain: throne

SCENE 4: skip or Listen

FOCUS:
Dramatic purpose scene claims the rising tension but also increases eeriness of
Duncans death

QUIZ Group Quiz Act II:

Complete in the table groups
circulate , seeing who is involved remind collab. marks

EXTRA Chart: Macbeth vs. Lady Macbeth (Reactions to the deed)

In their groups, the students are to create a chart. In one column, they will
write similarities between Macbeth and his wife in terms of how they react
to the murder. In the other column, they will write the differences between
their reactions. The students should find quotes to support their findings.
This assignment will be collected at the end of class. Each group will
hand in one sheet.
We will discuss their findings as a class and fill in a larger chart
on the board.
We will discuss how we know that Macbeth feels guilt over the
deed. What does this reveal about his character?

Prepare for quiz Q

FILM watch scene 9- 12/13

Assessment

Dagger scene formative (collaboration marks)

Quiz formative
Chart summative/prepare for quiz
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Lesson Title/Focus Macbeth ACT III Course ENG 20-1

Time 8:00 - 10:50 (160mins)

PROGRAM OF STUDY OUTCOMES

2.1.1 Discern and analyze context

b. describe how societal forces can influence the production of texts
2.1.2 Understand and interpret content
a. use a variety of strategies to comprehend literature and other texts

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

Identify the climax, and the dramatic/verbal/situational irony present in the play.
Witness a change in characters as the play begins to decent into the falling action.

PROCEDURE

Introduction Time

Welcome the students to class 10 min

Complete attendance
Morning prayer
Announcements (?)
Daily pun/joke

Body Time

SCENE 1 SCENE I: LISTEN

PRE LISTEN: Crisis turning point

In the town of Forres, in the Palace of Duncan that Macbeth no inhibits

Emphasize line 3 Thou playdst most foully

Banquo has begin to suspect that Macbeth committed the murder
Rise to power result of foul play
Macbeth asks Banquo;
where are you riding to?
Is Fleance going w/ you?
What time do you plan to return
w/ this he can plan the murders
Fruitless crown 65
Ask for suggested meaning
Chatting w/ murders not very kind to the people doing his dirty work
Questioning their manhood PATHOS
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Wants him dead all his current problems are b/c of him, but cant do it
himself
Determined, excessive pride, it is coming naturally to him

SCENE 2 SCENE II: LISTEN

Start tough
Lady M whats done is done
M egocentric/selfish.
Better to be dead than constantly worries about who will over
through him
Wants security
M & Lady M are being to show remorse PATHOS
Nightmares, regret, sympathy

TIME WARP texting convo between M & Lady M

Collaborate w/ table groups, but done individually
Must show understanding of character/aspects of the play
Info/template in Google Drive

SCENE 3 SCENE III: ACT

CLIMAX
Ask for student volunteers
Murderer 1/2/3, Banquo
Turning point macbeth unable to find a way around the future fate has in store
for him
Fortune begin to fall

SCENE 4 SCENE IV: ACT

Macbeth, Lady Macbeth, Murderer, Lennox, Ross,

Banquet hosted by the Macbeths

Macbeth begins to lose it (25-30)
Thinks people see the blood
DRAMATIC IRONY Banquos ghost
Thinks it is a joke at first
Lady M tries to convince him it is nothing
Shame him there is NO ghost
Macduff is not present ANTAGONIST
Next logical opponent

SCENE 5/6 SCENE V: SKIP

Read summary
Omitted from productions
Questioned if Shakespeare wrote this
Thomas Middleton b/c it rhymes + word choice

SCENE VI: SKIP (depending on time)

Or emphasize Lennox opening script
Full of sarcasm/tone present
Give groups a printed version have student translate what he
is saying/identify the tone

EXTRA Group Quiz

Film watch scene 13-19

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Assessment

Time warp SUMMATIVE

QUIZ SUMMATIVE

Lesson Title/Focus Macbeth Act IV Course ENG 20-1

Time 8:00 - 10:50 (160mins)

PROGRAM OF STUDY OUTCOMES

1.1.2 Experiment with language, image and structure

b. assess the potential of understandings, interpretations and positions on ideas and issues communicated by literature and o ther texts by
connecting own and others' explorations, and by exploring additional aspects of these texts
2.1.2 Understand and interpret content
a. use a variety of strategies to comprehend literature and other texts, and develop strategies for close reading of literatu re in order to
understand contextual elements
e. describe a text creator's tone and register; and identify the moral and ethical stance communicated by a text
2.2.2 Relate elements, devices and techniques to created effects
c. analyze the use of irony and satire to create effects in print and nonprint texts

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

Identify act IV as the falling action, and determine the events that establish
Select the dramatic alter in characters, while finding the irony present in the their current actions

PROCEDURE

Introduction Time

Welcome the students to class 10 min

Complete attendance
Morning prayer
Announcements (?)
Daily pun/joke

Body Time

SCENE 1 SCENE I: READ/WATCH

PRE READ:
Falling action
Witches are making a brew b/c they have knowledge that Macbeth will
want to conjure the spirits
Supernatural mood
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Macbeth seeks out the witches to further know what his future holds

CHARACTERS: Witch 1/2/3, Macbeth, apparition 1/2/3 (ghost/phantom)

By pricking of my thumbs (43)

Physical premonition of evil
Midnight hags how rude people he wants something from (again)
Beware Macduff (77)

Potion ingredients (line 12-34)

Have students create a chart & separate the ingredients into categories
(animal/human/plant)
Search for the meaning behind of one in each categories
Completed on large poster paper in table groups
Resource
http://macbethbath.blogspot.ca/2012/06/what-do-ingredients-
used-by-three.html

QUESTIONS:
3 things the apparition tells M (beware Macduff, woman born,
How is M feeling after this invisible

WATCH FILM SCENE specifics

SCENE 2 SCENE II: LISTEN or READ

SUMMARY:
Ross potentially trying to warn Macduffs fam about Macbeth
Lady is mad at husband for abandoning them
Increases horror of murderers
The murder contrasts the innocence and shows the depth of Macbeth evil

CHARACTERS: Lady Macduff, Ross, son, messenger

Have groups read this scene bring back after as a class discussion about what
happened

FILM: specifics
theme/mood dark
Thoughts about this/director's purpose

QUESTIONS:
Why was Lady macduff angry w/ her husband.
Was it justified for him to leave his family at a time like this
How has Macbeth character evolved
Who could be viewed as the character foil (continues in following scene)

SCENE 3 SCENE III: LISTEN (long)

SUMMARY:
Atmosphere of distrust
DRAMATIC IRONY:
Line 2: what happened to his family
16/17: thinks Macduff is there to murder him
ALLUSION: 18. Biblical lamb
BLOOD: 36
Macduff wants nothing to do w/ anything dark
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QUESTION:
CHARACTER FOIL Malcolm (167), king of England (199)
Group challenge: who can find CF first + reasoning
Small debate as to WHY

EXTRA Brew Poem (Google Drive Act 4)

Hot Seat (Google Drive Act 4): viewpoint of a servant before the murder of Macduffs son
took place

Group Quiz (adjust depending on if scene 5 has been acknowledged)

Watch film scene 19-23

Assessment

Brew chart FORMATIVE

Quiz SUMMATIVE
Debate Collab. Mark F/S

Lesson Title/Focus Macbeth Act V Course ENG 20-1

Time 8:00 - 10:50 (160mins)

PROGRAM OF STUDY OUTCOMES

4.1.2 Consider and address form, structure and medium

d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate
4.1.3 Develop content
e. develop content to support a controlling idea or to produce a unifying effect
5.2.1 Cooperate with others, and contribute to group processes
a. set appropriate personal goals for participation in a group; respect, be open to, and be supportive of the th oughts, opinions and
contributions of others in a group; and share personal knowledge, expertise and perspectives with others, as appropriate

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

In groups;
Transform a scene from the play into modern language.
Write a script with appropriate stage directions
And present it to the rest of the class

PROCEDURE

Introduction Time
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Welcome the students to class 10 min

Complete attendance
Morning prayer
Announcements (?)
Daily pun/joke

Body Time

BEFORE It may be beneficial to have the class read this scene before (homework) so that they are
aware of the scene they are signing themselves up for.
Do not tell them why/what they are doing. To eliminate them from finding a
translated script beforehand on the internet

SCENE 1 DENOUEMENT outcome

Lady Macbeth is much different than previously (disease of soul>body)
Sleepwalking, night terrors (reliving murder of B), afraid of dark
Showing remorse, guilty conscious
BLOOD on hands
Doctor is at a loss of what to do
Purpose of sleepwalking (?)
Too tough to reveal her feelings sober

SCENE 2/3 Revenge, men will die for their country and the restoration of order (CHAIN OF
BEING too late)
Macbeth is described as; mad (by those who hate him), valiant fury (those who do
not hate)
He is not scared still believes he will prevail (witches prophecies)
Courage (36) Ill fight
Still being a jerk to those working for him
Beginning to worry
What is left in his life honor, love, friends
Lady M cure her
Increase of dramatic pace end is near

SCENE 4 Branches as camouflage

Confident, but wory
Battle has not yet been won, but they feel victory is certain

SCENE 5/6 Lady Macbeth dead

Macbeth
Wish she died later inconvenient time
She was going to die anyways, what does it matter
JERK
To-morrow, and to-morrow (21)
What is life

Action time

SCENE 7/8 BATTLE TIME

Macbeth still believes he cannot be killed (3rd prophecy)
Easy kill of Siward confidence

ANTICLIMAX:
The battle is won, yet Macbeth has not been brought to justice

MACBETH
 22

SUICIDE
Rather kill himself than be killed eye roll
Remorse
Manic depressive(?) mood changes or drama queen
Doesnt want to do Macduff harm

MACDUFF
Caesarian born BOOM (not born woman)
Macbeth realizes that he is not invincible

SCENE 9 VICTORY
Young Siward death died like a soldier

Macbeths head Scotland can finally return to order

EXTRA Watch the end of film scene 23 to end

Assessment

Mucking w/ Macbeth SUMMATIVE/COLLAB.

 23

Assignment/Activity Handouts

24
 25

Read Robbinss poem as a class. Discuss parody a humorous imitation of a

serious writing. A parody follows the form of the original, but changes its sense
to nonsense (Gage Canadian Dictionary). Movies often parody other movies. Can you think of
any? What are the effects of parody?

At the Fire and Cauldron Health Food restaurant

The weird Sisters aren't the only ones who know how to "serve a strange buffet."
Here we serve a stange buffet;
tender snake and shark fillet;
eye of newt, and toe of frog
wool of bat, and tongue of dog.
Bubble, bubble, it;s worth our trouble,
organic cooking cost you double.
Daily specials packed with health,
stuff we've gathered up with stealth:
adder's fork and blindworm's sting,
Lizard's leg and howlet's wing.
fire burn and cauldron bubble,
our food charms your stomach trouble,
Buzzard's nest soup or witches' brew,
moon-grown mushrooms grace our stew:
fill your plate with healtful weeds,
burdrock root and fennel seeds.
In thunder, lighting or in rain,
we'll fix old potions for your pain.
Here we mix our recipes
stocked from nature's pharmacies:
order food medicinal
at the Weird Sisters' table.
We don't give you paper fortunes,
here you'll see your future's portents.

Change your past, with what you eat:

give up beef, its not too late.
Munch on grains, we cook 'em whole,
cow gas spreads the ozone hole,
Forest stubble, fear and trouble
heaven burns, your planet bubbles.

By: Martin Robbins

http://education.library.ubc.ca/files/2011/06/11Janice-Son-Manifestations-of-Macbeth.pdf
26
 27

Mucking with Macbeth

Rationale:
This activity will fulfill three important requirements. Firstly, the English 20 curriculum states that you must
create a script as one of your writing forms, so this activity will allow you to try writing using this important
format. Secondly, for your unit exam and final reading comprehension it is important that you are able to
understand Shakespeares writing, so this activity will force you to understand Shakespeare by putting his
words into your own. Finally, and most importantly this is a really quick and fun way for us to finish reading
the play!!!

What to do:

1. In groups you will sign up for one of the selections from Act V. Below is a list of each selection along
with the number of people needed for each selection. You will want to choose a selection that fits with
the number of people you have in your group.

Scene I: Doctor, Gentlewoman, Lady Macbeth

Scene II: Menteith, Angus, Caithness, Lennox

Scene III: Macbeth, Servant, Seyton, Doctor

Scene IV & VI: Malcolm, Menteith, Siward, Macduff

Scene V: Macbeth, Seyton, Messanger

Scene VII: Macbeth, Young Siward, Macduff, Siward, Malcolm

Scene VIII: Macbeth, Macduff,

Scene VIV: Malcolm, Siward, Ross, Macduff

2. Translate your selection into contemporary English. You do not have to go line by line, word by word,
but every sentence should still be there. All of the important information must be covered.

3. Write a script for your translation. Your script must look like a script! I have provided laptops so you
can format it properly and you can print a copy out for every member of the group. Since we are
creating a more modern version of the language, we will also be creating a more modern version of the
script as well.
a) Characters a brief description of the characters in your scene. I want to know how they fit into the
scene you will be acting out, so give me a little background information about each character.

b) Setting while the setting is written for you in the play I want you to be more specific and come up with
specific choices that will add to your performance.
 28
c) Stage Directions when we read Shakespeare we notice that the stage directions are minimal; I want
you to add some more stage directions. Your stage directions should tell me how the lines are being said
and what kind of action is happening while the lines are being said. You are the director of this scene,
so it is up to you to create appropriate choices.

4. Act out your translated script. This will require you to actually follow the script you have written. If
you were specific in your setting your props should reflect that. As well, all of the actions that you
included you should actually act out and all of the lines need to be said. If you are short on actors use
some people twice. If you have too many actors, use extra actors as sound effects, music or drum
makers, furniture, props, trees etc. Remember that humour is always a nice touch take a light hearted
approach to your scene, but remember to stick to the story line and maintain appropriateness.

Remember that we are counting on you to teach us this act of the play, so do your best to provide clarity and
understanding!
 29

Extra Assignment/Activity Handouts

 30

Macbeth Rap by Bob Zaslow

Double, double, toil and trouble

Fire burn and cauldron bubble
They had no ears for our premonition:
So both would die of blind ambition.

Fair is foul and foul is fair

Thats a paradox, so please beware
That Macbeth is brim-filled with the same
In this tragedy that bears his name.
When the hurly-burleys done
When the battles lost and won...
Lost and won? That cannot be.
Another paradox, you see?
A great play thats built on absurdity?
Shakespeare says, Just wait and see.

It all starts out quite innocently

With the three witches prophecy
They predict Macbeth will be
Ruler of all that he can see
But his friend Banquo, the witches say
His sons will rule that land one day.
Banquos sons will rule, not me?
Macbeth starts acting jealously.
Macbeths new plan serves his ambition

Make King-of-Scotland my life-long mission.

A moment later, he gets fuel for his notion
When he gets the news he got a promotion.
Hes the new Thane of Cawdor, just what the witches said
Cause the old Thanes a traitor whos about to get dead.
Banquo shakes his hand, congratulations
But Macbeth cant forget Banquos relations.
When he tells his wife that hes the new Thane
She starts on her journey to do something insane.
Since good King Malcolm is to visit our home
Why dont we kill him and take over his throne?
Lady, youre crazy, thats murder, you know it!
Husband, youre spineless, thats what, now dont blow it.
Macbeth is a man who was kind, who was just
He cant kill his king, but his wife says he must.
He says, Ive no spur to jump my steed
Except vaulting ambition, a blinding need
For more and greater and greater and more.
 31
But to kill my king? Thats rotten to the core.
Malcolms a good king, hes led a good life
Should I slit his throat because of my wife?
His lady scowls and asks, Are you a man?
If you cant stand the smell, get out of the can.
Id whack him myself but he looks like my dad
And killing him thus would be Freudian mad.

Malcolm comes to sup, he brings a nice wine

The three of them smile and get along fine
But that night, Lady M. pushes, prods and cries
So Macbeth stabs the king and blames two poor guys.
His Lady rejoices, the powers been won.
But for both, their troubles have just begun.
It starts with Macbeth, to see or not to see?
Is this a dagger which I see before me?
Look at the handle it comes toward my hand.
Come let me clutch thee-- I dont understand.
Theres nothing there, theres nothing there
Just my heinous sin and the heavy air.

Double, double, toil and trouble

Fire burn and cauldron bubble
They had no ears for our premonition:
So both would die of blind ambition.

Macbeth pretends to be wracked with grief

But Banquo suspects he may be the thief
Who stole the kings life and then took his throne
So Macbeth makes a plan to catch Banquo alone.
He hires two wise-guys to kill him and his son
They whack poor Banquo and then there was one
His son, Fleance, flees, his son, Fleance escapes
And Macbeth is upset for the witches sakes.

Remember they said his sons would be kings

And Macbeth hates hearing about these things.
That night, at a feast, Mac gives Banquo a toast
But to his horror, he sees Banquo, the ghost.
No one else sees him, not even his wife
And Lady M lies, Its just stress in his life.
Thats when they learn that Malcolms son, Duncan
Suspects the Macbeths, hes no country bumpkin
He joins Macduff, the powerful lord
To capture Macbeth, then prove him a fraud
Now the witches all bare their blackened teeth
And meet with their leader out on the heath.
Hecates their mother, nastiest of all
 32
And she and the sisters predict a big fall.

Double, double, toil and trouble

Fire burn and cauldron bubble
They had no ears for our premonition:
So both would die of blind ambition.

Macbeth is nervous, so he turns

Back to the witches whose fire burns
Give me some good news, predict you my death?
They say, None of woman born shall harm Macbeth
Then I shall have no fear or sadly mourn
Because all men are of woman born.

So what other good stuff you got for me?

Then a child holding a tree
Makes another prediction, which sounded good
Macbeth will be safe until Birnam wood
Moves off without one bit of hassle
And walks all the way to Dunsinane castle.
When Birnam wood comes to Dunsinane?
Thats never dude, you know what Im saying?

But just when you think hes heard enough

The witches warn him against Lord Macduff
So since he still fears for his life
He vows to kill Macduffs kids and wife.
Oh what a tangled web we weave
When first we practice to deceive.
Now thats not Shakespeare, no its not
Those words belong to Sir Walter Scott
But they still apply, Macbeth wants to cower
Cause he and his wife grabbed for all the power.

Double, double, toil and trouble

Fire burn and cauldron bubble
They had no ears for our premonition:
So both would die of blind ambition.

Macbeth has the power, Macbeth is the one

Who hires assassins for Macduffs wife and son
When Macduff, in England, hears the news
He shouts to the heavens, he vows he wont lose
Hell avenge their deaths, he screams to his Lord
And swears Macbeth will die with his own sword.
Back at the castle, Lady Ms in it deep
So guilty she washes her hands in her sleep
Oh, I am not happy, oh no I am not
 33
This blood wont come clean, out, out damn spot!
Macbeth calls the doctor but washes his hands
Of staying by her side, therere soldiers on his lands.
But oh, whats the hurry, I heard the sisters weird
Say Id not have to worry about a hair on my beard.
They said Id be safe until Birnam wood
Came to Dunsinane, but the forest stood.
Not so fast, said an aide, his tone, reproving
Look out the window, the forests moving!
Oh, stuff and nonsense youve lost your mind.
Then look out the window, get off your behind!
Theyve chopped the boughs from Birnam wood
And camouflaged themselves, now there they stood!
Then the doctor entered and told Macbeth
Your wife may have scrubbed herself to death.
My wife, shes dead, and so to hell?
Just when everything was going so well.
But then Macduff sprang in without a key

And Macbeth laughed, Macduff, You cant kill me!

The witches said only one not woman borne
Could stop me, so just stop and dont look so forlorn.
Thats not sadness on my face you see
Its anger and grief and victory.
Then Macduff got the last laugh in the room
When he said he was torn from his dead mothers womb.
Not borne of woman? Macbeths heart skipped a beat
His knees got wobbly and he wet his seat.
He took out his sword and they fought off-stage
Malcolm struck his blows with terrible rage.
He cut the fight short when he cut off Macs head
And the butcher, Macbeth was finally dead.
So why are we sorry when Macbeth dies?
Because he starts off as a decent guy?
Because he falls in a terrible pit
And has not the strength to get out of it?
We dont know for sure, but one thing we can say
Now youve got the plot and theme of the play.
Your teacherll be glad you heard our Macbeth
Cause now you know: blind ambition leads to death.

Double, double, toil and trouble

Fire burn and cauldron bubble
They had no ears for our premonition:
So both would die of blind ambition. (Yeah.)
34
35
36
 37

MACBETH QUOTATION REVIEW

Below are quotations taken from various scenes in William Shakespeares Macbeth.
Eight of these quotations will be on the unit exam. To effectively study for this section
of the test, prepare outline responses to the quotations, identifying the speaker, the
context, and the overall dramatic significance.
A formal explication, as discussed in class, will measure your understanding of the
plays content, and your ability to articulate in writing the meaning of these quotations.
Focus on relating these quotations to the plays themes, character development, ironies,
and motifs.

For brave Macbeth--well he deserves that name--

Disdaining fortune, with his brandish'd steel,
Which smoked with bloody execution,
Like valour's minion carved out his passage
Till he faced the slave;
Which ne'er shook hands, nor bade farewell to him,
Till he unseam'd him from the nave to the chaps,
And fix'd his head upon our battlements.
(Act I, Scene ii)

I' the shipman's card.

I will drain him dry as hay:
Sleep shall neither night nor day
Hang upon his pent-house lid;
He shall live a man forbid:
Weary se'nnights nine times nine
Shall he dwindle, peak and pine:
Though his bark cannot be lost,
Yet it shall be tempest-tost.
(Act I, Scene iii)

There's no art
To find the mind's construction in the face:
He was a gentleman on whom I built
An absolute trust.
(Act I, Scene iv)

This castle hath a pleasant seat; the air

Nimbly and sweetly recommends itself
Unto our gentle senses.
(Act I, Scene vii)
 38

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.
(Act I, Scene vii)

Was the hope drunk

Wherein you dress'd yourself? hath it slept since?
And wakes it now, to look so green and pale
At what it did so freely? From this time
Such I account thy love. Art thou afeard
To be the same in thine own act and valour
As thou art in desire? Wouldst thou have that
Which thou esteem'st the ornament of life,
And live a coward in thine own esteem,
Letting 'I dare not' wait upon 'I would,'
Like the poor cat i' the adage?
(Act I, Scene vii)

I hear a knocking
At the south entry: retire we to our chamber;
A little water clears us of this deed:
How easy is it, then! Your constancy
Hath left you unattended.
(Act II, Scene ii)

Marry, sir, nose-painting, sleep, and

urine. Lechery, sir, it provokes, and unprovokes;
it provokes the desire, but it takes
away the performance: therefore, much drink
may be said to be an equivocator with lechery:
it makes him, and it mars him; it sets
him on, and it takes him off; it persuades him,
 39

and disheartens him; makes him stand to, and

not stand to; in conclusion, equivocates him
in a sleep, and, giving him the lie, leaves him.
(Act II, Scene iii)

Tis unnatural,
Even like the deed that's done. On Tuesday last,
A falcon, towering in her pride of place,
Was by a mousing owl hawk'd at and kill'd.
(Act II, Scene iv)

I wish your horses swift and sure of foot;

And so I do commend you to their backs. Farewell.
Let every man be master of his time
Till seven at night: to make society
The sweeter welcome, we will keep ourself
Till supper-time alone: while then, God be with you!
(Act III, Scene i)

Be innocent of the knowledge, dearest chuck,

Till thou applaud the deed. Come, seeling night,
Scarf up the tender eye of pitiful day;
And with thy bloody and invisible hand
Cancel and tear to pieces that great bond
Which keeps me pale! Light thickens; and the crow
Makes wing to the rooky wood:
Good things of day begin to droop and drowse;
While night's black agents to their preys do rouse.
Thou marvell'st at my words: but hold thee still;
Things bad begun make strong themselves by ill.
So, prithee, go with me.
(Act III, Scene ii)

My dearest coz,
I pray you, school yourself: but for your husband,
He is noble, wise, judicious, and best knows
The fits o' the season. I dare not speak
much further;
But cruel are the times, when we are traitors
And do not know ourselves, when we hold rumour
From what we fear, yet know not what we fear,
But float upon a wild and violent sea
Each way and move. I take my leave of you:
Shall not be long but I'll be here again:
Things at the worst will cease, or else climb upward
 40

To what they were before. My pretty cousin,

Blessing upon you!
(Act IV, Scene ii)

Here's the smell of the blood still: all the

perfumes of Arabia will not sweeten this little
hand. Oh, oh, oh!
(Act V, Scene i)

Now does he feel

His secret murders sticking on his hands;
Now minutely revolts upbraid his faith-breach;
Those he commands move only in command,
Nothing in love: now does he feel his title
Hang loose about him, like a giant's robe
Upon a dwarfish thief.
(Act V, Scene ii)

They have tied me to a stake; I cannot fly

But bear-like I must fight the course. Whats he
That was not born of woman? Such a one
Am I to fear, or none.
(Act V, Scene vii)
 41

Sample Study Outline:

Now does he feel

His secret murders sticking on his hands;
Now minutely revolts upbraid his faith-breach;
Those he commands move only in command,
Nothing in love: now does he feel his title
Hang loose about him, like a giant's robe
Upon a dwarfish thief.
(Act V, Scene ii)

Angus

Scottish thanes are preparing their siege of Macbeths castle and are waiting to
meet the English force led by Malcolm.

He explains how Macbeths conscience concerning his multiple murders now

affects him. His servants, nobles, thanes hold him in contempthe has lost all
virtue. He uses clothing motif to emphasize Macbeth doesnt deserve crown.

Sample Explication:

With contempt in his voice, Angus articulates the countrys feelings toward
Macbeth, who is now considered a malicious and evil villain. The killings of Duncan,
Banquo, and Macduffs family are now openly recognized as being connected to the
Macbeth. This understanding explains why Angus sits on horseback, battle-ready,
awaiting the English force with fellow rebel thanes, who plan to lay siege to Macbeths
castle at Dunsinane. While Angus words demonstrate how far Macbeth has fallen in
character, his reference to Macbeths title hanging like a giants robe upon a dwarfish
thief highlights a clothing motifa repeated image used to emphasize how Macbeth has
not deserved the position of King of Scotland.
42

Commented [1]: Adjust

43
 44

Quizzes/Tests
 45

Group Reading Quiz #1

(ACT I)

Names:_________________________________________________

1. What is the atmosphere/mood of the opening scene of the play? Explain one technique Shakespeare
uses to establish this mood. ( /2 marks)

2. List two pieces of antecedent action you feel are most important to the play. Be sure to explain
yourselves convince me. ( /2 marks)

3. Write out one example of a paradox from anywhere in this Act. Explain the inherent contradiction. (
/2 marks)

4. Find what you believe to be the most important aside spoken by Macbeth in this Act. Write out the line
numbers. Explain why its important that these particular lines are written in an aside and why you
believe them to be the most important.
( /2 marks)

5. Consider the character of Macbeth and Lady Macbeth. Despite their contrasts, Macbeth and Lady
Macbeth have many similarities. List four. ( /2 marks - 0.5 each)
 46

6. Examine the interactions between Lady Macbeth and Macbeth. Consider the following question: how
are ambitions shaped by outside influences? Find and explain two pieces of evidence that develop this
question. ( /4 marks)

7. Argue and explain two reasons why the audience should have pathos for Macbeth and two reasons why
they should not. ( /4 marks)
 47

Group Reading Quiz #2

(ACT II)

Names:_________________________________________________

1. Find an example of Prose, Iambic Pentameter and Blank Verse in this act. Consider who says each
and consider the effect. Why would Shakespeare have certain characters speaking certain forms? (
/6 marks)

2. Macbeth only has one soliloquy in the entire second Act. Find it and write out the line numbers.
Summarize the thoughts he reveals in four points. ( /4 marks)

3. Search for what you believe to be the most important allusion in this act. Write out the lines. Explain the
meaning behind the reference and the importance.
( /2 marks)
 48

4. Examine the blood imagery throughout this Act. Consider which three quotes you believe best
demonstrate this imagery and explain why you chose them and why you think Shakespeare would
develop such imagery. ( /4 marks)

5. We briefly discussed the Elizabethan belief in The Great Chain of Being, which suggests that God and
King are at the top of the hierarchy of life. The murder of a king would disturb the chain all the way to
the earth. Find four examples in this Act that the chain has been disturbed (put them in your own
words). ( /4 marks)

6. Find an example of a pun in this Act and explain it. ( /2 marks)

 49

Group Reading Quiz #3

(ACT III)

Names:_________________________________________________

1. "I have no spur to prick the sides of my intent, but only vaulting ambition, which o'erleaps itself and
falls on the other." (I.VII.25-28) Macbeth is the protagonist of this tragedy, which means he has a fatal
flaw. Examine the metaphor in this quote and explain it. Next, explain how it fits with Macbeth's own
life at this point in the play.
( /4 marks)

2. The climax of a Shakespearean tragedy is always in Act III. Find what you think is the climax of the
play and explain why you think that. ( /2 marks)

3. If Macbeth is the protagonist of this piece, who or what is the antagonist. Please explain your choice. (
/2 marks)

4. While Macbeth is the protagonist in this play, it could be said that he is an anti-hero, a protagonist who
has un-heroic qualities. Please explain this. ( /2 marks)
 50

5. Find two examples of hyperbole in this Act. Be sure to explain your choices. (
/4marks)

6. Further explore the blood motif throughout the book. Blood is referenced in many different contexts
and means several different things. While blood is predominantly connected to murder, it is also
referred to in different contexts (consider even the absence of blood). Find two DIFFERENT
connections for blood. Despite their differences they may have a commonality - what is it? Why does
Shakespeare use blood in so many different ways? ( /3marks)
 51

Group Reading Quiz #4

(ACT IV & V)

Names:_________________________________________________

1. Explain how Macbeth fulfills the elements of a classic Shakespearean tragedy. You must name each
element and give examples from the text to show the fulfillment of that element. ( /7 marks)

1)

2)

3)

4)

5)

6)

7)

2. A character foil is a character that serves by contrast to highlight or emphasize opposing traits in another
character. Name two character foils for Macbeth and explain how they act as foils for him and the effect. (
/2marks)
 52

3. Looking back throughout the entire play, please find one example of each type of irony: Dramatic, Verbal
and Situational. Be sure to explain your choice. ( /6 marks)

4. A theme is a storys main point about the nature of life or the human condition. Write two full theme
statements that you think would best fit with Macbeth. ( /2marks)
 53

Name:_____________________

Shakespeare Test - Macbeth

English 20-1
Part I: Long Answer
Choose one of the following literary devices (tragedy or motif) to effectively examine the consequences of
pursuing a certain goal, in William Shakespeare's Macbeth. You must have (in no particular
order):

A thesis statement IDEA (I recommend 1 strong controlling idea)

Excellent - 5 Proficient - 5 Satisfactory - 3 Limited - 2 Poor - 1

eas are insightful and Ideas are thoughtful and Ideas are relevant and Ideas are superficial or Ideas are largely absent or
carefully considered considered demonstrating a straightforward oversimplified demonstrating irrelevant and /or do not
demonstrating a competent comprehension demonstrating a generalized a weak comprehension of the develop the topic.
omprehension of subtle of the literary topic. comprehension of the topic. topic.
stinctions in the topic.

Evidence with analysis - SUPPORT (I recommend 3 pieces)

Excellent 5 (x2) Proficient 5 (x2) Satisfactory 3 (x2) Limited (x2) Poor 1(x2)

pport is explicit, precise Support is relevant, Support is appropriate, Support is repetitive, Support is irrelevant,
d deliberately chosen to accurate and occasionally general and adequately contradictory, and/or overgeneralized and/or
force the students ideas chosen to reinforce the reinforces the students ideas, ambiguous, and may be lacking. The support, if
in an effective and students ideas in a logical but occasionally may lack inappropriate or merely a present is largely unrelated to
dicious way. A strong and clear way. A clear persuasiveness and/or restatement of what was read. any idea(s) that may be
nnection to the students connection to the students consistency. A The connection to the present.
ideas is maintained. ideas is maintained. straightforward connection to students ideas is vague
the students ideas is and/or unclear.
maintained.

Integration or exploration of at least 1 literary device SUPPORT (tragedy or motif)

Excellent - 5 Proficient - 5 Satisfactory - 3 Limited - 2 Poor - 1

Literary device is Literary device is accurate Literary device is general and Literary device is Literary device is irrelevant,
deliberately chosen to and occasionally chosen to adequately reinforces the contradictory, and/or and/or lacking. It is largely
force the students ideas reinforce the students ideas students ideas, but ambiguous, and may be unrelated to any idea(s) that
n an effective way. A in a logical and clear way. occasionally may lack inappropriate. The may be present.
rong connection to the A clear connection to the consistency. A connection to the students
students ideas is students ideas is straightforward connection to ideas is vague and/or
maintained. maintained. the students ideas is unclear.
maintained.

Part I: Long Answer continued

 54
PLANNING:

the consequences of pursuing a certain goal

RESPONSE:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________
Part II: Reading Comprehension
On the desk at the front of the room you will find one set of Reading Comprehension questions. The questions are based
on a Shakespearean play. Please pick the reading and questions up and answer the questions on the answer sheet below.

Feel free to write all over the question and answer sheet. If I see signs of defining vocabulary, knowing what you will be
reading for (highlighting sections in the reading to watch for), eliminating answers, making on-going annotations or
writing down the overall message, I will give you a BONUS MARK.

from KING RICHARD II, Act V, scene i (Questions 1-11)

 55

1. A B C D 9. A B C D

2. A B C D 10. A B C D

3. A B C D 11. A B C D

4. A B C D

5. A B C D

6. A B C D

7. A B C D

8. A B C D

/11 marks

TOTAL = /31 marks