Unit Outline

Unit Title: Macbeth within the world Duration: 4-5 Weeks 20 Lessons Stage: 5 – Year 10
Rationale Key text to be explored
This unit is intended for stage 5 year 10 students and will primarily focus on Shakespeare’s play Macbeth. This is Shakespeare’s Macbeth
designed for a class who may struggle with Shakespeare’s work and understanding the concepts, language or
context within his plays. This unit is intended to serve as an introduction into Shakespeare’s works and help
students gain an understanding into the concepts and language used by Shakespeare. This unit will relate to
several syllabus outcomes which will help students analyse, respond to and then interpret the play of Macbeth.
This unit requires students to critically assess and analyse Macbeth, identify the use of language forms and
features within the play, creatively interpret and respond to information learnt within this unit and understand
and reflect on how texts can represent different aspects of the world. This unit will develop students
understanding of Shakespearean language, the use of themes and characters as a focal point of the play and an
awareness of the effect this has on a text. Students examine the way Shakespeare created his texts and the
concepts and tools he used to influence and structure Macbeth and the effects this had on the play. Students will
respond to and compose several types of texts (including diary entry, videos, news stores, speeches) that
develop their understanding of the use of concepts within Macbeth. Through the composition and responses
students compose, students will gain a greater understanding and ability to identify, analyse, assess and transfer
knowledge from one Shakespeare play, to many other forms of texts. The pedagogical approach in planning this
unit has revolved around class discussion and interaction with peers. Taking this discussion and exploration of
concepts and ideas and then responding to and composing individual as well as collective tasks. This unit also
focusses on teaching through the lens of english textual concepts and in particular the concepts of character,
context and theme. This is done so the teacher is provided with a conceptual schema to plan lessons around
whilst also helping students be aware of the way texts work and the usefulness of this not only in the classroom
(Boas and Gazis 2010). Specific practices that are core to this unit are the creative ways students get to engage
with and respond to the text. Examples of this can be seen in the various form of responses students do,
including a news tv show, diary entry, speeches to their fictious cast members in their play. These are important
in fostering creativity in students as they give them the opportunity to develop an array of responses not only
individually, but as a collective as well. This well aid them in deepening their understanding of the text and give
them insight into the relevance textual concepts have within texts and also within the wider world(Boas and
Gazis 2010).

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Outcomes Key learning Concepts
EN5-2A - effectively uses and critically assesses a wide range of processes, skills, strategies and The concepts of Character and
knowledge for responding to and composing a wide range of texts in different media and technologies context, and theme will be explored
throughout this unit.
EN5-3B - selects and uses language forms, features and structures of texts appropriate to a range of
Character will be explored through
purposes, audiences and contexts, describing and explaining their effects on meaning
the analysis of Macbeth and Lady
Macbeth, focussing on their
EN5-4B - effectively transfers knowledge, skills and understanding of language concepts into new and development throughout the play
different contexts and how they grow and change as
characters.
EN5-5C - thinks imaginatively, creatively, interpretively and critically about information and increasingly
complex ideas and arguments to respond to and compose texts in a range of contexts Themes of Ambition, free will and
fate and darkness and light will be
EN5-6C - investigates the relationships between and among texts explored throughout this unit,
looking at how they affect the
structure and direction of the play
EN5-7D - understands and evaluates the diverse ways texts can represent personal and public worlds
and also how they influence the
characters within the play.
EN5-9E - purposefully reflects on, assesses and adapts their individual and collaborative skills with
increasing independence and effectiveness

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 Unit Outline
Week & Outcomes Teaching and Learning Activates Resources
Sequence
Week 1 EN5-9E Introduction to Unit Whiteboard.
Lesson 1 Engage personally Introduce the text of Macbeth and Shakespeare to students whilst drawing
with texts: their attention to the key concepts of context, character and theme that will be Individual electronic devices for
- articulate and studied of this sub-unit. students.
discuss the
pleasures and
Ask students about their previous knowledge of Shakespeare and also their
difficulties,
successes and
opinions of him and his works. This could be done in several ways: A mindmap
challenges on the board, individually asking students to write in their books, discussing
experienced in with a partner next to them.
investigation,
problem-solving Develop several ‘research’ questions as a class. Brainstorm a list of questions or
and independent queries students have about Shakespeare and in particular the play Macbeth.
and collaborative Group students in pairs and assign them a question to ‘research’. Meet as a
work, and establish class to discuss what they have found and to educate the class on their
improved practices findings.

Have students record in their books particularly relevant information that is

shared, write it on the board as students share it so the students know what to
write down.
Lesson 2 EN5-3B Overview of the play (Assuming students have read the play in their own time) Students workbooks.
Engage personally Ask students to write a brief summary of what the play was about in 50-100
with texts words. Then ask a few students to share. Repeat this process but ask students Resource 1 (Plot Summary)
- analyse and to only use 10-20 words. Have students share their response with the person
explain how text next to them. Students copies of the text or a
structures,
projector showing the website
language features
and visual features
Hand out to students’ resource 1 for students to fill out and have in their work http://shakespeare.mit.edu/macbeth/
of texts and the books for the duration of this unit. Give students 10 minutes to finish then run
context in which through answers as a class.
texts are
experienced may

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 influence audience As a class read through act 2 scene 1 of Macbeth.
response http://shakespeare.mit.edu/macbeth/macbeth.2.1.html
Pose questions to students after reading this extract.
- What can this passage tell us about Macbeth?
- What can we learn about Macbeth’s and Banquo’s relationship?
- How does the use of poetic language help Macbeth express himself in
this scene?
Help students identify the ways in which Shakespeare uses language
techniques to characterise Macbeth (the techniques used). Inform students to
be closely analysing Macbeth as a character, as this unit will be looking at the
concept of character as a core concept.
Lesson 3 EN5-3B Analysis of Macbeth Personal copies of the text.
Understand and Students are to read through the first two scenes in act 1 and respond to a
apply knowledge of question. “How does Shakespeare develop his context, setting and mood at the Projector with youtube clips ready
language forms and beginning of his play?”. Ask students to also characterise Macbeth, Banquo and https://www.youtube.com/
features Duncan and list some of their personality traits. watch?v=mJoj6C33gLk
- understand how
https://www.youtube.com/
paragraphs and
images can be
Show students scenes 1 and 2 from act 1 in the youtube clips already prepared. watch?v=pIA4Z-pVen4
arranged for Before showing students the clips, have a list of things they are to look out for
different purposes including style, context, portrayal of characters.
purpose, audiences, After viewing the clip have students answer the questions:
perspectives and 1. Did this representation of the opening scene’s match your
stylistic effects interpretation of them? Why/Why not?
2. What influences how a person interprets a scene from a play like this?
3. What is the general representation of the characters we see here?
Have students share their response with a partner next to them and compare
their responses.

Discuss as a class the ‘main’ traits people see Macbeth, Banquo and Duncan
and discuss whether this is how Shakespeare intended to represent these
characters and why. Highlight that people may have different interpretations of
these characters from the opening scenes that may grow throughout the play,
and they may be different to their peers.

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Lesson 4 EN5-2A Analysis of Macbeth Resource 2 (Macbeth and the Witches
Engage personally Have students read act 1 scene 3 individually. Hand out resource 2 (Macbeth worksheet)
with texts and The Witches worksheet). Run through the first multiple choice question as
- consider how a class, answering any questions the students have about how to answer it. Students’ copies of the text
aspects of texts, Point out how we are able to recognise the difference in opinions in the text.
including
Give students time to finish the rest of the worksheets. After 10-15 minutes run http://shakespeare.mit.edu/macbeth/
characterisation,
setting, situations,
through the questions as a class. macbeth.1.5.html
issues, ideas, tone
and point of view, As a class read Act 1 scene 5 (maybe assign individual student certain parts to Students workbooks.
can evoke a range add character/fun). Before reading prompt students to analyse the characters
of responses, and relationship of Macbeth and Lady Macbeth. Whiteboard with questions written on
including empathy, Have students answer in pairs: it.
sympathy, 1. What does Macbeth’s letter tell us about his relationship with Lady
antipathy and Macbeth? Why is this special/relevant?
indifference 2. How would the context at the time shape how people interpreted their
relationship compared to now?
3. How does Macbeth refer to Lady Macbeth the first time he speaks to
her? What is the significance of this?
As a class discuss the answers of these questions. Focus on how their
relationship was unique for the time and the significance this had. Help
students understand how this may not be so unique now but it was in the
context of the play and when it was written.

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Week 2 EN5-4B The Soliloquy and Macbeth Students copies of the text.
Lesson 5 Understand and Split the class into seven groups and assign each group a specific soliloquy of
apply knowledge of Macbeth throughout the play. The Soliloquy’s included: Whiteboard with questions written
language forms and - Act one, Scene 3: Present Fears out and where each soliloquy can be
features: - Act one, Scene 7: Vaulting Ambition found.
- experiment with
- Act two, Scene 1: The Dagger Speech
the ways that
language features,
- Act three, Scene 1: A Fruitless Crown
image and sound - Act four, Scene 1: The Firstlings of My Heart
can be adapted in - Act five, Scene 1: May Way of Life is Fallen
literary texts, for - Act five, Scene 5: Tomorrow and Tomorrow and Tomorrow
example the effects
of stereotypical Ask students to analyse their soliloquy and answer questions:
characters and 1. What literary devices can you see in your soliloquy’s? (Simile,
settings, the metaphor, hyperbole etc)
playfulness of 2. Explain how Macbeth is feeling in your soliloquy.
humour and pun
3. What does this soliloquy tell us about Macbeth’s character? \
and the use of
hyperlink
4. Why do you think Shakespeare uses soliloquy’s in his writings and in
Macbeth?
As students have finished their responses in their groups, reconvene as a class
and share what they have found.

As a class, list all of Macbeth’s characteristics found in each of the soliloquy’s

and try to create a short list of the common ones seen through most of the
soliloquys (brave/courageous, strong, ambitious, noble, tyrannical etc). Ask
students if they think this list is an apt judgement of Macbeths character or if
they think there are things missing. Prompt students to think about how these
soliloquys are used to evoke the reader to empathise with Macbeth as a
character.
Lesson 6 EN5-7D The Soliloquy and Macbeth Students copies of the text.
Develop and apply From the previous lesson, a list of prominent traits of Macbeth was discovered
contextual as a class. Using these as a guide, ask students to find other examples in the Projector with youtube clip ready.
knowledge play of where these character traits of Macbeth are prominent. Ask each group

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 - understand that to come up with at least 2 or 3 examples for each trait. Share examples as a Whiteboard with writing prompts
people's class. written on it.
evaluations of texts
are influenced by Introduce the short youtube clip students are about to watch and prompt them
their value systems,
to look at whether their personal view of Macbeth fits into how this video
the context and the
purpose and mode
describe him, or if they challenge them. Tell them to think about what effects
of communication their view of Macbeth as a character.
https://www.youtube.com/watch?v=OM3nwTsSnOI
EN5-8D After the video discuss as a class why Macbeth may be viewed differently, to
Respond to and different people.
compose texts
- analyse and Set the scene were students are peasants in the kingdom where Macbeth
describe the ways resides. Ask students to individually write a letter to the king describing the
texts sustain or character of Macbeth and what they have seen him do. Once students have
challenge finished, tell them to swap with a partner and compare how they have
established cultural described Macbeth noting any similarities or differences. Ask students to
attitudes and values
discuss why these may be present.

Lesson 7 EN5-3B The Soliloquy and Lady Macbeth Students copies of the text.
Respond to and Ask students to form small groups of 3 or 4. In groups students are to analyse
compose texts the character of Lady Macbeth and come up with 2 or 3 character traits which Whiteboard with prompts written on
- create literary they believe are the dominant trait of Lady Macbeth (ambition, ruthlessness, it.
texts with a manipulative, strength etc). Once students have chose their list, ask them to
sustained 'voice',
find a speech or an interaction where they believe these character traits are List of character traits of Lady
selecting and
adapting
shown in Lady Macbeth. Students are to pinpoint literary devices and phrases Macbeth.
appropriate text which they believe exemplify their chosen characteristics. Ask them to show
structures, literary why they chose this speech/interaction and to justify how it shows their chosen
devices, language, characteristic.
auditory and visual
structures and Ask the class to share the examples they have come up with and make a list of
features for a all the common traits the class has come up with. Ask students to explain what
specific purpose scene or speech they chose and to detail how they think it demonstrates the

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 and intended characteristics of Lady Macbeth. Try and show the character development of
audience Lady Macbeth here, comparing scenes from early in the play to the later scenes
and observing how she has changed as a character. Point out to the students
this may be a reason why they have different opinions and views of Lady
Macbeth and what type of character she is.

Ask students to write a soliloquy from the point of view of Lady Macbeth.
Students can choose where in the play they would put this soliloquy, however,
if they are struggling for places give them some examples (such as after
Macbeth dies, after her conversation with Macbeth convincing him to commit
murder, near the end of the play where she descends into madness).
Prompt students to think about how they write their soliloquy, using
techniques that would showcase certain emotions and character traits of Lady
Macbeth (an example could be an excessive use of imagery which highlights
her ruthlessness).
Lesson 8 EN5-2A Lady Macbeth and her descent Students copies of the text.
Develop and apply This lesson will focus on Lady Macbeth and her character development
contextual throughout the play. Ask students to read Act 1 scene 5 and give a brief Projector with youtube clip ready.
knowledge description of Lady Macbeth and any dominant characteristic traits she shows.
- interpret, analyse Prompt students to pay attention to how Shakespeare presents Lady Macbeth Whiteboard ready for table (Early Vs.
and evaluate how
as a character (the way she talks, her attitude, emotions etc). Late) and question students are to
different
perspectives of
respond to.
issue, event, Once the class has done this, discuss how Lady Macbeth is portrayed as a
situation, character in the early scenes by Shakespeare and create an image/description
individuals or of who she is.
groups are Show students the youtube clip. Before watching, prompt students to look out
constructed to for how Lady Macbeth has changed (even in subtle ways), through her action,
serve specific words, emotions etc.
purposes in texts https://www.youtube.com/watch?v=plo3gGLoFK4
Have students in pairs come up with a list of new characteristics they see in
EN5-5C Lady Macbeth and what has changed in her.
Understand and Reconvene as a class and create two lists on the board that detail Lady
apply knowledge of
Macbeth Early Vs. Late.

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 language forms and Detail how she is portrayed or shown in both these sections of the play. Once
features the list is complete, as a class discuss the character of Lady Macbeth and the
- understand and changes she underwent throughout the play. Try and list why this may have
use the language of happened together and help students understand how Shakespeare did this.
argument, eg the
use of logic,
evidence,
Ask students to individually respond to the question
refutation, “Comparing the character of Lady Macbeth from early in the play to late in the
play, what contributes to her descent into madness and what is the significance
of this”.
Week 3 EN5-6C Theme in literature Whiteboard with mindmap of themes.
Lesson 9 Develop and apply Introduce the concept of theme to the students, looking at what theme is
contextual (within all texts and then specifically in Macbeth) and the purpose of theme Students personal electronic devices.
knowledge within texts.
- research and Ask students to write a definition of what they think theme is in their books.
explore the texts of
Discuss as a class their answers and ask the question what they think the
specific composers,
eg a novelist, poet,
purpose of theme is in texts (to convey messages/ideas, to show repetition,
filmmaker or highlight certain aspects of a text).
dramatist, Give them the definition of a theme: “an idea that recurs in or pervades a work
considering themes, of art or literature”.
language Ask students what themes they can see throughout Macbeth and compile a list
techniques and of themes on the board (ambition, fate and free will, gender).
similarities and
differences in their Pick out the themes of ambition, fate and free will and light and darkness and
works let students know these are the themes that will be looked at closely in
Macbeth.

Ask students to form small groups of 3 or 4 and look at one of these themes in
closer detail. Ask them to research other literature or movies that display one
of these themes prominently.
Students are to firstly define their chosen theme, then write a small paragraph
on how their chosen theme is shown throughout the text they have
researched.

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 The class reconvenes and shares their findings in a mini-presentation style.
Students are to share their definition of their chosen theme, the text they
linked it to and how it is used in that text in a few minutes in front of the class.
Lesson 10 EN5-2A Theme in Macbeth Students copies of the text.
Engage personally Following on a similar trend from last lesson, students are to remain in groups
with texts and research their chosen theme within the context of Macbeth this time. Whiteboard with activities detailed on
- consider how Students will be given a short period of time to research where throughout the it.
aspects of texts, play their chosen themes can be found.
including
Projector with youtube video ready.
characterisation,
setting, situations,
Ask students to choose 3 scenes from the play where their chosen theme is
issues, ideas, tone evident. For each scene they choose, instruct students to detail in what ways
and point of view, we can see the theme evident, which characters it’s seems to affect those most
can evoke a range and what effect the theme has on the overall scene (for example, ambition
of responses, drives Macbeth to murder and causes the play to shift in a certain direction).
including empathy,
sympathy, Once students have finished this activity, show this youtube video to the class
antipathy and (skipping to select parts of the video, ambition, fate, any other students may
indifference have chosen). https://www.youtube.com/watch?v=nkrQmkZznxo

Discuss the key themes as a class and instruct students to go and revise their
previous activity and see if their responses has changed as a result of watching
the video. Discuss why they have gotten different responses compared to the
video.

After students have revised their work, come together as a class and discuss
the key themes students have explored and the scenes they have chosen to
explore these scenes. Ask students why they have chosen their certain scenes
and for them to justify their answers.

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Lesson 11 EN5-6C Close study of theme Students copies of text.
Develop and apply This lesson and the next lesson will focus on a closer look at theme within
contextual Macbeth and how students are able to gain a greater understanding of this. Whiteboard with scenes written on it.
knowledge Students will form small groups of 4 or 5 to create a presentation/re-
- investigate, enactment of a scene in play. Assign each group one of three main themes you Students electronic devices to find
hypothesise and
have been looking at or let them choose one (Ambition, fate and free will, light music.
explain the ways a
concept may be
and darkness) and give them the choice of one of these scenes to analyse and
reinterpreted over present.
time through Ambition:
different texts and Act 1 Scene 5: Lady Macbeth receives Macbeth's letter.
media Act 1 Scene 7: Macbeth struggles with what is needed to achieve his ambition.
Act 3 Scene 1: Macbeth decides to murder Banquo
Fate and free will:
Act 1 Scene 3: Macbeth reflects on their prophecies of the witches.
Act 2 Scene 1: Macbeth discusses his encounter with the witches with Banquo.
Act 6 Scene 1: Macbeth sees the witches again.
Light and darkness:
Act 1 Scene 4: The use of stars, “let not light see my black and deep desires”.
Act 4 Scene 2: Darkness and the future, “'that darkness does the face of earth
entomb”.
Act 3 Scene 2: How the night wipes the slate clean, “Come, seeling night - Scarf
up the tender eye of pitiful day”.

Instruct students that their presentation has to contain these things:

An explanation of the tone and mood of the scene and how this portrays the
theme in this scene.
Accompanied music which fits this tone/mood
How theme shapes the direction of the scene.
A short re-enactment of part of the scene that they think best captures the
essence of the scene (what part of the scene demonstrates the theme best).
5-10 minutes long

11
 Give students the rest of the lesson to research, form groups, choose theme
etc. Ensure you are helping students if they are struggling. Let students know
they will be presenting to the class next lesson.
Lesson 12 EN5-6C Presentation of theme Students copies of text.
Develop and apply This lesson will be spent letting students present their group work (5-10
contextual minutes for each group) and analysing a class the presentations the students Whiteboard with scenes written on it.
knowledge have done.
- investigate, Students electronic devices to find
hypothesise and
After each group has presented, ask them to give a short justification on why music.
explain the ways a
concept may be
they chose certain aspects (the scene they chose, the specific re-enactment
reinterpreted over they did, the music, how it all represents theme). Give students feedback on
time through how they went.
different texts and
media As a close to the lesson, prompt students to think about how their research of
theme in Macbeth can be used in different contexts (how they can use it in the
world today) or where they think it would be useful to use in their own world
(watching movies, tv shows, video games, youtube etc).
Week 4 EN5-6C Theme in the world Students copies of the next.
Lesson 13 Develop and apply The next two lesson students will be creating a mini news tv show as a class.
contextual Students will all have a role that will go into creating a news show that outlines Students phones/cameras.
knowledge things that have happened in Macbeths kingdom/castle.
- investigate, Whiteboard with projector for media
hypothesise and
Roles include: graphics.
explain the ways a
concept may be
Presenters (2-4) These students will be reading the scripts in front of the
reinterpreted over cameras.
time through Cameramen/women (2-4) Recording to actual footage and sending it to the
different texts and teacher.
media Journalist (4-6) Writing the stories for the presenters to read
Floor manager (2-3) Controlling the floor and how things are presented.
Director (1) Controlling every aspect of the entire TV show (the stories, how its
EN5-7D framed, the tone etc)
Engage personally Media presenters (3-5) The intro music if any, the pictures or graphics that will
with texts compliment any stories from the journalist.

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 - explore and reflect
on their own values Journalist will have to write stores loosely based of the events that have
in relation to the happened in Macbeth. Pretending that this is in the modern age somewhat and
values expressed things have a modern spin on them. Prompt students to think of how the
and explored in
themes of what happened back then would influence the world today (what
texts
would have if kings went around murdering each other etc).

Give students the rest of the lesson to prepare stories, media graphics, floor
pans, where they are going to record, how they are going to record and send it
to the teacher. Inform them they will be filming next lesson.
Lesson 14 EN5-5C Macbeth on the news? Students copies of the next.
Respond to and This lesson will be spent recording all the stories students have written and
compose texts piecing them together in a way that coherently makes a news tv show. Students phones/cameras.
- respond to and Let students know that they aren’t going to have multiple takes of a shot, that
compose a range of if they miss speak in a presentation that its ok and to keep going, its supposed Whiteboard with projector for media
sustained
to be fun and a spoof. graphics.
imaginative,
informative and
persuasive texts As students send you the video footage (either from their phones, or usbs, or
which are from a camera you’ve given them) start to compile all the videos on a google
increasingly drive (name the videos, it helps a lot).
demanding in terms
of ideas, arguments Once all videos are shot, watch the news show from start to finish as a class.
and linguistic, Let students know that its for fun and not to be critically analysing how well
structural, they performed but instead to be looking at how themes can be portrayed into
cognitive, modern day settings. The point of this lesson is to help students bridge a
emotional and
mental gap of using themes in texts and plays into the real world and how they
moral complexity
can see them in their day to day life.
Lesson 15 EN5-5C Macbeth in review Students personal copies of the text.
Respond to and This lesson will focus on how students can recount and incorporate all that was
compose texts learnt across the learning of the unit. Particularly focussing on the themes and Whiteboard with instructions on it.
- respond to and how they are shown throughout the play.
compose a range of
sustained

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 imaginative, As a summative task that students can complete to help them review the
informative and themes learnt throughout Macbeth, instruct them to write a diary entry from
persuasive texts the point of view of Lady Macbeth that details and accounts for the major
which are events that have happened throughout the course of the play.
increasingly
Remember to inform students that this is a diary entry, so it should be
demanding in terms
of ideas, arguments
personal, revealing and detail how Lady Macbeth has been affected as a result
and linguistic, of various things.
structural,
cognitive, Prompt students to think about how theme has played a role in the sequences
emotional and throughout the play, how would Lady Macbeth reflect on how her ambition has
moral complexity led her to where she is, or how this is the consequence of her free will and not
her fate etc (although Lady Macbeth is less then sane pretend she is capable of
writing a diary entry for the sake of this exercise).

Once students have completed this task, ask for any volunteers to share their
responses. Talk about how theme influenced the play and as a result shaped
Lady Macbeth as a character. Help students recognise and identify the role that
theme has not only in the play and the direction it takes, but also on individuals
in the play.

Lesson 16 EN5-5C Macbeth in the world Students copies of the text.

Engage personally For the final lesson in this sub unit, students are to imagine that they are
with texts directing this play in an upcoming performance for their school. Workbooks.
- create literary
texts that reflect an Firstly, they must write a design statement which will depict why the Whiteboard with instructions.
emerging sense of
characters of Macbeth and Lady Macbeth develop in such a way and how the
personal style and
evaluate the
themes of Ambition, fate and free will and light darkness influence the overall
effectiveness of structure and course of the play.
these texts
Help students understand that this statement will direct their directing skills
EN5-5C and help them communicate what they want the play to achieve and how it
will be portrayed.

14
Respond to and
compose texts Share any responses as a class and discuss and issues students may have had
- respond to and with this task.
compose a range of
sustained
Secondly, students are to pretend that its opening night and they are talking to
imaginative,
informative and
their cast who are about to perform for the first time.
persuasive texts Ask students, what would they say to their cast (in particular Macbeth and Lady
which are Macbeth)?
increasingly Remembering they want the cast to convey the certain elements of the play in
demanding in terms certain ways. How the themes will be portrayed through character. How
of ideas, arguments aspects of the play with be conveyed through the actors.
and linguistic, Have students’ pair with a peer and deliver the speech to one another and talk
structural, about what they liked about each other’s speeches.
cognitive,
emotional and
Summate the unit by letting students know how these activities are useful in
moral complexity
more than just analysing a Shakespeare play. They can inform our knowledge in
various aspects of life and help us gain a greater understanding of many things.

15
Resource list
Resource 1

16
Resource 2
Macbeth and The Witches
Multiple choice questions
1. Which best describes the difference in opinion of the witches between
Banquo and Macbeth?
a. While Banquo feels the witches are simply old hags to be laughed at, Macbeth is terrified
of them and wants them to go away from him.
b. While Banquo feels the witches are nothing but scary old hags, Macbeth feels they should
be treated with kindness as all living beings.
c. While Banquo is enraptured by the words of the witches, Macbeth feels as if he is too
important to pay them any mind.
d. While Banquo is skeptical of their words and their prophecies, Macbeth finds himself
curious and wanting to hear more from them.

2. What does the following line reveal about Macbeth?

"...stars, hide your fires, let not light see my black and deep desires."
a. While he is afraid of the witches, he still wants to know more about him.
b. While he is secretly eager to gain power, he must not let this ambition show.
c. While he knows Banquo doesn’t believe the witches, he still does.
d. While he is pleased with the witches, he cannot tell Banquo, who is scared.

KEY QUESTIONS

1. What is significant about Macbeth’s first words in this scene? What language
technique is being used in this line? (motif, alliteration, metaphor etc)
2. What is Macbeth’s command in lines 73-75? What implication does this have?
3. What is Macbeth's reaction to becoming Thane of Cawdor? What does this signify
about his character?
4. What are the three prophecies that the witches give Macbeth and Banquo?
5. Who will become prince of Cumberland? What must Macbeth do?

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Bibliography
Boas, Erika and Susan Gazis. "Chapter 1 Teaching English through textual concepts." Boas, Erika and
Susan Gazis. The Artful English Teacher . Kensington Gardens: The Australian Association for
the Teaching of English, 2018. 1-20.

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