What inferences can be made about the play from these pictures?

What inferences can be made about the play from these pictures?

General Context: When was Macbeth written? Why? What was happening in England/Scotland at that time? 1. The Divine Rights of Kings 2. James I and his beliefs 3. The real Macbeth 4. The Great Chain of Being 5. Scotland in the 1600s You will need to find information on the

following five topics. You can either: 1. Create a context poster (A3) that you can use to refer to in lessons. 2. A Leaflet with all the relevant sources that you can refer to in lessons. 3. A series of mind maps for each section that can be referred to in lessons. This resource will be with you throughout your study of Macbeth so make it work for you. Lesson 1: Plot, Themes and Context Learning Objectives:

To know the basics of the plot of Macbeth. To understand how themes link to the plot. To be able to link contextual research to the play. Homework Add themes, context and genre

information to your revision table. For Monday. Key Moment Theme Context Genre Themes These are some of the themes that are seen in Macbeth. Add them to your timeline. Paranoia A n

o i t i mb Viole n ce Death Love Revenge Supernatural

Evil w o P er General Context: When was Macbeth written? Why? What was happening in England/Scotland at that time? 1. The Divine Rights of Kings 2. James I and his beliefs 3. The real

Macbeth 4. The Great Chain of Being 5. Scotland in the 1600s 6. Witchcraft + Task: Add each of these contextual links to your timeline. Genre: word association Gothic Is this Gothic? Why?

But this is? Why? Lesson 2: Genre Learning Objectives: To know what the gothic genre is. To understand key conventions of the gothic.

To be able to link the conventions to the plot. Definition Define the word SUPERNATURAL Draw a new symbol for your definition and justify your ideas Linking convention to plot The Supernatural Mystery Death Dreams Weather (pathetic fallacy) Human darkness (evil)

Villain-Hero (Anti-Hero) Wild landscapes Task: Explain when and how each convention is presented in the play. Extension: Find quotes to support. Why is it important that these conventions are followed? Lesson 2: The Opening Act 1, Scenes 1 and 3 Lesson Objectives: To recall our previous knowledge of

witchcraft and the supernatural. To understand the content of the opening scene of Macbeth To be able to evaluate the witches impact on the opening of the play. Jacobeans believed FUN FACT: James I was obsessed with Witchcraft and wrote a book called Daemonologie. Witches could talk to the dead. Witches could see into the future.

Witches could make people fall ill by using spells and potions. Witches could fly and make themselves invisible. Witches used animals such as cats as disguises for the evil spirits who served them. Witches could cause bad weather and storms, So, affecting at sea and spoiling Question: how doships you feel Shakespeares crops. may have reacted to The Witches in

audience the play? Personally, I think that Shakespeares audience would Read Act 1, Scene 1 SCENE I. A desert place. Thunder and lightning. Enter three Witches. Task: What are your first impressions of the witches from this initial scene? First Witch: When shall we three meet

again In thunder, lightning, or in rain? Second Witch: When the hurlyburly's done, When the battle's lost and won. Third Witch: That will be ere the set of Give examples from the sun. text to support your First Witch: Where the place? answer. Second Witch: Upon the heath. Third Witch: There to meet with Macbeth. I believe the witches First Witch: I come, Graymalkin! are because they say,

Second Witch: Paddock calls. ____. This implies Third Witch: Anon. that ALL: Fair is foul, and foul is fair: Hover through the fog and filthy air. Here is Roman Polanskis imagining of the three witches: http://www.youtube.com/watch?v=xNg2XWMxktM Discussare the witches what you expected? Why or why not? Act 1, Scene 1 and 3 Using both scenes highlight or underline evidence for the following: Key word alert! 1. What are the witches like?

2. What is the heath like? 3. What is the atmosphere like? Pathetic fallacy When weather reflects mood and emotion. What is the overall impression that Shakespeare wanted to create here? Act 1, Scene 3 Look more closely at the first part of Act 1, Scene 3 annotate key words/phrases and think about what they are saying. What is important about this section? Should Macbeth trust the witches?

What can you remember about the witches from the rest of the play? Will similar ideas/themes come up? Home Learning Due next lesson (Weds) For the next key scene (Act 4, Scene 1) with the witches: - Analyse how they are in the scene? Have they changed from the first scene? Should Macbeth trust them? What would the audience think about them? Annotate the scene, highlighting key quotations

P.E.E.L Paragraphs Answer the following question in your books: How far do you think Shakespeare presents the witches as evil at the start of the play. I think Shakespeare's main intention is to present the witches as evil at the start of the play because Opening point Quote Iceberg features, meaning, multiple meaning, link Link to context Reader reaction/Evaluation Can you offer a counter argument? Grade 4/5: INTERPRET

You need to be making points, explaining quotations, and explaining your evidence. Grade 6/7: ZOOM You need to comment on the significance of specific quotations with reference to language and structure word level analysis Grade 8/9: DEVELOP You need to write analytically, exploring meaning in quotations and commenting on how Shakespeare develops the ideas beneath the text - multiple interpretations

Lesson 3: King Duncan and Macbeth Learning Objectives: To recall what you already know about Macbeth and King Duncan, To understand and explore our first impressions of King Duncan. To analyse how Macbeth is seen in Duncans eyes. Starter: Answer the following questions:

1. What is the monarchy? 2. In your opinion what do you think would make a good King or Queen? 3. https://www.youtube.com/ watch?v=doY0IjisBlk watch this and discuss your list. Do you still agree? If you were a King or Queen what would be the most important quality for you to Act 1, Scene 2 In this scene we first meet King Duncan. Read the scene and make notes on what Duncan is like. Find a quote to support.

Act 1, Scene 2 Think back to your starter. Can you find evidence that proves Duncan possesses any of the qualities of a good King? For Example: Recognition of soldiers And with his former title greet Macbeth. Tip: Dont just look at what Duncan says! Duncan and Macbeth Look closely at the Captains speech, what does Duncan get told about Macbeth? Task: List all of the heroic things that we hear about Macbeth having done. Find the quotation to go with it.

King Duncan Duncan only appears in Act 1, Scene 2, 4 and 6 before he is killed by Macbeth. - Why do you think Shakespeare kills him off so early on? - How important is King Duncan to the rest of the play? - What part does he play in the structure of the play? Read the scenes and answer the questions. How can you link to King Duncan to context (AO3)? Exit Ticket On your post it note write down 3 key points about the character of King Duncan. Use quotations to support your points.

Homework Add themes, context and genre information to your revision table. For Monday. Key Moment Theme Context Genre Appearance Vs Reality Examples in Macbeth? Appearance and Reality Learning Objectives: - To know what appearance and reality means in the text.

- To explore the theme of appearance and reality in relation to Act 1, Scene 4 + 5 - To be able to analyse the development of Macbeth and Lady Macbeths character. Read Act 1, Scene 4: Think about how Macbeth interacts with King Duncan in this scene. Is it what we expect? Why might Macbeth be acting two-faced? How do we know that Macbeth is not what he appears to be?

Public compliments and private thoughts Macbeth (lines 22-27) Macbeth (lines 48-53) The service and loyalty The Prince of Cumberland How is Macbeth presented in this speech to Duncan? How does Macbeth change when he is

speaking to himself? Succession The Scottish crown at this time did not necessarily pass on to the eldest male. Prince of Cumberland Title given to the king-inwaiting. 1. How can we tell that the witches prophecy has A closer look Have a closer look at Macbeths soliloquy. 1.What has ambition done to Macbeth at this point? 2.What kind of language does he use? 3.How does this speech link to the theme appearance and reality?

Think about connotations of words and what they add to the overall effect of the speech. What are the connotations of this word? MACBETH: (aside) The Prince of Cumberland! That is a step On which I must fall down, or else o'erleap, For in my way it lies. Stars, hide your fires; Let not light see my black and deep desires. The eye wink at the hand, yet let that be

Which the eye fears, when it is done, to see. How do the rhyming couplets make it seem even more blunt? AO2- Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where Now look at Lady Macbeths soliloquy and listen to lines: 36-52 1. How does Lady Macbeth come across as sinister? 2. How does

she empower herself? 3. How does she appear in this soliloquy? 4. Is this the real Lady Macbeth? 5. Link to https://www.youtube.com/wat Appearance ch?v=IgIIMDAR1DI vs Reality The raven himself is hoarse That croaks the fatal entrance of Duncan

Under my battlements. Come, you spirits That tend on mortal thoughts, unsex me here, And fill me from the crown to the toe top-full Of direst cruelty! make thick my blood; Stop up the access and passage to remorse, That no compunctious visitings of nature Shake my fell purpose, nor keep peace between The effect and it! Come to my womans breasts, And take my milk for gall, you murdering ministers, Wherever in your sightless substances You wait on natures mischief! Come, thick night, And pall thee in the dunnest smoke of hell, That my keen knife see not the wound it makes, Nor heaven peep through the blanket of the dark, To cry Hold, hold! Scene 6

Opens in front of Macbeth's castle in the night. Enter Duncan, Malcolm, Donalbain, Banquo, Lennox, Macduff, Ross, Angus and attendants. Duncan speaks of feeling welcome at Macbeth's castle to which Banquo confesses doubt. Enter Lady Macbeth Duncan thanks Lady Macbeth for her hospitality and welcome and Lady Macbeth welcomes him in. Duncan asks after Macbeth saying that they were following him, but that he rides fast. Lady Macbeth then leads them into the castle soliloquy Scene seven Trammel to catch something in a net or to tie down a horse. 1. 2. 3.

What reasons does Macbeth give for not killing Duncan? How does Lady Macbeth persuade Macbeth to kill Duncan? Who is more dominant in this marriage in your opinion? Plenary Opening exam points Explore how Shakespeare presents the theme of Appearance Vs Reality in Macbeth. How would you start this exam response? Appearance vs Reality is presented as the idea that appearances are deceiving and the truth is disguised. A key moment for this is when Lady Macbeth persuades Macbeth to kill Duncan. A quote to support this is I would, while it was smiling in my face, Have plucked my nipple from his boneless gums and dashed the brains out. Try and write 3 opening points, key moments and quotes. Plenary Opening exam points

Explore how Shakespeare presents the theme of Appearance Vs Reality in Macbeth. How would you start this exam response? Appearance vs Reality is presented as the idea that appearances can be deceiving and in reality Lady Macbeth is evil. A key moment for this is when Lady Macbeth describes her desire to gain power in Act 1 Scene 7. A quote to support this is I would while it was smiling in my face, Have plucked my nipple from his boneless gums and dashd the brains out. Try and write 3 opening points, key moments and quotes. Symbolism is Motif is Symbolism isThe use of symbols to represent ideas. Motif A dominant or recurring idea

Why has Shakespeare chosen these Symbols/Motifs? What ideas is he developing? EXT: Any More? Lesson 12: Macbeth Hallucinating - Lesson Objectives: To know the characteristics and actions of Macbeth. To understand the two sides of Macbeth throughout the play. To be able to evaluate different interpretations of Macbeths soliloquy.

Read Macbeths famous dagger soliloquy (Act 2, Scene 1) as a class. - Underline/highlight any actions presented. - Underline/highlight any feelings presented. What do you notice about Macbeth at this point? Significance of a Dagger?

Structure of lines: Psychology Macbeths mind swings between sanity and mental disturbance. Personifies himself as Murder making his way to kill. Macbeth off to commit regicide Is this a dagger which I see before me, The handle toward my hand? Come, let me clutch thee. I have thee not, and yet I see thee still. Art thou not, fatal vision, sensible To feeling as to sight? Or art thou but A dagger of the mind, a false creation, Proceeding from the heat-oppressd brain?

I see thee yet, in form as palpable As this which now I draw. Thou marshall'st me the way that I was going; And such an instrument I was to use. Mine eyes are made the fools o' the other senses, Or else worth all the rest; I see thee still, And on thy blade and dudgeon gouts of blood, Which was not so before. There's no such thing: It is the bloody business which informs Thus to mine eyes. Now o'er the one half world Nature seems dead, and wicked dreams abuse Links back to the The curtain'd sleep; witchcraft celebrates Pale Hecate's offerings, and wither'd Murder, witches and evil evil Alarum'd by his sentinel, the wolf, imagery Whose howl's his watch, thus with his stealthy pace,

With Tarquin's ravishing strides, towards his design Moves like a ghost. Thou sure and firm-set earth, Hear not my steps which way they walk, for fear Thy very stones prate of my whereabout And take the present horror from the time Which now suits with it. Whiles I threat, he lives: Words to the heat of deeds too cold breath gives. A bell rings I go, and it is done. The bell invites me. Hear it not, Duncan, for it is a knell Funeral bell is calling him. That summons thee to heaven or to hell. Macbeths Mental State Pretend that you are a psychologist what would diagnosis of Macbeth be at this point? Guilty

Disturbed Persuaded Anxious Pressured Disloyal Ambitious Controlled Find evidence to help you support your ideas remember this is your opinion and interpretation. Macbeths Mental State Watch Patrick Stewarts version of Macbeths soliloquy.

https://www.youtube.com/watch?v=pusU90ov8pQ&spfr eload=10 Write down how he has interpreted the speech: - How does he speak the lines? - How does he act? - How does he represent Macbeths mental instability? Answer the following: What are the different ways that Macbeths speech in Act II, Scene I can be interpreted? Include: - Your own interpretation - Stewarts version - Evidence Peer Assessment Where would you place yourself?

If you are aiming for a Grade 4/5, they need to use P-E-E paragraphs: making points, explaining quotations, and explaining their evidence. If they are aiming for a Grade 6/7, they need to use P-E-E paragraphs but comment on the significance of specific quotations with reference to language and structure. If they are aiming for a Grade 8/9, they need to write analytically, exploring meaning in quotations and commenting on how Shakespeare develops the ideas beneath the text. Which image best shows Macbeths state of mind at this stage in the play? Why? Ch: How could each of the images link to his state of mind? How are these celebrities ambitious? Why? When does ambition turn

to greed? Where have we seen these themes in play so far? Ambition Guilt Lesson 13: Act 2, Scene 2 The Murder Lesson Objectives: To know what happens in Act 2, Scene 2. To understand the themes ambition and guilt.

To apply these themes in an analysis of Lady Macbeth and Macbeth. Macbeth: To know my deed, twere best not know myself. Knock [within] Wake Duncan with thy knocking: I would thou couldst. This is the last line of the scene how does Macbeth feel at this point? Analyse the quotation. Women in the 1600s Discuss and bullet point: What do we expect Lady Macbeth to be like? What was the role of women in Shakespeares day? What did women have power over? Why is Lady Macbeths power strange in this context?

No going back Lady Macbeth awaits Macbeth boasting she has drugged the guards. Macbeth enters carrying the blood-stained daggers he is disturbed by any noise. The guilt of his actions torments him and Lady Macbeth tries to help him. Lady Macbeth criticises Macbeth for bringing the daggers back and so she goes back to leave them with the guards. A knocking means they flee to bed. Turmoil Vs. Control Macbeth

Flounders Guilt Fearful ?????? Vs. Lady Macbeth Boastful

Ambitious Determined ??????? How else do Macbeth and Lady Macbeth feel in this scene? How do they contrast? Find evidence to support your ideas. NOW add to your mind maps Ambition Guilt Shakespeare Discuss and answer the following Why do you think Shakespeare wanted to highlight the differences

between Lady Macbeth and Macbeth? Plenary: Predictions We have looked at guilt and ambition and how it constantly changes within the characters. What do you predict will happen in the rest of the play from what we have looked at so far? Act 3, Scene 4 Banquos Ghost and Guilt Learning Objectives: To recall key terminology which should be used throughout our study. To understand how Macbeth has changed since the beginning of the play and why Act 3, Scene 4 is

important in the play. To be able to analyse a major theme in Macbeth. Starter: Key word/term reminder What do the following words mean? Write a definition for the following: Foreshadow Dramatic Tension Dramatic Irony Irony Atmosphere Supernatural Guilt

Can you think of an example Act 3, Scene 4 Act 3, Scene 4 is extremely significant in the downfall of Macbeth and Lady Macbeth. It is the turning point in the play and can be seen as the middle of the play. As you read annotate and highlight the following (use your words from the starter): - The mood and atmosphere of the scene - What the audience already know - The reactions of each character Be ready to share your ideas. Macbeths speech MACBETH (seeing the GHOST) Avaunt, and quit my sight! Let the

earth hide thee. Thy bones are marrowless, thy blood is cold. Thou hast no speculation in those eyes Which thou dost MACBETH Whatglare man with! dare, I dare. Approach thou like the rugged Russian bear, The armed rhinoceros, or th' Hyrcan tiger; Take any shape but that, and my firm nerves

Shall never tremble. Or be alive again, And dare me to the desert with thy sword. MACBETH: Can such things be, And overcome us like a summers cloud, Without our special wonder? You make me strange Even to the disposition that I owe, When now I think you can behold such sights, And keep the natural ruby of your cheeks, When mine is blanched with

fear. Assessment Read the following extract from Act 3 Scene 4 of Macbeth and then answer the question that follows. At this point in the play Macbeth has just seen the ghost of Banquo. 1. Starting with this speech explain how far you think Shakespeare presents Macbeth as a guilt-ridden man. Write about how Shakespeare presents Macbeth in this speech. How Shakespeare presents Macbeth in the play as a whole. 30 marks. AO4 4 marks Write

How has Macbeth been presented as guilt-ridden in this speech? P HOW make a statement. E WHICH quotation best shows this statement? A HOW and WHY does that quotation demonstrate that statement? L HOW does this link to context, authors intentions and how do the audience react? Macbeths speech MACBETH (seeing the GHOST) Avaunt, and quit my sight! Let the earth hide thee. Thy bones are marrowless, thy blood is cold. Thou hast no speculation in those eyes Which thou What

dost glare with! I dare. MACBETH man dare, MACBETH (to the GHOST) Go! And get out of my sight! Stay in your grave. Theres no marrow in your bones, and your blood is cold. Youre staring at me with eyes that have no power to see. MACBETH I am as brave as any other man. Come at me in the form of a rugged Russian bear, an armorApproach thou like the rugged plated rhinoceros, or a tiger from Iran. Russian bear, Take any shape other than the one

The armed rhinoceros, or th' Hyrcan you have now and I will never tremble tiger; Take any shape but that, and my firm in fear. Or come back to life again and challenge me to a duel in some nerves deserted place. If I tremble then, you Shall never tremble. Or be alive can call me a little girl. Get out of again, here, you horrible ghost, you And dare me to the desert with thy hallucination. Get out! sword. Watch and compare https://www.youtube.com/watch?v=AaIfPfZ7C5s

My interpretation how did I think Macbeth would react and how has he changed since the beginning of the play? Ch: Link to dagger scene Patrick Stewart interpretation how does Macbeth react and how has he changed since the beginning of the play? Ch: Link to dagger scene Lesson 14: The Porter Lesson Objectives:

To know what the porters role is in the play. To understand the debate around the porters use in the play. To be able to argue two sides to a debate and apply to your writing. Starter Unscramble these key words: MCCIO FLEIER PODGNUWER OTLP MUOHUR EHLL MEHTES ADNICEUE

The Porter Read the Porters scene. AO3 - Context: Some facts The Porters speeches are connected to contemporary events The gunpowder plot. There is the idea that hell wasnt only present in Macbeths castle but present in society for which Shakespeare was writing. This speech is full of contemporary jokes familiar to audiences of 1606 greedy farmers, cheating tailors, theft, equivocators (tricksters). In Medieval plays a porter was said to be at Hells mouth and admit sinners to its torments (Macbeths castle is a metaphor for Hell). Debate In some versions of the play this scene is cut out. Group one: You are for it staying in the performance. Group two: You are against it staying in the performance.

What ideas did you come up with? For Against 1. Comic Relief 1. A waste of time 2. Links to older plays 2. Just a time filler for the actors to have a 3. Comments on themes costume change of the play Damnation, evil and 3. Changes the tone of a

the supernatural, lying serious moment in the and deceit play Writing to Argue Using the ideas that we have all come up, write an argument for and against the use of the porter in the play. Think about: - How you are going to show both sides - How you are going to show your opinion - Use of connectives - Use of evidence Self Assessment Read through your work

1. 2. 3. 4. 5. Have you given your opinion? Have you ensured that you have used examples? Have you looked at both sides? Have you used connectives? Have you used SPAG correctly? Give yourself a WWW and EBI how would you improve this work? Be honest with yourself! Lesson 15: Act 2, Scene 3 and 4

Discovery Learning Objectives: To recap the key themes and characters so far (AO1). To understand narrative pace and its importance within the play. To be able to analyse key quotations using AO2 skills Starter: Write a list of the key themes and characters we have been introduced to so far in Act 1 and 2 alyse the language, form and structure used by the writer to create meaning and Themes and Characters

Themes Characters Bravery Gender Appearance and Reality Courage and manliness Ambition The Witches Macbeth King Duncan Lady Macbeth Banquo

. Where do you see these play out? Why are each of these significant? Act 2, Scene 3 and 4 Key term alert! Dramatic Irony: When the audience knows more than the characters. Read the next two scenes

As you read highlight or make notes on the following: Language linking to Hell Examples of Dramatic Irony Examples of deception (lying) Example of suspicion (look at MacDuff especially) Challenge: Think about how the pace of the play changes between the two scenes. Is there a difference? Narrative Pace Note: In order to get good marks for AO2 you must look at structure and how Shakespeare created it for effect. Act 2, Scenes 3 and 4: How significant are these scenes in the context of the rest of the play? Discuss and bullet some ideas with a partner and be ready to share. Example:

- The interaction of Hell - The scene recaps the whereabouts of key characters What else? Narrative Pace and Significance Point Evidence Scene 3 uses a number hell gate of references to hell. Whos there lthename of/Belzebub Macduff doesnt go to the coronation.

The old man highlights the unnatural events that have occurred. The scene allows the audience to pause and reflect Effect/Explain/Analyse This implies that the murder of the King has turned the castle into the underworld. Putting it into practise are stolen away (line 26) which highlights that Shakespeare wanted us to think that Macbeth ha n Scene 3 hints at the castle having become an underworld and that anyone who enters hell-gat

Self Assessment Have I: Used one of my points linking to the question? Used at least one suitable quotation? Used two interpretations? Zoomed into words? Used my own ideas? Linked to audience and author?

Act 3, Scenes 1, 2 & 3 Murderous Macbeth Learning Objectives: To know what type of King that Macbeth is becoming. To understand how power has changed Macbeth. To be able to make critical evaluations about Macbeth. Starter: Think about your most prized possession or something that toy have wanted for ages and finally have. Write a list of all the things you would do protect that possession.

How does this relate to the play? What Type of King? What kind of King could Macbeth be? What are his options? Honourab le Kind Brutal/ Evil Using the ideas on the board and your own how would each of these Kings maintain power and keep possession of the throne?

Group Work In your group you will be given a scene: Act 3, Scene 1 Act 3, Scene 2 Act 3, Scene 3 As a group you need to find the following: How does Macbeth deal with his power? What type of King is Macbeth becoming? What evidence do you have of this? Remember you are going to need to feedback your best ideas to the whole class.

Macbeth? Using your evidence from each scene you are now going to decide what type of King Macbeth is. Kind? Honourable? Brutal? Violent? Obsessive? Disloyal? Once you have made YOUR decision write a paragraph explaining your choice. Try and give at least two

reasons and use your quotations. Absence On your post it note write an answer to the following: Why is Lady Macbeth not involved in Banquos murder? What does this suggest? Act 3, Scene 4 Banquos Ghost and Guilt Learning Objectives: To recall key terminology which should be used throughout our study. To understand how Macbeth has changed since the beginning of the play and why Act 3, Scene 4 is

important in the play. To be able to analyse a major theme in Macbeth. Starter: Key word/term reminder What do the following words mean? Write a definition for the following: Foreshadow Dramatic Tension Dramatic Irony Irony Atmosphere Supernatural Guilt

Can you think of an example Drama Alert! Act 3, Scene 4 is extremely significant in the downfall of Macbeth and Lady Macbeth. It is the turning point in the play and can be seen as the middle of the play. In groups of three, read through the scene with each of you playing Macbeth, Lady Macbeth and Banquo. As you read annotate and highlight the following (use your words from the starter): - The mood and atmosphere of the scene - What the audience already know - The reactions of each character Be ready to share your ideas. Macbeths speech

MACBETH (seeing the GHOST) Avaunt, and quit my sight! Let the earth hide thee. Thy bones are marrowless, thy blood is cold. Thou hast no speculation in those eyes Which thou What dost glare with! I dare. MACBETH man dare, Approach thou like the rugged Russian bear, The armed rhinoceros, or th' Hyrcan tiger;

Take any shape but that, and my firm nerves Shall never tremble. Or be alive again, And dare me to the desert with thy sword. Macbeths speech MACBETH (seeing the GHOST) Avaunt, and quit my sight! Let the earth hide thee. Thy bones are marrowless, thy blood is cold. Thou hast no speculation in those eyes Which thou What dost glare

with! I dare. MACBETH man dare, MACBETH (to the GHOST) Go! And get out of my sight! Stay in your grave. Theres no marrow in your bones, and your blood is cold. Youre staring at me with eyes that have no power to see. MACBETH I am as brave as any other man. Come at me in the form of a rugged Russian bear, an armorApproach thou like the rugged plated rhinoceros, or a tiger from Iran. Russian bear, Take any shape other than the one The armed rhinoceros, or th' Hyrcan

you have now and I will never tremble tiger; Take any shape but that, and my firm in fear. Or come back to life again and challenge me to a duel in some nerves deserted place. If I tremble then, you Shall never tremble. Or be alive can call me a little girl. Get out of again, here, you horrible ghost, you And dare me to the desert with thy hallucination. Get out! sword. Watch and compare https://www.youtube.com/watch?v=AaIfPfZ7C5s

My interpretation how did I think Macbeth would react and how has he changed since the beginning of the play? Ch: Link to dagger scene Patrick Stewart interpretation how does Macbeth react and how has he changed since the beginning of the play? Ch: Link to dagger scene Write How has Macbeth been presented as guilt-ridden in this speech? P HOW make a statement. E WHICH quotation best shows this statement? A HOW and WHY does that quotation demonstrate that statement? L HOW does this link to context, authors intentions and how do the

audience react? Assessment planning Read the following extract from Act 3 Scene 4 of Macbeth and then answer the question that follows. At this point in the play Macbeth has just seen the ghost of Banquo. 1. Starting with this speech explain how far you think Shakespeare presents Macbeth as a guilt-ridden man. Write about how Shakespeare presents Macbeth in this speech. How Shakespeare presents Macbeth in the play as a whole. 30 marks. AO4 4 marks CAUSES

Starter: Think back to the play so far what were the cause of murder and what was the effect? EFFECTS Act 3, Scene 5 and 6: Short but Significant? Learning Objectives: - To know the cause and effect of the Kings murder. - To understand what key bits of narrative we get from these scenes.

- To be able to evaluate the significance of these scenes. Read Act 3, Scene 5 as a class. As you are reading focus on: The themes of evil What is said about Macbeth How does this link to foreshadowing? Key word: Hecat Goddess (Queen) of the witches

Hecats monologue: A Closer Reading Re-read Hecats monologue. 1. 2. 3. Why is Hecat angry? How is evil portrayed in this scene? What does she say about Macbeth and what do you think that this foreshadows?

Have I not reason, beldams as you are? Saucy and overbold, how did you dare To trade and traffic with Macbeth In riddles and affairs of death, And I, the mistress of your charms, The close contriver of all harms, Was never called to bear my part, Or show the glory of our art? And, which is worse, all you have done Hath been but for a wayward son, Spiteful and wrathful, who, as others do, Loves for his own ends, not for you. But make amends now. Get you gone, And at the pit of Acheron Meet me i' th' morning. Thither he Will come to know his destiny. Your vessels and your spells provide,

Your charms and everything beside. I am for the air. This night Ill spend Unto a dismal and a fatal end. Great business must be wrought ere noon. Upon the corner of the moon There hangs a vap'rous drop profound. Ill catch it ere it come to ground. And that distilled by magic sleights Shall raise such artificial sprites As by the strength of their illusion Shall draw him on to his confusion. He shall spurn fate, scorn death, and bear His hopes 'bove wisdom, grace, and fear. And you all know, security Is mortals' chiefest enemy Act 3, Scene 6

What happens? Read the following scene and bullet point what happens. Lennox outlines what has been happening in Scotland. He believes that Macbeth is responsible for all of the murders that have happened. Malcolm (the rightful heir) is in England trying to raise an army to fight for his throne. Macduff is in disgrace for not going to Macbeths banquet and attempts to join Malcolm. True or False? 1. 2. 3. 4. 5. 6.

7. Hecat is delighted with the three witches. Hecat believes she is the most powerful Hecat predicts Macbeths downfall from over-confidence. Lennox genuinely believes that Fleance (Banquos son) killed his own father. Malcolm is living in England in the court. Macduff has gone to raise an army in Northumberland. Macduff finally agrees to return when Macbeth sends him a message. What other key events have happened in these two scenes? Significance? What does evaluate mean?

To assess What is the significance of these two scenes? What do they add to the plot? What do they add for the characters? What do they add for the audience? Write two paragraphs explaining your thoughts as to the significance of the scenes. - Use quotations to support your ideas - Use multiple interpretation to develop your ideas - Use YOUR personal opinion The Witches Return Learning Objectives:

To recap the role of the witches and their relationship with Macbeth. To understand how the theme of deceit is developed. To be able to analyse how deceitful the witches are. Starter: The Witches embody demonic intelligences; they

provide information but do not directly invite human beings to commit crimes. Recap - think about the following: How do the witches tempt Macbeth? Is it just what Macbeth is told that makes him commit murder? Do you think that Macbeth depends on the witches information? Read Act 4 Scene 1 Is it a pivotal scene? 1. What does Macbeth LEARN in this scene?

2. Why do the witches encourage him to seek no more? 3. How does Macbeth respond to the witches here compared with Act 1 Scene 3? 4. Has Macduff been a threat until this point? 5. How can the apparitions be seen as symbols of the truth? 6. What do we learn about Macbeth in this scene? Deceit What is deceit? Misrepresentation of the truth not telling the whole story. Can you think of examples of deceit so far in the play? Can you remember any quotations that link to deceit? What happens because of the witches FIRST prophecies in Act1

Scene3? Lady Macbeth and Macbeth plot to kill Duncan. Macbeth kills Duncan. Macbeth had Banquo killed. How are these things deceitful? Write a sentence for each one explaining how it could be deceitful. In other words how does Macbeth and Lady Macbeth deceive? Lady Macbeth and Macbeth were meant to be friends

of Duncan and he was meant to be safe in their house. Macbeth kills Duncan and blames Duncans guards when it wasnt their fault it was his. Macbeth is meant to be Banquos friend and Banquo should be able to trust Macbeth. What do think will happen after the witches SECOND prophecies in Act5 Scene1? Look back over the scene what will Macbeth do? Macbeth has Macduffs family and household killed.

? ? How does this show deceit? How are the witches themselves deceitful? The witches only tell Macbeth half the story and talk in riddles. Almost like they want to trick him. The witches must know that their prophecies are going to influence Macbeth and maybe cause him to do wrong. If the witches can see the future they might know that Banquo is going to be killed by Macbeth but they dont say anything to him. Their prophecy says that none of woman born may harm Macbeth but this is deceitful as Macduff was not born. Plenary: PEEL How do the Witches influence the theme of deceit?

The witches prophecies have a big effect on the theme of deceit in the play Macbeth. For example, in Act1 Scene3 the witches tell Macbeth he will be King hereafter. By telling Macbeth that he will be King they are planting a seed of ambition and start Macbeth down his road of deceit. After hearing the witches prophecies Macbeth kills King Duncan, arguably the most deceitful act in the play. Write your own paragraph using Act 4, Scene 1. Wheres the Connection? Malcol m Macbet h Banqu

o King Dunca n Macdu ff Lady Macbet h The Witche s What are the relationships? Connect the circles thinking about how the characters link.

Flean ce Link to themes and specific scenes Lady Macduff and Family Learning Objectives: To know how Lady Macduff is portrayed in the play. To explore the difference between Lady Macduff and Lady Macbeth. To be able to evaluate and analyse the importance of motives within Act 4, Scene 2.

Read Act 4, Scene 2: - How is Lady Macbeth portrayed? - What does this scene add to the play? - What does this scene continue to tell us about Macbeth? https://www.youtube.com/watch?v=dXDS3GMRpzI&list=PLwlG73BPBq0C a2hjK76uVQzDx-ccDe5b_&index=23 Watch the following clip: Discuss is this the way you would have imagined the scene? How effective is the scene? Act 4 Scene 2 Sweet or Sickening? Remind yourself of the main events in scene 2. The scene cane be viewed in two

different ways what are they? 1. Act 4 scene 2 is the only occasion in the play when the audience is given a glimpse of a loving family relationship. 2. The portrayal of the relationship between Lady Macduff and her son is nauseating. It is sickly sweet and utterly unconvincing. It is a relief when they are killed off. Contrast Lady Macduff with Lady Macbeth. Lady Macduff Lady Macbeth

Lady Macbeths ambitions for power convinced Macbeth to kill Duncan. Lady Macduff is shown to be a loving wife and mother, with no interest in power. Thinking about this questionmind map as many answers as you can think of Remember personal opinion = Did Macbeth have

any motives for killing the others? Getting it down Write a PEEL explaining your ideas regarding Macbeths motives. - Give YOUR opinion - Ensure you have some evidence. - Can you link it to context? Can you link it the rest of the play? Can you think of an argument for both sides? Yes he has a motive/No he does not.

Link It How do these pictures link? Macbeth and Learning Objectives: Reputation - To know how Macbeths reputation has changed throughout the play. - To understand the state of Macbeths reputation by the end of Act 4. - To be able to link Macbeths reputation to his demise. Think about and answer the following

questions: What is reputation? Why is reputation important? Why do you think reputation was important back in the 16th Century? Why do you think reputation is so important to the monarchy? Macbeths Reputation After reading Act 4, Scene 3 plot a graph to show Macbeths changing reputation across the play. Start at the beginning of the play to this point and justify why you think each point. Good reputatio n

X Find quotations to support your graph. X X Bad reputation Scenes A1, S1/A1,S2 etc. Macbeths Reputation Using your graph, think about and discuss why Macbeths reputation has changed so much. -

Who is to blame? Why? Do you think that Macbeth is completely different to the start? Do you think that Macbeth cares about his declining reputation? How much do you think reputation will lead to his demise? Macbeths Reputation From your discussions, choose your best points about Macbeths reputation and write two paragraphs explaining your ideas. Remember you need to try and include: AO1 Understanding and use of quotes AO2 Analysis of language, form and structure and link to writer effect. AO3 Context what can we learn about society?

Once you have finished read your work and highlight where you have shown each AO. Give yourself a WWW/ EBI now can you improve your work? Home Learning: A close study Some productions of the play do not include scene 3 because, it is argued, it is a slow scene that doesnt add much to the overall awareness of the audience. Write an answer giving your own opinion: What purpose do you think scene 3 serves? At the end of the scene: How do the audience feel about Malcolm? How do the audience feel about Macduff? Has the plot of the play moved on?

Starter: What can you remember about these quotations? Why are they so significant? What are we expecting for Lady Macbeth at this point in the play? A little water clears us of this deed. (Act 2, Scene 2) Will all great Neptunes ocean wash this blood/Clean from my hand? No. (Act 2, Scene 2) Lady Macbeth and Guilt Learning Objectives: -

- To know how guilt is conveyed in the scene. To closely analyse language, form and structure in the scene to develop understanding of the guilt. To be able to assess how the audience would react to this scene and the character. Think back to what Lady Macbeth was like at the beginning of the play.

Act 5, Scene 1 sees a doctor coming to see Lady Macbeth As you read highlight: - Where she has lost control - Evidence of a psychological breakdown - Where she is clearly conveying guilt. Guilt Close Analysis Out, damned spot! Out, I say!One, two. Why, then, tis time to do t. Hell is murky!Fie, my lord, fie! A soldier, and afeard? What need we fear who

knows it, when none can call our power to account?Yet who would have thought the old man to have had so much blood in him. The thane of Fife had a wife. Where is she now?What, will these hands ne'er be clean?No more o' that, my lord, no more o' that. You mar all with this starting. Heres the smell of the blood still. All the perfumes of Arabia will not sweeten this little hand. Oh, Oh, Oh! Look at these three speeches from Lady Macbeth. Closely analyse the language, form and

structure highlighting what they say about Lady Macbeths decline. Washing of hands is used as a symbol for her guilt Sleepwalking it is her unconscious (dreams) making her talk Prose Lady Macbeth speaks in prose highlighting her psychological decline. It is abrupt and uncontrolled. Use of Punctuation Exclamation marks and pauses suggest that she is in distress.

Audience Reaction https://www.youtube.com/watch?v=VS_Z4zBDItw Watch the following clips how has this been performed? Was it successful? Was it what you would expect? Mind map ideas of how you think the audience would react in different time periods Audience Reaction 16th Century Audience Reaction 21st Century Sums it up

The Doctor sums up how he sees Lady Macbeth in this scene. Does this change the way we view her? Evil rumours Guilty minds will talk into their pillows Lady Macbeth is showing her guilt The doctor doesnt want to voice what he believes. Unnatural things will Foul whisp'rings are abroad. occur the

Unnatural deeds supernatural Do breed unnatural troubles. Infected minds She needs a priest To their deaf pillows will discharge rather than a their secrets. doctor More needs she the divine than the physician. God, God forgive us all! Look after her, Remove from her the means of all annoyance, And still keep eyes uponWhy her.isSo,

thisgood small section so night. What do you think? Lady Macbeth will be viewed as a woman who gets what she deserves. The audience will see the complete change in behaviour. Macbeth and Lady Macbeth have swapped attitudes. ?????????????????????

? Your own idea Lady Macbeth could be perceived by the audience as weak and vulnerable at this stage. The audience could feel sorry for Lady Macbeth and saddened by her behaviour. Choose which statement you agree with and write a paragraph explaining your reasons. Ensure that you have quotations to

support your ideas. Fearless Macbeth Act 5, Scenes 2 & 3 Learning Objectives: To know how tension is built in the last scenes of the play. To understand how tension conveys the start of Macbeths demise. To be able to analyse Macbeths attitude in the build up to the end. Starter: List the ways you feel that tension can be used in drama texts. Why is tension so important in

keeping the audience interested? Now read Act 5, Scene 2 how does this scene build tension? Does it use any of your ideas? What are they saying? In this scene we are introduced to the rebel Scottish powers who plan to overthrow Macbeth. does feel his title/Hang loose about him like a giants robe/ Upon a dwarfish thief (Lines 20-22) - What are the rebels saying about Macbeth? - How do they view Macbeth at this point? - How does this build tension? Find another 3 quotations that show Macbeths lack of popularity and explain how

this builds tension. How can you link this to AO3: CONTEXT ALERT! Did you know? In this scene Shakespeare was being politically correct towards King James I by having both Scottish and English forces try and overthrow Macbeth. This is because James was both a Scottish and English King and also patron to Shakespeare's theatre. Make a note! Act 5, Scene 3 Macbeth is the dominant speaker in the next scene. Read the next scene and highlight all of the commands (imperatives) that Macbeth uses in his speech. 1.

2. 3. 4. 5. 6. Dont bring me any more reports. He wont be affected by fear anymore. Macbeth tells disloyal Thanes to get out as the prophecies are all he needs he lives by these now. Macbeth tells the servant to stop being a coward and to leave him after telling him about the army. Asks for his armour to fight and says that anyone spreading fear should be hanged. Commands the doctor to cure Lady Macbeth which he cant (just like Scotland cannot be cured of Macbeth). How do these points create tension and how will they add to Macbeths

demise? Plenary: Macbeths Demise Using the work you have done today, answer the following question How does Macbeths attitude in Act 5, Scene 3 suggest Macbeths demise? You could include: Macbeths commanding nature Macbeths reliance on the prophecies Macbeth's fearlessness Structure CHaracters

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