General Context When was Macbeth written Why What

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 1600 s 6. Witchcraft + witch-hunts You will need to find information on the following five topics. You can either: 1. Create a context poster (A 3) 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 themes that are seen in Macbeth. Add them to your timeline. Paranoia Am on i t i b Viole nce Death Love Revenge Supernatural Evil r e w o P

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 1600 s 6. Witchcraft + witch-hunts 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. •

Jacobean’s 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, affecting ships at sea and spoiling crops. Question: So, how do you feel Shakespeare’s audience may have reacted to The Witches in the play? Personally, I think that Shakespeare’s audience would have…

Read Act 1, Scene 1 SCENE I. A desert place. Thunder and lightning. Enter three Witches. 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 sun. First Witch: Where the place? Second Witch: Upon the heath. Third Witch: There to meet with Macbeth. First Witch: I come, Graymalkin! Second Witch: Paddock calls. Third Witch: Anon. ALL: Fair is foul, and foul is fair: Hover through the fog and filthy air. Exeunt Task: What are your first impressions of the witches from this initial scene? Give examples from the text to support your answer. “I believe the witches are… because they say, “____. ” This implies that…”

Here is Roman Polanski’s imagining of the three witches: http: //www. youtube. com/watch? v=x. Ng 2 XWMxkt. M Discuss…are 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 explore our first impressions of King Duncan. • To analyse how Macbeth is seen in Duncan’s 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=do. Y 0 Ijis. Blk – 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 have? Why?

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: Don’t just look at what Duncan says!

Duncan and Macbeth Look closely at the Captain’s 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 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 (AO 3)?

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 theme of appearance and reality in relation to Act 1, Scene 4 + 5 - To be able to analyse the development of Macbeth and Lady Macbeth’s 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-in-waiting. 1. How can we tell that the witches prophecy has already taken ‘a hold’ on Macbeth?

A closer look… Have a closer look at Macbeth’s 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 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? AO 2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.

Now look at Lady Macbeth’s soliloquy and listen to lines: 36 -52 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 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 woman’s breasts, And take my milk for gall, you murdering ministers, Wherever in your sightless substances You wait on nature’s 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!’ 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 Appearance vs Reality https: //www. youtube. com/watch? v= Ig. IIMDAR 1 DI

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 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 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 dash’d the brains out. ” Try and write 3 opening points, key moments and quotes.

Symbolism is… Motif is…

Symbolism is…The 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 Macbeth’s soliloquy. Read Macbeth’s 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 – Macbeth’s mind swings between sanity and mental disturbance. Personifies himself as Murder making his way to kill. 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-oppressèd 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 The curtain'd sleep; witchcraft celebrates Pale Hecate's offerings, and wither'd Murder, Alarum'd by his sentinel, the wolf, 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. Links back to the witches and evil – evil imagery A bell rings Macbeth off to commit regicide I go, and it is done. The bell invites me. Hear it not, Duncan, for it is a knell That summons thee to heaven or to hell. Funeral bell is calling him.

Macbeth’s Mental State Pretend that you are a psychologist – what would diagnosis of Macbeth be at this point? Guilty Persuaded Disturbed Disloyal Anxious Pressured Ambitious Controlled Find evidence to help you support your ideas – remember this is your opinion and interpretation.

Macbeth’s Mental State Watch Patrick Stewart’s version of Macbeth’s soliloquy. https: //www. youtube. com/watch? v=pus. U 90 ov 8 p. Q&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 Macbeth’s mental instability?

Answer the following: What are the different ways that Macbeth’s speech in Act II, Scene I can be interpreted? Include: - Your own interpretation - Stewart’s 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 Macbeth’s 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 themes ambition and guilt. To apply these themes in an analysis of Lady Macbeth and 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 1600 s Discuss and bullet point: What do we expect Lady Macbeth to be like? What was the role of women in Shakespeare’s day? What did women have power over? Why is Lady Macbeth’s 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 – Banquo’s 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 Atmosphere Supernatural Guilt Can you think of an example so far from the play?

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.

Macbeth’s 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 glare with! MACBETH What man 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. If trembling I inhabit then, protest me The baby of a girl. Hence, horrible shadow! Unreal mockery, hence! Exit Ghost MACBETH: Can such things be, And overcome us like a summer’s 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. AO 4 – 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, author’s intentions and how do the audience react?

Macbeth’s 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 glare with! MACBETH What man 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. If trembling I inhabit then, protest me The baby of a girl. Hence, horrible shadow! Unreal mockery, hence! Exit Ghost MACBETH (to the GHOST) Go! And get out of my sight! Stay in your grave. There’s no marrow in your bones, and your blood is cold. You’re 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 armor-plated rhinoceros, or a tiger from Iran. Take any shape other than the one you have now and I will never tremble in fear. Or come back to life again and challenge me to a duel in some deserted place. If I tremble then, you can call me a little girl. Get out of here, you horrible ghost, you hallucination. Get out! Exit Ghost

Watch and compare https: //www. youtube. com/watch? v=Aa. If. Pf. Z 7 C 5 s 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 porter’s role is in the play. To understand the debate around the porter’s 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 Porter’s scene. AO 3 - Context: Some facts… • The Porter’s speeches are connected to contemporary events – The gunpowder plot. • There is the idea that hell wasn’t only present in Macbeth’s 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 Hell’s mouth and admit sinners to its torments (Macbeth’s 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 1. Comic Relief 2. Links to older plays 3. Comments on themes of the play – Damnation, evil and the supernatural, lying and deceit… Against 1. A waste of time 2. Just a time filler for the actors to have a costume change 3. Changes the tone of a serious moment in the 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 (AO 1). • To understand narrative pace and its importance within the play. • To be able to analyse key quotations using AO 2 skills Starter: Write a list of the key themes and characters we have been introduced to so far in Act 1 and 2 AO 2: Analyse the language, form and structure used by the writer to create meaning and effect.

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 • Read the next two scenes Key term alert! Dramatic Irony: When the audience knows more than the characters. 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 Mac. Duff 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 AO 2 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. ‘Who’s there l’thename of/Belzebub’ Macduff doesn’t 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 Choose one of your rows and turn this into a more detailed PEEL paragraph. REMEMBER in order to develop your ideas try and use multiple interpretation and ZOOM into particular words. For example: Act 2, Scene 4 is significant as it recaps what has happened to a number of (as yet) minor characters. The audience find

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? Honourable 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 Banquo’s murder? What does this suggest?

Act 3, Scene 4 – Banquo’s 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 Atmosphere Supernatural Guilt Can you think of an example so far from the play?

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.

Macbeth’s 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 glare with! MACBETH What man 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. If trembling I inhabit then, protest me The baby of a girl. Hence, horrible shadow! Unreal mockery, hence! Exit Ghost

Macbeth’s 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 glare with! MACBETH What man 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. If trembling I inhabit then, protest me The baby of a girl. Hence, horrible shadow! Unreal mockery, hence! Exit Ghost MACBETH (to the GHOST) Go! And get out of my sight! Stay in your grave. There’s no marrow in your bones, and your blood is cold. You’re 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 armor-plated rhinoceros, or a tiger from Iran. Take any shape other than the one you have now and I will never tremble in fear. Or come back to life again and challenge me to a duel in some deserted place. If I tremble then, you can call me a little girl. Get out of here, you horrible ghost, you hallucination. Get out! Exit Ghost

Watch and compare https: //www. youtube. com/watch? v=Aa. If. Pf. Z 7 C 5 s 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, author’s 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. AO 4 – 4 marks

Starter: Think back to the play so far – what were the cause of murder and what was the effect? CAUSES EFFECTS

Read Act 3, Scene 5 as a class. Act 3, Scene 5 and 6: Short but Significant? Learning Objectives: - To know the cause and effect of the King’s murder. - To understand what key bits of narrative we get from these scenes. - To be able to evaluate the significance of these scenes. 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

Have I not reason, beldams as you are? Hecat’s monologue: A Closer Reading 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? Re-read Hecat’s monologue. 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, 1. Why is Hecat angry? 2. How is evil portrayed in this scene? 3. What does she say about Macbeth and what do you think that this foreshadows? 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 I’ll 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. I’ll 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 Macbeth’s 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 Macbeth’s downfall from over-confidence. Lennox genuinely believes that Fleance (Banquo’s 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 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 Act 1 Scene 3?

• 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 Duncan’s guards when it wasn’t their fault it was his. • Macbeth is meant to be Banquo’s friend and Banquo should be able to trust Macbeth.

What do think will happen after the witches’ SECOND prophecies in Act 5 Scene 1? Look back over the scene – what will Macbeth do? • Macbeth has Macduff’s 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 don’t 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 theme of deceit? The witches’ prophecies have a big effect on theme of deceit in the play Macbeth. For example, in Act 1 Scene 3 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.

Where’s the Connection? Malcolm Macbeth King Duncan Banquo Macduff Lady Macbeth The Witches What are the relationships? Connect the circles thinking about how the characters link. Fleance 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=d. XDS 3 GMRpz. I&list=PLwl. G 73 BPBq 0 C a 2 hj. K 76 u. VQz. Dx-cc. De 5 b_&index=23 Watch the following clip: Discuss – is 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’s 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 question…mind map as many answers as you can think of Remember personal opinion = marks Did Macbeth have any motives for killing the others?

Getting it down… Write a PEEL explaining your ideas regarding Macbeth’s 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?

Think about and answer the following questions: Macbeth and Learning Objectives: Reputation - To know how Macbeth’s reputation has changed throughout the play. - To understand the state of Macbeth’s reputation by the end of Act 4. - To be able to link Macbeth’s reputation to his demise. What is reputation? Why is reputation important? Why do you think reputation was important back in the 16 th Century? Why do you think reputation is so important to the monarchy?

Macbeth’s Reputation After reading Act 4, Scene 3 plot a graph to show Macbeth’s changing reputation across the play. Start at the beginning of the play to this point and justify why you think each point. Good reputation X Find quotations to support your graph. X X Bad reputation Scenes A 1, S 1/A 1, S 2 etc.

Macbeth’s Reputation Using your graph, think about and discuss why Macbeth’s 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?

Macbeth’s Reputation From your discussions, choose your best points about Macbeth’s reputation and write two paragraphs explaining your ideas. Remember you need to try and include: AO 1 – Understanding and use of quotes AO 2 – Analysis of language, form and structure and link to writer effect. AO 3 – 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 doesn’t 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 Neptune’s 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. Here’s the smell of the blood still. All the perfumes of Arabia will not sweeten this little hand. Oh, Oh! Look at these three speeches from Lady Macbeth. Closely analyse the language, form and structure highlighting what they say about Lady Macbeth’s 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_Z 4 z. BDItw 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 16 th Century Audience Reaction 21 st 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 Foul whisp'rings are abroad. Unnatural deeds Do breed unnatural troubles. Infected minds To their deaf pillows will discharge their secrets. 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 upon her. So, good night. My mind she has mated, and amazed my sight. I think, but dare not speak Unnatural things will occur the supernatural She needs a priest rather than a doctor The doctor doesn’t want to voice what he believes. Why is this small section so important?

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 Macbeth’s demise. • To be able to analyse Macbeth’s 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 giant’s 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 Macbeth’s lack of popularity and explain how this builds tension. How can you link this to context?

AO 3: 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. Don’t bring me any more reports. He won’t 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 can’t (just like Scotland cannot be cured of Macbeth). How do these points create tension and how will they add to Macbeth’s demise?

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

Structure

CHaracters