Mrsleggenglish



Macbeth Scheme of WorkYear 10September 2015ALLLearning Objective OverviewLessonLearning Objective1Begin to understand how to read and engage with Shakespeare for GCSE.2Understand key study skills and memory techniques Begin to understand the main characters in Macbeth.3Consolidate understanding of memory techniquesUnderstand the plot line of Macbeth4Read and understand Act 1 Scenes 1 and 2 of Macbeth5Read and understand Act 1 Scene 3 and 4Begin to understand Shakespeare’s craft6Understand how to analyse an extract from MacbethUnderstand Shakespeare’s use of imagery, its connotations and effects.7Read and understand Act 1 Scene 5 and 6.Begin to understand the character of Lady Macbeth.8Read and understand Act 1 Scene 7Understand how Lady Macbeth uses persuasive techniques to persuade Macbeth9Revise writing to persuade techniques10Understand how to write to persuade for GCSE Language Paper 2 Section B. Assessed homework11Read and understand Act 2 Scene 112Read and understand Act 2 Scene 2Revise sensory writing as a descriptive writing technique13Understand how to write to describe for GCSE Language Paper 1 Section B.14Understand how to write to describe for GCSE Language Paper 1 Section B.2015 half term15Understand the play so farRead and understand Act 2 Scene 3 and 4Finalise understanding of Act 216Read and understand Act 3 Scene 1 and 217Read and understand Act 3 Scene 3Begin to understand how to write for English Literature paper 1 Macbeth. PEEL.18Read and understand Act 3 Scene 4 Finalise understanding of Act 319Read and understand Act 3 Scene 5 and 6Finalise understanding of Act 320Read and understand Act 4 Scene 1Continue to understand how to write for English Literature paper 1 Macbeth. PEEL21Read and understand Act 4 Scene 2 and 3Finalise understanding of Act 422Consolidate understand how to write for English Literature paper 1 Macbeth. Assessment mock for peer feedforward marking.23Read and understand Act 5 Scene 1Understand how to write to PEELink to the wider play24Read and understand Act 5 Scenes 2 – 7Understand how to write to PEELink to the wider play25Read and understand Act 5 Scene 8 and 926Understand how to plan and prepare for the final assessment. Group and post it note planning.27Final assessment28Film29Film30FilmLesson 1ResourcesNew books (A4 yellow)Lesson 1 PowerPointLearning ObjectiveBegin to understand how to read and engage with Shakespeare for GCSEStarterQuick class discussion: What do you know about Shakespeare? How many plays/characters/settings do you know? Create a branch for Macbeth what do they already know?Turn the front page of their Macbeth books into a Shakespeare word cloud or collage (can be finished for homework)DevelopmentIntroduce, discuss and attempt some strategies which will be used through the course of the scheme of work:These include:Analysis of imagerySilver bulletSounds - consonant omission PLEASE ADD YOUR OWN HEREPlenaryHow many words can you find in the word Shakespeare (in particular encourage words that have 3 e’s – keeper, keepers, seeker, seekers)HomeworkMust: Finish Shakespeare word cloud or collage.Should: Add colour to the word cloud or collage – see next lesson on memory retentionCould: Begin to research Macbeth and add specific details about Macbeth on the word cloud or collage.Lesson 2ResourcesLesson 2 PowerPointMacbeth quotes for homeworkLearning ObjectiveUnderstand key study skills and memory techniques Begin to understand the main characters in Macbeth.StarterShow a number of items and characters that will be important in Macbeth. Show list very briefly. DaggerMacbethBloodBanquoTreesWitches King DuncanCauldronLady MacbethCastle Letter Hands MacduffCrownGhostAsk pupils how many they remember. Explain that by the end of the lesson they will have the memory techniques to know all 15 easily – and many more.DevelopmentColourImagesTake five of the words, write the word in (multi) colour then draw a colour picture of it.AssociationMind mapsTake a further five words and produce a mind map for all the things associated with that word – or possible associations with the name. See example on PowerPoint.StorytellingTake the final words and use them to create a memorable story. Produce that story in either 5 written bullet points or a five picture flow diagram. MnemonicsAnagramsCreate a mnemonic or an anagram (half and half the class) using as many of the 15 words as possible.Quizzes/testsTest their neighbour on how many of the words they can say in 20 seconds. Fill in any blanks. Swap and repeat.PlenaryReview the words from the starter. How many can be remembered now?HomeworkMust: Use a memory technique to remember three to five important quotes from Macbeth.Should: Apply a memory technique to remember the memory techniques.Could: Apply a memory technique to another subject with an area that you must know – important dates for History, the periodic table etc.Lesson 3ResourcesLesson 3 PowerPointAnimated tales version of MacbethLearning ObjectiveConsolidate understanding of memory techniquesUnderstand the plot line of MacbethStarterReview the words from last lesson. How many can they still remember? Which techniques worked the best for them? Discuss the importance of using this throughout this unit in order to be most effective in the final exam.DevelopmentWatch Macbeth animated tales. Put events into the order they occur in the plot.Read Macbeth key quotes and try to match them to the relevant part of the plot.PlenaryJust a minute – retell the story of Macbeth in 1 minute to neighbour. Swap roles with partner, neighbour to take over and retell the story again – filling in any gaps the first person missed out.HomeworkMust: Device a 10 question quiz that will test the knowledge of someone in the class on the events of Macbeth.Should: Use a memory technique to memorise the plotline of Macbeth, bring evidence to next lesson.Could: Create a storyboard/comic/graphic novel on the plotline of Macbeth.Lesson 4ResourcesLesson 4 PowerPointQuiz questions from homeworkPossible class list with play parts allocatedLearning ObjectiveRead and understand Act 1 Scenes 1 and 2 of MacbethBegin to understand some important conventions Shakespeare uses for meaning (rhyme, rhythm, iambic tetrameter, iambic pentameter).StarterUse quiz questions from homework to quiz neighbour on the plot line of Macbeth.Discuss – what makes an effective opening to a story. Keep list visible to refer back to in the plenary.DevelopmentAllocate roles (for the lesson or, if the class are up for it, the whole play). See PowerPoint for the roles for the entire play: witch one, witch two, witch three, three apparitions, Hecate, three other witches, Macbeth, Lady Macbeth, Banquo, Duncan, Malcolm, Donaldbain, Fleance, Macduff, Lady Macduff, Son of Macduff, Gentlewoman, Seyton, Porter, Captain, An old man, Doctor, First murderer, second murderer, third murderer, Ross, Lennox, Mentheith, Angus, Caithness, Siward, Yound Siward, English Doctor.This will be a good point to emphasise the importance of note taking. They can make brief notes in the school copies of Macbeth IN PENCIL. They may buy their own copies if they wish where they can make unlimited notes - direct them towards the Cambridge edition.Act 1 Scene 1Perform the scene as dramatically as possible (if this is a step too far for lesson three have one or two versions available to show them – there’s one on digital theatre or go for it yourself); emphasis the use of rhythm and its connotations for Macbeth and an Elizabethan audience. Extension – introduce iambic tetrameter (and necessarily iambic pentameter). Add these terms to key word glossaries which they start at the back of their books. Discuss the importance of metre in suggesting supernatural, a world turned upside down and foreboding.Act 1 Scene 2Read Act 1 Scene 2: whilst reading encourage pupils to pick out any words, lines or phrases that are used to describe Macbeth – anywhere from one to five will be good.Think – pair – share. When finished reading allow pupils 3-5 minutes to think about the words they have found. With their neighbour compare lines and discuss their meaning. Share and discuss as a class. Pinpoint important quotes and discuss their significance. Add one or two of these quotes to a key quote glossary in the middle of their books. PlenaryUsing the list of effective openings from the starter, complete the following sentence: Macbeth is an effective play opening because…HomeworkMust: Draw or find a picture of Macbeth, annotate it with quotes from today’s lessonShould: Add colour and detail to both quotes and picture (for memory retention)Could: Complete the same task for Duncan – what does his language reveal about him?Lesson 5ResourcesLesson 5 PowerPointLearning ObjectiveRead and understand Act 1 Scene 3 and 4.Begin to understand Shakespeare’s craft.StarterRecap the story line and themes from last lesson.Discuss the visual representation of the witches. In pairs/groups discuss or draw their idea of what the witches might look like in a modern adaptation of Macbeth. Show some ways the witches have been represented (see PPT); discuss the possible representations and their effects.DevelopmentRead Act 1 Scene 3. Re-read the witches’ prophesies to Macbeth and Banquo, in groups re-enact their predictions and Macbeth/Macduff’s reactions – make their reactions differ. See some contrasting reactions as a class. Discuss why this might be the case. Extension – discuss the use of stage directions and in particular asides.Look at the use of punctuation in Macbeth’s aside. In a clear space (outside?) read this aside out loud. Pupils should walk as you read and turn 90 degrees at every comma and 180 degrees at every full stop. Discuss which words stood out in particular. How does Shakespeare’s lack of punctuation improve our understanding of Macbeth’s thoughts and feeling?Read Act 1 Scene 4.Introduce the theme of appearance v reality. Discuss Duncan’s line ‘There’s no art / to fund the mind’s construction in the face’, (don’t judge a book by it’s cover). What does this tell us about him? Consider his line ‘He was a gentleman on whom I built / an absolute trust.’ and the following stage direction ‘Enter Macbeth’. Introduce the term dramatic irony and its significance here – considering Macbeth’s earlier thoughts on murder.PlenarySummarise today’s lesson in two ways. 1. What we learnt about the plot line of Macbeth. 2. What we learnt about Shakespeare’s craft. Use this as an exit card. HomeworkMust: Use a copy of Macbeth’s aside in Act 1 Scene 3 (stuck into books) and highlight anything that you consider important and why. Consider key and possibly extension questions.Should: Extension questions above.Could: Write a few sentences on Shakespeare’s craft – what has he done in this aside to represent Macbeth and why? What has he done elsewhere in the play so far to represent Macbeth and why?Lesson 6ResourcesLesson 6 PowerPointLearning ObjectiveUnderstand how to analyse an extract from MacbethUnderstand Shakespeare’s use of imagery, its connotations and effects.StarterMacbeth so far - quiz on PPTPeer sharing of Macbeth aside homework.DevelopmentHand out copies of Macbeth’s Act 1 Scene 4 aside ‘The Prince of Cumberland… the eye fears when it is done to see.’ Stick into books.Read carefully through the short aside and talk in particular about the use of imagery:‘that is a step on which I must fall down’‘Or else o’erleap’Star, hide your fires‘My black and deep desires’‘Eye wink at the hand’Pupils to pick an image (or give out to ensure even distribution). Draw a representation of the image as the centre of a mind map. Mind map all the possible connotations of that image and extensions of those connotations – see PPT for eg.Feedback to the class, make notes on connotations of those different images into books with accompanying picture.PlenaryThink – pair – share: Why did Shakespeare use such rich imagery in his plays?HomeworkMust: Find another image from the play and visually represent it.Should: List the connotations of that imageCould: Write a sentence/paragraph that starts: Shakespeare has used this image at this point in the play because… Lesson 7ResourcesLesson 7 PowerPointPossibly Lady Macbeth soliloquy extract on paperLearning ObjectiveRead and understand Act 1 Scene 5 and 6.Begin to understand the character of Lady Macbeth.StarterA-Z of Macbeth so far.DevelopmentAct 1 Scene 5 Read Macbeth’s letter and Lady M’s immediate thoughts, ensure understanding then pupils to write down their first thoughts of Lady Macbeth. What do they think of her and why? What film star/celebrity would they want to play her on stage/film and why? Look at some representations (on PPT)Continue to read Act 1 Scene 5. In small groups divide up Lady Macbeth’s ‘unsex me here’ soliloquy. They may want copies of this to stick in to their books for closer analysis. Encourage performance of each section; think about how Lady Macbeth is being represented by Shakespeare and speculate as to why that might be. See some performances.Read Act 1 Scene 6. Revisit Lady Macbeth’s line ‘look like th’innocent flower / but be the serpent under’t.’ How does Lady Macbeth represent the duplicity and dramatic irony in this scene?PlenaryCan pupils quote five important quotes from the text so far? If not challenge for next lesson.HomeworkMust: Pick some of the images from Lady Macbeth’s ‘unsex me’ soliloquy and represent them in a similar way to last lesson; draw a picture and mind map all the possible connotations.Should: Write a sentence: this image represents Lady Macbeth as... because… Shakespeare has done this at this point in the play because…Could: Repeat with a second imageLesson 8ResourcesLesson 8 PowerPointMacbeth on Digital TheatreLearning ObjectiveRead and understand Act 1 Scene 7Review Act 1StarterAct 1 Scene 7 Read Macbeth’s opening soliloquy. Pupils to find the silver bullet word in each line and write it down, at the end of the task what do the list of words suggest and connote about Macbeth at this point in the play. Extension: Discuss the use of monosyllabic words by Shakespeare to create tension and drama but also to show deception and hidden identity. Find the monosyllabic words and sentences in this soliloquy – discuss why so many. Encourage performance and reading the soliloquy to each other with partner’s eyes closed. DevelopmentContinue to read the rest of Act 1 Scene 7. How could this scene be directed? Where would Lady Macbeth be in relation to Macbeth – why? Discuss the Macbeth’s use of shocking imagery, in particular that of children and death – what could this reveal about them? What does this add to the play?Watch a version of Act 1 on digital theatre. PlenaryDiscuss how characters have been represented in this adaptation. Are pupils satisfied or do they disagree with this?HomeworkMust: Find other monosyllabic words throughout Act 1 Scene 7 and list them. Who uses the most: Macbeth or Lady Macbeth? Why?Should: Count up the monosyllabic words in this scene. Compare this to the amount of monosyllabic words in another scene (brave Macbeth maybe). How do they compare? Why?Could: Write a paragraph exploring Shakespeare’s use of language and its effects on bother a modern audience and an Elizabethan one.Lesson 9ResourcesLesson 9 PowerPointClips 3 and 5 Macbeth starring James McAvoyColouring pencilsPost It notesLearning ObjectiveRevise writing to persuade and argue techniquesStarterClass discussion: Why did Lady Macbeth persuade Macbeth to murder Duncan? How did she do this? Draw Lady Macbeth’s profile and add as many quotations as possible from 1.7 to show her powers of persuasion.DevelopmentWatch clip 3 and discuss Lady Macbeth’s ambition and motivations for murder in a more modern setting. How do the two women compare? Watch clip 5 – the aftermath. Discuss the nature of crime and punishment. Introduce the task: ‘The UK should reinstate the death penalty as a punishment for murder. Write an article for a national magazine in which you argue your reasons for or against this proposition.’ Think, Pair, Share viewpoints.Use AFORREST to revise ingredients of writing to argue. Planning a response – see PowerPoint for planning 3-6 points and structuring argument.Use opposing views to determine counter-arguments.Peer assess points using Post It notes to leave feedback.PlenaryUse colour - coded plan with connectives to explain viewpoint and argument to a peer.HomeworkMust: finish plan and write the opening paragraph to this article. Make sure the reader is addressed directly and viewpoint is clear. Should: use at least one technique from AFORREST and edit carefully for SPaGCould: record opening and listen back to it or editing purposes. Research useful facts and statistics.Lesson 10ResourcesLesson 10 PowerPointCriteria for writing taskCard for making writing criteria promptsChecklist for successPost Its or card for Exit CardsLearning ObjectiveUnderstand how to write to argue for GCSE Language Paper 2 Section B.StarterShare opening paragraph with a peer. Assess against criteria – see PowerPoint. Discuss successes and share best. Use feedback to make improvements.DevelopmentModel how to develop a plan into a carefully structured, crafted and developed response – see PowerPoint. Use mark scheme to target progress. Create prompt cards for ‘Band/level buzz words’. Add SPaG focus.Focus on key/sophisticated/subject specific vocabulary and spelling.Focus on uses of more sophisticated punctuation such as quotation marks, hyphens and semi/colons.Write draft.PlenaryVocabulary and spellings quiz. Exit Card: list three/five to learn.HomeworkMust: complete response and edit carefully for SPaG and meaning.Should: use checklist for success - show ‘checking/ticking off’.Could: Share with a peer/parent/carer and use their feedback to make final improvements. Lesson 11ResourcesLesson 11 PowerPointTrue and false cardsA4 paperColoured pens/pencilsLearning ObjectiveRead and understand Act 2 Scene 1StarterTrue or false quiz on Macbeth so far.DevelopmentAct 2 Scene 1 Macbeth and Banquo. Compare the language of honest and trustworthy Banquo with deceitful and cunning Macbeth. What evidence is there of contrasting characteristics and a widening gap between the two friends?Read Macbeth’s soliloquy – make it as dramatic and as memorable as possible. Split pupils into groups to encourage some confident ones to ramp up the drama, ask them to perform it in horror; in fear; with determination. See some performances. See a professional performance (digital theatre).After seeing/hearing the soliloquy a number of times which lines stand out most? Why?In pairs give pupils an important word or line from this soliloquy and create a poster of it using colour and imagery. These could be displayed in the classroom for memory retention. PlenaryQuick fire quote quiz: pupils must give a quote from the play so far when their name is called. Use as an exit task.HomeworkMust: Finish their quote poster from Act 2 Scene 1.Should: Revise key quotes from the play so far – aiming to memorise at least five.Could: Complete another quote poster for a key quote from another point in the play.Lesson 12ResourcesLesson 12 PowerPoint.Plain paper for homeworkLearning ObjectiveRead and understand Act 2 Scene 2Revise sensory writing as a descriptive writing techniqueStarterAct 2 Scene 2Introduce the scene and recap the events leading up to it. Split a page in their books in half and label guilty – not guilty. Read just Lady M’s opening soliloquy and fill in table with words or lines that show she is feeling guilty ‘Hark, peace! / It as the owl that shrieked,’ and those that show she is not feeling guilty ‘what have quenched them hath given me fire.’ Discuss the images associated with her guilt and her innocence.DevelopmentRead the rest of Act 2 Scene 2. Introduce the term stichomythia for the more able: how does this rapid fire backwards and forwards of lines make the audience feel. Does it make us empathise or despise the Macbeths? Why? Hot seat the characters of Macbeth and Lady Macbeth at this point in the play. What would be some telling questions to ask them at this point?Discuss the use of sensory language as an effective descriptive technique. Relate this in particular to Shakespeare’s time and a lack of props/ stage effects etc. Find evidence of sensory language in Act 2 Scene 2 – there is evidence of sight, sound, touch and taste.PlenaryAre they any key quotes from today’s lesson that should be put into the quotation memory back? Discuss and fill in quotation pages in books.HomeworkMust: Write three sentences using sensory language in prose from either Macbeth or Lady Macbeth’s point of view at this point in the play.Should: Draw a visual representation of one of the key scenes: the Macbeths in the courtyard; the guards outside the room; Duncan in his bed etc.Could: Annotate the picture above with quotes from the text to justify decisions.Lesson 13ResourcesLesson 13 PowerPoint Extract from ‘The Woman in Black’Paper 1, Section B: Task 2 marking criteriaClip from Polanski’s ‘Macbeth’Learning ObjectiveUnderstand how to write to describe for GCSE Language Paper 1 Section B.Starter 2 minutes to look at 4 images. Aim to recall 3 features of each. Pick one feature from each image and write a description using a) a simile b) personification c) onomatopoeia d) verbs/adjectives to describe atmosphere. Share ideas and examples. Write most interesting ideas on a Post It and stick these on the board.Development‘Improve these extracts’ activities (see PowerPoint): Show not tell/use action – reaction- consequence/motifs/colour/light and shade/sensory writing.Analyse extract: chapter 2 ‘A London Particular’ from Susan Hill’s ‘Woman in Black’ – see PowerPoint (Group work = Questions about the text from and to students).Introduce writing criteria for Paper 1: Section B. Students to annotate criteria. Use buzz word and SPaG prompt cards.Introduce task using visual stimuli of castle (see PowerPoint): ‘You are Macbeth on your way to murder Duncan. Describe what you see and hear, and your feelings as you travel through the castle late at night (or describe the castle, late at night).’Use ideas from 2.1 (watch clip from Polanski’s ‘Macbeth’) and prompt sheet to plan writing. Peer assess plan against criteria for success. Teacher may model responses through guided writing.PlenaryShare 5 adjectives/ 2-3 descriptive phrases with peers.HomeworkComplete plan and draft opening.Must: Begin piece with engaging adverb or other device but not ‘I’ or ‘As I/my…’Should: Use criteria for success - show ‘checking/ticking off’.Could: test out effectiveness of writing - get a friend/relative to draw what is described to check for sufficient/appropriate detail.Lesson 14ResourcesLesson 14 PowerPointPaper 1, Section B: Task 2 marking criteriaLearning ObjectiveUnderstand how to write to describe for GCSE Language Paper 1 Section B.StarterShare openings and peer assess using success criteria. Discuss best pieces. Make improvements.DevelopmentFocus on key vocabulary and spelling – see PowerPoint.Focus on compound and complex sentences – see PowerPoint.Write draft of descriptive piece. Self-assess writing against SPaG and buzz word criteria cards. Add questions for a peer – ‘What could I use instead of…?’ Peer assess writing and feed plete draft.PlenaryUse a highlighter to identify 3 compound and 3 complex sentences in own writing. Challenge: find these sentences in a peer’s piece of writing.HomeworkMust: Complete best copy of writing. Learn spellings.Should: Edit carefully for meaning, content and SPaG using success criteria – show ‘checking/ticking off’.Could: test writing by reading it to a relative/peer and asking them to note down what can be seen/heard/felt.Lesson 15ResourcesLesson 15 PowerPointEvents so far worksheetLearning ObjectiveUnderstand the play so farRead and understand Act 2 Scene 3 and 4Finalise understanding of Act 2StarterCut and then put the (Simpsons) events so far into the correct order.DevelopmentRead Act 2 Scene 3Is Macbeth sincere? Look closely at Macbeth’s first speech (lines 84-9). Some believe that, in contrast with Macduff’s hurried and passionate reaction to finding Duncan’s body, Macbeth’s words are so carefully constructed and rich in elaborate imagery that they reveal his insincerity. With a partner, talk about how you would deliver this speech and what you would try to convey to the audience about Macbeth’s state of mind. Be prepared to feedback to the rest of the class.Characters Spend some time analysing Macbeth’s second, longer speech. Look at the imagery he uses, as well as the use of devices such as repetition and rhetorical questions. As with lines 84-9, Macbeth seems to have prepared this speech in advance, but behind his words he is justifying another significant murder: that of the only other witnesses to Duncan’s killing.Why do you think Lady Macbeth faints at this point is she sincere? What dramatic purpose does it serve?Discuss how to stage this part of the scene. Try the lines without Lady Macbeth fainting; what difference does it make to the effect of the scene?Read Act 2 Scene 4Stagecraft - Pathetic fallacy The shocking events taking place inside the castle seem to be mirrored by events in the wider world (‘Tis unnatural / Even like the deed that’s done’). This use of the pathetic fallacy and apocalyptic imagery is intended to create a great impression on the audience. Why do you think Shakespeare uses it here? How successful is it? As you read the rest of the play, consider when you see similar techniques being used.PlenaryRead the following statements carefully. Which do you think is the most valid? Write down your reasons, using quotations where you can.Extension: List them in order of priority and debate your choices with each other. Can you think of any other ways to see Macbeth at this point in the play?HomeworkMust: Storyboard the main events of Macbeth so far.Should: Make the storyboard bright, colourful and suitable for display.Could: Add quotes to each section of the storyboard to exemplify the main events.Lesson 16ResourcesLesson 16 PowerPointLearning ObjectiveRead and understand Act 3 Scene 1 and 2StarterQuick fire quotes so far as register is taken.DevelopmentRead Act 3 Scene 1Language Macbeth’s last two lines before he has Banquo murdered (140-1) are in the form of a rhyming couplet. His last two lines before murdering Duncan are in the same form (Act 2 Scene 1, lines 63-4).Write out these two sets of rhyming couplets. Why do you think Shakespeare used this device to craft Macbeth’s language before the death of two significant characters?Imagine that Macbeth intends to kill the two Murderers after they have murdered Banquo. Write a rhyming couplet of your own, revealing Macbeth’s intention to kill the killers.Read Act 3 Scene 2This scene marks a change in the relationship between Macbeth and Lady Macbeth. Both are uneasy about their present position: Lady Macbeth says ‘Nought’s had, all’s spent’ and Macbeth is full of ‘sorriest fancies’. However, Lady Macbeth’s advice to her husband is simply to forget the events of the past because they cannot be changed – ‘what’s done, is done’.Identify some of the reasons Macbeth gives about why it is impossible for him to forget the past. Extension – what does this suggest about Macbeth.Language Shakespeare uses animal imagery for sinister and dramatic effect in lines 36-53. For example, a bat is associated with witches. The words ‘seeling’ and ‘scarf’ relate to falconry, where the falconer would temporarily blind the hawk so that it would remain dependent on him until it was fully trained. List the animals mentioned and describe the roles they have in the creation of a chillingly dark atmosphere in this part of the scene.Plenary Macbeth’s language in lines 46 – 50 is rich in its personification of night and day. It evokes vivid images of blood and blindness, evil and darkness, adding to the drama of the scene. Spider diagram with your neighbour the effects of Macbeth’s strikingly poetic language when contrasted with the sinister atmosphere created by his evil intentions. HomeworkMust: Write a paragraph that summarises the ideas of the plenary starting with Shakespeare has done this because…Should: Develop the paragraph into a full PEE on Macbeth’s use of language.Could: Repeat the above for a second PEE.Lesson 17ResourcesLesson 17 PowerPointQuestion sheetModel answerLearning ObjectiveRead and understand Act 3 Scene 3Begin to understand how to write for the English Literature Paper 1 Macbeth using PEEL.StarterIndependently read Act 3 Scene 3. Summarise what has happened.DevelopmentSpider diagram – who is Lady Macbeth? How much do we know about her so far?Introduce the question on Lady Macbeth – see question sheet and PPT.Plan viewpoint using opinion line.Post it note planning of one possible PEEL.Read model answer, discuss and highlight response. Consider how this could be used in own writing.PlenaryWrite own Point and share with neighbour – make sure it is a clear and succinct point. HomeworkMust: Use your post it note planning to write your own PEE paragraph for this question.Should: Read through your work, ask someone else to read through it for you and make sure there are no SPaG mistakes.Could: Repeat the above. Lesson 18ResourcesLesson 18 PowerPointLearning ObjectiveRead and understand Act 3 Scene 4StarterDIRT - Reflect on PEE planning last lesson (and possible peer assessment of homework). How could I improve further?DevelopmentRead Act 3 Scene 4Dramatic irony The appearance of Banquo’s Ghost on stage gives much opportunity for dramatic irony, and there are several points where the audience is more aware of what is happening than the characters are.Look at the following quotations from the script and give at least two versions of what the statement might mean:Macbeth: ‘Sweet remembrancer!’ (line 37)Macbeth: ‘Here had we now our country’s honour roofed / Were the graced person of our Banquo present’ (lines 43-4)Ross: ‘His absence, sir, / Lays blame upon his promise’ (lines 43-4)Macbeth: ‘Which of you have done this?’ (line 49). Remember, Macbeth is not aware that no one else can see the Ghost. His question assumes that his is a practical joke.O’ full of scorpions From the first act, Lady Macbeth has influenced her husband by challenging him and manipulating him to murder Duncan and take the throne. During Act 3, we see the impact of the shame that takes hold of Macbeth after he has committed the murder. He tells his wife of his guilt and the strange dreams that haunt him. In pairs practise reading one of the following lines aggressively, scornfully, insultingly and with force. A few of the class to stand in a circle and listen whilst the lines are being performed (see PPT for lines) – how does it feel to be Macbeth at this point in the play?PlenaryHear feedback from those that experienced the lines – consider Lady Macbeth’s final advice to get more sleep, is that either perfectly acceptable or totally inadequate?HomeworkMust: Read Act 3 Scene 5Should: Consider the rhyme and rhythm of this scene. Write a short paragraph on what Shakespeare has done with this and why.Could: Revise the terms trochaic and iambic rhythm and add to the above paragraph detailing what has been done here and why.Lesson 19ResourcesLesson 19 PowerPointLearning ObjectiveRead and understand Act 3 Scene 5 and 6Finalise understanding of Act 3StarterIndividually read / reread Act 3 Scene 5Feedback from homeworkIdentify the sections in lines 2 – 35 that match the following parts of Hecate’s meaning:reasons for angerself-centred Macbethmeet tomorrow with spellsI’m off to collect moon-vapour for magic to ruin MacbethMacbeth’s futuremy spirit calls.DevelopmentRead Act 3 Scene 6Thematic focus Create a coloured mind map of the themes of Act 3 (see PPT). Support each branch with quotations from the text. Draw lines and links between themes with explanations of how they link together. Which do you think are the most important combination of themes? Why? Be prepared to feed back to the rest of the class.Changing relationships Act 3 is the last time the Macbeths appear together, and we see how their relationship has changed since the beginning of the play. The following activity will help you compare their relationship at the end of Act 1 with their relationship at the end of Act 3. Create a line diagram to show the changing relationship between the couple. Along the horizontal axis, mark out Act 1, Act 2 and Act 3. Along the vertical axis, mark out the level of power and control the character has, both personally and within the relationship. The highest level shows them to be controlling and manipulative, while the lowest level shows them to be out of control and unsure of what is happening in the relationship. Your line graph should reveal at a glance how the Macbeth’s relationship has changed throughout the paly so far.PlenarySummarise the findings from this graph in 20 words.HomeworkMust: Use today’s lesson and the summary from the plenary to write a report on the Macbeth’s relationship.Should: Add quotes to support your findings.Could: Finish with an additional paragraph predicting what will happen to the Macbeths in the final two acts of the play.Lesson 20ResourcesLesson 20 PowerPointLearning ObjectiveRead and understand Act 4 Scene 1Continue to understand how to write for English Literature Paper 1.StarterFind some examples of hyphenated adjectives in the withes opening 35 lines of Act 4 Scene 1. Examples from elsewhere include: ‘gold-bound brow’; two-fold balls’; blood-boltered Banquo’.How does this use of language convey striking images or add depth of description to what the Witches are saying. What rhythms or repetition of sound do they create? Why?DevelopmentContinue to read Act 4 Scene 1.Prophetic apparitions. In a table (see PPT), briefly describe the three Apparitions, their warnings and what each might symbolise. Reflect on last piece of written work and in particular the feed-forward targets given for that. PlenaryRead own work through carefully and apply SPaG target to ensure written work is improving.HomeworkMust: Should: Could: Lesson 21ResourcesLesson 21 PowerPointLearning ObjectiveRead and understand Act 4 Scene 2 and 3Finalise understanding of Act 4StarterWho are they? Review who the main characters in Act 4 Scene 2 and are: Macduff, Lady Macduff, Ross, Malcolm.DevelopmentRead Act 4 Scene 2 Slaughter of the Innocents Macbeth sinks to an all-time low here by slaughtering Macduff’s whole family. Look at these pictures depicting the biblical Slaughter of the Innocents (see PPT) and then look at Lady Macduff’s lines 70-4. Why are Macbeth’s murdering intentions so disturbing at this part of the play? Use the style and tone of the headline of a tabloid newspaper to report these events.Before Act 4 Scene 3 Match the lines to the translation.Read Act 4 Scene 3 Language Using lines 30 – 57 identify:personification (of Scotland)symbolic language (black, white)religious imagery (hell, devil)In groups consider how these relate to the ongoing themes of evil, ambition, deception and power. Be prepared to feed back to the class.PlenaryMacduff laments in Act 4 Scene 3 that Macbeth ‘has no children’. Yet Lady Macbeth claims to have breast fed a baby. Does it matter, in the play whether Macbeth and Lady Macbeth have children or not? Extension – how would you explain the significance of children, childlessness and violence against children as recurring ideas in this play?HomeworkMust: Homework worksheet on dramatic events of Act 4 in a tweet.Should: Develop each tweet to a text.Could: Develop each text to a haiku.Lesson 22ResourcesLesson 22 PowerPointLearning ObjectiveConsolidate understanding of how to write for English Literature Paper 2.Assessment mock for feedforward peer marking.StarterHomework feedbackDevelopmentAct 1 Sc 5 extract reminderPlanning for bullet point 2How has Lady M changed – plot on lineReminder of part 1Modelled part 2 response – how would you improve it – what would you do?PlenaryPeer assessmentLesson 23ResourcesLesson 23 PowerPointLearning ObjectiveRead and understand Act 5 Scene 1Understand how to write a PEELink to the wider play.StarterWhat is OCD? Discuss its definition and implications. What does it tell us about a person?DevelopmentRead Act 5 Scene 1Watch the scene (one or two versions). Consider how/why it has been performed differently.PlenaryHomeworkMust: Should: Could: Lesson 24ResourcesLesson 24 PowerPointLearning ObjectiveRead and understand Act 5 Scene 2 – 7Understand how to write a PEELink to the wider play.StarterOn own read Act 5 Scene 2. Identify an image that sums up how Caithness and Angus perceive Macbeth at this point. Draw the image and spider diagram the image’s connotations.DevelopmentMacbeth is about to return to the stage – it is the first time the audience have seen him since Act 4 Scene 1. Consider Macbeth’s rise and fall and plot it on a simple line graph. When is he at his most successful and when is he at his lowest point? Be prepared to share.Read Act 5 Scene 3Consider the imagery that Macbeth uses in lines 41-6. Which, in your eyes, is the most effective metaphor here and why? What does this imagery tell us about his feelings towards Lady Macbeth?Reach Act 5 Scene 4 – 6Appearance and reality The theme of appearance v reality has run throughout the play – can you think of any specific examples of it? Here Malcom asks his soldiers to discard their branches and ‘show like those you are’. What does this tell you about this point in the play? Are things changing? Why?Read Act 5 Scene 7 Plenary‘My name’s Macbeth’ – how would you interpret this line? How would you direct and actor to perform it. Experiment with different ways and be prepared to share and justify with the class.Lesson 25ResourcesLesson 25 PowerPointLearning ObjectiveRead and understand Act 5 Scene 8 and 9StarterReview Act 5 so far, ensure everyone knows what’s going on!DevelopmentRead Act 5 Scene 8‘I will not yield’. The end of Scene 8 are Macbeth’s last lines and he chooses life over death here. How would Macbeth deliver this line? Consider different ways of acting it out. Think about the lasting impression of Macbeth you would want to leave with the audience: is his death brave and dignified or cowardly and abject?Read Act 5 Scene 8 When it’s available (not 2015!) watch the Fassbender ending – what questions does this raise? Why does this make such a thought provoking ending?PlenaryWhat are the 10 most important key events of the whole play? Discuss as a class what the pivotal moments are. Find the most influential line within that event. What are the 10 most important quotes of the play?HomeworkMust: Write a summary of Macbeth in exactly 150 words.Should: Cut the summary down to 75 words.Could: Cut the summary even further to 50 and then 10 words. Select one word that captures the most important element of the play.Lesson 26ResourcesLesson 26 PowerPointLearning ObjectiveUnderstand how to plan and prepare for the final assessment sing group and post it note planning.StarterLook back at feedback for progress from previous pieces of writing. Make 100% sure that those improvements are being made in your own planning for writing today.DevelopmentDiscuss questions and ways of approaching the question.Show model piece of Macbeth question writing. Post it note planning for practice question.PlenaryHomeworkMust: Revise play and key quotes so far in preparation for assessment next lesson.Should: Could: Lesson 27ResourcesLesson 27 PowerPointLearning ObjectiveFinal assessmentLessons 28 – 30ResourcesFilmLearning ObjectiveWatch and enjoy! ................
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