MacBeth by William Shakespeare

MacBeth by William Shakespeare
Ms Nitsche

Starter In pairs, discuss and write down EVERYTHING you know – or think you know – about ‘MacBeth’. Write down ANYTHING, even if you think you might be wrong. YOU HAVE TWO MINUTES

Social Skills: Listening effectively; working together
Learning Intentions We will: Develop our understanding of the PLOT of ‘MacBeth’. Begin to explore the main THEMES of the text. Why? This text will be one that you can write on in your final exam – knowing it in detail will ensure that your critical writing is of a high standard, which equals a great exam result. Analysing texts of any kind is a key skill needed for college, university and the working world – showing you can explore language and critique it shows focus, effort and critical thinking skills. Social Skills: Listening effectively; working together

Task Watch this video summarising the main plot of ‘MacBeth’.
Make sure you pay attention – you’ll need to have a good idea of the play’s story for the next task.

Task You will be working with the person sitting next to you. In pairs, you have been giving THIRTEEN slips of paper, each with an element of the plot of ‘MacBeth’. Working in your pairs, you need to put these in the right order. Read each slip CAREFULLY. Remember what you learned in the video of the plot summary, as well as your own knowledge of the play. YOU HAVE TEN MINUTES Learning Intentions: Develop our understanding of the PLOT of ‘MacBeth’. Begin to explore the main THEMES of the text. Social Skills: Listening effectively; working together

Did you have the right order?
In medieval Scotland, Macbeth, a general in King Duncan's army, and his fellow soldier, Banquo, are returning from a successful battle. On a barren heath, three witches appear and greet Macbeth as "Thane of Glamis," "Thane of Cawdor" and "King hereafter." They also prophesy that the future heirs of the throne will be descended not from Macbeth, but from Banquo. The witches disappear, and a messenger from the King arrives announcing that Macbeth has been named Thane of Cawdor, thus fulfilling the first part of the prophecy. King Duncan declares that he is nominating his son, Malcolm, as heir, and announces that he will spend the night at the Macbeths' castle. Alone, Lady Macbeth reads her husband's letter describing the witches' revelations. She fears that Macbeth lacks the courage to commit murder and seize the crown. Returning home, Macbeth expresses reservations about murdering the King, but Lady Macbeth convinces him that the deed must be done. That night, Macbeth stabs the sleeping Duncan, and two guards are framed for the crime. The next morning, Macduff, a nobleman, discovers the body of the King. The King's son, Malcolm, flees to England, and the lords of the kingdom vow to avenge the King's murder.

Did you have the right order?
Macbeth is appointed King, but with the witches' prophecy in mind, he arranges for the murders of Banquo and his son, Fleance. Although Banquo is killed, the hired assassin does not succeed in killing Fleance. At a royal banquet, Macbeth sees Banquo's ghost sitting in his chair, disrupting the ceremonies despite Lady Macbeth's efforts to control the situation. He returns to the witches, who share new visions with him: to beware Macduff, that he can never be killed by "one of woman born" and to never fear until he sees Birnham Wood begin to move. These twisted predictions lead Macbeth to think that he is safe from harm, although the witches still show that Banquo's descendants will ascend the throne. When Macbeth learns that Macduff has fled the country to join with Malcolm, he orders Macduff's wife and children to be put to death. Haunted by the sins she has committed, Lady Macbeth begins sleepwalking. Malcolm and Macduff advance an army to challenge Macbeth, cutting down the branches of Birnham Wood to disguise their number. Macbeth is strengthening his own army, when news reaches him that Lady Macbeth has died. Macbeth goes into battle. Face to face, Macduff reveals that he was "from his mother's womb, untimely ripped," and defeats Macbeth. Malcolm becomes King of Scotland.

Task Using your new knowledge of the PLOT of ‘MacBeth’, work in pairs to write down examples of where the THEMES below appear in the play. Give at least one example for each theme. Ambition The Supernatural Reality and Appearance Loyalty and Guilt Fortune, Fate and Free Will YOU HAVE TEN MINUTES Learning Intentions: Develop our understanding of the PLOT of ‘MacBeth’. Begin to explore the main THEMES of the text. Social Skills: Listening effectively; working together

Stick it to the door on your way out.
Plenary On the Post-It, write down: One thing you think you will do well in as we study MacBeth. One thing you think you will find challenging. Stick it to the door on your way out.

Starter Write down FIVE main events that happen in ‘MacBeth’ IN ORDER.
YOU HAVE TWO MINUTES

Learning Intentions We will: Develop our understanding of the PLOT and CHARACTERS of ‘MacBeth’. Begin to explore the main THEMES of the text. Why? This text will be one that you can write on in your final exam – knowing it in detail will ensure that your critical writing is of a high standard, which equals a great exam result. Analysing texts of any kind is a key skill needed for college, university and the working world – showing you can explore language and critique it shows focus, effort and critical thinking skills. Social Skills: Listening effectively; working together

Task Read over the character list in front of you CAREFULLY.
Try to remember as much information about each character as you can. YOU HAVE EIGHT MINUTES

Were you paying attention?
Each person in the class will now be tested on what they know about the characters in the play. Listen to what other people say – are they right?

Making Appointments Take one of the appointment cards.
For each of the FOUR TIMES on the sheet, arrange to be a pair at that time with another person in the class. You cannot sit next to them normally. Make sure you both have the same time written down for each other on the sheet. YOU HAVE TEN MINUTES

Task Discuss MacBeth & Lady MacBeth with your 12:00 partner.
Then, for each of those characters write down: - what they do in the play - their relationships with other characters - what themes are explored through their character YOU HAVE TEN MINUTES

Starter Go find your 9:00 partner.
Discuss the character of MacBeth with them in as much detail as you can – consider characterisation, motivation, themes, actions, etc. YOU HAVE FIVE MINUTES

Listening effectively; ensuring everyone contributes; working together
Learning Intentions We will: Develop our understanding of SOLILOQUY as a dramatic technique. Begin to explore how the use this dramatic device develops CHARACTERISATION in the play. Why? Understanding characterisation is essential in studying this play – everything that occurs is because of the MacBeth’s nature and his reaction to the promise of progress. Soliloquys help us understand his and Lady MacBeth’s reactions to what they choose to do. This text will be one that you can write on in your final exam – knowing it in detail will ensure that your critical writing is of a high standard, which equals a great exam result. Analysing texts of any kind is a key skill needed for college, university and the working world – showing you can explore language and critique it shows focus, effort and critical thinking skills. Social Skills: Listening effectively; ensuring everyone contributes; working together

COPY THIS DOWN SOLILIOQUY
A character is alone on the stage and is speaking aloud his thoughts and feelings. This gives the audience a better understanding of the character, and how their emotions lead to later actions. It can also be used to show a character is isolated from others or confused/conflicted.

Soliloquys Discuss each of the soliloquys below with your 3:00 partner and take notes on what each conveys and develops about the character MacBeth Act 1 Scene 3 – “Two truths are told…” p17 Act 1, Scene 7 – “If it were done…” p31 Act 2, Scene 1 – “Is this a dagger I see before me?” p41 Act 5, Scene 5 – “She should have died hereafter…” p147 Lady MacBeth Act 1 Scene 5 – “Glamis thou art…” p23 Act 1, Scene 5 – “The raven himself is hoarse…” p25 Act 5, Scene 1 – “Yet here’s a spot…” beginning p133

Soliloquys Now, in your groups you will prepare a presentation on ONE of the soliloquys. You should: - explain its purpose and what it means - how is the character developed? - what do we learn about them? - analyse key quotations - how does this relate to the play as a whole?

Listening effectively; ensuring everyone contributes; working together
Learning Intentions We will: Develop our understanding of the key themes of the play. Begin to explore how the use these themes relate to the CHARACTERISATION in the play. Why? Understanding key themes and characterisation are essential for studying this play – everything that occurs is because of the MacBeth’s unchecked ambition and his reaction to the promise of progress. This text will be one that you can write on in your final exam – knowing it in detail will ensure that your critical writing is of a high standard, which equals a great exam result. Analysing texts of any kind is a key skill needed for college, university and the working world – showing you can explore language and critique it shows focus, effort and critical thinking skills. Social Skills: Listening effectively; ensuring everyone contributes; working together

Key Themes The Consequences of Unchecked Ambition
Although both Macbeth and Lady Macbeth are tempted by the crown, Lady Macbeth is - at first, at least - more ruthless in pursuing this goal than her husband. Macbeth is not naturally included towards evil, but believes his kingship should come about by honest means. Despite this, he does desire power. Throughout the play, ambition leads to madness, killing Lady Macbeth through her guilt over the crimes she has committed and leading Macbeth to his inevitable end. Learning Intentions Develop our understanding of the key themes of the play. Begin to explore how the use these themes relate to the CHARACTERISATION in the play. Social Skills: Listening effectively; ensuring everyone contributes; working together

Key Themes The Consequences of Unchecked Ambition
In your groups, each person will take a section of the play and ANALYSE it with reference to this key theme. You should examine key quotes, character development, plot and use of language. 1 – Act 1 2 – Act 2 3 – Act 3 - Act 4, Scene 2 4 – Act 4, Scene 3 - end Learning Intentions Develop our understanding of the key themes of the play. Begin to explore how the use these themes relate to the CHARACTERISATION in the play. Social Skills: Listening effectively; ensuring everyone contributes; working together

Task Every number 1, 2, 3, and 4 will now meet with the other 1s, 2s, 3s and 4s to discuss their notes and analysis. Each person will speak and you should take notes to add to your own. YOU HAVE FIFTEEN MINUTES Learning Intentions Develop our understanding of the key themes of the play. Begin to explore how the use these themes relate to the CHARACTERISATION in the play. Social Skills: Listening effectively; ensuring everyone contributes; working together

Task Now you are back in your groups, each person will become the ‘teacher’ for their section of the play. You will explain your notes and analysis that you have gained from your own work and discussion with other numbers with the people in your group. They should take notes of their own. Begin with number 1s. YOU HAVE TWENTY MINUTES. Learning Intentions Develop our understanding of the key themes of the play. Begin to explore how the use these themes relate to the CHARACTERISATION in the play. Social Skills: Listening effectively; ensuring everyone contributes; working together

Key Scenes Copy this down
1.3 – Macbeth and Banquo meet the witches, predictions made 1.5 – Lady Macbeth hears of the prophecy and gives her thoughts 1.7 – Macbeth struggles with the thought of murder. Lady Macbeth persuades him 2.1 – Banquo contemplates situation, Macbeth sees the dagger & kills Duncan 2.2 – Reaction of Macbeth and Lady Macbeth after killing Duncan 3.4 – The banquet scene. Macbeth sees the ghost of Banquo. Lady Macbeth covers for him 5.1 – Lady Macbeth sleepwalking, complaining of blood her hands which won't wash off 5.8 – Macbeth learns of Macduff's 'untimely' birth, is provoked into fighting and dies

Over the holidays Revise these key scenes.
Annotate your own copy of the text. Watch the key scenes via YouTube (link on blog)

Act 1 Mini Essay Learning Intention:
Learn to structure my analysis of a text to suit the purpose of a critical essay

Essay Question In Act 1, the character of Macbeth is established. Identify the characteristics of Macbeth and explain how his character is developed in this act.

Introduction Remember your introduction should:
State the title and the author State what the essay is about Mention the techniques used (dialogue, characterisation, imagery, tone etc.) Explain the character of Macbeth (relate to the question)

Paragraph One: Intro to Macbeth
POINT: How Macbeth is first described EVIDENCE: From Act 1, Sc 2 “For brave Macbeth – well he deserves that name” “Till he unseam’d him from the nave to the chaps” EVALUATION: Analyse the quote; what is revealed about Macbeth (link to what the witches said)

Paragraph Two: Reaction to the Prophecy
POINT: Macbeth reacts to the witches’ prophecies EVIDENCE: From Act 1, Sc 3 “[Aside] why do I yield to that suggestion Whose horrid image doth unfix my hair And make my seated heart knock at my ribs, Against the use of nature?” [Aside] “If chance may have me king, why, chance may crown me Without my stir.” EVALUATION: Analyse the quote; what is revealed about Macbeth and what kind of character he is

Paragraph Three: What drives Macbeth
POINT: Macbeth discusses whether to kill the king or not EVIDENCE: From Act 1, Sc 7 “He’s here in double trust: First as I am his kinsman and his subject, Strong both against the deed; then as his host, Who should against his murderer shut the door, Not bear the knife myself.” (soliloquy) “I have no spur To prick the sides of my intent, but only Vaulting ambition, which o’er-leaps itself And falls on the other.” (soliloquy) “We will proceed no further in this business: He hath honour’d me of late; and I have bought Golden opinions from all sorts of people, Which would be worn now in their newest gloss, Not cast aside so soon.” (symbolism) EVALUATION: Analyse the quote; what is revealed about Macbeth and what kind of character he is

Paragraph Four: Relationship with Lady Macbeth
POINT: Discuss the impact that Lady Macbeth has on Macbeth EVIDENCE: From Act 1, Sc 5/7 “yet do I fear thy nature; It is too full o’ the milk of human kindness To catch the nearest way.” “that I may pour my spirits in thine ear” (symbolises her manipulation/power over Macbeth) “Look like the innocent flower, but be the serpent under it” “We will proceed no further in this business” EVALUATION: Analyse the quote; what is revealed about Macbeth and what kind of character he is

Conclusion Remember your conclusion should:
Restate what the essay is about (refer back to question) Sum up your argument (explain how Macbeth’s characteristics are revealed) State your opinion (implicitly, no first person – use evaluative language)

Peer Assessment Find your 12 O’CLOCK partner and swap essays with them. You will now PEER ASSESS their essay, providing feedback throughout as well as comments on their STRENGTHS and DEVELOPMENT POINTS at the end. Use the yellow highlighter to draw a square around the paragraph you feel they should rewrite, i.e. the one that needs most work. You will also use your Critical Essay Marking Grid to give them a mark for the essay out of 20. BE HONEST – if they have not answered the question, provided detailed analysis, etc. they should not pass. Once you have your essay back, read over your feedback, update your Feedback Profile and PLP then rewrite the paragraph USING THE FEEDBACK TO IMRPOVE IT.

Learning Intentions Develop our analytical skills Improve our understanding of the play Social Skills Inside voices Working together effectively

COPY THIS DOWN Analysing a Quote
This follows the same kind of pattern as close reading responses, and you should follow these stages: What technique is used and what does it SUGGEST to us (i.e. have connotations of)? What is Shakespeare using this to tell us? How does this refer to the essay question and why is it important within the play as a whole? Task With your 6 o’clock partner, analyse the quotations on the worksheet, following the steps given. Both should write down the quotes AND the analysis in your notebooks. Be ready to feedback.

Task In your group select EIGHT QUOTATIONS that you have analysed and feel are most important to your understanding of the play as a whole. You will create work together to create a VISUAL DISPLAY including these quotations and DETAILED ANALYSIS on each, including how they are important to the play as a whole. Each person should work on TWO QUOTATOIONS each and you should share the work equally. Presentation is important, but the CONTENT of the your analysis is a higher priority – stop spending half an hour colouring in. This isn’t primary school

Learning Intentions Develop our analytical skills Improve our understanding of the play Social Skills Inside voices Working together effectively

Learning Intentions Develop our analytical skills Improve our understanding of the play Key Scenes Task Social Skills Inside voices Working together effectively Each group is going to study, analyse and create a presentation on a key scene to be shared with the class. All group members should contribute equally and your presentations should be VERY detailed and insightful. Each group member should take responsibility for a particular section. I expect all groups to research the scenes at home, as well as use your own analytical skills to develop this. 1.3 – Macbeth and Banquo meet the witches, predictions made 1.5 – Lady Macbeth hears of the prophecy and gives her thoughts 1.7 – Macbeth struggles with the thought of murder. Lady Macbeth persuades him 2.1 – Banquo contemplates situation, Macbeth sees the dagger & kills Duncan 2.2 – Reaction of Macbeth and Lady Macbeth after killing Duncan 3.4 – The banquet scene. Macbeth sees the ghost of Banquo. Lady Macbeth covers for him 5.1 – Lady Macbeth sleepwalking, complaining of blood her hands which won't wash off 5.8 – Macbeth learns of Macduff's 'untimely' birth, is provoked into fighting and dies

Connect the statements to the relevant quotations in the speech.
Life is over as quickly as a burning candle Life is meaningless Repetition is used to show the monotony of life People are foolish No-one knows the true meaning of life Life seems as short as an actor in a performing a scene in a play No-one is remembered after they die Macbeth is unafraid of death The news of his wife’s death causes Macbeth to brood on the hopelessness of life in this SOLILOQUY To-morrow, and to-morrow, and to-morrow, Creeps in this petty pace from day to day To the last syllable of recorded time, And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life's but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more: it is a tale Told by an idiot, full of sound and fury, Signifying nothing.

ACT ONE Comprehension Questions
Scene One 1. What mood/atmosphere is established at the beginning of the play? How? 2. Who do the witches plan to meet after the battle? 3. What is the dramatic purpose of this scene? Explain. Scene Two 1. What qualities of (a) Duncan’s character, and (b) Malcolm’s character are brought out in their first appearance in the play? Provide textual support for your answer. 2. What news is brought to King Duncan by the captain and Ross? What is his reaction to the news about the Thane of Cawdor? 3. How does scene two introduce the absent Macbeth? Provide textual proof. Scene Three 1. What prophecies are given by the witches to Macbeth and Banquo? 2. How could Banquo be “lesser than Macbeth and much greater” and “not so happy, yet much happier”? Explain. What term could be used to describe these phrases? 3. What examples are there of dramatic irony in this scene? Explain. 4. What qualities of Macbeth’s character are brought out in his first soliloquy?

Scene Three 1. What prophecies are given by the witches to Macbeth and Banquo? 2. How could Banquo be “lesser than Macbeth and much greater” and “not so happy, yet much happier”? Explain. What term could be used to describe these phrases? 3. What examples are there of dramatic irony in this scene? Explain. 4. What qualities of Macbeth’s character are brought out in his first soliloquy? Scene Four 1. How does the Thane of Cawdor die? How had King Duncan always felt about Cawdor? What does this say about Duncan’s character? 2. Of what significance are the following: (a) Duncan’s naming Malcolm his successor? (b) Duncan’s decision to visit Inverness? 3. Identify and explain two examples of dramatic irony in this scene. Scene Five 1. How was Lady Macbeth advised of the witches’ prophecies? 2. What purpose is served by Lady Macbeth’s invocation of the powers of evil and darkness? 3. How is Lady Macbeth characterized in this scene? Explain providing examples.

Scene Five 1. How was Lady Macbeth advised of the witches’ prophecies? 2. What purpose is served by Lady Macbeth’s invocation of the powers of evil and darkness? 3. How is Lady Macbeth characterized in this scene? Explain providing examples. Scene Six How is a peaceful atmosphere created at the beginning of this scene? How does this add pathos? What is ironic about the conversation between Lady Macbeth and Duncan? What qualities does Lady Macbeth exhibit in this scene? Provide examples. Scene Seven Summarize Macbeth’s long soliloquy at the beginning of the scene. How does it (a) create sympathy for him; (b) destroy sympathy for him? What taunts are used by Lady Macbeth to spur Macbeth on to commit the crime? What plan has Lady Macbeth formulated for Duncan’s demise? What is Lady Macbeth’s function in this scene? Explain. How is Lady Macbeth both admirable and despicable in this scene?

Today If you still need to complete your reading assessment, then work on that. If you’re finished, complete the MacBeth Comprehension Questions on Act 2, in your booklets. Because some people are still working on their assessments, you should be considerate and work in SILENCE. Fun thing will be on Monday. Promise.

Learning Intentions We will:
Use our knowledge of ‘MacBeth’ to develop our own personal project. Begin to understand how we can change and adapt our knowledge, and apply it to other skills and tasks. Why? Having choice plays a huge role in developing motivation – choose to do something that interests you and you will always produce something far better than if you’re not that fussed. Being able to develop transferable skills is very important, in school and in work. It is one of the key skills an employer looks for. It allows us to develop deeper understanding of a topic or text. Social Skills Individual work

Fun (apparently) Before we move on to the inevitable close analysis and critical essay writing on the play, you have an opportunity to respond to it in any way you see fit. Using your knowledge of ‘MacBeth’, the ideas behind the play, how it was written and has been produced, the characters, and the meanings conveyed, you will develop your own personal project inspired by what we have learned. The good news? It can be anything you want. You will begin working on this in class today, continue next week – after that, it will be completed at home.

Examples Presentation on the play’s use of a particular technique, i.e. costume or dramatic irony; what this tells us about the different characters. How ‘MacBeth’ echoes elements of history, such as other tyrannical leaders, those brought down by their own ambition, or the influence of the supernatural on the play, and how this is presented in the text – leaflet, essay or presentation maybe? A deleted scene play script – maybe a conversation between MacBeth and Duncan before the play begins; the other Thanes discussing how they feel about MacBeth’s increasing power and tyranny; Lady MacBeth confessing to one of her maids how worried she is for her husband, etc. Remember to include stage directions, as well as dialogue. A newspaper, with articles about the murder of Duncan, sightings of the witches and those involved. A performance of one of the soliloquys from the play, maybe with a twist – perhaps a girl takes on the role of MacBeth? A presentation or essay exploring the role of women in the play, exploring the characterisation of Lady MacBeth and the witches. Storyboarding a scene from the play, annotating with details of the film techniques you would use to create the scene and why. A series of poems inspired by the play. A short story written from another character’s perspective.

Referencing Other Texts
What other texts could we look at to help develop and support our projects? Take 1 MINUTE to think and note down TWO IDEAS.

YOU SHOULD REFERENCE AT LEAST TWO OTHER TEXTS FOR YOUR PROJECT
Now that you have decided what you are going to do, you are going to make a PLAN for your project. This should include: - What form your project will take (creative writing, presentation, leaflet, etc.) - What STRUCTURE you will work to – what will be at the beginning, middle, end, etc. - What other SOURCES you need to look at – e.g. a history of tyrannical leaders; a book about theatre costume design; interviews with the cast of a recent production etc. - How this will develop your UNDERSTANDING and KNOWLEDGE of the play. YOU SHOULD REFERENCE AT LEAST TWO OTHER TEXTS FOR YOUR PROJECT

Learning Intentions

Critical Essay Question
Choose a play where the playwright explores a theme or issue or concern which you feel is important. By referring to appropriate techniques, show how effectively the playwright establishes and explores the theme or issue or concern. Rest of you – Comprehension Questions, Act 4.

Today Some people still need to complete their Listening Assessments.
The rest of you, work on your MacBeth project.

Learning Intentions We will
Develop our UNDERSTANDING of Lady MacBeth as a character. ANALYSE the techniques Shakespeare uses to introduce her to the audience.

Task Key Scene Analysis - Act 1, Scene 5
In your groups, discuss Lady MacBeth’s initial soliloquys from Act1, Scene5. Take note son the language, literary and dramatic devices Shakespeare uses. What does he convey about her character in this scene?

Key Scene Analysis - Act 1, Scene 5
Glamis thou art, and Cawdor; and shalt be What thou art promised: yet do I fear thy nature; It is too full o' the milk of human kindness To catch the nearest way: thou wouldst be great; Art not without ambition, but without The illness should attend it: what thou wouldst highly, That wouldst thou holily; wouldst not play false, And yet wouldst wrongly win: thou'ldst have, great Glamis, That which cries 'Thus thou must do, if thou have it; And that which rather thou dost fear to do Than wishest should be undone.' Hie thee hither, That I may pour my spirits in thine ear; And chastise with the valour of my tongue All that impedes thee from the golden round, Which fate and metaphysical aid doth seem To have thee crown'd withal.

Key Scene Analysis - Act 1, Scene 5
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 th’access and passage to remorse, That no compunctious visitings of nature Shake my fell purpose, nor keep peace between Th’ effect and it. Come to my woman’s breasts, And take my milk for gall, you murd’ring 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!’

Task Who is to blame for what happens in the play – MacBeth or Lady MacBeth? Your group will split into two sides – one will argue that MacBeth is to blame, the other will argue that Lady MacBeth is responsible. You will use evidence from the play to back up your points. On Tuesday, your group will DEBATE this question.

In your groups, discuss MacBeth’s soliloquy from Act 2 Scene 1. Take notes on the language, literary and dramatic devices Shakespeare uses. What does he convey about his character in this scene?

Is this a dagger which I see before me, The handle toward my hand
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' th' 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 curtained sleep. Witchcraft celebrates Pale Hecate’s offerings, and withered murder, Alarumed 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. 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

In your groups, discuss Act 3, Scene 4. Take notes on the language, literary and dramatic devices Shakespeare uses. What does he convey about MacBeth and Lady MacBeth character in this scene? What wider implications does this scene have for the play as a whole?

In your groups, discuss Act 5, Scene 1. Take notes on the language, literary and dramatic devices Shakespeare uses. What does he convey about Lady MacBeth in this scene? What wider implications does this scene have for the play as a whole?

In your groups, discuss Act 5, Scene 5. Take notes on the language, literary and dramatic devices Shakespeare uses. What does he convey about MacBeth in this scene? What wider implications does this scene have for the play as a whole?

Learning Intentions We will
Develop our UNDERSTANDING of MacBeth and Lady MacBeth as characters. ANALYSE the techniques Shakespeare uses to convey their characteristics to the audience. EVALUATE the extent to which we can SYMPATHISE with them.

Task For both MacBeth and Lady MacBeth create a timeline showing our understanding of them as characters, from the beginning of the play to the end. The timeline should include quotations to back up your points, as well as bullet points of analysis. E.g. Lady MacBeth Beginning of play: Act 1, Scene 5 Clearly ambitious, wants to take advantage of the witches’ prophecy to help her husband (and therefore herself) succeed. “That I may pour my spirits in thine ear; And chastise with the valour of my tongue All that impedes thee from the golden round” She is aware of her influence over MacBeth, seemingly more ruthless than him, and will persuade him to take action (“pour my spirits in thine ear”) Is focused on ambition and success, no matter the consequences (“And chastise…all that impedes thee from the golden round”) Her strength is both impressive and unnerving?

Complete under full exam conditions
Choose a play in which there is a key scene. Briefly describe what happens in the scene and then, by referring to dramatic techniques, go on to explain why this scene is important to the play as a whole.

Recap Evaluation Questions – Discuss in your groups
What are our first impressions of Macbeth and how do these change as the play progresses? How is Duncan portrayed and how does this tie up with Edward, King of England, at the end of the play? Lady Macbeth is a portrait in evil. Do you agree with this statement? Our sympathy is with Banquo and Macduff. They are the victims of the evil that Macbeth has created in Scotland. Macbeth and his wife are dependent on one another before and after the murder of Duncan. How true is this statement? Macbeth is responsible for his own actions. He is ruthless in his ambition to be king. How well does this describe Macbeth? Malcolm is only a figurehead. He has no personality of his own. How true is this statement? Macbeth, the person we see at the end of the play, is only a shadow of the man we encounter in the early scenes of the play. Do you agree?

Characters as seen from the perspective of others in the text
1. As one of the guests at the banquet you were amazed by what you experienced. Give your personal view of what took place. Take into consideration the following: the political situation in Scotland at this time Macbeth as king the disruption of natural order 2. You have heard of Lady Macbeth's unusual, even abnormal, behaviour: she walks in her sleep, admitting to strange and terrible deeds. Account for this behaviour, in terms of the following: what she is reported to have said the possible implications of the deeds she reveals in terms of helping Macbeth to the throne the strength of the character at public events in the past the possibility that she has become involved with evil and even supernatural forces

Characters as seen from the perspective of others in the text
3. Although her mind wanders, Lady Macbeth has moments of great lucidity, during which she is able to reason and remember with insight. Retell what she says about the following: her involvement in Duncan's death her attempts to spur on her husband to deeds of evil and greatness the reason for the lapses into seeming lack of control and even madness 4. Banquo is witness to much that happens in the earlier part of the play. How would he account for the following? Macbeth's behaviour from the time he makes contact with the witches Macbeth as king, as opposed to the previous ruler, Duncan the behaviour of Duncan's sons his own safety, and that of his son

Themes in MacBeth – Ambition and Power
Ambition is, of course, what really makes Macbeth think about kingship in a very serious way. Yet from your reading of the play you might have picked up the idea that the Thane of Glamis already had visions of greatness even before meeting with the witches. For example, look at Banquo's reaction to the way in which Macbeth responds to the Weird Sisters' prophecies. Banquo: Good Sir, why do you start, and seem to fear Things that do sound so fair? ... My noble partner You greet with present grace, and great prediction Of noble having, and of royal hope, That he seems rapt withal ... (Act 1, scene 3, lines 51-57) Whatever you feel about this remember that, in terms of defining the play as a tragedy and Macbeth as a tragic hero, the fatal flaw that moves the thane to action is his ambition to be king.

Themes in MacBeth – Ambition and Power
Lady Macbeth is motivated to action by a very similar craving for power. It is ambition that makes her see the possibilities in the situation. You might think she is more forceful in going after the throne than even her husband - and many would agree. Without doubt she is the one who encourages him to take chances that will lead to kingship. Would you say that even in the earlier scenes Macbeth is already portrayed as something of an insecure man? At times he certainly seems unable to reason logically. This is the case once his wife begins her impressive arguments, at which time he appears to give in to her repeated attacks on his manhood. Macbeth ... Prithee peace I dare do all may become a man; What dares do more, is none. Lady Macbeth What beast was't it then That made you break this enterprise to me? When you durst do it, then you were a man; And to be more than what you were, you would Be so much more the man. (Act 1, scene 8, lines 47-51)

Have you thought of the other characters as also being ambitious
Have you thought of the other characters as also being ambitious? What is it that they lack that makes Macbeth take the chances? They certainly don't have the drive and ruthlessness that is so much a part of Macbeth's rise to power - and they also seem to be more concerned about others than just themselves: yet they lack the selfish, ruthless drive of the Macbeths. We see Duncan as ambitious for his son. He names him heir to the throne of Scotland - a rightful title but also an indication of Duncan's need to see his son on the throne and in power. Banquo knows of the witches' prophecies. There is evidence that he too thinks about their words. Still, he chooses to remain silent when Macbeth is crowned king - in spite of the fact that there is a great deal of suspicion about how Macbeth came to power. Remember that it was predicted that his sons would be kings - a very powerful reason to remain silent! He pays for this with his life. Banquo Thou hast it now; King, Cawdor, Glamis, all As the weird women promised; and, I fear, Thou play'dst most foully for't. Yet it was said It should not stand in thy posterity, But that myself should be the root and father Of many kings. If there come truth from them, (As upon thee, Macbeth, their speeches shine), Why by the verities on thee made good May not they be my oracles as well, And set me up in hope? (Act 2, scene 1, lines 1-10)

Identify the speaker and context of these quotations:
"If Chance will have me King, why, Chance may crown me, / Without my stir" (Act 1, scene 3, lines 143-4). "... look like th' innocent flower, / But be the serpent under't. He that's coming / Must be provided for ..." (Act 1, scene 5, lines 64-6). "We will proceed no further in this business" (Act 1, scene 7, line 31). "I am settled, and bend up / Each corporal agent to this terrible feat" (Act 1, scene 7, lines 80-1). "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" (Act 2, scene 1, lines 63-5). "Infirm of purpose! / Give me the daggers" (Act 2, scene 2, lines 55-56). "I will to-morrow / (And betimes I will) to the Weird Sisters: More shall they speak" (Act 3, scene 4, lines 131-3). "They have tied me to a stake: I cannot fly, / But, bear-like, I must fight the course" (Act 5, scene 7, lines 1-2). "I will not yield, / To kiss the ground before young Malcolm's feet ... yet I will try the last ..." (Act 5, scene 8, lines 28-30, 32)

Choices in MacBeth The moral choices made by the characters in the play are vital, not only to the story but also to what Shakespeare is trying to share with the audience: that wrong choices, made without thought of others and the future, will result in sin and, worse, in death and eternal damnation. Macbeth makes the point that moral decisions are not to be lightly taken. Think carefully about this as you read and come to grips with the themes of the play. Obviously Macbeth and his wife make unwise choices, based on self-interest and personal gain, and they must suffer the consequences. Consider the choices of these characters: Macduff, who chooses to leave his wife and family Banquo, whose choice is to remain silent in spite of what he knows Duncan, who is so taken in by both Macbeth and his wife, that he decides to honour the thane by spending a night in their castle The murderers who make a very wrong choice (but then they too act out of a sense of corruption and greed, and they seem to have so little left to gain in any case!) Young Siward and the choice he makes when he decides to fight Macbeth, in spite of the latter's warnings Macduff, Banquo, Duncan and Young Siward make choices that reflect their awareness of others. They understand the necessity to be part of a community

Loyalty and Treachery in MacBeth
The story of Macbeth, with its intrigue and double-dealing, is a very good way to tell what happens when man chooses to be disloyal and treacherous, rather than faithful and honourable to king and country. In the play we see political ruin as Scotland collapses into chaos. Have you thought of the irony that the former thane of Cawdor was a traitor to his king? Macbeth will also end up losing his life, defeated this time by the forces of good. Macbeth and his wife spend their lives haunted by fear that treachery will dethrone them. By using deceit themselves they encourage deceit in the realm and its people: the murderers are willing to kill Banquo, Macbeth's subjects flee and those he bribes are disloyal. Even Macduff is forced into practising some measure of deceit in order to overthrow the tyrant king. For this he pays a very heavy price: the loss of his entire family, servants and castle - all he holds dear.

Loyalty and Treachery in MacBeth
Malcolm is also deceitful when he questions Macduff about his aim in coming to England (Act 4, scene 3). However, he acts in all honesty and achieves what he sets out to do: confirm the absolute loyalty of Macduff to Scotland, and see the rightful heir crowned king. When treachery and deceit disturb a country, everyone involved pays a heavy price. Shakespeare wants to promote the importance of honour and loyalty - not only to king and state, but also to oneself. The play shows what happens to those who devote their lives to evil - especially Macbeth and his wife. In the process, it also reminds us that we must be true to ourselves. Should we lose this perspective, we are unable to deal with others. The result is increasing isolation, loneliness, self-doubt and insecurity. In an extreme case like that of Macbeth and his Lady, the result is death and eternal damnation. In the play, those who are loyal to themselves, and to their moral and Christian values, are rewarded. So Banquo is defeated and killed by Macbeth, yet he is certain his sons will be kings. Macduff, whose loyalty and trustworthiness we do not really doubt, is successful - although he loses his family and possessions. He is avenged, though. His reward is to see the rightful king restored to the throne of Scotland.

Task Choosing between MacBeth OR Lady MacBeth, plan a response to this essay question, using your character timelines to help. You should plan for introduction, five paragraphs and a conclusion. TIP: Try to have your paragraphs in the same chronological timeline as the play. Choose a play in which the playwright presents a flawed character who you feel is more worthy of our sympathy than criticism. By referring to appropriate techniques, show how the character’s flawed nature is revealed, then explain how, despite this, we are led to feel sympathy for her/him.

MacBeth by William Shakespeare

Similar presentations

Presentation on theme: "MacBeth by William Shakespeare"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

MacBeth by William Shakespeare

Similar presentations

Presentation on theme: "MacBeth by William Shakespeare"— Presentation transcript:

Similar presentations

About project

Feedback