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Class: Macbeth Act I, Scenes iv-vi

Lesson
Course ELA 20-1
Title/Focus 32 students
70 minutes

PROGRAM OF STUDY OUTCOMES

2.1.2 Understand and interpret content
c. describe the relationships among plot, setting, character, atmosphere and theme when studying a
narrative
d. compare the personality traits, roles, relationships, motivations, attitudes, values and archetypal qualities,
when appropriate, of characters developed/persons presented in literature and other texts
2.2.2 Relate elements, devices and techniques to created effects
c. analyze the use of irony and satire to create effects in print and nonprint texts [for example, dramatic
irony to create suspense, verbal irony to create humour, and satire to evoke response]
e. explain the contribution of motif and symbol to controlling idea and theme

LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
1. Deconstruct scenes from Macbeth to gain a better understanding of character, motivations, and
authorial choice (Analyzing)

MATERIALS AND EQUIPMENT

● Class set of Macbeth text

● Class set of Something Wicked handouts

● Audio version of Macbeth

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have the audio version of Macbeth ready to play.

PROCEDURE
Introduction Time
● Welcome the class and inform them that we are going to continue reading
through the first Act of the play today; tomorrow, we should be on track to 1 min
finish the final scene of Act I and watch what we have read so far.

Body Time
Act I, Scene iv 24 min
1) Have the students take out their copies of Macbeth and their
Something Wicked handouts that have their Act I questions.
They should turn to Act I, Scene iv. Once everyone has
turned to the page, play the audio and have the students
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follow along.

2) As the audio plays, pause it periodically to pose questions to

the class and to provide clearer translations of more
antiquated words or phrases. In particular, draw attention to
the following:
a. When Duncan comments that “There is no art // to
find the mind’s construction in the face” and then
Macbeth immediately enters—what does Duncan
mean? Why might it be significant timing?
b. Point out the plant/harvest diction. Bring up the
witches from last scene, whom Banquo asked to
“look into the seeds of time // and say which one
will grow”
c. Stars/starlight. Duncan notes that “signs of
nobleness” will shine onto the deserved “like
stars”—but in his aside, Macbeth wishes “Stars, hide
your fire.” What is the significance of this? Why
would Macbeth wish this?

3) Once the scene has finished, have the students open their
booklets to the questions on Act I. They should take ~10
minutes to complete these questions now. As they work on
this, circulate through the classroom to support them as
required. Monitor the overall completion of the questions to
ascertain if you can proceed before the 10 minutes have
elapsed. Once the time has elapsed or students have
completed the questions, regain their attention and proceed.

Assessment: students will deconstruct scenes from Macbeth

to gain a deeper understanding of various elements of the
text (learning objective #1). This will be assessed through
written response to guided questions, as well as verbal
response to questions posed during reading.

Act I, Scene v 24 min

1) Have the students return to their copies of Macbeth by
turning to Act I, Scene v. As above, play the recording and
have the students follow along. Pause to pose questions or
provide clearer wording on passages. Draw their attention
to:
a. Lady Macbeth reading the letter—what do we learn
about her? How does she view her husband? Why
does she say she will “pour [her] spirits in [his] ear?”
b. “Unsex me here” plea to the spirits. Why is it
important? Why does she want to be deprived of her
femininity? Why should her milk turn to gall?
c. “Beguile the time, look like the time” discussion. Tie
into the previous scene.
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d. What connections are made between the Weird

Sisters and Lady Macbeth? Is Lady Macbeth also just
a helpless agent of fate?

2) Once the scene has finished, have the students open their
booklets to the questions on Act I. They should take ~10
minutes to complete these questions now. As they work on
this, circulate through the classroom to support them as
required. Monitor the overall completion of the questions to
ascertain if you can proceed before the 10 minutes have
elapsed. Once the time has elapsed or students have
completed the questions, regain their attention and proceed.

Assessment: students will deconstruct scenes from Macbeth

to gain a deeper understanding of various elements of the
text (learning objective #1). This will be assessed through
written response to guided questions, as well as verbal
response to questions posed during reading.

Act I, Scene vi
1) Have the students go back to their copies of Macbeth a final
time by turning to Act I, Scene vi. Again, play the recording
of the scene and have students follow along. Pause to pose
questions or provide clearer wording on certain passages.
Draw specific attention to:
a. How is the castle and area described by Duncan and
Banquo? Why might this be ironic?
b. What are the possible reasons for why Lady Macbeth
is there to greet the guests, but Macbeth himself is
nowhere to be seen?

2) Once the scene has finished, have the students open their
booklets to the questions on Act I. They should take ~10
20 min
minutes to complete these questions now. As they work on
this, circulate through the classroom to support them as
required. Monitor the overall completion of the questions to
ascertain if you can proceed before the 10 minutes have
elapsed. Once the time has elapsed or students have
completed the questions, regain their attention and proceed
to the conclusion.

Assessment: students will deconstruct scenes from Macbeth

to gain a deeper understanding of various elements of the
text (learning objective #1). This will be assessed through
written response to guided questions, as well as verbal
response to questions posed during reading.

Conclusion Time
● Remind the class that there is one more scene left in Act I. Tomorrow, we will 1 min
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read and discuss that scene and then spend the rest of the class watching Act
I of the play performed. Students can pack up their things and prepare for their
next class.

Assessment
● Written responses and verbal discussion on Act questions posed (learning objective #1)

Additional Notes: