Lesson Title/Focus Lesson 2: Macbeth ACT I Course ENG 20-1

Time 8:00 - 10:50 (160mins)

PROGRAM OF STUDY OUTCOMES

1.2.2 Express preferences, and expand interests

b. expand interests in a range of genres and in a variety of texts and text creators, and explain how the content and style of various texts
appeal to audiences with particular interests and preferences
2.1.2 Understand and interpret content
a. use a variety of strategies to comprehend literature and other texts, and develop strategies for close reading of literature in order to
understand contextual elements
2.2.2 Relate elements, devices and techniques to created effects
a. explain how rhetorical devices and stylistic techniques used in print and nonprint texts create clarity, coherence and emphasis

At the end of the lesson students will be able to:

Read through Act 1; while acquiring different skills, techniques, and vocabulary to comprehend the texts
Experience different version, of the same text, to gain further understanding
Focus on the importance of characters, the initial incident, paradox, setting, allusion, aside, soliloquy, prose, iambic
pentameter, blank verse, dramatic irony, pathos
Be introduced to the characters, and begin to establish their motivation
Focus on the importance of motifs, blood, and light & darkness/good and evil

MATERIALS AND EQUIPMENT

Group Quiz #1 (#)

Video (Act 1)
Student learning notes
Large paper
Markers

PREPARATION AND LOGISTICAL CONSIDERATIONS

Have adequate number of handouts ready

Have film prepped and loaded in browser

PROCEDURE

Introduction Time

Welcome the students to class 10 min

Complete attendance
Morning prayer
Announcements (?)
Daily pun/joke

Body Time
TOPIC 1 READ Act 1 (scene 1 - 3) 60 mins
Have the students volunteer for specific parts to read aloud
Encourage them to jot down unfamiliar words
Encourage the students to reread w/ definitions on the side on
own time/find summaries online

SCENE 1- purpose? Introduce the play, interest audience

Witches symbolize evil
Fair is foul.. everything is unnaturally reversed in the word of
evil (ambiguous, uncertain) paradox
SCENE 2: exposition
Introduce Duncan + Malcolm relationship
Image of blood
Macbeth is seen as heroic at this point
Map of locations in play
https://www.google.com/maps/d/u/0/viewer?t=h&oe=UTF8&msa
=0&source=embed&ie=UTF8&mid=1hpvPz09GSPo_quOKgUbl
DBBdFZo&ll=56.92099677289725%2C-
3.619995000000017&z=8
Go through each location (click on link)
Scotland has so many small kingdoms that they cannot agree on a leader
or plan not strength against England (primary enemy)

SCENE 3: LISTEN
Witches prophecy Macbeth will be king
Line 39 So foul and fair
Paradox line 68
Banquo attempts to change Macbeth's mind on the matter witches are
not to be trusted
Initial incident considers killing Duncan

Encourage the students to take notes that will benefit them as we read,
Teacher notes inside Teacher Copy of Macbeth
Go over notes once students have completed their readings

ASK:
What antecedent actions precedes the play that may be deemed
important
No children
M was a brave soldier, highly regarded by other soldiers
ambitious
Witches are practiced at evil deeds fooling macbeth
Duncan never knew the Thane of Cawdor was not loyal not
expect Macbeth

What are the 4 prophecies?

Compare the reaction of Macbeth/Banquo to the witches
By the end of the scene, Macbeth decides not to kill Duncan and to wait
for fate to crown. What does this tell us about his character?
Why is it important to establish this early on this early on in the
play?

TOPIC 2 Read Act 1 (scenes 4-7) 30 min

SCENE 4: SKIP: execution of the former Thane

Read summary
 Dramatic Irony?
Duncan says he trusts Macbeth, and the audience knows that
Macbeth is expecting to become king. Macbeth is not at all
trustworthy! Dramatic irony is when the audience knows
Look at line 28-33. What imagery does Duncan use to praise
Macbeth/Banquo? What are the implications of his statement

SCENE 5: LISTEN
Reading letter from Macbeth
She does not believe her husband can conduct this crime
What type of marriage is this?

Rewrite the letter in modern English

SCENE 6: SKIP/LISTEN
LISTEN x2
Play love game
How many time is love said?
Purpose? Prepare for the dark that is about to happen

Dramatic irony line 1 (he will die there)

Different mood in this scene daylight

SCENE 7: LISTEN
Discuss soliloquy
Famous examples
Stage directions
Compare the number of stage directions, to pages/lines
http://www.opensourceshakespeare.org/views/plays/ch
aracters/charlines.php?CharID=xxx&WorkID=macbeth
Chat about the lack of stage directions and the
freedom/constraints that would have put on the actors
QUESTION: What was Shakespeare's intentions/purpose for the
lack of stage directions

Ask the students to complete stages directions for scene 7

hand in for completion
OR translate the soliloquy into own words

Could be completed in pairs/small groups

TOPIC 3 Discuss the mood in Act I examples on KEY of learning notes

dark/light & blood imagery
Antecedent action

TOPIC 4 Group Quiz #1 30 min

Explain the order and expectations of the group quizzes
Hand out, and give students time to complete
Time will vary
Begin to watch the video on act 1 (Scene 1-8 on DVD)
Explain that this is one way to enhance understanding by considering different
means of the same text
Before beginning the film, ask students to brainstorm who they would want to play
the key roles in their film version of Macbeth. They must justify their choices.
Write these down in a Google Doc to ensure they will be readily available
after the film (if continues to another day)
Inform them we will revisit their dream cast at the end of the scene, to
 see if their thoughts have changed
They will need reasoning behind their celebs

EXTRA Discuss the plot in Macbeth

Go over terms file in Google Drive
Relate this plot to other common known films for a direct representation
(on plot not context)
Each group must identify the parts in a story
The group can decide, or can be given one
Cinderella, 3 little pigs, riding hood, goldilock,
romeo & juliet, snow white, toy story, shrek,
titanic, lion king, frozen

Write on a large piece of paper

Encourage to draw, like the diagram

Conclusion Time

Finish class with a riddle, give 5 minutes at the end 5mins

Assessment

Quiz #1 (summative)
Stage Directions for scene 7 (formative)