Reema Daoud

Wednesday, March 2nd, 2016

Macbeth: Wrap-Up
Athens High School
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Objectives
Students will be able to:
a Enrich their vocabulary through the vocabulary exercise prepared to
become more familiar with words from the play.
b Demonstrate their understanding of the full play of Macbeth.
c Analyze characters to better understand motivation for action while
relating it to themes, motifs, and symbols.
Standards
CE 2.1.7: Demonstrate the understanding of written, spoken, or visual
information by restating, paraphrasing, summarizing, critiquing, or
composing a personal response; distinguish between a summary and a
critique.
CE 2.2.2: Examine the ways in which prior knowledge and personal
experience affect the understanding of written and spoken text.
CE 3.1.2: Demonstrate an understanding of literary characterization,
character development, the function of major and minor characters,
motives and causes for action, and moral dilemmas that characters
encounter by describing their function in specific works.
Anticipatory Set
a Discussing, with peers, the final thoughts on Macbeth.
Past Experience with Topic
a Two days prior to this lesson, the class followed along with the audio
recording of Macbeth Act V. We had class discussions delving into the
important topics that will help them understand the motivation
characters had for their actions as well as covering all topics on the
quiz.
b One day prior to this lesson, we discussed Macbeth and the students
spent most of class time working on answering the guided questions
that will be focused on during the Socratic seminar.
c Students created flashcards to help them study the words at the
beginning of the unit. Previous practice with the terms involved
creating a short story using the vocabulary terms, crossword puzzle
warm-ups, and packets to practice synonyms of the vocabulary words
and placing them in sentences correctly.
Materials
a Unscramble the Vocabulary Words Worksheet
b Macbeth Act V Quiz
c Socratic Seminar Guided Reading Questions (Completed)
d Revenge Assignment Overview
e Revenge Presentation Rubric
f Writing Utensil
Procedures

c
d

Tell students to pick up vocabulary warm-up sheet, Unscramble the

Vocabulary Words, upon entering the classroom. They are to work on
this until the teacher is prepared to begin class after taking
attendance.
Students will be given Act V quiz to complete individually. When the
student is complete with their quiz, they are to bring it to the front of
the room and keep working on their warm-up sheet to become familiar
with their vocabulary words.
(Total of twenty minutes)
Review lesson objectives.
Students will take out their completed Socratic Seminar Guided
Questions worksheet and move their desks into a large circle. The
teacher will make sure the students understand that they are to say
something beneficial and make an impact during the discussion in
order to get their participation points for this assignment. Teacher will
put a tally next to student name on class roster if they participated.
The students will lead a discussion based on the questions they have
previously answered. These questions focus on Macbeth and will help
the students begin thinking about their essays that will be written next
week.
i A major symbol within the play is blood. In what specific
situations do we see blood and what does it represent? Why is
blood a recurring element? Why is it important to include blood?
What characters constantly refer back to blood? Relate this to
the theme of illusion and reality as well as the motif of
hallucinations or visions.
1 Deaths: Duncan, Banquo, Macduffs family, Lady Macbeth,
Macbeth
2 Hallucination: Lady Macbeth sleepwalking, washing hands
of blood
3 blood will have blood (3.4.154-155)
4 Covering guards with blood after Duncans death
5 Blood represents guilt
6 Macbeth and Lady Macbeth refer back to blood constantly
because of guilt they feel
a Illusion vs. reality
i Do they really feel guilty?
ii Look at the relationship between Macbeth and Lady Macbeth.
What can we say about gender role-reversals? Would Macbeth
have killed King Duncan if it had not been for Lady Macbeth?
Think about the theme of good vs. evil. Witches are made out to
be evil but are the witches the evil characters in Macbeth? Why
or why not? Who is if they arent?
1 Lady Macbeth pushed Macbeth to believe murder is good
a Lady Macbeth took control

This led to more murders/Macbeth believing murder

is normal
c Evil
i Lady Macbeth and Macbeth
1 Macbeth more evil because he cannot
stop
ii Full of scorpions is my mind, dear wife!
(3.2.41)
iii Look like the innocent flower, be the serpent
underneath
2 Lady Macbeth tested Macbeth in Act I believing he is too
kind (1.5.15-20)
3 Lady Macbeth wants to be man asking to take her
feminine qualities away so she can kill (1.5.45-60)
4 Back to man: Macbeth pushes wifes death aside but is so
upset when he finds out hell lose battle
iii Discuss the ideas of sleep, dreams, and visions/hallucinations
within Macbeth. What different characters experience these
ideas? What did they symbolize? Why did Shakespeare make
sure that these elements were included? What do the readers
understand from it?
1 Macbeth
a Cannot sleep after Duncans death
i Sleep no more! Glamis hath murdered
sleep, and therefore Cawdor shall sleep no
more! Macbeth shall sleep no more! (2.2.5860)
b Banquos ghost
2 Lady Macbeth
a Sleepwalking
i Washing hands of blood
ii All three murder plans running through mind
3 Readers understand the guilt from the characters
iv Think about the theme of manhood. We see Lady Macbeth
constantly testing Macbeths masculinity, but what other
instances do we see with characters testing each others
masculinity? Do we see Macbeth trying to test his wife? Does he
think she should be more like a man?
1 Lady Macbeth tells Macbeth to be a man and kill Duncan
2 Macbeth tells Banquos murderers that anyone can be a
man. They must kill to prove.
3 Roles change, Macbeth wants Lady Macbeth to pretend
around Banquo
4 Lady Macbeth questions Macbeth asking Are you a man?
after ghost appears (3.4.73)
a I am a man again. Ghost left (3.4.134)
5 Macbeth tests himself when seeing ghost of Banquo

If trembling I inhabit then, protest me the baby of

a girl. (3.4.130-131)
6 Macbeth tests servant when servant says there are ten
thousand soldiers and they are outnumbered (5.3.17-20)
7 Young Siward died like a man fighting for country. Siward
will not mourn his son.
v Thinking about Macbeths character, when was his downfall
obvious to the readers? When was it obvious to him? Why was it
important to Macbeth to keep fighting although he knew he
would die?
1 Readers
a Macbeth kept pressing for more information from
witches and goes on to kill
i Overconfident
2 Macbeth
a Macduff tells him he was not a natural birth,
cesarean section
i Macbeth knows he will die
1 Die like a man, not giving up
Completing the Socratic seminar, the students will move their desks to
their original places and the teacher will collect their guided questions
worksheet to assess.
(Total of twenty five minutes)
The teacher will pass out the Revenge Assignment requirements as
well as the rubric. Allowing the students to understand the three main
parts to the assignment, coming up with a school appropriate example
of revenge from the outside world, speaking in depth about revenge
within Macbeth, and connecting both of those topics into an individual
prompt that the students will complete, the teacher will discuss in
detail what the students are required to do.
i With a partner that the teacher chose, each group will create a
presentation of six to eight minutes on revenge.
1 The first section must be completed on their first work
day, Thursday. Students will have to create or find a scene
from television series, movies, novels, or something the
students have experienced and reenacted for the class or
explained to the class.
2 The second section must be completed on their second
work day, Friday. The two group members will have to find
an example of revenge from within Macbeth and teach
the class about the situation. Going in depth, there will be
at least four presentation minutes spent on this portion of
their presentation.
3 The last section must be completed on their last work
day, Monday. Individually, the students will create a two
page response to the prompt.

Prompt: What happens to those characters after

receiving revenge? Does anything come from it?
Relate your sources from your presentation to
revenge that took place within the play.
ii The teacher will answer any unanswered questions and assign
partners to the students.
h The students must get together and begin creating ideas of what they
want to include within their presentation.
(Total of ten minutes)
Closure
a After the instructions are given and partners are together, they are to
begin creating ideas for their presentations.
Assessment
a Act V Quiz
b Student discussion and input during Socratic seminar.
c Socratic Seminar Guided Questions worksheet
Individual Practice
a Keep thinking about presentation ideas in order to come into class and
begin working instantly.