ENGLISH

FIRST
ADDITIONAL
LANGUAGE
Grade 12
Literature
Module:
Macbeth
LESSON PLAN
A message from the NECT
National Education Collaboration Trust (NECT)

DEAR TEACHERS
This learning programme and training is provided by the National Education Collaboration
Trust (NECT) on behalf of the Department of Basic Education (DBE). We hope that this
programme provides you with additional skills, methodologies and content knowledge that
you can use to teach your learners more effectively.

WHAT IS NECT?
In 2012 our government launched the National Development Plan (NDP) as a way to
eliminate poverty and reduce inequality by the year 2030. Improving education is an
important goal in the NDP which states that 90% of learners will pass Maths, Science and
languages with at least 50% by 2030. This is a very ambitious goal for the DBE to achieve on
its own, so the NECT was established in 2015 to assist in improving education.
The NECT has successfully brought together groups of people interested in education so that
we can work collaboratively to improve education. These groups include the teacher unions,
businesses, religious groups, trusts, foundations and NGOs.

WHAT ARE THE LEARNING PROGRAMMES?

One of the programmes that the NECT implements on behalf of the DBE is the ‘District
Development Programme’. This programme works directly with district officials, principals,
teachers, parents and learners; you are all part of this programme!
The programme began in 2015 with a small group of schools called the Fresh Start Schools
(FSS). Curriculum learning programmes were developed for Maths, Science and Language
teachers in FSS who received training and support on their implementation. The FSS teachers
remain part of the programme, and we encourage them to mentor and share their experience
with other teachers.
The FSS helped the DBE trial the NECT learning programmes so that they could be improved
and used by many more teachers. NECT has already begun this scale-up process in its
Universalisation Programme and in its Provincialisation Programme.
Everyone using the learning programmes comes from one of these groups; but you are
now brought together in the spirit of collaboration that defines the manner in which the
NECT works. Teachers with more experience using the learning programmes will deepen
their knowledge and understanding, while some teachers will be experiencing the learning
programmes for the first time.
Let’s work together constructively in the spirit of collaboration so that we can help South
Africa eliminate poverty and improve education!
www.nect.org.za
Contents
Introduction 1

Caps compliance and notional time 2

Lesson Plan Components 5

An Approach to Teaching Literature Through Discussion 6

Resource requirements for teachers and learners 14

Module: Macbeth 15

Structure of the short story lesson plans: Reading and viewing 16

Cycle 1: Pre-reading 17
Cycle 2: Reading 25
Cycle 3: Reading 45
Cycle 4: Reading 65
Cycle 5: Reading 83
Cycle 6: Reading 102
Cycle 7: Post-reading 117

Structure of the drama lesson plans: Writing and presenting 124

Cycle 1: Writing and presenting 125

Narrative essay 126

Cycle 2: Writing and presenting 139

Discursive essay 140

Cycle 3: Writing and presenting 155

Reflective essay 156

Cycle 4: Writing and presenting 141

Formal (or Business) Letter 172

Cycle 5: Writing and presenting 189

Dialogue 190

Cycle 6: Writing and presenting 205

Obituary 206

Cycle 7: Writing and presenting 219

Diary entry 220
 Introduction

Introduction
Welcome to the NECT FET EFAL Learning Programme!
This learning programme is designed to support you as you teach EFAL language, literature
and writing in the FET phase.
As part of this learning programme, you will be given the following materials:
1 A Tracker to help you plan lessons and track curriculum coverage (Terms 1–4)
1.1 This document breaks down each approved textbook into CAPS aligned lessons.
1.2 It also integrates the use of the NECT lesson plans.
1.3 This tracker is an incredibly useful tool to ensure that you teach all prescribed
lessons, using either an approved text book or the NECT lesson plans.
2 A Lesson Plan per Literature Set Work (Terms 1–3)
2.1 A set of lesson plans has been developed around each of the Grade 10–12 literature
set works.
2.2 These lesson plans cover all the Literature and Writing & Presenting requirements,
as well as most of the Reading & Viewing requirements.
2.3 By implementing these lesson plans, you can be assured that you are complying with
CAPS in terms of Literature and Writing & Presenting, and that you are covering
most of the Reading & Viewing curriculum requirements.
2.4 All other lessons are included in the Tracker and can be found in your approved text
book and teacher’s guide.
3 A Resource Pack per Literature Set Work (Terms 1–3)
3.1 One resource pack is provided for each of the Grade 10–12 literature set works.
3.2 These packs include theme tables, flashcard words and images.
3.3 These resources should be displayed in the classroom as the set work is taught.
4 A Summary of each Set Work,
4.1 All summaries are structured in the same way.
4.2 The summaries include key information to help learners revise and prepare
for exams.
5 The prescribed set works for Grade 12 FAL (2019) are as follows:

GENRE TITLE AUTHOR / EDITOR

Novel Strange Case of Dr Jekyll and Mr Hyde Robert Louis Stevenson

Novel Cry, the Beloved Country Alan Paton
Drama Macbeth William Shakespeare
Drama My Children! My Africa! Athol Fugard
Poetry Voice of the Land Poetry Anthology B. Walter
Short Stories Changes: An Anthology of Short Stories B. Walter

Macbeth 1
Caps Compliance and Notional Time

Caps Compliance and

Notional Time
In Grades 10–12, learners are required to complete a study of two literature set works over
the course of the year. Teachers must select these set works from two different genres. In
this learning programme, lesson plans have been developed for each of the Grade 10–12
set works.
These lesson plans can either be implemented consecutively (recommended), or
simultaneously, by switching between the genres for each two-week cycle.
The tables below illustrate the two different approaches to implementation, together with
the benefits of each approach.

APPROACH 1: CONSECUTIVE IMPLEMENTATION OF GENRES

WEEKS TERM 1 TERM 2 TERM 3 TERM 4

1 GENRE 1
2 GENRE 1 REVISION

3 (4 WEEKS)
GENRE 1
4 GENRE 2 GENRE 2
(10 WEEKS)
5 (10 WEEKS) REVISION

6 GENRE 2

7 (4 WEEKS)

8 EXAM WEEKS

9
10 EXAM WEEKS

BENEFITS OF CONSECUTIVE IMPLEMENTATION

• By using this approach, learners will engage with one genre for 14 consecutive weeks,
followed by another genre for the next 14 weeks.
• This intensive approach provides the opportunity for learners to develop a deep
understanding and knowledge of the genre, the text/s, the themes and the related
vocabulary.
• By using this approach, learners will have completed their study of the first genre, and
will have spent four weeks on the second genre, prior to the mid-year examination.

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 Caps Compliance and Notional Time

APPROACH 2: SIMULTANEOUS IMPLEMENTATION OF GENRES

WEEKS TERM 1 TERM 2 TERM 3 TERM 4

1 GENRE 1 GENRE 2 GENRE 2 GENRE 1

2 REVISION

3 GENRE 2 GENRE 1 GENRE 1

4 GENRE 2
5 GENRE 1 GENRE 2 GENRE 2 REVISION

6
7 GENRE 2 GENRE 1 GENRE 1
8 EXAM WEEKS

9 GENRE 1 GENRE 2
10 EXAM WEEKS

BENEFITS OF SIMULTANEOUS IMPLEMENTATION

• By using this approach, learners will engage with two genres in alternating cycles for
28 weeks.
• By using this approach, learners will have spent eight weeks on each genre before the
mid-year examination.

A routine for each two-week cycle

CAPS specifies 9 hours in a two-week cycle for FET EFAL. CAPS suggests that this time be
utilized as follows:
• Listening and Speaking: one hour
• Reading & Viewing: four hours
• Writing and Presenting: three hours
• Language Structures and Conventions: one hour
In this programme, it is recommended that teachers follow a regular routine for the two-
week cycle, as this has been shown to improve time-on-task and curriculum coverage. The
following two-week routine, as used in the accompanying Tracker, is recommended:

FIRST WEEK IN A CYCLE

Lesson 1 Text Book Listening & Speaking One hour

Lesson 2 Text Book Reading & Viewing One hour
Lesson 3 Lesson Plan Reading & Viewing One hour
Lesson 4 Lesson Plan Reading & Viewing One hour
Lesson 5 Text Book Language Structures & Conventions Half hour

Macbeth 3
Caps Compliance and Notional Time

SECOND WEEK IN A CYCLE

Lesson 1 Text Book Writing & Presenting One hour

Lesson 2 Lesson Plan Writing & Presenting One hour
Lesson 3 Lesson Plan OR Text Book Reading & Viewing Catch Up One hour
Lesson 4 Lesson Plan Writing & Presenting One hour
Lesson 5 Text Book Language Structures & Conventions Half hour

As you can see, the emphasis in the first week of the cycle is on receptive language, and the
emphasis in the second week of the cycle is on expressive language.

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 Lesson Plan Components

Lesson Plan Components

• These lesson plans cover most of the Reading and Viewing, Literature and Writing and
Presenting components of CAPS.
• The remaining CAPS requirements are covered by lessons in the approved text books.
• Use the provided Tracker to successfully integrate the use of the lesson plans and text
book, and to ensure successful curriculum coverage.

Reading and Viewing: Literature

1 All literature requirements are covered by this programme.
2 The programme is presented in 2 × 1-hour lessons per cycle.
3 This is slightly more than the CAPS allocation for literature, because the programme
covers some of the CAPS comprehension requirements.
4 Another 1-hour per cycle for READING & VIEWING should be used to cover the
other CAPS reading and comprehension skills. Use the Tracker and an approved text
book to cover these lessons.
5 In the second week of each cycle, one READING & VIEWING lesson is left free for
you to complete a lesson of your choice – either from the lesson plans, or from the
text book.

Writing and Presenting: Process Writing

1 CAPS specifies either one or two writing tasks per cycle.
2 This programme covers one writing task per cycle.
3 All writing lessons are structured as process writing.
4 All writing tasks are structured as FATs, and include the appropriate rubric. This allows
you to include your choice of writing tasks as part of the formal assessment programme.
5 For the remaining writing lessons that are not covered by the programme, lessons can
be sourced from the approved textbooks.

Macbeth 5
An Approach to Teaching Literature Through Discussion

An Approach to Teaching
Literature Through Discussion
Literature is complex – there are many ideas to think about in each of the prescribed texts.
Literature is not just about memorising the plots or the events in the story. Rather, when we
are reading literature, we should be connecting the thoughts, feelings and ideas we find in
the text, to our own lives. Literature ultimately should help us understand more about the
human condition – about how people live, about the struggles humans face, and about the
feelings we have that connect us all.
Discussion is an important part of teaching literature. Many texts we read bring up issues
that relate to our own lives. Some of these issues are personal issues, some of these issues
pertain to broader, societal issues. For example, a story about a young girl whose father
wants her to stay at home rather than go to school can bring up issues of gender roles,
inequality and women’s rights. The texts we read in literature should help us to consider
questions about our society, for instance:
Is this part of our society ethical? What does this character’s belief / or action say about
our society? Do I think this is right or wrong? In addition, the texts we read should help us
think about and reflect on our own lives and beliefs.
We have to discuss texts in an open-ended way. This means that teachers must ask questions
that allow for a variety of thoughts and opinions to be expressed – not just right or wrong
answers. Hearing other peoples’ ideas and interpretations of the text is important!
Teaching literature through effective discussion will allow learners to:
• Learn and use new language in context
• Critically think about many issues
• Form opinions and arguments to support their opinions
• Substantiate their arguments with evidence from texts
The following are some helpful tips on how to lead effective discussions about literature in
your own classroom:

1. Asking good questions

The type of questions teachers ask can lead to lively, interesting discussions. However, not
every question leads to a good discussion. This section helps you think about different types
of questions.

1.1 CHECKING FOR UNDERSTANDING

Some questions help us to check for understanding, or for basic comprehension of the text.
These questions are not discussion questions. Their purpose is different – it is to check that

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 An Approach to Teaching Literature Through Discussion

the learners in our classrooms have a basic understanding of what is happening in the text.
It is important to check for understanding – we must make sure learners know what is
happening in the text. However, these questions shouldn’t be the only questions that we ask
our learners.
Some examples of questions that help us to check for understanding are:
What happened after…?
Who went to…?
Where did…?
When did…?

1.2 DEEPER THINKING / OPEN-ENDED QUESTIONS

Deeper thinking questions are questions about the text that do not have just one correct
answer. Often, a deeper thinking question is a question in which learners must analyse the
text to give an answer that is not explicitly stated in the text. In other words, learners must
make an inference.
Deeper thinking questions help to lead to a discussion because these are questions we can
have different opinions or ideas about. A discussion happens when one learner answers the
question with their own ideas or opinions, and the next learner is able to agree or disagree
with them, without being right or wrong. In these lesson plans, you will see that we have
helped to provide you with deeper thinking questions for discussion, and for learners to use
in their journals.
Some examples of deeper thinking or open-ended questions are:
Why did…?
How did…?
What would have happened if…?
What do you think it meant when…?

1.3 MAKING CONNECTIONS

Making connections is an important strategy when thinking about and analysing literary
texts. When we make a connection, we think about how a text relates to our own lives,
community, or society. This helps us to think about the broader themes and issues that
are presented in the text. The reader must think about how events or characters in the text
are similar or different to their own experience. The reader must often use his/her ability
to make inferences, especially about characters’ thoughts and feelings, in order to make
connections.
Some examples of connection questions are:
What would you do if…?

Macbeth 7
An Approach to Teaching Literature Through Discussion

How is this different from / similar to…?

Would you make the same decision as…?
When have you seen or experienced this in your own life?

1.4 FORMING OPINIONS

An opinion question is a question that asks learners to take a position on something. They
must decide and give reasons for their answers to a question. It is important to ask readers
what they think or feel about a text, and then to ask them why. In literature, our opinions
must be backed up and supported by the text. We must help learners to form supported
opinions in their writing and in classroom discussions.
Some examples of opinion questions are:
Did you agree with…?
Why do you think …?
What did you think when…?
Do you think people should act like…?

2. Leading a discussion
Leading an effective discussion is a sophisticated and complex skill. Teachers must learn
and practice many different strategies in order to make discussions meaningful learning
experiences for learners. These strategies include:

2.1 PAUSING
Pausing is an important strategy for building discussion. Sometimes, we as teachers ask a
question and feel frustrated when someone does not answer the question right away.
Answering a question can be difficult. We want learners to have the chance to THINK
before they answer. Silence after a question is okay. Get into the habit of asking a question
and then counting silently to 10 in your head. If no one has raised their hand, ask
the question again. Then, try to re-phrase the question (to ask the same question in a
different way).

2.2 DIRECTING AND DISTRIBUTING

We must direct questions to specific learners and distribute questions fairly across all
learners in the classroom. A common error that teachers make is to direct questions at only
a few (usually very clever) learners in the classroom. We need to get out of this habit – we
need to make sure we are involving all learners in classroom discussions.
We all know that there are learners in our class who are always eager to answer questions.
We want to make sure that learners who are confident, vocal, and eager get the chance to
share their ideas. However, in a discussion, it is important that as many learners as possible

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 An Approach to Teaching Literature Through Discussion

get a chance to speak. We can ask for volunteers in a discussion, and give those volunteers a
chance to speak. We can also cold-call learners who have not volunteered.
When we cold-call learners, it means we call on them by name to answer a question, even
though they haven’t volunteered. If learners know they might be called on at any time, it
helps them to stay more focused and engaged during discussions. As the teacher, you must
make sure that you cold-call on learners who do not normally volunteer to speak. Over the
course of a week or two, you should try to make sure that every learner in your class has the
opportunity to speak.

2.3 PROMPTING AND PROBING

Sometimes, a learner answers a question, but the answer is incomplete. Or, sometimes the
learner needs a little bit of help to answer the question. We can use prompting to provide
hints, clues, or to help the learner in the right direction. Probing questions help us to get the
learner to say more about their ideas. When we probe, we ask an additional question of the
learner, to try and help the learner to unpack what he/she wants to say.

3. Discussion strategies
Whole class discussion is one useful discussion technique. This is when the teacher asks
questions of the whole class, and then learners must raise their hands to respond. However,
as teachers, we tend to overuse this strategy.
Below is a list of a few different discussion strategies that you can use in your classroom.
Please note that before using each strategy, you must explicitly teach the strategy to the
class. You must also introduce the rules or guidelines that learners must follow when using
each strategy.
These strategies are included in the lesson plans. Introduce and teach each strategy the first
time it is mentioned in a lesson plan. If you spend some time teaching the strategy properly,
it will be very easy to use the strategy again and again, at different times.

3.1 TURN AND TALK

3.1.1 Ask the discussion question.
3.1.2 Instruct learners to think about their answers / opinions of this question.
3.1.3 Give learners a few seconds to quietly think.
3.1.4 Instruct learners to turn to a partner (someone next to them).
3.1.5 Ask the discussion question again.
3.1.6 Instruct learners to discuss their answer / opinion with their partner.
3.1.7 Remind learners to give both partners a chance to speak.
3.1.8 After learners have discussed with their partner, instruct the whole class to come
back together.
3.1.9 Ask learners:
• What did your partner say?

Macbeth 9
An Approach to Teaching Literature Through Discussion

• Did you and your partner agree or disagree? Why?

1.1.10 Discuss.

3.2 EVERYONE WRITES

3.2.1 Ask the discussion question.
3.2.2 Instruct learners to think about their answer / opinion of this question.
3.2.3 Hand out paper (this can be piece of scrap paper).
3.2.4 Instruct learners to write their response to the question on this paper.
3.2.5 Give learners a few minutes to write. This gives learners a few minutes to really think
about and develop their response.
3.2.6 Call on learners to discuss their responses. OR
• Instruct learners to pass this paper to another learner (everyone can pass to the
left or learners can swap papers with a neighbour).
• Instruct learners to read the response they have received.
3.2.7 Ask learners:
• What did you think about the response you read? Why?
• Was the response you read the same as or different from your response? How?
• Did the response you read change your ideas or opinions? Why? How?
3.2.8 Discuss.

3.3 PASS THE PAPER

3.3.1 Split the learners into small groups with no more than 5 or 6 learners in each group.
3.3.2 Give each group a piece of paper with a different character or topic written on it.
3.3.3 Each small group must work together to write down what they know / what ideas
they have about that character or topic.
3.3.4 Give the small groups a few minutes to discuss and write down their ideas.
3.3.5 Then, instruct the small groups to pass their papers clockwise to the next
small group.
3.3.6 Instruct learners to read the notes that have been written so far, and to then add their
own ideas to this.
3.3.7 Continue until each group has written on each piece of paper.
3.3.8 Read through the final papers with the whole class – let them see how much they
collectively know and understand about the character or topic.

3.4 CONCENTRIC CIRCLES

3.4.1 Learners stand in two circles (an inner and an outer circle). The learners must face
each other. Each learner should be looking at another learner.
3.4.2 Ask a discussion question.
3.4.3 Instruct learners in the inner circle to answer the question whilst their partner from
the outer circle listens.
3.4.4 Repeat the question.

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 An Approach to Teaching Literature Through Discussion

3.4.5 Instruct the learners in the outer circle to answer by adding something different to
that which their partner said.
3.4.6 After both partners have had an opportunity to answer the question, instruct the
inner circle to rotate clockwise to find a new partner.
3.4.7 Repeat with another question.

3.5 FIVE MAIN POINTS

3.5.1 Instruct each learner to write down five main points after reading a text. These points
can be facts, ideas, or opinions.
3.5.2 Give learners a few minutes to write their points.
3.5.3 Split the learners into small groups with no more than 5 or 6 learners in each group.
3.5.4 Explain that each group must now make a list of the five most important points.
3.5.5 Each small group must discuss their individual lists, and must narrow their 25 / 30
points down to the five most important points about the text.
3.5.6 Give the small groups time to work out their final list of five points.
3.5.7 Instruct each group to decide on a speaker.
3.5.8 Call the class back together.
3.5.9 The speaker for each group shares the group’s final list.
3.5.10 If time permits, the class can then discuss the lists and decide on the five most
important points for the class.

3.6 FOUR CORNERS

PREPARATION: Display the following categories in four corners of the room:
• strongly agree
• agree
• disagree
• strongly disagree
(You can write each of these on A4 paper and use Prestik to stick them up.)
3.6.1 Make a statement about the text.
3.6.2 Explain that learners must think about whether they strongly agree, agree, disagree,
or strongly disagree with your statement and why.
3.6.3 Instruct learners to walk to the corner of the room that has the sign that describes
their feelings.
3.6.4 Next, give the learners in each corner a few minutes to talk amongst themselves, to
discuss why they have chosen what they did.
3.6.5 Call on a learner in each corner to explain why they are there and their
collective opinions.

3.7 MINI DEBATES

3.7.1 Assign a debate topic that relates to the text / themes in the text.
3.7.2 Instruct learners to think of points for and against the topic.

Macbeth 11
An Approach to Teaching Literature Through Discussion

3.7.3 Give learners a few minutes to quietly think and write.

3.7.4 Instruct learners to turn to a partner (someone next to them).
3.7.5 Assign the person on the left to argue for and the person on the right to argue against.
3.7.6 Give learners time to debate with their partner.
3.7.7 Remind learners to give both partners a chance to speak
3.7.8 After a few minutes instruct learners to switch positions. They must now argue
against if they had been arguing for, and argue for if they had been arguing against
(this gives learners the chance to see an issue / idea can have many sides).
3.7.9 After learners have debated with their partners, instruct the whole class to come
back together.
3.7.10 Ask learners:
• What were the points against?
• What were the points for?
• What is your opinion about this topic?
3.7.11 Discuss.

4. Creating a safe space for effective discussion

Effective discussion will only take place if learners feel safe and confident enough to
participate. It is up to you, as the teacher, to create the kind of atmosphere that will promote
discussion.
Below are some tips to help you with this important challenge:
4.1 Work constantly to create the atmosphere that you want in your classroom. It takes
time for teachers and learners to understand and adopt the behaviours required for
a safe, positive classroom. Don’t give up if it doesn’t happen straight away – keep
working towards creating a feeling of emotional safety in your classroom.
4.2 Display learners’ work. Ask learners to rewrite successful poems, essays and other
pieces of writing. Display this work on the classroom walls for other learners to read.
This will show learners that you value and appreciate their work. It will also give
learners a sense of ownership of their classroom.
4.3 Establish and implement rules. Work out a set of classroom rules – it is a good idea to
do this together with the class. Try to phrase your rules in the positive. For instance,
instead of saying, ‘Do not speak when others are speaking’, try saying, ‘Respect the
speaker by listening quietly’. Get all learners to ‘accept’ the rules, and to agree to abide
by them. You can ask learners to sign the rules to show their commitment.
4.4 Establish and implement consequences. Once you have a set of rules, work out a set of
consequences. Again, these consequences should preferably be positive, for instance,
‘If everyone in the class complies with all rules for a week, we will have an extra 10
minutes of break on Friday’. Also have a set of negative consequences for serious
offences. If a learner behaves really badly, particularly in a way that makes another
learner feel bad or unsafe, you need to implement consequences. Learners need to

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 An Approach to Teaching Literature Through Discussion

know that you will take action against harmful behaviour. If you do not do this, it will
be difficult for learners to trust you.
4.5 Correct mistakes clearly, but in a gentle manner. When learners make mistakes, thank
them for trying, but point out that a mistake has been made. Correct the mistake
by repeating what has been said, but correctly. Do this clearly and quickly, and then
move on. Do not labour the point – learners must see that it is perfectly acceptable
to make a mistake. Do not allow other learners to laugh at or ridicule a learner who
makes a mistake.
4.6 Tell learners if you do not know something. Learners appreciate it when teachers are
honest, and say things like, ‘I’m not really sure. Does anyone else know? Should we
look up the answer?’
4.7 Stay calm and try not to lose your temper. Once a teacher loses his or her temper with
a learner or with the class, it takes a long time to regain the feeling of safety and trust.
Try to leave the room, or count to ten before shouting.
4.8 Try to always be kind and patient. If you model kindness and patience, learners
will trust you and will be more open with you. They will also start to behave in
the same way.
4.9 Move around the classroom. As learners work, walk around the classroom. Use this
opportunity to stop and look at individual learner’s work. Stop and talk to learners
about their ideas and opinions. Look out for problems between learners, and deal
with issues that arise. Get to know your learners better.
4.10 Deal with problems early on. If tension is building between learners, put a stop to the
argument. Then, find time for the learners to talk it out while you mediate.
4.11 Let learners see that you can be vulnerable. If you are asking learners to share their
experiences, feelings and opinions, it is important for you to do this as well. This is
an important way to build trust with your learners. Of course, this must be done
appropriately, and must not burden learners in any way. It can be a good idea to share
a fear or thought that you had when you were the same age as your learners. This
shows learners your vulnerability, but keeps some distance.
4.12 Laugh with your learners. If you can find something to laugh about with your
learners, do so! This is an excellent way to bond with learners, and to make them feel
closer to you. Laughter is also an excellent way to break down tensions, and to get
learners to relax.
4.13 Leave your problems outside the classroom. Learners pick up on your stress, anxiety
and unhappiness, and this can affect them negatively. Try your best to be in the habit
of leaving your problems at the classroom door, and focusing on your learners once
you are inside the classroom.
4.14 Praise your learners for their efforts. This is one of the easiest and most effective
behaviours that you can implement. Praise learners not for their achievements, but
for their efforts. This will encourage learners to try and do more. This is known as
building a ‘growth mindset’. This means that learners believe that they can learn and
progress. The opposite of a growth mindset is a ‘fixed mindset’, where learners believe
they are born with a certain ability, and that they cannot change this.

Macbeth 13
Resource Requirements for Teachers and Learners

Resource Requirements for

Teachers and Learners
TEACHERS MUST HAVE:
1 A copy of the drama, ‘Macbeth’, by William Shakespeare
2 An A4 Lever Arch File to store their Resource Packs for each module
3 A dedicated notice board or wall space in the classroom for Literature, to display items
from the resource pack, as well as relevant work produced by learners

LEARNERS MUST HAVE:

1 A copy of the drama, ‘Macbeth’, by William Shakespeare
2 A dedicated Literature Journal for this programme – this should be an A4 feint and
margin lined book, preferably hard cover (4 quire), or at least 72 pages if soft cover
3 An EFAL exercise book
4 A pen, pencil and ruler

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Structure of the drama
lesson plans:
Reading and viewing
1 In Grades 10–12, there are 14 hours available to teach this novel.
2 This is done over the course of 2 hours per 2 week cycle, for 7 cycles.
3 The teaching of the novel/drama is broken down as follows:
a Cycle 1: 2 hours; pre-reading
b Cycles 2–6: 2 hours; reading
c Cycle 7: 2 hours; post-reading
4 Cycle 1, the PRE-READING lesson, is structured as follows:
a An activity is done to set the context
b Journals are set up for the text
c The themes of the text are discussed in groups
5 For Cycles 2–6, every READING lesson follows the same structure:
a A section of the novel/drama is read aloud, together with the class.
NOTE: Please be creative about this. Sometimes the selected section is too long to be
read in the class. In this instance, you may decide to use the additional ‘Reading &
Viewing’ hour for that week to continue reading. Another alternative would be to ask
learners to read that section of text for homework, prior to the lesson. If you have fallen
behind and you need to catch up, you may choose to just go through the ‘important
developments’ in this section of text. These are listed for you at the start of every lesson.
b The text is read and discussed. Key references and explanations are included in
the lesson plan. Character development is indicated by the characters’ names on
the tables in the lesson plan. Discussion questions and possible answers are also
included at key points in the story.
c This is followed by a concluding discussion. Two discussion questions are posed,
and possible answers are provided.
d Two journal questions are posed. Learners write these questions in their journals, and
attempt to answer these individually. Possible answers are provided in the lesson plan.
6 Cycle 7, the POST-READING lessons include written and/or discussion activities to
sum up the engagement with the novel/drama and the themes.
NOTE: The teacher takes learners through many discussion questions orally, before learners
are required to write their own, individual answers to discussion questions. This models
thought processes and answers for learners. Learners are also learning, hearing and using
new vocabulary and language structures in context.

16 Grade 12 English First Additional Language

 Macbeth
Reading

CYCLE 1
Macbeth – Pre-reading – CYCLE 1

Pre-reading
Lesson 1: Pre-Reading
Setting the context
1 Settle learners so that you have their attention.
2 Explain that today, we will begin getting ready to read a new text, ‘Macbeth’, by William
Shakespeare.
3 Explain that this play was written in 1606 in England, and is still being studied today
because of its universal relevance (something everyone in the world can relate to). It
mirrors the confusion, greed, backstabbing and political killings that we still see in
politics around the world.
4 Explain that the reason Shakespeare wrote ‘Macbeth’ was to please King James I of
England. King James I was Scottish-born and had been King James VI of Scotland
before he succeeded to the English throne in 1603. The play was put on at Hampton
Court in August 1606 to entertain King Christian of Denmark during his visit
to England.
5 Explain that the next part of the lesson is designed to give learners some understanding
about the characters and the language usage in the play. Explain that this will make it
easier for them to understand the story.
6 Read through the cast list of characters at the start of the play, and identify where
it is set.
7 Explain that the play is set in Scotland in the 11th century. Most of the scenes take place
in Scotland. Some scenes are outdoors: Act 1, Scene 1 takes place on the battlefield, and
Act 1, Scene 3 on the heath (open uncultivated land). A few scenes are set in England:
Act 4, Scene 3 is set in the English Court.
8 Discuss the use of language in Shakespeare’s plays. He uses uses metre, which is the
rhythm of his language. There is a beat to it that is easy to identify when reading it
aloud. When the characters speak in lines that rhyme, these rhymes are called rhyming
couplets. When the lines do not rhyme, it is called free verse.
9 a Write a line from the play on the board (make sure to underline the sections
underlined here):
Away, and mock the time with fairest show
b Put a stroke (/) above the syllables that will be stressed (i.e. those on which the
beat falls):
/ / / / /
A way, and mock the time with fair est show
c Now put a dot over the syllables that are not stressed:
• / • / • / • / • /
A way, and mock the time with fair est show

18 Grade 12 English First Additional Language

 Lesson 1: Pre-Reading

10 Read the above lines out loud, so that they can hear the metre. Ask them to read it with
you, the second time.

CYCLE 1
11 If the students find it hard to speak in this rhythm, you might want to make them clap it
out with their hands – a light, soft clap on the dots, and a long, hard clap on the strokes.

FINDING RELEVANCE
1 Write the following questions on the board:
a What do you know about political corruption?
b What do you know about the impact of corruption on a country? Provide examples.
c Why are some politicians greedy for power, and others are not?
d Do you think there is truth in the notion that people today are still superstitious and
that some people believe that superstition and prophecy still influence our lives?
2 Give learners a few minutes to write down their ideas about these questions. Explain
that this will not be marked – it is just to get learners thinking.
3 Instruct learners to turn to a partner and discuss these questions and the ideas they
have written down.
4 Call the class back together.
5 Ask learners if it was challenging to find examples of political greed and hidden
agendas. Listen to learner responses for 5 minutes (NOTE: There is not time to hear
from everyone, so either listen to the ideas of a few learners who volunteer, or (if no one
volunteers), choose a few learners and instruct each one to share their answer to only
one of the questions above.)

ACTING OUT THE FIRST SCENE

1 Instruct learners to open their texts to Act 1, Scene 1.
2 Split learners into groups of three learners.
3 Explain that they have 10 minutes to prepare the acting out of the opening of the play.
Each learner must take one part to act out. (Each learner will be a witch in the scene –
gender is unimportant.)
4 Learners should prepare by reading through their own lines silently, and understanding
the meaning of their lines.
5 Instruct all the small groups to act out their scene within their small group (this means
that each of the small groups will act out the scene at the same time).
6 Instruct learners to observe the stage directions, ‘An open place. Thunder and lightning.
Enter Three Witches.’ (Act 1, Scene 1). Learners need to use sound effects and create the
mood of the scene using their voices or any objects at hand that they can use.
7 Instruct learners to choose voices, ages and body postures for the witches, so that they
come to life as much as possible while saying their lines.
8 Walk around and encourage learners to be bold with their voices and gestures.
9 Choose one group to present to the class. Point out that, while the language is different
to the language we speak now, the human behaviour is universal – three evil creatures
getting together to plot and plan.

Macbeth 19
Macbeth – Pre-reading – CYCLE 1

Journal setup
• Tell learners to take out their journals.
• Instruct learners to open their journals to the next blank page.
• Instruct learners to make a title page for the text. This should include the TITLE of the
text, ‘Macbeth’ and the AUTHOR of the text, William Shakespeare.
• Explain that this is where learners will write down all their THOUGHTS and
REFLECTIONS about the text.
• Explain that once learners have made the title page, they must turn to the next page and
answer the following questions:
• What did you find most interesting about the CONTEXT for this story?
• What are you excited to learn more about as we read this story?
• Give learners 5 MINUTES to answer these questions.

Discussion
1 If you have time and space, use the ‘concentric circles’ method of discussion,
explained below. If there is not enough space in your classroom to do this, take the
learners outside somewhere on the school grounds. This will make the lesson even
more exciting.
2 Put the learners into two circles. One circle is inside the other. Call them the inner and
outer circles. The learners in the inner circle must face outwards, and the learners in the
outer circle must face inwards. Therefore, the two circles will be facing each other.
3 Check that there are equal numbers of learners in each circle, and that each learner has
a ‘partner’ in the other circle. This means that each learner in the inner circle is standing
in front of one learner in the outer circle.
4 Tell the learners that when you ask the first question, all the learners in the inner circle
must share their answer to the question with their partner from the outer circle. Once
they are finished, the learner from the outer circle must share their answer with their
partner from the inner circle. All the pairs will be talking at the same time.
5 Ask the question, ‘What did you find most interesting about the CONTEXT for
this story?’
6 Give the learners 5 minutes to talk to the partner across from them. Walk around the
circle while they talk. If you see any pairs who are struggling to talk, stop and help them.
7 After both partners have had an opportunity to answer the question, get everyone’s
attention again. Tell the inner circle to rotate clockwise to find a new partner. This
means that each person in the inner circle will move one space to the right, so they
will be standing in front of a new partner. The people in the outer circle must stay
where they are.
8 Tell them that for the second question, the partners in the outer circle can answer first.
Once they are finished, their partners in the inner circle can take a turn.
9 Now ask the question, ‘What are you excited to learn more about as we read this story?’
10 Again, give learners 5 minutes to talk. Walk around and help pairs who are stuck.

20 Grade 12 English First Additional Language

 Lesson 2: Pre-reading

Lesson 2: Pre-reading

CYCLE 1
Preparing for this lesson
1 Ensure that this preparation is completed before the lesson.
2 Take out the Resource Pack for this module.
3 Prepare the Display Pages for your notice board, by colouring them in, sticking them on
cardboard, and laminating or covering them.
4 Put up images on your notice board or wall display.
5 Next, turn to the Group Theme Pages in the resource pack.
6 Think about how many small groups will be in your class. Each group should have no
more than 6 learners.
7 Make enough copies for each group to have a copy of the Group Theme Pages.
8 Draw a MIND MAP on the chalkboard for each of the themes, for example:

Appearance
Good vs Evil
vs Reality

Blind Ambition vs Fate vs

Moral Conscience Free Will

Introduction:
1 Settle the learners so you have their attention.
2 Explain that today; learners will learn about the different themes that they will find in
the new text.
3 Remind learners that a theme is an important idea that runs through a story (For
example, ‘Forgiveness’ or ‘Friendship’). The writer may choose to share his or her own
personal beliefs and opinions through the theme. The theme of a story sometimes
shares a lesson or an important message.
4 Explain that learners will work in their small groups today.
5 Explain that each group will discuss the themes identified in the packs and that we will
see in the text that we are preparing to read.

Macbeth 21
Macbeth – Pre-reading – CYCLE 1

6 Explain that at the end of each theme discussed, each group will decide on one
important idea to add to the mind map for that theme.
7 Settle the learners into their small groups.

Group work
(NOTE: This activity could take a long time to complete. Adapt it as you see fit, depending
on how quickly your learners can work and how much time you have.)
1 Give each group a full set of Group Theme Pages. For this text, there are four themes
identified.
2 Instruct each group to begin with Theme One and to work their way through all
four themes.
3 Give learners 5–10 minutes to read about and discuss each theme.
4 Instruct one group member from each group to come to the chalkboard. Learners must
contribute one new idea from the group and fill it in on the class mind map.
5 Repeat this discussion process so that each of the themes is discussed and new insights
are offered on the mind maps.

Concluding discussion
1 Call the class back together.
2 Settle learners so that you have their attention.
3 Note that for all these discussion questions, there are no right or wrong answers. The
point is to get learners thinking about these issues so that when they confront the
themes in the play, they have some opinions about them.
4 Read the name of Theme One: Blind Ambition vs Moral Conscience.
5 Remind learners that this means: Ambition is a strong desire to do or achieve
something. When ambition is ‘blind’, it means that no-one else is taken into
consideration. The focus is only on achieving the goal. Moral conscience is the inner
feeling or voice that tells you what is right and what is wrong. Sometimes our need to
achieve something overpowers what is morally right and we do not listen to our moral
conscience. We choose to ignore it in order to achieve our goals.
6 Read the MIND MAP on the board for this theme.
7 Ask learners: Do you think it’s acceptable to hurt people along the way so that your
personal ambitions can be achieved?
8 Read the name of Theme Two: Good versus Evil.
9 Remind learners that in most stories, there is some struggle between the forces of good
and the forces of evil. Usually, we expect good to triumph over evil. There is a sense of
satisfaction in the reader (or audience) when good triumphs over evil.
10 Read the MIND MAP on the board for this theme.
11 Ask learners: Why do we expect good to triumph over evil?
12 Read the name of Theme Three: Fate versus Free Will.

22 Grade 12 English First Additional Language

 Lesson 2: Pre-reading

13 Remind learners that when you believe in fate, you believe that events develop in a way
that are beyond a person’s control; you believe the sequence of events is determined by

CYCLE 1
some supernatural power. Free will, on the other hand, refers to the ability to act as one
sees fit. In other words, a person can choose how he or she wants to act and will take
responsibility for their choices; they do not need to leave things up to fate.
14 Read the MIND MAP on the board for this theme.
15 Ask learners: Can one say that fate is an excuse to commit crimes?
16 Read the name of Theme Four: Appearance versus Reality.
17 Remind learners that appearance is how someone or something is outwardly perceived
(understood) by others, whether correctly or incorrectly. Reality refers what is true and
not what one imagines or would like to be true.
18 Read the MIND MAP on the board for this theme.
19 Ask learners: Can you think of an example where the appearance of a person or
situation has been different to the reality?

THEME 1 Blind Ambition vs Moral Conscience

EXPLANATION It is natural to have some measure of ambition. Most people want to better their
OF THEME living situations by earning more money, stepping into leadership positions or
becoming their own bosses. When ambition is blind, it means that a person does
not take others into consideration. The person moves forward with a plan that only
benefits themselves. When ambition is blind, it shows a disregard for the lives or
needs of others. People with blind ambition will manipulate people or situations
and feel no remorse. It also means that the ambitious person has an ego that is
too large. They might see themselves as better than others, or more deserving
than other people.
On the other hand, when morals (the universal rules that determine right from
wrong and good from bad) are used to determine how one wants to achieve one’s
goals and ambitions, care is taken not to hurt people. The person’s conscience will
stop them from doing bad things and help them do the right thing.
DISCUSSION 1 Have you ever felt manipulated by someone close to you to do something you
QUESTION/S didn’t want to do?
2 Did you stand up to them, or give in? If you gave in, why?
3 Can you relate to the term, ‘a crisis of conscience’?

THEME 2 Good vs Evil

EXPLANATION When good is measured against evil, it always ends in a battle. Good is for the
OF THEME benefit of everyone; bad is to the detriment (damage) of everyone. When people
are manipulated into doing things that they don’t want to do, bad things tend to
happen. It is good when life is preserved and honoured. It is bad when life is taken
and discarded as if it has no worth. The theme of good and evil is a very strong
thread throughout ‘Macbeth’.
DISCUSSION 1 Have you ever been torn between good and evil in your personal life? How?
QUESTION/S 2 Can you think of a current real-life story (personal or political) that
demonstrates the battle between good and evil?

Macbeth 23
Macbeth – Pre-reading – CYCLE 1

THEME 3 Fate vs Free Will

EXPLANATION Fate is the idea that things are already decided by some unseen force. A person
OF THEME who believes in fate feels that the events in their life are pre-determined. In other
words, the person has no say in what happens next. Sometimes, fate can mean
that someone feels they don’t need to take responsibility for their actions. Or, they
might believe their choices are not that important, because everything is already
decided.
When someone believes in free will rather than fate, they believe that individual
choices and actions matter. Nothing is pre-determined. Rather, our choices will
determine what happens in our lives.
DISCUSSION 1 Have you ever felt like something was ‘meant to be’, even if it felt uncomfortable,
QUESTION/S and you went ahead with it? What happened?
2 How do you approach your life? Is it a map you make for yourself, or were you
born with the map and have no control over it?
3 Do you listen to other people’s opinions and change your own easily? If so, why?
4 Do you think that fate can be changed? If so, how?

THEME 4 Appearance vs Reality

EXPLANATION Appearance is how you see something or what something looks like. Appearances
OF THEME are often deceiving and misleading because how something appears to be is not
always how it is in reality.
Reality is how something actually exists in real life as opposed to an imaginary idea
of it.
Appearance versus reality is a factor in everyday life but is not always as obvious
as you might think. In ‘Macbeth’ deliberate deception leads to the discrepancy
(difference) between appearance and reality.
DISCUSSION 1 How do celebrities use make-up to change their appearance?
QUESTION/S 2 Why do they do this?
3 Talk about a time when you believed someone’s appearance (in terms of
character) over how they really are as a person.
4 Have you been in a situation where you have allowed someone to believe
something different to the truth?

24 Grade 12 English First Additional Language

 Macbeth
Reading

CYCLE 2
Macbeth – Reading – CYCLE 2

Reading
Lesson 3: Reading
Preparing for this lesson
1 For this lesson, you will read Act 1, Scenes 1, 2 and 3.
2 Make enough copies of ‘Resource 5: The Characters in Macbeth’ included in the
Resource Pack to hand out to students. Alternatively you can draw the character map
out on a large piece of paper and stick it up at the front of the classroom. It will help
learners to be able to see the relationships of the characters throughout the reading
of the play.
3 Practise reading this section aloud before the lesson, so that you read fluently and with
expression.
4 Go through the table that follows very carefully.
5 Mark or highlight your text at the places where you must stop to teach or
discuss a point.
6 You may want to write the discussion questions onto sticky notes and stick these into
your book.
(NOTE: If you have time, after you have gone through the original text (on the left hand
side pages) as per the plan below, you could assign learners each a character’s role, and
they could read the modern text (on the right hand side pages) out loud to give the class
a better understanding of Shakespeare’s language.)

Important developments
In this section of the text, the following main events take place:
1 Act 1, Scene 1: We are introduced to the setting: It is ‘an open place’. This means
that there is nothing hiding the witches from view. Metaphorically, it can also mean
that anything is possible. The three witches have met to discuss their meeting with
Macbeth and Banquo. The sound effects of thunder and lightning here act as a symbol,
signifying (showing) the trouble that is brewing for Macbeth through the interference of
the witches.
2 Act 1, Scene 2: We meet Macbeth, his good friend Banquo and old, tired King Duncan
at the king’s military camp. They are one day’s march away from the battlefield. Macbeth
and Banquo have been in battle against the Irish army of Macdonwald, and defeated
him. Then they defeated the Norwegian army, with its King Sweno begging for peace.
King Duncan learns of the betrayal of the Thane of Cawdor. He orders Cawdor’s
execution and arranges for that title to be passed to Macbeth.
3 Act 1, Scene 3: The three witches meet again. The weather is still foul (terrible) and
dangerous as they talk about their powers over nature and the fate of men. We are

26 Grade 12 English First Additional Language

 Lesson 3: Reading

reminded again that they can make a person suffer. The spiteful First Witch boasts
about what she wants to do to the captain of the Tiger ( a ship), but admits that, as long
as he keeps his faith in God, she has no power over his soul. A drumbeat announces
Macbeth’s arrival. The witches meet Macbeth and Banquo. They tell Macbeth he will be
known as the Thane of Cawdor, and then king. They tell Banquo that he shall not rule
Scotland, but he will be father to future generations of kings. As soon as the witches
vanish, Angus and Ross arrive, confirming what the witches have just foretold – that
Macbeth has been given the title of Thane of Cawdor. The first prophecy has come true.

CYCLE 2
In this section of the text, the following themes are developed:

THEME
Fate vs Free Will

DEVELOPMENT:
The witches’ prophecies come true at the end of the third scene. This makes Macbeth feel
that fate is at play. He feels that winning on the battlefield and inheriting the title of Thane
of Cawdor was written in the stars. It is from this moment on that he gives over his free will
to ‘destiny’ (fate). He starts thinking about what he would have to do to become king. He
realises that he would have to kill King Duncan to get the crown.

THEME
Good vs Evil

DEVELOPMENT:
Macbeth and Banquo fought bravely on the battlefields and are rewarded by King Duncan
with his praise. He thinks of them as good, loyal soldiers. However, when Macbeth and
Banquo hear the witches’ predictions, we learn that Macbeth is already imagining what
he would have to do to become king. He would have to kill the king: ‘If chance will have
me King, why, chance may crown me/Without my stir.’ (Act 1, Scene 3, lines 145–146). He
hasn’t made up his mind here, but he is thinking about committing an evil deed.

THEME
Blind Ambition vs Moral Conscience

DEVELOPMENT:
Once he learns that he has been named Thane of Cawdor, Macbeth is uncomfortable with
his thoughts. He doesn’t want to imagine such ‘horrid pictures’. It makes him incredibly
nervous. We also see that he is already thinking about the possibility of being king. We see
his blind ambition beginning to grow. However, we still see that he has a conscience. For
example, it is his moral conscience that convinces him not kill Duncan. He says ‘ … nothing
is/But what is not.’ Act 1, Scene 3, line 142).

Macbeth 27
Macbeth – Reading – CYCLE 2

THEME
Appearance vs Reality

DEVELOPMENT:
In the opening scene of the play, the witches chant of ‘Fair is foul, and foul is fair’ (Act 1,
Scene 1, line 11). This foreshadows all the instances in the story where appearance and
reality do not match up. That which seems ‘fair’ (good) is ‘foul’ (bad); and that which seems
bad, is good . The evil of the witches is hidden by the seemingly good prophecies that they
give to Macbeth: ‘All hail, Macbeth! Hail to thee, Thane of Glamis!/All Hail Macbeth! Hail
to thee, Thane of Cawdor!/All hail, Macbeth, that shalt be king hereafter!’ (Act 1, Scene 3,
lines 49–51); and to Banquo: ‘Lesser than Macbeth, and greater./Not so happy, yet much
happier./Thou shalt get Kings, though thou be none;’ (Act 1, Scene 3, lines 66–68).

In this section of the text, the following style or structural elements have importance:
1 Foreshadowing: The witches imply that anything good can turn bad, that anyone can
be corrupted if they give up their soul. We already know that Macbeth has been fighting
in a bloody battle and won the fight. The king thinks of him as a brave hero. The witches
tell us that they can control the fates of men and can interfere with nature, which
foreshadows that they could interfere with the outcome of Macbeth’s ambitions.
2 Symbol: Shakespeare uses the symbols of blood and nature frequently in this play. The
first three acts are full of the mention of blood and bloodshed. The reference to blood is
about the blood of people dying on the battlefield. Blood is a symbol for the loss of life.
It is also the colour of passion and conviction. In the first three scenes, every scene talks
of murder and blood. Nature is also referred to frequently by the witches. They create
unnatural chaos in nature when they come together and begin to foretell the future.
They are changing the nature and fates of men, and nature itself becomes upset.
3 Irony: Irony is when something happens that is the opposite of what we would expect.
The setting in which the witches meet Macbeth is called ‘an open place’. The irony here
is that they talk of secrets and betrayal, which are meant to be hidden.
4 Dramatic irony: Dramatic irony in a drama, is when a character knows less than the
audience,and we wait for the character to find out the truth. One example occurs in Act
1, Scene 3, line 50 when the witches hail Macbeth as ‘Thane of Cawdor’. He is baffled
(confused), saying, ‘the Thane of Cawdor lives.’ (Act 1, Scene 3, line 73). It is already
implied that the thane is being executed by the king’s order, and that Macbeth is the new
thane. We (the audience) know this, but Macbeth has not yet received the news.

Reading and discussion

1 Settle learners so that you have their attention.
2 Instruct learners to open their books to pg. 22.
3 Read the text aloud to learners. Learners should follow in their books.
4 As you read, stop and discuss the identified elements as follows:

28 Grade 12 English First Additional Language

 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 1, Fair is foul and Themes: The witches are saying that nothing is 1 How does it make 1 • Uncomfortable/annoyed/angry/
Scene foul is fair;/Hover as it seems, that what is good can be you feel when you frustrated.
Appearance
1, through the fog evil, what is beautiful can be ugly, what ask someone a • It can feel like you are being misled
vs Reality
11–12 and filthy air. is honest, can be treachery/dishonesty. question and they or made fun of.
AND They are casting a spell that must hang don’t give you a 2 Possible answers:
Blind Ambition in the air long after they are gone. straight answer? • hurly-burly: Tumult or commotion/
vs Moral 2 The witches play on upset
They know that Macbeth has ambitions
Conscience words imply that • foul: awful, horrible
to be king, otherwise they might not
there is danger • filthy: dirty
Character(s): have told him the prophecies at all.
coming. Identify 10 • choke: unable to swallow
The witches They play on his ego when they tell
words or phrases • villainies: bad/evil deeds, crimes
him that he will be king, and they see
that make this clear • execution: cold-blooded killing
his ambition grow before their eyes.
to the audience. • assault: attack bodily
The brave soldier is turning foul. He
Provide synonyms • terrible: atrocious
is blinded by ambition. His moral
for each of them • murders: cold-blooded killings
conscience is still alive, but he is being
too. • dwindle: lessening, depleting
seduced by the image of wearing a
crown. • wracked: destruction, ruin

These lines also play on opposites,

so that everything that looks like one
thing, is actually the opposite.
Lesson 3: Reading

Macbeth 29
CYCLE 2
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 1, A drum, a drum!/ Theme: Shakespeare created the witches What do the witches • They can make strong winds at
Scene Macbeth doth because many people were threaten to do with sea.
Fate vs Free
3, come. superstitious in these times. In their powers? • They can suck the lifeblood from a
Will
31–32 ‘Macbeth’, the witches have powers sailor.
Character(s): over the natural world and can change • They can cause insomnia and
The witches the outcomes of the weather and of madness.
men. The First Witch, for example,
believes that she can toss a ship about
Macbeth – Reading – CYCLE 2

in a storm. When the witches sense

that Macbeth is near, they go into a
formalised ritual, holding hands and
making a circle. This makes us feel that
fate is about to test Macbeth’s free will.

30 Grade 12 English First Additional Language

The witches are all about destruction,
and they give this gift to Macbeth: no-
one can stand in his way to achieve the
ultimate power of being king.
Act 1, Thrice to thine, Theme: The witches make a spell out of the Do you believe in No correct answers, only learners’
Scene and thrice to number three. Many people believed superstitions? Where personal opinions and experiences.
Good vs Evil
3, 36 mine, the number three to have magical did you learn about
Character(s): properties. People also believed this them?
The witches about the number nine (3x3).
The witches use these numbers and
the ritual action of moving in a circle
to complete their spell. There is
something threatening in the ritual.
They are brewing up evil to cast a spell
over Macbeth that will change his fate
forever.
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 1, So foul and fair Theme: Macbeth names the opposites of the How does Macbeth • He reacts like a person who has a
Scene a day I have not weather in one breath – the day is react when the witches guilty secret and thinks he has been
Fate vs Free
3, 39 seen. fair because he has won in battle, but greet him the first time? found out.
Will
it is also foul, because of the actual • Macbeth has had dark thoughts
Character(s): weather is bad. The witches appear to before he even meets the witches for
Macbeth him through ‘fog and filthy air’. There the first time.
is smoke in the air from the battlefield, • Some men might have run away from
and he struggles to see them in the the witches, but Macbeth does not. He
gloom (mist). walks towards his ’fate’.
Act 1, And oftentimes, Themes: Good Banquo warns Macbeth against the 1 Why do some 1 Open-ended. Learners must give a
Scene to win us to vs Evil words of the witches. He says the people know not to reason for their response.
3, 124– our harm,/The witches try to win the confidence fall for manipulation, 2 Open-ended. Encourage learners to
AND
125 Instruments of and trust of men by telling them and others can’t predict. There are no right or wrong
Darkness tell us Appearance what they want to hear. They do this help themselves? answers.
truths, vs Reality to tempt them to commit actions 2 What do you think
Character(s): that will ruin them. Macbeth ignores will happen in the
Macbeth and Banquo’s words. What seems like a play – do you think
Banquo good promise (Macbeth becoming Macbeth will do
king), demands evil (the presence and something evil? Why
prophecies of the witches). or why not?
Lesson 3: Reading

Macbeth 31
CYCLE 2
Macbeth – Reading – CYCLE 2

Concluding discussion
1 Instruct learners to think about the text we have read so far.
2 Remind learners that part of reading literature is to learn more about the human
condition – how our actions reveal who we are, the universal emotions we have in
common, how to recognise danger and how to learn from it.
3 Discuss the following questions:
a QUESTION 1: Why do you think the witches say ‘Fair is foul, and foul is fair’ (Act 1,
Scene 1, line 11)?
b QUESTION 2: What is Macbeth’s response to the witches after they inform
him of the prophecy that he will be Thane of Cawdor, then king (Act 1, Scene 3,
lines 49–51)?
4 Please note the following possible answers.
a QUESTION 1: Possible answers:
• The witches are letting the audience know that they need to look deeper in
order to understand the thoughts and actions of the characters and the meaning
behind events.
• People who seem good, may not be, and good things or events may turn out
to be bad.
• Things are likely to turn out to be the opposite of what is expected.
b QUESTION 2: Possible answers:
• Macbeth is puzzled by the prophecy, and tries to make sense of it.
• He wants to know why the witches stopped him on the road. He seems dazed
and uncertain, much more so than Banquo.

Journal questions
A: Instruct learners to copy these questions into their journals, and to answer them
for homework.
1 Refer to Act 1, Scenes 1, 2 and 3 on pg. 22 to 36:
1.1 In your own words, explain the sequence of events thus far. (6)
1.2 Describe the qualities or characteristics of the three main characters Banquo,
Macbeth and Duncan that are evident from the text? (3)

B: Answers
1.1
• Three witches meet in an open place in nature, where they cast a spell. (1)
• Macbeth and Banquo, his friend, have just returned from battle, where
they won the war against Macdonwald of Ireland (a rebel) and drove off the
Norwegian army, led by King Sweno. (1)
• They also learn about the betrayal of the Thane of Cawdor, leading to King
Duncan ordering his death. (1)

32 Grade 12 English First Additional Language

 Lesson 3: Reading

• The witches appear to Macbeth and Banquo and make prophecies about
Macbeth. (1)
• The witches tell Banquo that he will not be king, but a father to future
kings. (1)
• Then a messenger arrives to tell Macbeth that he has been given the title of
Thane of Cawdor. (1)
1.2
• Macbeth is a very courageous warrior. He is able to kill the enemy on the

CYCLE 2
battlefield. He is ambitious, strong and clever. (1)
• Banquo is Macbeth’s friend and a loyal man. (1)
• King Duncan is old and tired. He is trusting of Macbeth and Banquo. (1)

Macbeth 33
Macbeth – Reading – CYCLE 2

Lesson 4: Reading
Preparing for this lesson
1 For this lesson, you will read Act 1, Scenes 4, 5 and 6.
2 Practise reading this section aloud before the lesson, so that you read fluently and with
expression.
3 Go through the table that follows very carefully.
4 Mark or highlight your text at the places where you must stop to teach or discuss a
point.
5 You may want to write the discussion questions onto sticky notes and stick these into
your book.
(NOTE: If you have time, after you have gone through the original text (on the left hand
side pages) as per the plan below, you could assign learners each a character’s role, and
they could read the modern text (on the right hand side pages) out loud to give the class
a better understanding of Shakespeare’s language.)

Important developments
In this section of the text, the following main events take place:
1 Act 1 Scene 4: King Duncan learns that the Thane of Cawdor has been killed. King
Duncan sends thanks to Macbeth and Banquo for helping him win the war. The king
announces that, should he die or step down, his son, Malcolm will be the next king.
2 Act 1 Scene 5: Lady Macbeth reads the letter that Macbeth, her husband, has written to
her about his meeting with the witches. She realises that, if she is to ever be the Queen
of Scotland, her husband will have to murder King Duncan. When Macbeth gets home
to their castle in Inverness, Macbeth tells his wife that King Duncan will be arriving
at the castle the next day. Lady Macbeth encourages Macbeth to kill King Duncan. He
agrees. She is filled with doubt that Macbeth will be able to commit the murder because
he is too ‘soft’ (weak).
3 Act 1 Scene 6: King Duncan and his followers arrive at Inverness. Lady Macbeth greets
the king as if nothing is wrong. She is sweet and polite. He suspects nothing of her plan
to have him killed.

In this section of the text, the following themes are developed:

THEME
Blind Ambition vs Moral Conscience

DEVELOPMENT:
We see the theme of blind ambition vs moral conscience when Lady Macbeth starts plotting
to kill King Duncan. She sees that she will need to help make sure the witches’ predictions

34 Grade 12 English First Additional Language

 Lesson 4: Reading

come true – she wants Macbeth to become king. We see that she has blind ambition – she is
only thinking about herself. She will do anything for Macbeth to become king (and herself
to become queen). She does not care about the morals of her decisions. She does not seem
to have a moral conscience when she decides that King Duncan must die. Lady Macbeth
is worried that Macbeth’s conscience will cause him not to go along with her plan. She is
afraid that his morals will stop her from reaching her goals.

THEMES

CYCLE 2
Good vs Evil AND Appearance vs Reality

DEVELOPMENT:
When Lady Macbeth reads the letter Macbeth has written to her, she has dark, evil thoughts
on how to get rid of the king. However, when she sees Macbeth, she is far softer with her
words so that she doesn’t scare him with her evil plan. She puts on the mask of goodness,
keeping Macbeth calm. She tells her husband how to behave in a certain way when the king
arrives, so that her evil plan can go into action. She also pretends to be kind and polite upon
greeting the king. However, we know that she is not actually kind – she has very evil plans!

THEME
Fate vs Free Will

DEVELOPMENT:
Macbeth still has a choice at this point. He can back away from the idea of killing Duncan.
We wonder what he will do. When Lady Macbeth argues that he must kill the king, he
agrees. He gives in to the prophecy by agreeing with his wife to go ahead with the murder.

In this section of the text, the following style or structural elements have importance:
1 Rising Action: Lady Macbeth takes the witches’ predictions to heart and starts making
sure that they come true. She encourages Macbeth to go along with her plan. We know
that she wants King Duncan to die. We wonder what will happen. The story is actively
building towards a climax.
2 Multiple Perspectives: With the use of ‘asides’, Shakespeare lets us hear the thoughts
of his main characters. Asides are ways of writing and performing the text where the
characters remove themselves from the action on the stage, and step away to talk or
whisper loudly what they are really thinking or feeling. This way, the audience is hearing
what the character is thinking inside their head. It is often the opposite of what they
are saying in public. An aside signals to the audience that the character is plotting
something, or knows something that no-one else does. In Macbeth, we can hear that
Macbeth and his wife have different opinions about what must happen. We see that they
have two very different personalities. We meet Lady Macbeth when she is by herself.
She speaks her evil thoughts aloud and we learn that she has a very powerful will.
Lady Macbeth is revealed as a woman who does not think very highly of her husband’s

Macbeth 35
Macbeth – Reading – CYCLE 2

courage. She is strong and determined. Macbeth, on the other hand, is easily influenced
by his wife’s ambition. He does not seem to be strong and determined like his wife. His
wife influences his thoughts and actions. Finally, King Duncan’s perspective of Macbeth
and his wife is that they are loyal to him, and mean him well.
3 Simile: A simile is a direct comparison between two things, using ‘like’ or ‘as’. Lady
Macbeth says that her husband’s face reveals what he is thinking about. ‘Your face, my
Thane, is as a book’ (Act 1, Scene 5, line 60). Lady Macbeth means that it is easy to read
(know) how Macbeth is feeling by the expression on his face.
4 Foreshadowing: We know that the murder of Duncan has been set up. When we hear
Duncan and Banquo speak so peacefully and kindly about Macbeth’s castle, we know
that chaos is going to be unleashed. They talk about the swallows that make their nests
in the castle, and we know that, unlike the swallows, King Duncan cannot fly away to
safety. The talk of peace and calmness is like the calm before the storm. In other words,
everything is calm before something tragic happens.

Reading and discussion

1 Settle learners so that you have their attention.
2 Instruct learners to open their books on pg. 36.
3 Read the text aloud to learners. Learners should follow in their books.
4 As you read, stop and discuss the identified elements as follows:

36 Grade 12 English First Additional Language

 Act. Line Element Explanation Discussion Question Possible Answers
Scene,
Line

Act 1, … he confessed Theme: Blind This line does not mean that Cawdor Why doesn’t Malcolm • Malcolm is trying to please the King.
Scene his treasons,/ Ambition asked the King to spare his life after tell the king in plain • He is flattering the King by making him
4, lines Implored your vs Moral the King gave orders to have him words that Cawdor is think that Cawdor admitted he was
5–6 highness’ pardon Conscience killed in Act 1 Scene 2. Rather, Cawdor not apologising for his wrong to be disloyal to King Duncan
… asks for the King’s forgiveness so actions? • Malcolm is trying to sound important
Character(s):
that he can die at peace with his own in the presence of the King.
Malcolm
conscience. His betrayal of Duncan
did not lead to remorse. However, he
acted in accordance with his moral
conscience by asking the king not to
bear a grudge against him after his
death.
Act 1, There’s no art/To Themes: Good Appearance versus reality is 1 Do you think 1 Open-ended. Learners must explain
Scene find the mind’s vs Evil an important theme that runs Macbeth is being their responses. For example:
4, line construction in through the play. This line refers to truthful when he • Yes, because he hasn’t given any
AND
12 the face; deception: what something looks says this? Why or indication of being disloyal.
Appearance vs like on the outside, and what it hides why not? OR
Reality underneath. 2 Does Macbeth • No, he shows he is dangerously
Character(s): seem uneasy in the ambitious because he is desperate
Macbeth tells King Duncan that he
Duncan beginning? Does for the witches to explain what
only wants to be a loyal servant to his
deception come they mean when they tell him their
king (lines 22–27). This is an outright
to him or to Lady prophecy: ‘Stay … tell me more;/ …
lie.
Macbeth more Speak, I charge you.’ (Act 1, Scene
easily? 3, lines 71–79).
2 Yes. Macbeth is full of doubt in the
beginning, when he thinks about killing
the king. He is not as comfortable with
the idea of killing in order to become
king as Lady Macbeth is.
Lesson 4: Reading

Macbeth 37
CYCLE 2
 Act. Line Element Explanation Discussion Question Possible Answers
Scene,
Line

Act 1, Our eldest, Themes: Good Banquo praises Macbeth to King 1 What is Macbeth’s 1 Macbeth realises that Malcolm is an
Scene Malcolm, whom vs Evil Duncan. He is pretending that solution to the obstacle, and he will have to ‘leap over
4, 38 we name Macbeth is trustworthy and very problem of Malcolm it’, because Malcom lies in his way.
AND
hereafter/ loyal to the king. He knows that becoming the next 2 Open-ended. Learners must use their
The Prince of Appearance vs Macbeth wants to be king after King? imaginations to propose a reasonable
Cumberland; … Reality their conversation with the witches. 2 What do you answer.
Character(s): However, he chooses not to tell the think would have • While Banquo is also ambitious,
king about the meeting with the happened if Banquo he does not appear to be as
Macbeth – Reading – CYCLE 2

Duncan
witches and Macbeth’s strange mood. had warned King determined in making the
He has an opportunity to warn the Duncan? prophecies come true.
king, but he does not. Is Banquo equally • Also, he does not have a wife
as deceptive as pushing him in the background.
Banquo wants his own prophecy
Macbeth in his

38 Grade 12 English First Additional Language

to come true too. He is as guilty of
ambition? (Would
playing the game of appearances
he murder to
versus reality as Macbeth at this
fulfil the witches’
stage. This shows that Banquo, too, is
prophecies?)
influenced by the evil of the witches
and that his goodness is being tested.
When Banquo and Macbeth learn
that King Duncan plans to make
his son, Malcolm, the next king of
Scotland, Macbeth’s plotting moves
into a different gear.
 Act. Line Element Explanation Discussion Question Possible Answers
Scene,
Line

Act 1, Let not light see Themes: Macbeth shows fear and shame at 1 What do you think 1 Open-ended. Learners must give
Scene my black and what he needs to do (killing the king). of Macbeth? (What a reason for their response, for
Good versus
5, deep desires./ He wishes his eyes would close so kind of person do example:
Evil AND
51–52 The eye wink at that they will not see the murder he you think he is?) • He comes across as a man who
the hand; … Ambition needs to commit. He doesn’t want 2 What kind of person is unsure whether he wants to
versus Moral to do a bad deed. He knows that he is Lady Macbeth and commit the murder of someone he
Conscience must do it if he wants to become king, how is she different loves and respects.
Character(s): but his conscience is struggling with from her husband? • He has just killed many men on
Macbeth the thought of murder. the battlefield, but killing the king is
personal and cruel.
Lady Macbeth is established as the
stronger force in the relationship. She • He seems like he is someone who
is easily influenced, however.
is very focused on her goal to become
2 Open-ended. Learners must give
queen.
a reason for their response, for
While she plots and plans, Macbeth is example:
still filled with discomfort. She knows • Lady Macbeth is established at the
her husband well. She is getting ready start as a very determined woman
to push him in order to make them with huge ambition.
king and queen. • She wants to be queen, maybe
more than she wants her husband
wants to be king.
• She thinks of herself as braver
than, and more cold-hearted than
Macbeth.
• She knows that she will have to
guide him along in order to commit
the murder.
Lesson 4: Reading

Macbeth 39
CYCLE 2
 Act. Line Element Explanation Discussion Question Possible Answers
Scene,
Line

Act 1, Come, you spirits Theme: Good Lady Macbeth calls on the evil spirits 1 What kind of queen 1 Open-ended. Learners must give
Scene … vs Evil to fill her mind so that she will not or ruler do you think a reason for their response, for
5,38 be tempted to give in to kindness Lady Macbeth will example:
Structural
or doubt. She asks that the spirits make? Why? • She will be ruthless and use fear as
element:
remove her human kindness and 2 Which qualities are a way to keep people in line.
Foreshadowing
make her heart cold. She is getting needed for good • She obviously does not respect
Character(s): ready to kill, foreshadowing the chain and fair leadership? others and cares only about her
Lady Macbeth of events that will lead to Macbeth own power.
Macbeth – Reading – CYCLE 2

becoming king. 2 Some qualities of a good leader

are: fairness, being a good listener,
kindness, empathy, honesty, being
respectful, having humility, having
strong morals

40 Grade 12 English First Additional Language

Act 1, This castle hath a Themes: King Duncan and Banquo are very 1 Do you think 1 Open-ended. Learners must explain
Scene pleasant seat; pleased with Macbeth’s castle – the Macbeth will go their prediction, for example:
Blind Ambition
6,1 air is clean and pure. The castle through with the • No, I think Macbeth seems like he
vs Moral
appears to be lovely and calm. plan to murder King has a strong moral conscience.
Conscience
Nature seems to be in perfect balance Duncan? Why or • I do not think he will actually be
AND – the birds are singing sweetly. why not? able to commit murder, even
Appearance vs Banquo remarks that the swallows 2 How is Banquo though his wife really wants him to.
Reality (type of bird) make their nests here, hiding the reality of 2 • Banquo does not warn King
as if they are in heaven. his own ambitions? Duncan and so allows the murder
Structural to go ahead.
element: Irony The irony is that Lady Macbeth and
Macbeth have plotted Duncan’s • While he doesn’t physically
Character(s): participate in this event, the lapse
murder. The castle is not really a
Duncan and in his moral conscience allows the
pleasant place at all – especially for
Banquo events to unfold in his favour.
King Duncan! The reality of the castle
is quite different from how it seems
(appears). There is also dramatic irony
 Act. Line Element Explanation Discussion Question Possible Answers
Scene,
Line

here – we as the audience know what

will happen to King Duncan. We wish
we could step into the play and warn
him! King Duncan has no idea of what
will happen to him (his fate) at the
castle.
Once again, Banquo has an
opportunity to warn the king of what
happened with the witches. Instead,
he builds the illusion (appearance)
of the castle being a wonderful and
safe place. We see his own blind
and secret ambition here. His moral
conscience has, for the time being,
been impacted by the prophecy as
much as Macbeth’s. However, Banquo
hasn’t contemplated murder yet (that
we know of!).
Lesson 4: Reading

Macbeth 41
CYCLE 2
Macbeth – Reading – CYCLE 2

Concluding discussion
1 Instruct learners to think about the text we have read so far.
2 Remind learners that part of reading literature is to learn more about the human
condition – about how people live, about the struggles that humans face, and about the
feelings we have that connect us all.
3 Discuss the following questions:
a QUESTION 1: Do you believe that Macbeth and Lady Macbeth have what it takes to
plan a plot that will make Macbeth king?
b QUESTION 2: There is a saying that women are the power behind the throne. How
does Lady Macbeth show this saying to be true?
4 Please note the following possible. These are meant to give you an idea of appropriate
answers, but are not the only correct answers to these questions:
a QUESTION 1: Possible answers:
• We do not know yet. King Duncan’s murder is only the first step. It becomes
clear already that there might be many more obstacles in the way of them. They
will have to be very careful and clever.
• No. Macbeth seems like he could lose courage quickly. They will have to work
together or it will not work.
b QUESTION 2: Possible answer:
• Lady Macbeth encourages her husband very strongly to fulfil the prophecy of
the witches. If it wasn’t for her, he might still change his mind.
• There is honour amongst soldiers and allegiance (loyalty) to their kings. It is
Lady Macbeth who changes his mind for him.
• Lady Macbeth wants to be queen because she knows she will then have extreme
power over her country.
• We see that Lady Macbeth easily influences her husband. If she were queen, she
would be able to influence a lot of important decisions.

Journal questions
A: Instruct learners to copy these questions into their journals, and to answer them
for homework.
1 Refer to Act 1, Scene 5 on pg. 40:
1.1 What can we infer about the relationship between Macbeth and his wife? (3)
2 Refer to Act 1, Scene 5 on pg. 43:
2.1 In your own words, list the things that Lady Macbeth is asking when she prays
to the spirits for courage and strength to see the murder of King Duncan
through. (5)

B: Answers
1.1
• Macbeth loves his wife and calls her his ‘dearest partner in greatness’. (1)

42 Grade 12 English First Additional Language

 Lesson 4: Reading

• Lady Macbeth reveals that she knows her husband very well when she talks
about his ‘nature’, which is ‘too full of the milk of human kindness’. She
knows his weaknesses. (1)
• Lady Macbeth knows that her husband wants to be a great man, but he is
too nice and kind to be really powerful. She loves him and wants to give him
some of her courage. (1)
2.1
• Lady Macbeth asks the spirits to take away any weakness that exists

CYCLE 2
in her. (1)
• She does not want to be either man or woman, as she wishes to be
cruelty only. (1)
• She asks for her blood to thicken, so that her heart will not feel any pity or
remorse upon killing. (1)
• She asks that the milk in her breasts be changed into bitter liquid. (1)
• She asks that the night be very dark, to hide the cut from her knife, and so
that no one will warn the guards should she be seen. (1)

Macbeth 43
 Macbeth
Reading

CYCLE 3
Macbeth – Reading – CYCLE 3

Reading
Lesson 5: Reading
Preparing for this lesson
1 For this lesson, you will read Act 1, Scene 7 and Act 2 Scenes 1 and 2.
2 Practise reading this section aloud before the lesson, so that you read fluently and with
expression.
3 Go through the table that follows very carefully.
4 Mark or highlight your text at the places where you must stop to teach or
discuss a point.
5 You may want to write the discussion questions onto sticky notes and stick these into
your book.
(NOTE: If you have time, after you have gone through the original text (on the left hand
side pages) as per the plan below, you could assign learners each a character’s role, and
they could read the modern text (on the right hand side pages) out loud to give the class
a better understanding of Shakespeare’s language.)

Important developments
In this section of the text, the following main events take place:
1 Act 1 Scene 7: Macbeth thinks about the murder he is about to commit. He feels self-
doubt arising from his fear of the consequences, both in life and in death. For example,
he worries about his loss of reputation if anyone were to find out. Macbeth is feeling
guilt too, because he knows that the king trusts him. Lady Macbeth enters and dismisses
his fears. She scolds and teases Macbeth about his weaknesses, and convinces him to
go through with the murder. She says that he must act like ‘a man’ and that she will give
him the courage to do so.
2 Act 2 Scene 1: Macbeth meets with Banquo and Fleance (Banquo’s son). They talk
about the three witches’ predictions, and agree to discuss it further, later. Banquo makes
it clear that he is loyal to Macbeth. Macbeth has a vision of a dagger that appears before
his eyes. He thinks it is leading him to commit the murder. He is not sure whether the
dagger is a creation of witchcraft or his imagination. He exits to go and kill the king.
3 Act 2 Scene 2: Lady Macbeth has drugged the guards outside King Duncan’s room so
that it will be easy for Macbeth to enter and commit the murder. Macbeth enters the
room where she is and his conscience is very disturbed after murdering Duncan. Lady
Macbeth shows no sympathy. She thinks he lacks assertiveness. Macbeth has brought
the daggers with him.
Lady Macbeth returns to the scene of the murder in order to replace the daggers and to
smear the king’s sleeping servants with blood. She does not find it hard to do, unlike her

46 Grade 12 English First Additional Language

 Lesson 5: Reading

husband, who does not want to face all that blood again. When she returns, she accuses
him of being a coward. As the scene closes, we hear, (along with the Macbeth and Lady
Macbeth), a loud and persistent knocking at the door. Lady Macbeth wants them to
return to their room and wash their hands of the blood staining them.

In this section of the text, the following themes are developed:

THEME
Blind Ambition vs Moral Conscience

DEVELOPMENT:
Macbeth is still very opposed to committing murder, because his conscience makes him
feel guilty. Lady Macbeth is impatient with him and calls him weak. Her blind ambition
for her husband is growing and making her more and more ruthless (unfeeling). She does

CYCLE 3
not hesitate to drug the guards to make it easier for Macbeth to get into the king’s bedroom
to commit the murder. After the murder, Macbeth is unsettled and disturbed. This shows
that his conscience is fighting against what he has done. He cannot easily forget what he
has done. Lady Macbeth tells him that she would have done it too, but with a much harder
heart. Shakespeare uses irony cleverly here. Men were thought to be strong and brave in
the time the play is set. Lady Macbeth tells Macbeth that he must act like a man – but she is
giving him the strength to do so. In other words, she is the strong one.

THEME
Fate vs Free Will

DEVELOPMENT:
When Macbeth sees the dagger appear before him, he sees the illusion as a sign that fate is
guiding him towards the murder. Any chance of him changing his mind disappears when
he sees the dagger.

THEME
Good vs Evil

DEVELOPMENT:
Any chance of turning around and following the path of goodness is no longer an option
for Macbeth and his wife. Lady Macbeth has called on evil spirits to guide her and give
her courage. Macbeth goes through with the murder. Lady Macbeth frames the king’s own
guards by placing the daggers in their hands, and smearing them with blood. They cannot
turn back from their evil deeds now.

Macbeth 47
Macbeth – Reading – CYCLE 3

In this section of the text, the following style or structural elements have importance:
1 Climax: Now that the murder has been committed, we are curious to find out how they
will get past the next obstacles to become king and queen. There is a feeling that there is
no turning back for Lady Macbeth and Macbeth. Every scene up to this point has been
building towards the killing of King Duncan. It is achieved, and this is the first climax
of the play.
2 Metaphors: Macbeth and his wife are both moving further away from reality. The use of
metaphors deepens the danger and madness of the situation. We are made more aware
of a sense of foreboding (danger approaching) through the metaphors used (see table
below for examples).
3 Symbols: The symbols of blood, hands and apparitions (ghosts) that run throughout the
play are visible in these three scenes. When we say there is blood on someone’s hands,
it means they have done something very bad. In this scene, Macbeth and Lady Macbeth
have blood on their hands both literally and figuratively – they have done something
bad (figuratively) and the actual killing has made their hands bloody (literally).
4 Irony: In the lines ‘ … shut up/In measureless content.’ (Act 2, Scene 1, lines 15–16),
we see that King Duncan is feeling pleased and at peace. He is not tormented (bothered)
by anything and his conscience is clear. He feels loved and well served by Macbeth and
Lady Macbeth after the meal they prepared for him. His sense of safety is false, given
that Macbeth is about to kill him. This is another example of irony, where one character
thinks a situation is one way, but it is almost exactly the opposite. It is also dramatic
irony, because we as the audience know that King Duncan is about to be killed, but he
has no idea!
5 Conflict: We see both internal and external conflict here. Internal conflict is when a
character has some sort of conflict in their own thoughts. Macbeth is conflicted about
whether or not he should kill the king. On the one hand, he wants to be king. However,
on the other, he fears the consequences and feels guilt. What should he do? Lady
Macbeth tries to end his internal conflict. When this happens, it creates an external
conflict between the two of them.

Reading and discussion

1 Settle learners so that you have their attention.
2 Instruct learners to open their books on pg. 48.
3 Read the text aloud to learners. Learners should follow in their books.
4 As you read, stop and discuss the identified elements as follows:

48 Grade 12 English First Additional Language

 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 1, If it were done … Theme: Macbeth wishes that the murder 1 Macbeth is debating 1 • It shows that he is aware enough
Scene our own lips. was done already. He doesn’t want with himself about of the consequences not to want
Blind Ambition
7, 1–12 to deal with the consequences and what he is about to to commit murder. He knows it is
vs Moral
doesn’t want his reputation damaged. do. What does this wrong.
Conscience
He is expecting to be punished. We say about Macbeth’s • He reveals that he is not
Structural see his ambition weighed up against conscience versus completely bad. However, his blind
element: his conscience, and they both put ambition? ambition stands in the way of
Internal pressure on him in equal measures. 2 Have you ever had reason.
conflict He is greatly conflicted. an internal conflict? 2 No right or wrong answers – learners
Explain. share their personal experiences.
Character(s):
Macbeth
Act 1, But here upon Theme: Macbeth uses a metaphor to compare Do you think Macbeth Open-ended. Learners must give a
Scene this bank and life on earth to a sandbank or a narrow is fated to kill King reason for their response, for example:
Fate vs Free
7, 6 shoal of time, stretch of beach overlooking the Duncan or is it his own • I think it is free will. Macbeth does not
Will
infinite sea of eternity/the afterlife. decision (free will)? have to listen to the prophecy.
Structural If there were no consequences to • He makes the decision to listen to the
element: murdering King Duncan, then he would witches and to Lady Macbeth.
Metaphor risk the afterlife to have success in
Character(s): this life on earth. He seems removed
Macbeth from what is happening, as if he is
disconnected from the horror he is
considering.
He is like a man in a dream, at the
hands of fate (with no control over his
actions). He paints a lonely, isolated
picture of life.
Lesson 5: Reading

Macbeth 49
CYCLE 3
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 1, And Pity, like a Theme: Shakespeare uses a simile to compare Do you feel bad for Open-ended. Learners must give a
Scene naked new-born pity to a new-born baby in a windstorm Macbeth at all? Why or reason for their response, for example:
Blind Ambition
7, babe … drown or to angels riding through heaven, why not?
vs Moral No, I do not feel bad for him. He is a
22–26 the wind. carrying the news of the king’s murder
Conscience grown person. If he feels guilty and knows
to all the people of Scotland. He
murder his wrong, he should refuse to
Character(s): imagines the sadness in the eyes of
commit the act. His feelings of sadness or
Macbeth everyone who admired King Duncan.
guilt are meaningless.
He is almost sad and fearful when he
Macbeth – Reading – CYCLE 3

imagines the news of the king’s death OR

spreading through Scotland. His moral Yes, he is being manipulated by the
conscience shows enough sympathy witches and by Lady Macbeth. I feel sorry
and emotion for us to feel that he is for him.
still human.

50 Grade 12 English First Additional Language

Act 1, Was the hope Theme: Lady Macbeth taunts her husband. 1 Why do you think 1 Open-ended. Learners must give
Scene drunk/Wherein She insults her husband’s masculinity. Lady Macbeth a reason for their response, for
Blind Ambition
7, you dressed This means that she says his worries doesn’t just plan to example:
vs Moral
35–36 yourself? and fears make him less of a man. commit the murder • I think Lady Macbeth also has fears
Conscience
She compares hope (i.e. his ambition herself? about committing murder. She
Structural to be king) to a robe which Macbeth 2 Do you think wants to convince Macbeth to do it
element: saw himself dressed in the night Macbeth’s worries so she doesn’t have to.
Metaphor before. She asks if this hope was and fears make him OR
Character(s): ‘drunk’ because today he is showing less ‘manly’? Why or • I think she is testing Macbeth.
Macbeth and fear and doubt. Is the thought of the why not? She wants to see how strong and
Lady Macbeth planned murder making him sick determined he is.
and pale? Has he forgotten so soon 2 Open-ended. Learners must give
what his ambitions are? She plays a reason for their response, for
on his ambition to lull (quieten) his example:
conscience. He is showing remorse No:
and fear, and she does everything she • These feelings do not make him
can to keep his conscience up. less of a man. Lady Macbeth says
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

this to manipulate him (get him to

do what she wants him to).
• Men should have feelings of fear
and guilt, especially when it comes
to murder!
• Men having feelings does not make
them less manly.
Act 2, A heavy Themes: Banquo has been thinking about the What do you think Open-ended. Learners must give a
Scene summons lies witches’ words. The words come back would have happened reason for their response, for example:
Blind Ambition
1, 6 like lead upon to him with heaviness. The idea that if Banquo’s wife tried No, Banquo clearly has a strong moral
vs Moral
me,/And yet I his children could be kings one day to persuade him to conscience. I do not think he could have
Conscience
would not sleep. pleases him, and feeds his ambition. commit terrible acts? been persuaded to do terrible things.
AND His mind is full of horrible thoughts. Do you think he could
OR
Fate vs Free He knows that he would have to do have been influenced?
terrible things to make the prophecy Why or why not? Yes, I think he could have been
Will
come true. He does not give in to the persuaded, just like Macbeth. Neither of
Character(s): temptation. them is evil. However, even people who
Banquo are not bad in every way can commit
Banquo’s moral conscience fights
terrible acts. This is especially true if
against ambition and he puts the
someone else encourages them and tells
thoughts out of his mind. We see him
them it is okay.
using his free will. In this way, he is the
opposite of Macbeth.
Lesson 5: Reading

Macbeth 51
CYCLE 3
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 2, With Tarquin’s Theme: Tarquin was a murderer. He was 1 Do you want 1 Open-ended. Learners must give a
Scene ravishing a guest at the castle of Lucrece, a Macbeth to be king? reason for their response, for example:
Blind Ambition
1, 54 strides … beautiful goddess. He raped and killed Why or why not? • No, Macbeth is a bad person. I do not
vs Moral
her. 2 Name the want him to be king.
Conscience
characteristics OR
Macbeth likens himself to Tarquin,
Structural that describe King • Yes, he is the main character of the
because both he and Tarquin found
element: Duncan. play. Shakespeare plays with our
no satisfaction in their crime, only self-
Metaphor feelings – even though Macbeth does
Macbeth – Reading – CYCLE 3

loathing and guilt.

Character(s): bad things, we still feel empathy for
Macbeth him and want him to be successful.
2 Possible answers:
• Kind
• Naïve

52 Grade 12 English First Additional Language

• Trusting
• Fair
Act 2, ‘Sleep no Theme: Good Macbeth knows that after seeing Who do you think is Open-ended. Learners must give a reason
Scene more!’ vs Evil the blood, and knowing that he more evil: Macbeth or for their response, for example:
2, 35 committed the murder, he will never Lady Macbeth? Why?
Structural I think Macbeth is more evil. He is the one
be able to sleep again. He is almost
element: who actually commits murder.
cursing himself, as punishment for
Foreshadowing
his actions. The evil thoughts that OR
Character(s): were planted by the witches have I think Lady Macbeth is more evil. Macbeth
Macbeth and now become evil deeds that hold no would never have committed murder
Lady Macbeth forgiveness. without her influence and planning.
Macbeth’s goodness is lost forever.
 Lesson 5: Reading

Concluding discussion
1 Instruct learners to think about the text we have read so far.
2 Remind learners that part of reading literature is to learn more about the human
condition – about how people live, about the struggles that humans face, and about the
feelings we have that connect us all.
3 Discuss the following questions:
a QUESTION 1: How would you describe Lady Macbeth and Macbeth’s relationship?
Follow up questions if needed:
• Do you think it is a good relationship or a bad relationship?
• Who do you think has more power in the relationship?
• Are they kind and loving to each other? How do you know this?
b QUESTION 2: Who is really in control of Macbeth’s fate at the end of the first act?
4 Please note the following possible answers. These are meant to give you an idea of

CYCLE 3
appropriate answers, but are not the only correct answers to these questions:
a QUESTION 1: Possible answers:
• Lady Macbeth is very forceful. She is very honest with her husband, but will not
allow him to be his own person. She knows his flaws too well, and uses them
against him. Macbeth listens to everything his wife says, and does as she asks
every time.
b QUESTION 2: Possible answers:
Open-ended. Learners must give a reason for their response, for example:
• The witches show Macbeth a possible future and he decides to believe in it.
The witches are in control. They can tell Macbeth anything, and he will let that
control him.
• Lady Macbeth. When he struggles with the cruelty needed to perform murder,
he allows Lady Macbeth to control his emotions. She encourages him to make
his dream of becoming king true. She totally controls him.
• Macbeth himself. Other people can try to influence us, but we are always in
control of our own decisions. No one can make us do something we do not
already want to do.

Journal questions
A: Instruct learners to copy these questions into their journals, and to answer them
for homework.
1 Refer to Act 1, Scene 7, lines 1 to 20 on pg. 48:
1.1 Name the type of speech Macbeth is giving here. (1)
1.2 Explain what this speech is about. (1)
2 Refer to Act 2, Scene 2 on pg. 58–62:
2.1 Describe Macbeth’s emotions immediately after the murder. (3)
2.2 Describe Lady Macbeth’s feelings after the murder. (2)

Macbeth 53
Macbeth – Reading – CYCLE 3

B: Answers
1.1 soliloquy (1)
1.2 This speech is about Macbeth’s indecision about whether or not to murder King
Duncan. (1)
2.1
• Macbeth is shocked by the act that he has committed. (1)
• He is aware of the consequences of what he has done and is disturbed
by them. (1)
• He is unable to pray and hears voices. (1)
2.2
• Lady Macbeth reacts in a practical way. (1)
• She focuses on the evidence that needs to be hidden/removed. (1)

54 Grade 12 English First Additional Language

 Lesson 6: Reading

Lesson 6: Reading
Preparing for this lesson
1 For this lesson, you will read Act 2, Scenes 3 and 4 and Act 3, Scene 1.
2 Practise reading this section aloud before the lesson, so that you read fluently and with
expression.
3 Go through the table that follows very carefully.
4 Mark or highlight your text at the places where you must stop to teach or
discuss a point.
5 You may want to write the discussion questions onto sticky notes and stick these into
your book.
(NOTE: If you have time, after you have gone through the original text (on the left hand
side pages) as per the plan below, you could assign learners each a character’s role, and

CYCLE 3
they could read the modern text (on the right hand side pages) out loud to give the class
a better understanding of Shakespeare’s language.)

Important developments
In this section of the text, the following main events take place:
1 Act 2 Scene 3: There is loud knocking at the castle gate. It is early in the morning. The
porter jokes with himself, and wonders if he is the porter of the gates to hell. He opens
the door to Lennox and Macduff, who have been instructed to fetch King Duncan early
(so that he can return to his own castle). Macbeth hears the voices and goes to the door.
Macbeth overhears that the men want to fetch the king. Macbeth offers to take them to
King Duncan. They find the guards dead, with their daggers beside them, and the king,
who is also dead.
Macbeth admits to having killed the guards of the king’s chamber. This is not part of
the original plan and Lady Macbeth faints. She did not know her husband would kill
the guards. The assembled thanes of Scotland want revenge for the murder of King
Duncan. Duncan’s sons, Malcolm and Donalbain, are scared that they will be accused of
murdering their father. They plan to escape to England and to Ireland.
2 Act 2 Scene 4: On his way from the castle, the Thane of Ross encounters an old man
who confirms the widespread reports of disruption in the natural world. Macduff
appears with fresh news that King Duncan has been buried and that his sons have fled.
He adds that Macbeth has been crowned the new king. The witches’ second prophecy
has now come true.
3 Act 3 Scene 1: Banquo suspects that King Duncan was killed by Macbeth but takes
comfort in the other part of the witches’ predictions — that his own children will be
kings. Macbeth has realised that the witches’ prophecy about Banquo represents a
threat to his own position and so he wants Banquo and his son dead. Macbeth requests
Banquo’s presence at supper. He wants to discuss matters with him, and they are

Macbeth 55
Macbeth – Reading – CYCLE 3

preparing a special feast. Banquo agrees to join Macbeth after he has gone riding with
his son, Fleance. We learn that Macbeth has already started planning the murder of
Banquo and Fleance. He speaks to two murderers and finalises Banquo’s murder.

In this section of the text, the following themes are developed:

THEME
Blind Ambition vs Moral Conscience

DEVELOPMENT:
Macbeth has managed not to raise suspicion about the murders. He is already plotting
the next murders – those of Banquo and Fleance. His blind ambition is growing. He is
becoming colder than before. The terror he felt after killing King Duncan has gone. He now
seems more comfortable doing whatever it takes to achieve his goal. He is moving closer to
his ambition of being crowned king.

THEME
Good vs Evil

DEVELOPMENT:
Duncan and the guards’ murders forever change Macbeth. He is now firmly set on the path
of evil. Before, Lady Macbeth had to encourage him to commit murder. However, this time,
he is the one who plots the deaths of Banquo and Fleance.

THEME
Fate vs Free Will

DEVELOPMENT:
It seems that Macbeth is still in the grip of the witches’ prophecies, but he does not hesitate
when he decides that Banquo and his son must die. He is acting far more under the
influence of free will than before (when he saw a dagger appear in front of his eyes, guiding
him towards the murder of King Duncan). He is trying to go against the witches’ prophecy
by killing both Banquo and Fleance.

THEME
Appearance vs Reality

DEVELOPMENT:
Lennox and Donalbain find King Duncan’s guards dead and hear the news that Macbeth
killed them because of King Duncan’s murder. Lennox believes that the guards killed
the king because of the scene that he sees before him. We know, however, that Macbeth
killed them.

56 Grade 12 English First Additional Language

 Lesson 6: Reading

In this section of the text, the following style or structural elements have importance:
1 Symbols:
1 The symbols and images of blood are once again present over the three scenes:
• The bloody daggers are found next to the guards, as they lie dead.
• The blood that flows from Duncan at the hand of Macbeth: ‘His silver skin laced
with his golden blood,/And his gashed stabs like a breach … Steeped in the
colours of their trade, … ’ (Act 2, Scene 3, lines 109–110).
• When Donalbain says that he suspects treachery, he refers to blood: ‘ … the near
in blood,/The nearer bloody,’ (Act 2, Scene 4, lines 135–136).
2 The second symbol that is important to note is that of Nature. Macbeth kills the
king, then orders the murders of Banquo and Fleance. The old man in Act 2, Scene
4 gives a terrible account of how nature has turned on itself and now seems to be
upset. It is as if the murders have changed the naturel order of things.
2 Double meanings and dramatic irony: ‘The night has been unruly … ’ (Act 2, Scene
3, line 48). These lines show us that nature itself is reacting to the death of the king,

CYCLE 3
and causing disturbances and unnatural events. Nature itself reacts to the news of the
murdered king before people have found out about it. Macbeth responds to Lennox’s
statement of strange things happening by admitting “’Twas a rough night” (Act 2, Scene
3 line 56). We know that it was hard for Macbeth for a different reason. He found it
rough because he killed the king and the guards. The murders committed were just as
unruly/rough/chaotic/unplanned as the night’s weather itself. There is dramatic irony
here because the audience understands why Macbeth’s night was rough. However, the
other characters think he is only referring to the weather.

Reading and discussion

1 Settle learners so that you have their attention.
2 Instruct learners to open their books on pg. 62.
3 Read the text aloud to learners. Learners should follow in their books.
4 As you read, stop and discuss the identified elements as follows:

Macbeth 57
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 2, Most Theme: Good In England at this time, the murder of a Do you think that Open-ended. Learners must give a
Scene sacrilegious vs Evil king was thought to be sacrilegious (going nature is connected reason for their response, for example:
3, 61 Murder … against the will of God). This is because to us and sends us • No, nature cannot send signs and
Character(s):
it was believed that the king is chosen by signs and signals when signals.
Macbeth and
God. In other words, Macbeth has not something is wrong? • It does not have human qualities.
Macduff
just killed a man, but has interfered with OR
the will of God. That is believed to be the • Yes. For example, climate change is
ultimate act of evil. nature sending a signal that humans
Macbeth – Reading – CYCLE 3

are polluting too much.

Act 2, Had I but Theme: Macbeth wishes that he hadn’t committed 1 When was a time 1 Open-ended. Based on learners’
Scene died an hour the murder. He feels empty. He has you blamed others personal experiences.
Fate vs Free
3, 85 before this robbed his own life of meaning by killing for bad choices 2 Learners must find other examples
Will

58 Grade 12 English First Additional Language

chance, … a fair, just and good leader. He wishes you’ve made? from the scenes thus far that show us
Character(s): to undo the deed, but this is just wishful 2 How do we know Macbeth’s state of mind. E.g.
Macbeth thinking. He feels like a victim in the hands Macbeth is feeling From Act 2, Scene 2:
of fate. upset? • “’Amen’/Stuck in my throat” (line 32)
Macbeth is not taking responsibility for his • ‘ … every noise appals me’ (line 59)
actions; instead he blames it on fate, and • ‘What hands are here? Ha! They
pluck out mine eyes!’ (line 60)
wishes it were different.
Act 2, Those of his Theme: The dead guards have been discovered. Which of the other Lady Macbeth is the only character who
Scene chamber, as Lennox believes what he sees in front of characters present in knows the truth. She knows who killed
Appearance
3, 95 it seemed, him. The guards and their daggers are this scene realise that the king and realises that Macbeth has
vs Reality
had done’t. covered in blood. Macbeth tells everyone everything is not ‘as it also killed the king’s guards.
Character(s): that he has had to kill the guards because seems’?
Lennox he found King Duncan murdered. It
appears as if the guards have killed the
king but in reality Macbeth is the murderer.
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 2, … but this Theme: Good Banquo goes through the motions of Would you agree with Open-ended. Learners must explain their
Scene sore night vs Evil suggesting that the murder of the king be the saying, ‘We are response in the context of the play, for
4, 3 investigated, but we know that he already not measured by our example:
Character(s):
suspects Macbeth. His words ring hollow words, but by our
Old Man and No. Lady Macbeth did not actually commit
(he does not seem to really mean what he actions’? Give a reason
Ross the murder, but she should be judged by
says). for your answer using
her words. Her words are what set the
a character from the
Banquo is not good, but neither is he evil. whole plan into motion.
play.
He is ambivalent (between two states).
OR
Yes, Macbeth feels sorry now, but his
words do not matter. He should only be
judged by his actions: the evil murder he
committed.
Act 2, Is’t known Themes: The meeting has taken place in the hall of Do you think that Open-ended. Learners must give a
Scene who did Macbeth’s castle. The noblemen all believe Macbeth would make a response showing their understanding of
Blind Ambition
4, 22 this more that the king was murdered by the guards, good king? the character. For example:
vs Moral
than bloody at the request of the king’s sons. The
Conscience Yes, Macbeth would make a good king
deed? noblemen elect Macbeth to become the
because, despite what he has done, he is
AND next king.
a respected soldier.
Appearance Macbeth has played his part well and has
OR
vs Reality almost achieved his ambition: to become
king. No, Macbeth would not make a good
Character(s):
king because he is weak and easily
Macduff and
manipulated. He allows Lady Macbeth
Ross
and blind ambition to lead him.
Lesson 6: Reading

Macbeth 59
CYCLE 3
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 3, Thou play’ Themes: Good We hear Banquo’s suspicions that Macbeth 1 Can you think of 1 Open-ended. This will be based on
Scene dst most vs Evil is behind the murder of Duncan, and that political events learners’ own background knowledge.
1, 3 foully for ’t. he is eager for his own sons to become where leaders have For example, when there was a
AND
king. Macbeth is going through the kept silent when genocide in Rwanda, many world
Appearance motions of playing the dignified king. He atrocities, abuse leaders chose to stay silent. Perhaps
vs Reality appears to be a good king. However, the or murder was if they had reacted more strongly, the
Character(s): reality is different. When he is alone, we committed? killing could have ended sooner.
see that he is plotting and is hungrier for 2 Do you agree that 2 Open-ended. Learners must give
Macbeth – Reading – CYCLE 3

Banquo
power than ever before. keeping quiet when a reason for their response, for
knowing about example:
When Banquo doesn’t confront Macbeth
injustice makes one Yes, I think so. If you know something
and chooses to never speak up about his
guilty of the crimes terrible is happening and choose
suspicions, he allows evil to triumph over
too? to do nothing, you are just as bad!

60 Grade 12 English First Additional Language

good.
3 The expression Knowing about something bad that is
‘keeping up happening, and saying nothing about
appearances’ means it, is a silent agreement with what is
to pretend that being done.
everything is fine. 3 Macbeth has mostly managed to keep
Do you think that up appearances. At this stage, Banquo
Macbeth is doing a seems to be the only one who is
good job of keeping suspicious of what is really going on.
up appearances?
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 3, ‘But to be Theme: Macbeth has blood on his hands. He Do you think Macbeth Open-ended. Learners must make a
Scene safely thus.’ shows himself to be a tyrant. He believes will be caught and prediction about what will happen, for
Blind Ambition
1, 50 that he will only be safe if he sheds more punished for his example:
vs Moral
blood. crimes? Why or why
Conscience Yes, I think he will get caught. Banquo
not?
Macbeth is full of fear and torment already suspects him. It is only a matter
Character(s):
because he feels so guilty about killing the of time before Macbeth is caught and
Macbeth
king and the guards. He knows that he punished for what he has done.
has gone too far, but can’t stop himself
OR
from doing it again. His blind ambition has
consumed him and there is no place for No, I think Macbeth will kill anyone who
morals or conscience at this stage. He is could catch and punish him. He has so
like a man possessed. much power as king now that he will not
get caught.
Lesson 6: Reading

Macbeth 61
CYCLE 3
Macbeth – Reading – CYCLE 3

Concluding discussion
1 Instruct learners to think about the text we have read so far.
2 Remind learners that part of reading literature is to learn more about the human
condition – about how people live, about the struggles that humans face, and about the
feelings we have that connect us all.
3 Discuss the following questions:
a QUESTION 1: Nature seems to react to the murder of King Duncan. What
unnatural and disastrous events occur?
b QUESTION 2: Why does Macbeth perceive Banquo as a threat to his security?
4 Please note the following possible answers. These are meant to give you an idea of
appropriate answers, but are not the only correct answers to these questions:
a QUESTION 1: Possible answers:
• Lennox reports that the ‘The night has been unruly. … the earth/Was feverish
and did shake.’ (Act 2, Scenes 3, lines 48–55). The natural world is shaken by the
death of the king.
• The chimneys have been blown down; the birds were screeching through the
night; some people felt the earth shake (tremor).
b QUESTION 2: Possible answers:
• Banquo has said nothing about their meeting with the witches, and even
though it seemed that he knew what Macbeth had in mind, he hasn’t
confronted Macbeth.
• Macbeth is now fearful of being caught and punished. The biggest threat Banquo
represents, is that the prophecy said his sons will be kings. Macbeth can’t get that
out of his mind, and wants to make sure it doesn’t come true.

Journal questions
A: Instruct learners to copy these questions into their journals, and to answer them
for homework.
1 Refer to Act 2, Scene 2, line 1 on pg. 58:
1.1 Explain what Lady Macbeth is saying about alcohol in this line. (2)
2 Refer to Act 2, Scene 3, lines 1 to 18 on pg. 62–64:
2.1 Explain what the porter believes is happening. (1)
2.2 Choose the correct answer to complete the following sentence. Write only the
letter (A-D next to the question number (2.2):
Which three people does the porter imagine himself to be greeting? (1)
A a farmer, an equivocator and a tailor
B a tailor, a soldier and a spy
C a blacksmith, an equivocator and a tailor
D a baker, a blacksmith and a farmer
3 Refer to Act 2, Scene 4 on pg. 72–74.
3.1 Give a brief summary of this scene. (4)

62 Grade 12 English First Additional Language

 Lesson 6: Reading

B: Answers
1.1
• Lady Macbeth has given wine to the guards in order to make them
drunk. (1)
• This same wine has given her courage. (1)
2.1 The porter believes he is guarding the gates of hell. (1)
2.2 A (1)
3.1
• Ross talks to an old man outside Macbeth’s castle about the strange things
that have been happening. (1)
• Macduff arrives and tells Ross that Macbeth is on his way to Scone to be
crowned king. (1)
• Macduff also tells Ross that Duncan’s sons are suspected of having their
father killed. (1)
• They leave: Ross goes to Scone and Macduff goes home to Fife. (1)

CYCLE 3

Macbeth 63
 Macbeth
Reading

CYCLE 4
Macbeth – Reading – CYCLE 4

Reading
Lesson 7: Reading
Preparing for this lesson
1 For this lesson, you will read Act 3, Scenes 2, 3 and 4.
2 Practise reading this section aloud before the lesson, so that you read fluently and with
expression.
3 Go through the table that follows very carefully.
4 Mark or highlight your text at the places where you must stop to teach or
discuss a point.
5 You may want to write the discussion questions onto sticky notes and stick these into
your book.
(NOTE: If you have time, after you have gone through the original text (on the left hand
side pages) as per the plan below, you could assign learners each a character’s role, and
they could read the modern text (on the right hand side pages) out loud to give the class
a better understanding of Shakespeare’s language.)

Important developments
In this section of the text, the following main events take place:
1 Act 3, Scene 2: Lady Macbeth learns that Macbeth plans to kill Banquo. She is worried
about her husband. She cautions him to put on his happy face when their guests arrive
later that night for the banquet. He promises to do so. Lady Macbeth is taken aback by
her husband’s determination to commit more murders.
2 Act 3, Scene 3: The hired murderers meet as arranged. On hearing approaching horses,
a signal is given, and Banquo and his son Fleance are attacked. The murderers’ lantern
is accidentally extinguished, and the job is left half-done: Although Banquo is killed,
Fleance escapes.
3 Act 3, Scene 4: At Forres, Macbeth and his wife welcome the thanes of Scotland to
the banquet. One of the murderers appears. He reveals to Macbeth the truth about
the mission: they managed to kill Banquo but they failed to kill Fleance, who escaped.
Macbeth is upset, thinking of the prophecy – that Banquo’s children will be kings.
When he returns to the table, he raises a toast to Banquo. But then, he sees the ghost
of Banquo sitting in his chair. Just like with the ghostly dagger, the ghost of Banquo
appears to come and go. Macbeth is beside himself with fear and guilt. He starts talking
to the ghost. Lady Macbeth makes excuses for him, saying that he sometimes gets these
fits, but they usually pass quickly. She asks the guests to leave. Once alone, she tries one
last time to soothe her husband, but Macbeth’s paranoid mind is already onto the next
murder – Macduff. Macbeth announces that he needs to speak to the witches again, to
secure his future.

66 Grade 12 English First Additional Language

 Lesson 7: Reading

In this section of the text, the following themes are developed:

THEME
Fate vs Free Will

DEVELOPMENT:
Macbeth is on a path that seems unchangeable. He is caught in a trap of murder and lies.
We as the reader, question what fate is and what free will is. If Macbeth was really fated to
be king, would he need to murder people? Did the witches know that Macbeth was capable
of being a murderer? If Macbeth stopped killing (or never had killed) would fate still
have made him king? Did he just need to be patient and wait? We see that every decision
Macbeth makes is to ensure he will become and remain king.

THEME
Blind Ambition vs Moral Conscience

DEVELOPMENT:
Lady Macbeth does not stop encouraging her husband. In fact, she is impressed with his
cold-blooded nature when she learns that he is planning to have Banquo and Fleance killed.
Her vision of him as king does not change. When he sees the ghost of Banquo at the table, she

CYCLE 4
plays the perfect wife and hostess. She excuses his behaviour and sends the guests away before
they become too suspicious. Even though Macbeth and Lady Macbeth are suffering from
guilt and fear about their actions already, their ambition continues to grow and grow.

THEME
Good vs Evil

DEVELOPMENT:
Macduff is the only lord willing to stand up against Macbeth. He refuses to attend the
banquet at Macbeth’s castle. His refusal is a form of rebellion, which makes Macbeth
paranoid and fearful all over again. By refusing to pledge loyalty to Macbeth, Macduff has
put his own life in danger. He represents the forces of good, standing up to the forces of evil.

THEME
Appearance vs Reality

DEVELOPMENT:
Macbeth and Lady Macbeth host a dinner at which they must keep calm and be pleasant
with their guests. Outwardly, Macbeth pretends to be enjoying the banquet in his honour
but inwardly, he knows that he has already put the next step of his plan into action: the
murder of Banquo. When Banquo’s ghost appears, Lady Macbeth has to cover up her
husband’s reaction.

Macbeth 67
Macbeth – Reading – CYCLE 4

In this section of the text, the following style or structural elements have importance:
1 Climax: The second and third climaxes of the play – the killing of Banquo and the
appearance of Banquo’s ghost at the banquet – happen in the third act.
2 Symbols:
a The imagery of blood intensifies as Macbeth unravels (seems to be going mad). We
see blood in many forms – e.g. real blood on the murderer’s face after the killing of
Banquo and imaginary, on the ghost of Banquo, at the supper.
b The unnatural/natural world takes physical shape in the form of Banquo’s ghost. At
first, the witches’ prophecies were just ideas. As the play progresses, we see nature
acting strangely and unnaturally, just like the witches themselves. The dead seem
to come alive and apparitions (visions) appear before Macbeth’s eyes that no-one
else can see.
3 Metaphor: ‘Then comes my fit again; I had else been perfect,/Whole as the marble,
founded as the rock,’ (Act 3, Scene 4 lines 21–22). Here, Macbeth compares his prior
state of existence to that of a rock and marble. This shows him as a person who used to
be strong and stable.

Reading and discussion

1 Settle learners so that you have their attention.
2 Instruct learners to open their books on pg. 84.
3 Read the text aloud to learners. Learners should follow in their books.
4 As you read, stop and discuss the identified elements as follows:

68 Grade 12 English First Additional Language

 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 3, Where our Theme: Macbeth and Lady Macbeth have achieved What do you think Open-ended. Learners must explain
Scene desire is got their political goals, but their peace of mind Macbeth should do their response. Their response must
Blind Ambition
2, 5 without content. is unravelling. Guilt is tearing them apart. now? make logical sense based on what
vs Moral
They are both showing signs of madness, has already happened in the play, for
Conscience
wishing that they were in peaceful graves example:
Character(s): like the one Duncan is in. There is also a • I think he must kill Fleance.
Lady Macbeth growing distance between Macbeth and Otherwise, he will get caught.
Lady Macbeth. Macbeth keeps to himself. Macbeth should protect himself.
He goes ahead with the murder of Banquo • Macbeth should turn himself over
without discussing it with his wife. Their to the police. He should admit he
guilt (moral conscience) is pulling them was wrong and stop killing people.
apart.
Act 3, And make our Theme: Macbeth and Lady Macbeth must put on Have you been in a Learners’ own response. They should
Scene faces vizards a happy face and look cheerful for their situation where you give an example and how it made
Appearancevs
2, to our hearts,/ banquet guests. They must mask what is have had to mask them feel.
Reality
34–35 Disguising what in their hearts so that no one knows their your feelings? Give an
they are. Character(s): true feelings. example. How did it
Macbeth and make you feel? Was it
Lady Macbeth difficult?
Act 3, There the grown Theme: Good Macbeth calls Banquo, now dead, the Is there a way out for Open-ended. Learners must give a
Scene serpent lies; the vs Evil ‘grown serpent’ (snake) and Fleance, Macbeth, now that he reason for their response.
4, 29 worm that’s fled ‘the worm’. Fleance is a loose end, and is killing everyone who
Character(s):
the worm in the garden that could be might take the crown
Macbeth
Macbeth’s end. His father is dead, and he away from him?
must be killed too. Macbeth is ruthless in
his evil desire to advance his ambition.
Lesson 7: Reading

Macbeth 69
CYCLE 4
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 3, … blood will have Theme: Good Macbeth is speaking about revenge. He is What other meanings It:
Scene blood.’ vs Evil saying that a murdered person will look for does blood have in a • Saves lives
4, 122 the blood of his killer as revenge. In other modern context? • Means family
Character(s):
words, bloodshed and killing creates more • Also means death
Macbeth and
bloodshed and killing. Evil deeds create • Carries disease
Lady Macbeth
more evil deeds. • Gives information to help cure
diseases
Macbeth – Reading – CYCLE 4

Act 3, I am in blood/ Theme: Good Macbeth refers to blood as a river that he What do you think is • Losing his sanity
Scene Stepped in so vs Evil is soaked in. He thinks that if he can get the biggest threat to • The sons of Banquo and Duncan
4, 136 far … to the other side of all the killings (once Macbeth’s life at this seeking revenge
Character(s):
he has killed everyone who threatens point? • Disappointing Lady Macbeth
Macbeth and
him) he will be safe. He is disgusted with
Lady Macbeth

70 Grade 12 English First Additional Language

himself, and his paranoia and guilt make
him imagine horrible things. The symbol of
blood here is a threat – the blood seems to
drown Macbeth in his own guilt and fear.
Blood seems evil to him, wanting to cause
him harm. He thinks that if he just keeps
on walking through the river of blood,
he will get to the other side and be on a
shore, safe again.
Act 3, ‘… My strange Theme: Macbeth thinks he can harden his mind Which birds, according Rooks and magpies
Scene and self-abuse’ and cure himself of his ‘strange and self- to Macbeth, expose
Blind Ambition
5, 142 abuse’. He is trying to talk himself out of murderers to their
vs Moral
his state of guilt and fear after the terror of victims?
Conscience
seeing Banquo’s ghost. Macbeth is trying to
Character(s): convince himself that it is not reasonable
Macbeth and to play tricks on one’s own mind or to wish
Lady Macbeth to cause one’s own discomfort.
 Lesson 7: Reading

Concluding discussion
1 Instruct learners to think about the text we have read so far.
2 Remind learners that part of reading literature is to learn more about the human
condition – about how people live, about the struggles that humans face, and about the
feelings we have that connect us all.
3 Discuss the following questions:
a QUESTION 1: In Act 3, Scene 4, lines 24–25 (on pg. 92), Macbeth says that he is
‘bound in/To saucy doubts and fears.’ Can it be said that a person with a guilty heart
develops a suspicious mind?
b QUESTION 2: Is Macbeth’s paranoia and fear, fuelling (encouraging) Lady
Macbeth’s fear too?
4 Please note the following possible answers. These are meant to give you an idea of
appropriate answers, but are not the only correct answers to these questions:
a QUESTION 1: Possible answers:
• Yes, Lord and Lady Macbeth are alert at all times in case they get caught out or
brought to justice. For example, Macbeth’s paranoia starts in Act 3, Scene 1, lines
50–51 when he says, ‘ … Our fears in Banquo/Stick deep … ’ (pg. 78) which
shows us that he is very afraid of Banquo.
• The couple also carries shame at what they have done, and this makes them feel
weak. To protect themselves, they push people away, just like Macbeth pushes

CYCLE 4
Lady Macbeth away in Act 3 Scene 4.
• No. They put it out of their minds as if it never happened.
b QUESTION 2: Possible answers:
• Lady Macbeth hasn’t committed any murders. She drugged the guards to
help Macbeth kill the king, but she has not actually spilt blood. However, her
husband’s actions are weighing on her conscience. This appears to be driving her
away from him.
• She has lost the power we saw in the first two acts, and is amazed by her
husband’s newest deeds. She, too, is filled with fear at what they have done. She
is terrified that her initial idea to become queen has grown out of control, and
that the evil murders will destroy her and her husband’s peace of mind.

Journal questions
A: Instruct learners to copy these questions into their journals, and to answer them
for homework.
1 Refer to Act 3, Scene 2 on pg. 84–88:
1.1 Comment on the relationship between Macbeth and Lady Macbeth at this stage
of the play. (3)
2 Refer to Act 3, Scene 4, lines 21–25 on pg. 92:
2.1 Identify the figure of speech used in lines 21 to 23. (1)
2.2 Explain the comparison made in these lines. (2)

Macbeth 71
Macbeth – Reading – CYCLE 4

2.3 Explain what Macbeth is saying about himself in lines 24 and 25. (2)

B: Answers
1.1
• The relationship between Macbeth and his wife has changed. (1)
• Macbeth no longer discusses everything with his wife. (1)
• Lady Macbeth is starting to lose control of her husband. (1)
2.1 Metaphor (1)
2.2
• Macbeth is comparing his prior state of existence to rock and marble. (1)
• He is saying that he used to be strong and stable like a rock/marble. (1)
2.3
• Now, Macbeth is feeling trapped. (1)
• He feels this way because of his doubts and fears. (1)

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 Lesson 8: Reading

Lesson 8: Reading
Preparing for this lesson
1 For this lesson, you will read Act 3 Scenes 5 and 6 and Act 4 Scene 1.
2 Practise reading this section aloud before the lesson, so that you read fluently and with
expression.
3 Go through the table that follows very carefully.
4 Mark or highlight your text at the places where you must stop to teach or
discuss a point.
5 You may want to write the discussion questions onto sticky notes and stick these into
your book.
(NOTE: If you have time, after you have gone through the original text (on the left hand
side pages) as per the plan below, you could assign learners each a character’s role, and
they could read the modern text (on the right hand side pages) out loud to give the class
a better understanding of Shakespeare’s language.)

Important developments
In this section of the text, the following main events take place:

CYCLE 4
1 Act 3, Scene 5: Hecate, the classical goddess of the lower world who represents the
spirit of ancient witchcraft, calls the ‘weird sisters’ to complain about why she wasn’t
part of the plan to win Macbeth’s soul. She now personally wishes to make his downfall
complete. Some scholars say that this scene is unnecessary to understanding the play
and was maybe not written by Shakespeare.
2 Act 3, Scene 6: Meeting with another lord, Lennox sounds torn over what really
happened with the killings of Duncan and Banquo. He is deeply suspicious of Macbeth,
but he is not quite sure who is guilty. He acknowledges that it could have been Fleance
who killed his father. He admits that Macbeth showed pity and grief after both deaths.
There have been rumours that Macbeth was behind the killings. These rumours have
upset Macbeth so much that he is prepared to go to war to defend his innocence. The
other lord reveals to Lennox that Macduff has fled from Scotland to join forces with
Malcolm in England. Moreover, they have requested help from England’s king, Edward
the Confessor. Both Lennox and the other lord pray that vengeance may come down on
the tyrannical Macbeth and that Scotland may return to peace once more.
3 Act 4, Scene 1: Macbeth returns to the weird sisters (witches) and asks to be shown a
series of visions that tell his future. The first apparition (vision) is the disembodied (cut
off) head of a warrior who seems to warn Macbeth that Macduff is seeking revenge on
him. The second is a blood-covered child who comforts Macbeth with the news that
he cannot be killed by any man ‘of woman born.’ The third is another child wearing
a crown, promising that Macbeth cannot lose in battle until Birnam wood physically
moves toward his stronghold at Dunsinane Hill. Encouraged and feeling safe and

Macbeth 73
Macbeth – Reading – CYCLE 4

invincible, Macbeth asks in line, ‘ … shall Banquo’s issue ever/Reign in this kingdom?’
The witches present an image of a ghostly procession of future kings, led by Banquo.
This enrages Macbeth and he refuses to believe it.
Lennox informs Macbeth that Macduff, who has already refused to eat at Macbeth’s
table, has fled to England. Macbeth reveals in an aside to the audience that he plans on
killing Macduff and his family.

In this section of the text, the following themes are developed:

THEME
Good vs Evil

DEVELOPMENT:
With Hecate, goddess of the underworld also come into the story, we get a stronger sense of
the evil building to yet another climax. When Macbeth goes to see the witches to get visions
of his future, the sense of evil is so strong that we see his soul is already lost to evil. The evil
atmosphere is balanced out by the conversation between Lennox and the other lord in Act 3
Scene 6, line 34–36, where they discuss a future free of the tyranny (cruelty) of Macbeth, so
that they may live freely.

THEME
Fate vs Free Will

DEVELOPMENT:
When Macbeth speaks to the witches and he is shown his future, we see him heeding
(taking note of) the visions. However, Macbeth is arrogant. He believes that the witches’
prophecy means he cannot be killed or beaten in battle – he thinks it is impossible for a
forest to approach him. He thinks he is safe. However, when he sees the last vision that
shows eight kings followed by the ghost of Banquo, he is enraged. He realises that the
threat against him is still alive, and in an instant, he is bound by fate again and forced to
go back down the path that will secure his position as king of Scotland. This path includes
murdering Banquo.

THEME
Blind Ambition vs Moral Conscience

DEVELOPMENT:
Macbeth’s conscience nags him. He is fearful of losing his crown. However, when the
witches tell him he cannot be defeated in battle, Macbeth arrogantly gains ambition to get
rid of Macduff for daring to stand against him. He doesn’t request information from the
witches – he demands it. He is assertive and forceful, the attitude of a king now firmly part

74 Grade 12 English First Additional Language

 Lesson 8: Reading

of him. His conscience, for the moment, is non-existent, as he gives in more and more to
evil and tyranny.

THEME
Appearance vs Reality

DEVELOPMENT:
The witches use equivocation (ambiguity to conceal the truth) in order to deceive Macbeth.
They use double meanings in their prophecies so that Macbeth believes in the version of
the apparitions that he wants to believe. He is led to feel invincible (unbeatable) because he
does not understand the warnings of the witches.

In this section of the text, the following style or structural elements have importance:
1 Imagery:
a Imagery uses vivid (clear) and descriptive language to add depth to a piece
of writing. It appeals to our senses to deepen our understanding of the work.
Shakespeare cleverly uses many devices of imagery, including metaphors, similes
and personification. Symbols of hope and light are becoming increasingly
significant. This is because Macbeth is in power and continues to carry out evil
deeds. Those who oppose him are planning a rebellion to get him out of power.

CYCLE 4
Lennox says, ‘ … Some holy angel/Fly to the court of England and unfold’ in Act 3,
Scene 6, lines 45–46 (on pg.104). Lennox realises that Scotland is suffering under
the rule of Macbeth. This line symbolises hope for people who oppose Macbeth. An
image of heaven immediately comes to mind because of the word ‘angels’. An angel
in this case is a symbol of purity and goodness. Lennox is asking for goodness to
come and help solve the cycle of murder and corruption.
b Overall, images of darkness become quite frequent and evolve into something more
ominous in this act. In Act 4 Scene 1, line 1, the witches meet in a dark cave and
the first witch says the ‘brinded’ (dark-striped) cat has meowed (pg.106). The scene
ends with Macbeth saying that he will not think twice before committing ‘dreadful
exploits’ (line 144).
2 Foreshadowing: ‘He shall spurn fate, scorn death, and bear/His hopes ‘bove wisdom,
grace and fear.’ (Act 3, Scene 6, line 30). A series of very disturbing images come to
mind because the word combinations that are used present a very dark upcoming event.
‘Scorn death’ is the main emphasis. We wonder what will happen at the end of the play.

Reading and discussion

1 Settle learners so that you have their attention.
2 Instruct learners to open their books on pg. 100.
3 Read the text aloud to learners. Learners should follow in their books.
4 As you read, stop and discuss the identified elements as follows:

Macbeth 75
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 4, In the poisoned Theme: Good The brew is being made specifically to 1 Have you ever Both questions are open-ended, and
Scene 1, entrails throw. vs Evil foretell Macbeth’s future. They speak of been warned of a based on learners’ personal experiences.
5–34 … For the poisoned insides being thrown into the future outcome and
Character(s):
ingredients of cauldron. It is as if everything having to ignored it?
The witches
our cauldron. do with Macbeth is already poisoned. 2 Have you ever
Evil is all around him. Macbeth’s future received good
has been poisoned by the witches. advice that in
hindsight turned out
Macbeth – Reading – CYCLE 4

to be true?
Act 4, Double, double, Theme: Good The witches are intensifying (making Name some of the • Poisonous toad (frog)
Scene 1, toil and trouble vs Evil stronger) the feeling of evil to ‘double’ ingredients that go into • Eye of a lizard
10 the distress, ‘double’ the evil, ‘double’ the singing cauldron. • The tongue of a dog
Character(s):

76 Grade 12 English First Additional Language

the power of the spells that are being • An owlet’s wing
The witches
called up to make the visions. • The tooth of a wolf
• A dragon’s claw
• The snout of a pig
• A pair of lips of a liar
108:45 Something Theme: Good The witches refer to Macbeth as 1 How would you feel 1 Open-ended. Based on learners’
wicked this way vs Evil ‘something wicked’ rather than if someone referred personal experiences.
comes. ‘someone’. Considering how much he to you as a ‘thing’ Most learners will feel upset/angry/
Character(s):
has given himself to evil, (he has even or as ‘something’ humiliated/etc.
Macbeth and
said that he has given his own soul to rather than as a 2 Open-ended. Learners must give
the witches
the devil) even the witches now regard person? a reason for their response, for
him as simply a ‘thing’ of evil. It is as 2 Do you think example:
if he has become less human than Macbeth has No, humans are capable of a lot of
before, and more like them. become less evil. Just because he is evil doesn’t
human? Why or why make him less human.
not?
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 4, Though you Theme: Macbeth is self-important and 1 Can you relate 1 Open-ended. Based on learners’
Scene 1, untie the winds arrogant. He tells the witches that he this scene to an personal experience/background
Blind Ambition
52 … doesn’t care what destruction they arrogant politician knowledge.
vs Moral
cause, as long as they answer all his doing everything for • For example, Trump in the U.S.,
Conscience
questions about the future. his own gain? How? changing legislation to suit the
Structural 2 Do you think agenda of the Republicans.
Macbeth is power-hungry and his
element: Macbeth is • Mugabe getting rich while many
ambition is out of control. He talks like
Metaphor confident or poor Zimbabweans starved.
a man who doesn’t answer to anyone.
Character(s): insecure? Explain 2 Open-ended. Learners must give
He uses the metaphor of winds being your answer. a reason for their response, for
Macbeth and
untied, comparing the wind to captive example: I think he is insecure. If he
the witches
dogs or other beasts that are let loose were actually confident, he wouldn’t
to cause destruction. Macbeth takes be so scared. He would be able to just
comfort in the destruction the witches relax.
let loose, because he knows it makes
him more powerful over his people, no
matter who is hurt or killed.
Lesson 8: Reading

Macbeth 77
CYCLE 4
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 4, Call ’em, let me Theme: Macbeth arrives at the witches’ lair with 1 Which goddess 1 Hecate
Scene 1, see’ em great confidence. When he summons enters when the 2 Macbeth doesn’t realise that he is
Fate vs Free
65 the witches to answer him, his witches summon being set up for evil. None of the
Will
language challenges their authority. He her? events thus far has been accidental,
Character(s): matches their power with a powerful 2 Does this scene and between the witches and Hecate,
Macbeth and curse of his own. He demands to show Macbeth’s they want to own his soul.
the witches have an answer even if it requires growing power
the unleashing of all the elements over the unnatural
Macbeth – Reading – CYCLE 4

of air, water, and earth; even if the world or is it part

entire universe (natural or manmade) of the false hope
‘tumble’ into ruin. His most defiant act and illusion that
is to demand to hear the prophecy of the witches are
his future not from the witches, who presenting to him?

78 Grade 12 English First Additional Language

are themselves only ‘mediums’ of the
supernatural, but from their ‘masters,’
(the gods and goddesses called the
Fates).
Macbeth is so firmly under their spell,
that he can’t see how he is being
manipulated. Their cryptic clues and
indirect references lead him astray, but
he believes he is in control. His free will
has been corrupted.
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 4, Beware Theme: The apparitions tell Macbeth three Why does Macbeth • The previous prophecies of the
Scene 1, Macduff./ things: that he should beware Macduff; believe the prophecies witches came true so Macbeth does
Appearance
71–72 Beware the that no man born of woman can harm of the apparitions? not see through the witches’ use of
vs Reality
Thane of Fife. him; that he need have no fear until equivocation.
AND
Character(s): Birnam Wood advances on Dunsinane. • Macbeth is now so driven by his
AND
Act 4, Macbeth and ambition that he does not understand
Macbeth is also told that Banquo’s
Scene 1, Be bloody, bold the witches the underlying reality of the
descendants will be the future rulers of
79–81 and resolute. prophecies.
Scotland.
… Shall harm
AND
Macbeth. The prophecies have double meanings
Act 4, as each is not what it appears to be.
AND
Scene 1,
92–94 Macbeth
shall never
vanquished be
… Shall come
against him.
114:146 … from this Theme: Macbeth has made a promise to How is Macbeth • He is cold in his opinions
moment/The himself to become unstoppable and becoming more and • He is ruthless about what he wants
Fate vs Free
very firstlings of all-powerful. He will not allow any more like the witches • He shows no fear
Will
my heart shall resistance to his authority and power. in temperament • He is devious
be/The firstlings Character(s): He intends to kill Macduff himself. (personality)? • He tells lies with ease
of my hand. Macbeth He thinks he is using his free will to • He plots behind people’s backs for his
choose his next action (killing Macduff own gain
and his family), but he has only been • He seems to understand the
fooled into thinking that he is in unnatural world better and better as
control. He doesn’t realise that the he grows crueller
witches and the goddess, Hecate, have
plotted his destiny for him.
Lesson 8: Reading

Macbeth 79
CYCLE 4
Macbeth – Reading – CYCLE 4

Concluding discussion
1 Instruct learners to think about the text we have read so far.
2 Remind learners that part of reading literature is to learn more about the human
condition – about how people live, about the struggles that humans face, and about the
feelings we have that connect us all.
3 Discuss the following questions:
a QUESTION 1: Is Macbeth entirely to blame for his own downfall as Hecate
suggests? Which characteristics show that Macbeth is doing all the killing for
his own ends?
b QUESTION 2: How do the visions that the witches conjure up for Macbeth give him
both comfort and yet disturb him more?
4 Please note the following possible answers. These are meant to give you an idea of
appropriate answers, but are not the only correct answers to these questions:
a QUESTION 1: Possible answers:
Yes:
• He is ruthless in his plan to kill anyone who stands in his way.
• He is unemotional at the thought of killing; it is becoming easier for him.
• He takes Macduff ’s lack of loyalty as a sign of disobedience to him, showing that
he is power-hungry.
• He makes instant decisions and acts alone, without consulting Lady Macbeth.
This shows that he has become secretive and paranoid, trusting no one
but himself.
• He thinks of himself as all-powerful.
b QUESTION 2: Possible answers:
• The first apparition warns Macbeth against Macduff, confirming his own
thoughts about Macduff ’s attitude towards him. It also makes the witches’ vision
seem true.
• The next two visions promise success – a wood cannot walk alone, and no
human born of a woman can harm him, so he feels safe. He thinks he is now
invincible.
• When he is shown a line of eight of Banquo’s descendants, however, he becomes
very angry. He is very upset by this – he can’t understand it and doesn’t
believe it.

Journal questions
A: Instruct learners to copy these questions into their journals, and to answer them
for homework.
1 Refer to Act 3, Scene 5 on pg. 100–102:
1.1 This scene is not always included in stage productions of ‘Macbeth’. Explain
what happens in this scene. (1)
1.2 Discuss the role this scene has in relation to the rest of the play. (3)

80 Grade 12 English First Additional Language

 Lesson 8: Reading

2 Refer to Act 4, Scene 1 on pg. 106–114:

2.1 Comment on the use of the number three in this scene. (2)

B: Answers
1.1 Hecate scolds the three Weird Sisters for playing with Macbeth. (1)
1.2
• This scene serves to increase the suspense. (1)
• It establishes a mood of darkness and violence. (1)
• It foreshadows later trouble for Macbeth. (1)
2.1
• The witches, apparitions and prophecies all come in threes. (1)
• The number three has magical qualities and is considered to be unlucky. (1)

CYCLE 4

Macbeth 81
 Macbeth
Reading

CYCLE 5
Macbeth – Reading – CYCLE 5

Reading
Lesson 9: Reading
Preparing for this lesson
1 For this lesson, you will read Act 4, Scenes 2 and 3 and Act 5, Scene 1.
2 Practise reading this section aloud before the lesson, so that you read fluently and with
expression.
3 Go through the table that follows very carefully.
4 Mark or highlight your text at the places where you must stop to teach or
discuss a point.
5 You may want to write the discussion questions onto sticky notes and stick these into
your book.
(NOTE: If you have time, after you have gone through the original text (on the left hand
side pages) as per the plan below, you could assign learners each a character’s role, and
they could read the modern text (on the right hand side pages) out loud to give the class
a better understanding of Shakespeare’s language.)

Important developments
In this section of the text, the following main events take place:
1 Act 4, Scene 2: In Macduff ’s castle in Fife, Lady Macduff comforts her young son, who
shows courage beyond his years when confronted with the possibility that his father has
turned into a traitor. Although warned by the Thane of Ross to escape before it is too
late, Lady Macduff is overwhelmed by Macbeth’s henchmen, who brutally first kill her
son and then, (as the audience learns in the following scene), her.
2 Act 4, Scene 3: In England, Duncan’s oldest son, Malcolm, tests Macduff ’s loyalty. He
calls himself a greater tyrant than Macbeth, hoping to goad (provoke, push) Macduff
into an open display of his loyalties towards Macbeth. Instead, Macduff goes into a fit of
anger against the ‘untitled tyrant’ Macbeth. Malcolm decides to trust him, and asks for
his help. When Ross appears with news of the slaughter of Macduff ’s family, Macduff
decides not only to be part of the rebel army but also swears to seek personal revenge
on Macbeth. This scene also includes a passage in which it is reported that England’s
king, Edward the Confessor, has been healing the sick by supernatural means. He has
promised Malcolm support in the battle against Macbeth.
3 Act 5, Scene 1: Lady Macbeth goes mad. Like her husband, she cannot find any rest,
and she is sleepwalking. While she is in this state, she starts to remember or imagine
fragments (bits) of the events leading to the murders of Duncan, Banquo and Lady
Macduff. The doctor looking after her, and a lady-in-waiting (personal servant),
overhear her talking in her sleep.

84 Grade 12 English First Additional Language

 Lesson 9: Reading

In this section of the text, the following themes are developed:

THEME
Good vs Evil

DEVELOPMENT:
The scene between the young son of Macduff and his mother, Lady Macduff, is a breath of
fresh air. There is no evil, no harm, only love between an innocent child and his mother.
When the murderers enter, the forces of good and evil are more visible than at any other
time in the play. They kill the innocent child there and then, and later, we learn that they
have killed Lady Macduff as well. Evil has wiped out the light of goodness in the form of a
mother and her child. It is as bad as killing the king. It is a purely evil act – a mother and a
young child should never fall victim to such violence.

THEME
Fate vs Free Will

DEVELOPMENT:
Lady Macbeth sleepwalks and speaks as if to clear her guilty conscience. She is plagued by
her crime. Her guilt threatens to overwhelm her. Her words, ‘Out, damned spot! Out, I say!’,
Act 5, Scene 1, line 30, are overheard by the attending doctor and the lady-in-waiting (pg.
136) They suspect that her obsession with getting the imagined ‘spot’ of blood off her hands
amounts to a confession. She would never admit to the crimes she helped plot if she were
awake. It is almost as if fate/destiny is at play here.

THEME

CYCLE 5
Blind Ambition vs Moral Conscience

DEVELOPMENT:
In the scene between Macduff and Malcolm: they are joining forces to get rid of the tyranny
of Macbeth. There is no blind ambition. Rather, it is a calculated attack on Macbeth’s
ambitions which have oppressed the entire country. They both seem to be men with a moral
conscience. Unlike Macbeth, they are not driven by selfish desires or blind ambition for
power. They want what is best for all.

In this section of the text, the following style or structural elements have importance:
1 Metaphor
• In Act 5, Scene 1, Shakespeare uses Lady Macbeth’s actions and words while she
sleepwalks, as a metaphor for her guilt. She doesn’t actually have a spot of blood on
her hands but her servant says that she can spend a ‘quarter of an hour’ washing her
hands. We also hear Lady Macbeth desperately trying to remove the imagined blood
(i.e. her guilt): ‘Out, damned spot! Out, I say!’ (Act 5, Scene 1, line 30).

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2 Irony
• Irony implies the opposite of what is said and the intention is for the opposite to be
understood. In Act 4, Scene 2, lines 43–55, Lady Macduff and her son discuss what a
traitor is and whether his father is a traitor or not. She tells her son that his father is
a traitor. The irony is that the reason he left his family is because he is so loyal to his
country – in fact the opposite of a traitor.

Reading and discussion

1 Settle learners so that you have their attention.
2 Instruct learners to open their books on pg. 116.
3 Read the text aloud to learners. Learners should follow in their books.
4 As you read, stop and discuss the identified elements as follows:

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 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 4, What had he Theme: We find out that Macduff left Scotland 1 What could have 1 Accept any reasonable explanation,
Scene done, to make without telling his wife. She feels motivated Macduff for example:
Fate vs Free
2, 1 him fly the land? abandoned; left behind with her to leave his castle • Macbeth had spies everywhere
Will
children. She wonders if he fled without saying who would tell him if Macduff left,
Character(s): because he had done wrong and goodbye? and who would make it dangerous
Lady Macduff feared punishment. Macduff leaves her 2 What do you for Macduff to reach England.
and Macduff behind, vulnerable and unprotected. think would have • He did not want to worry his wife
This makes it easy for her (and the happened if – if she knew that he wanted to
children) to be murdered. Macduff Macduff had not left take up arms against Macbeth, she
becomes part of the theme of fate that his castle? might have tried to stop him.
is put into motion at the start of the 2 Open-ended. Learners must explain
play. If he hadn’t left to go and fight their response, for example: I think
against Macbeth, his family might not Macduff would have fought off the
have been killed. murderers and saved his family.
Act 4, It is myself I Theme: Malcolm tests Macduff’s motives by How does Macduff • He praises Malcolm’s mother and
Scene mean, in whom passing himself off as an even worse convince Malcolm that father. He says they were religious,
Blind Ambition
3, I know/All the tyrant than Macbeth. He does this by he is not in favour of good people.
vs Moral
50–53 particulars of telling Macduff that when he, Malcolm, Macbeth? • If Malcolm turns into an evil tyrant,
Conscience
vice so grafted/ becomes king, Scotland will ‘have more Macduff promises to leave Scotland
That, when they Character(s): vices’ and more suffering than it did and never return.
shall be opened, Malcolm with Macbeth (Act 4, Scene 5,124). He
black Macbeth/ continues to say that ‘… black Macbeth/
Will seem pure Will seem as pure as snow, and the
as snow … poor state/Esteem him as a lamb,
being compared/with my confineless
harms.’ (Act 4, Scene 3, lines 52–55).
When he sees how much the idea
of another tyrant upsets Macduff,
Malcolm accepts him as a fellow rebel
in the army that will rise up to defeat
Lesson 9: Reading

Macbeth 87
CYCLE 5
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Macbeth and end his reign as king.

Malcolm wants to make sure that
Macduff shows none of the traits
Macbeth possesses, so that they will
be safe from the dangers of betrayal
and plotting. He wants to bring in a
better era for Scotland, and needs
to know that he can trust the men
Macbeth – Reading – CYCLE 5

around him.
Act 4, Dispute it like a Theme: Good When Macduff hears of the death of List the characteristics • Rebellious: Macduff plans to
Scene man. I shall do vs Evil his children and wife, he is open about we have learnt about overthrow Macbeth.
3, 219– so,/But I must his emotional pain. It is clear he loves Macduff so far. • Macduff is fiercely loyal to Scotland.
Character(s):

88 Grade 12 English First Additional Language

220 also feel it as a his family and he takes responsibility He is a true patriot who cannot bear
Malcolm
man. for leaving them unprotected. When to see the misery and poverty in his
Malcolm encourages Macduff to fight country during Macbeth’s reign.
his heartache like a man, he does not • He is very brave. Macduff is willing
show shame. Instead, Macduff knows to make personal sacrifices for the
that he can feel deep emotion and benefit of his country. Although these
show it without losing his masculinity. are dangerous times, Macduff leaves
his family to go to England to defend
This is a major contrast to Macbeth.
his country. He puts his country
We know that Lady Macbeth insulted
before his family.
her husband’s manhood and courage
when he showed any emotion (fear • He believes in justice. He persuades
Malcolm to return to Scotland to
and doubt; grief and sorrow). Macbeth
defeat Macbeth and take the throne.
changed his behaviour because of
The throne is rightfully Malcolm’s after
Lady Macbeth’s insults. Macduff,
the death of his father, King Duncan.
however, does not see
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

emotion as weakness. He does not

hide his feelings to please others. This
makes him stronger and better than
Macbeth, who constantly hides and lies
about what he feels.
Act 5, Hell is murky. Theme: Good In Lady Macbeth’s mind, she is in the What does Lady • She wants the visions of blood to stop.
Scene vs Evil thick, smoky darkness of hell. Her Macbeth want at this • She wants to be absolved for her
1, 32 thoughts move from one terrible deed stage in the play? part in the bloody crimes they have
Character(s):
to another. She doesn’t remember Is being queen still committed, and she wants her hands
Lady Macbeth
them as memories, but rather as important to her? to be washed clean of the blood she
events which are happening over and imagines clinging to them.
over. She gets confused with all the • She is fighting for her sanity, so being
blood on her and Macbeth’s hands, as queen is no longer important to her.
she revisits the memory of Duncan’s
murder, then Banquo’s. She can’t stop
her guilt from poisoning her mind. She
feels like she is in Hell.
Lesson 9: Reading

Macbeth 89
CYCLE 5
Macbeth – Reading – CYCLE 5

Concluding discussion
1 Instruct learners to think about the text we have read so far.
2 Remind learners that part of reading literature is to learn more about the human
condition – about how people live, about the struggles that humans face, and about the
feelings, we have that connect us all.
3 Discuss the following questions:
a QUESTION 1: How has Lady Macbeth changed over the course of the play?
Follow-up questions if needed:
• What was she like at the beginning of the play?
• What is she like now?
• Does she seem like the same person? Why or why not?
b QUESTION 2: Why does Malcolm test Macduff?
4 Please note the following possible answers. These are meant to give you an idea of
Appropriate answers, but are not the only correct answers to these questions:
a QUESTION 1: Possible answers:
• Lady Macbeth looked like ‘an innocent flower’ but was the ‘serpent under’t’ (Act
1, Scene 5, lines 63–64). In other words, she was never innocent, even if she
looked it from the outside.
• Lady Macbeth asked for her blood to become cold. She wanted to be completely
unfeeling in order to go through with her plan. She taunted and mocked any
sign of weakness in her husband – ‘ … Art thou afeard’ (Act 1, Scene 7, line 39).
• She showed signs of a moral conscience when she could not kill the sleeping
King Duncan because he looked too much like her father: ‘ … Had he not
resembled/My father as he slept, I had done’t’ (Act 2, Scene 2, lines 12–13).
• She fainted when she heard that her husband killed the two guards (Act 2, Scene
3, line 113).
• Then we meet her again as she sleepwalks: ‘Lo you, here she comes!/This is her
very guise, and, upon my/life, fast asleep. Observe her; stand close (Act 5, Scene
1, lines 15–16) and she seems like a shadow of her old self. She is not nearly as
hard as the woman who claimed that she would dash her baby’s brains out: ‘ …
I have given suck, and know … /And dashed the brains out, … ’ (Act 1, Scene 7,
lines 53–57) if it meant she didn’t soften and lose courage.
• Now, she is haunted and ill with guilt. Her whole life is a waking nightmare,
whether she is asleep or awake (Act 5, Scene 1).
b QUESTION 2: Possible answers
• He needs to be sure that he is not being set up by Macduff.
• Malcolm is next in line to the throne. His own father was murdered by a disloyal
and greedy follower. Malcolm needs men who are loyal to him. He does not
want to be betrayed like his father was. He also needs to know that Macduff
is not secretly loyal to Macbeth, and that he will help Malcolm win the battle
against the tyrant.

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 Lesson 9: Reading

Journal questions
A: Instruct learners to copy these questions into their journals, and to answer them
for homework.
1 Refer to ‘Out, damned spot! Out, I say!’ in Act 5, Scene 1, line 30 on pg. 136:
1.1 Explain what Lady Macbeth means by this comment. (2)
2 Refer to ‘Hell is murky.’ in Act 5, Scene 1, line 31 on pg. 136:
2.1 What does Lady Macbeth mean by this? (2)
3 Refer to ‘More needs she the divine than the physician.’ in Act 5, Scene 1, line 64
on pg. 138:
3.1 Explain what the physician means by this. (3)

B: Answers
1.1
• Lady Macbeth is seeing imaginary blood on her hands. (1)
• The blood represents the murders she and her husband have committed. (1)
2.1
• Lady Macbeth is troubled by her guilt. (1)
• She feels like she is in hell, which is dark and gloomy. (1)
3.1
• Lady Macbeth needs spiritual (divine) help. (1)
• She needs spiritual help, rather than physical (from a doctor) help. (1)
• She needs God’s help to be absolved (forgiven) of the sins that are weighing
on her. (1)

CYCLE 5

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Macbeth – Reading – CYCLE 5

Lesson 10: Reading

Preparing for this lesson
1 For this lesson, you will read Act 5, Scenes 2, 3 and 4.
2 Practise reading this section aloud before the lesson, so that you read fluently and with
expression.
3 Go through the table that follows very carefully.
4 Mark or highlight your text at the places where you must stop to teach or
discuss a point.
5 You may want to write the discussion questions onto sticky notes and stick these into
your book.
(NOTE: If you have time, after you have gone through the original text (on the left hand
side pages) as per the plan below, you could assign learners each a character’s role, and
they could read the modern text (on the right hand side pages) out loud to give the class
a better understanding of Shakespeare’s language.)

Important developments
In this section of the text, the following main events take place:
1 Act 5, Scene 2: Four lords of Scotland: Lennox, Menteith, Angus, and Caithness decide
to join Malcolm and the English army, who have by now marched into Scotland and
are camped out at Birnam Wood. The place is not far from Macbeth’s stronghold at
Dunsinane.
2 Act 5, Scene 3: Macbeth dismisses reports of invasion by trusting in the visions that
the witches and Hecate showed him. He believes that the prophecies promised that he
would be undefeated in battle. When a servant enters to announce that there is a huge
army approaching, Macbeth loses courage for a moment, but then angrily insults his
servant and orders his armour to be put on. The doctor, whose news concerning Lady
Macbeth is just as grim, is treated with similar contempt (lack of respect).
3 Act 5, Scene 4: The English and rebel Scottish armies, under the leadership of Malcolm,
meet at Birnam Wood. Malcolm talks to the English lord, Siward, about Macbeth’s plans
to defend the castle. Malcolm orders each soldier to cut a branch and carry it in front of
him as camouflage to ‘ … shadow/ … /Err in report of us.’ (Act 5, Scene 4, lines 5–7), i.e.
to disguise the actual size of the advancing army.

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 Lesson 10: Reading

In this section of the text, the following themes are developed:

THEME
Good vs Evil

DEVELOPMENT:
Three different armies have gathered to vanquish (beat) Macbeth in war. Their
determination to restore balance and freedom is very much driven by the desire to rid
Scotland of Macbeth’s evil.

THEME
Fate vs Free Will

DEVELOPMENT:
Even when Macbeth receives reports of an advancing army, he believes it must be false. This
is because Macbeth thinks the witches have said he is invincible. He still believes that his
fate is assured and that he is protected from any defeat. However, we suspect here that he
has misinterpreted the prophecies. He only wants to believe the witches’ prophecies when
they support his own goals and ambitions.

THEME
Blind Ambition vs Moral Conscience

DEVELOPMENT:
Macbeth hears that his wife is mentally disturbed, and that she can’t sleep and suffers from
terrible hallucinations. Instead of showing concern, love or a conscience (he is at least partly

CYCLE 5
responsible for her state of mind), he simply instructs the doctor to cure her. His ambition
to remain invincible and all-powerful is still taking preference over the lives of others —
even his own wife!

In this section of the text, the following style or structural elements have importance:
1 Foreshadowing: ‘Till Birnam Wood remove to Dunsinane/I cannot taint with fear. (Act
5, Scene 3, lines 2–3). Macbeth tries to stop his immediate reaction, which is one of fear,
when he hears that the armies are approaching. He is foreshadowing, through his own
words, his possible loss in battle. He is slowly realising that the witches’ predictions were
not straightforward. He begins to see how it would be possible for a forest to ‘approach’.
Again, the audience hears the fateful name of ‘Birnam Wood’, which the third apparition
in Act 4, Scene 1 prophesied to be the downfall of Macbeth.
2 Metaphors:
a Using the metaphor of clothing, Angus mentions that Macbeth can ‘ … feel his title/
Hang loose about him, like a giant’s robe/Upon a dwarfish thief.’ (Act 5, Scene 2,

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Macbeth – Reading – CYCLE 5

lines 20–22). He implies that Macbeth took the robe from a great man, hung it on
himself, but has shown himself to be a deformed, small man, incapable of greatness
b ‘To dew the sovereign flower and drown the weeds’ (Act 5, Scene 2, line 32). The
‘sovereign (royal) flower’ is a metaphor, comparing Malcolm (heir to the throne
and son of King Duncan) to a flower. As the next in line to Scotland’s throne, he is
special and beautiful, like a flower. On the other hand, Macbeth and his followers
are compared to weeds which need to be cleared out so they don’t choke and kill the
‘sovereign flower.’

Reading and discussion

1 Settle learners so that you have their attention.
2 Instruct learners to open their books on pg. 140.
3 Read the text aloud to learners. Learners should follow in their books.
4 As you read, stop and discuss the identified elements as follows:

94 Grade 12 English First Additional Language

 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 5, The mind I sway Theme: When Macbeth hears about the What does Macbeth do Macbeth has had no choice but to harden
Scene by and the heart English army approaching, he states to fight his panic about his heart against fear. If he allows the
Blind Ambition
3, 9–10 I bear/Shall that the heart he bears shall ‘never sag the impending battle? fear of his actions to take over, he could
vs Moral
never sag with with doubt nor shake with fear.’ end up like Lady Macbeth, paralysed with
Conscience
doubt nor shake anxiety and nightmarish visions keeping
Is Macbeth talking aloud about his
with fear. Character(s): him from sleep. He refuses to think about
own fears to make himself feel better?
Macbeth failure or fear, because to do so means
Or has he truly become a fearless
he has lost the impending battle already.
monster who has lost his ability to feel
remorse for senseless killing, as long
as it feeds his blind ambition?
Act 5, Seyton!... Theme: Good This name is sometimes pronounced Why do you think • It is symbolic of how evil Macbeth has
Scene vs Evil ‘Sayton’, so it sounds a lot like Satan. It Shakespeare decided become – he only has Seyton (Satan)
3, 19 is as if Macbeth is calling on the devil to name this character to call on.
Character(s):
himself. It heightens the dramatic ‘Seyton’? • Shakespeare didn’t want to use the
Macbeth
effect of the moment. It also highlights name ‘Satan’ – he is playing with words
the battle between good and evil. We and sounds. This is clever.
realise that Macbeth is in a corner, and
needs support. The only person he can
call on is ‘Sayton’, a servant.
Lesson 10: Reading

Macbeth 95
CYCLE 5
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 5, … this push/ … Theme: Macbeth thinks he will either defeat Does it sound like • He seems to accept his fate.
Scene /or disseat me the attacking army and live in peace, or Macbeth is at peace • Macbeth sees how vulnerable he
Fate vs Free
3, now. he will be defeated and that will be the with his life at this is. He is confused and worried,
Will
20–21 end of him. He is quite philosophical point? but he begins to realise that
Character(s): in his choice of words, but underlying he misunderstood the witches’
Macbeth them, we feel that he once again feels prophecies.
that he is out of control. He allows fate • He starts to understand that the
to make the decisions for him – he witches foretold of his defeat by the
Macbeth – Reading – CYCLE 5

feels as though he has no free will. English army when they described the
marching forest.
• It seems that he knows that his time is
up.

96 Grade 12 English First Additional Language

Act 5, I have lived long Theme: Macbeth says that his life is in its Do you think Macbeth Open-ended. Learners must give a
Scene enough, … / … / … Autumn season, where things are has anything left to live reason for their response, for example:
Fate vs Free
3, and dare not. dying like a dead, yellow leaf (line 24). for?
Will No:
22–28 This is something that should only
Character(s): • He has ruined his reputation and
happen in old age. However, because
career.
Macbeth of his evil actions, he has none of the
• Macbeth has betrayed his friends.
gifts (like wisdom) that come with old
• There is no point in living.
age. He has not lived his life well, and
so the end has no rewards. He doesn’t OR
seem to want to use his free will to put Yes:
up a fight for his own safety, or to try
• Life is always better than death.
to run and escape. He seems to have
• Also, people have the ability to seek
surrendered, and admits to himself forgiveness and rebuild their lives.
that he doesn’t need to live longer.
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 5, How does your Theme: Both Macbeth and his wife are 1 Do you think that if 1 Open-ended. Learners must give
Scene patient, doctor?... suffering from depression, anxiety, Macbeth and Lady a reason for their response, for
Bind Ambition
3, 37 sleeplessness, guilt, hallucinations and Macbeth could example:
vs Moral
despair. Their actions have seriously go back in time, • I think they are evil people. They
Conscience
impacted their mental health. they would make would probably do the same thing
Character(s): different decisions? again, even if they could go back in
Macbeth and Why or why not? time and start over.
doctor 2 Do you think it • Now that they know the effects
is possible for the murders have on their mental
Macbeth and Lady health and their relationship, I do
Macbeth to rebuild not think they would make the
their lives? Why or same decisions again. They would
why not? surely choose to remain loyal to
King Duncan if they could go back
in time.
2 Open-ended. Learners must give
a reason for their response, for
example:
• Yes. I think it is possible.
• They would have to confess to
Scotland and the English king and
they would have to accept the
punishment given.
• They could rebuild their lives, but
their lives would be very different
from how they were before the
murders.
Lesson 10: Reading

Macbeth 97
CYCLE 5
Macbeth – Reading – CYCLE 5

Concluding discussion
1 Instruct learners to think about the text we have read so far.
2 Remind learners that part of reading literature is to learn more about the human
condition – about how people live, about the struggles that humans face, and about the
feelings we have that connect us all.
3 Discuss the following questions:
a QUESTION 1: What has happened to the relationship between Macbeth and Lady
Macbeth since we first met them?
b QUESTION 2: How has Macbeth declined leading up to the battle in the last act?
4 Please note the following possible answers. These are meant to give you an idea of
appropriate answers, but are not the only correct answers to these questions:
a QUESTION 1: Possible answers:
• We see that he doesn’t visit her or consult with her at all any more. She seems to
be confined to her rooms, and Macbeth stays in his part of the castle.
• When the battle approaches, and he hears news of Lady Macbeth’s illness from
the doctor, he is unemotional. He does not seem to care.
• He instructs the doctor to make her better, but does not go to her side. He
communicates only with people who don’t know him well. He is isolated and
does not seem interested in human interaction.
• At the beginning of the play, Lady Macbeth seemed to be the one with power
and control. Now, it seems to be Macbeth. Their roles in the relationship seem to
have swapped.
b QUESTION 2: Possible answers:
• He has no interaction with friends or with his wife.
• Even the witches are quiet now. Hecate has disappeared; it as if the gods have
forsaken (left) him too.
• He speaks of fear again for the first time in three acts. He admits that he has
probably come to the end of his life.
• His conscience tells him that he has nothing to show for all his ambition. We see
that he has no friends to comfort him. He is completelyalone.

Journal questions
A: Instruct learners to copy these questions into their journals, and to answer them
for homework.
1 Refer to ‘He cannot buckle his distempered cause/Within the belt of rule.’ in Act 5
Scene 2, line 15 on pg. 140:
1.1 Explain what the ‘distempered cause’ is that is referred to here? (2)
2 Refer to ‘How does your patient, … should hardly draw me near.’ In Act 5 Scene 3,
lines 37–62 on pg. 144–146:
2.1 Discuss the doctor’s opinion of Macbeth and Lady Macbeth’s state of health? (3)
2.2 In your opinion, does Macbeth seem concerned with his wife’s health? (2)

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 Lesson 10: Reading

B: Answers
1.1
• The sick (distempered) cause Macbeth is fighting for is his rule over
Scotland. (1)
• His rule is evil and unjust and people are rebelling against it. (1)
2.1
• The doctor feels that Lady Macbeth’s illness is mental rather than
physical. (1)
• The patient needs to cure herself, as he cannot find a physical illness. (1)
• The doctor also implies that Macbeth himself should find a cure for his own
disease (madness from guilt and fear). (1)
2.2
• Yes, Macbeth is interested in his wife’s health because he asks the doctor
about her health. (1)
• This indicates that he is concerned and he tasks the doctor with finding
a cure. (1)
OR
• No, Macbeth is not particularly interested in his wife’s health because he is
more concerned with his servant dressing him for battle. (1)
• He also suggests that it is the doctor’s responsibility to heal Lady
Macbeth. (1)

CYCLE 5

Macbeth 99
 Macbeth
Reading

CYCLE 6
Macbeth – Reading – CYCLE 6

Reading
Lesson 11: Reading
Preparing for this lesson
1 For this lesson, you will read Act 5, Scenes 5, 6 and 7.
2 Practise reading this section aloud before the lesson, so that you read fluently and with
expression.
3 Go through the table that follows very carefully.
4 Mark or highlight your text at the places where you must stop to teach or
discuss a point.
5 You may want to write the discussion questions onto sticky notes and stick these into
your book.
(NOTE: If you have time, after you have gone through the original text (on the left hand
side pages) as per the plan below, you could assign learners each a character’s role, and
they could read the modern text (on the right hand side pages) out loud to give the class
a better understanding of Shakespeare’s language.)

Important developments
In this section of the text, the following main events take place:
1 Act 5, Scene 5: Now fully armed, Macbeth confidently turns all his arrogance on the
advancing armies. His brave words and arrogant attitude are interrupted by an offstage
shriek. The queen is dead, whether by her own hand (suicide) or not, is unclear, and
Macbeth is left to contemplate a lonely future of endless ‘tomorrows’ (Act 5, Scene 5,
line 20), ‘signifying nothing’ (Act 5, Scene 5, line 29). Yet another blow comes with the
announcement that Birnam Wood appears to have uprooted itself and is advancing
towards Dunsinane. Macbeth recalls the prophecies of Act 4 – he can only be defeated
when Birnam Wood comes to Dunsinane. Macbeth thought this could never happen,
but the prophecy appears to be coming true! Macbeth wishes to deny the truth.
2 Act 5, Scene 6: Malcolm and his troops have reached Dunsinane under the ‘leafy
screens’ (Act 5, Scene 6, line 1) of the branches, thus fulfilling the prophecy of the
apparitions: Birnam Wood has come to Dunsinane.
3 Act 5, Scene 7: In a scene that foreshadows the final destruction of Macbeth, he is
challenged by the courageous son of Siward. Immediately afterwards, Macduff is
seen eagerly seeking out the man responsible for the murder of his family. Lastly, it is
announced that Macbeth’s forces have surrendered Dunsinane castle. However, all is
not finished.

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 Lesson 11: Reading

In this section of the text, the following themes are developed:

THEME
Good vs Evil

DEVELOPMENT:
The forces of good, the English army and the Scots, led by Malcolm as future king, are
steadily advancing to correct the balance between good and evil. They are moving closer to
the evil that has poisoned their land. There will be no mercy. To restore goodness, the evil
must be vanquished (wiped out).

THEME
Fate vs Free Will

DEVELOPMENT:
Macbeth is still clinging onto the prophecies of the witches, even when everything points
to his own destruction. He could perhaps run away, but because he is so sure that his fate
is cast in stone (definite), he doesn’t heed (pay attention to) the news he receives. A whole
forest is moving closer towards him. His mind refuses to accept it because it is trapped in
the idea of fate and that he is invincible.

THEME
Blind Ambition vs Moral Conscience

DEVELOPMENT:
Until the very end, Macbeth behaves as if he is the king. He has killed so many people to
keep his crown. His ambition has totally blinded him. He still believes that he might stand a
chance of beating the powerful army that is advancing on him. He fights against the reality
that his reign is over.

THEME
Appearance vs Reality
CYCLE 6

DEVELOPMENT:
Macbeth finally realises that the prophecies of the apparitions have indeed come true.
What appeared to be impossible has become reality. Macbeth sees Birnam Wood moving
towards him.

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Macbeth – Reading – CYCLE 6

In this section of the text, the following style or structural elements have importance:
1 Pace: The scenes of Act 5 are short and fast-paced, leading to the final climax of the play.
2 Foreshadowing: When Macbeth learns, in Scene 5, that the queen is dead, he begins
to see that things might not turn out as he planned or how the witches prophesied.
Regardless of the proof, he refuses to believe it entirely. We know that Malcolm has
sworn revenge, but we know he is outnumbered. We fear the worst for him.
3 Metaphors: Time is like a path to ‘dusty death,’ and our lives are as ‘brief ’ as a candle
(Act 5, Scene 5, line 24). We are like shadows, or actors, on the stage of life. Very concise
metaphors about death push the play to its conclusion, giving us clues about what might
happen to Macbeth.

Reading and discussion

1 Settle learners so that you have their attention.
2 Instruct learners to open their books on pg. 148.
3 Read the text aloud to learners. Learners should follow in their books.
4 As you read, stop and discuss the idea

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 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 5, I have almost Structural At the end of Act 3 Scene 4, Macbeth Macbeth must surely ‘ … I have supped full of horrors;/Direness,
Scene forgot the taste element: said he would harden himself against know that he is hearing familiar to my slaughterous thoughts,/
5,10– of fears;/ … / fear by committing more crimes. He horror in the voices of Cannot once start me.’
Foreshadowing
15 Cannot once says he has almost forgotten what it the women crying out
Act 5, Scene 5, 14–16
start me. Character(s): feels like to feel fear, until now. This in the castle. Which
Macbeth changes when he hears a terrible lines tell us that he is
wailing. still not moved by the
sounds of terror?
Act 5, There would Theme: Macbeth’s reaction to his wife’s death What is Macbeth’s next He leaves to go and fight on the
Scene have been a time is simply that she has not died at the action after learning of battlefield, knowing that the outcome of
Fate vs Free
5, 19 for such a word. ‘right time’. Of course, there is no right the death of his wife? the battle is not certain anymore.
Will
time for death. He is still caught up in
Character(s): the idea that everything is fated, and
Macbeth that victory was supposed to happen
with her still there. He shows no
emotion, except for slight melancholy
(sadness) and some regret that he will
have to live life alone from now on.
Act 5, Tomorrow, and Structural Macbeth describes the shortness of Find lines that reveal “I pull in resolution, and begin/To doubt
Scene tomorrow, and element: life. He has only had one part to play, Macbeth’s confidence is the Devil’s equivocation of the fiend/That
5, 20 tomorrow, and he has played it badly. Life has being shaken? lies like truth: ‘Fear not, till Birnam Wood/
Foreshadowing
no purpose or meaning; it is simply a Do come to Dunsinane.’ And now a wood/
Character(s): rambling nonsense. He has destroyed Comes towards Dunsinane!” (Act 5, Scene
Macbeth anything that might have had value in 5, 45–47).
his life. He now faces an empty future.
Lesson 11: Reading

Macbeth 105
CYCLE 6
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 5, I pull in Theme: Macbeth finally realises that perhaps Does Macbeth realise Yes and no.
Scene resolution … the prophecies of the apparitions the full extent of the • Macbeth is slowly realising that the
Appearance vs
5, Comes towards were not entirely accurate. He is problems caused prophecies have caused him to
Reality
43–47 Dunsinane! beginning ‘to doubt the equivocation by his believing the manipulate the natural course of his
Character(s): of the fiend’ (150:44). prophecies? life.
Macbeth • However, he still does not fully want to
He can now see that Birnam Wood is
believe it’s true.
coming to Dunsinane.
Macbeth – Reading – CYCLE 6

Act 5, I ‘gin to be Theme: Good Macbeth is feeling empty and nothing What message do you Open-ended. Accept any well-reasoned
Scene a-weary of the vs Evil makes sense to him anymore. think Shakespeare is response, for example:
5, sun/And wish However, this has not made him into trying to send us?
Character(s): I think Shakespeare is trying to say that
50–51 the estate o’th’ a better man, or one who regrets his
Macbeth it isn’t worth it to let your ambitions take
world were now actions. He wishes, instead, that the
over what is good or the right thing to do.

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undone. whole universe be brought down with
You will end up living a meaningless life.
him. If he dies, he wants everyone
else to die too. He reveals a terrible
selfishness.
Act 5, They have tied Theme: In Shakespeare’s times, people used Do you think Macbeth Open-ended. Learners must give a
Scene me to a stake; … to catch and tie bears to poles, where is feeling bad for reason for their response.
Fate vs Free
7, 1 they would be teased and made to himself? Or do
Will
fight. Macbeth likens himself to such you think he is just
Character(s): a bear. However, unlike the bears, recognising that he has
Macbeth he has brought his situation upon no way out?
himself. He is forced to fight because
of his own actions. At the same time,
he feels paralysed, like he can’t make
a move. The opposition is strong and
he feels weak.
 Lesson 11: Reading

Concluding discussion
1 Instruct learners to think about the text we have read so far.
2 Remind learners that part of reading literature is to learn more about the human
condition – about how people live, about the struggles that humans face, and about the
feelings we have that connect us all.
3 Discuss the following questions:
a QUESTION 1: How do we know that Macbeth is still willing to fight?
b QUESTION 2: Why is it ironic that it is Macduff who takes the place of the young
Siward after he, Siward, is killed by Macbeth (Act 5, Scene 7, lines 14–15)?
4 Please note the following possible answers. These are meant to give you an idea of
Appropriate answers, but are not the only correct answers to these questions:
a QUESTION 1: Possible answers:
• In Act 5 Scene 7, line 11: ‘Thou liest, abhorred tyrant; with my sword I’ll prove
the lie thou speak’st.’ Macbeth is still convinced that the only person he needs to
fear is a person not born of a woman. He is not scared when he is challenged to
a duel by the brave young Siward. He kills the young soldier. He is sure that he is
protected because of the prophecy.
b QUESTION 2: Possible answers:
• In Act 5, Scene 7, lines 15–16, Macduff enters to find Siward dead. He promises
to kill Macbeth with his own sword so that the ghosts of his dead wife and
children can find a resting place. It is ironic that it is Macduff who enters
because Macduff was not born of woman (i.e. he was surgically removed from
his mother’s womb), and it is actually Macduff of whom Macbeth should be
most afraid.

Journal questions
A: Instruct learners to copy these questions into their journals, and to answer them
for homework.
1 Refer to ‘Tomorrow, and tomorrow, … Signifying nothing.’ in Act 5, Scene 5, lines
20–29 on pg. 148–150:
1.1 In this scene, Macbeth reveals what life has become for him. Describe his
CYCLE 6

feelings. (3)
1.2 Identify one metaphor in this extract. (1)
2 Refer to ‘This way, my lord; … / … /And little is to do.’ in Act 5, Scene 7, lines 25–29:
2.1 What does Old Siward report to Macduff? (2)
2.2 Explain what this makes the audience realise. (1)

B: Answers
1.1 Any three of the following:
• The line ‘Tomorrow, and tomorrow, and tomorrow’ has a resigned, almost
longing tone. (1)

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Macbeth – Reading – CYCLE 6

• Macbeth says this to show that another day in his life would be futile (a
waste of time) and monotonous (boring, the same), crawling to its end. (1)
• Macbeth sounds pessimistic and almost indifferent (like he doesn’t care
which way his fate will go). (1)
• He mourns his empty life: his wife has died and he has also lost his sense of
purpose. (1)
• He states that life is full of events and action, but it is also short and lacking
any meaning at the end. (1)
• There is an underlying bitterness in the words ‘petty,’ ‘fools,’ ‘frets’ and ‘idiot,’
but for someone who has just learnt of the death of a loved one, the speech is
very composed (controlled). (1)
• His composure could be an indication of his having given up on life, i.e.
nothing can affect him anymore. (1)
1.2
• Time is a path to ‘dusty death’ (Act 5, Scene 5, line 24) (1)
OR
• Our lives are as ‘brief ’ as a candle (Act 5, Scene 5, line 24). (1)
OR
• Macbeth compares humans to ‘players’ (actors) (Act 5, Scene 5, line 25) on a
‘stage’ (line 26). (1)
2.1
• Old Siward informs Macduff that the people and soldiers of Macbeth’s castle
have surrendered to the English forces. (1)
• Some of the soldiers have switched sides and are now fighting against
Macbeth’s men. (1)
2.2
• It makes us realize that the battle has almost been won. Macbeth is
defeated. (1)

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 Lesson 12: Reading

Lesson 12: Reading

Preparing for this lesson
1 For this lesson, you will read Act 5 Scenes 8 and 9.
2 Practise reading this section aloud before the lesson, so that you read fluently and with
expression.
3 Go through the table that follows very carefully.
4 Mark or highlight your text at the places where you must stop to teach or
discuss a point.
5 You may want to write the discussion questions onto sticky notes and stick these into
your book.
(NOTE: If you have time, after you have gone through the original text (on the left hand
side pages) as per the plan below, you could assign learners each a character’s role, and
they could read the modern text (on the right hand side pages) out loud to give the class
a better understanding of Shakespeare’s language.)

Important developments
In this section of the text, the following main events take place:
1 Act 5, Scene 8: On another part of the battlefield, Macbeth and Macduff finally come
face to face. Words, then sword thrusts are exchanged. Macbeth, the bloody and
tyrannical thief of the throne of Scotland, finally meets his end.
2 Act 5, Scene 9: The son of Duncan once again holds the Castle of Dunsinane and order
is restored. Macbeth is dead and Malcolm is crowned by all the assembled thanes to be
the new king of Scotland.

In this section of the text, the following themes are developed:

THEME
Good vs Evil
CYCLE 6

DEVELOPMENT:
Good has trumped evil in the final battle. Macbeth is killed and the prophecy comes true
– the sons of Banquo are alive and (presumably after Malcolm’s rule), they will be kings for
years to come. Scotland is free of the evil of Macbeth and peace will be restored after his
tyrannical rule.

THEME
Fate vs Free Will

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Macbeth – Reading – CYCLE 6

DEVELOPMENT:
Macbeth is killed by his inability to choose free will over fate. He believes, right up to
the end, that he is invincible, so he doesn’t run or try to escape. He is trapped by his own
arrogance, believing that he is better and stronger than any army. Both Macbeth and his
wife die because they allowed ‘fate’ to trap them – they do not think about their own free
will to make good, moral decisions.

THEME
Blind Ambition vs Moral Conscience

DEVELOPMENT
In the end, Macbeth’s conscience is no healthier than when he started. He shows signs
along the way of understanding the evil and wrongness of his actions, but right up until the
end, he holds onto his ambition to win the war. Even when his wife dies, he shows no real
signs of conscience, just calm sadness. He dies without remorse. He is trapped by his own
arrogance and ambition to the bitter end.

THEME
Appearance vs Reality

DEVELOPMENT
Another prophecy that Macbeth did not think possible comes true when Macbeth realises
that Macduff was not born naturally. He was ripped from his mother’s womb and therefore
not ‘of woman born’ (Act 4, Scene 1, line 80).

In this section of the text, the following style or structural elements have importance:
1 Structure: The last two scenes of the play are short and to the point. We learn that
Macbeth has been slain (killed) by Macduff, and that Malcolm will be crowned the next
king of Scotland. Order and freedom have been restored.
2 Imagery:
• In Act 5 Scene 8, lines 15–16, Macduff provides a shocking revelation: ‘Macduff
was from his mother’s womb/Untimely ripp’d’. The image is brutally descriptive of
Caesarean section, i.e. Macduff did not have a natural birth as his mother was dying
so they cut her open to save the baby. In other words, he was not ‘of woman born’
(Act 4, Scene 1, line 80).

Reading and discussion

1 Settle learners so that you have their attention.
2 Instruct learners to open their books on pg. 156.
3 Read the text aloud to learners. Learners should follow in their books.
4 As you read, stop and discuss the identified elements as follows:

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 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 5, Why should I Theme: Macbeth ponders whether suicide Is Macbeth beyond Learners’ own opinion.
Scene play the Roman would be a better option than being redemption?
Fate vs Free
8, 1 fool, … killed by the opposition army. This
will
implies that he knows he is trapped
Character(s): and beaten. The English army has
Macbeth won. He is in a hopeless situation, and
in Roman times, it was considered
noble to commit suicide under such
circumstances. Macbeth thinks this
foolish. He thinks it is better to just
carry on killing others. Is he acting on
free will: choosing to try to live, rather
than ending his own? Or does he still
believe that he is not actually fated to
die?
Act 5, As easy mayst Theme: Good Macbeth is having a showdown with Up until the end of the Open-ended. Learners must provide a
Scene though the vs Evil Macduff. This is the ultimate battle play, Macbeth believes reasonable response, for example:
8, 9–10 intrenchant air/ between good and evil, leading to himself to be invincible • He is naïve: like a child believing in a
Character(s):
With thy keen the final climax of the play. Macbeth against death. Why do fairy tale. He is not living in reality.
Macbeth
sword impress warns Macduff that he is unbeatable, you think he believes • He is so blinded by ambition that he is
as make me as ‘intrenchant’ (uncuttable) as the air this? willing to believe anything that might
bleed. itself. Here, he mistakenly imagines help him get ahead.
that the words of the apparitions are a
protective charm, which can keep him
from physical injury. He still thinks that
No man ‘born of woman’ can kill him.
Lesson 12: Reading

Macbeth 111
CYCLE 6
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 5, … Macduff Themes: Macduff now reveals to Macbeth 1 What does, ‘untimely 1 • Macduff’s mother was dying, so
Scene was from his that he entered the world by being ripped’ mean and the doctor cut open her womb to
Fate vs Free
8, mother’s womb/ ‘untimely ripp’d’ from his mother’s how does this tie remove Macduff.
Will
15–16 Untimely ripped. womb. Therefore, he was not, in the in with the words • Not only was he born prematurely,
AND strict sense, ‘born of woman’. He of the witches, ‘not he was also born by Caesarean
Appearance was born prematurely and through born of woman’? section.
vs Reality ‘unnatural’ birth. With the powerful 2 Now that two of the • He was not born of woman in the
line ‘Despair thy charm,’ (Act 5, Scene prophecies have usual way.
Macbeth – Reading – CYCLE 6

Character(s): 8, line13) Macbeth must know that come true, do you • We see that the witches were
Macbeth and his struggle for survival is over. The think Macbeth is clever in their words. They made
Macduff penultimate prophecy has come true. certain that the third it seem like no person could kill
In that moment, after he realises that one will also come Macbeth. They deceived Macbeth.
Macduff is the only man who can kill true? 2 Even though Macbeth knows the first

112 Grade 12 English First Additional Language

him, Macbeth must be in shock. Again, two prophecies have come true, the
we see how foolish he was to believe audience senses that Macbeth is still
himself invincible. He has been fooled doubtful about the last prophecy.
by the witches’ clever words.
Act 5, … The time is Theme: This quote means that freedom has How do you feel now Open-ended. Learners must give a
Scene free. been restored. Scotland is no longer that Macbeth is dead? reason for their response. For example:
Fate vs Free
9, 21 under tyrannical rule of Macbeth. • There is a sense of relief that Macbeth
Will
is dead.
Character(s): • Malcolm seems gracious and kind, like
Macduff his father, Duncan.
• The contrast of Malcom with Macbeth,
who was so evil, is dramatic and
powerful.
 Act, Line Element Explanation Discussion Question Possible Answers
Scene,
Lines

Act 5, Hail, King of Theme: Good Malcolm has been crowned king after Do you think evil is a Open-ended. Learners must give a
Scene Scotland! vs Evil the death of Macbeth. The people love necessary force in the reason for their response, for example:
9,25 and respect him, as they did his father. world? Would we be Yes, I think evil is a necessary force. If
Character(s):
He has Duncan’s virtues but he also able to recognise good there were no evil, how would we even
Malcolm and
has caution, which the old king lacked if there were no evil? know what good is?
the defeaters
in trusting Macbeth so easily. He is less
of Macbeth
likely to allow the same tragedy and
horror to happen to Scotland. Good
has finally triumphed over evil.
Lesson 12: Reading

Macbeth 113
CYCLE 6
Macbeth – Reading – CYCLE 6

Concluding discussion
1 Instruct learners to think about the text we have read so far.
2 Remind learners that part of reading literature is to learn more about the human
condition – about how people live, about the struggles that humans face, and about the
feelings we have that connect us all.
3 Discuss the following questions:
a QUESTION 1: Did the witches deceive Macbeth or did he choose to believe what
he wanted?
Follow-up questions if needed:
• Do you think Macbeth still would have committed murder if he hadn’t ever
heard the witches’ prophecies?
b QUESTION 2: What is the effect of ending the play with Malcolm’s final speech?
4 Please note the following possible answers. These are meant to give you an idea of
appropriate answers, but are NOT the only correct answers to these questions:
a QUESTION 1: Possible answers:
There are many possible answers here, for example:
• Macbeth took the witches’ prophecies literally. He believed in them more than
he did in himself.
• It seems that Macbeth believed what he wanted to believe and used the
prophecies to justify his own evil actions.
• He saw the prophecies as protection against human interference. What he had to
do to make the prophecies come true was more about free will than it was about
fate. He failed to see that he still had a choice over his actions.
• The witches’ prophecies were meaningless without Macbeth’s actions. They were
self-fulfilling prophecies. Once they were made, they were bound to come true
because of Macbeth himself. There was actually no fate involved.
b QUESTION 2: Possible answers:
• Malcolm’s final speech brings closure to Macbeth’s reign of terror. He shows
promise of being a good king, and wiser than his father, who misjudged
Macbeth badly.
• The play does not end with Macbeth’s death, but with a new beginning.
• Malcolm’s speech is hopeful. We know that evil has been defeated, and goodness
is restored through the rule of a new, kind king.

Journal questions
A: Instruct learners to copy these questions into their journals, and to answer them
for homework.
1 Refer to Act 5, Scene 8 (pg. 156–158):
1.1 Explain what Macduff vows to do to Macbeth. (1)
1.2 State the differences between Macbeth’s army and Malcolm’s army. (2)
2 Refer to Act 5, Scene 9 (pg. 158–160):

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 Lesson 12: Reading

2.1 Who is killed by Macbeth in this scene? (1)

2.2 Explain why this death is important. (2)
2.3 What does Malcolm say about Macbeth and Lady Macbeth? (2)
2.4 State what title has never been used before in Scotland that Malcolm plans to use
on his thanes and kinsmen. (1)

B: Answers
1.1 Macduff vows to have revenge on Macbeth because of the death of his family. (1)
1.2
• Malcolm’s army is committed to the cause of saving Scotland. (1)
• Macbeth’s army is fighting for him out of fear that they will be killed
themselves. (1)
2.1 Young Siward (1)
2.2  
• The importance of the murder is seen in Macbeth’s response after the
murder. (1)
• He states he cannot be killed by a man born of woman. He feels he cannot be
harmed. (1)
2.3
• Malcolm says that Macbeth is a ‘butcher’. (1)
• Malcolm says that Lady Macbeth was a ‘fiend-like queen’. (1)
2.4 Malcolm plans to make ‘earls’ of the thanes and kinsmen. (1)

CYCLE 6

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 Macbeth
Reading

CYCLE 7
Macbeth – Post-reading – CYCLE 7

Post-reading
Lesson 13: Reading
Introduction:
1 Explain to learners that in this lesson they will think about the themes in ‘Macbeth’
and decide which character in the novel is most closely associated with (connected
to) each one.
2 Remind them of the four themes that we have discussed while reading. Write the
themes on the board, and instruct learners to copy them down in their exercise books:
• Blind Ambition vs Moral Conscience
• Fate vs Free Will
• Good vs Evil
• Appearance vs Reality
3 If necessary, briefly revise what each one is. You can do this by choosing four learners,
and asking each one to briefly explain the meaning of one of the themes.

Connecting Themes and Characters

(NOTE: There are two options for this activity provided below. Choose the one that you
think will work best in your circumstances.)

OPTION 1: CONNECTING THEMES AND CHARACTERS THROUGH A SILENT

CONVERSATION
1 Get four pieces of poster paper (A1 or A2 size). On each one, write the name of one of
themes in big, bold writing at the top of the page. (You can find all four themes on the
‘Group Theme Pages’ near the beginning of this module, or look in Option 2 below.)
Stick these posters up on the walls at four places around the classroom.
2 Push the desks away from the walls so that it is possible to walk all around the room and
get to each poster.
3 Explain to learners that they are going to have a silent conversation. This means that
they cannot say a word. Instead, they are going to communicate their ideas to each
other through writing.
4 Instruct learners take a pen with them, and walk up to any one of the posters.
5 They must read the name of the theme, and then on that poster write the name of the
character that they think is most closely associated with the theme. Below the name
they have written, they must write a sentence or two explaining why they have chosen
that character.

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 Lesson 13: Reading

6 Once they are finished, they can move to the next poster and repeat the activity.
They can move around in any order until they have written one character’s name on
each poster.
7 Explain to them that they do not have to choose the same character as other learners, as
there is no one right answer for each theme. They may also choose the same character
for more than one theme, as some characters are closely associated with more than
one theme.
8 As well as writing characters’ names, they can also choose to respond in writing to what
other people have written. For example, if someone has written a name on a poster,
and someone else thinks that this is a bad choice, they can write that next to the name
to politely explain why they disagree. Or, if they think that someone else’s choice of
character is a good one, they can respond in writing with why they agree.
9 Give learners 10 to 15 minutes to complete the activity. It is okay if they do not all visit
all four posters.
10 Instruct learners to sit down, and next to each theme in their exercise book, they
must write down the name of the character that they think, after doing the silent
conversation, is most closely associated with that theme.

OR

OPTION 2: CONNECTING THEMES AND CHARACTERS THROUGH

INDIVIDUAL WORK
1 If you do not have access to poster paper, or if you do not think the silent conversation
would work in your classroom, you can replace the silent conversation with a simple
activity that learners can do individually in their exercise books.
2 For each theme that you have written on the board, write at least three characters’
names next to it. It could look like this:
a Blind Ambition vs Moral Conscience – Macbeth, Lady Macbeth, Banquo, Duncan
b Good vs Evil – Macbeth, Lady Macbeth, The Three Witches, Duncan, Macduff
c Free Will vs Fate – The Witches, Lady Macbeth, Macbeth, Banquo,
Macduff, Malcolm
d Appearance vs Reality – Macbeth, Lady Macbeth, The Three Witches
3 Instruct learners to copy the themes into their exercise books. For each one, they must
choose one character from your lists on the board. They must choose the character who
they think is most closely associated with that theme.
4 Explain that it is okay if they choose the same character for more than one theme, as
some characters are closely associated with more than one theme. Explain that it is okay
if their choices are different to other learners’ choices, as there is no perfect match for
CYCLE 7

each theme.

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Macbeth – Post-reading – CYCLE 7

Writing Activity
(Note: Use for both Option 1 AND Option 2)
1 Instruct learners to each select two of the four themes.
2 For each theme they have chosen, they must explain which character they have decided
is most closely associated with the theme and explain the reasons for their choice. This
means that they must explain how the character they have chosen for that theme is
associated with the theme.
3 Each paragraph can have the theme as a heading.
4 Explain that in each paragraph, they must refer to at least one scene from the play that
shows the connection between the theme and character. They can give the page number,
or clearly explain which scene they are referring to.
5 Explain that learners must have their plays on their desks as they write, so that they can
refer to the text for help.
6 As they write, walk around the room and assist learners who are struggling to find the
vocabulary they need, or who are struggling to stay on task.
7 Below is an example of what these paragraphs could look like. You can choose to share
it with your learners if they need to see what theirs should look like, but please note that
this is not the only correct paragraph for ‘Fate vs Free Will’. Someone else could argue
that another character is most closely associated with the theme instead. This is merely
an example:

Fate vs free will

Fate is another word for chance. The ancient view of life is that humans have no
control over their lives and that everything is predetermined or destined to be a
certain way. Life can be good, bad or both, and you won’t ever know what could
happen when. In ‘Macbeth’, the Witches represent fate, but the play makes an
important distinction which is clearly exhibited in Macbeth himself. Fate may
dictate what he will be, but how that destiny comes about is a matter of his
own choice or free will. Although the witches tell Macbeth that he will be king,
‘All hail, Macbeth, that shalt be king hereafter!’ (Act 1, Scene 3, line 51), he is
not told how to achieve this and that much is up to him. We cannot blame him
for becoming king (it is his destiny), but we can blame him for the way in which
he chooses to get there (by his own free will). In Act 1 Scene 7, lines 79–80, he
exercises his free will and announces to his wife, ‘I am settled, and bend up/
Each corporal agent to this terrible feat.’ Here we see him actively choose to
murder Duncan to get what he wants.

Conclusion
1 Settle learners so that you have their attention.
2 Ask a few volunteers to read their paragraphs out to the class. Praise them for their
strengths, and make a few specific suggestions for improvement.
3 Instruct learners to finish their four paragraphs for homework. Explain that they will
be using them in the next lesson, so if they come to class without their completed work,
they will not be able to participate in the next activity.

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 Lesson 14: Post-Reading

Lesson 14: Post-Reading

Preparing for this lesson
1 Move the desks in your classroom into four groups.
2 Provide each group with a piece of paper containing the name of one of the themes that
you wrote on the board in the previous lesson. This means that every group of desks will
have a different theme.
3 Meet learners outside the classroom.

Group Debates:
1 Explain to learners that when they walk into the room, they must look at the theme for
each group, and sit down at the one that they are most interested in. Explain that this
must be one of the themes that they wrote a paragraph on in the last lesson.
2 If lots of learners choose one theme, and the group becomes too big, split the group into
two and let both groups write about the same theme. On the other hand, if a group has
only one or two learners in it, try to get a few other learners to join them, or simply send
them to another group so that they have enough people to work with.
3 Once learners are seated, explain that in this lesson they will use the paragraphs that
they wrote in the last lesson and completed for homework.
4 Instruct learners to open their exercise books to their paragraph about the theme that
corresponds to the group they are sitting at. For example, if a learner is sitting at the
group for Fate vs Free Will, they must open their exercise book to their paragraph about
the character most closely associated with that theme.
5 Explain that learners will discuss why they chose the characters that they chose in their
groups. They can do this by reading their paragraphs.
6 If learners in that group have chosen different characters, they must discuss their
different choices, and debate which one is the best. The best choice is the one that has
the strongest connection to that theme, backed up by reference to the novel and clear
arguments. The group must try to come to a consensus (agreement) on which character
is the best choice.
7 Give learners 20–25 minutes to do this. Walk around the room and assist groups that
are struggling to stay on task, or struggling to come to a consensus.

Report Back:
1 Settle learners so that you have their attention.
CYCLE 7

2 Explain to learners that they must select a spokesperson from their group who will
briefly report back to the class on what their group decided.
3 Give learners two minutes to select their spokespeople.

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Macbeth – Post-reading – CYCLE 7

4 Give each group two minutes to report back to the class. Guide them to share the
following information: what their theme is, which character they think is most closely
associated with it and why they made that choice. If they did not manage to agree, they
must briefly explain the arguments in favour of the various characters proposed in
the group.

Linking the Themes to Our Lives

1 Explain to learners that one of the reasons why people read literature is because the
ideas explored in fiction are universal (affect all of us). We have thought about how the
themes in ‘Macbeth’ relate to the characters, but it can also be useful to think about how
the themes affect us in real life.
2 Instruct learners to write one last paragraph in which they explore how the theme they
discussed in their group, relates to their own life.
3 It doesn’t need to be a formal piece of writing. It won’t be marked. It is more important
that learners get all their thoughts onto the page, so that they can work out how
they feel.
4 For this activity they can stay seated in their group, but they are writing individually, so
they must work in silence.
5 In the paragraph, they can ‘think in writing’. In other words, they can write down their
thoughts as they come to them, about how the theme they are exploring has affected
them. They can do this by writing about things that have happened in their lives, how
they responded, and how they felt.
6 Remind them that there are no right or wrong answers, but that good writing will be
honest, detailed and specific.
7 Walk around the room as they work, and assist learners who are struggling to
stay on task.
8 In the last five minutes, get a few learners to volunteer to share their paragraphs with
the class.

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Structure of the drama
lesson plans:
Writing and presenting
1 In every two week cycle, one or two writing tasks must be taught.
a The lessons that follow are designed to teach one process writing task.
b CAPS specifies 3 hours per two-week cycle for Writing & Presenting.
c If you plan to complete another writing task in a cycle, then teach the lesson
over 2 hours.
d If you plan to teach only one writing task in a cycle, then teach the lesson
over 3 hours.
2 According to CAPS, teachers should teach learners a range of writing genres
that include:
a Essays, for example: a discursive essay
b Long transactional texts, for example: a formal letter
c Short transactional texts, for example: an invitation
3 This Content Booklet includes lesson plans for:
a 3 × essays
b 3 × long transactional texts
c 1 × short transactional text
4 Every Writing & Presenting lesson follows the same structure:
a The topic is set. This includes teaching aspects of the genre, and sometimes, looking
at model texts. It also includes the teaching of useful vocabulary.
b Planning is done. A planning strategy is provided, and learners complete different
activities to help them plan in a meaningful way. A writing frame or template
is provided.
c The text is drafted. At this point, the teacher will give instructions for drafting, and
will share criteria for the task.
d The draft is edited. An editing checklist is provided, and learners will self-edit or
peer-edit their drafts.
e The text is published and presented. Publishing, or rewriting the edited text, is
usually done as homework. Different strategies are used to allow learners to present
or share their writing.
f A sample answer, a mark and written feedback is provided as a model for the
teacher. This is useful as it helps teachers to set an appropriate standard for
writing tasks.
NOTE: Every time a particular genre of writing is taught from Grade 10 to Grade 12, it is
taught in exactly the same way. This allows teachers and learners to experience the process
a number of times, and to consolidate their learning of that genre. This repetition provides
scaffolding and security, which ultimately builds learners’ confidence.

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 Macbeth
Writing and
presenting

CYCLE 1
Macbeth – Writing and presenting – CYCLE 1

Writing and presenting

Narrative essay
Topic:
In ‘Macbeth’, persuasion plays an important role in the main conflict of the play. Different
characters are persuaded to do things in different ways and for different reasons. The most
obvious example is when Lady Macbeth persuades her husband to murder King Duncan.
However, persuasion doesn’t always work: what would have happened if Lady Macbeth
had tried to persuade Macbeth, but he hadn’t listened? The story may have ended very
differently.
Write a narrative essay in which persuasion plays a key role. This could be one character
trying to persuade another. Or, the persuasion could be internal, with the character trying
to persuade or convince themselves of something. As you plan, think about how persuasion
plays a role in creating conflict, who is involved and how it is resolved. Remember that
characters can react differently to being persuaded!

Length of task
250–300 words

CAPS reference: pg. 39

Text type Purpose Text Structure Language Features

Narrative To entertain Orientation that introduces Written in the first or third

Essay characters and setting, e.g. Once person
upon a time there was an old
Written in the past tense
woman who lived with her son
called Jack. They were very poor. Events described
sequentially
Events leading to a complication.
eg. Jack spent all the money his Connectives that signal time,
mother gave him on some magic e.g. Early that morning, later
beans. His mother was angry. on, once

Resolution and ending: e.g. Jack Makes use of dialogue

came back with the Giant’s treasure Language used to create an
and they lived happily ever after. impact on the reader e.g.
adverbs, adjectives, images

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Introduction

CYCLE 1
Tell learners that today they are going to write a narrative essay. The essay will be linked to
the drama, ‘Macbeth’.

Teach the genre

PURPOSE:
The purpose of a narrative essay is to tell a story to entertain, amuse, challenge or inspire
the reader.

HOW TO WRITE A NARRATIVE ESSAY:

1 In order to tell a story, you need to choose:
• Conflict: external or internal.
• Characters: one to three.
• Setting: time and place.
2 Plot has a beginning, middle and end:
• Introduction: Describe characters and setting.
• Conflict/Rising Action: Narrate events that lead to the conflict. Build tension.
• Climax: Narrate main events that make up the conflict. Contains action.
• Falling Action: What happens as a result of the climax?
• Resolution: How is the conflict resolved? (Happy or sad.)

Teach selected text structures and language features

Activity 1: Understanding conflict

INTRODUCTION:
1 Write the word ‘conflict’ on the board and ask learners if they know what it means.
2 Take answers from volunteers. E.g. fight, argument or confrontation.
3 Explain that conflict doesn’t have to be between two people. There are different types.
Generally, these can be classified as either external or internal.
4 Ask learners what ‘external’ and ‘internal’ mean. (‘External’ means outside and ‘internal’
means inside.)
5 External conflict is between a person and someone or something outside them. Internal
conflict is conflict inside the person’s mind or heart.
6 Explain that all stories have some kind of conflict at their core. This could be external
conflict (between the character and someone or something else outside them) or
internal conflict (conflict inside the character’s mind or heart).
7 Even external conflict doesn’t have to violent. There are many types of conflict that
make for compelling stories.

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Macbeth – Writing and presenting – CYCLE 1

Activity 2: Working with conflict

1 Explain to learners that you will give them different types of conflict and in each case
they have to:
a Identify who or what is in conflict.
b Choose whether each one is an internal or an external conflict.
2 To do this, hand out the following worksheet. If you don’t have access to a photocopy
machine, copy the worksheet on the board:
CONFLICT WORKSHEET

Read the following examples of conflict. For each one:

a Identify who or what is in conflict.
b Choose whether each one is an internal or an external conflict.

1 I wanted to wear my sister’s favourite shirt, but I knew she would be angry.
2 In 1939, war broke out between Germany and Britain.
3 She angrily told her husband that she was too tired to cook supper.
4 His positive attitude helps him to cope with having AIDS.
5 I was angry with my mother because she wouldn’t let me go to the party.
6 The thief was shot by a policeman.
7 He wanted to be part of the group, but he didn’t want to drink alcohol.
8 The clever boy was very rude to the girl who was struggling with her work.
9 The rat chewed holes in the bag and ate the old man’s mielies.
10 I wanted to be and engineer, but I knew I would have to study really hard.

MODELLING:
1 Do the first one for learners, to demonstrate how to do it.

JOINT WORK:
1 Ask a learner to do the next example, but assist them where necessary.

PAIR WORK:
1 Instruct learners to do the rest of the list with the person next to them.

DISCUSSION:
1 After 5 minutes, call the class back together. Ask for learners to share their answers.
Make sure that they understand the following:
1 I wanted to wear my sister’s favourite shirt, but I knew she would be angry.
a Conflict between the narrator’s desire to wear the shirt and her conscience
which told her it would upset her sister.
b Internal conflict

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2 In 1939, war broke out between Germany and Britain.

a Conflict between Germany and Britain.

CYCLE 1
b External conflict
3 She angrily told her husband that she was too tired to cook supper.
a Conflict between the woman and her husband.
b External conflict
4 His positive attitude helps him to cope with having AIDS.
a Conflict between the narrator and a disease/AIDS.
b External conflict
5 I was angry with my mother because she wouldn’t let me go to the party.
a Conflict between the narrator and his or her mother.
b External conflict
6 The thief was shot by a policeman.
a Conflict between the thief/criminal and the policeman/law enforcer.
b External conflict
7 He wanted to be part of the group, but he didn’t want to drink alcohol.
a Conflict inside someone’s mind, between not wanting to drink alcohol and
wanting to be part of the group/not wanting to be different.
b Internal conflict
8 The clever boy was very rude to the girl who was struggling with her work.
a Conflict between the clever boy and the girl who was struggling with her work.
b External conflict
9 The rat chewed holes in the bag and ate the old man’s mielies.
a Conflict between the rat/nature and the old man/owner of the mielies.
b External conflict
10 I wanted to be an engineer, but I knew I would have to study really hard.
a Conflict inside the narrator’s mind, between the desire to be an engineer and the
concern about how hard she would have to study/work.
b Internal conflict

Useful genre-related vocabulary

character a person in a story

setting the time and place in which the story happens
plot the events in a story
conflict a serious disagreement or argument
climax the central part of the story; the most exciting part; the part of the story in
which the most dramatic action takes place
resolution the end or conclusion of a story

Macbeth 129
Macbeth – Writing and presenting – CYCLE 1

1. Setting the task

SET THE TASK
1 Remind learners that they will now start to write their narrative essays.
2 During the planning, they will create rough notes on their conflict, character
and setting.
3 They will learn how to structure the plot of their story using a narrative arc.
4 Lastly, they will use all of this to help them write their own essays.

2. Planning
PLANNING STRATEGY
a Remind learners of the topic.
b Choose a conflict, main character and setting.
c Plan the plot on a narrative arc.

INSTRUCTIONS FOR PLANNING

A. REMIND LEARNERS OF THE TOPIC
Topic: In ‘Macbeth’, persuasion plays an important role in the main conflict of the
play. Different characters are persuaded to do things in different ways and for different
reasons. The most obvious example is when Lady Macbeth persuades her husband to
murder King Duncan. However, persuasion doesn’t always work: what would have
happened if Lady Macbeth had tried to persuade Macbeth, but he hadn’t listened? The
story may have ended very differently.
Write a narrative essay in which persuasion plays a key role. This could be one character
trying to persuade another. Or, the persuasion could be internal, with the character
trying to persuade or convince themselves of something. As you plan, think about
how persuasion plays a role in creating conflict, who is involved and how it is resolved.
Remember that characters can react differently to being persuaded!

B. CHOOSE CONFLICT, CHARACTER AND SETTING

CONFLICT:
1 Instruct learners to write the heading ‘Conflict’ in their exercise books.
2 Underneath, they must write down some rough notes about their conflict. These
notes can be sentences, phrases or words, at this stage.
3 Give learners time to write. Walk around the class to assist learners who are
struggling.
4 If you have time, ask two or three learners to share their ideas with the class.

CHARACTERS:
1 Instruct learners to write the heading ‘Characters’ in their books.

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 Narrative essay

2 They must write more detailed information about the protagonist (main character)
who will experience the conflict.

CYCLE 1
3 Give learners time to write. Walk around the class to assist learners who are
struggling.
4 If you have time, ask two or three learners to share their ideas with the class.

SETTING:
1 Lastly, instruct learners to write the heading ‘Setting’ in their exercise books.
2 Under this heading they must write notes about both the place and time when their
story will be set.
3 Give learners time to write. Walk around the class to assist learners who are
struggling.
4 If you have time, ask two or three learners to share their ideas with the class.

C. PLAN THE PLOT

1 Explain to learners that they now need to plan the structure of the plot so that it
flows in a logical order.
2 Draw this on the board under the heading ‘Narrative Arc’ and instruct learners to
copy it into their exercise books:

ax
m
cli
 
 
 
 
n 
tio
fallin

ac
g
in
ris
g ac

 
tion

 
 
 
 
 
ct
n fli
co

exposition resolution
beginning middle end

3 Explain that every story has the sections shown in the arc. You can use the arc to
guide you by writing one paragraph for each section on the arc.
4 Explain the sections of the arc as follows:
• Paragraph 1: Intro/Exposition
Describe the main characters and setting in detail, so we know who and what
the story is about. (It can be effective to state the conflict in one sentence at the
start of the introduction, to get your readers excited.)
• Paragraph 2: Conflict/Rising Action
Narrate the events that lead to the conflict. Build the tension.

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Macbeth – Writing and presenting – CYCLE 1

• Paragraph 3: Climax
Narrate the main events the make up the conflict. This is the most intense part
of the story, containing the action.
• Paragraph 4: Falling Action
What happens after the climax?
• Paragraph 5: Resolution/Conclusion
How is the conflict resolved? Resolution could be happy or sad.
5 Under each heading on the arc, instruct learners to fill in a few sentences explaining
what they will write in that section of their story. This will be their plan from which they
will create their first draft.
6 Give learners time to fill in their narrative arcs.
7 As they work, walk around the room to assist learners who are struggling.
8 If you have time, it’s a good idea to ask learners to share their plans with a partner or
with the whole class, so they can learn from the way that other learners are planning.

SAMPLE FOR TEACHER

SAMPLE COMPLETED ROUGH NOTES FOR NARRATIVE ESSAY

CONFLICT (PERSUASION)
Conflict between two learners, Themba and Boitumelo. Boitumelo hates
Themba because he does well at school and doesn’t seem to care when
she is mean to him. Now she is picking on his best friend, Langa, who is shy
and struggles with schoolwork. Themba and his friends are very angry with
Boitumelo.
CHARACTERS
• The protagonist (main character, usually the hero or a good person) is 17-
year old Themba. He is tall and thin, but strong. He is confident and clever
and wants to do well at school. He is kind-hearted and has a group of good
friends. He loves playing soccer.
• The antagonist (villain/bad character) is a girl called Boitumelo. She is the
prettiest girl in the school. Her family is wealthy, and she behaves as if she
is better than everyone else. She enjoys humiliating other learners in front
of everyone. She picks on people who can’t defend themselves.
• Langa is Themba’s best friend. He is shy and has learning difficulties but he
is caring, generous and kind.
SETTING
• Place: Jabulani Secondary School in Calvinia. Small school – 450 learners.
The playground is cold and windy. There is no protection from the wind.
• Time: Set in 2017. The action takes place during lunch break.

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 Narrative essay

PLOT: NARRATIVE ARC

CYCLE 1
Themba’s friends persuade him to
tell everyone about Boitumelo. He is
about to but then notices bruises on
her neck. He keeps quiet.
Boitumelo picks on Themba’s li m a x
 c  
friend, Langa. She says that   His friends tease him for not
 
Langa is too stupid to pass being brave enough to confront

 
 
grade 12. Themba finds out her, but he just laughs.

fal
n 

l in
that Boitumelo is failing.

ga
tio
ac

cti
i
ng

on
 
ris  
 
Exposition   
   
 resolution

We learn about the setting and He tells Langa about

the conflict between Themba Boitumelo’s bruises.
and Boitumelo. They are both shocked.

3. Drafting
INTRODUCE CRITERIA
Explain that they must remember the following criteria when drafting their writing:
1 This is an essay, so it must be 250–300 words. The word count must appear at the
bottom of the essay.
2 Language and spelling must be perfect.
3 The writing must be structured in paragraphs.
4 The essay should include dialogue.
5 Essays must have an introduction, rising action, climax, falling action, and a conclusion.

INSTRUCTIONS
1 Instruct learners to open their exercise books to a clean page and write the heading
‘Narrative Essay’.
2 The conflict in the story must involve some kind of persuasion.
3 It does NOT have to be related to ‘Macbeth’.
4 Explain that they will turn their rough notes and narrative arcs into a first draft.
5 Their essays don’t have to keep everything the same as in their rough notes. They can
change things if they come up with better ideas.
6 Give learners time to write. Walk around the room to assist struggling learners.
7 Learners may finish drafting their writing as homework if needed.

Macbeth 133
 Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT & 28–30 22–24 16–18 10–12 4–6

PLANNING
• Outstanding/Striking • Very well-crafted • Satisfactory • Inconsistently • Totally irrelevant
(Response and
response beyond response response coherent response response
ideas)
normal expectations • Fully relevant and • Ideas are • Unclear ideas and • Confused and
Organisation
• Intelligent, thought- interesting ideas with reasonably unoriginal unfocused ideas
of ideas for
provoking and mature evidence of maturity coherent and • Little evidence of • Vague and repetitive
planning;
ideas • Very well organised convincing organisation and • Unorganised and
Awareness
• Exceptionally well and coherent • Reasonably coherence incoherent

Upper level
of purpose,
organised and coherent (connected), including organised and
audience and
(connected), including introduction, body coherent, including
context
introduction, body and and conclusion/ introduction, body
30 MARKS
conclusion/ending ending and conclusion/
ending
25–27 19–21 13–15 7–9 0–3

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Macbeth – Writing and presenting – CYCLE 1

• Excellent response but • Well-crafted response • Satisfactory • Largely irrelevant • No attempt to

lacks the exceptionally • Relevant and response but some response respond to the topic
striking qualities of the interesting ideas lapses in clarity • Ideas tend to be • Completely
outstanding essay • Well organised • Ideas are fairly disconnected and irrelevant and
• Mature and intelligent and coherent coherent and confusing inappropriate
ideas (connected), including convincing • Hardly any evidence • Unfocused and
• Skilfully organised and introduction, body • Some degree of organisation and muddled

Lower level
coherent (connected), and conclusion of organisation coherence
including introduction, and coherence,
body and conclusion/ including
ending introduction, body
and conclusion
 Criteria Exceptional Skilful Moderate Elementary Inadequate

LANGUAGE, 14–15 11–12 8–9 5–6 0–3

STYLE &
• Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Language
EDITING
and vocabulary highly and vocabulary and vocabulary and vocabulary incomprehensible
Tone, appropriate to purpose, very appropriate to appropriate to less appropriate to • Tone, register, style
register, style, audience and context purpose, audience purpose, audience purpose, audience and vocabulary
vocabulary • Language confident, and context and context and context not appropriate to
appropriate to exceptionally impressive • Language is effective • Appropriate use of • Very basic use of purpose, audience
purpose/effect • Compelling and and a consistently language to convey language and context

Upper level
and context; rhetorically effective in appropriate tone is meaning • Tone and diction • Vocabulary
tone used • Tone is appropriate are inappropriate limitations so
Word choice;
• Virtually error-free in • Largely error-free in • Rhetorical devices • Very limited extreme as to make
Language grammar and spelling grammar and spelling used to enhance vocabulary comprehension
use and • Very skilfully crafted • Very well crafted content impossible
conventions,
13 10 7 4
punctuation,
grammar, • Language excellent and • Language engaging • Adequate use • Inadequate use of
spelling rhetorically effective in and generally of language language
15 MARKS tone effective with some • Little or no variety
• Virtually error-free in • Appropriate and inconsistencies in sentence
grammar and spelling effective tone • Tone generally • Exceptionally

Lower level
• Skilfully crafted • Few errors in appropriate and limited vocabulary
grammar and spelling limited use of
• Well crafted rhetorical devices
STRUCTURE 5 4 3 2 0–1
Features of text; • Excellent development • Logical development • Relevant details • Some valid points • Necessary points
of topic of details developed • Sentences and lacking
Paragraph
• Exceptional detail • Coherent • Sentences, paragraphs faulty • Sentences and
development
• Sentences, paragraphs • Sentences, paragraphs well- • Essay still makes paragraphs faulty
and sentence
exceptionally well- paragraphs logical, constructed some sense • Essay lacks sense
construction
constructed varied • Essay still makes
5 MARKS
Narrative essay

sense

Macbeth 135
CYCLE 1
Macbeth – Writing and presenting – CYCLE 1

4. Editing
STRATEGY
Self-edit

INSTRUCTIONS FOR EDITING

1 Before the lesson begins, copy the checklist below onto the board (or make copies if you
have access to a photocopy machine).
2 Explain that for this writing task, learners will edit their own work.
3 Instruct learners to copy the editing checklist on the next page. They must read each
question, and then re-read their own writing to see if they have done what the question
in the checklist asks. If they find that they have not done something required by the
checklist, they must change their writing accordingly. Remind them that it is okay if this
draft starts to look very messy, as they will need to rewrite it for the final version.
4 Give learners time to edit their work. Walk around to assist struggling learners.
5 If you do not have time to edit in class, instruct them to use the checklist at home.

EDITING CHECKLIST
1 Does the essay contain an interesting conflict which involves persuasion?
2 Does the introduction describe the main characters and setting in detail?
3 Does the body of the essay contain the rising action, climax and falling action, written
in well-structured paragraphs?
4 Is the climax the most dramatic and exciting part in which the main events take place?
5 If you have used direct speech, have you used quotation marks, the correct punctuation
and started each person’s lines on a new line?
6 Do all your sentences start with capital letters and end with appropriate punctuation
marks?
7 Have you checked that your spelling is correct?
8 Have you checked that every sentence has at least a subject and a verb?

5. Presenting
PUBLISHING REQUIREMENTS
1 Learners must write out their essays neatly on lined paper.
2 At the top of the page, they must include their name, the date, the heading ‘Narrative
Essay’ and their own title for the essay.
3 They must write neatly, leaving an empty line between paragraphs.
4 At the bottom of their essay they must write the words ‘Word count’ followed by the
number of words in their essay (not including the title).
5 Publishing can be assigned as homework.

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 Narrative essay

PRESENTING STRATEGY
Turn and Talk

CYCLE 1
PRESENTING INSTRUCTIONS
1 Instruct learners to turn to the person next to them and read their essay out loud to
their partner. Both partners must have a chance to read.
2 Instruct learners to find at least one specific thing they like about their partner’s writing,
and to share this feedback with their partner.
3 Ask for three volunteers to read their writing to the class.
4 Praise each one for one specific thing they did well.

COMPLETED EXAMPLE
NARRATIVE ESSAY

LOOK BEFORE YOU LEAP

Boitumelo was beautiful but was the nastiest person Themba had ever
known. She was a bully, and if you weren’t part of her group, she made your
life at Jabulani Secondary a living hell. Themba thought she was ridiculous. He
was clever but even worse, he behaved as if she didn’t exist! He really, really
annoyed Boitumelo.
One cold lunchbreak, Themba, his best friend, Langa, and some other friends
walked past Boitumelo on their way to the soccer field.
‘Langa, you’re too stupid to pass. Why are you still at school?’ jeered
Boitumelo.
Langa’s friends were furious. ‘We have to stop her’ growled Shoki. ‘You have to
do something Themba.’
‘Why me?’
‘You’ll be a hero!’ encouraged Thabo.
They soon had a plan. Themba dashed off, shouting over his shoulder that
he’d forgotten that he was supposed to help the school secretary.
When he rejoined his friends, Boitumelo was irritated to see that they were
all looking at her and laughing. Furious, she stormed over to them. ‘What’s so
funny?’ she demanded.
‘Not much,’ replied Themba. ‘I just saw a couple of students’ grades … including
yours … ’
‘And? So what?’ hissed Boitumelo.
‘Not a lot,’ replied Themba in a bored voice. ‘Well, what I mean is … ‘
He paused, ‘ … your file fell but I didn’t actually see anything.’

Macbeth 137
Macbeth – Writing and presenting – CYCLE 1

‘You’re so pathetic!’ she spat and stormed back to her friends.

‘Hey! What happened?!’ moaned Themba’s friends.
Laughing, Themba just shook his head.
‘You’re deep in thought’ commented Langa as they walked back to class.
‘What’s going on?’
‘I think I saw bruises on Boitumelo’s neck,’ said Themba quietly,
Startled, Langa’s eyes opened wide. ‘That could explain why she’s so mean!’ he
exclaimed.
‘I know. I’m so relieved I didn’t tell everyone about her grades! Poor Boitumelo.’
Word count: 296 words
Mark: 40/50

TEACHER FEEDBACK
This is a very good story. You have shown insight into your characters and your story is very
believable. I’m glad to see that you are aware of bullying. It was an important reminder that
we shouldn’t judge others! Well done on your use of direct speech and interesting adverbs.
Your structure is good but perhaps you could use less dialogue and more descriptive detail.
You’re writing is developing really well.
Keep up the hard work!

138 Grade 12 English First Additional Language

 Macbeth
Writing and
presenting

CYCLE 2
Macbeth – Writing and presenting – CYCLE 2

Writing and presenting

Discursive essay
Topic:
The theme of ambition plays a major role in ‘Macbeth’. If Lady Macbeth hadn’t wanted
to be a queen, she wouldn’t have persuaded (convinced) Macbeth to kill King Duncan. If
Macbeth hadn’t been ambitious, he would never have gone along with her plans. Ambition
corrupted them and, in the end, led to their deaths. Write a discursive essay in which you
discuss the arguments for and against ambition. You may choose a side at the end if you
wish, but it is not essential.
(NOTE: this is not an essay about the play ‘Macbeth’, and you must not refer to the story.
Rather, focus on arguments and supporting evidence for and against ambition.)

Length of task
250–300 words

CAPS reference: pg. 39

Text type Purpose Text Structure Language Features

Discussion/ To present Statement of the issue; may preview Simple present tense
Discursive arguments main arguments, e.g. The issue of
Generic participants,
Essay from differing whether or not we should wear school
e.g. schools, uniforms,
viewpoints uniforms is very important. There are
students
good reasons for both …
Reason, cause and
Arguments for, plus supporting
effect, concessive
evidence
conjunctions/logical
Arguments against, plus supporting connectors, e.g. therefore,
evidence however, so
Conclusion – summary/ Movement from generic
recommendation to the specific

Introduction
Tell learners that today they are going to write a discursive essay. The essay will be linked to
the drama, ‘Macbeth’. In this essay, learners will discuss the good things and the bad things
about ambition.

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Teach the genre

PURPOSE:
The purpose of a discursive essay is to discuss a topic: to think about it in writing and to
work out a meaningful position on the topic.

HOW TO WRITE A DISCURSIVE ESSAY:

• The writer must consider arguments on all sides: both for and against the topic. This

CYCLE 2
means that they must discuss ideas that suggest the topic is correct AND ideas that
suggest that the topic is wrong.
• All arguments must be supported by evidence: facts that back up what the writer
is arguing.
• In the conclusion, learners can say which side they think is correct, but they
don’t have to.

Teach selected text structures and language features

Activity 1: Pair debates

INSTRUCTIONS:
1 Put learners into pairs.
2 Tell learners that each pair will have a 2-minute debate: each person will have 1 minute
to convince their partner that they are right.
3 The topic is: Technology is destroying families.
4 Explain that in their 1 minute, they need to give as many reasons for their opinion as
possible. Each reason is called an argument. These reasons should be backed up with
facts wherever possible. These facts are called evidence. (As you say this, write the words
‘argument’ and ‘evidence’ on the board.)
ROUND 1:
1 Instruct learners to start their debates.
2 After a minute tell the other partner that it is their turn.
3 After another minute call the class together again.

ROUND 2:
1 Explain that now they need to take the opposite position. E.g. if a learner argued that
technology is bad for us, the other learner now needs to argue that technology is good.
2 Give pairs another 2 minutes to debate, indicating when 1 minute is up.

DISCUSSION:
1 Call the class back together.
2 Ask for a few learners to share their experiences about what it was like to argue the
other side.

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3 Explain that the most important thing about discursive writing is that it doesn’t only
argue from one side.
4 A discursive essay examines the arguments on both sides of a topic.

Activity 2: Read a discursive text

TECHNOLOGY IS DESTROYING FAMILIES

The world was a much better place before technology. That is what many
older people say. On the other hand, young people can’t imagine a world
without it. ‘What on earth did people do in the evenings if there was no TV?’
they ask in amazement. Technology has both good and bad points. Whatever
your opinion is, technology is here to stay. The important thing is how we use
it.
Many older people grew up without things like TV, cellphones and the internet.
Imagine that! They say that they remember wonderful evenings spent with
family and friends. They talked and laughed, played games and discussed the
world and their lives.
Research does show that TV is having a negative effect on family bonding,
but TV also has many advantages. We now have access to so much more
knowledge and information. There are many educational programmes and
channels and there is also a huge variety of topics. You can learn about
everything from cooking to Canada, ships to sharks.
The important thing is to have a balance. For example, families could have
a rule that they eat supper together and that the TV doesn’t go on until the
meal is finished. Cellphones should also be banned from mealtimes. We can’t
get rid of technology, but we must be aware of its dangers. We must control
technology and not let it control us.

1 Instruct learners to listen out for the two different sides of the discussion as you read the
text above.
2 When you finish reading the text out loud, ask them what the two sides of the
discussion were.
3 Make sure they understand that the one side is the idea that TV is bad or harmful, and
the other is that TV is helpful and good.

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Useful genre-related vocabulary

discuss, discussion, talk about something, looking at the issue from all sides. Think about
discursive arguments for and against
argument a reason to believe something
evidence facts supporting an argument
tone the way the writer feels about what they are writing
register formal or informal language

CYCLE 2
connectives phrases at the beginning of each paragraph that show how that paragraph
is connect to the one before it, e.g. furthermore, however, on the other
hand, nevertheless.

1. Setting the task

SET THE TASK
1 Remind learners that they will now write their discursive essays.
2 They will use a writing frame to draft a discursive essay that presents the arguments ‘for’
and ‘against’ ambition.

2. Planning
PLANNING STRATEGY
a Remind learners of the topic.
b Compile arguments.
c Use a writing frame.

INSTRUCTIONS FOR PLANNING

A. REMIND LEARNERS OF THE TOPIC
Topic: The theme of ambition plays a major role in ‘Macbeth’. If Lady Macbeth hadn’t
wanted to be a queen, she wouldn’t have persuaded (convinced) Macbeth to kill King
Duncan. If Macbeth hadn’t been ambitious, he would never have gone along with her
plans. Ambition corrupted them and, in the end, led to their deaths. Write a discursive
essay in which you discuss the arguments for and against ambition. You may choose a
side at the end if you wish, but it is not essential.
(NOTE: this is not an essay about the play ‘Macbeth’, and you must not refer to the story.
Rather, focus on arguments and supporting evidence for and against ambition.)

B. COMPILE ARGUMENTS
1 Explain that in order to construct a discursive essay, learners first need to come up
with as many arguments as they can that are both for and against ‘ambition’.
2 Draw the following table on the chalkboard:

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Macbeth – Writing and presenting – CYCLE 2

Ambition
For/Pros/Advantages Against/Cons/Disadvantages
1 1
2 2
3 3
4 4
5 5
6 6

MODELLING:
1 Demonstrate to learners how to fill in the table on the board.
2 In the ‘Pros’ column, write one advantage of ambition. E.g. ‘Ambition drives people
to achieve.’
JOINT ACTIVITY:
1 Ask for a volunteer to come up to the board.
2 Ask them to add disadvantage ‘Cons’ column. E.g. ‘Ambition can make people
behave selfishly.’
3 If the learner struggles, assist them.

INDEPENDENT WORK:
1 Instruct learners to copy the table into their exercise books.
2 Give them some time to fill in as many arguments ‘for’ and ‘against’ as possible.

DISCUSSION:
1 Call the class back together.
2 Ask for a few volunteers to share their arguments with the class.
3 Help them to improve their arguments. (Reference the table in the ‘Sample for
Teacher’ section below for some ideas.)

C. USE A WRITING FRAME

GETTING READY:
1 Before the lesson begins, place blank writing frame templates on each desk.
2 You will find the frame in the ‘Sample for the Teacher’ section below. (If you don’t
have access to a photocopy machine, draw it on the chalkboard and instruct your
learners to quickly copy it into their exercise books once they arrive.)
INTRODUCTION:
1 Explain that a ‘writing frame’ is a template that they can fill in during their
planning stage.
2 Explain that first you will show learners how to use this writing frame.

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MODELLING:
Demonstrate how to fill in a writing frame:
1 Point out that the writing frame template contains the topic and 6 empty boxes: 1
for the introduction, 4 for the body of the essay and 1 for the conclusion.
2 Draw their attention to the introduction box.
3 Read the first writing prompt: ‘Ambition is...’
4 Explain that they are expected to complete the sentence by providing a definition for
the term ‘ambition.’

CYCLE 2
5 Demonstrate by writing a definition on the board, for example: ‘Ambition is a strong
desire to do or achieve something. It is usually associated with the desire for honour,
power, fame or wealth.’
6 Explain that introductions also often have useful background information.
7 After the definition, add the following sentence, as an example of background
information: ‘Ambitious people are often seen in a negative light.’
JOINT ACTIVITY:
Do the activity together with a learner
1 Read the second prompt in the introduction: ‘This topic is emotive (causes an
emotional response) because … ’
2 Explain that they need to work out how to complete this sentence.
3 Ask for a volunteer to come up to the board to help you complete it.
4 Let the learner make the decision, but step in to guide them if they go wrong.

INDEPENDENT WORK:
Fill in the writing frame.
1 Ask learners to look at the next 4 boxes.
2 Explain that these 4 boxes will help them to write the 4 paragraphs that will make
up the body of their essays.
3 Point out that the first two boxes require arguments for ambition, and the next two
require arguments against ambition.
4 Explain that they will need to choose from their lists of reasons in their exercise
books to fill in the 2 strongest reasons that support ambition and 2 strongest reasons
against ambition.
5 Then they will need to fill in the last box on the frame: the conclusion. This box
should summarise the four arguments. If they want to, they can state which side
they think is stronger, i.e. whether or not they think that ambition is a good thing
for a person to have, but they don’t have to.
6 Give learners time to fill in these 5 boxes.
7 Walk around the room and assist learners who are struggling to stay on task.
8 Instruct learners to complete the writing frame for homework.

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SAMPLE FOR TEACHER

SAMPLE COMPLETED ‘FOR’ AND ‘AGAINST’ LIST
Ambition
For Against
1 Ambition drives people to achieve 1 Ambition is often seen as negative.
great things and do things that no Ambitious people may behave in
one has ever done before. an immoral or selfish way in order
to achieve their goals. They could
hurt others or the environment.
2 Ambitious people inspire others to 2 Ambitious people are lonely or
try to reach their goals, and so our isolated because they are so
world keeps advancing. focused on their goal.
3 Many people benefit from the 3 It is often associated with negative
achievements of ambitious people. characteristics such as greed,
For example, a successful business intolerance, and the drive for
will provide employment. power.
4 It helps us map out paths for 4 It can block out human feelings
success in our personal or such as friendship, respect for
professional lives. others, or compassion.
5 It does not have to mean a selfish 5 It creates too much competition.
goal: it can be a vision for a cure The world would be better if
for a disease or the improvement people worked together rather
of a community. than trying to advance themselves
only.
6 It also teaches resilience. When 6 Ambitious people have done a
problems occur, ambitious people lot of bad things in the world. For
find a way around them. example, dictators like Adolf Hitler
and Idi Amin are examples of very
ambitious people who would do
anything to achieve their goals.

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BLANK TEMPLATE OF WRITING FRAME FOR LEARNERS

TOPIC:
Write a discursive essay in which you discuss the arguments for and against ambition. You
may choose a side at the end if you wish, but it is not essential.

INTRODUCTION: Ambition is

This is an emotive (emotional or controversial) topic because

CYCLE 2
Some people think that ambition should be encouraged because

Furthermore, supporters of ambition believe

On the other hand, many people do not approve of ambition. This is

because

Another reason why some people do not support ambition is

In conclusion

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Macbeth – Writing and presenting – CYCLE 2

SAMPLE COMPLETED WRITING FRAME

TOPIC:
Write a discursive essay in which you discuss the arguments for and against ambition. You
may choose a side at the end if you wish, but it is not essential.

INTRODUCTION: Ambition is a strong desire to do or achieve something.

It is usually associated with the desire for honour, power, fame or wealth.
Ambitious people are often seen in a negative light.
This is an emotive topic because people have strong opinions about it and
often disagree.

Some people think that ambition should be encouraged because it

drives people to achieve great things. Some of these achievements benefit the
entire human race, like finding a cure for a disease. Furthermore, many people
benefit from the achievements of ambitious people. For example, a successful
business will provide employment for others.

Furthermore, supporters of ambition believe that ambition makes us

better people as it helps us map out paths for success in our personal or
professional lives. It also teaches resilience (being able to recover quickly from
difficulties). When problems occur, ambitious people find a way around them.

On the other hand, many people do not approve of ambition. This is

because ambitious people may behave in an immoral or selfish way in order
to achieve their goals. They could hurt others or the environment. Ambition is
often associated with negative characteristics such as greed, intolerance, and
the drive for power.

Another reason why some people do not support ambition is that

it can block out human feelings such as friendship, respect for others, or
compassion. Ambitious people can be lonely or isolated because they are so
focused on their goal.

In conclusion, although ambition can benefit us personally and the human

race, we need to be aware that is easy to let ambition rule us and we need to
make sure that our ambition will help and not harm others.

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3. Drafting
INTRODUCE CRITERIA
Explain that learners will now use their writing frames to help them draft their final essays.
Explain that they must remember the following criteria when drafting their writing:
1 This essay must be 250–300 words. The word count must appear at the bottom.
2 They must present the arguments on both sides of the discussion.
3 Each argument must be backed up with evidence, i.e. facts that support it.

CYCLE 2
4 Language and spelling must be perfect, and there must be no slang.
5 The writing must be structured in paragraphs.
6 Every paragraph in the body of the essay must have a topic sentence.

INSTRUCTIONS
1 Instruct learners to open their exercise books to a clean page. On the top of the page,
they must write the date and the heading ‘Discursive Essay’.
2 Instruct learners to copy the information from their writing frames into their exercise
books, turning each box into a paragraph.
3 The first paragraph must be an introduction that gives a definition of ambition and any
relevant background information. It must introduce the idea that this is a controversial
topic. However, they must not copy the word ‘Introduction’. It was on the frames only to
show them that the first paragraph of a discursive essay is always an introduction.
4 The first two paragraphs of the body must present two reasons for supporting ambition,
with evidence wherever possible.
5 The next two paragraphs of the body must present two reasons for not supporting
ambition, with evidence wherever possible.
6 They must still use the time connectives from the prompts (phrases like ‘Furthermore’
and ‘On the other hand’) to help create a logical flow in the piece of writing.
7 They can add in ideas that did not appear on their writing frames. The information on
the frame is simply a start, and they can add to it where needed.
8 The final paragraph must be a conclusion that does NOT introduce any new ideas. It
can do one of two things. Either it can summarise the 4 arguments from the body, or it
can say which side the writer supports.
9 Give learners time to write. Walk around the room to assist struggling learners.
10 Learners may finish drafting their writing as homework if needed.

Macbeth 149
 Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT & 28–30 22–24 16–18 10–12 4–6

PLANNING
• Outstanding/Striking • Very well-crafted • Satisfactory • Inconsistently • Totally irrelevant
(Response and
response beyond response response coherent response response
ideas)
normal expectations • Fully relevant and • Ideas are • Unclear ideas and • Confused and
Organisation
• Intelligent, thought- interesting ideas with reasonably unoriginal unfocused ideas
of ideas for
provoking and mature evidence of maturity coherent and • Little evidence of • Vague and repetitive
planning;
ideas • Very well organised convincing organisation and • Unorganised and
Awareness
• Exceptionally well and coherent • Reasonably coherence incoherent

Upper level
of purpose,
organised and coherent (connected), including organised and
audience and
(connected), including introduction, body coherent, including
context
introduction, body and and conclusion/ introduction, body
30 MARKS
conclusion/ending ending and conclusion/
ending
25–27 19–21 13–15 7–9 0–3

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• Excellent response but • Well-crafted response • Satisfactory • Largely irrelevant • No attempt to
Macbeth – Writing and presenting – CYCLE 2

lacks the exceptionally • Relevant and response but some response respond to the topic
striking qualities of the interesting ideas lapses in clarity • Ideas tend to be • Completely
outstanding essay • Well organised • Ideas are fairly disconnected and irrelevant and
• Mature and intelligent and coherent coherent and confusing inappropriate
ideas (connected), including convincing • Hardly any evidence • Unfocused and
• Skilfully organised and introduction, body • Some degree of organisation and muddled

Lower level
coherent (connected), and conclusion of organisation coherence
including introduction, and coherence,
body and conclusion/ including
ending introduction, body
and conclusion
 Criteria Exceptional Skilful Moderate Elementary Inadequate

LANGUAGE, 14–15 11–12 8–9 5–6 0–3

STYLE &
• Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Language
EDITING
and vocabulary highly and vocabulary and vocabulary and vocabulary incomprehensible
Tone, appropriate to purpose, very appropriate to appropriate to less appropriate to • Tone, register, style
register, style, audience and context purpose, audience purpose, audience purpose, audience and vocabulary
vocabulary • Language confident, and context and context and context not appropriate to
appropriate to exceptionally impressive • Language is effective • Appropriate use of • Very basic use of purpose, audience
purpose/effect • Compelling and and a consistently language to convey language and context

Upper level
and context; rhetorically effective in appropriate tone is meaning • Tone and diction • Vocabulary
tone used • Tone is appropriate are inappropriate limitations so
Word choice;
• Virtually error-free in • Largely error-free in • Rhetorical devices • Very limited extreme as to make
Language grammar and spelling grammar and spelling used to enhance vocabulary comprehension
use and • Very skilfully crafted • Very well crafted content impossible
conventions,
13 10 7 4
punctuation,
grammar, • Language excellent and • Language engaging • Adequate use • Inadequate use of
spelling rhetorically effective in and generally of language language
15 MARKS tone effective with some • Little or no variety
• Virtually error-free in • Appropriate and inconsistencies in sentence
grammar and spelling effective tone • Tone generally • Exceptionally

Lower level
• Skilfully crafted • Few errors in appropriate and limited vocabulary
grammar and spelling limited use of
• Well crafted rhetorical devices
STRUCTURE 5 4 3 2 0–1
Features of text; • Excellent development • Logical development • Relevant details • Some valid points • Necessary points
of topic of details developed • Sentences and lacking
Paragraph
• Exceptional detail • Coherent • Sentences, paragraphs faulty • Sentences and
development
• Sentences, paragraphs • Sentences, paragraphs well- • Essay still makes paragraphs faulty
and sentence
exceptionally well- paragraphs logical, constructed some sense • Essay lacks sense
construction
constructed varied • Essay still makes
5 MARKS
Discursive essay

sense

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CYCLE 2
Macbeth – Writing and presenting – CYCLE 2

4. Editing
STRATEGY
Self-edit

INSTRUCTIONS FOR EDITING

1 Before the lesson begins, copy the checklist below onto the board (or make copies if you
have access to a photocopy machine).
2 Explain that for this writing task, learners will edit their own work. Remind learners
that all writers edit.
3 Instruct learners to copy the editing checklist on the next page into their exercise books.
4 Instruct learners to read each question, and then to re-read their own writing to see if
they have done what the question in the checklist asks. If they find that they have not
done something required by the checklist, they must change their writing accordingly.
They can write new sentences, cross out words or sentences they have written, move
paragraphs around with arrows and correct their language mistakes on the page.
Remind them that it is okay if this draft starts to look very messy, as they will need to
rewrite it for the final version.
5 Give learners time to edit their work. Walk around the room to assist learners who are
struggling.
6 If you do not have time to edit in class, give them the checklist and ask them to
edit at home.

EDITING CHECKLIST
1 Does your essay start with an introduction?
2 Does the introduction provide a clear definition of ambition and provide relevant
background information? Does it introduce the idea that ambition is controversial?
3 Do the next 2 paragraphs contain 2 clear arguments in favour of ambition, plus
supporting evidence where possible?
4 Do the next 2 paragraphs of the body contain 2 clear arguments against ambition, plus
supporting evidence where possible?
5 Is the final paragraph a conclusion? Have you made sure that the conclusion does not
contain new information? Either it can summarise the 4 arguments from the body or it
can present your final opinion.
6 Do all your sentences start with capital letters and end with appropriate punctuation
marks?
7 Have you checked that your spelling is correct?
8 Have you checked that every sentence has at least a subject and a verb?

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5. Presenting
PUBLISHING REQUIREMENTS
1 Learners must write out their essays neatly on lined paper.
2 At the top of the page, they must include their name, the date, the heading ‘Discursive
Essay’ and their own title for the essay.
3 They must write neatly, leaving an empty line between paragraphs.
4 At the bottom of their essay they must write the words ‘Word count’ followed by the

CYCLE 2
number of words in their essay (not including the title).
5 Publishing can be assigned as homework.

PRESENTING STRATEGY
Turn and Talk

PRESENTING INSTRUCTIONS
1 Instruct learners to turn to the person next to them and read their essay out loud to
their partner. Both partners must have a chance to read.
2 Instruct learners to find at least one specific thing they like about their partner’s writing,
and to share this feedback with their partner.
3 Ask for three volunteers to read their writing to the class.
4 Praise each one for one specific thing they did well.

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Macbeth – Writing and presenting – CYCLE 2

COMPLETED EXAMPLE
DISCURSIVE ESSAY

AMBITION
Ambition is a strong desire to do or achieve something. It is usually associated
with the desire for honour, power, fame or wealth. Ambitious people are often
seen in a negative light.
Ambition is an emotive topic because people have strong opinions about it
and often disagree.
Some people think that ambition should be encouraged because it drives
people to achieve great things. Some of these achievements benefit the
entire human race, like finding a cure for a disease. In addition, many people
benefit from the achievements of ambitious people. For example, a successful
business can provide employment for others.
Furthermore, supporters of ambition believe that ambition makes us
better people as it helps us map out paths for success in our personal or
professional lives. It also teaches resilience (being able to recover quickly from
difficulties). When problems occur, ambitious people find a way around them.
On the other hand, many people do not approve of ambition. This is because
ambitious people may behave in an immoral or selfish way in order to achieve
their goals. They could hurt others or the environment. Ambition is often
associated with negative characteristics such as greed, intolerance, and the
drive for power.
Another reason why some people do not support ambition is because it
can block out human feelings such as friendship, respect for others, or
compassion. Ambitious people can be lonely or isolated because they are so
focused on their goals.
In conclusion, although ambition can benefit us personally and the human
race, we need to be aware that is easy to let ambition rule us. We need to
make sure that our ambition will help and not harm others.
Word count: 277 words
Mark: 42/50

TEACHER FEEDBACK
This is a strong discursive essay. The introduction does a good job of defining the concept
of ambition. You have grouped your arguments ‘for’ and ‘against’ in a logical way. The
last sentence in paragraph 4 may be more logical if it was worked into the earlier part of
the paragraph. Paragraph 5 is one, long sentence – can it be improved? Your language is
impressive – I can see that you’ve been using your dictionary to find new words and make
sure your spelling is correct. Outstanding effort. Keep it up.

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 Macbeth
Writing and
presenting

CYCLE 3
Macbeth – Writing and presenting – CYCLE 3

Writing and presenting

Reflective essay
Topic:
Have you ever done something bad, expecting that you will get away with it? Did you feel
guilty afterwards? Both Macbeth and his wife eventually regret their actions. In Act 5, Scene
5, Macbeth thinks about how much he has changed. He seems resigned and disillusioned.
Write a reflective essay imagining that you are Macbeth. Describe your thoughts and
feelings about what you have done and what you have learnt.

Length of task
250–300 words

CAPS reference: pg. 39

Text type Purpose Text Structure Language

Features

Reflective To give an A writer can reflect on a dream or aspirations, e.g. Personal

essay emotional How I remember my best teacher; My view of life … pronouns
reaction and
Subjective Vocabulary
feeling on
that expresses
a specific Feelings and emotions play an important role
viewpoints,
matter Greater part of the essay may be descriptive emotions, etc

Introduction
Tell learners that today they are going to write a reflective essay. The essay will be linked
to the play, ‘Macbeth’. You will imagine you are Macbeth and describe your thoughts and
feelings about what you have done and what you have learnt.

Teach the genre

PURPOSE:
The narrator uses words to think about an experience. They express their ideas, thoughts,
memories and feelings.

HOW TO WRITE A REFLECTIVE ESSAY:

• Use reflective writing (not descriptive or narrative writing).

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• Reflective writing is introspective. This means that the writer looks inside themselves to
see how they feel and what they think.
• Explain the experiences that made you feel this way.
• Write from a first person perspective. (E.g. ‘I feel … ’)
• Structure the essay, with a new idea in each paragraph.

Teach selected text structures and language features

Activity 1: Description vs Reflection

GETTING READY
Before class begins make copies of the following table for learners. If you do not have access
to a photocopy machine, you can draw it on the board:

MY FIRST DAY AT A NEW SCHOOL

CYCLE 3
DESCRIPTION REFLECTION
Physical environment: Emotional reaction:
What does it look like? How does it make you
feel?
PEOPLE:
1.

2.

3.

PLACES:
1.

2.

3.

EVENTS:
1.

2.

3.

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Macbeth – Writing and presenting – CYCLE 3

MODELLING:
1 Explain that a reflective essay is a personal piece of writing in which you express your
thoughts and feelings about the places you have been and experiences you have had.
2 Ask learners to close their eyes and think back to the first day at high school or a new
school. If they haven’t changed schools, they must imagine the experience: What people,
places or events do you remember?
3 Allow learners to give some suggestions, for example:
a People: strangers, few friends, older learners, new teachers
b Places: a new school, moving to high school
c Events: choosing a school, getting ready, going to school, being there, going home
4 Write an example of a person or people into the first column of the table you have
drawn on the board, for example:
DESCRIPTION REFLECTION
Physical environment: Emotional reaction:
What does it look like? How does it make you
feel?
PEOPLE:
Friends

1 Then, explain that in the second column, learners must write a description of the
people, places or events they have chosen. A description includes how something
physically looked, smelled, tasted, and sounded.
2 Write a sample description for learners, for example:

DESCRIPTION REFLECTION
Physical environment: Emotional reaction:
What does it look like? How does it make you
feel?
PEOPLE:
Friends strange faces, familiar
faces, friendly faces, mean
faces, school uniform, hair
tied up
3 Finally, explain that in the third column, learners must write a reflection about the
people, places or events they have chosen. Explain that when we write a reflection, we
write about our thoughts and feelings.

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DESCRIPTION REFLECTION
Physical environment: Emotional reaction:
What does it look like? How does it make you feel?
PEOPLE:
Learners strange and familiar faces, Excited, nervous, anxious
quiet, asking each other
where to go and what to
do
JOINT ACTIVITY:
1 Ask for a volunteer to come up to the board.
2 Ask the learner to decide on a place to add to the table. Then, ask the learner to write a
description and a reflection of this place.
3 If the learner struggles, guide him/her.

CYCLE 3
4 Ask learners: How is the information in the two columns i.e. DESCRIPTION and
REFLECTION, different?
5 Make sure learners understand that descriptions give a picture of what you see (factual
and objective) whereas reflections are opinions (your reaction, subjective, personal).
INDEPENDENT WORK:
1 Instruct learners to take out their exercise books and copy the table into their books.
2 Instruct learners to fill in some of the people, places, and events they remember from
their first day at school. They should have at least one thing for each category.
3 Remind learners that they must write a description and a reflection for each thing
they remember.
4 Allow 5–10 minutes for learners to fill in their tables. Walk around the classroom to
help any learners who might be struggling.
DISCUSSION:
1 Call the class back together. Ask for one volunteer to describe and reflect on one
PERSON or GROUP of PEOPLE they encountered on the first day of school.
2 Ask the class: Did anyone else have the same person or group of people on their list?
How did you describe the person/group? What are your reflections/thoughts about this
person/group? (Remind learners that they can be honest but never rude.)
3 Ask for another volunteer to describe and reflect on one PLACE they saw.
4 Ask the class: Did anyone else have the same place on their list? How did you describe
the place? What are your reflections/thoughts about this place?
5 Ask for a third volunteer to describe and reflect on one EVENT they experienced.
6 Ask the class: Did anyone else have the same event on their list? How did you describe
the event? What are your reflections/thoughts about this person?
7 End this activity by saying: Our descriptions of something should be fairly similar
because we are seeing the same thing. However, our reflections can differ greatly. This is
because our reflections depend on our own experiences and reactions.

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Macbeth – Writing and presenting – CYCLE 3

Activity 2: Features of emotive language in reflective writing

INTRODUCTION:
1 Explain that good, reflective writing is personal and gives the reader the feeling that
they are experiencing the same emotions as the writer. This is a skill that can be
developed with practice.
2 Ask learners: What is emotion? Can you give some examples?
3 Allow learners to make some suggestions: feelings such as love, hate, anger, etc.
4 Ask learners: In what ways can we show our feelings?
5 Allow learners to make some suggestions: through speech, touch, behaviour, etc.
6 Ask learners: How can we express these feelings in writing?
7 Allow learners to make some suggestions: through our choice of words: such as
adjectives, adverbs, abstract nouns (love, hate, etc.); interjections (ouch, phew, etc.) and
intonation (the way we use our voice).
8 Tell the learners that emotive language persuades us to adopt the point of view of the
writer or speaker, because it helps us feel the same feelings. It influences, manipulates
and creates emotions in people.
PAIR WORK:
1 Write the following extracts on the board or give each pair a printed copy if you have
access to a photocopier.

GOING FOR A WALK/EXTRACT 1:

It was school holidays, so my friend and I decided to go to for a walk because
we were bored. It was hot and there were lots of cars and trucks on the roads.
We decided to go back home because we were too hot. When we got to
the corner near my house, we met some people from school who were also
bored. We all went for a milkshake and it was fun.

GOING FOR A WALK/EXTRACT 2:

It was school holidays, and my best friend and I were bored. What could we
do? After lots of discussion we eventually decided that we would go for a walk.
We would get out the house and get some exercise. It was a baking hot day
and the roads were extremely busy with cars flying by and trucks pumping
out smelly exhaust fumes. This fun, healthy walk was not turning out to be
that way! It was too hot and too unpleasant, so we decided to go back home.
Just as we dragged ourselves to the last corner before my house, we met a
bunch of people from school. They were going for a milkshake to brighten up
a boring day. Did we want to go with them? Of course! Who wouldn’t want to
go for milkshake with some of the hottest guys in our school?

2 Split learners into pairs.

3 Instruct the learners to read the two extracts, both entitled ‘Going for a walk.’
4 Ask learners to discuss the similarities and differences as they read.

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5 After 5–10 minutes, call the class back together.

6 Ask learners: Which extract did you prefer to read? Why?
7 Allow learners to respond.
8 Ask learners: What are the similarities between the two extracts? What are the
differences between the two extracts?
9 Emphasise that both extracts are about the same thing. The second extract is more
interesting because it is not purely factual. The second extract has a sense of reflection:
thinking back over the event. It is not just a list of things that happened. It includes a
personal anecdote (story) and emotions. When we read the second extract, we can feel
the same feelings as the writer. We want to know more!
10 Tell learners that when writing a reflective essay, you must consider the audience.
To a reader, the interesting things are the writer’s thoughts and feelings about what
happened. The writer expresses these by using emotive language.

CYCLE 3
Useful genre-related vocabulary

reflection thinking about and evaluating life experiences

description saying what you saw
anecdote a short personal story
emotion a feeling
evaluation to establish the value of something
analysis a detailed examination
epiphany a realisation; an ‘aha’ moment

1. Setting the task

SET THE TASK
1 Remind learners that they will now write their reflective essays from Macbeth’s
perspective.

2. Planning
PLANNING STRATEGY
a Remind learners of the topic.
b Brainstorm using a mind-map.
c Plan the structure of the essay using a planning table.

INSTRUCTIONS FOR PLANNING

A. REMIND LEARNERS OF THE TOPIC:
Topic: Have you ever done something bad, expecting that you will get away with it? Did
you feel guilty afterwards? Both Macbeth and his wife eventually regret their actions.

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In Act 5, Scene 5, Macbeth thinks about how much he has changed. He seems resigned
and disillusioned. Write a reflective essay imagining that you are Macbeth. Describe
your thoughts and feelings about what you have done and what you have learnt.

B. USING A MIND-MAP TO BRAINSTORM A REFLECTIVE ESSAY

GETTING READY:
1 Before the lesson begins, draw the mind-map template on the board (see below in
the ‘Sample for Teacher’ section).
GROUP WORK:
1 Explain that learners will use a mind-map to brainstorm ideas for their essays.
2 Split learners into groups of four.
3 Instruct learners to take out their exercise books and copy the template from the board.
4 Instruct them to write ‘Macbeth’ in the middle box of the template.
5 Instruct learners to reread these lines from Macbeth to help them get a better
understanding of Macbeth’s thoughts/feelings:
a Act 1, Scene 4, Lines 51–53 ‘Let not light … / … /when it is done, to see.’
b Act 2, Scene 2, Lines 34–76 ‘But wherefore could not I … / … /best not
know myself.’
c Act 3, Scene 2, Line 36 ‘O, full of scorpions is my mind, dear wife!’
d Act 5, Scene 5, Lines 18–27 ‘Tomorrow, and tomorrow … / … /
Signifying nothing.’
6 Then ask each group to brainstorm (think of) words or phrases they associate with
(connect to) Macbeth and write them in the other boxes. It could be about his
personality or events from the text.
7 Remind learners that this is a planning process so any ideas that are not relevant to
the final essay will be cut out in the drafting process.
8 After 10 minutes, call the class back together.
9 Ask learners to share some of the things they have written down.
10 As the learners speak, include the information on the mind-map on the board.
11 Instruct learners to add any new ideas to their own mind-maps.

C. STRUCTURING THE ESSAY

INDIVIDUAL WORK:
1 Remind learners they will write a reflection from the perspective of Macbeth and his
experience of committing murder.
2 Draw the planning grid on the board. As you write, explain that they will structure
their essay in the following way:
3 DESCRIPTION: an explanation of the context. What is the event? What happened?
4 EVALUATION: the effect the person, place or event had on Macbeth at the time.
What was his reaction? How did it make him feel? What did other people do?
5 ANALYSIS: the lesson learnt from the reflection on the person, place or event.
Why did the event make him feel this way? Would he react differently now? Why?
This last paragraph may include an epiphany – the ‘aha’ moment.

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6 Instruct learners to open their exercise books to a clean page and copy it into
their books.
7 Explain that now learners will fill in the grid with Macbeth’s description, evaluation
and analysis of his reaction to the witches ‘prophecies’ and then of murdering
people. Learners must remember to write as if they are Macbeth. They will need to
review their mind-map for any relevant information about his personality.
8 Give learners 10–15 minutes to structure their essays.
9 As learners work, walk around the classroom to assist struggling learners.

GROUP WORK:
1 Explain to the learners that they will now share their plan with their classmates.
2 Split learners into groups of four learners.
3 Explain that one learner in each group will read their work aloud to the others.
4 Then, the other group members will give the learner feedback about their plan.
5 Instruct the learners to repeat this process until everyone in the group has read their

CYCLE 3
work and been given feedback.

SAMPLE FOR TEACHER

BLANK MIND-MAP TEMPLATE FOR LEARNERS

Macbeth

SAMPLE COMPLETED MIND-MAP TEMPLATE:

(This is a suggestion. Learners will have many other ideas.)

Macbeth receives a
prophecy from three
witches that he will be
Macbeth is a king one day. Encouraged by his
brave and loyal ambitious wife,
subject of King Macbeth kills Duncan.
Duncan.

He is defeated
Macbeth Macbeth’s guilt, fear,
and killed by the and paranoia lead
people he has him to commit even
wronged. more murders to
His confidence in Lady Macbeth’s secure power.
the prophecies guilt drives her
leads to his mad and she
downfall. kills herself.

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PLANNING GRID TEMPLATE FOR LEARNERS

1 DESCRIPTION
(CONTEXT)
2 EVALUATION
(EFFECT)
3 ANALYSIS
(REFLECTION)

SAMPLE COMPLETED PLANNING GRID

1 DESCRIPTION Macbeth meets three witches who tell him that he will
(CONTEXT) become King of Scotland. Macbeth is excited and tells
his wife. She is very ambitious and persuades him to kill
King Duncan of Scotland. Macbeth feels threatened and
kills more people. His wife kills herself and he himself is
eventually killed.
2 EVALUATION paranoid, fearful, guilty, sad, dehumanised
(EFFECT)
3 ANALYSIS Macbeth is thoughtful, sad, isolated, numbed,
(REFLECTION) unconcerned about what the future holds for him.

3. Drafting
INTRODUCE CRITERIA
Tell learners that as they draft, they must consider the following criteria:
1 The essay must be 250–300 words long.
2 The essay must be written from the perspective of Macbeth.
3 The essay should be written in the past tense.
4 The writing must be structured in logical and coherent (understandable) paragraphs.
5 The relevant information from the mind-map and planning grid should be included.
6 The language should be reflective.

INSTRUCTIONS
1 Settle learners so that you have their attention.
2 Explain that now they will use the information from their mind-maps and planning
grids to draft a full essay with a beginning, middle and end.
3 Ask learners to turn to a clean page in their writing books.
4 Explain to learners that their essay will have three paragraphs.
5 Tell learners to structure their paragraphs in the following way:
a Description: The first paragraph will be the orientation to the context. Macbeth
describes what the issue is.

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b Evaluation: The second paragraph will evaluate Macbeth’s thoughts and feelings
about the witches’ prophecies and the murder of King Duncan and the others.
c Reflection: The final paragraph will be a reflection on Macbeth’s actions and
decisions.
6 Ask learners to start constructing their paragraphs by writing full sentences using the
information they have planned out.
7 The essay may be completed for homework.

CYCLE 3

Macbeth 165
 Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT & 28–30 22–24 16–18 10–12 4–6

PLANNING
• Outstanding/Striking • Very well-crafted • Satisfactory • Inconsistently • Totally irrelevant
(Response and
response beyond response response coherent response response
ideas)
normal expectations • Fully relevant and • Ideas are • Unclear ideas and • Confused and
Organisation
• Intelligent, thought- interesting ideas with reasonably unoriginal unfocused ideas
of ideas for
provoking and mature evidence of maturity coherent and • Little evidence of • Vague and repetitive
planning;
ideas • Very well organised convincing organisation and • Unorganised and
Awareness
• Exceptionally well and coherent • Reasonably coherence incoherent

Upper level
of purpose,
organised and coherent (connected), including organised and
audience and
(connected), including introduction, body coherent, including
context
introduction, body and and conclusion/ introduction, body
30 MARKS
conclusion/ending ending and conclusion/
ending
25–27 19–21 13–15 7–9 0–3

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• Excellent response but • Well-crafted response • Satisfactory • Largely irrelevant • No attempt to
Macbeth – Writing and presenting – CYCLE 3

lacks the exceptionally • Relevant and response but some response respond to the topic
striking qualities of the interesting ideas lapses in clarity • Ideas tend to be • Completely
outstanding essay • Well organised • Ideas are fairly disconnected and irrelevant and
• Mature and intelligent and coherent coherent and confusing inappropriate
ideas (connected), including convincing • Hardly any evidence • Unfocused and
• Skilfully organised and introduction, body • Some degree of organisation and muddled

Lower level
coherent (connected), and conclusion of organisation coherence
including introduction, and coherence,
body and conclusion/ including
ending introduction, body
and conclusion
 Criteria Exceptional Skilful Moderate Elementary Inadequate

LANGUAGE, 14–15 11–12 8–9 5–6 0–3

STYLE &
• Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Language
EDITING
and vocabulary highly and vocabulary and vocabulary and vocabulary incomprehensible
Tone, appropriate to purpose, very appropriate to appropriate to less appropriate to • Tone, register, style
register, style, audience and context purpose, audience purpose, audience purpose, audience and vocabulary
vocabulary • Language confident, and context and context and context not appropriate to
appropriate to exceptionally impressive • Language is effective • Appropriate use of • Very basic use of purpose, audience
purpose/effect • Compelling and and a consistently language to convey language and context

Upper level
and context; rhetorically effective in appropriate tone is meaning • Tone and diction • Vocabulary
tone used • Tone is appropriate are inappropriate limitations so
Word choice;
• Virtually error-free in • Largely error-free in • Rhetorical devices • Very limited extreme as to make
Language grammar and spelling grammar and spelling used to enhance vocabulary comprehension
use and • Very skilfully crafted • Very well crafted content impossible
conventions,
13 10 7 4
punctuation,
grammar, • Language excellent and • Language engaging • Adequate use • Inadequate use of
spelling rhetorically effective in and generally of language language
15 MARKS tone effective with some • Little or no variety
• Virtually error-free in • Appropriate and inconsistencies in sentence
grammar and spelling effective tone • Tone generally • Exceptionally

Lower level
• Skilfully crafted • Few errors in appropriate and limited vocabulary
grammar and spelling limited use of
• Well crafted rhetorical devices
STRUCTURE 5 4 3 2 0–1
Features of text; • Excellent development • Logical development • Relevant details • Some valid points • Necessary points
of topic of details developed • Sentences and lacking
Paragraph
• Exceptional detail • Coherent • Sentences, paragraphs faulty • Sentences and
development
• Sentences, paragraphs • Sentences, paragraphs well- • Essay still makes paragraphs faulty
and sentence
exceptionally well- paragraphs logical, constructed some sense • Essay lacks sense
construction
constructed varied • Essay still makes
5 MARKS
Reflective essay

sense

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CYCLE 3
Macbeth – Writing and presenting – CYCLE 3

4. Editing
STRATEGY
Peer-editing and Self-editing

INSTRUCTIONS FOR EDITING

1 Explain to the learners that today, they will use peer-editing: they will help each other to
improve their reflective writing.
2 Instruct learners to take out their exercise books and swap books with the person
next to them.
3 Instruct learners to read their partner’s work at the same time in silence. As they read,
they must look at the following:
a Structure: Has the information been grouped correctly into paragraphs? Have the
paragraphs been written in an order that makes sense?
b Reflective language: Has their partner used reflective language? Does the language
express Macbeth’s thoughts and feelings?
4 Wherever they find writing that they think could be improved, they must underline it,
circle it or make a note of it in pencil on the page. Both partners do this silently at the
same time.
5 As learners work, walk around the room to help pairs that are struggling.
6 When learners are finished, they must have a conversation with their partner. Taking
turns, they must share their ideas with their partners about how to improve the writing.

USING THE CHECKLIST

1 While they are working, write the checklist (which appears in the next section below)
on the board, or hand out copies if you have access to a photocopy machine.
2 Instruct learners to copy it down and to go through the checklist at home.
3 If they find that they cannot answer ‘yes’ to any of the questions on the checklist, then
they can edit their work to improve it.

EDITING CHECKLIST
1 Are there three paragraphs?
2 Is the essay written in the first person ‘I’ from the perspective of Macbeth?
3 Does the information in the paragraphs make sense?
4 Is the language reflective, not just descriptive?
5 Is the number of words correct?
6 Is the spelling correct?
7 Is the punctuation correct? Does every sentence start with a capital letter and end with a
full stop/exclamation mark/question mark?
8 Is the grammar correct?
9 Is the essay between 250 and 300 words long?

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5. Presenting
PUBLISHING REQUIREMENTS
1 Learners must write out their essays neatly on lined paper.
2 At the top of the page, they must include their name, the date, the words ‘Reflective
Essay’ and the title of the essay.
3 They must write neatly leaving a line between paragraphs.
4 At the bottom of the essay they must write the words ‘Word count’ followed by the
number of words in their essay.
5 Publishing can be assigned as homework.

PRESENTING STRATEGY
Turn and Talk

CYCLE 3
PRESENTING INSTRUCTIONS
1 Put learners into pairs.
2 Tell them to take turns to read their essay to their partner.
3 Instruct learners to find at least one specific thing they like about their partner’s writing,
and to share this feedback with their partner.
4 Ask for three volunteers to read their writing to the class.
5 Praise each one for one specific thing they did well.
6 Praise the class on the process of writing and remind them that the only way to write
well is to follow a thorough planning, drafting and editing process.

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COMPLETED EXAMPLE
REFLECTIVE ESSAY

REGRET
The last while has been very difficult for me. A lot of things have happened,
and I have done things I should never have done. I have become a monster.
I betrayed my king because I wanted his crown. I murdered my friends
because I feared them. I even tried to murder their children, all for the sake of
power. I completely lost sight of what a human being should be.
I know it is both my pathetic weakness and my stupid ambition which have led
me to where I am today. When I met those witches, I wanted to believe them
when they said I would become king. I was filled with visions of crowns and
power and wealth.
I should have persuaded my wife that her plans were crazy. Instead, I allowed
her to manipulate and pressurise me into killing our good King Duncan. I was
so angry when she accused me of being weak that I decided to prove to her
that I wasn’t. She knew exactly how to manipulate me. What an idiot I was!
To make things worse, my guilt, fear and paranoia completely took over and
I went on a slaughtering spree. I was trying to get rid of everyone who was a
threat. I was a mess and so was Lady Macbeth. She wasn’t sleeping and I was
seeing ghosts. She killed herself and I don’t even feel sad. I think the horrific
things I have done have numbed me of human emotion.
I wish I had done things differently. I have hurt so many people and done
unforgivable things. I am in a living hell of guilt, pain and sorrow. I just hope
that my life-story helps other people to not make the same mistakes as I have
made.
Word Count: 298
Mark: 45/50

TEACHER FEEDBACK
I very much enjoyed reading your essay. I can tell that you enjoy this genre and it is easy
for you to write this type of essay. You have worked the events into Macbeth’s reflections
exceptionally well. Be careful of repetition of thoughts and emotions. You could have
expanded a little more on Macbeth’s reaction when he first heard the prophecies, and when
he heard that Lady Macbeth was dead. You clearly show how regretful he is now and that
he realises that his actions have had disastrous results for himself and many others. A very
good job! Keep it up!

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 Macbeth
Writing and
presenting

CYCLE 4
Macbeth – Writing and presenting – CYCLE 4

Writing and presenting

Formal (or business) letter
Topic:
Imagine that you are Lady Macbeth. You have just received a very exciting letter from your
husband. He says that he met three witches who predicted that he was going to be King
of Scotland. You are thrilled because you would love to be a queen. There is a problem,
however. Scotland already has a king – King Duncan. If you are to be queen, you will have
to find a way to get rid of Duncan.
You decide that the only way to get Duncan out the way is to kill him. However, your
husband is not only loyal to his king, but Duncan is also a good and likeable man. You
know that you are going to have to be very careful with your words if you are to have any
hope of convincing Lord Macbeth to go along with your murder plans.
You decide that your best chance of success is to write a letter, a formal letter, to your
husband, in which you try to convince (persuade) him that King Duncan must be removed
and that the best way to do this is for Macbeth to kill him. This is very important and you
need to make sure you appear respectful, so your letter must have the proper format. Make
sure that your language is appropriate. Most importantly, think about how you can use
persuasive language to convince him to go along with your plans.

Length of task
120–150 words (This is the content only; do not include the address and greeting in this
word count.)

CAPS reference: pg. 43

Text type Purpose Text Structure Language Features

Formal (business) Various, e.g. to apply Writer’s address, date, Usually formal in style.
letter (Long) for a job or bursary; recipient’s address,
Makes use of language
to complain, request salutation
conventions, e.g. Dear
etc.
Heading Sir/Madam, Yours
For this topic, sincerely
Structure of letter will vary
the purpose is to
depending on purpose. Generally concise:
persuade the reader
brief and to the point
to change his course In this case, because the
of action. purpose is to persuade, the
structure must be designed
for this purpose
Closing and signature

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Introduction
Tell learners that today they are going to write a formal letter. This letter will be linked to
the drama, ‘Macbeth’. Learners will pretend to be Lady Macbeth trying to convince Lord
Macbeth to kill King Duncan.

Teach the genre

PURPOSE:
• Explain to learners that in this task they are going to write a formal letter. The purpose
of a formal letter is to communicate something important to the reader.
• This formal letter is persuasive, i.e. a letter they are writing in order to persuade (or
convince) the reader to do something.

HOW TO:
• Because this is a persuasive letter, they will need to use persuasive language.
• Persuasive language is language that persuades the reader to do what the writer wants
them to do.

The section below contains activities that will teach both the format of the formal letter and

CYCLE 4
how to use persuasive language.

Teach selected text structures and language features

(NOTE: If you don’t have time to do both Activity 1 and Activity 2, please make sure that
you do Activity 2.)

Activity 1: Work out the formal letter format

1 Explain that the ‘format’ of a letter is the way it is written on the page: where everything
goes, and the order in which it appears. It is extremely important that learners get the
format right. Not only is this important to make a real letter clear to the reader, but in
the final exam markers will deduct marks if their format is in any way incorrect.
2 Give learners the letter (on the next page), along with the questions below. If you do not
have access to a photocopy machine, copy the address, date and greeting on the board.
(NOTE: This example letter is a lot longer than the one the learners will write. This is so
that you can see as many persuasive language techniques as possible.)
Read the formal letter and answer the following questions about the format:
a How many addresses are there?
b Whose addresses appear on the letter?
c Where are the addresses written?
d Where is the date written?

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Macbeth – Writing and presenting – CYCLE 4

e Where is the greeting written?

f Where is the subject line?
g Where are there empty line spaces?
h Is the body of the letter written in paragraphs? If so, how many?
i How does the writer end the letter?

12 Sharpeville Street
Orlando
Soweto
1803
21 October 2018
Mr Tefu
Emerald Education Campus 5
Penelope Avenue
Johannesburg
2000
Dear Mr Tefu
Re: Dangerous driving on campus
I am a student at Emerald Education. I am writing you this letter in the hope
that you will take note of my concerns and join other strong, visionary leaders
who have already taken a stand. Swerving, speeding up, slowing down, and not
paying attention while driving. Most people would think this describes a drunk
driver. However, it also describes the way students drive on campus and this is
because they are on their cell phones. Many accidents occur due to inattentive
drivers who are talking or texting.
Studies have shown that people are five times more likely to be in an accident
when they are talking on a cell phone. With the elimination of cell phones,
accidents will decrease and lives will be saved. Emerald is a leader academically
but lags behind with regards to safety. Over 45 top class educational centres
have banned cell phones. Doesn’t this tell us something? Can Emerald Education
afford to be old-fashioned and backward? Even worse, do you want to be in the
news because a bright young student has lost their life on your campus roads?
I understand that many people use their cell phones for work. I also
understand how busy people want to check in with their families for food or
groceries. However, safety on the roads must take first priority. Every parent in
the world would applaud you as a visionary if you banned cell phones.
Don’t we owe it to our community to watch out for the safety of others? You
can help prevent accidents and save lives by imposing stricter rules and
punishing offenders. I know you are a caring and honourable man. I trust you
to do the right thing. Can you afford not to?
Yours sincerely
Relebohile Jara
Relebohile Jara

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3 Call learners back together and very quickly go through their answers. Make sure that
learners know the following:
a How many addresses are there? 2
b Whose addresses appear on the letter? The sender’s and the recipient’s.
c Where are the addresses written? The sender’s is in the top right hand corner, and
the recipient’s is a line below that on the left hand side.
d Where is the date written? Under the sender’s address.
e Where is the greeting written? Above the subject line.
f Where is the subject line? Under the greeting.
g Where are there empty line spaces? Before and after the greeting; under the subject
line and before ‘Yours sincerely’.
h Is the body of the letter written in paragraphs? If so, how many? Yes; 4
i How does the writer end the letter? With a signature and their name printed.

Activity 2: Identify persuasive language techniques

INTRODUCTION:
1 Explain to the learners that they are going to read the letter again.
2 This time they will not be examining its format. Instead, they will be examining the
body of the letter (the paragraphs). They will do this to see how persuasive language has
been used.

CYCLE 4
3 Remind them that persuasive language is all the ways in which we can use words to
convince someone to do something.
PERSUASIVE LANGUAGE TECHNIQUES:
1 Hand out or write on the chalkboard the following list of persuasive language
techniques.
2 Instruct your learners to stick it into their notebooks or keep it safely in a file. If you do
not have access to a photocopy machine, write the list on your chalkboard before class
begins and instruct your learners to copy it into their notebooks.
3 Explain to learners that they are going to find as many of these persuasive language
techniques as they can in the letter.
4 First, read through the list together. To do this, ask a different learner to read each
technique and its explanation.
5 Discuss them to make sure that learners understand what the explanations mean. Tell
them that it is fine if they don’t fully understand how each technique works at this stage.
It will become clearer once they look for the techniques in the letter.

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LIST OF PERSUASIVE LANGUAGE TECHNIQUES:

• Desire
Make the reader desire something. Convince them that the only way to get
what they desire is to do what you’re telling them to do.
• Respect for Authority
Convince your reader that someone they respect has the same opinion
that you do, so they should do what you are telling them to do.
• Conformity
Convince your reader that everyone else is doing something, and that if
they don’t do it, they will be left out. To ‘conform’ is to do the same thing as
everyone else.
• Facts and figures
Quote facts, numbers or statistics to make your point sound more scientific
and trustworthy.
• Name-calling
Use insulting language to make your reader feel like they will be a bad
person if they don’t do what you want.
• Compare and Contrast
Compare something positive and something negative to persuade the
reader to take action.
• Repetition
Repeat important words, phrases or ideas to emphasise them.
• Emotional words
Use words that carry a lot of emotion. These can influence the emotions
of your reader, so that they will do what you are trying to convince them to
do.
• Fear
Create fear in your reader. Make them feel that if they don’t do what you’re
trying to convince them to do, then something terrible will happen.
• Flattery
Praise the reader. Compliment them. Ensure that they have positive
feelings towards you, so that they will do what you want them to do.

MODELLING:
1 Once you have discussed all ten techniques, explain to learners that you will show them
how to identify persuasive language by doing one example for them.
2 Read the first paragraph of the letter aloud.

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3 As soon as you have read, ‘ … and join other strong, visionary leaders … ’, stop and say:
‘That sounds like persuasive language to me. Let me see, if I go back through my list of
ten persuasive language techniques again, which one seems correct? I think it is the one
about ‘Conformity’. This is because the writer has implied that if the recipient doesn’t do
as the other leaders have done, he will not be as good a leader as they are.
JOINT ACTIVITY:
1 Now that you have shown them how to do it, do one more example together, but this
time ask a learner to do it for the class.
2 Ask a volunteer to read the second paragraph. Instruct them to stop as soon as they
find another phrase that sounds persuasive. They should stop once they have read the
following: ‘Studies have shown that people are five times more likely to be in an accident
when they are talking on a cell phone.’ (However, if they miss it and do another one,
that’s fine – you can always come back to this example later.)
3 The learner who has volunteered must refer to the list of techniques and choose one.
4 Ask the class if they agree with the learner’s choice.
5 The correct persuasive language techniques that the learner should identify here is
either ‘Facts and Figures’. This is because the writer quotes a statistic.
6 If the learner has identified the technique incorrectly, explain to them why it is incorrect
and help them find the correct one.
INDEPENDENT WORK:

CYCLE 4
1 Now that you have done a demonstration for one example, and worked with the
learners for another example, give the learners time to read the rest of the letter again
and identify where persuasive language techniques have been used.
2 Instruct them to underline each one and label it with the name of the technique.
3 While they work, walk around the room and assist learners who are struggling.

DISCUSSION:
1 Call learners back together.
2 Ask for volunteers to share persuasive language that they found, and to explain which
techniques have been used.
3 Correct and explain if learners have gone wrong. Learners will all have different
answers. Accept alternatives if they can support their answers.

Useful genre-related vocabulary

persuade to convince or cause someone to do something by giving them good

reasons
conform, conformity do the same thing as everyone else; try to fit in
name-calling insult someone by calling them a derogatory (ugly) name
compare look at the differences between two things
flatter; flattery say nice things to someone to make them feel good

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1. Setting the task

SET THE TASK
1 Remind learners that they will now write their persuasive formal letters based on events
in ‘Macbeth’.

2. Planning
PLANNING STRATEGY
a Remind learners of the topic.
b Create a list of ideas.
c Choose 3 best ideas from the list.
d Put their ideas into a good order.
e Create topic sentences.
f Select appropriate persuasive language techniques for each paragraph.

INSTRUCTIONS FOR PLANNING

A. REMIND LEARNERS OF THE TOPIC
Topic: Imagine that you are Lady Macbeth. You have just received a very exciting letter
from your husband. He says that he met three witches who predicted that he was going
to be King of Scotland. You are thrilled because you would love to be a queen. There is
a problem however. Scotland already has a king – King Duncan. If you are to be queen,
you will have to find a way to get rid of Duncan.
You decide that the only way to get Duncan out the way is to kill him. However, your
husband is not only loyal to his king, but Duncan is also a good and likeable man. You
know that you are going to have to be very careful with your words if you are to have
any hope of convincing Lord Macbeth to go along with your murder plans.
You decide that your best chance of success is to write a letter, a formal letter, to
your husband, in which you try to convince (persuade) him that King Duncan must
be removed and that the best way to do this is for Macbeth to kill him. This is very
important and you need to make sure that you are respectful to him, so your letter must
have the proper format. Make sure that your language is appropriate. Most importantly,
think about how you can use persuasive language to convince him to go along with
your plans.

B. CREATE A LIST OF IDEAS

INTRODUCTION:
1 Settle learners so that you have their attention.
2 Explain to learners that they will start planning their letters by coming up with a list
of good reasons why Macbeth should kill Duncan.
3 These plans will later be turned into full letters.

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MODELLING:
1 To show learners how to do this, demonstrate by doing the first one for them on
the board.
2 On the board, write the heading, ‘Why Macbeth should kill Duncan.’
3 Under the heading, write ‘1.’ and add the first reason. For example, you could write,
‘1. If you want to be successful, you have to make difficult decisions’ or you could
write ‘1. Married couples should support each other’.
JOINT ACTIVITY:
1 Now that you have shown them how to do it, do one more example together.
2 This time ask a volunteer to come to the board and add the second reason why
Macbeth should kill Duncan.
3 Ask the class if they agree with the learner’s choice, and discuss.
4 If the learner has written a reason that does not make sense or is not appropriate,
explain to them why it is incorrect and help them come up with a correct one.
INDEPENDENT WORK:
1 Now that you have done a demonstration for the first point and worked with the
learners for the second point, give the learners 10 minutes to complete their own
lists in their exercise books.
2 Encourage them to come up with as many reasons for Macbeth to kill Duncan
as they can.

CYCLE 4
3 While learners work, walk around the room and assist learners who are struggling.

C. CHOOSE 3 BEST IDEAS FROM THE LIST

1 Call learners back together.
2 Remind learners that – just like a building – every piece of writing needs a structure.
The letter’s structure will come from the paragraphs. Each paragraph of the letter
will give a different reason why Macbeth should kill Duncan.
3 They must examine their own lists and select the best three reasons for Macbeth to
kill Duncan. Each of these will become a paragraph.
4 Give learners 5 minutes to choose from their lists.
5 As learners write, walk around the room to assist learners who are struggling with
the language or struggling to stay on task.

D. WORKING OUT THE ORDER

1 Call learners back together.
2 Explain that once learners know what each paragraph will be about, they must put
their ideas into an order that makes sense.
3 Explain that the order in which they present their reasons is important. Their order
must make sense so that the reasons follow on logically from each other. There are
no rules because everyone’s ideas will be different. For example, they could order
their ideas:
• least personal to most personal

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• most important to least important

• most pleading to most aggressive
4 Give learners 5 minutes to order the reasons on their lists, so they know what order
they will write their paragraphs in.
5 As learners write, walk around the room to assist struggling learners.
6 Ask a few learners to share their lists with the class.

E. CREATE TOPIC SENTENCES FOR EACH PARAGRAPH

1 Explain to the learners that every paragraph has a main sentence, called a topic
sentence. This topic sentence is a like a summary of the whole paragraph. If you
read the topic sentence, you will know what the whole paragraph will be about. The
other sentences in the paragraph are details, explanations and further elaboration
on the topic sentence. It could be anywhere in the paragraph, but it is usually the
first sentence.
2 For example, if the paragraph will be about the idea that it is always important to tell
the truth a topic sentence could be: ‘You should tell the truth about being part of the
robbery because we were raised to always tell the truth.’ Or a topic sentence could
be: ‘You should confess to participating in the robbery because for the rest of your
life, you will never find peace if you lie in order to be free.’
3 Instruct learners to write the topic sentence for each one of their paragraphs. They
will need a topic sentence for each of the three reasons they have selected from
their lists.
4 Give learners 5 minutes to write their three topic sentences. Walk around the room
to assist struggling learners.
5 Ask a few learners to share their topic sentences with the class.

F. USING PERSUASIVE LANGUAGE

INTRODUCTION:
1 Now it is time to select the persuasive language that learners want to use in order to
write the rest of each paragraph.
MODELLING:
1 Write the following reason for Macbeth to kill Duncan on the board: ‘You should
kill Duncan because married couples must support each other.’
2 Tell learners that there are many different persuasive language techniques they could
use with this reason.
3 For example, they could use Name-Calling by calling him ‘weak’ and a ‘coward’.
That would make him feel ashamed if he didn’t agree, and possibly persuade him to
kill Duncan.
4 Alternatively, they could use the persuasive language technique of Fear. They could
tell him that Duncan may be angry if he hears about the witches’ prophecy. This
would make Macbeth afraid of punishment, and he would then perhaps consider
killing Duncan.

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JOINT ACTIVITY:
1 Now that you have demonstrated finding two persuasive language techniques,
ask learners for help finding an additional technique. This will help you check for
learner understanding.
2 Instruct learners to look at the list of techniques, and find another type of persuasive
language they could use if their reason for Macbeth killing Duncan is that marriage
demands loyalty. (You are still using the reason you wrote on the board.)
3 Call on two or three learners to share their ideas. Each time ask the learner why they
have chosen the technique. Instruct the learner to explain their choice as you did in
the modelling section above. If they go wrong, explain why and help them to select
the correct answer.
4 Some options they could select include:
• Repetition (Use the word ‘loyalty’ or ‘success’, three or four times.)
• Desire (Make Macbeth really want to be loyal.)
• Flattery (Tell Macbeth what a loyal husband he has always been in the past.)
• Respect for Authority (Tell him how much she admires his loyalty to her.)
INDEPENDENT WORK:
1 Explain that learners will now do this for each item on their own list of reasons.
2 Give learners ten minutes to look at the list of persuasive language techniques and
choose the one or two techniques that will work best with each of the reasons for

CYCLE 4
Macbeth to kill Duncan on their personal lists.
3 Explain that they will use these persuasive language techniques to help them write
the rest of each paragraph. The sentences in each paragraph will use the persuasive
writing techniques they have chosen to elaborate on the topic sentences, and
convince Macbeth to kill Duncan.

SAMPLE FOR TEACHER

SAMPLE COMPLETED LIST

Why Macbeth should kill Duncan:

1 Macbeth has been told by the witches that he will eventually become king
2 If Duncan is already king, how can Macbeth become king?
3 Duncan announced that he had chosen his son to succeed him
4 Good husbands and wives are loyal to each other
5 Family should support and help each other
6 He needed to prove to his wife that he was strong enough to commit
murder
7 If you want to succeed, you have to help yourself
8 He will lose his wife’s respect
9 Success sometimes involves making hard decisions

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SAMPLE OF CHOOSING BEST 3 REASONS AND COMING UP WITH THE ORDER

Why Macbeth should kill Duncan

1 Macbeth has been told by the witches that he will eventually become king
2 If Duncan is already king, how can Macbeth become king?
3 Duncan announced that he had chosen his son to succeed him
4 Good husbands and wives are loyal to each other first paragraph
5 Family should support and help each other
6 He needed to prove to his wife that he wasn’t weak third paragraph
7 If you want to succeed, you have to help yourself second paragraph
8 He will lose his wife’s respect
9 Success sometimes involves making hard decisions

SAMPLE OF TOPIC SENTENCES CREATED FROM THE LIST

• A good and loyal husband wants to make his wife happy

• He needed to prove to his wife that he wasn’t weak
• If you want to be successful, you have to work hard at it

SAMPLE OF PERSUASIVE LANGUATE TECHNIQUES TO MATCH EACH

TOPIC SENTENCE

Topic sentence: A good and loyal husband wants to make his wife happy.
Persuasive language to use in this paragraph: repetition, emotional
words, flattery
Topic sentence: You need to show me that you aren’t weak.
Persuasive language to use in this paragraph: name-calling, compare and
contrast
Topic sentence: If you want to be successful, you have to help yourself.
Persuasive language to use in this paragraph: name-calling, desire,
compare and contrast

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3. Drafting
INTRODUCE CRITERIA
Tell learners that as they draft, they must consider the following criteria:
1 The body of the letter must be 120–150 words long (not including the address and
greeting).
2 The formal letter format must be perfect.
3 They must write from Lady Macbeth’s perspective.
4 The body of the letter must persuade Lord Macbeth to agree to kill Duncan.
5 The writing must contain at least 3 persuasive language techniques, as explained on the
list of techniques.
6 The writing must show that they understand what has happened in the play and can
express Lady Macbeth’s opinions and feelings.
7 The register must be formal and the language must be error-free.

INSTRUCTIONS
HOMEWORK
1 Instruct learners to take their topic sentences and persuasive language techniques home
and elaborate on each one to form paragraphs for homework.
2 Explain that they must finish each paragraph by adding a number of other sentences to

CYCLE 4
each topic sentence, in order to persuade Macbeth to kill Duncan.
3 These sentences must use strong persuasive language based on the techniques that they
chose in class.
4 They must also add in all the elements of a formal letter:
• The sender’s address is Inverness Castle, Dunsinane Hill, Inverness, Scotland. The
learners can make up the recipient’s address as long as it is somewhere in Scotland.
• They can make up the date, but it must be some time in 1047, when the play is set.
• They must come up with a relevant subject line.
• They must use appropriate salutations and closings.
• They can forge (fake) Lady Macbeth’s signature.

Macbeth 183
 Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT, 15–18 11–14 8–10 5–7 0–4

PLANNING &
• Outstanding response • Very good response • Adequate response • Basic response • Response reveals
FORMAT
beyond normal demonstrating demonstrating demonstrating some no knowledge of
Response and expectations good knowledge of knowledge of knowledge of features features of the
ideas; • Intelligent and mature features of the type features of the type of the type of text type of text
ideas of text of text • Some focus but • Meaning obscure
Organisation of
• Extensive knowledge of • Maintains focus – no • Not completely writing digresses with major
ideas for planning;
features of the type of digressions focused – some • Not always coherent digressions
Purpose, audience, text • Coherent in content digressions in content and ideas • Not coherent in
features/ • Writing maintains focus and ideas, very well • Reasonably coherent • Few details support content and ideas
conventions and • Coherence in content elaborated and in content and ideas the topic • Very few details
context and ideas details support topic • Some details support • Necessary rules support the topic
18 MARKS • Highly elaborated and all • Appropriate the topic of format vaguely • Necessary rules of
details support the topic format with minor • Generally appropriate applied format not applied
• Appropriate and inaccuracies format but with some • Some critical

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Macbeth – Writing and presenting – CYCLE 4

LANGUAGE, 10–12 8–9 6–7 4–5 0–3

STYLE & EDITING
• Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Tone, register,
Tone, register, and vocabulary highly and vocabulary and vocabulary and vocabulary style and
style, purpose/ appropriate to purpose, very appropriate to appropriate to less appropriate to vocabulary do not
effect, audience audience and context purpose, audience purpose, audience purpose, audience correspond to
and context; • Grammatically accurate and context and context and context purpose, audience
and well-constructed • Generally • Some grammatical • Inaccurate grammar and context
Language use and
• Virtually error-free grammatically errors with numerous errors • Error-ridden and
conventions;
accurate and well- • Adequate vocabulary • Limited vocabulary confused
Word choice; constructed • Errors do not impede • Meaning obscured • Vocabulary not
Punctuation and • Very good meaning suitable for
spelling vocabulary purpose
• Mostly free of errors • Meaning seriously
12 MARKS impaired
MARK RANGE 25–30 19–23 14–17 9–12 0–7
 Formal (or business) letter

4. Editing
STRATEGY
Self-edit

INSTRUCTIONS FOR EDITING

(NOTE: If you do not have time to do this activity in class, give learners the checklist and
instruct them to do it for homework.)
1 Before the lesson begins, copy the checklist below onto the board (or make copies if you
have access to a photocopy machine).
2 Explain that for this writing task, learners will edit their own work.
3 Remind learners that all writers edit. It is a very important part of the writing process.
4 Instruct learners to take out their exercise books and find their drafts.
5 Instruct learners to copy the editing checklist (below).
6 Instruct learners to read each question, and then to re-read their own writing to see if
they have done what the question in the checklist asks. If they find that they have not
done something required by the checklist, they must change their writing accordingly.
They can write new sentences, cross out words or sentences they have written, move
paragraphs around with arrows and correct their language mistakes on the page.
Remind them that it is okay if this draft starts to look very messy, as they will need to

CYCLE 4
rewrite it for the final version.
7 Give learners time to edit their work. Walk around the room to assist learners who are
struggling.

EDITING CHECKLIST
1 Does each paragraph contain one clear reason why Macbeth should kill Duncan?
2 Do the paragraphs appear in an order that makes sense?
3 Have you used strong persuasive language? Have you used at least three persuasive
language techniques?
4 Do all your sentences start with capital letters and end with appropriate
punctuation marks?
5 Have you checked that your spelling is correct?
6 Have you checked that every sentence has at least a subject and a verb?
7 Is your letter laid out in the correct format for a formal letter?
• Does it have the writer’s address (Inverness Castle, Dunsinane Hill, Inverness,
Scotland) in the top right-hand corner, followed by the date (in 1047)?
• Does it have the recipient’s address (in Scotland) on the left?
• Is there a greeting, subject line and closing with Lady Macbeth’s signature?
• Are there empty line spaces under each element of the layout?

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5. Presenting
PUBLISHING REQUIREMENTS
1 Learners must write out their letters neatly on lined paper.
2 At the top of the page, they must include their name, the date, and the heading
‘Formal Letter’.
3 They must ensure that they use the correct format for a formal letter.
4 They must write neatly, leaving an empty line between paragraphs.
5 At the bottom of their letter they must write the words ‘Word count’ followed by the
number of words in their letter (not including the address and greeting.)

PRESENTING STRATEGY
Posting and delivering the letters

PRESENTING INSTRUCTIONS
POSTING THE LETTERS
1 Create a ‘postbox’ in your classroom. You can do this with an old cereal or shoe box
or something similar. Paint it red to resemble a real postbox, or simply cover it with
newspaper. Make sure there is a slit at the top.
2 Instruct learners to fold their letters neatly and ‘post’ them by putting them into the box.

DELIVERING THE LETTERS

1 Hand out the letters at random, so that each learner receives a letter from someone else
in their class.
2 Once you have handed them out, check that no one received their own letter. If they
did, quickly swap it with another one.
3 Instruct learners to imagine that they are Lord Macbeth receiving the letter in the wilds
in Scotland. They must read the letter and decide whether or not it would convince
them to kill Duncan.
4 Give learners 5–10 minutes to read the letter they have received.

If you have time:

5 Call learners back together.
6 Ask learners: What was persuasive about the letter you read?
7 Discuss this with learners.

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COMPLETED EXAMPLE

Inverness Castle
Dunsinane Hill
Inverness
Scotland
1963
9 August 1047
The Heath Cawdor
Makdownald
Scotland
1403
Dear Lord Macbeth
Re: How to claim the crown
I was so excited to hear the witches’ prophecy! No one deserves to be king
more than you! You know how much I want to be a queen. I am so glad that
you are a good and loyal husband and you know it is your duty to make your
wife happy. Nothing would make me happier than being queen of Scotland.
I know you like Duncan and he is a good leader, but he may live for years.
You need to be a man. Don’t allow weakness and emotion to stop you from
achieving your goals. We have to get rid of Duncan. It is the only way.

CYCLE 4
We both know that success takes hard work. Sometimes this means making
difficult decisions. Sacrifices have to be made, but it will all be worth it in the
end. Don’t be a coward. Don’t let me down. Be my hero.
Yours sincerely
Lady Macbeth
Word count: 150
Mark: 26/30

TEACHER FEEDBACK
Overall, this is a good piece of writing. It was clever of you to only once mention getting ‘rid
of ’ Duncan but there is no doubt about what Lady Macbeth is saying. Your topic sentences
overlap in some places but the letter still flows and makes sense. The message is clear and
you have made good use of persuasive language. I enjoyed the switching between name-
calling and flattery to manipulate Macbeth. The poor man wouldn’t know whether his wife
admired him or despised him! Well done! Keep it up.

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 Macbeth
Writing and
presenting

CYCLE 5
Macbeth – Writing and presenting – CYCLE 5

Writing and presenting

Dialogue
Topic:
In pairs, learners will write an exchange (five responses for each character) in direct speech
between Lord and Lady Macbeth. Learners must use modern day language.
In Act 1, Scene 7, Lines 1–82, Lord and Lady Macbeth argue. Macbeth tells his wife that he
doesn’t want to go ahead with the murder of King Duncan and Lady Macbeth is furious.
She calls him names and accuses him of being weak and a coward and he eventually gives
in to her. Reread the argument and then make up your own ending to their argument.
You must begin your dialogue with Macbeth’s question in line 58, ‘If we should fail?’ Use
modern language and don’t forget to write in dialogue format. You must set the scene at the
top of the page, and include a few stage directions in the dialogue.

Length of task
120–150 words (excluding characters’ names)

CAPS reference: pg. 41

Text type Purpose Text Structure Language Features

Dialogue It is a record When writing a dialogue: • When the dialogue involves

(Long) of the • Write the names of the family or close friends
exchanges characters on the left side of the “casual style” is used.
as they the page; Well-known formulae
occur, • Use a colon after the name for requests, questions,
directly from of the character who is orders, suggestions and
the speaker’s speaking; acknowledgement are used.
point of view. • Use a new line to indicate • When the conversation
each new speaker; involves strangers the
• Advice to characters (or consultative style is used.
readers) on how to speak or More elaborate politeness
present the action must be procedures are added to
given in brackets before the the well-known formulae
words are spoken; for requests, questions,
• Sketch a scenario before you orders, suggestions and
start writing. acknowledgement.

Introduction
Tell learners that today they are going to write a dialogue. The dialogue will be linked to the
drama, ‘Macbeth’. The dialogue will be between Lord and Lady Macbeth.

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Teach the genre

PURPOSE:
A written record of a conversation between characters taking turns to speak.

HOW TO WRITE DIALOGUE:

1 Set the scene in brackets at the top of the page. In a couple of sentences, explain where
the characters are and what they are doing.
2 Write the characters’ names on the left side of the page.
3 Use a colon after the name of the character who is speaking.
4 Use a new line to indicate each new speaker.
5 Use stage directions to show how characters speak and act. These are phrases in brackets
about what they are doing as they speak.
6 If the characters are friends or family, they speak to each other in a casual, colloquial
style. They can even interrupt each other. If they are strangers, they will be more polite,
ask more questions, and wait for the other person to finish speaking.

Teach selected text structures and language features

Activity 1: Different ways to record a conversation

INTRODUCTION:
1 Settle learners so that you have their attention.
2 Call two volunteers to the front. Whisper to the volunteers what they need to say and
ask them to say it out loud to each other:
Volunteer 1: I’m concerned about my sister.

CYCLE 5
Volunteer 2: My sister really worries me.
3 Explain that all learners must write down what the volunteers have said. Give them a
minute to do this.
4 Ask learners to explain how they wrote down what was said (e.g. what punctuation they
used and if they used the exact same words). Take a few examples from learners.
5 Explain that there are in fact three ways to record what people say:
a Reported (or indirect) speech
b Direct speech
c Dialogue

REPORTED SPEECH:
1 Remind learners that reported speech tells us about what someone else said but does
not use the exact same words.
2 We do not need to use any special punctuation.
3 Discuss with learners how we write what the volunteers said in reported speech.

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4 Write the reported speech sentences on the chalkboard. For example:

Tumi said that he is concerned about his sister.

Kara said that she really worries about her sister.
DIRECT SPEECH:
1 Ask learners: What do we know about direct speech?
2 Remind learners that in direct speech, we write the exact words that the speaker says
inside quotation marks.
3 We have a speech tag, like ‘he said’ or ‘she responded’. This can be before or after
their words.
4 Discuss with learners how we write the volunteers’ words in direct speech.
5 Write the sentences on the chalkboard in direct speech. For example: Tumi said, ‘I am
concerned about my sister.’
‘My sister really worries me,’ Kara responded.
DIALOGUE:
1 Explain that in a play or drama, all the words are meant to be read as a conversation. We
need to know how to write dialogue like this for the longer transactional writing section
of the creative writing exam (paper 3).
2 Ask learners to work with the person next to them. They must look at any page in their
copies of Macbeth and describe the way that the dialogue is written.
3 Ask a volunteer to share their answer and discuss. Make sure the discussion includes the
following:
• Write the name of the person speaking, followed by a colon.
• We do NOT use quotation marks.
• Each person’s words are on a new line.
• When each person starts their next turn to speak, their words line up with the words
above them.
4 Call a volunteer to the board to write the volunteers’ lines from the activity above as
a dialogue.
For example:
Tumi: I am concerned about my sister. Kara: My sister really worries me.

Activity 2: Setting the scene and stage directions

SETTING THE SCENE:
1 Explain that at the start of a dialogue, you need to set the scene. Instruct learners to
look at the beginning of Act 1, Scene 1 as an example. The setting of the scene will be
something similar to this: (Inverness: Macbeth’s castle. Enter Lady Macbeth alone, with
a letter.)
2 When you set the scene, you explain where the characters are and what they are doing.
3 This is written in brackets at the beginning of the scene.

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4 Instruct learners to think about the dialogue on the board. Ask learners: Where are
these characters? What are they doing?
5 Write an example of scene setting on the board. For example:

(Tumi and Kara are walking to class after break. They chat while they walk.)
STAGE DIRECTIONS:
1 Explain that we can, from time to time, include stage directions.
2 These are instructions in brackets that tell us about the characters’ facial expressions and
body language while they speak, and what emotion they have in their voices or what
their movements are.
3 Instruct learners to open any page of Macbeth and find as many stage directions
as they can.
4 Discuss with learners how they think the volunteers’ lines (from the activity above)
should be said. For example, should they be whispered or yelled? Should they be said in
a happy way or a sad way? Should Tumi be frowning? Should Kara shrug?
5 Add in the stage directions on the board. For example: Tumi: (frowning) I’m concerned
about my sister.
Kara: (nodding in agreement) My sister really worries me.
6 Read these lines out loud, acting out the emotions that are in brackets.
7 Explain that now we know exactly what each character said and how they said it.

CONCLUSION:
1 Explain that in the next activity we will write a dialogue.
2 This dialogue will help us imagine the conversation that Macbeth would have had with
his wife if they had carried on arguing and he hadn’t given in to her.
3 We will think about how the characters think and feel while they are having this
conversation.

CYCLE 5
Useful genre-related vocabulary

character people in a poem, song, novel or play

colon a punctuation mark (:) that goes between the character’s name and what they
are saying
direct speech the actual, quoted words of a conversation
stage directions instructions in bracket and italics that tell the reader what the character is
doing, e.g. (She sits with her head in her hands.)

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Macbeth – Writing and presenting – CYCLE 5

1. Setting the task

SET THE TASK
1 Remind learners that they will now write their dialogues between Lord and
Lady Macbeth.

2. Planning
PLANNING STRATEGY
a Remind learners of topic.
b Set the scene.
c Get ideas from the play.
d Plan the content.
e Write stage directions.

INSTRUCTIONS FOR PLANNING

A. REMIND LEARNERS OF THE TOPIC

Topic: In pairs, learners will write an exchange (five responses for each character) in
direct speech between Lord and Lady Macbeth. Learners must use modern day language.
In Act 1, Scene 7, Lines 1–82, Lord and Lady Macbeth argue. Macbeth tells his wife that
he doesn’t want to go ahead with the murder and Lady Macbeth is furious. She calls him
names and accuses him of being weak and a coward and he eventually gives in to her.
Reread the argument and then make up your own ending to their argument. You must
begin your dialogue with Macbeth’s question in line 58, ‘If we should fail?’ Use modern
language and don’t forget to write in dialogue format. You must set the scene at the top
of the page, and include a few stage directions in the dialogue.

B. SET THE SCENE

1 Ask learners to imagine where Lord and Lady Macbeth are having the conversation.
Get some suggestions from volunteers and write them on the board. For example:
• their bedroom
• outside in the garden
• in the kitchen
2 Instruct learners to write down where they would like to set their dialogue.
3 Ask learners to imagine what Lord and Lady Macbeth are doing while they talk. Get
some suggestions from volunteers and write them on the board. For example:
• Lord Macbeth is walking outside. He is on his way to the stables.
• Lord Macbeth is sitting at his desk and Lady Macbeth is standing in front of him
• They are sitting on chairs at the kitchen table.
• Lady Macbeth goes looking for her husband and finds him staring out
the window.

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4 Instruct learners to write down what they would like their characters to be doing
during their dialogue.
5 Explain that in their final version, these two facts will need to be written as a
sentence or two inside brackets at the top of the page.

C. GET IDEAS FROM THE PLAY

1 Instruct learners to reread two key scenes, to find useful information that they can
use when writing their dialogues:
a Lady Macbeth reading Macbeth’s letter in Act 1, Scene 5, Lines 1–28 (‘They met
me … crown’d withal.’)
b Macbeth’s thoughts about Duncan in Act 1, Scene, 7 Line 1–28 (‘If it were done
… falls on the other-’).
2 Explain that as they read, they can write down any useful quotes they find. Later
on, they can refer back to them while they write their dialogues, or even use a few
phrases in the dialogues.
(NOTE: Refer to the ‘Sample for Teacher’ section below for an example of what this
might look like.)

D. PLAN THE CONTENT

1 Explain that before writing their dialogues, learners must plan what their dialogues
will be about.
2 To do this, they can write a short paragraph explaining what Lord and Lady
Macbeth are going to talk about.
3 Give learners time to write their paragraphs.
4 As learners work, walk around and help struggling learners.
(NOTE: Refer to the ‘Sample for Teacher’ section below for an example of what this
might look like.)

CYCLE 5
E. WRITE STAGE DIRECTIONS
1 Remind learners that we can tell how someone feels by looking at how they act.
2 In a dialogue, we use stage directions to do this.
3 Instruct learners to copy the following table:

Feeling Action
Macbeth

Lady Macbeth

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4 Instruct learners to write down some feelings that the characters might have during
their conversation in the left-hand column.
5 Give learners 2–3 minutes to come up with their key words.
6 Now instruct learners to fill in an action that could show each feeling. You can
demonstrate one or two on the board to show them. For example:
Feeling Action
Lady Macbeth
angry stamping her foot
scared looking at him with wide open eyes
7 Give learners time to fill in their tables.
8 Walk around and help struggling learners.
9 Call the class back together and explain that they can use these actions as stage
directions (in brackets) in their dialogues.
(NOTE: Refer to the ‘Sample for Teacher’ section below for an example of what this
might look like.)

SAMPLE FOR TEACHER

SAMPLE 1: SETTING THE SCENE

(Lord and Lady Macbeth are in their bedroom. The door is closed. Lady
Macbeth came looking for her husband because he had been gone for a long
time and she was worried about him. The king and their other guests are in
the dining room.)

SAMPLE 2: IDEAS FROM THE PLAY (USEFUL QUOTES)

Act 1 Scene 5 Line 1–29

Lady Macbeth: (Reads) ‘They met me in the day of success, and I have learned
by the perfectest report they have more in them than mortal knowledge.
When I burned in desire to question them further, they made themselves air,
into which they vanished. Whiles I stood rapt in the wonder of it came missives
from the King, who all-hailed me ‘Thane of Cawdor,’ by which title, before,
these Weird Sisters saluted me, and referred me to the coming on of time with
‘Hail, King that shalt be!’
This have I thought good to deliver thee, my dearest partner of greatness,
that thou might’st not lose the dues of rejoicing, by being ignorant of what
greatness is promised thee. Lay it to thy heart, and farewell.’
Glamis thou art, and Cawdor; and shalt be
What thou art promised. Yet do I fear thy nature;
It is too full o’ th’ milk of human kindness

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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’ld’st 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 valor of my tongue
All that impedes thee from the golden round,
Which fate and metaphysical aid doth seem
To have thee crowned withal.

Act 1, Scene 7 Line 1–28

Macbeth: If it were done when ’tis done, then ’twere well
It were done quickly. If the assassination
Could trammel up the consequence, and catch
With his surcease success; that but this blow
Might be the be-all and the end-all here,
But here, upon this bank and shoal of time,
We’d jump the life to come. But in these cases

CYCLE 5
We still have judgment here, that we but teach
Bloody instructions, which, being taught, return
To plague th’ inventor: this even-handed justice
Commends the ingredients of our poisoned chalice
To our own lips. 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. Besides, this Duncan
Hath borne his faculties so meek, hath been
So clear in his great office, that his virtues
Will plead like angels, trumpet-tongued, against

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The deep damnation of his taking-off;

And pity, like a naked newborn babe,
Striding the blast, or heaven’s cherubim, horsed
Upon the sightless couriers of the air,
Shall blow the horrid deed in every eye,
That tears shall drown the wind. I have no spur
To prick the sides of my intent, but only
Vaulting ambition, which o’erleaps itself
And falls on th’ other.

SAMPLE 3: PARAGRAPH FOR PLANNING THE CONTENT

In my dialogue Lady Macbeth will be doing everything she can to convince

Macbeth to follow through with the plans they made to murder King Duncan.
She will insult him, plead with him and shout at him. He has made his mind
up, however, and won’t even discuss it. The fact that he won’t listen to her
and won’t take her seriously will make her absolutely furious. In the end he
will make a statement that it is over, leaving his wife upset, furious, confused,
disappointed and frustrated. 

SAMPLE 4: STAGE DIRECTIONS

Feeling Action
Lady Macbeth
furious stamping her foot
confused looking at him with slit eyes
desperate hand on his arm, begging
Macbeth
upset puts both his hands on her shoulders, looks her in the eye
angry making a fist

3. Drafting
INTRODUCE CRITERIA
1 Write a dialogue between Lord and Lady Macbeth about why he has changed his mind
about murdering Duncan.
2 Set the scene in brackets at the top of the page.
3 Line up the characters’ names on the left.

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4 Use a colon after each name.

5 Make sure that what each character says also lines up.
6 Write 120–150 words (excluding the characters’ names, but including the scene setting
and the stage directions).
7 The language must sound like real speech.
8 Describe body language and movement in bracketed stage directions.

INSTRUCTIONS
1 Explain that now learners will use all the material they created in the planning stage to
help draft their dialogues: their scene setting, paragraphs and stage directions.
2 Remind learners of the criteria for a dialogue (above).
3 Remind learners to begin with the line: ‘If we should fail?’
4 Instruct them to start writing their dialogues in class.
5 As learners write, go around the room and help struggling learners.
6 Whatever they don’t finish can be finished for homework. They will need to bring these
drafts with them to the next lesson so that they can peer-edit them.

CYCLE 5

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 Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT, 15–18 11–14 8–10 5–7 0–4

PLANNING &
• Outstanding response • Very good response • Adequate response • Basic response • Response reveals
FORMAT
beyond normal demonstrating demonstrating demonstrating some no knowledge of
Response and expectations good knowledge of knowledge of knowledge of features features of the
ideas; • Intelligent and mature features of the type features of the type of the type of text type of text
ideas of text of text • Some focus but • Meaning obscure
Organisation of
• Extensive knowledge of • Maintains focus – no • Not completely writing digresses with major
ideas for planning;
features of the type of digressions focused – some • Not always coherent digressions
Purpose, audience, text • Coherent in content digressions in content and ideas • Not coherent in
features/ • Writing maintains focus and ideas, very well • Reasonably coherent • Few details support content and ideas
conventions and • Coherence in content elaborated and in content and ideas the topic • Very few details
context and ideas details support topic • Some details support • Necessary rules support the topic
18 MARKS • Highly elaborated and all • Appropriate the topic of format vaguely • Necessary rules of
details support the topic format with minor • Generally appropriate applied format not applied
• Appropriate and inaccuracies format but with some • Some critical

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accurate format inaccuracies oversights
Macbeth – Writing and presenting – CYCLE 5

LANGUAGE, 10–12 8–9 6–7 4–5 0–3

STYLE & EDITING
• Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Tone, register,
Tone, register, and vocabulary highly and vocabulary and vocabulary and vocabulary style and
style, purpose/ appropriate to purpose, very appropriate to appropriate to less appropriate to vocabulary do not
effect, audience audience and context purpose, audience purpose, audience purpose, audience correspond to
and context; • Grammatically accurate and context and context and context purpose, audience
and well-constructed • Generally • Some grammatical • Inaccurate grammar and context
Language use and
• Virtually error-free grammatically errors with numerous errors • Error-ridden and
conventions;
accurate and well- • Adequate vocabulary • Limited vocabulary confused
Word choice; constructed • Errors do not impede • Meaning obscured • Vocabulary not
Punctuation and • Very good meaning suitable for
spelling vocabulary purpose
• Mostly free of errors • Meaning seriously
12 MARKS impaired
MARK RANGE 25–30 19–23 14–17 9–12 0–7
 Dialogue

4. Editing
STRATEGY
Peer-editing

INSTRUCTIONS FOR EDITING

1 Explain that today, we will peer edit each other’s work.
2 Read through the editing criteria checklist on the chalkboard.
3 Remind learners that when we peer-edit, we read and correct a classmate’s work.
4 Remind learners that we never make fun of or laugh at someone else’s work.
5 Instruct learners to take out their exercise books and to find their draft dialogues.
6 Instruct learners to copy the editing checklist into their books.
7 Give learners five minutes to copy the checklist from the chalkboard.
8 Instruct learners to swap books with another pair of their classmates.
9 Each set of partners will work together to edit another pair’s dialogue.
10 Give learners 2–3 minutes to read the drafts their partners have given them.
11 Allow 5–10 minutes for learners to explain the suggested corrections to their partners.
12 Remind learners to make notes about the changes they must make. They can write new
sentences, cross out words or sentences they have written, move words around with
arrows and correct their language mistakes on the page. Remind them that it is okay if
this draft starts to look very messy, as they will need to rewrite it for the final version.

EDITING CHECKLIST
CHECKLIST FOR WRITING A DIALOGUE:
1 Is the dialogue on topic?

CYCLE 5
2 Does the language sound like it is what Lord and Lady Macbeth would really say?
3 Is there a line setting the scene?
4 Do the stage directions describe characters’ feelings and actions?
5 Are the stage directions in brackets?
6 Are the characters’ names against the left-hand margin with a colon between the names
and the spoken words?
7 Are the words that the characters say lined up?
8 What is something you like about this dialogue?
9 What is something that could be improved?

5. Presenting
PUBLISHING REQUIREMENTS
1 Explain that each learner must rewrite a final, neat copy based on the editing feedback,
which you will take in.
2 Instruct learners to read the feedback they have received from their peer editor.

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3 Give learners time to read through the feedback they have received and to write their
final dialogues.

PRESENTING STRATEGY
In pairs, learners will present their dialogues to the whole class in oral form. Each pair will
read their own lines, like a play, as a prepared oral. They must also do the actions in the
stage directions.

PRESENTING INSTRUCTIONS
1 Settle learners so you have their attention.
2 Instruct learners to take out their exercise books and open them to their final dialogues.
3 Ask for three volunteers to read their dialogues like a play.
4 Explain that this will involve the following:
• The person who wrote the dialogue can read one character’s lines.
• They must choose a friend to read the other character’s lines.
• They must not read the stage directions. Instead, they must act out what the stage
directions say.
• They must read their dialogue aloud, with appropriate expression (emotion) in their
voices and on their faces.
5 Give the three volunteers a few minutes to choose friends to help them.
6 Call learners back together. Ask for volunteers to come to the front of the classroom and
read their dialogues.
7 Afterwards, for each dialogue, take a minute or two to ask the class whether they
thought it was relevant (on topic) and appropriate (suited the situation).
8 Collect the dialogues and assess them formally. Use the rubric for longer transactional
writing (out of 30 marks) above.

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COMPLETED EXAMPLE
DIALOGUE

(Macbeth is in their bedroom, staring thoughtfully out the window. His wife
rushes in, looking worried.)
Macbeth: (Puts his hands on his wife’s shoulders.) If we should fail? This
is crazy. It’s not right!
Lady Macbeth: (Stunned) What? Were you drunk when we made these plans?
Macbeth: (Glares at her) Don’t insult me!
Lady Macbeth: (Looks at Macbeth pleadingly) I’m trying to help you. You are
meant to be king!
Macbeth: If this is so important to you, why don’t YOU kill Duncan?
(Laughs)
Lady Macbeth: It looks like I’ll have to! (Turns away in disgust)
Macbeth: Don’t be mad. Do you want to go to prison? You’d better think
long and hard before you go ahead with this madness.
Lady Macbeth: So do your promises mean nothing? You’re weak! And stupid!
And a liar too!
Macbeth: Stop! Your screeching is giving me a headache. Just forget it!
I’m out.
Lady Macbeth: Forget it? Forget it! You promised me I would be queen!
Word count: 148 words
Mark: 25/30

CYCLE 5
TEACHER FEEDBACK
This is an excellent effort overall. The dialogue is almost error-free in language, style and
editing. Your stage directions are very good to start off with, but then then fade away. Did
you forget to add the rest in? You would have achieved better marks if you’d filled in stage
directions all the way through. Bravo!

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 Macbeth
Writing and
presenting

CYCLE 6
Macbeth – Writing and presenting – CYCLE 6

Writing and presenting

Obituary
Topic:
We know King Duncan is dead when Macbeth says to his wife: ‘I have done the deed.
Didst thou not hear a noise?’ (Act 2, Scene 2, Line14). You must now write King Duncan’s
obituary. The printing press has not been invented yet so the obituary will not be published
in a newspaper. However, handwritten copies will be sent all over Scotland and read aloud
for all to hear.
We don’t know very much about Duncan so you can be creative, but make sure that the
information makes sense in the context of the play. Remember that an obituary should
include only positive information. You should focus on Duncan’s accomplishments and
good qualities.

Length of task
120–150 words

CAPS reference: pg. 41

Text type Purpose Text Structure Language Features

Obituary To commemorate Full name; date of death, where Style: formal

(longer and inform the person was living at the
May use euphemisms, e.g.
transactional) others of time of death; birthplace; key
passed away instead of died
someone’s death survivors (spouse, children) and
their names; time, date, place of Usually concise
funeral Makes use of language
Some of the following may also conventions, e.g. In lieu of
be included: Cause of death; flowers, donations may be
biographical information; made to
memorial tribute information

Introduction
Tell learners that today they are going to write an obituary. This obituary will be linked to
the drama, ‘Macbeth’. Learners will write an obituary for King Duncan.

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Teach the genre

PURPOSE:
• When someone dies, people often put death notices into the Classifieds section in
the newspaper. These are usually short messages from their loved ones, notifying the
community that the person has died. (NOTE: It is a good idea to show learners what
these look like in the Classifieds section of a daily newspaper.)
• A full-length obituary is a longer piece of writing published online or in a newspaper
that notifies the public about the death of someone. It commemorates their life, which
means that it celebrates their achievements. (NOTE: It is a good idea to show learners
what these look like. You will be likely to find one in the Analysis/Comments/Opinion
section of a daily newspaper.)

HOW TO WRITE AN OBITUARY:

• It contains information about the person’s death and it provides background
information about their life.
• It is written in a formal register.
• The style should be matter-of-fact, i.e. not overly dramatic. At the same time, it is always
written by someone who cared about the deceased (the person who has died), so this
positive attitude is expressed in the writing.

The section below contains activities that will teach the content of the obituary and the
format in which it should be written.

Teach selected text structures and language features

Activity 1: Content (What goes into and obituary?)

1 Settle learners so you have their attention.
2 Explain that when they are older, some learners might be given the responsibility of
writing an obituary for someone they know.
3 Instruct learners to imagine that someone important in their community has died.
CYCLE 6

4 Tell them to work with a partner and think about the following two questions. These are
discussion questions, and they don’t need to write their answers down:
a What information would you want to know about their death?
b What information would you want to know about their life?
5 Call the class back together. Ask a few volunteers to share their answers with the class.
6 As they speak, add all relevant answers to a mind map on the chalkboard, so you can
collect all the correct types of information that they identify. (If a learner’s answer is not
relevant, explain to them why it is irrelevant.) Your mind map on the board could look
something like this:

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Macbeth – Writing and presenting – CYCLE 6

how they died

date of death where they died
their children’s names date of birth
who they married Obituary birth place

their good qualities where they studied

awards and achievements where they lived

what work they did

Activity 2: Format (What order should the content be written in?)

1 Explain that the ‘format’ of an obituary is the way all the content is put together, i.e. the
order in which it appears.
2 Give learners the following obituary for Lady Macbeth, along with the questions
on format below it. If you do not have access to a photocopy machine, read it
aloud to them.
(NOTE: The example obituary is a lot longer than the one the learners will write. This is
to show you as many features of an obituary as possible.)

OBITUARY FOR LADY GRUOCH MACBETH

It is with deep sadness that we have learnt of the unexpected passing of Lady
Gruoch Macbeth, beloved wife of Lord Macbeth, on 18 December 1047 at
16h00. She passed away at her castle in Dunsinane, Inverness, and was in the
company of her devoted servants.
Lady Macbeth (nee Boedhe) was born in Inverness on 3 September 1015
Her grandfather was Kenneth III of Scotland. Her first husband, Gillecomgain
Moray, died in 1032 and she married Lord Macbeth the following year. Their
son, Lalach, was born in 1046. She was happily married and was an extremely
supportive wife. She devoted her life to her husband’s success and was
invaluable to him in his political career.
Lady Macbeth was a very intelligent and highly educated woman. She spoke
Latin and Ancient Greek fluently and was an extremely efficient castle
manager. Her grandfather often said that it was a pity she was a woman
because she had the strength of a king. She was able to take control and keep
calm in stressful situations. Her strength of character and determination to
achieve her goals were well known throughout the country. She was also an
excellent hostess. Lord and Lady Macbeth often held dinner parties and the
king was a frequent visitor.
Lady Macbeth is survived by her husband and son. Her funeral was held at
Inverness Church on Friday, 29 December 1047 at 11h00.

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1 Instruct learners to work with a partner. In pairs, they must read the obituary and
answer the questions in their exercise books.
a What kind of information does the obituary start with?
b What kind of information is in the body of the obituary?
c What information does the obituary end with?
2 Give learners 5–10 minutes to work on this. Walk around the room to assist learners
who are struggling.
3 Call learners back together and ask volunteers to share their answers.
4 Make sure that learners understand the following:
a The introduction of an obituary contains information about the person’s death:
when, where and sometimes how they died.
b The body of an obituary contains information about the person’s life: where and
when they were born, what they studied, the work they did, their awards and
achievements and their personality traits.
c The conclusion of an obituary contains who they left behind (husband/wife and
children) and practical information about the funeral/cremation/memorial service,
so that readers can attend: date and address. If it has already been held by the time
the obituary is written, the conclusion can report where and when it was held.
5 Hand out the following step-by-step guide to writing an obituary. (If you do not have
access to a photocopy machine, write it on the chalkboard and instruct learners to copy
it down.)

STEP-BY-STEP GUIDE TO WRITING AN OBITUARY

• Paragraph 1 (Introduction): Who died, where and when. If appropriate,
state briefly how they died. (No details about the death – this is not a
newspaper article.)
• Paragraph 2: Background biographical details: when and where they
were born, where they lived; a short history of their career, including what
type of work they did and where they worked. Include any awards or
achievements here.
• Paragraph 3: Their character and personality – what was special about
them; any notable interests or hobbies; and what people will miss about
them.
CYCLE 6

• Paragraph 4: (Conclusion): S/he will be missed by … ’ and fill in the names

of their spouse (husband or wife) and children. Give the funeral/cremation/
memorial service arrangements: where and when the funeral will be (or
was) held.

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Useful genre-related vocabulary

euphemism sometimes we use a more polite word as an alternative for a word that makes
us uncomfortable, e.g. passed away for ‘died’
deceased more formal way of saying ‘dead’
passed away a common euphemism for ‘died’
is survived by if someone ‘is survived’ by their wife, this means that when died he left her
behind, i.e. she is still alive
commemorate to think about something and celebrate what was good about it
memorial a ceremony in which we remember and commemorate something or someone.

1. Setting the task

SET THE TASK
1 Remind learners that they will now write their obituaries based on events in Macbeth.

2. Planning
PLANNING STRATEGY
a Remind learners of topic.
b Work out what information is needed.
c Work out which information is in the text.
d Make up the rest of the information.

INSTRUCTIONS FOR PLANNING

A. REMIND LEARNERS OF THE TOPIC

Topic: We know King Duncan is dead when Macbeth says to his wife: ‘I have done the
deed. Didst thou not hear a noise?’ (Act 2, Scene 2, Line14). You must now write King
Duncan’s obituary. The printing press has not been invented yet so the obituary will not
be published in a newspaper. However, handwritten copies will be sent all over Scotland
and read aloud for all to hear.
We don’t know very much about Duncan so you can be creative, but make sure that the
information makes sense in the context of the play. Remember that an obituary should
include only positive information. You should focus on Duncan’s accomplishments and
good qualities.

B. WORK OUT WHAT INFORMATION IS NEEDED

1 Settle learners so that you have their attention.
2 Explain to learners that they will create a plan before writing their obituaries. These
plans will later be turned into obituaries.

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3 Explain that they will start by working out what information they need to write
an obituary.
4 To do this, instruct them to look at the Step-by-Step Guide to Writing an Obituary
(in the section above). Instruct them to look at each paragraph and, with a partner,
work out what type of information they will need for their obituary.
5 Give them a few minutes to do this.
6 Call learners back together.
7 Ask learners: What type of information will you need to write your obituary?
Make a list on the chalkboard of points, for example:
INTRODUCTION:
• place of death:
• cause of death:
BODY:
• job/studies:
• personality:
• place where he was born:
• father’s name:
• mother’s name:
• grandparent’s names:
• grew up:
• interests:
• activities:
• achievements and contribution to community:
CONCLUSION:
• funeral:
• family left behind:
8 Explain that it is now their job to find that information. They will look in their texts
and write rough notes in their exercise books. These rough notes are part of their
planning, so they don’t have to be in full sentences.

C. WORK OUT WHICH INFORMATION IS IN THE TEXT

CYCLE 6

MODELLING:
1 Write the heading ‘Information for Planning King Duncan’s Obituary’ on the board.
Instruct learners to copy it into their exercise books.
2 Instruct learners to copy the list under this heading. Explain that it is now their job
to find the information to fill in on the list.
3 Explain that learners will start by working out which pieces of information about
King Duncan are provided in Macbeth. They can only make something up if it is not
in the play.
4 Instruct learners to turn to Act 2, Scene 3, Lines 59–96 (‘O horror, horror … Your
royal father’s murder’d.’) and reread these pages.

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5 Explain that from these pages, we are reminded about King Duncan’s death. Write
the following points under the heading, and instruct learners to copy it into their
exercise books:
• place of death: inside Macbeth’s castle at Dunsinane
• cause of death: murder
6 Explain to learners that they will keep adding to their list as they find more
information that can be used in the obituary.
JOINT ACTIVITY:
1 Now that you have shown learners how to do it, do one more example together, to
give them some practice.
2 Ask a volunteer to read Act 1, Scene 2, Lines 1–7.
3 Ask learners to tell you what they have learned which can be used in the obituary.
As they talk, write down the information they say on the list on the board:
• job: king; must keep his people under control
GROUP WORK:
1 Split learners into groups of four.
2 Explain that each person will search for information in a different part of the novel.
Write the following page numbers on the board:
Group Member 1: Read Act 1, Scene 6, Lines 1–3 to find information about King
Duncan’s trusting nature. (‘This castle hath a pleasant seat; the air/Nimbly and
sweetly recommends itself/Unto our gentle senses.’)
Group Member 2: Read Act 1, Scene 2, Line 24 to find information about King
Duncan’s caring character. (‘O valiant cousin, worthy gentleman.’)
Group Member 3: Read Act 1, Scene 4, Line 34–42 to find information about King
Duncan as a loving father. (‘My plenteous joys … / … / … all deservers.’)
Group Member 4: Read Act 1, Scene 7, Lines 17–20 to find information about King
Duncan as a good, kind man. (‘Hath borne his faculties so meek, hath been/So clear
in his great office, that his virtues/Will plead like angels, trumpet-tongued, against
ds/The deep damnation of his taking-off.’)
3 Instruct learners to assign each group member specific pages.
4 Give learners time to search and write down information from the pages they have
been assigned.
5 Instruct learners to discuss what they have found in their groups. Learners must
share what they have found with the other three members of their group. Each
group member will write the information in their own notes. (At the end of the
activity, all the group members will have all of the information written down in their
own books.)
6 While they work, walk around the room and assist learners/groups who are
struggling.

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D. MAKE UP THE REST OF THE INFORMATION

1 Call learners back together.
2 Make sure that they understand that all these pieces of information are not in the
play, and so they can make up this information:
• the date of King Duncan’s death (it must be realistic)
• his birth date (it must be realistic)
• his place of birth
• his parents’/grandparents’ names
• his childhood
• where he went to school/his education
• interests
• achievements
• the date and time of his funeral
3 Explain that they must make up this information as homework.
4 Explain that if their group did not find all the other information for the obituary,
they must reread the pages above at home and fill in the information in their notes.

SAMPLE FOR TEACHER

SAMPLE OF ROUGH NOTES FOR KING DUNCAN’S OBITUARY
(This is just one example. Please keep in mind that the information will be made up, so this
should look different for each and every learner.)
Introduction:
• place of death: Macbeth’s castle, Dunsinane
• cause of death: murder
Body:
• place where he was born: Perth, Scotland
• date of birth: 15 August 1001
• jobs: king, soldier, father, peace keeper
• education: all royalty were extremely well educated; by private tutors, at home
• personality: easily influenced, kind, trusting, lazy (Note: we only include positive
personality traits in an obituary so the only point we can include here is ‘kind’.)
CYCLE 6

• interests: food, farming, wine

• strengths: generous, sensitive, good father, kind, friendly, honest, helpful
• grew up: Perthshire Castle, Scotland
Conclusion:
• funeral: Iona Church, Iona, 19 August at 11 o’ clock
• date of death: 14 August 1040
• family left behind: sons Malcolm, Donalbain
• father’s name: King Malcolm II
• mother: Queen Bethoc
• wife: Queen Mary

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Macbeth – Writing and presenting – CYCLE 6

3. Drafting
INTRODUCE CRITERIA
Tell learners that as they draft, they must consider the following criteria:
1 The obituary must be 120–150 words long.
2 The obituary format must be perfect: all the important elements of an obituary must be
present, and they must be in the correct order.
3 The register must be formal and the language must be error-free.

INSTRUCTIONS
HOMEWORK
1 Instruct learners to take notes they created in the planning process and turn those into a
first draft.
2 To do this, they must follow the structure in the Step-by-Step Guide to Writing an
Obituary. This will tell them which information to put in each paragraph.
3 Remind learners of the criteria for an obituary (see above).
4 They must write in full sentences and paragraphs now.

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 Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT, 15–18 11–14 8–10 5–7 0–4

PLANNING &
• Outstanding response • Very good response • Adequate response • Basic response • Response reveals
FORMAT
beyond normal demonstrating demonstrating demonstrating some no knowledge of
Response and expectations good knowledge of knowledge of knowledge of features features of the
ideas; • Intelligent and mature features of the type features of the type of the type of text type of text
ideas of text of text • Some focus but • Meaning obscure
Organisation of
• Extensive knowledge of • Maintains focus – no • Not completely writing digresses with major
ideas for planning;
features of the type of digressions focused – some • Not always coherent digressions
Purpose, audience, text • Coherent in content digressions in content and ideas • Not coherent in
features/ • Writing maintains focus and ideas, very well • Reasonably coherent • Few details support content and ideas
conventions and • Coherence in content elaborated and in content and ideas the topic • Very few details
context and ideas details support topic • Some details support • Necessary rules support the topic
18 MARKS • Highly elaborated and all • Appropriate the topic of format vaguely • Necessary rules of
details support the topic format with minor • Generally appropriate applied format not applied
• Appropriate and inaccuracies format but with some • Some critical
accurate format inaccuracies oversights
LANGUAGE, 10–12 8–9 6–7 4–5 0–3
STYLE & EDITING
• Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Tone, register,
Tone, register, and vocabulary highly and vocabulary and vocabulary and vocabulary style and
style, purpose/ appropriate to purpose, very appropriate to appropriate to less appropriate to vocabulary do not
effect, audience audience and context purpose, audience purpose, audience purpose, audience correspond to
and context; • Grammatically accurate and context and context and context purpose, audience
and well-constructed • Generally • Some grammatical • Inaccurate grammar and context
Language use and
• Virtually error-free grammatically errors with numerous errors • Error-ridden and
conventions;
accurate and well- • Adequate vocabulary • Limited vocabulary confused
Word choice; constructed • Errors do not impede • Meaning obscured • Vocabulary not
Punctuation and • Very good meaning suitable for
spelling vocabulary purpose
• Mostly free of errors • Meaning seriously
12 MARKS impaired
Obituary

Macbeth 215
MARK RANGE 25–30 19–23 14–17 9–12 0–7

CYCLE 6
Macbeth – Writing and presenting – CYCLE 6

4. Editing
STRATEGY
Peer-edit

INSTRUCTIONS FOR EDITING

(NOTE: If you do not have time to do this activity in class, give learners the checklist and
instruct them to self-edit for homework instead.)
1 Before the lesson begins, copy the checklist below onto the board (or make copies if you
have access to a photocopy machine).
2 Explain that for this writing task, learners will edit a peer’s work.
3 Remind learners that all writers edit. It is a very important part of the writing process.
4 Instruct learners to take out their exercise books and find their drafts.
5 Instruct learners to copy the editing checklist (below).
6 Instruct learners to read each question, and then to read their partner’s obituary to see if
they have done what the question in the checklist asks. If they find that their partner has
not done something required on the checklist, make a note of it.
7 When they are finished reading, they must explain to their partner where they think
changes need to be made.
8 Give learners time to edit their partners’ work. Walk around the room to assist learners
who are struggling.

EDITING CHECKLIST
1 Does the introduction contain information about Duncan’s death (where, when, how)?
2 Do the paragraphs in the body contain relevant information about Duncan’s life?
3 Do these paragraphs appear in an order that makes sense (i.e. information about his
death, chronological information about his life)?
4 Does the conclusion contain information about his funeral (where and when)?
5 Do all the sentences start with capital letters and end with appropriate
punctuation marks?
6 Is the spelling correct?
7 Does every sentence have at least a subject and a verb?

5. Presenting
PUBLISHING REQUIREMENTS
1 Learners must write out their obituaries neatly on lined paper.
2 At the top of the page, they must include their name, the date, and the heading
‘Obituary’.
3 They must write neatly, leaving an empty line between paragraphs.

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4 At the bottom of their obituary they must write the words ‘Word count’ followed by the
number of words in their obituary.
5 There must be an empty line under each paragraph.

PRESENTING STRATEGY
Display

PRESENTING INSTRUCTIONS
1 Give each learner a piece of tape or Prestik.
2 Instruct them to stick their obituaries up on a wall in your classroom.
3 Give them some time to walk around and read the other obituaries.

COMPLETED EXAMPLE

OBITUARY
Our beloved King Duncan passed away on 14 August 1040. He was brutally
stabbed at Lord Macbeth’s castle in Dunsinane, Inverness.
Duncan was born on 15 August 1001 in Perth, the oldest son of King Malcolm
II and Queen Bethoc. He was a good student and was particularly interested in
farming and wine production. As King, he spent many happy hours chatting to
his farmers.
He hated violence but was a good soldier. He really cared about his men
and did everything he could to keep them happy and safe. His caring nature
extended to his family as well.
He adored his children and was incredibly proud when he announced his
oldest son as his successor.
He will be terribly missed by his sons, Malcolm and Donald, and by every
citizen of Scotland. His funeral was held at Iona Church, Iona, on 19 August at
11 o’ clock.
Word count: 149
Mark: 25/30
CYCLE 6

TEACHER FEEDBACK
You have structured this obituary correctly and the information is provided in logical order.
There is a clear introduction with some details about his death. The conclusion provides
the essential information about the funeral and the family left behind. You included
some factual details about his life but the focus was on his good, kind nature – which is
what stood out about him. The tone and style should perhaps be more formal for such an
important person, but I think Duncan would have been pleased. Well done!

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 Macbeth
Writing and
presenting

CYCLE 7
Macbeth – Writing and presenting – CYCLE 7

Writing and presenting

Diary entry
(NOTE: Do not do this writing lesson until you have finished reading Act 5, Scene 1.
Otherwise it will spoil an important part of the play!)

Topic:
In Act 5, Scene 1 of ‘Macbeth’, Lady Macbeth goes mad. Lady Macbeth’s personal maid
tells her that Lady Macbeth talks and walks in her sleep. For example, her maid has seen
Lady Macbeth rubbing her hands over and over again and saying strange things like, ‘Out,
damned spot!’
Imagine you are Lady Macbeth. Your servant has just told you about your sleepwalking and
sleep talking. To make matters worse, she says the doctor also saw and heard you. You are
terrified that you may have said or done something to show your guilt.
Write a diary entry sharing some of your thoughts and feelings. Remember, a diary is a
personal account, so you must write from Lady Macbeth’s point of view. Use language
which shows how she feels.

Length of task
80–100 words

CAPS reference: pg. 40

Text type Purpose Text Structure Language Features

Diary/journal To record Usually written in a special book (a Usually written in past

(Short and reflect diary or a journal) tense Informal in style
transactional) on personal
Entries written regularly (e.g. daily or Uses first-person
experience
weekly) narrative voice (‘I’)
Entries dated The writer is writing for
him or herself.
May use personal recount text type
(For more information, see the
personal recount lesson in this guide.)

Introduction
Tell learners that today they are going to write a diary entry. The diary entry will be linked
to the drama, ‘Macbeth’. Learners will pretend to be Lady Macbeth and write the diary entry
from her point of view.

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Teach the genre

PURPOSE:
Explain to learners that people write diary entries to express their personal thoughts and
feelings. They don’t generally intend to show this writing to anyone else.

HOW TO WRITE A DIARY ENTRY:

• Describe someone/something so the reader experiences the topic vividly.
• Help the reader to empathise with or imagine their feelings.
• Remember that a diary in real life is only supposed to be read by the writer. It is a
private exercise book.

FEATURES:
• A diary records or reflects on someone’s personal experiences and how they feel
about them.
• It is usually written in a special book (a diary or a journal).
• The entries are written regularly (e.g. daily or weekly).
• The entries are dated (e.g. 9 August 2018).
• A diary uses the personal recount/first-person point of view.
• Entries are written in the past tense.

Teach selected text structures and language features

Activity 1: Read and analyse a sample diary entry

GETTING READY:
Make copies of the following diary entry for each learner. If you don’t have access to a
photocopy machine, write the diary entry and questions on the board before class begins:

17 November 2017
I have the worst sister in the world. She and her friends came
clattering home in the middle of the night, laughing and shouting and
waking everyone up. Never mind that I am in the middle of writing
exams. But it got worse. She blasted into my room, no knocking,
nothing, and demanded to know where my phone was because her
battery had died. As usual... There I was in bed, old baggy tracksuit,
dirty hair sticking up all over the place, and who walked past my open
CYCLE 7

door just as I climbed out of bed? Only the hottest girl in the world!
I nearly died of embarrassment. I will never, EVER be able to face her
again! And I will never, EVER, EVER forgive my stupid sister!

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Macbeth – Writing and presenting – CYCLE 7

a Who wrote the entry? (Without knowing his name, what can you work out?)
b When was this entry written?
c What happened in this entry? (What is the person writing about?)
d Why did this person write this? How are they feeling?
e How do we know this person is feeling this way?
f Who does it sound like he is speaking to? How do you know that?
g Why do you think he may have written a diary entry like this?
h Have you ever kept a diary? Why or why not?

INTRODUCTION:
1 Explain that we will read and analyse a sample diary entry.
2 Read the diary entry out loud to learners.

PAIR WORK:
1 Split learners into pairs.
2 Instruct them to discuss the answers to the following questions. (Hand them out or
write them on the board.)
3 Walk around and help struggling pairs.

DISCUSSION:
1 Call learners back together.
2 Discuss the answers to the questions.
3 Make sure your learners understand the following:
a A teenager – probably a teenage boy.
b 17 November 2017
c His sister embarrassed him when he was in bed.
d He is embarrassed and is also worried about what the attractive girl thinks of him.
He is angry and frustrated with his sister.
e He uses punctuation (capital letters and exclamation marks), repetition (‘EVER’)
and hyperbole (‘nearly died’; ‘never, EVER, EVER’) to emphasise his embarrassment
and anger: ‘I nearly died of embarrassment. I will never, EVER be able to face her
again. And I will never, EVER, EVER forgive my stupid sister!’
f It sounds like he is speaking to a friend or friends. He uses slang (e.g. ‘hot’) and
informal language (e.g. rhetorical questions: ‘ … who walked past my open door just
as I climbed out of bed?’). He is also very open about his feelings, indicating that he
trusts the listener/s.
g A diary is a place to write our thoughts or ideas. It is a place where we can express
our joy, sorrow or humiliation. A diary can help us sort out and deal with our
feelings, just like speaking to a best friend.
h Discuss learners’ experiences of diary writing.

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Activity 2: Expressing feelings with words

INTRODUCTION:
1 Explain that we can express our feelings using adjectives (e.g. worried, happy, excited,
scared, nervous) or we can choose our words to show a feeling.
2 For example, the boy who wrote the diary entry above is embarrassed when he writes:
‘I will never, EVER be able to face her again!’ The capital letters in ‘EVER’ and the
exclamation mark emphasise how embarrassed he was.
3 Explain that today, we will practice choosing words to show our feelings.

MODELLING:
1 Write the following on the chalkboard:

I won’t see her again.

a Disappointed: I will never see her again!
b Relieved:
c Sad:

2 Explain that we could write this sentence in other ways, e.g. relieved or sad.
3 Show learners how to write the sentence to show a different emotion. Next to ‘Relieved’
write: ‘Shu! Thank goodness I never have to see her again.’
JOINT ACTIVITY:
1 Ask for a volunteer to help you write the sentence in a sad way, and fill it in next to ‘Sad’.
For example, you could write something for example:
‘I can’t believe I won’t ever see her again.’ Or: ‘I wish I could see her again.’
PAIR WORK:
1 Write the following sentence on the chalkboard:

It’s hot today.

Angry:
Happy:
Sad:
2 Explain that learners must make the sentence show anger, happiness and sadness.
3 Split learners into pairs and give them 5–10 minutes to write their sentences.

DISCUSSION:
1 Call learners back together.
2 Call on learners to share examples for each of the different feelings.
3 Write good examples on the chalkboard, for example:
CYCLE 7

It’s hot today.

Angry: It’s so unfair that they make us do exercises when it’s so hot.
Happy: Hooray! Some sunshine to warm us up!

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Macbeth – Writing and presenting – CYCLE 7

Sad: It’s just too hot to do anything outside.

4 Explain that when learners write their own diary entries, they must write their sentences
in a way that shows their feelings. Explain that this creates a tone for their diary entry.

Useful genre-related vocabulary

empathy feeling or imagining the same emotions that another person feels
entry a short piece of writing for each day in a diary
first-person when a story is told from the perspective of the person to whom it happened, or
who performed the action (‘I’)
personal something private, that we do not want shared with a lot of people

1. Setting the task

SET THE TASK
1 Remind learners that they will now write their diary entries from the point of view of
Lady Macbeth.

2. Planning
PLANNING STRATEGY
a Remind learners of the topic.
b Use a planning table.

INSTRUCTIONS FOR PLANNING

A. REMIND LEARNERS OF THE TOPIC
Topic: In Act 5, Scene 1 of ‘Macbeth’, Lady Macbeth goes mad. Lady Macbeth’s personal
maid tells her that Lady Macbeth talks and walks in her sleep. For example, her maid
has seen Lady Macbeth rubbing her hands over and over again and saying strange
things like, ‘Out, damned spot!’
Imagine you are Lady Macbeth. Your servant has just told you about your sleepwalking
and sleep talking. To make matters worse, she says the doctor also saw and heard you.
You are terrified that you may have said or done something to show your guilt.
Write a diary entry sharing some of your thoughts and feelings. Remember, a diary is a
personal account, so you must write from Lady Macbeth’s point of view. Use language
which shows how she feels.

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B. USE A PLANNING TABLE

GETTING READY:
Draw a blank planning table on the board (see below in the ‘Sample for
Teacher’ section).
RESEARCH:
1 Explain that today, learners will plan for their own diary entry, which they will write
from the perspective of Lady Macbeth.
2 Read the topic to learners. Read the planning table. Instruct learners to copy down
the topic and the empty planning table (in the ‘Sample for Teacher’ section below),
leaving at least five lines for each item in the table.
3 Remind learners that the important thing about a diary entry is that it uses language
to express the writer’s thoughts and feelings about their experiences.
4 Remind them that for this topic, they are writing as if they are Lady Macbeth, so
they must try to express her thoughts and feelings about her experiences in the play.
5 Instruct learners to reread Act 5, Scene 1, to find evidence about how Lady Macbeth
feels before she kills herself. This can be done in pairs or groups, or it can be
assigned for homework.
6 As learners read this section, they can make brief notes in their tables about how
Lady Macbeth feels. They must make note of the kind of language Lady Macbeth
might use to describe her own feelings.
7 Once learners have read the scene, give them time to fill in their planning tables.
8 As learners write, walk around the room and help learners who are struggling.

SAMPLE FOR TEACHER

SAMPLE OF QUOTES FROM LADY MACBETH (ACT 5, SCENE 1):
1 Lines 30–31: ‘Out, damned spot!... Hell is murky.’
2 Line 38: ‘What, will these hands ne’er be clean?’
3 Lines 44–45: ‘Here’s the smell of the blood still; all the perfumes of Arabia will not
sweeten this little hand. Oh, oh, oh!’

BLANK PLANNING TABLE FOR LEARNERS

What happened?
How did you feel?
Why did you feel that
way?
What are some words
you can use to show
CYCLE 7

your feelings?
What is the tone of
your diary entry?

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Macbeth – Writing and presenting – CYCLE 7

SAMPLE COMPLETED PLANNING TABLE

What happened? I persuaded my husband to kill King Duncan.

How did you feel? At first it didn’t worry me because I wanted to be a
queen. I also needed to be strong for my husband
because he’s a weakling. I felt faint when I saw all
the blood around Duncan’s body. Later, the murder
started to worry me. I began to feel guilty and alone
and scared. I didn’t know what to do.
Why did you feel I was shocked. Planning a murder is very different
that way? to physically witnessing one. I was so focused on
our goal that I didn’t stop to think that getting rid of
Duncan might upset me. I didn’t think about how the
reality of taking someone’s life, especially someone I
cared about. I felt sick when I saw Macbeth holding
the bloody dagger. I wish I had stopped him. I had to
stay strong for my husband though because I’m much
more focused and emotionally strong than he is.
I felt so alone because I had to be strong for both of
us. Now Macbeth has gone off to see the witches and
left me here. I feel so anxious. I am struggling to sleep,
and I have no appetite. I keep imagining that I can see
blood on my hands.
What are some Shock: What has happened to me? I used to be so
words/phrases you strong?
can use to show Guilt: I have done something unforgivable. Fear: I am
your feelings? falling apart. I’m terrified.
Despair: There is no hope for me.
Loneliness: No one can help me.
What is the tone of guilty, afraid, lonely, worried, nervous
your diary entry?

3. Drafting
REINFORCE CRITERIA
Tell learners that as they draft, they must consider the following criteria:
1 The entry should be between 80–100 words. Include a word count in brackets
at the end.
2 There should be a date in the top right-hand corner.
3 The entry should be addressed to Dear Diary (the salutation).
4 It should be written in a first-person narrative voice (‘I’) from Lady Macbeth’s
perspective while at the castle awaiting Macbeth’s return.

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5 Use words that show Lady Macbeth’s feelings.

6 You can use informal language – as though you are talking to a friend. But avoid slang.
7 The entry should use the past tense verbs to narrate events, but can use present tense
verbs to communicate how they feel.
8 Be clear about what tone you want to use. Then choose words to create that tone.

INSTRUCTIONS
INTRODUCTION:
1 Instruct learners to take out their exercise books.
2 Instruct learners to use their planning table to write their own diary entries.
3 Remind learners about the criteria (see above).
4 Learners can finish writing their diary entries for homework. They must bring them to
class for the next lesson.

CYCLE 7

Macbeth 227
 Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT, 10–12 8–9 6–7 4–5 0–3

PLANNING &
• Outstanding response • Very good response • Adequate response, • Basic response, • Response reveals
FORMAT
beyond normal demonstrating demonstrating demonstrating some no knowledge of
Response and ideas; expectations good knowledge of knowledge of knowledge of features features of the
• Intelligent and mature features of the type features of the type of the type of text type of text
Organisation of ideas;
ideas of text of text • Some focus but • Meaning obscure
Features/conventions • Extensive knowledge of • Maintains focus – • Not completely writing digresses with major
and context features of the type of no digressions focused –some • Not always coherent digressions
12 MARKS text • Coherent in digressions in content and ideas • Not coherent in
• Writing maintains focus content and ideas, • Reasonably coherent • Few details support content and ideas
• Coherence in content very well elaborated in content and ideas the topic • Very few details
and ideas and details support • Some details • Necessary rules support the topic
• Highly elaborated and all topic support the topic of format vaguely • Necessary rules of
details support the topic • Appropriate • Generally appropriate applied format not applied
• Appropriate and format with minor format but with some • Some critical

228 Grade 12 English First Additional Language

accurate format inaccuracies inaccuracies oversights
Macbeth – Writing and presenting – CYCLE 7

LANGUAGE, STYLE 7–8 5–6 4 3 0–2

& EDITING
• Tone, register, style • Tone, register, style • Tone, register, style • Tone, register, style • Tone, register,
Tone, register, and vocabulary highly and vocabulary and vocabulary and vocabulary style and
style, vocabulary appropriate to purpose, very appropriate to appropriate to less appropriate to vocabulary do not
appropriate to audience and context purpose, audience purpose, audience purpose, audience correspond to
purpose and context; • Grammatically accurate and context and context and context purpose, audience
and well-constructed • Generally • Some grammatical • Inaccurate grammar and context
Language use and
• Virtually error-free grammatically errors with numerous errors • Error-ridden and
conventions;
accurate and well- • Adequate • Limited vocabulary confused
Word choice; constructed vocabulary • Meaning obscured • Vocabulary not
Punctuation and • Very good • Errors do not suitable for
spelling vocabulary impede meaning purpose
• Mostly free of • Meaning seriously
8 MARKS errors impaired
MARK RANGE 17–20 13–15 10–11 7–8 0–5
 Diary entry

4. Editing
STRATEGY
Peer-edit

INSTRUCTIONS FOR EDITING

1 Settle the class so that you have their attention.
2 Explain to the learners that they will use peer-editing to improve their writing.
3 Instruct learners to take out their written drafts.
4 Instruct learners to copy the peer-editing checklist into their exercise books on the
next page.
5 Give learners 5 minutes to copy the peer-editing checklist.
6 Then, instruct learners to swap their exercise book with a neighbour.
7 Tell the learners that they must read the draft in front of them in silence.
8 Instruct learners to take out a pencil and correct any grammatical, spelling or
punctuation errors that they find.
9 Instruct learners to read the draft again and to think about the tone. The learner must
think about the words in the draft that show the tone of the diary entry.
10 Instruct learners to fill in the peer-editing checklist in their partner’s books by ticking
each item if it is included and has been done correctly. Explain that learners must try to
think of how they can help their partner make their writing better.
11 When the learners are finished, they must hand back the draft to its writer.
12 Give learners 2–3 minutes to read the notes their partners have given them.
13 Allow 5–10 minutes for learners to explain the suggested corrections to their partners.
14 Remind learners to make notes about the changes they must make. They can write new
sentences, cross out words or sentences they have written, move words around with
arrows and correct their language mistakes on the page. Remind them that it is okay if
this draft starts to look very messy, as they will need to rewrite it for the final version.

EDITING CHECKLIST
1 Is the entry between 80–100 words? Is there a word count in brackets at the end?
2 Is there a date at the top of the page?
3 Is the entry should be addressed to ‘Dear Diary’ (the salutation)?
4 Is it written in a first-person narrative voice (‘I’) from Lady Macbeth’s perspective?
5 Does the entry use past tense verbs to narrate Lady Macbeth’s experiences and present
tense verbs to express his feelings?
6 What is the tone/feeling of this diary entry? What words show you this?
7 What is one thing you like about this diary entry?
CYCLE 7

8 What is one thing you think can be improved?

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Macbeth – Writing and presenting – CYCLE 7

5. Presenting
PUBLISHING REQUIREMENTS
1 Learners must write out their diary entries neatly on lined paper.
2 At the top of the page, they must include their name, the date and the words
‘Diary Entry’.
3 They must write neatly, leaving an empty line between the date, the salutation (‘Dear
Diary’) and the body of the entry.
4 At the bottom of their diary entry they must write ‘Word count’, followed by the number
of words (content only).
5 Publishing can be assigned as homework.

PRESENTING STRATEGY
Turn and talk

PRESENTING INSTRUCTIONS
1 Split learners into new pairs. They must not have the same partners who peer-edited
their work.
2 Instruct learners to take turns reading their diary entries out loud to their partners.
3 Instruct learners to come up with one compliment, i.e. they must tell their partner
something they liked about the writing.
4 If time permits, call the learners back together.
5 Ask for a few volunteers to read their entries to the class.
6 Applaud each learner after they have read their work.
7 Praise the class on the process of writing, and remind them that the only way to write
well is to follow a thorough planning, drafting and editing process.

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COMPLETED EXAMPLE
DIARY ENTRY

28 November 1040
Dear Diary
I can't sleep. I can't eat. I keep seeing blood on my hands. I am so
scared. I feel so alone. We should never have done it. How stupid I
was to think that we could murder someone, and everything would
be fine. We killed a good, kind man just because of my ambitions.
Macbeth didn't want to do it: I convinced him. I insulted him and made
him feel weak. It's all my fault. So many innocent people dead, all
because of me. There is no hope-world will be a better place without
me.
Word count: 97 words
Mark: 17/20

TEACHER FEEDBACK
You really have captured Lady Macbeth’s despair! Well done. The short sentences reflect
an anxious and desperate state of mind. The short sentences also reflect the clarity (clear
thinking) she now has about how her ambitions and actions have destroyed her life. Her
guilt comes through very clearly. I almost felt sorry for her! I liked that you also created
a universal lesson i.e. that everything we do has a consequence and must therefore think
carefully before we act. This is a very good piece of writing. Well done!

CYCLE 7

Macbeth 231