Date:

Lesson 16
Unit 1 Toil and Trouble
Lesson Title: ‘All Hail Macbeth’
Learning Objective: To evaluate whether Macbeth’s actions demonstrate a
descent into tyranny.

Success Criteria: Approaches to learning:

Identify and summarize the key events Critical Thinking Skills-
of Act 3, Scene 6 to understand make inferences and draw
conclusions. ​
Macbeth’s actions and their impact. Creative Thinking Skills- Formulating
Analyze the use of literary devices in new ideas.
Act 3, Scene 6 and explain how they
convey Macbeth’s character and
motivations
Create a soliloquy from Macbeth’s
Real world application:
Power tends to corrupt and
perspective that explores and justifies absolute power corrupts
his descent into tyranny, absolutely.

Key terms: tyrant , corruption, suppress, oppress

Starter- Think/Pair/Share

 Do you agree/disagree with

this statement?
 Discuss with the person next
to you. Together, can you
think of real-life examples?
Challenge- Do you think they
set out to be tyrants or were
they corrupted by power?
Super Challenge- Use today’s
key terms.
Real-life
applicatio
n
 IB Learner:

Prior Knowledge Knowledgeable

 In your table groups, complete the following questions. Post your responses on
Teams to show your understanding of key events in Scene 6. The first group to
answer all questions correctly will receive a merit!
1. Lennox refers to Macbeth as a…
2. In this scene, Lennox’s commentary is directed to..
3. Who has gone to England to meet with King Edward?
4. What message does Lennox think a ‘holy angel’ should take to Macduff?
ATL:
Challenge- The tone of Lennox’s speech could be described as… Thinkin
g

 Must: Understand the key events of Act 3 Scene

6.
 ATL:
Critical

After Reading
Thinking

Activity Device Quote Analysis- What does

this show? What is
 Copy the table the impact on
into your reader/plot?
OneNote. Rhetorical
 Identify and Question
explain key Foreshadowing
quotations to
analyse the Personification
scene. Challenge- Theme
 Accept the
Super Challenging-
challenge! Verbal Irony

 Should: Analyse literary devices in Act 3 Scene 6.

IB Learner: Thinker
 Device Quote Analysis- What does this
show? What is the impact on
reader/plot?
Student
Support
Rhetorical Question (A Lennox suggests that Macbeth..
question asked without a
need for an answer)

Use the clues to help you. Foreshadowing (a clue that A hint to Macbeth’s fate.
something bad will
happen)

Personification (giving a A hint to Macbeth’s reign.

thing a human quality)

Challenge- Theme
Appearance vs Reality or
Power

Super Challenging- Verbal Hint to his true feelings of

Irony- when the speaker Macbeth
says one thing but means
another.

 Should: Analyse Act 3 Scene 6.

IB Learner: Thinker
Progress
Check
 Share your table with
a peer.
 Verbally give feedback
in the form of WWW,
EBI.

 Should: Analyse literary devices in Act 3 Scene 6.

 ATL:

All Hail Macbeth! Creative

Thinking

 Imagine Macbeth learns about

Lennox’s conversation with the
Lord. Write a soliloquy from
Macbeth’s perspective
exemplifying his inner thoughts
on the matter.

Challenge- Include stage directions

to demonstrate Macbeth’s actions.
Super Challenging- Include at least Student
two literary devices from the Support:
previous slide. Use the support
sheet to help
you

 Could: Create a soliloquy to justify Macbeth’s descent into tyranny.

 Progress
Check
 Upload your response
on Teams.
 Students will be
chosen to perform
their soliloquy.
 Merits up for grabs!

 Could: Create a soliloquy to justify Macbeth’s descent into tyranny.

 Learning Objective: To determine if Macbeth can be considered a tyrant.
IB
Learner:

Plenary Activity-Class Vote

Reflective

Am I a Am I a
Have I been tragic hero?
tyrant?
misled by
others?

Am I a
Have I been manipulative
corrupted Machiavellian
by power? ruler?

Agree Disagree
 Date:
Lesson 17
Unit 1 Toil and Trouble
Lesson Title: ‘Something
Wicked’
Learning Objective: Analyse Macbeth’s Role Reversal

Success Criteria: Approaches to learning:

Critical Thinking Skills-
 Identify and understand the three apparitions make inferences and draw
delivered to Macbeth and what each one predicts. conclusions. ​
 Explain Macbeth’s reaction to each prophecy and Creative Thinking Skills- Formulating
discuss how it influences his decisions new ideas.
 Evaluate Macbeth’s tragic role reversal, analyzing
how his character shifts from a noble warrior to a
tyrant influenced by ambition and prophecy.
Real world application:
Can our biggest
transgressions be
undone?

Key terms: Tragic Hero, Role Reversal

Starter Activity- Act 3 Revision Quiz

https://create.kahoot.it/details/6814d44c-dcdf-4995-b8
1c-67d3445162af

ATL: Critical Thinking Skills

 Pre-Reading Activity

Suggests possible reasons

why Macbeth would have
sought out the witches at
this point of the play?
Think/Pair/Share

ATL: Critical Thinking

Skills
 First
Witch
Second Witch
Characters Hecate
Act 4 Scene
1 Macbeth
Lennox
During Reading
Activity
As we are reading the text,
organize the events in the
correct order.

ATL: Critical Thinking

Skills
 After Reading Activity
Fear:

Imagine Macbeth has the Happiness:

personified emotions inside

of him like the Pixar film
Inside Out. How would each
Disgust:
emotion be affected in Act 4
Scene 1 and affect his Anger:

speech and actions?

Support with quotations.

Sadness:

ATL: Critical Thinking

Skills
 Plenary Activity

‘Macbeth is a victim of fate

and the tricks of the
witches’.
To what extent to you agree
with this statement? Explain
with reference to the scene.
ATL: Communication
Skills
 Date:
Lesson 18
Unit 1 Toil and Trouble
Learning Objective: To analyze the function and thematic
significance of a key scene in Macbeth
Lesson Title: ‘Sheer Treachery’
Approaches to learning:
Success

Criteria: Critical Thinking Skills-
Explain the purpose of this scene
make inferences and draw
in the play and discuss why it is conclusions. ​
significant to the overall plot. Creative Thinking Skills- Formulating
 Explain how this scene reinforces new ideas.
the theme of treachery and
connects it to Macbeth's
character and actions.
 Evaluate how the themes of
Real world application:
loyalty, bravery, and treachery Loyalty and devotion
are developed in this scene lead to bravery. Discuss.

Key terms: loyalty, bravery, Treachery

 Starter Activity:
How far do you agree with the statement below?

Macbeth needed to kill Macduff’s

family as he told to beware of
Macduff by the apparitions.

Agree ATL: Critical Thinking &

Disagree
Communication
 Starter Activity:
How far do you agree with the statement below?

Macduff should not have put his country

before his defenseless family.

Agree ATL: Critical Thinking &

Disagree
Communication
Act 4 Scene
2 Characters
 Lady Macduff
 Ross
 Son
 First Murderer
 Quote What does this Key words
reveal about Ross?

‘I dare not Ross knows he has The word ‘dare’ implies

speak much crossed the line and Ross has taken a huge

During further’ is now a traitior by

warning Lady
Macduff of danger
risk saying what he has. It
reveals a climate of fear
under Macbeth’s rule,
Reading almost as if a spy is
overhearing everything

Activity, ‘But cruel are

that is spoke.

the times when

we are traitors
and do not
Copy the know ourselves’

‘When we hold
table to rumor from
what we fear,
your one- yet know not
what we fear’

note and ‘But float upon

a wild and
violent sea.
complete. Each way and
move’
‘Things at the
worst will cease
or else climb
 After Reading Activity

Answer the following question using the

PETER strategy.

Considering they play little part in the

overall plot, why do you think
Shakespeare devotes an entire scene to
Lady Macduff and her son?
ATL: Critical Thinking
Skills
Writing your PETER paragraphs
Point - an idea about the character that
responds to the question Thought Stems:
Evidence - a quotation that is preferably Point/Evidence: _____ is presented as… when...
short - no more than five words / He/she is also shown to be… which is evident
Terminology - a language or structure when
Explain/Comment on effect: This shows… /
technique that is used by the writer in the
This illustrates… / This emphasises… / This
quotation
suggests…
Explain or/and Analyse: explain what the
Explore effect: It could also imply/
effect of the technique is - what does it illustrate/emphasise/show/suggest… because...
imply about the character. To get higher Analysis (Connotations/Imagery): The ____
marks you should be analysing, i.e. (terminology) ‘________’ connotes.../has
zooming, on the key vocabulary and connotations of…
exploring its connotations/associations. ‘_____’ might create imagery of…
Reader (effect on): how does the language ‘______’ might make the reader imagine…
and structure affect the reader’s view of Evaluate (back to the focus of the
the character Question): This is effective/successful in making
Higher: Evaluate the overall effectiveness the reader think… / The writer successfully...
of the example - try to use evaluative
vocabulary in your response.
 Plenary Activity

How does this How does this

scene develop scene develop
the theme of the theme of
loyalty? treachery?

How does this

scene develop
the theme of
bravery?
 Date:
Lesson 19
Unit 1 Toil and Trouble
Learning Objective: To compare key
character’s reign.
Lesson Title: ‘Malcolm’s Doubt’ Approaches to learning:
Critical Thinking Skills-
Learning Outcomes: make inferences and draw
conclusions. ​
Must: Comment on how the Creative Thinking Skills- Formulating
themes of doubt, kingship new ideas.
and masculinity are
developed.
Should: Compare and
contrast Macbeth & King
Real world application:
Nearly all men can stand adversity
Edward’s kingship. but if you want to test a man’s
Could: Create a modern character give him power- Lincoln.

interview script between

Malcolm & Macduff.
Key terms: loyalty, bravery, Treachery
 Progress Check

Understanding
 What sort of mood is established in the opening lines of the scene?
 Describe Scotland under Macbeth’s rule.
Evaluation
 ‘Malcolm is wisely a much more suspicious character than his father’ Do
you agree with this statement?
 ‘This scene comments on the idea of kingship by contrasting the divinely
inspired Edward with the devilish Macbeth’. Do you agree with this
statement?
 What ideologies does this scene suggest about the issue of manliness?
ATL: Critical
Thinking Skills
After Reading Activity

Think of the conversation between Malcolm and

MacDuff as an interview, where Malcolm is testing
MacDuff’s character and loyalty.
Write a script where you adapt this scene into a
modern interview. Make sure you include:
❏ The direct questions about MacDuff’s loyalties
(Macbeth sending him? His wife and children?)
❏ The test of Malcom’s character (pretending to be a
womanizer/sexual desires and other flaws)
❏ Why MacDuff passes the test
❏ The news from Ross
Help Sheet
 Use the question
stems to help you.
Progress
Check
CHOOSE A PEER TO PRACTISE AN INTERVIEW
QUESTION WITH. THEY MUST ANSWER FROM
THE PERSPECTIVE OF MACDUFF. BE
PREPARED TO FEEDBACK.
 Learning Objective: To compare key character’s reign.

Plenary Activity…3, 2, 1

 List three adjectives to describe Malcolm

 Identify
two key quotations which summarize
Macbeth & King Edward’s reign.
1 sentence explaining which outcome you
achieved today.
 Date:
Lesson 20
Unit 1 Toil and Trouble
Learning Objective: To analyse Macbeth’s tragic reversal.

Lesson Title: ‘The tragic Approaches to learning:

Reversal ’ Critical Thinking Skills-
Learning Outcomes: make inferences and draw
conclusions. ​
Must: Understand the key Creative Thinking Skills- Formulating
stages of the tragic hero. new ideas.
Should: Explain the stage
‘tragic reversal’ using
evidence from Act 4.
Could: Demonstrate
Real world application:
knowledge of key events in The best heroes are
Act 4. flawed. Discuss.

Key terms: virtuous, villainous

 Starter Activity-Write Now

‘In Shakespeare’s ‘Macbeth’, the villainous

characters are far more fascinating that the
virtuous ones’.

Do you agree or disagree with this statement? Be

prepared to share your response.

Challenge: In tragedy, the hero comes to realize

the errors he has made or gains profound insight
into life through a process of tragic recognition.
Aristotle defines this recognition as a ‘change from
ignorance to awareness’ Where is there subtle
evidence of this in Act 4? ATL: Critical Thinking
Skills
Main Activity

 Open the ‘Tragic

Hero Document’.
 Based on your reading
of the Act 4, record
evidence which
demonstrates ‘the
tragic reversal’.
 Support your claims
with evidence from
the text.

ATL: Critical Thinking

Skills
 Progress Check

Understanding
 What is a tragic reversal?
 What causes Macbeth’s tragic act?
 Evaluation
 How fundamentally does Macbeth change in the course of the play?
 Is Macbeth trapped by destiny, a victim of fate, or does he have free will?
How do we know?

ATL: Critical
Thinking Skills
 Write your answers on One-Note and post to the chat.
The fastest and first set of correct responses will get
a merit.
1. In scene 1, what are the witches doing as Macbeth comes
to meet them?
2. What do each of the three apparitions tell Macbeth?
3. After the three apparitions disappear, what vision is
Plenary shown to Macbeth?
4. What prompts Macbeth to say ‘The very firstlings of my
Activity heart shall be the firstlings of my hand?
5. Which members of Macduff’s family do the audience see
on stage just before they are murdered?
Act 4 Quiz 6. How does Malcolm test Macduff’s loyalty?
7. What is the name of the English King?
8. What special power is the English King reported to have?
9. Who tells Macduff the awful news about his family?
10. Who spoke the following line ‘I have done no harm. But I
remember now I am in this earthly world; where to do
harm is often laudable, to do good sometime accounted
dangerous folly’