Lesson video

Hi, everyone! So we're onto the next part of our Macbeth unit, so it's the second outcome.

And in this first lesson of this series of lessons, we will be looking at some of the quotes in the play because it is written in Shakespearean language.

It's quite difficult to interpret.

So we're going to look in detail at what each of those words mean, those Shakespearian words.

But of course, before we begin any lesson, make sure you're in a quiet space.

Make sure you have all your things with you that you need: your pen, your pencil, and your thinking hats.

And then when you've got all of those things, we may begin the lesson.

Okay, so if you haven't had a chance to grab the things that you need, you may pause the video now to go and get your book, your pencil, your paper.

And obviously, you can't grab your brain because it's in there, but you might want to just remind your brain to wake up for this lesson.

Okay, the agenda.

We're going to always, always start with our writing warm up because that just gets us ready for the lesson.

Then we're going to have a little recap of what we already know about Macbeth, the play Macbeth, and we're going to just have a look at the next scene.

Okay, then we're going to read aloud the next scene and check for our understanding of any vocabulary that we don't know.

And then we're going to just have a quick go at writing some sentences.

So our writing warm up.

Are you ready? We are going to write out each sentence with the most appropriate adjective at the beginning.

So I've given you three adjectives here.

Ominous.

Your turn.

Scheming.

Malignant.

Let's just have a quick recap as to what those words mean.

So ominous, do you remember? Tell the screen what ominous might mean.

Yes, it's threatening, when something is threatening coming towards you.

Remember, we had the picture from Mrs. Wordsmith, where there was a big tornado and someone running away from it.

So that's what ominous means, when something threatening is happening, when something threatening is coming towards you.

Scheming, have a think.

Tell your screen.

Yeah, so if you're scheming, it means you're plotting something.

You're plotting something secretly so that no one knows.

Malignant.

Tell the screen what you think malignant means.

Yes, it's when something is evil in nature.

Okay.

So let's have a look at the sentences that I have got for you.

I'd like you to insert the most appropriate adjective at the beginning.

So number one, hmm, the witches huddled close together.

Hmm, the thick fog penetrated the heath.

Hmm, the laughter pierced the eerie silence.

Which one of those adjectives would be appropriate for each, for the beginning of each of those sentences? Pause the video and have a go.

Okay, so for number one.

If the witches are huddling close together, that means they are plotting and they are scheming.

So scheming would be correct.

You can give yourself a tick.

Number two: ominous.

The thick fog penetrated the heath.

So the fog is threatening and it's ominous, and it's coming towards the witches or it's coming towards the characters in the first scene.

And the last one is malignant.

Malignant, comma, the laughter pierced the eerie silence.

So we should have all of those ticked off.

And we're going to now.

We are going to recap the play so far.

So we have read the opening scene of Macbeth and written a setting description.

Let's see if you remember that part of the play.

So far in the play, have we been introduced to Macbeth? Thumbs up, thumbs down, show me.

No, he has not been introduced into the play.

Do we know where the story takes place? Show me.

That's right, it takes place on the heath.

So far in the play, has anyone spoken? Hmm.

Thumbs up or thumbs down.

That's right, the witches.

So far in the play, do we know what the witches prophecies are? No, we don't know yet.

We know that something's going to happen, and they're going to be driving the story forward.

We don't know exactly.

Okay, so we are now going to read aloud and check for vocabulary.

Okay, so the next part of the play is based on this clip.

And then we're also going to look at the script of the play as well.

But firstly, I thought it would be good if we could watch the clip.

What are these? So withered and so wild in their attire.

Live you? Or are you aught that man may question? Speak, if you can.

What are you? All hail, Macbeth, hail to thee, Thane of Glamis! All hail, Macbeth, hail to thee, Thane of Cawdor! All hail, Macbeth, thou shalt be king hereafter! If you can look into the seeds of time, and say which grain will grow and which will not, speak then to me.

Lesser than Macbeth, and greater.

Not so happy, yet much happier.

Thou shalt get kings, though thou be none.

Your children shall be kings.

You shall be king.

And Thane.

Okay.

That scene was based on the play, Act 1, Scene III.

Let's have a read of it now.

I'd like you to pause the video and you can read it yourself, or you can press play and I can read it for you.

Okay, Act 1, Scene III.

One by one, the witches raise their skinny fingers to their lips.

They gaze at Macbeth.

Macbeth: "Speak if you can.

What are you?" The first witch: "All hail, Macbeth, hail to the, Thane of Glamis!" Banquo thumps in agreement.

Second witch: "All hail, Macbeth, hail to thee, Thane of Cawdor!" Banquo, drumsticks raised, hesitates.

Are there any words that you are not sure about in this part of the play? I have highlighted hail, hail to thee, and Thane because for me, those are not words that I would normally use in my everyday life.

So let's have a look at what they could mean.

So hail is a cry of greeting.

To thee means to you.

Thee means to your or thou means to you.

Thane is a man and he's often the chief of a clan.

Okay, so we normally say a clan is like a group, and he's the chief of that group of sort of a tribe or a clan of people.

And they usually own or held land from a Scottish king.

So quick vocab check.

If you were Thane you would be a king of the land or chief of a clan? Shout it out.

That's right, you'd be chief of a clan.

All hail to thee means? I greet you or I plead you? Shout out the answer.

That's right, it's a greeting.

It's a cry of a greeting.

Okay, so the next part of the play, let's read that.

So you can either pause the video and read it on your own now.

Or you can press play.

You could firstly, read it on your own, then press play and follow along with me.

Okay.

Third witch: "All hail, Macbeth, thou shalt be king hereafter!" The drumsticks fall.

Macbeth bends to pick them up.

Banquo: "If you can look into the seeds of time and say which grain will grow and which will not, speak then to me." First witch: "Lesser than Macbeth and greater." Second witch: "Not so happy, yet much happier." Third witch: "Thou shalt get kings though thou be none." And that is the end of that part of the play.

So I've highlighted a few things that I thought might be a bit tricky to understand.

For example, Banquo says, "If you look into the seeds of time and say which grain will grow," he's not referring literally to seeds, okay? It's a metaphor.

Also, let's have a look at what those other parts mean.

So seeds of time is a metaphor and it compares the seeds and the grains to present and future kings.

So the seeds are the kings and of time would be present and future.

Lesser than Macbeth and greater.

So let's have a think.

Let's break that down.

Lesser than Macbeth.

So lesser and greater.

So it's comparing someone with Macbeth.

So it's Banquo will be lesser in royal ranks, but will be great because he would be the father of the future kings.

So that is their first prophecy, okay? Not so happy yet much happier.

So that means Banquo will not be as happy as Macbeth since he will not be king.

Thou shall get kings though thou be none means Banquo will never be king.

However, his sons, they, his sons, will in fact sit on the throne.

So these are all their prophecies, okay? Quick check now.

Seeds of time is a metaphor for present and future kings or past and present kings? Shout out the answer.

That's right, it's for present and future kings.

Okay, we're going to move on to our sentence level learning.

So what I'd like us to do is I'd like us to improve the sentence below using adjectives, verbs, and adverbs.

And a quick challenge for you, once you have improved your sentence, a crown appeared over Macbeth, is you could change that into an adverbial clause complex sentence.

So let me help you to structure your writing.

So a crown appeared over Macbeth is a little bit boring and I'm sure that we can make that a lot more interesting.

So how could we make it interesting? We could include an adjective, so we could include an adjective to describe the crown or Macbeth.

So we could say a glowing crown appeared over the startled Macbeth.

So if you look at the picture, he's looking startled, he's looking surprised.

So we might want to describe those two now.

A glowing crown appeared over startled Macbeth.

Do we want to include some verbs? Yes, we want to make it more interesting.

So a glowing crown hovered silently over a startled Macbeth.

Okay, so now we've added our verbs and adverbs.

So we've added our hovered and silently.

Then we might want to change it into an adverbial clause.

So I might want to include while in there.

So I could put while in secondly, I don't have to put it in at the beginning.

So a glowing, maybe I can have a glowing, comma, white crown hovered silently over a startled Macbeth's head, comma, while Banquo stared up in horror, full stop.

Okay, now it's your turn.

I'd like you to pause the video to complete your task.

You're going to write the sentence.

So you're going to improve the sentence now.

A crown appeared over Macbeth using adjectives, verbs, and adverbs.

And then your challenge, if you want to, if you choose to take up the challenge is to write an adverbial clause complex sentence.

Pause the video and have a go.

Okay, so I've written one out for you to have a look.

This time, I've included a time conjunction.

So all of a sudden, comma, a glowing crown hovered over a startled Macbeth.

Eyes wide open, comma, Banquo trembled nervously and took an unsteady step back staring up at the witches' prophecy coming to life.

So I've highlighted in bold the things that I thought would improve the sentence of a crown appeared over Macbeth.

So I've included my time conjunction at the beginning with a comma.

All of a sudden, comma, suddenly, comma.

Glowing, hovered, startled are all my adjectives.

Eyes wide open again, an adjective.

Trembled, verb, nervously, adverb, and unsteady, so I'm describing his step back.

Staring, verb, okay? So hopefully you've all had a go too in this lesson.

Well done.

You've come to the end.

You have learned how to introduce.

We've looked at the language used in the next scene of Macbeth.

It's the scene when Macbeth meets the witches on the heath.

We've read aloud that scene and we've checked that the vocabulary makes sense to us since this is written in Shakespearean language.

And then at the end, we learned how to improve a sentence by inserting or adding or changing the whole structure of the sentence by including adjectives, verbs, and adverbs.

Congratulations, you have now completed the lesson.

I think it would be really lovely if you could share your learning with a parent or a carer.