an act of speaking one's thoughts aloud when by oneself or regardless of any hearers, especially by a character in a play

a question asked to the reader that does not expect an answer

the use of simile, metaphor and personification to create vivid imagery

a type of subordinate clause that can start with a verb in the progressive tense

Planning and writing the closing thoughts of Macbeth's soliloquy

English

Understanding the context of Shakespeare's 'Macbeth'

Understanding themes, characters and plot in Shakespeare's 'Macbeth'

Exploring characters and setting in the opening scene of 'Macbeth'

Generating vocabulary for the opening of 'Macbeth'

Planning part one of the opening of 'Macbeth'

Writing part one of the opening of 'Macbeth'

Planning part two of the opening of 'Macbeth'

Writing part two of the opening of 'Macbeth'

Peer editing the opening of a narrative based on ‘Macbeth’

Analysing the main character in 'Macbeth'

Analysing a scene in the build-up of 'Macbeth'

Identifying the features of a soliloquy

Planning and writing the 'against' section of Macbeth's soliloquy

Planning and writing the 'for' section of Macbeth's soliloquy

Peer editing a soliloquy based on 'Macbeth'

Performing a soliloquy in character as Macbeth

In 'Macbeth', pupils learn about character, plot and theme in a Shakespearean play for the first time. In 'Shakespeare's ’Romeo and Juliet’: Diary and Narrative Writing', pupils will learn how Shakespeare explores multiple key themes throughout a single play.’

In 'The Highwayman: Narrative Writing', pupils developed their understanding of how to create atmosphere and engage the reader using figurative language. In 'Shakespeare's ’Macbeth’: Narrative and Soliloquy Writing', pupils will use figurative language to write a narrative based on Shakespearean tragedy and convey characters' thoughts and feelings through soliloquy writing.

In this unit, pupils have their first taste of Shakespearean play scripts. They analyse the witches' prologue of this iconic play as a starting point for writing a narrative opening. Pupils investigate the central character, writing a soliloquy based on Macbeth's famous dagger monologue.

Shakespeare's 'Macbeth': narrative and soliloquy writing

Macbeth decides he cannot go through with killing Duncan.

Macbeth sees the dagger as a final sign and he decides to kill Duncan.

Macbeth is still in turmoil and he cannot decide what to do. 

the blade flickers before me like a flame

Match the figurative language type to the correct example. 

it can start with a progressive tense verb with an -ing suffix

it does not make complete sense on its own

Which of the following are non-finite clauses?

Macbeth decides that he cannot kill Duncan.

Macbeth persuades himself to kill Duncan. 

Put these events in chronological order in Macbeth's soliloquy. 

How do you think Shakespeare wanted the audience to feel at the end of Act I?

a character speaking their thoughts aloud in a play

He sees a visualisation of a dagger, which he sees as a sign to kill Duncan.

He decides he cannot go through with murder.

Lady Macbeth arrives and convinces him not to kill Duncan. 

In Macbeth's soliloquy, he has thought of the reasons against and for killing Duncan. What happens at the end of the soliloquy?

Which word in this sentence is a 'modal verb'? Lady Macbeth will never forgive me if I do not act now.

Which of the following are subordinating conjunctions? 

After committing this crime, I might never be able to forgive myself. 

I must act at once before it is too late. 

I will go tonight when Duncan is sleeping. 

Which of the following sentences are adverbial complex sentences? 

Which of these sentences are written in the first person perspective? 

Planning and writing the closing thoughts of Macbeth's soliloquy

Lesson outcome