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

a type of auxiliary verb that helps us to talk about how likely, possible, necessary or obligatory something is

a sentence formed of a main clause and an adverbial subordinate clause

Planning and writing the 'for' section 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 closing thoughts 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

visualisation of the dagger as one final sign that Macbeth should kill Duncan

In what order are we writing our soliloquy?

He has a manipulative wife who wants him to become king himself. 

He likes Duncan and is hosting him at his house. 

What are the reasons Macbeth should kill Duncan?

shows that something is definitely going to happen

shows that something really should happen

Match the modal verb to the correct definition.

it contains a main clause and a relative clause

it contains an adverbial clause connected to a main clause

the adverbial clause can come before or after the main clause

it always includes a subordinating conjunction

What is true of an adverbial complex sentence?

Which of these words might you use if you were writing from the first person perspective? 

is having an internal conflict about what to do

What is true of each character at this point in the play?

it does not need a question mark at the end

Match each word to the Shakespearean form.

Which of the following is an exclamatory sentence?

Which of the following are reasons not to kill Duncan?

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

Lesson outcome