Planning part one of the opening of 'Macbeth'

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'

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

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

When we describe the setting, we will describe it from a bird's eye view and work our way down. What order would we describe these setting details in?

Ravenous crows swoop through the dark sky. 

Withered trees struggle to grow in the harsh conditions. 

The wind howled ominously as the wild sea foamed. 

Which of these sentences is written in the past tense?

Which of the following are fronted adverbials of place?

compares two things using ‘like’ or ‘as’

compares two things by saying that one thing is another

assigns human characteristics to non-human things

Match the figurative language types to their definitions.

What linguistic features and figurative language are used in the following sentence? 'In all directions, the wailing wind whined like a desperate hound wanting to be freed.' 

Match each description to the correct sense. 

Match each adjective to the correct definition.

Match each adjective to the most appropriate noun to form a word pair. 

True or false? The following sentence includes two adjectives in the noun phrase used: 'Everywhere, a suffocating, musty scent permeated the air.'

This lesson was made for home learning during the pandemic.

Planning part one of the opening of 'Macbeth'

Lesson outcome

This lesson was made for home learning during the pandemic.