Writing part two 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'

Planning part one of the opening of 'Macbeth'

Writing part one of the opening of 'Macbeth'

Planning 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

Which of these is a fronted adverbial of time?

The three hideous figures, who gathered together, had emaciated bodies.

The three hideous figures had emaciated bodies.

The three hideous figures had emaciated faces, dripping with sweat.

The three figures were hideous and they were meeting on a heath.

Which of the following are complex sentences? 

What features can be seen in the following sentence? 'As their tattered cloaks, which hung off their skeletal bodies, billowed in the wild wind, they cackled elatedly.'

“Soon, but not yet,” the wicked hag replied. 

The wicked hag replied, “Soon, but not yet.”

The wicked witch scanned the land before replying. 

Which of the following is a 'speech first' sentence? 

What is missing in the following sentence? '“When shall we next meet him on the heath?”'

The three figure's capes billowed in the wind. 

The three figures' capes billowed in the wind. 

The three figures cape's billowed in the wind. 

The three figures capes' billowed in the wind. 

Which sentence uses the apostrophe correctly?

What features should we include in the second part of our opening of 'Macbeth'?

We want our description of the witches to make them sound ...

Match the types of fronted adverbial to the examples given.

Which type of clause starts the following sentence? '**Huddling together,** the three witches spoke in hushed voices.'

Is the speech in the following sentence 'speech first' or 'speech second'? 'Lifting her arms, the sorcerer wailed, "Until we meet again!"'

a full stop at the end of the direct speech

What piece of punctuation is missing in the following 'speech second' sentence? 
'As they gathered together, the tallest of the hags muttered quietly, "Come closer sisters"'

This lesson was made for home learning during the pandemic.

Writing part two of the opening of 'Macbeth'

Lesson outcome

This lesson was made for home learning during the pandemic.