Curriculum Area English

Learning
objective (from
Unit Overview)
for this
particular
lesson
Essential
questions for
this lesson

Year Level: 12 (Macbeth Oral Presentations)

Understand the expectations of the task. Additionally ways

to approach the task. Consider what the assessors are
looking for. Key considerations of Macbeth, techniques,
themes, authors intentions, impact on audience.

What are some examples of parallel scenes

throughout Macbeth?
What does Shakespeare do to make you feel
compassion for Macbeth, despite his wrong actions?
Length of lesson: 50 minutes (Tuesday 2nd

Lesson number
from unit plan
sequence

Lesson 1 of 2
June)

Suggested
content or
outline of
lesson

Discuss `Analysing and evaluating the techniques and power

of Macbeth (10 minutes). In small groups students attempt
the following: A particular scene you choose one and
describe and explain what happens, how the scene is
structured technically to make an impact. How and why it
has affected your own thoughts and feelings (20 minutes).
Discuss the drama study, how you might respond to each
question. Ways in which you might design a response. The
importance of reading the question closely, as well as
reading the rubric. Connect responding to the questions with
the previous oral presentation. Point out, not addressing the
task accurately, addressing the rubric, will impact their
grades (20 minutes).

Teaching Aids

Analysing and evaluating the techniques and power of

Macbeth
Drama Study Macbeth assessment and rubric

`Analysing and evaluating the techniques and power of Macbeth

Imagine you have to write an exam response about Macbeth. Right
now!
What would you say about the following topics? Use evidence to
support your discussion.
Main ideas in the play / Shakespeares intentions
Macbeth himself
His wife
The role of supporting characters
Imagery in the dialogue, in motifs or sustained
metaphors
Parallel scenes/juxtaposition
Dramatic Irony, other types of irony
The structure of the Acts, scenes, the narrative
The ending
A particular scene you choose one and describe and
explain what happens, how the scene is structured
technically to make an impact. How and why it has
affected your own thoughts and feelings.
What does Shakespeare do to make you feel compassion
for Macbeth, despite his wrong actions?
Discuss parallels between the play and the real world,
whether that be your own experience or things you have
learnt about.

Curriculum Area English

Year Level: 12 (Macbeth Oral Presentations)

Learning
objective (from
Unit Overview)
for this
particular
lesson
Essential
questions for
this lesson

Understand the expectations of the task. Additionally ways to

approach the task. Consider what the assessors are looking
for. Key considerations of Macbeth, techniques, themes,
authors intentions, impact on audience.

How does Shakespeare make you believe that it is

not a good idea to give in to vaulting ambition?
Discuss parallels between the play and the real
world, whether that be your own experience or
things you have learnt about.

Lesson number
from unit plan
sequence

Lesson 2 of 2
4nd June)

Length of lesson: 100 minutes (Thursday

Suggested
content or
outline of
lesson

Whole Class:
As a whole we will look at an example of answering one of
the questions, an example I will provide. I will break down my
response into stages. Furthermore I will provide one more
example of a response to the question: 3) Discuss parallels
between the play and the real world, whether that be your
own experience or things you have learnt about (50
minutes).
Individual Activity:
The second half of the double, students will receive an
opportunity to start commence their own responses.
Students will have time and also the access of a teacher to
guide them in their initial stages.

Teaching Aids

Macbeth and Gaddafi: Two Tyrants

http://www.slideshare.net/drewnadeau/macbeth-andgaddafitwotyrants
Macbeth my example (Transcript and PowerPoint)

Example - Oral Presentation

Notes:
Introduce myself
Mention the question I will be responding to
Consider the authors intentions and the intended audience. That
might mean looking at the text from a contemporary perspective.
Furthermore, mention specific literary devices and the effect of the
device.
How does Shakespeare make you believe that it is not a good idea
to give in to vaulting ambition?
Shakespeare makes you believe it is not a good idea to give in to vaulting
ambition particularly through the evolution of the plays protagonist,
Macbeth. Through the use of techniques, such as imagery, similes, and
dramatic irony, Shakespeare demonstrates how Macbeths vaulting
ambition leads to his bloody ending. Taking a closer look at Act 3: Scene
4: A Hall in the palace, I will highlight just how Macbeths vaulting
ambition ultimately hinders himself.
Notes:
Mentioned the question I am responding to, mentioned the
techniques I have identified that I will discuss.
Ive also mentioned how I am choosing to respond to the question
Ive decided to focus on one scene. This helps me pull apart the text
in greater detail, while still remaining in the time limit.
Ive also decided to only focus on one character
I have narrowed my focus; this allows me to go into greater depth.
Act 3: Scene 4 marks the beginning of Macbeth as king, despite amid
general unease. The deed is done; the rest of the play is concerned with
the consequences. Shakespeare establishing the deed early is another
strategy he uses to explore the consequences of unfulfilled ambition.
Shakespeare not only makes you understand what drives ambition, but
what the devastating magnitudes of insatiable ambition are. Macbeth
shows no satisfaction at being king; instead he broods on the prophecy
that Banquo will be father to a line of kings, while he will never have a
successor. After hearing Fleance escaped, and still lives, Macbeth retreats
into a state of melancholy and despair, declaring:
Macbeth: Then comes my fit again. I had else been perfect, Whole
as the marble, founded as the rock, As broad and general as the
casing air. But now I am cabined, cribbed, confined, bound in To
saucy doubts and fears (l.25-29).
Shakespeare, through imagery and forming similes, illustrates Macbeths
state of mind. Macbeth compare his physiological position to the physical,

environmental world. Shakespeare projects imagery of solidness, stability,

and immovability by detailing environmental forms like whole marble.
Further Shakespeare projects an image of consistency; nothing is more
consistent and frequent as air. Here, of course, Macbeth is declaring his
state of mind is anything but stable and content. Shakespeare projects on
image of Macbeth feeling cabined, cribbed, confined, bound (l.28).
Macbeth is in turmoil, unable to escape his own thoughts.
Notes:
I have made a few observations. One is that Macbeth achieves his
goal to become King early.
This is an important indicator, as it demonstrates Shakespeare is
more concerned with exploring other themes.
I think Shakespeare wants to discuss the consequences of ambition.
I keep drawing my analysis back to the question.
Additionally, I have included a relevant snippet for the text and have
then dissected it.
In dissecting the text, I have identified the imagery, the similes.
When I discuss the literary techniques, its in relation to my
question.
So its how does the author use techniques to explore a theme.
I discuss what Shakespeare, the author is doing. Im saying what the
author is allowing the character to say. Making it clear what the
authors intentions are.
Shakespeare draws on dramatic irony to further emphasise its not a good
idea to give in to vaulting ambition. In an attempt to block the prophecy,
Macbeth decides to have Banquo and Fleance murdered. The audience
already anticipates that Macbeth will be unsuccessful in his plans to block
the prophecy. In somewhat expected fashion, Banquo is killed, but Fleance
escapes. Macbeths attempt to control the future has failed. Macbeth is
willing to commit unthinkable acts, driven by his own ambition. Though,
as demonstrated through the devise of dramatic irony, the audience is
aware that Macbeths acts are futile. Macbeth, provoked by his own
ambition, only immerses himself into further despair.
Notes:
Here, I am talking exclusively about dramatic irony.
Im talking about dramatic irony within the scene that I am focusing
on.
Im not deviating from my initial intentions.
Im maintaining my focus on Macbeth, Im retelling events from
Macbeths perspective.
Again, my strategy is to be more narrow in my focus
As Macbeth is becoming more steeped in fear and evil, more cut off from
normal humanity, we start to enter his mind, to share his visions. Hence,
witnessing the ghost of Banquo. Lady Macbeth cannot see Banquo.

Shakespeare allows the audience to witness what Macbeth is witnessing

for us to understand and experience the depths of his madness.
Shakespeare allows Macbeths insanity to become a highly visceral
experience for the audience. Shakespeare not only wants us to
understand the plays themes on an intellectual level but also to
experience the play on an emotional equal. Shakespeare makes you
believe Macbeths vaulting ambition is not a good idea because you
experience the consequences of such ambition, you feel Macbeths worry,
guilt, anxiety, and freneticism. Macbeth responds to witnessing the ghost
of Banquo is a most unstable, frightened fashion. Macbeth declaring:
Approach thou like the rugged Russian bear, The armed rhinoceros,
or the Hyrcan tiger, Take any shape but that, and my firm nerves
Shall never tremble (l.119-121).
Shakespeare allows Macbeths response to evoke extreme imagery to
convey his current state of anxiety, guilt and despair. Macbeth
summarises his scenario providing his own similes. Macbeth would rather
come face to face with a rugged Russian bear an armed rhinoceos or a
Hyrcan tiger than face the ghost of Banquo. Macbeth almost boasts
about his bravado, declaring he would not even tremble placed in such
physical danger. Though confronting Banquo, all be it only a vision,
Macbeth is a trembling mess.
Notes:
Here, repetition Im connecting what I am discussing back to the
question, back to my focus.
Im extracting more text, drawing on the literary techniques
deployed.
Im also including an exclusive theatre technique. Discussing how
the audience can see the ghost of Banquo. Here, Im distinguishing
between dissecting this as a written text, to dissecting this as
written and performed text.
My response in this paragraph also touches upon what as an
audience you are feeling, and how you are emotionally responding.
I think its vital to emphasise the impact Shakespeare places on the
emotion. The emotion is an equal to the analytical.
Shakespeare intentionally establishes the action early. By Act 3, Scene 4,
Macbeth has achieved his objective of becoming King of Scotland.
Shakespeare intentionally establishes the action early, as he is concerned
with exploring such themes as vaulting ambition. Shakespeare makes
you believe vaulting ambition is not a good idea as he explores the
consequences rather than merely stating the causes. Through various
literary and dramatic techniques, Shakespeare not only makes you
analytically question vaulting ambition but to experience the blunders of
such unreserved ambition.
Notes:
Im reinforcing the intentions of the author.
Im talking about the impact on the audience.

Im making a connection to my initial focus. Mentioning that I am

focusing on a particular scene and on the character Macbeth.
Im including some key observations: One, that Shakespeare
establishes the action early. Two, that Shakespeare allows the
audience to experience the causes of vaulting ambition rather than
simply observe the causes.