Western Sydney University

Masters of Education (1714)

102088 – Secondary Curriculum 1B (English)

Madeleine Clark – 18063631

Tutor: Ann Small
Unit Title: Shakespeare’s Macbeth
Stage: Stage 5 (Year 9-10)
Suggested 5 weeks (20 x 1 hour lessons)
duration:
Substantive Text:
Texts: Macbeth by William Shakespeare.
Shakespeare, W. (2003). Macbeth. Crowther, C (Ed.). New York, USA: Spark Publishing.

Relational Material:
 Homer Plays Macbeth https://www.youtube.com/watch?v=K13KjOGUQAc
 Macbeth: A study in power https://www.englishworks.com.au/mcbeth/
 Macbeth Audio Experiencehttps://www.almost-
tangible.com/listen/macbeth?fbclid=IwAR0p6SkLSE80wqKRqumxS61Q8oWCKNb6j2KjVQ81m59_mGo6Q40wAzj8mWo
 Macbeth Manga https://issuu.com/marcoflandez/docs/macbeth-manga
 Macbeth Thug Notes https://www.youtube.com/watch?v=T-PKotyoxys
 Michael Fassbender as Macbeth https://www.youtube.com/watch?v=wLzQszNrNkM
 Patrick Stewart as Macbeth https://www.youtube.com/watch?v=pusU90ov8pQ
 Sir Ian McKellen in Macbeth https://www.youtube.com/watch?v=xROWP7rENL8
 Why you should read Macbeth https://www.youtube.com/watch?v=rD5goS69LT4

Outcomes:
EN5-1A: Responds to and composes increasingly sophisticated and sustained texts for understanding,
interpretation, critical analysis, imaginative expression and pleasure.
EN5-2A: Effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge
for responding to and composing a wide range of texts in different media and technologies.
EN5-5C: Thinks imaginatively, creatively, interpretively and critically about information and increasingly
complex ideas and arguments to respond to and compose texts in a range of contexts.
EN5-6C: Investigates the relationships between and among texts.
EN5-7D: Understands and evaluates the diverse ways texts can represent personal and public worlds.
EN5-9E: Purposefully reflects on, assesses and adapts their individual and collaborative skills with
increasing independence and effectiveness.
Rationale:

Soykurt & Uzunboylu (2018) suggest that it is a significant time for teachers “to consider reconstructing
their materials…for the twenty-first century learners who can learn better through working collaboratively
in groups searching, analysing and reflecting on what they are presented” (p. 914). In acknowledging this
statement, this unit of work contains various designs of group activities to enhance creativity and
imagination by using student-centred learning. It has been intentionally arranged to engage and develop
upon established skills whilst also ensuring all students have the opportunity to encounter new learning
experiences. The proposed activities intend to be inclusive for all student needs, to mix abilities through
group work and encourage independence through the provision of choice.

This unit advocates for the amplified inclusion of activities that inspire and improve creativity in the
classroom. Wang (2012) encourages teachers to “foster creativity, such as the freedom and ability to
communicate ideas, an emphasis on self-discovery and attention to the individual” (p. 39). With this being
said, activities such as developing, designing and producing a podcast, sketching a comic strip and
engaging in an emotive audio experience are just three ways of attempting to induce creativity within
students. Increasing the student-centred learning and providing students with the resources and tools to
increase their imaginative autonomy in the English classroom, is both necessary and valuable in
understanding the conventions and values associated with the use of text. Using varied approaches
provides students with the opportunity to express and transform their understanding of the substantive
text, Macbeth.

Presenting multimodal texts, i.e. watching Kurzel’s film version of Macbeth, and listening to the Macbeth
audio experience, also encourages students to become immersed in their learning and develop complex
skills through nurturing imaginative responses. Glaveaunu (2010) “emphasises…that creativity always
takes place in a community” (p. 91, in Wood, 2016, p. 131). Therefore, collaborative group work has been
utilised repeatedly as a strategy to improve not only cooperation skills, but to ensure the evolution of
initial and potential thoughts into structured, synthesised responses.

An important aspect of this unit has also been exploring the construction of character and the impact this
has on the audience. White and Harberling (2006) ‘believe that questions of character ought to be at the
very centre of teaching and learning in literature questions’ (p. 2). By uncovering the composer’s choices
in representing the character, the perspective from which the literature is designed or even perhaps the
way in which Shakespeare wants the audience to read Macbeth all lead the students to developing an
understanding of the text through the use of creative and imaginative activities.

To provide students with quality learning experiences requires the teacher to be mindful of the strategies,
resources and structure implemented in the classroom. Reducing the amount of teacher-led direction in
class allows the students to have creative control over their learning. However, the teacher is still using a
variety of activities and approaches for grouping students, assessing learning and exploring text. This will
hopefully support students in their continuing development as creative and imaginative thinkers.
Week / Syllabus content Teaching and learning activities Resources
Lesson
Week 1 Objective A To introduce the study of text, students will explore the background of William TED-Ed. (2017, November
Lesson Outcome 2
Shakespeare using the PowerPoint (attached below). The teacher can assist students 2). Why you should read
 Understand that authors
1
innovate with text with going through the information to provide them with context of the author’s “Macbeth”? – Brendan
structures and language for background and the importance of studying Shakespeare in the twenty first century. Pelsue [Video file].
specific purposes and
effects
In order for students to gain context for the text, the teacher will show them the Retrieved from
YouTube clip ‘Why You Should Read Macbeth’ by TED-Ed. This will inform students https://www.youtube.co
about the importance of the play. Students will additionally have the opportunity to m/watch?v=rD5goS69LT4
understand the framework of the story. These two pieces of information will provide
talking points for a class discussion revolving around the language structures and
plotlines developed by the author.

Week 1 Objective A Within this lesson, students will begin reading the text Macbeth. The teacher should Shakespeare, W. (2003).
Lesson Outcome 2 begin by engaging in a close reading of text with students. They should attempt to Macbeth. Crowther, C
2  Apply an expanding
vocabulary to read read Act 1, Scene 1 together, with each student presuming a role, to encourage (Ed.). New York, USA:
increasingly complex texts engagement and active reading. Prior to reading, the teacher should provide each Spark Publishing.
with fluency and
student with a Post-It note to record any words that have not heard of, do not
comprehension
understand or need further clarification on. When the class reading has finished, the
Post-It notes should be stuck on the classroom whiteboard and collated. The words
that appear frequently should be researched and discussed as a class. This is an
opportunity for the teacher to perform formative assessment through checking
comprehension of words and seeing whether students can implement new
vocabulary into their own writing.
Week 1 Objective D This lesson will focus on the investigation of the character of Macbeth. Students will Shakespeare, W. (2003).
Lesson Outcome 7
create a poster about the character of Macbeth. Students will record their initial Macbeth. Crowther, C
3  Evaluate the social, moral
and ethical positions understanding of the character from the beginning scenes using explicit evidence. (Ed.). New York, USA:
represented in texts They will then be invited to engage in a “Think, Pair, Share” with the person next to Spark Publishing.
them to discuss the traits and characteristics they have identified. Joining with
another pair, the team of 4 students will then uncover whether their responses have
generated similar themes and how this might impact the plot of the text. Using the
answers, they have generated, students need to colour code whether these are
‘social’, ‘moral’ or ‘ethical’ traits.

Week 1 Objective A The class will engage in a close study of Act II, Scene I. This particular scene focuses G33kUk. (2011, January
Lesson Outcome 1 on Macbeth’s soliloquy about his dagger. It is important for students to explore the 26). Is this a dagger which
4  Identify how vocabulary
choices to specificity, language which contributes to the heightened atmosphere and the anticipation I see before me? [Video
abstraction and stylistic surrounding the tension and eventual killing. After reading, students will have file]. Retrieved from
effectiveness
discussions about how Shakespeare’s styling of the language contributes to our https://www.youtube.co
understanding of Macbeth’s decision to murder the King. Then the teacher should m/watch?v=pusU90ov8pQ
play Patrick Stewart’s role as Macbeth. As students’ watch they should consider how
the body language, stance and expression contribute to Macbeth’s mindset and
bring the text to life. Students might also consider how the ringing of the bell
“compels” Macbeth to commit the act.
Introduction to Shakespeare Presentation
Week / Syllabus content Teaching and learning activities Resources
Lesson
Week 2 Objective C The teacher will show students the video “Thug Notes”. As a synopsis and WiseCrack. (2013,
Lesson Outcome 5 explanation of Macbeth, this video demonstrates how contemporary “street” November 12). Macbeth
5  Explain the ways the
language and persuasion language can be used to translate the Shakespearean text. There are multiple (Shakespeare) – Thug
can be adapted for opportunities for discussion here, as the teacher can ask students why they are Notes Summary and
different contexts more inclined to understand the language of the video, even though we aren’t Analysis [Video file].
necessarily exposed to this vernacular within our community. Following this, the Retrieved from
class will engage in a modernisation of the text. By setting up a Google Document https://www.youtube.co
for the entire class, the teacher can convene a read through Act 2, Scene 3. The m/watch?v=T-PKotyoxys
students should then attempt to re-write the language, whilst maintaining the
structure of the plot.

Week 2 Objective A Using the ‘Almost Tangible’ website, the class will listen to the “immersive audio Prekopp, C., & Melén, C.
Lesson Outcome 1 experience”. This resource allows students to feel as though they are present (2018). Macbeth:
 Explore real and imagined
6 within the realm of the Shakespearean world with realistic sounds and authentic Ambition, Betrayal,
worlds through close and
wide reading and viewing battle noises. Students have the opportunity to expand the understanding of the Passion, Power. Almost
of increasingly demanding
texts
text by engaging in a listening experience. When the audio has finished playing the Tangible [audio
teacher will ask students discussion questions about the way the language has recording]. Retrieved
been presented, how the verbalisation and vocalisation of the language adds to from
their understanding of the plot and the action occurring. Students will then need https://www.almost-
to respond to the following question in their workbook: “How did the Almost tangible.com/listen/macbeth?
fbclid=IwAR0p6SkLSE80wqKR
Tangible audio promote your immersion into the world of Macbeth? Explain how
qumx
the process increases your responsiveness to the text.” S61Q8oWCKNb6j2KjVQ81m59
_mGo6Q40wAzj8mWo
Week 2 Objective A The teacher should arrange mixed ability groups of 4-5 students. Students will each Sexton, A., Grandt, E., &
Lesson Outcome 1 access the Macbeth Manga, and read through pages 42-87. Each student in a group Chow, C. (2008).
 Explore real and imagined
7 should assume a role through the guided reading. The teacher can move around to Shakespeare’s Macbeth:
worlds through close and
wide reading and viewing each reading circle to check for understanding and ensure that students are able Manga Edition.
of increasingly demanding
texts
to comprehend what they have read through the text. Following the completion of Hoboken, New Jersey:
the reading, the teacher will provide students with a comic strip worksheet. Wiley Publishing Inc.
Students can create their own comic strip version into the 16 squares provided in Retrieved from
a printed worksheet (proforma attached below). Students should attempt to https://issuu.com/marco
sketch and dictate the squares together. When they have finished, they should flandez/docs/macbeth-
swap with the group next to them in a clockwise direction and receive feedback. manga

Week 2 Objective D
Lesson Outcome 7
 Explore and reflect on their
8 what you have been taught is both moral and right?”. The question is supposed
own values in relation to
the values expressed and
explored in texts
The teacher should set a timer for 20 minutes. Students will engage in a guided Shakespeare, W. (2003).
writing activity using the hypothetical question “Do Macbeth’s actions align with Macbeth. Crowther, C
(Ed.). New York, USA:
to entice students to ponder whether the actions of the Shakespearean character Spark Publishing.
translates through centuries to our present day. Following completion, students
should be provided with 10 minutes to discuss their responses at their table. In a
“Think, Pair, Share” students should explore their response to the question and
reflect on their judgment. One person from each table should then contribute the
groups’ ideas to a whiteboard brainstorm.
 MACBETH COMIC STRIP STORY BOARD PAGE ____ of ___

Shot # Shot # Shot # Shot #

ACTION: ACTION: ACTION: ACTION:

_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________

DIALOGUE: DIALOGUE: DIALOGUE: DIALOGUE:

_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
_____________________ _____________________ _____________________ _____________________
Week / Syllabus content Teaching and learning activities Resources
Lesson
Week 3 Objective A Based on the class reading of the final fight scene between Macbeth and Macduff, Shia Syndicate. (2016,
Lesson Outcome 2 students must fill in the attached worksheet and consider the four concepts. Students April 18). MacBeth vs.
 Analyse and explain how
9 need to imaginatively predict what the foreground might look like, or where the MacDuff Final Fight and
text structures, language
features and visual features director may place emphasis, or how the director might choose to favour a particular Ending Scene (Macbeth
of texts and the context in
which texts are
perspective or view in the scene, or how the character is intrinsically positioned in 2015) [Video file].
experienced may influence relation to the original text. The students will consider the final fight scene between Retrieved from
audience response Macbeth and Macduff in Michael Fassbender’s 2015 portrayal. As the more https://www.youtube.co
contemporary textual revival, the film is a point of focus in this unit. Students should m/watch?v=wLzQszNrNk
consider how the composer/director, Justin Kurzel, has made specific choices in the M
dramatization to follow the structure of Shakespeare’s scene. Students should
consider how Kurzel attempts to embody Shakespeare’s vision for the characters.

Week 3 Objective A Students will reconceptualise the events that occur within a scene of Macbeth (This Shakespeare, W. (2003).
Lesson Outcome 2 may be completed in groups of 3 or 4). As a class, the teacher needs to help the Macbeth. Crowther, C
 Review, edit and refine
10 students develop 3 specific criterions for the reconceptualisation. Examples include, (Ed.). New York, USA:
students’ own and others’
texts for control of content, location, year, environment, amount of people. These 3 pieces of information will Spark Publishing.
organisation, sentence
structure, vocabulary,
become the framework for students to work with, in order to combine each groups’
and/or visual features to contribution. In a raffle, one student from each group will pick a scene. They will then
achieve particular purposes become the “expert group” for this scene. The scene will need to have a new script
and effects
drafted and approved by the teacher. Remaining time in the lesson can be spent
rehearsing the script, in preparation for filming in the following lesson.
Week 3 Objective A In Lesson 10 students were asked to reconceptualise the scene they selected from Shakespeare, W. (2003).
Lesson Outcome 2 Macbeth and write a script with the modified English language. In this lesson, each Macbeth. Crowther, C
 Review, edit and refine
11 group will need to gather their script/director notes, perform and then film their (Ed.). New York, USA:
students’ own and others’
texts for control of content, reconstructed scene using either phone camera, video camera or laptop camera. The Spark Publishing.
organisation, sentence
structure, vocabulary,
videos should aim to be more than two minutes, no longer than four. When the filming
and/or visual features to is complete, collaboratively, students will need to piece together each section of their
achieve particular purposes videos, add cinematic effects, background music and/or edit the snippets. The teacher
and effects
should reserve 20 minutes before the end of class to showcase what the students have
created.

Week 3 Objective A Students need to view YouTube clip “Sir Ian McKellen in Macbeth” as a starting point CBastie. (2010, April 21).
Lesson Outcome 2 for looking at the theme of the “supernatural” within Shakespeare’s text. This excerpt Sir Ian McKellen in The
12  Value engagement in the
creative process of from The Simpsons will hopefully engage students in helping them to achieve an Simpsons [Video file].
composing texts understanding of the process used to construct creative texts. In groups of four then, Retrieved from
students will need to consider the role of the Witches at the beginning of the text. https://www.youtube.co
Focus questions could include: m/watch?v=xROWP7rEN
 How far does the power of the supernatural extend in Shakespeare’s text? L8
 Why do you think we meet the Witches before we meet Macbeth?
 What is the significance of this specific choice made by Shakespeare?
 FOREGROUND
Prediction
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______________________________________
Reaction
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______________________________________
AUDIENCE PERSPECTIVE
Prediction
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Reaction
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Considering the creative
construction of film
Using your knowledge of
Shakespeare’s text as a
reference, predict what the
film scene may look like
according to the four areas.
After watching the depiction,
record your reaction based on
what actually happened…
DIRECTOR’S EMPHASIS
Prediction
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Reaction
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
MACBETH’S POSITION
Prediction
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Reaction
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Week/ Syllabus content Teaching and learning activities Resources
Lesson
Week 4 Objective D Students will be set up to develop an understanding of the theme of ambition. As it has Shakespeare, W.
Lesson Outcome 7 been threaded throughout the text it is imperative that students can grasp the (2003). Macbeth.
 Understand that people’s
13 evaluations of texts are significance of the trait. The teacher can help students develop an understanding of Crowther, C (Ed.). New
influenced by their value Macbeth a multi-dimensioned character by encouraging students to begin by unveiling York, USA: Spark
systems, the context and the
purpose and mode of the values upheld by Macbeth. These values should have some attribution to his beliefs Publishing.
communication and subsequent behaviours. By doing so, students will then have the capacity to
understand how the perspective of the composer is generated in developing the inner,
and outer, life of a given character. To ensure students understand the problematic
ambition, students will have to choose to consider either King Duncan’s experiences
with Macbeth or Macduff’s experiences in battling Macbeth. Flipping the perspective
will allow students to explore motivation and inspiration on behalf of Shakespeare’s
character.

Week 4 Objective C This lesson will be used as an hour of preparation, because in the next lesson, students Shakespeare, W.
Lesson Outcome 5 will record a podcast in groups of 5-6. Instructions to be supplied to students is attached (2003). Macbeth.
 Understand how language
14 use can have inclusive and below. The teacher should combine students into mixed ability groups and have the Crowther, C (Ed.). New
exclusive social effects, and students stationed together around the learning space. To begin, students need to look York, USA: Spark
can empower or disempower
people for examples within Macbeth whereby language has empowered or disempowered the Publishing.
key characters. By structuring these quotes as key sections or “segments” within the
podcast, students can create discussion points that can be elaborated on during the
recording.
Week 4 Objective C Students have this lesson to record their podcast. Using the questions, research and Shakespeare, W.
Lesson Outcome 5 discussion points developed in the last lesson, students will immediately begin by (2003). Macbeth.
 Understand how language
15 use can have inclusive and recording their What Would Shakespeare Do? Episode. Whilst the students should be Crowther, C (Ed.). New
exclusive social effects, and working independently, the teacher should move around to each group to monitor the York, USA: Spark
can empower or disempower
people progress, answer any questions or solve technical difficulties should they arise. It is Publishing.
important for the teacher to listen to the discussions that are occurring, to ensure that
the direction of the podcast discussion is relevant to the task. The teacher should also
ensure that all podcasts are completed and sent to the specified folder/drive prior to
students leaving the classroom. These podcast recordings can be used as a mode of
summative assessment in terms of the students’ capability to develop and express ideas
verbally.

Week 4 Objective E In this lesson it is important for students to consider how contemporary creators Afonso, L. (2012, April 10).
Lesson Outcome 9 produce adaptations of an original text. For the example of Macbeth, students should Homer Plays Macbeth
Adapt knowledge of language [Video file]. Retrieved from
16 watch the excerpt from the Simpsons to uncover the process of characterisation in
forms and features for new
https://www.youtube.com
learning contexts Homer as a means for developing the role of Macbeth in a modern-day setting.
/watch?v=K13KjOGUQAc
Considering how Matt Groening has adapted the forms and features of language into
his show will be a starting point for students to the same within their groups. Students Shakespeare, W. (2003).
should then draft how a key character, from another cartoon or TV show of their Macbeth. Crowther, C
choosing, could be adapted or directed to include Macbeth’s soliloquy within an (Ed.). New York, USA:
episode in a series. This should be developed into a modified proposal to be presented Spark Publishing.
to the class at the end of the lesson.
 WHAT WOULD SHAKESPEARE DO? PODCAST AGENDA
GROUP MEMBERS: INTRO & OUTRO JINGLE THREADS FOR DISCUSSION:


THINK TANK…add your initial ideas

YOUR OVERALL ARGUMENT/MESSAGE ABOUT INCLUSIVE & EXCLUSIVE LANGUAGE

Week/ Syllabus content Teaching and learning activities Resources
Lesson
Week 5 Objective E In a “Four Corners” activity, students will form a personal opinion by reacting to a Shakespeare, W. (2003).
Lesson Outcome 9 statement read aloud by the teacher. The four corners are “Mostly Agree”, “Mostly Macbeth. Crowther, C
17  Articulate and (Ed.). New York, USA: Spark
discuss the
Disagree”, “Agree”, and “Disagree”. After the teacher has read the
Publishing.
pleasures and statement/argument a timer will be set for 15 seconds. In this time, students need
difficulties, to decide upon their position and move to the corner which most reflects their
successes and opinion. Once they are in their selected corner, students will then have 5 minutes to
challenges
experienced in create a plan to justify their corner choice. Each corner should take turns in
investigation, presenting in argument, practicing their verbalisation and rationalisation skills.
problem solving and Possible statements include:
independent and  Lady Macbeth was more of a leader than Macbeth
collaborative work,
and establish  Macbeth’s “success” was because of Lady Macbeth
improved practices  Macbeth was fooled by the witches

Week 5 Objective D Students are to focus on the inner life of Macbeth through the exploration of Shakespeare, W. (2003).
Lesson Outcome 8 Shakespeare’s characterisation of Lady Macbeth. The students should engage in a Macbeth. Crowther, C
18  Identify and analyse (Ed.). New York, USA: Spark
implicit or explicit
class reading of Act 5 Scene 1, as Lady Macbeth speaks to the doctor about her
Publishing.
values, beliefs and involvement with the murders. The doctor believes she is being disturbed by the
assumptions in texts supernatural. This reading should be juxtaposed by viewing the scene directed by
Nowness. (2016, January
and how these are Justin Kurzel (2015). Here using the same dialogue, Lady Macbeth is instead
influenced by 26). Marion Cotillard as
purposes and likely speaking to her deceased child about her wrongdoings. Students should evaluate Lady Macbeth (Film
audiences how explicit values can have two different readings by the audience. The teacher Excerpt) [Video file].
should lead students in uncovering how our assumptions about what something Retrieved from
should look like are misinformed by the creativity of another individual. https://www.youtube.com/watch?v=FT9ciEETTDY
Week 5 Objective D In pairs, students are encouraged to find a section of the play which they feel they iFake Text Message.
Lesson Outcome 9 are capable of translating (by this stage they will be familiar with some scenes, so (2019). Create a fake text
19  Create texts to
demonstrate their
there will be a range to pick from). Using the selected scene, each partnership will conversation. Retrieved
view of the world record key moments or significant actions that occur within the play. They then need from
with reference to to develop a dialogue that uses two or three of the characters. https://ifaketextmessage.com/
the texts of other When they have completed their created script, they can access the URL “iFake Text
cultures
Message” https://ifaketextmessage.com/ website to generate a texting group chat
between two-three key characters.
Once finished, students can then swap their created group chat with another pair
for review.

Week 5 Objective c This lesson will be concerned with students responding to reflection questions Shakespeare, W. (2003).
Lesson Outcome 5 provided by the teacher in “Send a Helper” style activity. In self-selected groups of Macbeth. Crowther, C
20  Reflect on, extend (Ed.). New York, USA: Spark
and endorse or
five to six, students will be allocated one of these questions. (There are five possible
Publishing.
refute others’ questions in total). On A3 paper each group will record their answer and an initial
interpretations of response to the question. After the allocated time is up (five to six minutes as a
and responses to guideline – depending on class capability) the A3 paper should be passed in a
literature
clockwise direction to the next group. After getting through the next five questions,
each group will retrieve their primary question. Responses provided on the sheet by
all other groups should be synthesised into a cohesive paragraph/s and presented
to the class. Students will then have access to all possibilities from all questions.
Reflection Questions:
 Why do we side with Macbeth as the hero, even though his actions aren’t
always just?
 Is the audience ever coerced into supporting Macbeth’s actions? Support
your answers with specific examples.
 Does Macbeth’s ambition cloud his ability to act justly and rightly? Or is
Lady Macbeth responsible?
 Do you think Macbeth’s downfall is ultimately caused by his ambition?
 Which event do you consider to be the most significant turning point within
the play?
 SEND A
HELPER
Do you think Macbeth’s
downfall is ultimately caused
by his ambition?
Is the audience ever coerced
into supporting Macbeth’s
Does Macbeth’s ambition
cloud his ability to act justly
actions?
answers
Support
with
your
specific
and rightly? Or is Lady
Macbeth responsible?
examples.
Why do we side with
Which event do you consider
Macbeth as the hero, even
to be the most significant
turning point within the though his actions aren’t
play? always just?
 References

Afonso, L. (2012, April 10). Homer Plays Macbeth [Video file]. Retrieved from
https://www.youtube.com/watch?v=K13KjOGUQAc

CBastie. (2010, April 21). Sir Ian McKellen in The Simpsons [Video file]. Retrieved from
https://www.youtube.com/watch?v=xROWP7rENL8

G33kUk. (2011, January 26). Is this a dagger which I see before me? [Video file]. Retrieved
from https://www.youtube.com/watch?v=pusU90ov8pQ

iFake Text Message. (2019). Create a fake text conversation. Retrieved from
https://ifaketextmessage.com/

Nowness. (2016, January 26). Marion Cotillard as Lady Macbeth (Film Excerpt) [Video file].
Retrieved from https://www.youtube.com/watch?v=FT9ciEETTDY

Prekopp, C., & Melén, C. (2018). Macbeth: Ambition, Betrayal, Passion, Power. Almost
Tangible [audio recording]. Retrieved from https://www.almost-

tangible.com/listen/macbeth?fbclid=IwAR0p6SkLSE80wqKRqumx
S61Q8oWCKNb6j2KjVQ81m59_mGo6Q40wAzj8mWo

Sexton, A., Grandt, E., & Chow, C. (2008). Shakespeare’s Macbeth: Manga Edition. Hoboken,
New Jersey: Wiley Publishing Inc. Retrieved from
https://issuu.com/marcoflandez/docs/macbeth-manga

Shakespeare, W. (2003). Macbeth. Crowther, C (Ed.). New York, USA: Spark Publishing.

Shia Syndicate. (2016, April 18). MacBeth vs. MacDuff Final Fight and Ending Scene
(Macbeth 2015) [Video file]. Retrieved from
https://www.youtube.com/watch?v=wLzQszNrNkM
Soykurt, M., & Uzunboylu, H. (2018). The impact of creative activities integrated into
curriculum for tolerance education and teachers’ reflections. Qual Quant, 52 (1), 913-
927. Doi: 10.1007/s11135-017-0543-2

TED-Ed. (2017, November 2). Why you should read “Macbeth”? – Brendan Pelsue [Video file].
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