wjec eduqas gcse english literature macbeth · pdf filemacbeth and the witches analysing an...
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Paula AdairSeries Editors: Jonathan HarringtonPaula Adair
English Literature
Macbethby william shakespeare
WJEC EduqAs gCsE
833168_Eduqas_EL_MacBeth_V6.indd 1 23/06/2015 10:28
viii
Macbeth
© Hodder & Stoughton Limited 2015
Scheme of workW
eek
Lear
nin
g f
ocu
s A
ctiv
itie
sD
iffe
ren
tiat
ion
AO
s H
om
ewo
rk id
eas
Dyn
amic
Lea
rnin
g (
DL)
1Pr
e-re
adin
g W
hat
do
stu
den
ts a
lrea
dy
kno
w a
bo
ut:
● G
CSE
ass
essm
ent?
● Sh
akes
pea
re a
nd
th
e G
lob
e?
● M
acb
eth
?Fi
rst
imp
ress
ion
s: A
ct 1
Sc
enes
1–3
● R
esp
on
ses
to t
he
op
enin
g s
cen
e●
M
acb
eth
’s in
itia
l ap
pea
ran
ce●
In
tro
du
ctio
n o
f M
acb
eth
St
ud
ent
Act
ivit
y Sh
eets
● Sh
akes
pea
re s
elf-
po
rtra
its:
D
iscu
ssio
n (
Pre
A)
● Tr
ue
or
fals
e? G
rou
p
acti
vity
(Pr
e B
)●
Fa
ir is
fo
ul:
Tho
ug
ht
circ
ling
b
efo
re r
ead
ing
op
enin
g
scen
e (P
re C
)●
D
iscu
ssio
n: I
nit
ial t
ho
ug
hts
ab
ou
t M
acb
eth
● Th
e w
alk
of
fam
e fo
r M
acb
eth
● R
ole
-on
-th
e-w
all c
har
acte
r im
pre
ssio
ns:
Mac
bet
h,
usi
ng
qu
ota
tio
ns
(1A
)
● Sh
akes
pea
re t
rue/
fals
e q
ues
tio
ns
pit
ched
at
dif
fere
nt
leve
ls o
f so
ph
isti
cati
on
● C
han
ce f
or
stu
den
ts
to a
sk, n
ot
just
an
swer
, qu
esti
on
s
AO
1A
O2
● Q
ues
tio
ns
to a
sk
abo
ut
the
op
enin
g
scen
es●
Pr
edic
tio
ns
of
wh
at
mig
ht
hap
pen
, wit
h
text
ual
evi
den
ce
Pho
tos
fro
m G
lob
e p
rod
uct
ion
s o
f M
acb
eth
Su
pp
ort
● R
ole
on
th
e w
all 1
A(1
)
2A
ct I
Scen
es 3
–6Ex
plo
rin
g c
har
acte
r:●
M
acb
eth
an
d B
anq
uo
● La
dy
Mac
bet
h a
nd
M
acb
eth
● M
acb
eth
an
d B
anq
uo
(2A
)●
La
dy
Mac
bet
h r
ole
-on
-th
e-w
all
● M
acb
eth
’s r
oya
l lin
e●
W
riti
ng
ab
ou
t th
e in
tro
du
ctio
n o
f M
acb
eth
an
d L
ady
Mac
bet
h (
2B)
● D
iag
ram
mat
ic o
utl
ine
on
h
ow
to
ap
pro
ach
pla
nn
ing
a
resp
on
se (
2C)
● Th
e d
egre
e o
f su
pp
ort
fo
r w
riti
ng
can
be
mat
ched
to
ab
ility
AO
1A
O2
● W
riti
ng
ab
ou
t M
acb
eth
an
d L
ady
Mac
bet
h A
sses
smen
t ta
sk
● A
nal
ysin
g t
he
intr
od
uct
ion
of
Mac
bet
h a
nd
Lad
y M
acb
eth
Sup
po
rt●
M
acb
eth
an
d B
anq
uo
2A
(1)
● W
riti
ng
ab
ou
t M
acb
eth
an
d L
ady
Mac
bet
h 2
B(1
)C
hal
len
ge
● W
riti
ng
ab
ou
t M
acb
eth
an
d L
ady
Mac
bet
h 2
B(2
)St
ud
ent
resp
on
ses
● A
sses
smen
t p
lan
2B
(3)
3A
ct 1
Sce
ne
7 to
Act
2
Scen
e 2
● A
ct 1
Sce
ne
7●
R
esp
on
din
g t
o
Shak
esp
eare
’s la
ng
uag
e:
Mac
bet
h’s
so
lilo
qu
y●
Ex
plo
rin
g d
ram
atic
te
nsi
on
: Th
e m
urd
er o
f D
un
can
● A
nal
ysis
of
lan
gu
age
and
d
ram
atic
imp
act:
Exp
lori
ng
h
ow
to
an
alys
e a
sig
nif
ican
t ex
trac
t ●
A
nal
ysin
g a
n e
xtra
ct (
3A)
● K
illin
g t
he
kin
g: E
xplo
rin
g
dra
mat
ic t
ensi
on
(3B
)
● Ex
ten
sio
n a
ctiv
ity
● Su
pp
ort
act
ivit
ies
avai
lab
le v
ia D
ynam
ic
Lear
nin
g
AO
1A
O2
● C
om
ple
tio
n o
f w
riti
ng
ab
ou
t M
acb
eth
● Pr
elim
inar
y re
adin
g
of
Act
1 S
cen
e 7
Sup
po
rt●
Com
men
tary
on
Mac
beth
’s so
liloq
uy a
nd h
is c
onve
rsat
ion
wit
h
Lady
Mac
beth
, Act
1 S
cene
7●
A
nal
ysin
g a
n e
xtra
ct 3
A(1
)In
tera
ctiv
e ac
tivi
ty●
Ju
mb
led
co
mm
ents
3A
(2)
Stu
den
t re
spo
nse
s●
A
nal
ysin
g a
n e
xtra
ct 3
A(3
)
9781471833168_Edu_Macbeth.indd 8 6/24/15 9:07 PM
ix© Hodder & Stoughton Limited 2015
4To
th
e en
d o
f A
ct 3
Sce
ne
1●
D
ram
atic
str
uct
ure
: Th
e p
oin
t o
f th
e Po
rter
●
Th
e d
isco
very
of
Du
nca
n’s
bo
dy
● R
eact
ion
s
● Th
e Po
rter
(4A
)●
Fr
amin
g t
he
mo
men
t:
dis
cove
rin
g D
un
can
’s b
od
y●
A
nal
ysin
g t
he
dra
mat
ic
imp
act
of
an e
xtra
ct. T
he
rela
tio
nsh
ip b
etw
een
M
acb
eth
an
d L
ady
Mac
bet
h
– as
sess
men
t (4
B)
● Th
e n
eed
fo
r p
hys
ical
re
spo
nse
ch
alle
ng
es
all a
bili
ties
AO
1A
O2
● A
nal
ysis
of
an
extr
act
of
dia
log
ue
bet
wee
n M
acb
eth
an
d L
ady
Mac
bet
hA
sses
smen
t tas
k●
A
na l
ysin
g t
he
dra
mat
ic im
pac
t o
f an
ext
ract
A d
irec
tor’
s vi
ews
on
th
e Po
rter
an
d p
ho
tos
fro
m G
lob
e p
rod
uct
ion
s o
f Macbeth
Sup
po
rt●
A
nal
ysin
g t
he
dra
mat
ic im
pac
t o
f an
ext
ract
4B
(1)
Stu
den
t re
spo
nse
s●
A
sses
smen
t p
lan
4B
(2)
● St
ud
ent
resp
on
ses
to a
sses
smen
t 4B
(3)
5A
ct 3
Sce
nes
2–6
● Th
eme
and
ch
arac
ter:
M
acb
eth
as
kin
g●
Pl
ot
dev
elo
pm
ent:
B
anq
uo
’s m
urd
er●
A
uth
ori
al in
ten
tio
n: T
he
ban
qu
et s
cen
e
● M
acb
eth
, kin
g o
f Sc
otl
and
: th
e ro
yal l
ine
revi
site
d●
W
ho
kill
ed B
anq
uo
? (5
A)
● Si
tuat
ing
th
e au
tho
r: T
he
ban
qu
et s
cen
e –
exp
lori
ng
th
e w
rite
r’s
inte
nti
on
● Th
e n
eed
fo
r p
hys
ical
re
spo
nse
ch
alle
ng
es
all a
bili
ties
● Sc
op
e fo
r ab
ler
stu
den
ts t
o a
ct in
ro
le
as S
hak
esp
eare
AO
1A
O2
6A
ct 4
Sce
nes
1–2
● Th
eme:
su
per
nat
ura
l eq
uiv
oca
tio
n●
A
ud
ien
ce r
eact
ion
: Th
e m
urd
er o
f M
acd
uff
’s
fam
ily
● To
il an
d t
rou
ble
(6A
)●
M
acd
uff
’s f
amily
(6B
)●
Th
e p
rese
nta
tio
n o
f th
e W
itch
es in
th
e p
lay
– as
sess
men
t (6
C)
● Su
pp
ort
act
ivit
y●
Ex
ten
sio
n a
ctiv
ity
on
Eliz
abet
han
eq
uiv
oca
tors
AO
1A
O2
Mac
bet
h a
nd
th
e W
itch
es●
A
nal
ysin
g a
n
extr
act
Ass
essm
ent
task
●
A
nal
ysin
g
Shak
esp
eare
’s
pre
sen
tati
on
o
f M
acb
eth
’s
rela
tio
nsh
ip w
ith
th
e W
itch
es
Sup
po
rt●
To
il an
d t
rou
ble
6A
(1)
● M
acd
uff
’s f
amily
6B
(1)
● Th
e p
rese
nta
tio
n o
f th
e W
itch
es
in t
he
pla
y 6C
(1)
Ch
alle
ng
e●
M
acd
uff
’s f
amily
6B
(2)
Stu
den
t re
spo
nse
s●
A
sses
smen
t p
lan
6C
(2)
● Sa
mp
le a
nsw
ers
6C(3
)
7A
ct 4
Sce
ne
3●
W
hat
is s
aid
is n
ot
wh
at
is m
ean
tA
ct 5
Sce
ne
1 ●
C
har
acte
r/th
eme:
Lad
y M
acb
eth
’s m
adn
ess
● Th
e En
gla
nd
sce
ne
– ‘t
ho
ug
hts
pea
k’ (
7A)
● La
dy
Mac
bet
h’s
sl
eep
wal
kin
g: a
nal
ysin
g
char
acte
r –
asse
ssm
ent
(7B
)
● Ex
ten
sio
n a
ctiv
ity
on
Ja
cob
ean
att
itu
des
to
ki
ng
ship
● Sc
op
e fo
r ab
ler
stu
den
ts t
o a
ct in
ro
le
as S
hak
esp
eare
AO
1A
O2
Lad
y M
acb
eth
● A
nal
ysin
g a
n
extr
act
Ass
essm
ent
task
●
A
nal
ysin
g
Shak
esp
eare
’s u
se
of
lan
gu
age
to
reve
al c
har
acte
r
Pho
tos
fro
m G
lob
e p
rod
uct
ion
s o
f Macbeth
Sup
po
rt●
La
dy
Mac
bet
h’s
sle
epw
alki
ng
7B
(1)
Stu
den
t re
spo
nse
s●
A
nal
ysin
g t
he
extr
act
7B(2
)
Scheme of work
Wee
kLe
arn
ing
fo
cus
Act
ivit
ies
Dif
fere
nti
atio
nA
Os
Ho
mew
ork
idea
sD
ynam
ic L
earn
ing
(D
L)
9781471833168_Edu_Macbeth.indd 9 6/24/15 9:07 PM
x
Macbeth
© Hodder & Stoughton Limited 2015
Wee
kLe
arn
ing
fo
cus
Act
ivit
ies
Dif
fere
nti
atio
nA
Os
Ho
mew
ork
idea
sD
ynam
ic L
earn
ing
(D
L)
8A
ct 5
Sce
nes
2–5
● C
har
acte
r: M
acb
eth
’s
des
pai
r an
d d
efia
nce
● Lo
oki
ng
at
lan
gu
age
and
ch
arac
ter:
Po
siti
ve a
nd
n
egat
ive
(8A
)●
R
evis
itin
g r
ole
-on
-th
e-w
all a
ctiv
ity
on
Mac
bet
h
and
Lad
y M
acb
eth
, usi
ng
q
uo
tati
on
s: A
nal
ysin
g
char
acte
r d
evel
op
men
t●
A
nal
ysin
g S
hak
esp
eare
’s
dra
mat
ic u
se o
f la
ng
uag
e to
rev
eal M
acb
eth
’s
char
acte
r –
asse
ssm
ent
(8B
)
● Ex
ten
sio
n a
ctiv
ity
on
exp
lori
ng
Sh
akes
pea
re’s
la
ng
uag
e●
Su
pp
ort
act
ivit
y o
n
linki
ng
qu
ota
tio
ns
wit
h c
har
acte
rs
AO
1A
O2
Mac
bet
h●
A
nal
ysin
g a
n
extr
act
Ass
essm
ent
task
● A
nal
ysin
g
Sh
akes
pea
re’s
pre
sen
tati
on
of
Mac
bet
h in
an
extr
act
Sup
po
rt●
A
nal
ysin
g S
hak
esp
eare
’s d
ram
atic
u
se o
f la
ng
uag
e 8B
(1)
Inte
ract
ive
acti
vity
● Q
uo
tati
on
s 8B
(2)
Stu
den
t re
spo
nse
s●
A
nal
ysin
g t
he
extr
act
8B(3
)
9A
ct 5
Sce
nes
6–8
● M
acb
eth
vs
Mac
du
ff
● A
ud
ien
ce r
eact
ion
to
M
acb
eth
’s d
eath
● M
alco
lm, k
ing
of
Sco
tlan
d
● M
acb
eth
vs
Mac
du
ff:
Dra
mat
ic r
ead
ing
an
d
anal
ysis
of
auth
ori
al
inte
nti
on
an
d t
ech
niq
ue
(9A
)●
Th
e w
alk
of
sham
e re
visi
ted
● Th
e n
eed
fo
r sp
oke
n
resp
on
se c
hal
len
ges
al
l ab
iliti
es, b
ut
able
r st
ud
ents
can
act
in
role
of
Shak
esp
eare
AO
1A
O2
10St
ud
ent
pro
gre
ss:
Targ
etin
g im
pro
vem
ent
● R
evie
win
g p
rog
ress
● Ex
amin
ing
Mac
bet
h
● Sh
akes
pea
re G
CSE
sel
f-as
sess
men
t sh
eet:
Stu
den
t p
rog
ress
an
d t
arg
etin
g
imp
rove
men
t (1
0A)
● M
alco
lm a
nd
th
e th
eme
of
kin
gsh
ip –
ass
essm
ent
(10B
)●
Se
ttin
g q
ues
tio
ns:
Ass
essi
ng
th
e as
sess
men
t (1
0C)
● G
rou
p w
ork
on
re
spo
nse
s at
dif
fere
nt
leve
ls o
f ac
hie
vem
ent
AO
1A
O2
● A
nal
ysin
g a
n
extr
act
Ass
essm
ent
task
● W
ritin
g an
exa
mpl
e
extr
act-
styl
e qu
estio
n
on
Mal
colm
and
an e
ssay
que
stio
n on
Mac
duff
.
Stu
den
t re
spo
nse
s●
A
nal
ysin
g t
he
extr
act
10B
(1)
11A
pp
roac
hin
g t
he
exam
inat
ion
:R
evie
w a
nd
rev
isio
n
● St
ud
ent
Exam
Gu
idan
ce
Shee
ts E
x1–E
x12
● Ex
plo
rin
g p
re-r
elea
se
mat
eria
l: Ex
emp
lar
stu
den
t re
spo
nse
s
AO
1A
O2
12A
pp
roac
hin
g t
he
exam
inat
ion
: ●
W
ork
on
res
po
nse
s at
dif
fere
nt
leve
ls o
f ac
hie
vem
ent
● St
ud
ent
Exam
Gu
idan
ce
Shee
ts E
x1–E
x12
AO
1A
O2
9781471833168_Edu_Macbeth.indd 10 6/24/15 9:07 PM
1
Week 1 Pre-reading activities and Act 1 Scenes 1–3
© Hodder & Stoughton Limited 2015
Students will have studied Shakespeare before, but what they have done may vary considerably. ● Invite students to explore their own thoughts and feelings about
studying Shakespeare by creating their own Shakespeare self-portraits using Student Activity Sheet Pre A.
● Once students have completed the activity, they can then compare their self-portraits with those of others. Sample the discussions and remind students that their personal responses are important.
● Discuss why they think that Shakespeare has been made compulsory for GCSE, and note the ideas for reference back after studying Macbeth.
To stimulate interest in and encourage discussion about the play, give out the true/false questions on Student Activity Sheet Pre B. This activity is simply a fun way of introducing the play since AO3 (context) is not assessed in the examination for this text.
Answers for Student Activity Sheet Pre BThe answers are correct except for the following: 3 The writer was Holinshed. His Chronicles had been published in
Shakespeare’s lifetime. 6 Elizabeth I died in 1603 and was succeeded by James I. He was already
king of Scotland and therefore became the first king of England and Scotland.
9 By 1604 Shakespeare’s company of players had become The King’s Men.10 Shakespeare left his wife Anne Hathaway his ‘second-best bed’.14 Although first performed at court, the play was also performed at
the Globe.15 The Act of Union was not until 1707, so although the new King James
was James I of England and James VI of Scotland, relationships between the two countries were still uncertain when Macbeth was written.
Before looking at the opening scene, engage with students’ existing knowledge and ideas about key terms from the play by doing the activity on Student Activity Sheet Pre C, either as a class or initially in groups and then as a class.
● Two overlapping circles are shown on paper, the board, screen or flip chart.● FAIR is written in the centre of one circle and FOUL in the other. ● Display the phrases ‘Fair is foul’ and ‘Foul is fair’ in the overlapping
section. Ask students to suggest words/ideas for the different circles.● Discuss the responses from students. Some may pick up on ‘foul’ as a
term in football or other sports – you might comment that it is only possible to recognise a foul if you know the rules and see that they have been broken. Macbeth is one who knows, but breaks, the rules about the relationship between a king and his subjects.
● Point out that Macbeth, like life, is full of contradictions, and that a central one is that ‘Fair is foul and foul is fair’.
Then read/watch and discuss the impact of these eerie, terrifying opening scenes. If you have access to Dynamic Learning you will find examples from Globe productions of Macbeth.
For use alongside Student Activity Sheets Pre A–1A
Week 1 Pre-reading activities and Act 1 Scenes 1–3
Student Activity Sheet Pre A: Shakespeare self-portraits
Student Activity Sheet Pre B: True or false?
Student Activity Sheet Pre C: Fair is foul
Examples from Globe productions of Macbeth
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Macbeth
© Hodder & Stoughton Limited 2015
First impressions: The walk of fameThis activity will help students to explore initial impressions of Macbeth’s character during Act 1. You may want to return to it at various points throughout the play to help students see how Macbeth’s character changes. At the end of the play it becomes a walk of shame rather than fame. It is important to build students’ confidence in their own responses to words and characters and to familiarise them with the idea that any point made about a character needs to be supported by textual evidence.
● Every student chooses a quotation about Macbeth from Act 1 Scenes 2–3.
● The class form two facing lines with a gap between (i.e. a corridor). ● In turn, each student walks through this corridor as comments with
quotations are shouted or whispered by the others. ● The walker rejoins the line and resumes saying their chosen quotation.As a reminder that Macbeth is a created character, not a person, still photographs of Macbeth taken from different productions could be viewed by groups of students. Each group can decide which photograph fits their image of Macbeth at this stage of the play. Groups then compare choices and defend their own preference by reference to the text. If you have access to Dynamic Learning you will find examples from Globe productions of Macbeth.
Role on the wall: MacbethHaving seen or read through the opening scenes, carry out the following activity in groups or as a class, using Student Activity Sheet 1A:
● Draw a large outline portrait of a male head and shoulders (Macbeth) on a sheet of flip-chart paper.
● In pairs, students identify two or three words or phrases about Macbeth and write each quotation on a separate sticky note.
● Students add their sticky notes to the outline figure. Suggest that they stick the quotation in an appropriate position, e.g. near the head for thoughts; nearer the heart for feelings.
● Students explain why they thought each quotation was significant.● Discuss as a class the initial impression that Macbeth might make upon
an audience both in Shakespeare’s time and now.If you have access to Dynamic Learning, Support activity 1A(1) provides possible quotations which might help less confident students.The outline figure needs to be kept available since it will be added to later and can form a continual point of reference and revision.
Examples from Globe productions of Macbeth
Student Activity Sheet 1A: Role-on-the-wall character impressions
Support activity 1A(1): Role on the wall
Act 1 Scenes 1–3
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Week 1 Pre-reading activities
Student Activity Sheet Pre A
Shakespeare self-portraits
This activity helps you to explore your own thoughts and feelings about studying Shakespeare. You are invited to choose from a bank of statements the ten that best describe your experience of Shakespeare.
1 Working with a partner, look through the statements below about studying Shakespeare and decide which ones apply to each of you.
2 Talk about your evidence for deciding what you already know about Shakespeare and how well you read and write about his plays.
3 Each take a large sheet of blank paper and either write your name or draw a self-portrait of your face in the middle of the sheet.
4 Cut out or write on sticky notes the top ten statements that apply to you. Ignore statements that you think do not fit you.
5 Write any additional comments that you have about Shakespeare on additional notes.6 Place the sticky notes on the sheet – the more they apply to you the nearer they should be to
your name/face.7 Compare your Shakespeare self-portrait with others.
I can understand much of what is said on stage if I am watching a play.
I sometimes understand Shakespeare’s words on the page.
I prefer watching the plays on stage or as films rather than just reading them.
I sometimes realise that what characters are saying is not what they really think.
I hardly ever understand Shakespeare’s words so I can’t write much about his use of language.
I realise that what Shakespeare thinks may be different from what his characters say.
I usually understand Shakespeare’s words.
I find it easier to write about the characters in Shakespeare than the ideas.
It might make it easier to write about Shakespeare if I knew more big words like soliloquy.
I find it really difficult to talk and write about my own opinions on Shakespeare’s characters.
I enjoy talking and writing about Shakespeare and I can find quotations to support my ideas.
I try to remember that Shakespeare’s audience would not have seen things the way we do.
I like working out why a theatre director might have presented a scene in a particular way.
I find it hard to write about Shakespeare’s methods or ideas.
When I write about Shakespeare’s methods and ideas, I try to take into account when the plays were written.
I don’t know much about Shakespeare’s time or how it might have influenced him.
I can write about Shakespeare’s language as well as his methods and ideas.
I struggle if I have to write about Shakespeare’s use of language.
I use quotations and refer to details from the play when I am trying to make a point.
I tend to forget that Shakespeare’s audience would not have seen things the way we do.
I find it hard to find quotations or refer to details from the play when I am trying to make a point.
I know terms like character, scene, soliloquy, imagery and metaphor that make it easier to write about Shakespeare.
I always try to bear in mind what might be happening on stage.
I never want to think about Shakespeare again.
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Macbeth
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Student Activity Sheet Pre B
True or false?
This true/false quiz is a quick and fun way of exploring who knows what about Shakespeare and about Macbeth. Remember that background information like this will not be needed or assessed when you answer the questions in the examination. Work with a partner or group and see how many of the questions you answer correctly.
True or false? Circle the correct answer.
1 Shakespeare was born in Warwickshire. TRUE/FALSE
2 Shakespeare went to a grammar school. TRUE/FALSE
3 Shakespeare took the story of Macbeth from an earlier writer called Pottingshed. TRUE/FALSE
4 There really was a king of Scotland called Macbeth. TRUE/FALSE
5 The play Macbeth was first performed in 1606. TRUE/FALSE
6 Queen Elizabeth I was on the English throne when Macbeth was first performed. TRUE/FALSE
7 Around 8000 women were burned to death as witches in Scotland in the sixteenth century. TRUE/FALSE
8 You could watch a play for a penny in Shakespeare’s time. TRUE/FALSE
9 By 1604 Shakespeare was part of a company of actors called ‘The Queen’s Men’. TRUE/FALSE
10 The main thing that Shakespeare left his wife in his will was his ‘best bed’. TRUE/FALSE
11 Macbeth, like most of Shakespeare’s plays, is written in iambic pentameters. TRUE/FALSE
12 King James I wrote a book about witchcraft. TRUE/FALSE
13 A soliloquy is a speech that an actor makes to the audience which other characters do not hear. TRUE/FALSE
14 Macbeth was never performed at the Globe Theatre. TRUE/FALSE
15 England and Scotland had become one country long before the play was written. TRUE/FALSE
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Student Activity Sheet Pre C
Fair is foul
This activity explores your own thoughts about some of the key ideas in the play.
FOULFAIR
Shown here are two large overlapping circles. FAIR is written in the centre of one circle and FOUL in the other.
● Think of other words that those two words suggest to you and write them in the appropriate circle.
● Consider the phrases ‘Fair is foul’ and ‘Foul is fair’. Can you suggest words/ideas in response to these phrases? Can something seem foul to some people but fair to others? Put your ideas in the overlap section.
● Talk about what you know or think about how the terms ‘fair’ and ‘foul’ might feature in the play Macbeth.
Week 1 Pre-reading activities
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Macbeth
© Hodder & Stoughton Limited 2015
Student Activity Sheet 1A
Role-on-the-wall character impressions
When you have seen or read through the opening scenes, carry out the following:
● Draw a large outline portrait of a male head and shoulders (Macbeth) on a sheet of flip-chart paper.
● In pairs, identify two or three words or phrases about Macbeth and write each quotation on a separate sticky note.
● Add your sticky notes to the outline figure. Stick each quotation in an appropriate position, e.g. near the head for thoughts; nearer the heart for feelings.
● Be ready to explain why you thought each quotation was significant.● Discuss as a group/class the initial impression that Macbeth might make on an audience, both
in Shakespeare’s time and now.Keep the outline figure available since you will be able to add to it later and use it as a continual point of reference and revision.
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