1. Stations 3-11-16 Macbeth in all of its glory

2. Station 1: Figurative Language Identify what type of figurative language each example from the text is and why: “Doubtful it stood; as two spent swimmers, that do cling together and choke their art.” “Life's but a walking shadow, a poor player that struts and frets his hour upon the stage.” “Will all great Neptune's ocean wash this blood Clean from my hand?” “To doff their dire distresses” “That which hath made them drunk hath made me bold; what hath quenched them hath given me fire” “I think our country sinks beneath the yoke; It weeps, it bleeds”

3. Station 2: Themes For each of the themes listed below write down 1) one character that works to develop/progress that theme and 2) identify one scene where the theme becomes evident. Unchecked ambition can be corrupting and destroy a person. Evil actions only lead to further evil actions. Often, what is said is not what is actually meant. It can be hard to distinguish between fate and free will. Supernatural beings and ideas only lead to problems.

4. Station 3: Vocabulary Look up and define the following. Once you have done that, come up with a sentence for the word, a synonym, and an antonym. Vanquished Pernicious Sundry Cistern Abjure Sanctity Entrails Judicious

5. Station 4: Character Development Come up with a timeline for each of the main characters of the play. Make sure to include: Macbeth, Lady Macbeth, Duncan, Malcolm, Banquo, and The Witches. On that timeline, chart out when they made critical decisions, how/when their characteristics possibly changed, and important events that happened to the character. Be sure to reference specific scenes where each thing happens on their timeline.

6. Station 5: Text Structure Break the story of Macbeth down by Act and diagram the plot. Where is the exposition, rising action, climax, falling action, and resolution? Do they necessarily happen in order of scene? Look back at Lady Macbeth’s soliloquy in Scene 5 Act I. How is it structured? Is it iambic pentameter? How does her speech change once the messenger comes in? Why might this switch be important? Look at the porter’s scene in Scene 3 Act II. How is this one structured? Does his speech change once Macduff enters? How does Shakespeare manipulate the language and the structure of the play all throughout the action? What shifts have you noticed? Why, as an author, would you write in a variety of ways? What might he be trying to convey through what is written but not said?