1. Macbeth Learning Objective
Read and understand Act 1 Scenes 1 and 2 of Macbeth
Begin to understand some important conventions Shakespeare uses for meaning.
Key words: rhyme, rhythm, iambic tetrameter, iambic pentameter

2. Starter 1
Use quiz questions from homework to quiz neighbour on the plot line of Macbeth.

3. What makes an effective opening to a story?
Starter 2
What makes an effective opening to a story?

4. All ‘Macbeth’ Witch one, Witch two, Witch three, Three apparitions,
Hecate,
Three other witches,
Macbeth,
Lady Macbeth,
Banquo,
Duncan,
Malcolm,
Donaldbain,
Fleance,
Macduff,
Lady Macduff,
Son of Macduff,
Gentlewoman,
Seyton,
Porter,
Captain,
An old man,
Doctor,
First murderer,
Second murderer,
Third murderer,
Ross,
Lennox,
Mentheith,
Angus,
Caithness,
Siward,
Yound Siward,
English Doctor

5. Note on the texts
You can make brief notes in the school copies of Macbeth IN PENCIL and you should do this as we read without being prompted.
You may wish to buy your own copies where you can make unlimited notes.
If you do this Cambridge version
is brilliant.

6. Act 1 Scene 1

7. Macbeth Learning Objective
Read and understand Act 1 Scenes 1 and 2 of Macbeth
Begin to understand some important conventions Shakespeare uses for meaning.
Key words: rhyme, rhythm, iambic tetrameter, iambic pentameter

8. Rhythm in Act 1 Scene 1
Shakespeare’s plays are written in verse. This verse will often have a few common characteristics:
rhyme – rhyme in verse involves matching sounds at the end of each line, it gives a pattern to language and makes it easier to learn. Task Find the rhyme in the witches opening scene.
rhyming couplets –Speeches, scenes and acts often end in a rhyming couplet. The Elizabethan stage had no lights or curtains to signal the end of a scene. So Shakespeare often provides his characters with a strong rhyming couplet to accompany their exit.
Shakespeare often uses rhyme in songs or to represent the supernatural.

9. Extension - Rhythm in Act 1 Scene 1
Most of Shakespeare’s plays were written in iambic pentameter:
Shall I compare thee to a summer’s day
de dum de dum de dum de dum de dum
Try this:
Words to the heat of deeds too cold breath gives.
Can you make your own iambic pentameter line?
eg. I think I’d like a plate of eggs and ham
In Act 1 Shakespeare does not use iambic pentameter – instead he employs a contrasting meter - trochaic tetrameter
When shall we three meet again
DUM da DUM da DUM da DUM
10 syllables
Iambic pentameter is like a heartbeat
This is unusual and seems out of place, it suggests a world that is upside down.

10. Key word glossary
At the back of your books start a key word glossary and add the following terms, and their definitions, to it:
verse
rhyme
rhyming couplet
iambic pentameter
trochaic tetrameter

11. Macbeth Learning Objective
Read and understand Act 1 Scenes 1 and 2 of Macbeth
Begin to understand some important conventions Shakespeare uses for meaning.
Key words: rhyme, rhythm, iambic tetrameter, iambic pentameter

12. Act 1 Scene 2
While we read pick out 1 – 5 words or lines that are used to describe Macbeth.
Think - which words/lines did you find? Write them down.
Pair – Compare your lines with your neighbour. Together decide what they could mean.
Share – Be prepared to share these as a class.

13. Key quote glossary
In the middle of your books start a key quote glossary and add some of the best quotes from the class discussions today.

14. Plenary
Think back to the list we made at the beginning of the lesson and complete the following sentence:
‘Macbeth’ is an effective play opening because…

15. Macbeth Learning Objective
Read and understand Act 1 Scenes 1 and 2 of Macbeth
Begin to understand some important conventions Shakespeare uses for meaning.
Key words: rhyme, rhythm, iambic tetrameter, iambic pentameter

16. Homework
Must: Draw or find a picture of Macbeth, annotate it with quotes from today’s lesson
Should: Add colour and detail to both quotes and picture (for memory retention)
Could: Complete the same task for Duncan – what does his language reveal about him