1. Do Now
If you wanted to set an eerie and foreboding scene, how would you set it up?
- Where would it take place?
- When (time of day) would it take place?
- What effects would you use?

2. Home Learning:
Due:
Complete the questions based on the way in which you would direct Act 1 Scene 1 (this will make more sense once we have completed today’s lesson)

3. Assessment: How does Shakespeare present the causes and consequences of greed in the play Macbeth?
William Shakespeare.
LO: To analyse the theme of the supernatural in Act 1 Scene of Macbeth.
AF6: To identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader.

4. Success?
Level 7: My responses begin to develop some analytical or evaluative comment on writer’s purpose.
Level 6: My evidence for identifying the main purpose of a text is precisely located at word/sentence level or traced through a text.
Level 5: I can identify the main purpose of a text, often through a general overview.
Level 4: I can identify the main purpose of a text.

5. Thunder and lightning. Enter three Witches
What does this tell you about the action that is to follow?
SCENE I. A desert place.
Thunder and lightning. Enter three Witches
How would a Jacobean viewer react?
How would King James I react?

6. A note on reading Shakespeare
The language that Shakespeare wrote in is a little different from how we speak today.
Speaking the words aloud allows you to better understand what is being said (plus it is more fun to do some acting!).
Words or phrases that are harder to understand (often they are just expressions that we’ve lost over the years) are often translated for you. Always check the side or bottom margin for these translations.

7. A note on reading Shakespeare
If you look beside the words in the script, you should notice small numbers that increase by 5. These are line numbers.
Numbering the lines allows us to easily discuss specific parts of the play, and it is important that you keep track of the line numbers during discussions.
Therefore, when we read plays, we do not refer to page numbers, but to the Act, Scene and line number.

8. Reading the play:
When we read scenes from the play, it works better if we have different volunteers from the class read the parts.
For this scene (it is very short!), I need three volunteers to read:
First Witch
Second Witch
Third Witch

9. Quick fire comprehension:
When do the witches plan to meet again?
Where do they plan to meet?
Who do they want to meet with?

10. In pairs, you will be given a small part of Act 1 Scene 1 to look at.
Make notes that answer these questions:
What supernatural activity is happening?
What impression does it give the audience of the witches? Use specific words to support your ideas.
How does this fit with what we know about Jacobean beliefs at this time?

11. Join with another pair and share your answers.
Share the wealth!
Join with another pair and share your answers.

12. Feedback: When shall we three meet again
Lines 1 & 2
When shall we three meet again
In thunder, lightning, or in rain?

13. Feedback:
Lines 9 & 10
I come Graymalkin!
Paddock calls.

14. Feedback: Fair is foul, and foul is fair.
Lines
Fair is foul, and foul is fair.
Hover through the fog and filthy air.

15. Copy this question into your books:
How does Shakespeare present the witches at the start of the play Macbeth?

16. Point + Evidence + Analyse
Writing analytically about Shakespeare:
Point + Evidence + Analyse
In Act 1 Scene 1 Shakespeare presents the witches as a terrifying and formidable force.
For example in Shakespeare’s stage directions, the witches enter to “thunder and lightning”.
We often fear thunder and lightning so the witches are seen as a threat from the very start. In Jacobean England, many people believed that witches had frightening and powerful magic that could kill. The Shakespearean audience watching this play would have felt incredibly nervous by the presence of the witches and may have believed that the witches started the lightning itself. Shakespeare wanted his audience to feel anxious about what the witches might do to Macbeth our main character.
AF6: To identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader.

17. In Act 1 Scene 1 Shakespeare presents the witches as a terrifying and formidable force. For example in Shakespeare’s stage directions, the witches enter to “thunder and lightning”. We often fear thunder and lightning so the witches are seen as a threat from the very start. In Jacobean England, many people believed that witches had frightening and powerful magic that could kill. The Shakespearean audience watching this play would have felt incredibly nervous by the presence of the witches and may have believed that the witches started the lightning itself. Shakespeare wanted his audience to feel anxious about what the witches might do to Macbeth our main character.
Now it’s your turn:
In Act 1 Scene 1 the witches seem…
For example in lines _____ the witches…
Here it is clear that the witches are… This reflects what people believed in Jacobean England because… Shakespeare wanted the audience to feel _____ because…