1. LESSON TWO

2. YOUR STARTER HISTORICAL CONTEXT 9 19 20 15 18 9 3 1 3 15 14 20 5 24 20
Let’s read Act 1, Scene 2. As we read, consider how Shakespeare shapes the audiences’ opinion of Macbeth.
Crack the code to find the answer. Once you have found the answer, write down everything you can about it. Be prepared to share your ideas!
HISTORICAL CONTEXT
EXTRA
CHALLENGE
Power and corruption are two HUGE themes in ‘Macbeth’. Look at the quotation below and explain whether you agree or disagree with it. Explain your thoughts in full sentences.
“Nearly all men can stand adversity, but if you want to test a man's character, give him power.”
- Abraham Lincoln

3. TODAY’S KEY QUESTIONS:
YOUR TASK: ANNOTATE THE CAPTAIN’S SPEECH
What type of word is this? What does it suggest about Macbeth?
What type of words are these? What effect do they have?
Why is this statement punctuated in this way?
What is the effect of this graphic description?
What language device is this? ‘servant of courage’. How is Macbeth portrayed?
TODAY’S KEY QUESTIONS:
Can I read, understand and respond to texts?
Can I explain the significance of structure in Shakespeare’s play?
Can I analyse the language in a scene and explain its significance?

4. TODAY’S KEY QUESTIONS:
YOUR TASK
How do writers consciously craft powerful characters?
Stuck? Refer back to the Captain’s speech…
Before we even meet him, we know that Macbeth is a hugely powerful character. How?
1. Choose THREE quotations which show different types of power Macbeth displays.
2. Explain what type of power each quotation shows.
ACT 1, SCENE 2
CAPTAIN: Doubtful it stood,
As two spent swimmers that do cling together
And choke their art. The merciless Macdonwald-
Worthy to be a rebel, for to that
The multiplying villainies of nature
Do swarm upon him- from the Western Iles
Of kens and gallowglasses is supplied,
And fortune, on his damned quarrel smiling,
Showed like a rebel’s whore. But all’s too weak for brave Macbeth- well he deserves that name…
TODAY’S KEY QUESTIONS:
Can I read, understand and respond to texts?
Can I explain the significance of structure in Shakespeare’s play?
Can I analyse the language in a scene and explain its significance?

5. TODAY’S KEY QUESTIONS:
FURTHER DISCUSSION POINTS
We know how Macbeth is presented, but what about Banquo? What do we learn about him from the Captain’s report?
How does Duncan feel towards Macbeth? What do you think is Duncan’s purpose in this scene?
How does this scene influence our preconceptions of Macbeth? How does this scene help solidify Macbeth’s status as a ‘tragic hero’?
‘As whence the sun ‘gins his reflection, Shipwracking storms and direful thunders break…’
Think back to the social/historical context. Why include these references to shipwrecks?
Banquo subservient to Macbeth – Duncan regards them highly which makes the following events even more tragic – shipwrecks caused by witches
TODAY’S KEY QUESTIONS:
Can I read, understand and respond to texts?
Can I explain the significance of structure in Shakespeare’s play?
Can I analyse the language in a scene and explain its significance?

6. TODAY’S KEY QUESTIONS:
YOUR TASK
PROPHECY: A prediction of what will happen in the future.
Let’s continue reading from the beginning of Act 1, Scene 3.
Imagine you were told you were going to be KING or QUEEN. Quickly discuss on your tables how you would feel.
In your books, explore the connotations of the following word.
As we read, think about the prophecies that are given to Macbeth and Banquo. Consider the repercussions of these prophecies and how Macbeth and Banquo might be affected by them.
… though thou be none.”
Thane of Cawdor
“Thou shalt get Kings…
King
Thane of
Glamis
MACBETH
BANQUO
TODAY’S KEY QUESTIONS:
Can I read, understand and respond to texts?
Can I explain the significance of structure in Shakespeare’s play?
Can I analyse the language in a scene and explain its significance?

7. MAKE A NOTE IAMBIC PENTAMETER
Line 36 – ‘So foul and fair a day I have not seen’
This is a masculine ending. It is a statement. Why do you think Macbeth’s first line is in iambic pentameter?
Does any part of this line sound familiar?
Line 42 – ‘By each at once her choppy finger laying’
This line has a feminine ending. (An extra unstressed syllable tacked on to the end of the line. Usually a ‘weaker’ ending)
Why the extra half beat?
What effect does it have?
What does it suggest about Banquo?
TODAY’S KEY QUESTIONS:
Can I read, understand and respond to texts?
Can I explain the significance of structure in Shakespeare’s play?
Can I analyse the language in a scene and explain its significance?

8. TODAY’S KEY QUESTIONS:
FURTHER DISCUSSION POINTS
What else do we learn about the witches in this scene? How does Shakespeare continue to construct them as supernatural characters?
How has dramatic irony been used here?
Think back to Act 1, Scene 2. What do the audience know has already happened?
What is the purpose of this scene?
Shakespeare has structured these first three scenes in a particular way. Why is it important for the audience to find out that Macbeth is Thane of Cawdor before he hears the prophecy.
The audience hears that Macbeth is Thane of Cawdor before Macbeth hears the prophecy because now we know the witches are telling the truth.
TODAY’S KEY QUESTIONS:
Can I read, understand and respond to texts?
Can I explain the significance of structure in Shakespeare’s play?
Can I analyse the language in a scene and explain its significance?

9. TODAY’S KEY QUESTIONS:
YOUR TASK
Complete the two ‘Increasing Challenge’ extracts for Act 1, Scene 3 as annotations on the sheet or your copy of the text.
Remember, in your exam, you will receive an extract that must be analysed and discussed in detail. The more we practise, the easier you will find this in your exam.
But why are we completing so many of these!?
TODAY’S KEY QUESTIONS:
Can I read, understand and respond to texts?
Can I explain the significance of structure in Shakespeare’s play?
Can I analyse the language in a scene and explain its significance?

10. TO FINISH: IN GROUPS! 1 2 3 4 5 6 7 8 Choose a number!
‘Glamis and Thane of Cawdor. The greatest is behind.’
Why does Macbeth speak this as an ‘aside’?
TO FINISH: IN GROUPS!
What is Macbeth already thinking about doing in this scene? How does he feel about this thought? What does ‘present fears are less than horrible imaginings’ actually mean?
‘Can the devil speak true?’
What are the connotations of ‘devil’?
Choose a number! 1 2 3 4
‘Why do you dress me in borrow’d robes?’
What language device is Macbeth using here? What does it suggest?
What does Macbeth say about fate at the end of this scene? 5 6 7 8
Choose a student to start the plenary. Give him/her a choice of number. Click on the number, and one of the speech bubbles will change colour. The student then reads out the sentence and completes it in an appropriate manner. He/She may then choose who goes next!
Banquo issues a warning to Macbeth. Find it and explain what does this tell us about Banquo’s character?
The witches ignore Macbeth’s command to ‘stay’. What does this tell you about the witches and Macbeth?
Find the rhetorical questions used by Macbeth near the end of the scene. What does it suggest about Macbeth’s state of mind?

12. RESOURCES