MACBETH UNIT: ENGLISH 12 CASEY BEEMAN

Macbeth Unit Plan Unit Question: Do we determine our fate, or does fate determine us? Unit Rational: This unit stretches out beyond a month and is the longest of the course. The reason for this is that Shakespeare is one of the most difficult authors for students to understand and appreciate. In order for students to gain the most from this text, it must be worked through slowly. Its design was based on the theories of Peter Smagorinsky and Jim Burke, thereby leading to its construction in reverse. By planning this unit backwards, we make certain that our goal is reached and that our path to achieving that goal is as direct and efficient as possible. Materials and lesson plans were created originally, but were inspired by assistance from Brian Grew of Eastern High School in the Lansing School District. This unit begins in April, just after the students return from spring break. At this point, they have been scaffolded to my style of teaching and can (for the most part) handle the difficult nature of this text. The fact that this unit starts off slowly and slowly builds up to the quicker-paced conclusion allows for students to build back the momentum we have lost during their assumed "spring break debauchery." Because this is an twelfth grade English class, we are exploring concepts that will benefit them in their lives, whether it be college or the working world. Fate is an important philosophical consideration. Knowing what you cannot control is essential for sanity. Knowing what you can control is essential for becoming an adult. Learner Goal: To develop a consideration for what we can and cannot control in our lives by observing the story of Macbeth. Learner Assessment: Through various mediums that allow for a myriad of learning styles and applications of understanding.

* LESSON PLAN INCLUDED

MACBETH UNIT OUTLINE (25 DAYS)

Lesson Plan Estimated Days Required Lesson Objective: Lesson Assessment: Objective: SWBAT proceed reading the text with a properly scaffolded introduction of Macbeth. Assessment: Observed participation in activities, journal responses and mock-biography assignment. Objective: SWBAT establish the importance of fate in this story while summarizing the events so far. Assessment: SW write a letter to Lady Macbeth that summarizes what has happened in the first four scenes. Objective: SWBAT describe the current relationship of Macbeth and Lady Macbeth in terms of motivation, goals and gender roles. Assessment: SW fill out the Gender Roles graphic organizer regarding their relationship and participate in the tableau activity. Objective: SWBAT analyze Macbeth and Lady Macbeth in terms of their feelings toward the murder. Assessment: SW complete the Guilty Conscience worksheet and write a poem that details the murder. Objective: SWBAT use cartoons in forming a solid visualization of the events in the third and fourth scenes of act two. Assessment: SW create a comic strip that depicts the discovery of Duncans dead body and the reactions of the characters. Objective: SWBAT explain the decomposition of Macbeth and Banquo's friendship by drawing examples from the text. Assessment: SW fill out The Lying King graphic organizer that compares Macbeth and Banquo to I Just Cant Wait To Be King. Objective: SWBAT recognize dynamic characters by observing the changing relationship of Macbeth and Lady Macbeth Assessment: SW complete The Turning Tides of Team Macbeth worksheet that organizes the differences in Team Macbeths motivations. Objective: SWBAT express their understanding of Macbeth's insanity by reimagining the dinner party scene in Macbeth. Assessment: SW recreate and act out the dinner party scene where Macbeth sees the ghost of Banquo and starts losing his mind. Objective: SWBAT further understand the role that fate has played in Macbeth's choices. Assessment: SW write another letter to Lady Macbeth that explains the witches prophesy in Act 4 and why Macbeth chose to seek them out again. Objective: SWBAT analyze Team Macbeth's decent into madness by citing references to blood throughout the play. Assessment: SW find five quotes by Macbeth and Lady Macbeth that reference blood and analyze using the Bloody Guide. Objective: SWBAT show a literal understanding of the storyline, the characters and the role of fate. Assessment: SW answer the questions take-home Macbeth Final Exam in and organize their answers in groups of three. Objective: SWBAT form a written argument regarding fate while using analysis of either Macbeth or Lady Macbeth. Assessment: SW write a paper that examines the unit question: Do we determine our fate, or does fate determine us?

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Lesson Plan 1: Get the students' attention (Act 1: Scene 1-2) Lesson Objective: SWBAT proceed reading the text with a properly scaffolded introduction of Shakespeare's Macbeth. Lesson Assessment: In assessing whether or not the students have been properly introduced to Macbeth, we draw from multiple indicators in this preliminary portion of the unit. Their written prompts are kept in a class journal which is collected at the teacher's discretion and can serve as an indication of their understanding of- and participation with- the text thus forth. For the most part, assessment of this lesson plan's objective is based on observation of their participation in the activities. When acting out the first scene, we try to gauge whether or not they took an active role in the performance. In discussion, observe their willingness to add to the conversation. When they create the mock-biography, collect it. It doesn't have to be more than a paragraph. We only hope that they are using their knowledge of Macbeth through the first two scenes to create a reasonable back-story, bringing our main character up to the point where he is cutting off heads and winning battles for Scotland. Lesson Rational: This lesson plan consists of multiple, smaller lesson plans and extends over the first three days of the unit. It is very simple and aims to engage the students in the types of thinking required throughout the text. When reading Macbeth, it is my belief that students should be willing to take part in performances, even if just creating the setting or playing a minimal role. I believe that the greatest difficulty in effectively teaching Macbeth would be the initial introduction, inspiring the students to actually engage with the text. Shakespeare can be confusing, intimidating and seemingly pointless. This is why I feel like these three days are pivotal to the overall success of the unit. If we get our students involved from the beginning and give them a reason to care about the story, the unit will be fun for everyone. If they don't care, the next few weeks will be nothing short of brutal. By having them consider their favorite stories, we can explain how Macbeth is similar. There is plenty of juicy material in this text that would satisfy any adolescent attention span. We need to make this apparent. In the first activity, they are to act out the first scene in Macbeth. It is incredibly short, so it could easily be done in the time frame allotted. By allowing them to create a preface to this scene, we give them a fun way to interact with the text and make it their own. This also provides them with an icebreaker for the acting aspect of this unit, which is an essential piece of the Macbeth experience. The homework during these first three days is short and undemanding. This way, we do not ask too much of our students while they are trying to get used to Shakespeare. The first three scenes in this play are filled with tremendously important information that establishes the entire storyline. It must be taken slowly and cautiously if our students are going to even remotely appreciate the intricacies of Macbeth. Jabberwocky is a poem that uses an unintelligible, fantasy language that leaves the reader practically dumbfounded. However, it is comprehendible. The "talking to the text" practice can help students translate the poem's unique language, ultimately providing them with a practical technique for taking on Shakespeare. The "mock-biography" assignment is another way for the students to creatively make this text their own. Throughout the text, there isn't much

information provided in regards to Macbeth's past, so even the most ridiculous biography cannot harm their overall understanding of the story. Hopefully, the students will find this assignment to be entertaining, reflected in the sharing of their biographies on the third day. Finally, the "anticipatory worksheet" is a transition into the various themes and character interpretations that our students will discover throughout the text. By inviting their thoughts toward of greed, ambition, fate and power, we introduce themes that will be pertinent in our greater understanding of Macbeth. Hopefully, the questions addressed in this worksheet will feed their intrigue and fuel a heated discussion that will prove meaningful for their overall comprehension of Shakespeare's Macbeth. LP1: DAY ONE (MONDAY) METHOD Written Contemplation

TIME 5min

STUDENT TASK Respond to prompt

TEACHER TASK Provide a writing prompt: "What makes for a good story? Think about your favorite books or movies and consider their stories. Why do you like that story?" Have students share responses on their favorite stories. Together, determine which elements make a story enjoyable (drama, romance, action, adventure) by writing them on the board. Explain to the students how these elements exist in Macbeth. Have the students break into groups of three, and then explain the activity and the guidelines. There may be some confusion in regards to the guidelines, so maybe put them up on the board or display them in some fashion. Allow them time to work creatively, but try to make it quick as possible. Observe as students perform their interpretations of the first scene. Be supportive and encouraging. Assign ACT1-SCENE2 as reading homework. Have students make note of words that confuse them.

10min

Share responses in open classroom discussion.

Open classroom discussion

10min

In groups of three, read the first scene of Macbeth and figure out how to reenact it based on the guidelines (SEE ATTACHMENTS).

Small group collaboration; creative interpretation of the text

20min

5min

Act out your version of the scene. Observe other students' scenes as a respectful audience. Write down homework

Acting and performing the text

10min

Listen, and then interact when prompted.

LP1: DAY TWO (TUESDAY) Recapping the reading; translating the language Open discussion

5min

Discuss the difficult language and refer to your notes from the homework.

Provide an interactive recap of what happened in ACT1-SCENE2. Do it in an informal, yet interesting manner (SEE ATTACHMENTS). Be open to questions. Explain to students that Shakespearean language is very different from the language we use today and that the toughest part of understanding his works is being able to translate his language. Ask students which words were confusing to them. Be prepared with various examples of strange words in case you get "crickets" as a response. Pass out copies of the poem "Jabberwocky" to the students. Walk students through the poem as you show them how to "talk to the text." Ideally, put a copy up on the overhead so they can see you work. Explain how to use context clues to determine which words are adjectives, nouns or verbs and then try to figure out what these strange words might mean. Explain how a similar technique could be used when reading Macbeth. Go back to ACT1-SCENE2 and find difficult to comprehend words and phrases. Decipher their meaning using this technique. Assign homework assignment that creates a back-story for the main character, Macbeth. "From what we know so far, what kind of guy is

5min 15min

Look over Jabberwocky as you receive it. Help translate the strange language in the poem. Follow along and "talk to the text." Interpreting language; comprehension using context clues.

10min

Lecture and scaffolding

5min

Write down homework

Creating some context

5min

Think!

5min

Pair!

10min

Share!

Macbeth? Make up a brief life story that goes from his childhood to the day he became a leader in the Scottish army." LP1: DAY THREE (WEDNESDAY) Think, Pair, Have students review their Share. homework from last night and make any changes they feel appropriate. This also allows students who were absent (or didn't do their homework) to catch up. Think, Pair, Have students get with a Share. partner and discuss their back-stories of the main character. Think, Pair, Have students share with Share. the class their versions of Macbeth's biography. Collect the mockbiographies when finished. Pass out the worksheet (SEE ATTACHED) and give them some time to fill it out. Facilitate a large group discussion on their worksheet responses. There is plenty of "meat" for them to chew on, so you can probably cut them loose and enjoy the show. Assign ACT1-SCENE3 as reading homework.

10min

Fill out the "Macbeth Anticipatory Guide" worksheet. Discuss your answers

15min

Personal reflection; storyline scaffolding Large group discussion

5min

Write down homework

Lesson Plan 2: A Letter to the Lady (Act 1: Scene 3-4) Lesson Objective: SWBAT summarize the events of Macbeth thus forth (up to the fifth scene where Lady Macbeth receives the letter from Macbeth). Lesson Assessment: Write a letter to Lady Macbeth that summarizes what has happened in the first four scenes. Lesson Rational: So far, the students have received a lot of information that might not make sense quite yet. This lesson plan focuses on clarifying the storyline so far as to avoid any misunderstandings. Again, we are moving through the beginning of this play at a very slow pace because it is very important for their ultimate understanding of the story. Shakespeare is rather difficult to grasp due to the challenging language, and we cannot overlook the importance of these first few scenes as they provide key elements that become important as the text develops. By spending 15 minutes recapping the third scene, we allow the students appropriate contemplation time. Then, by watching the film in video format, we are catering to a different form of student literacy. Sometimes, students will understand a text better when viewed on screen instead of in text format. Similarly, when students are allowed to act out a scene, they are interacting with the text in a different way. This can be an effective way for the entire class to engage with the text because, if they arent acting out the scene, they are watching their friends and fellows trying to do so. Finally, the letter to the lady assignment is a way of assessing their understanding so far. They have to summarize the text so far by describing it in a letter format. Not only are we able to assess their understanding of the story so far, we are also fulfilling a common core requirement as they practice writing a formal letter. Beyond the summarization and standardized requirement, we are also using a clever form of foreshadowing (in a way). The next scene, which this assignment transitions us into, begins with Lady Macbeth reading a letter from Macbeth that summarizes the events thus forth. Conveniently, that is exactly what the students are doing with their letter to the lady. TIME 5min LP2: DAY ONE (THURSDAY) STUDENT TASK METHOD Participate in Recapping the recapping the third story; class scene in act 1. discussion TEACHER TASK With student help, recap the assigned reading (ACT1-SCENE3). Help them to see the important aspects of this scene, particularly the quote by Macbeth where he questions whether he wonders if he should allow the prophecy to come about without his stir. Relate this quote to the anticipatory guide they did in the last class session.

15min

10min

10min

Watch the first three scenes of Macbeth on the film version (2010). Four people volunteer to act out the fourth scene. If you are not acting, listen respectfully and attentively. Take assignment and work on it. You can start by yourself or discuss with a partner, but know that it is due tomorrow at the beginning of class.

Video format of the text Acting and performing the text

Play the first three scenes of Macbeth from the 2010 video version. Ask for four students to volunteer to act out the fourth scene in Macbeth. Have other students follow along as respectful listeners. Pass out worksheet for homework: A Letter to the Lady (SEE ATTACHED). The assignment should be clearly defined on the worksheet, but provide clarification if needed.

Writing a letter; summarizing the text

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Lesson Plan 3: Tender Goals and Gender Roles (Act 1: Scene 5-7) Lesson Objective: SWBAT describe the current relationship dynamic of Macbeth and Lady Macbeth in terms of motivation, goals and gender roles. Lesson Assessment: Fill out the Gender Roles graphic organizer regarding their relationship and participate in the Snapshot Summary tableau activity. LP3: DAY ONE (FRIDAY) TIME STUDENT TASK METHOD TEACHER TASK 10min Share your letter to Recapping the Ask for students to read the lady if you feel story their letter to the inclined to do so. lady. If nobody wants to share, then have one ready Turn in your letter to read to them. before moving on. Collect their letters before moving on. 10min Fill out the first Pass out Gender Roles part of the worksheet worksheet (SEE ATTACHED). when you receive it. Explain that students should only answer the first three questions for now. 5min With a partner, share Sharing ideas Have the students pair up your answers for the with a partner to briefly share ideas on first three questions. gender roles. 10min Expand discussion to Large group Facilitate a large group the entire class with discussion discussion regarding the goal of defining gender roles. manhood and womanhood. Make sure the students are being respectful of one

13min

DEBATE RESPECTFULLY OR SUFFER THE WRATH OF BEEMAN. Choose a girl to play Lady Macbeth, a boy to play Macbeth, and the teacher can play the servant. Everyone else should be following along and attempting to fill in the graphic organizer.

another because this can be a tender topic. Acting and performing the text Have the students choose a boy to play Macbeth and a girl to play Lady Macbeth. Support the class decision, but if they nominate a person who REALLY doesnt want to participate- step in. Interact with the students by playing the servant. Help Lady Macbeth out by having her read each line slower than usual; her lines are long and easily fumbled. Assign SCENES 5-7 in ACT1 for reading over the weekend and instruct them to fill in the Gender Roles graphic organizer as they read. Provide a brief summary of scenes 5-7 in Act 1 while keeping the class involved. Allow the students to offer any observations they can. Have the students break into groups of 5 and work together to fill in any empty spaces. Hand out the Snapshot Summary activity sheet (SEE ATTACHED). Instruct the students as defined on the worksheet. Facilitate the Snapshot Summary activity according to the directions on the activity sheet. Read the scenes out loud as the groups transition from one to the next. Then, have each group perform their tableaus a second time to music, moving in slow motion from

2min

Write down homework

5min

LP3: DAY TWO (MONDAY) Recap the final three Lecture with scenes from Act 1. class interaction

10min

Get into groups of 5 and share your graphic organizers. In your groups, begin the Snapshot Summary activity.

10min

Group work; collective sharing of ideas Group collaboration; acting and performing the text Acting and performing the text; interpretive dance

2min

Each group will perform the threetableau sequence twice as the teacher reads the scenes description. However, the second time through, the teacher will play some music and students must move from scene

to scene in slow motion, making the performance into more of an interpretive dance.

scene to scene. Ideally, choose a song without words. Rhapsody in Blue (George Gershwin) would work, but any instrumental will suffice.

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Lesson Plan 8: The Dinner Party (Act 3: Scene 4) Lesson Objective: SWBAT express their understanding of Macbeth's insanity by reimagining the dinner party scene in Macbeth. Lesson Assessment: Create and act a new version of the dinner party scene where Macbeth sees the ghost of Banquo and starts losing his mind. TIME 10min LP8: DAY ONE (WEDNESDAY) STUDENT TASK METHOD Recap ACT3-SCENE4 and Student led take notes if you feel discussion inclined to do so. TEACHER TASK Ask the students to provide a chronological summary of the scene. At this point in the text, they should be able to recap with little or no help from the teacher. As they provide a summary, write the events on the board in bulleted format in order to organize their explanation. Play a couple Dinner Party clips from Whose Line is it Anyway on YouTube. Pass out The Dinner Party activity handout (SEE ATTACHED). Introduce the assignment by reading the instructions. Break the students into their assigned groups (10 people per group). Have the students begin working on the assignment by delegating roles as defined in the handout.

10min

Watch the Whose Line is it Anyway video Follow along with the dinner party activity handout. Listen to the directions.

Scaffolding the upcoming assignment Introducing the assignment

15min

5min 10min

Get into your groups. With your groups, delegate some of the roles. Large Group collaboration

45min

LP8: DAY TWO (THURSDAY) Work on Dinner Party Have students work on

project with group 5min 15min 15min 15min 5min Write down homework Group scene Group scene Group scene Write LP8: DAY THREE (FRIDAY) One- Act out Two- Act out Three- Act out down homework

project. Help them as needed. Assign students ACT3SCENE5 for reading.

Assign students ACT3SCENE6 for weekend reading

============================================== Lesson Plan 12: The Final Paper (Post-Macbeth) Lesson Objective: SWBAT express their perspective regarding fate while using analysis of major characters in Macbeth. Lesson Assessment: Students will write a paper that examines the unit question: Do we determine our fate, or does fate determine us? LP12: DAY ONE (TUESDAY) STUDENT TASK METHOD TEACHER TASK Follow along on Hand out the "Macbeth handout while teacher Final Paper" handout (SEE explains the ATTACHED) and explain the assignment. assignment. Work on the Final unit Make sure students are assignment. assessment moving forward. LP12: DAY TWO-FOUR (WEDNESDAY-FRIDAY) Keep moving forward. Final unit Make sure students are assessment moving forward. Because this is a four day lesson that "sets the students free," it is important to keep tabs on them. Work with each student at least once.

TIME 15min

45min Entire class period

ATTACHMENTS: First Scene Activity Guidelines1. You are three best friends. 2. You all want to mess with a dude named Macbeth. 3. You cannot be witches (or wizards). 4. You have to make up a pretend setting (anywhere, doing anything) and explain it before you begin the scene. 5. You have to make up a conversation that explains what Macbeth did to make you angry, but finish it with the witches' lines from the first scene. 6. Scottish accents are encouraged. 7. "Bonus points" for creative ways to vanish. Second Scene Recap Example"So.. we're in a military camp. We just got done having a huge battle and King Duncan comes tromping through with his fancy crown and pretty robes, looking to ask questions. Here we are, bleeding and moderately traumatized, and he's walking around like HE had the bad day. Suddenly, he sees one of us soldiers and asks, "What bloody man is that? He can report, as seemith by his plight, of the revolt the newest state. Now, right away we're mildly confused by the King's English. Maybe it's the fact that we just got done killing a bunch of people, but something seems a tad bit off. Can anyone make sense of what Duncan just said? (He wants to know how the battle went, so he asks a bloody soldier because it is obvious that the soldier was fighting in the battle) The soldier responds by telling the king that it wasn't looking good until Macbeth took out the rebel leader by cutting him open from the bellybutton to the throat and chopping off his head. Seems a tad excessive by modern standards, but apparently this was common practice back in the day because the king starts calling Macbeth a gentleman. But the soldier re-interrupts and tells the king that the story isn't over. The king of Norway showed up with a whole hoard of men, but Macbeth didn't mind... he was jacked up on bloodlust and gave it to the Norwegians twice as bad as the rebels got it. So, the king is extremely excited about the unlikely victory and decides to thank Macbeth by making him the Thane of Cawdor, which means that Macbeth is the Thane of two places now.. which would be pretty sweet, right?"

JABBERWOCKY Lewis Carroll

`Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. "Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!" He took his vorpal sword in hand: Long time the manxome foe he sought -So rested he by the Tumtum tree, And stood awhile in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. "And, has thou slain the Jabberwock? Come to my arms, my beamish boy! O frabjous day! Callooh! Callay!' He chortled in his joy. `Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.

MACBETH ANTICIPATORY GUIDE Directions: Answer these questions in writing. Use your brain.

1) Do you listen to your conscious? 2) Have you ever experienced the feeling of guilt? 3) Do you believe that FATE dictates your life? 4) Do you believe that our actions determine our circumstances? 5) Do you believe in prophecy (a prediction of things to come)? 6) What is the difference between good and evil?

7) What is the difference between greed and ambition?

8) What does "you reap what you sew" mean?

9) If somebody prophesized that you would become the President of the United States of America, would you wait for it to happen or would you try to make it happen? Why?

10) If you were with your best friend and somebody handed you a winning megamillions lottery ticket, said they were afraid of having that kind of money and ran away... what would you do? What if only ONE of you could keep the money?

A LETTER TO THE LADY (Act One: Scenes 1-4) DIRECTIONS: Write a formal handwritten letter to Macbeths wife on this sheet of paper. In it, explain to her what Macbeth did on the battlefield, what the witches have prophesized and what King Duncan has recently done for Macbeth. Basically, your letter should recap the important occurrences of the first four scenes in the play. Bonus points if thy suit random Shakespeareansounding language. ========================================================================== Dear Lady Macbeth,

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MACBETH (ACT1: SCENE 5-7) GENDER ROLES WORKSHEET DIRECTIONS: Answer questions 1-3 before we begin our discussion. Then, fill in the graphic organizer as you read the scenes. 1) What is a mans job? Should he be rich? Powerful? Ambitious? Skilled with a sword?

2) What is a womans job? Should she be intelligent? Caring? Skilled with a spatula?

3) How would you define your ideal life partner? (HUSBAND, WIFE, WHATEVER)

YE OLD GRAPHIC ORGANIZER MACBETH HIS GOALS: WHAT DOES HE WANT? TEAM MAC MUTUAL GOALS: WHAT DO THEY BOTH WANT? LADY MACBETH HER GOALS: WHAT DOES SHE WANT?

HIS MOTIVATION: WHY DOES HE WANT?

MUTUAL MOTIVATION:

HER MOTIVATION: WHY DOES SHE WANT?

WHY DOESNT MACBETH WANT TO DO IT?

WHAT ARE THEY PLANNING TO DO?

WHY DOES LADY MACBETH

HOW DOES MACBETH TREAT HIS WIFE?

WHO WEARS THE PANTS IN THIS RELATIONSHIP? EXPLAIN THYSELF.

HOW DOES LADY MACBETH TREAT HER HUSBAND?

MACBETH (ACT1: SCENE 5-7) SNAPSHOT SUMMARY ACTIVITY DIRECTIONS: In your groups, create a tableau for each of the scenes described below. A tableau is a frozen photograph of sorts where every person strikes a pose as a person or object in order to describe a scene. EXAMPLE: SCENE- In the first scene of Macbeth, three witches gather around a cauldron in a swamp and talk about what they will do to Macbeth. TABLEAU- Three actors play the role of the three witches by reading the witches lines. One actor becomes a cauldron by sitting down cross-legged and holding arms out as if hugging a large tree trunk and making bubbling sounds. One actor becomes a tree in the background by holding arms up in the air and swaying back and forth. Your assignment is to recreate the following scenes by forming a tableau for each. In the next few minutes, you have to determine who will play which role. EVERYBODY must play a part, even if you are only pretending to be a tree. SCENES TO RECREATE: 1) After reading the letter from her husband, Lady Macbeth decides that Macbeth doesnt have enough ambition to take the thrown. Macbeth returns to the castle and Lady Macbeth tells him that they are going to kill the king. (ACT 1: SCENE 5) 2) King Duncan arrives at the castle with his sons (Malcolm & Donalbain) and Banquo. Both Duncan and Banquo complement the castles pleasant vibe as Lady Macbeth takes Duncans hand and guides them into the castle. (ACT 1: SCENE 6) 3) As Duncan and his two sons are enjoying dinner, Macbeth is in another room second-guessing the murder. Lady Macbeth is angrily convincing Macbeth to be a man and to kill the king. (ACT 1: SCENE 7)

After you finish planning out your three tableaus, be prepared to present them to the class. Consider the setting and the characters needed to present the scene. Also, keep in mind the gender roles and the relationship of the characters. Bonus points for creative use of props!

MACBETH (ACT 3: SCENE 4) THE DINNER PARTY ACTIVITY (Groups of 10) DIRECTIONS: As a group, your job is to develop a scene similar to the dinner party in the fourth scene of Act 3. Follow the guidelines to create an interesting, tenminute interpretation that shows Macbeths downward spiral into madness. The goal is to hint at their identity. During determine the identity guess who you all are. who every character is without explicitly revealing your scene, the rest of the class will be trying to of each character. After the scene, we will try to Every person must play a role and deliver a line.

After you finish your scene, hand in a copy of the script with stage directions. Provide a cast list as your coversheet. You will be assessed individually by participation, and as a group based on your creative representation of the scene. Your dinner party must have the following roles:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Macbeth Lady Macbeth A murderer who just killed Banquo A teacher from the high school A famous fictional character A famous writer or poet A famous Disney character A President of the United States William Shakespeare The ghost of Banquo

Your scene must have the following four parts:

1. Welcome to the party: Everyone needs to arrive at some point. This is obviously a pretty exclusive event, so making an entrance is key. They can be welcomed in some fashion, or they can quietly slip in unnoticed. Having dinner together: The only reason that anyone came to your party is because of the fantastic food youve promised. Guests should be seated like the last supper so that the audience can see your faces. During the meal, conversation is important in order to determine the identities of your characters. At some point during dinner, the murderer needs to let Macbeth know that Banquo is dead. Banquo crashes the party: Nobody invited him, but he came anyway. Obviously, Macbeth is surprised at his arrival and reacts accordingly. You should have Banquos ghost appear at least two times throughout your scene. It is up to you to determine whether or not your guests (none, some or all) can see him, but either way, his presence ruins the party. Kicking everyone out: Macbeth freaks out and Lady Macbeth cannot calm him down. This is a real bummer for all of the guests because they have to leave. You should wrap up your scene in some dramatic, concluding manner.

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3.

4.

EXAMPLE SCRIPT: [Macbeth and Lady Macbeth are finishing up their preparations for the party. Lady Macbeth puts on some soft, classical music while Macbeth checks himself out in the mirror) (ENTER SHAKESPEARE) MACBETH: Billy! Youre early! SHAKESPEARE: Oh dear! I hope I am not intruding! LADY MAC: Not at all. Everyone should be here shortly. (KNOCKING OFFSTAGE) LADY MAC: Here they are. MACBETH: Sure enough. Come in! (ENTER J.K. ROWLING and ALBUS DUMBLEDORE) SHAKESPEARE: Something wicked this way comes! Ha! ROWLING: You know me too well. SHAKESPEARE: JK! LADY MAC: Always with the jokes. (She hugs Rowling) Good to see you! And who is this handsome old chap? ROWLING: A long time friend. You can call him Al for short. DUMBLEDORE: Since when has anyone referred to me as Al for short? If we are making up pet names here I would much prefer Albert or Albuquerque. MACBETH: Oh, whats the difference? Make yourself at home. (ENTER MR.BEEMAN and BELLE) MR.BEEMAN: Whens dinner? Im starving! MACBETH: Beeman! MR.BEEMAN: Present! LADY MAC: And who is this young beauty? MR.BEEMAN: Just some belle I swooped off the local beast. SHAKESPEARE: Shall I compare thee to a summers day? BELLE: (smiles) MR.BEEMAN: Watch it with the sonnets, Billy. (KNOCKING OFFSTAGE) MACBETH: That must be George. Now, everyone be nice. Hes really a cool dude, but a tad bit strange. Give him a chance. LADY MAC: False face must hide what the heart doth know. George! (ENTER GEORGE BUSH) BUSH: Heh-heh.. MACBETH: Welcome! How were your travels? BUSH: Like chasing an armadillo up a tree. Whos the terrorist? DUMBLEDORE: (stroking his beard) Surely youre not referring to me? BUSH: Youre dern right, old-timer. I got my eye on you. LADY MAC: (quickly) Since everyone is here, we can start dinner! (THEY ALL SIT DOWN) MACBETH: So! Beeman! Tell us where you met your lady. MR.BEEMAN: Well, I was riding my horse through the forbidden forest.. ROWLING: Goodness! Dont you read my books? That area is off limits! There are giant spiders and dark wizards out there. MR.BEEMAN: True. But Hagrid was nearby soBUSH: Hey Bin Laden, pass the pretzels. (DUMBLEDORE PASSES THE PRETZELS) MR. BEEMAN: Anyway. I was riding my horse when I came across this castle. So, I go up to the front gate and Im just about to knock when-

BUSH: (Starts loudly choking on a pretzel) LADY MAC: Oh, not again! (ENTER MURDERER) MACBETH: Im sorry everyone. Excuse me for a moment. (MACBETH GETS UP FROM TABLE) (LADY MAC IS PERFORMING HEIMLICH-MANEUVER ON BUSH) (ENTER BANQUO GHOST- SITS IN MACBETHS SEAT) MACBETH: What news have you? MURDERER: The deed is done. MACBETH: Thank you. (EXIT MURDERER) BUSH: Jesus, Mother Mary and Apple Pie! MACBETH: Calm down, W. (sees Banquo) Good heavens! What sort of sick joke is this? BUSH: That was no JK. I was choking for real. ROWLING: Im J.K. BUSH: About what? (BANQUO STANDS UP AND SHAKES HEAD) MACBETH: Dont you shake your bloody locks at me, beast! BELLE: No, Im beauty. MR.BEEMAN: Hey! Let me tell the story, Belle! DUMBLEDORE: You were telling it so well! MACBETH: Damn you ghost! To hell! LADY MAC: Oh, the kings no longer well. (GHOST DISAPPEARS) SHAKESPEARE: Great rhyme scheme. MACBETH: Indeed (wipes brow). I am fine. LADY MAC: It is an ailment that he has battled since childhood. BUSH: I had a childhood. MR.BEEMAN: Thats great, George. But as I was saying(RE-ENTER GHOST) MACBETH: My god!! What bloody man is that? SHAKESPEARE: That isnt your line. LADY MAC: Are you a man?? MACBETH: Ay, and a bold one, that dare look on that which might appall the devil. SHAKESPEARE: That sounded right. (EXIT GHOST) BELLE: What sights, my lord? LADY MAC: I pray you, speak not; he grows worse and worse; question enrages him: at once, good night. (EXEUNT ALL EXCEPT MACBETH AND LADY MAC) MACBETH: Blood will have blood. LADY MAC: The only blood here tonight came as a result of your menstrual cycle, you woman! Do you need mommy to tuck you in, Baby Mackie? Do you lack the nature of all seasons? MACBETH: Sleep. (dramatically falls over) (EXIT LADY MAC) (ENTER SHAKESPEARE) SHAKESPEARE: To die, to sleep no more. (takes a bow) (EXEUNT)

MACBETH FINAL PAPER Do we determine our fate, or does fate determine us? DIRECTIONS: Your job is to "get all philosophical" for this assignment. Write a 3-5 page paper that answers the question above. In the next four days, you need to examine your own beliefs on the role that fate plays in your life. Take your thoughts and spill some ink. Obviously, you need to relate to the text in some fashion. Compare yourself to Macbeth, Lady Macbeth, or both. The idea is to express an understanding of the role that fate has played in bringing us to the death of Team Macbeth. Some questions that might help guide your thinking: What if the witches had never told Macbeth that he would be king? What effect did the prophesy have on Lady Macbeth? Would Macbeth have become king if he had not killed Duncan? Who should we blame for the tragedy of Macbeth? Was Team Macbeth insane before they heard the prophecy? Was Team Macbeth's madness something that would have come about naturally, or was it the result of their own actions? How have my actions through life effected my current circumstances? Am I who I am because of my conscious choices, or is the person I am today a result of external forces beyond my control? What do I actually have control over in my life? Why not try and make yourself? Make Yourself If I hadn't made me I would have been made somehow If I hadn't assembled myself I'd have fallen apart by now If I hadn't made me I'd be more inclined to bow Powers that would be have swallowed me up But that's more than I can allow If you let them make you They'll make you papier-mch At a distance you're strong-until the wind comes Then you crumble and blow away You should only make amends with you If only for better health But if you really want to live Why not try and make yourself?