Introducing Sir William Shakespeare

Stage: 4 – Year 7 Suggested duration: 10 weeks (only 4/5 weeks shown)

Rationale:

This unit and its activities were designed to suit a year 7 (stage 4) class. This will be the first-time students are analytically
introduced to Sir William Shakespeare and his works; therefore, the unit is an introduction to drama with a close study of one of
his works. The activities were made for students with the intention for them to start to understand and analyse a Shakespearian
play – what they represent and their importance within the literacy world and western culture. The first week of the unit is
teacher focused as it is an introduction to a new unit and concepts, this follows the concept of gradual release of responsibility.
Gradual release of responsibility is when the teacher dictates the information of a unit within its beginning stages (Boas &
Gazis, 2016) and as the unit progresses the teacher releases the responsibility of learning on to the student. This gradual
release ensures that all students receive the same information and ensures that there are no gaps in the learning within the
initial stages (Boas & Gazis, 2016). A drama activity has been integrated in the first week to help promote creativity for students
to make practical use of the play structure information provided by the teacher. There has been a focus on group activities with
the unit to help develop collaborative thinking and foster positive relationships amongst students (Boas & Gazis, 2016).

Students are then introduced to Shakespeare and the importance of context in week two of the unit. The textual concept of
context is elaborated to students – how it helps us understand the meaning of the text and the authors thoughts and feelings
about certain issues surrounding them (State of NSW Department of Education, 2016). Visual thinking activities have been
utilised within this week and throughout the unit as formative assessments. They foster critical and creative thinking as it makes
students’ thinking viable, enabling students to understand and develop their thoughts and knowledge on broad and complex
concepts such as context. (Ritchhart et al, 2011). This focus on context helps students understand the perspective of the
author and how his perspective on the ideas of the divine rights of kings as well as the political turmoil happening at the time
(State of NSW Department of Education, 2016).

Writing activities in the unit follow a process of students creating a piece of work that will be handed in to the teacher for
feedback that will then need to be integrated into their piece of writing. It ensures that students are learning how to analyse,
interpret and utilise feedback. It ensures students are becoming independent and create goals for their learning (Grant &
McTighe, 2005).

Students then have a close study on Macbeth, Shakespeare’s shortest and bloodiest tragedy. This was chosen because of its
length as well as its representation of Society during a time of political unrest. The English textual concept of theme is explored
through the close reading of the text (State of NSW Department of Education, 2016). The theme of power is elaborated on to
allow it to be relatable for students as they witness political unrest currently within their society and can interpret the idea that
real consequences exist when the wrong person is given or takes power (State of NSW Department of Education, 2016). The
English textual concept of genre is also introduced to students and allows students to see how genre can “shape representation
and perception” (State of NSW Department of Education, 2016), this genre focus is on tragedy and how the idea of a tragic play
can represent the real world – and evokes our emotion or challenges us (State of NSW Department of Education, 2016).
Students are proposed with the questions of “who is at fault for Macbeth’s demise?” This question compels students to critically
analyse the actions of characters and the themes of power, fate, free will and the supernatural. This question will become their
assessment where they are to write an essay on who they think is at fault for Macbeth’s death.

Outcomes
A student:
EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and
compose texts
EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it
EN4-6C identifies and explains connections between and among texts

Life skills outcomes:

EN4- ENLS-12C responds to texts in ways that are imaginative and interpretive
5C

EN4- ENLS-13C engages critically with texts using personal experiences

6C

EN4- ENLS-12C responds to texts in ways that are imaginative and interpretive
7D ENLS-13C engages critically with texts using personal experiences
References/ Resources:

Boas, E., & Gazis, S. (2016). The Artful English Teacher. Kensington Gardens, Australia: The Australian Association for the
Teaching of English.

English K-10 Syllabus Volume 2. (2012). Sydney, Australia: Board of Studies NSW.

Ritchhart, R., Church, M., Morrison, K. (2011). Making Thinking Visible, How to promote engagement, understanding, and
independence for all learners. San Francesco, USA: Jossey-Bass.

State of NSW Department of Education. (2016). Genre. Retrieved from

http://englishtextualconcepts.nsw.edu.au/content/genre

State of NSW Department of Education. (2016). Context. Retrieved from

http://englishtextualconcepts.nsw.edu.au/content/context

State of NSW Department of Education. (2016). Theme. Retrieved from

http://englishtextualconcepts.nsw.edu.au/content/theme
Wiggins, G & McTighe, J. (2005). Understanding By Design (Second Edition). Association for Supervision and Curriculum
Development.

Learning resources used to create resources and gather information:

http://shakespeare.mit.edu/macbeth/full.html

https://www.playshakespeare.com/macbeth/synopsis

https://www.sparknotes.com/shakespeare/macbeth/context/

https://quizlet.com/757979/language-techniques-and-key-dramatic-terms-flash-cards/

http://www.classicalcomics.com/product/macbeth-graphic-novel-us/

https://www.college.columbia.edu/core/content/macbeth-historical-context

https://www.biography.com/writer/william-shakespeare

http://englishtextualconcepts.nsw.edu.au/content/genre

https://revisionworld.com/gcse-revision/english/context-literature
 Overview of teaching and learning activities

Syllabus content Teaching and learning activities Resources Assessment

PowerPoint An exit slip activity
Outcome 5: describe Introduction to Drama (1-week duration) should be used within
and explain qualities Whiteboard the last lessons if the
of language in their Lesson 1 week as a formative
own and others' Students complete pre- test activity. Whiteboard assessment.
texts that contribute Markers Students will be
to the enjoyment Focus - Writing & Representing asked to answer the
that can be Learning Intention - We are learning to distinguish and Teacher Laptop following question on
experienced in use appropriate metalanguage in discussing language the exit slip in order
responding to and forms, features and structures. Students BYO to exit the class:
composing texts Device Name 3 parts of a
Teacher breaks down the learning intention with play structure.
students Resource:
What is metalanguage? 1 (glossary)
What are language forms features structure? Examples? Students will also do
Outcome 5: share, What are students to do to become successful? Possibly Butcher’s paper a short pre-test
reflect on, clarify and create a succuss criteria with students to help guide activity. They will do
evaluate opinions them. Permanent the same test at the
and arguments markers end of the unit to
about aspects of Teacher should address students’ prior experience check their learning
literary texts of live performances or drama. progression.
Quizlet:
Key questions could include: https://quizlet.co
Have you ever been to a live show or concert? m/757979/langu Think-puzzle-
Outcome 6: explain What have they liked about live performance? age-techniques- explore activity will
the similarities and How do you know if a performance is good or not? and-key- become a formative
differences in (draw on students’ previous knowledge) dramatic-terms- assessment. Towards
meaning and flash-cards/ the end of the unit we
language between Teacher lectures Introduction to Drama PowerPoint will go back to the
texts created for (students write down key information) pieces of butcher’s
different purposes or paper and discuss
audiences Lesson 2 Shakespearian whether we have
 Syllabus content Teaching and learning activities Resources Assessment
As a class brainstorm answers to (students write Language answered the puzzles
Outcome 6: answers into books): Video: they had and if their
investigate and 1) What is drama? https://www.yout thoughts on
explain 2) What is a drama text? ube.com/watch? Shakespeare and his
appropriations into 3) What is the structure of a drama text? v=eg-7Y1bEqXs plays have changed.
English from a range
of other cultures and Teacher explains to students (use PowerPoint as a Smart Board/
times resources’ to help explain): play structure – Scenes, Projector Formative
acts (five acts divided into scenes: rising action, climax assessment: students
at the beginning of the third act, falling action, soliloquy writing their and
Outcome 5:discuss asides, blank verse, stage direction....) – students write performing their own
aspects of texts, for key information into books. – Students write down key mini play. The script
example their information in their books. will be written out by
aesthetic and social the students and
value, using relevant Teacher explains the medium (written) and form given to the teacher
and appropriate (playscript) of typical drama texts. at the end of the
metalanguage lesson. This will be a
Teacher explains that drama can also be performed on check point to see if
stage. students are
understanding the
Pose the question: what would be the medium of a live various parts within
performance of a drama text? the structure of a
play.
Teacher starts a brainstorm of key drama
language/techniques and Drama Language –
Students write key information into books.

 Key elements of a drama text, including theme,

structure, tone, language, imagery and
symbolism and sound devices.
 Dramatic techniques: discuss what is character,
setting and language in drama.
 Staging devices including stage positions, types
of stages, blocking, role of a director, etc.
Syllabus content Teaching and learning activities Resources Assessment

Activity
Students are given a scaffold of a Shakespearian play
structure- they are to apply the structure to a film they
have seen or know and fill in the scaffold with the
corelating events of that movie.

Lesson 3
Glossary hand out (resource 1) is handed out to
students and discussed/analysed as a class.

Using the glossary students will be given a word

from the glossary list (resource 1). Students create a
poster on that word to share with the class.
 The poster should have the definition
 An example and an image portraying the
definition.
 Teacher should have these posters displayed
around the learning space.

Differentiation: Teacher will allocate the words for the

activity to students based on their ability.

Students can also access the quizlet link below for

further study on the key terms.
https://quizlet.com/757979/language-techniques-and-
key-dramatic-terms-flash-cards/

Lesson 4
Drama Activity
After structure of a play and various definitions have
been reexplained to students.
Syllabus content Teaching and learning activities Resources Assessment

Students will be separated into groups of 3 or 4 and

create their own 3-7 min play. The play must have a
soliloquy, rising action and a climax. (Differentiation-
mixed ability groups will be chosen by the teacher)

Groups will have to write out the script and hand it to the
teacher after the lesson.

Lesson 5
Brief explanation of Shakespearian language - the
graphic novel that students will read later in the unit has
the option of ‘plain text’ it is modern form of
Shakespearian language that students can understand,
this is what students will be reading/ watching- this is
just an activity introducing Shakespearian language to
students:

Students watch video: https://www.youtube.com/watch?

v=eg-7Y1bEqXs

Teacher explains that the English we speak now is

based on Shakespearian language.

Think-puzzle-explore
Teacher has 3 different sheets of butcher’s paper with
the headings.

Think
puzzle
explore

Students in pairs are asked the following questions:

What do you think you know about Shakespearian play

 Syllabus content Teaching and learning activities Resources Assessment
or about Shakespeare?

What puzzles or questions do you have?

How might we explore these puzzles?

Teacher writes down responses on the butcher’s paper.

(at the end of this unit we will come back to these pieces
of butchers paper and discuss if our thoughts have
changed or if we have answered the puzzles)

Students will be asked to answer the following question

on the exit slip in order to exit the class: Name 3 parts
of a play structure.

Context – (1-week duration) Slide Share Formative

Website assessment:
resource: Shakespeare
Focus - Writing & Representing /Speaking and Listening slideshare biography. Students
Outcome 5: explore website will be asked to make
the ways individual Learning Intention - We are learning to describe and a biography on Sir
interpretations of analyse the context of Macbeth. Macbeth Video: William Shakespeare.
texts are influenced https://www.yout This piece of writing
by students' own Lesson 6 ube.com/watch? will become a
knowledge, values Using the slideshare website, Teacher explains the idea v=rD5goS69LT4 formative assessment
and cultural of context and the importance in helping us to &t=55s on their ability to
assumptions understand literature. follow the structure of
PowerPoint a biography,
Teacher writes the following on the board; students write incorporate the
Outcome 5: critically down information in their books. Teacher further explains Whiteboard correct information as
consider the ways in and elaborates what is context and its importance: well as their overall
which meaning is So, what is context? Whiteboard writing skills.
shaped by context,  When the text was written Markers
purpose, form,
 Syllabus content Teaching and learning activities Resources Assessment
structure, style,  What the society was like at the time the text was Teacher Laptop
content, language written
choices and their  What or who influenced the writer Students BYO
own personal  What political or social influences there would Device
perspective have been
 What influences there may have been in the
genre that may have affected the writer
 When the text was written and when it was set
may also have an important part to play in what is
Outcome 6: written.
recognise, explain
and analyse the Teacher explains the five “categories” of context we will
ways literary texts be exploring. PowerPoint slide to accompany- students
draw on readers' will write down information from the slide into their
knowledge of other books:
texts and enable
new understanding HISTORICAL - What was happening around the time
and appreciation of when the text was created?
aesthetic qualities SOCIAL - What was happening socially in the time
when the text was created?
POLITICAL - What was the political climate of
Outcome 6: create Elizabethan England? Who was the reigning Monarch?
literary texts that CULTURAL - What was happening culturally during this
adapt stylistic time? Did people attend school?
features PERSONAL - What impacted Shakespeare? What
encountered in other happened during his life?
texts, for example,
narrative viewpoint, Activity
structure of stanzas, As a class we analyse a short story about war: Dulce
contrast and Decorum Est - Wilfred Owen, 1893 – 1918. We
juxtaposition analyse the poem based on context and the five
categories just discussed
Syllabus content Teaching and learning activities Resources Assessment
Students are then asked to research and answer the
following questions in their books

1. What is the historical context of this poem?

2. What is the cultural context of this poem?
3. What is the political context of this poem?
4. How do understanding these contexts create a
deeper meaning when reading this poem?
5. What does, Dulce et decorum est Pro patria mori
mean? Where else is this saying found? Why has
the writer used this old saying?

Lesson 7
Context Activity
Teacher presents video to students:
https://www.youtube.com/watch?v=rD5goS69LT4&t=55s
This video explains Macbeth

Teacher will then further explain the basic plot of

Macbeth and how its creation and the creation of so
many other texts are a product of their time and the
events within that time period.

Students are divided into 4 groups where they will be

given one of the following areas of context to research
(Historical, Social, Political, Cultural).

Differentiation: mixed ability groups will be chosen by

the teacher.

Students answers and use resource 2 to help guide

their research

All groups should collate their findings on a Google doc

or another shared application and present back to the
Syllabus content Teaching and learning activities Resources Assessment
class. Ask students to upload context resources to
Google Classroom.

Differentiation: Helpful resource from SlideShare found Whiteboard

here. Groups picked by teachers and based on mixed
ability Whiteboard
Markers
Extension: Students should be encouraged to develop
and answer their own questions for their area of context Teacher Laptop

Lesson 8 Students BYO Formative

Shakespeare’s Personal Context Device assessment: Writing
Students are required to research the life of Sir William activity to check
Shakespeare and complete a biography. Students SmartBoard/ students are
should not use the questions as headings for their Projector understanding the
biography. Instead, they should be using paragraphs. genre of tragedy. And
The headings are only there to help structure their how texts represent
response. Genre Video: the real world,
https://www.yout impacting its
Students answer use resource 3 for guidance. ube.com/watch? audience. This will
v=4jt1P8IEEc8 also assess and
Teacher distribute an example of a biography to progress their writing
Students. Teacher briefly explains the purpose and Resource: 3 skills as students are
structure of a biography. expected to rewrite
Scaffold for their response and
Extension: Additionally, students should be providing writing task incorporate feedback.
information that goes beyond the questions asked.
Students compose a response to the question:
“Is Shakespeare still relevant today?”

BYO Device

Whiteboard
 Syllabus content Teaching and learning activities Resources Assessment

Whiteboard
Markers
The Genre of Tragedy (1 week duration)
Outcome 7: Teacher Laptop
compare and Lesson 9
contrast texts that Focus - Writing & Representing Students BYO
present alternative Learning Intention - We are learning to identify the Device
views of their own ways the ‘real world’ is represented in the imaginary
world world of texts. Smart Board/
Projector
In pairs, Students ask each other the following
Outcome 7: explore questions: Resource 4
the ways 'story' 1) What is your favourite type of movie?
shapes their 2) What do you like about these movies?
experience of and
responses to a Teacher explains that one of the many ways an
range of texts, audience connects with a text is because aspects/parts
including film and of the ‘real world’ are recreated in the imaginary world of
multimedia texts. This allows the audience to have a connection to
the characters and/or the events in the text.

Outcome 6: As a class brainstorm, the parts of the ‘real world’ they

categorise texts by can identify from any text they have viewed.
content, composer
and genre E.g. Two people falling in love. A loved one passing
considering away. Winning an event.
language forms,
features and Teacher continues to explain the notion of genre and
structures of texts how genres categorise texts that have similarities.

Students watch video that further clarifies genre:

Outcome 6: https://www.youtube.com/watch?v=4jt1P8IEEc8
understand and
explain the ways in As a class, brainstorm the different types of genres that
 Syllabus content Teaching and learning activities Resources Assessment
which use of detail, exist within literature. Students write this in books.
perspective and
choice of vocabulary Students participate in the concept game via the link
connect texts below:
https://www.quia.com/rr/111225.html

Activity
Outcome 5: explore
Students pick a genre (comedy, tragedy, romance,
the ways individual
adventure, action, horror)
interpretations of
texts are influenced
They need to research this genre and write down the
by students' own
various conventions – what does a movie or story need
knowledge, values
to be classified that genre?
and cultural
assumptions
Students write this in their books.

Lesson 10
Teacher explains that Shakespeare is well-known for
three particular types of genres that are represented in
his plays. (Tragedies, Comedies, Histories) - Brainstorm
key features of each genre.

Activity
In pairs or small groups, students research the key
elements of a Shakespearean Tragedy. They create an
infographic poster displaying the elements of a
Shakespearian tragedy.

Students complete Resource 4 - Genre Worksheet

Lesson 11
Students research and answer one of the two
questions below:

What parts of the ‘real world’ are included in a text that

 Syllabus content Teaching and learning activities Resources Assessment
belongs to the genre of “Tragedy”?

Why does the genre of Tragedy resonate (connect/have

an impact on) with the audience?

Students are to write minimum of 3 paragraphs-

students will then hand their work to the teacher who will
provide feedback on their writing

Students will then later alter their response based on

that feedback.

Differentiation: A scaffold on how to structure the

response will be given to students who need further
assistance – students who may struggle also do not
have to adhere to the 3-paragraph minimum.

Formative
Outcome 5: Close study of Macbeth – Comprehension (1- 2-week Comprehension assessment:
investigate and duration) Booklet comprehension
understand the ways workbooks on
web and digital Focus - Reading and Viewing/Writing & Macbeth Macbeth will be
technologies Representing/Speaking and Listening Graphic Novel collected and marked
influence language on Students by the teacher. This
use and shape Lesson 12, 13, 14, 15. BYO Device will provide as a
meaning Teacher introduces students to the world of Macbeth. formative assessment
As a class, view Graphic Novel played on their BYO Whiteboard on students
device or on the smartboard/ projector. understanding and
Whiteboard comprehension of
Outcome 7: use Differentiation: All students are to watch the “plain text”. Markers Macbeth
imaginative texts as Those students who need further assistance will watch
models to replicate the simpler “quick text” version. Teacher Laptop
or subvert textual
conventions to (this reading of the graphic novel may take up to two Students BYO Theme mind map
 Syllabus content Teaching and learning activities Resources Assessment
create new texts weeks) Device activity: this will be a
formative assessment
As the class progresses through the text, students Smart Board/ to see if students
complete the Comprehension Questions Workbook. Projector understand the
concept of themes
*** Additional lessons should be added depending on Post-It-Notes and are able to find
Outcome 5: critically students understanding of text shown through their examples within
analyse the ways responses to the Comprehension Workbook. 3 pieces of rope Macbeth
experience,
knowledge, values Over these 4 lessons students will also be
and perspectives completing activities on the analysis of characters Sentence-phrase-
can be represented within the play and the themes connecting. word. Formative
through characters, assessment: students
situations and Lesson 12 are able to quickly
concerns in texts The Witches summarise the main
and how these affect  Students will be analysing the witches and their ideas within Macbeth-
responses to texts role of manipulation within the play they will be able to
 Ask students “are witches evil? Why?” discuss these main
 What other famous witch characters do you know ideas and the
Outcome 7: analyse from movies? Do they manipulate the other similarities and
and understand the Characters in the story? differences in
ways techniques of  Students then will be asked the following responses. This
representation in question: Do any of the characters have free analysis will portray
multimodal texts are will? Or are they all just a part of the witches’ that students
used to present prophecy? knowledge of the text
alternative views of  As a class we will discuss, and students can have as well as show
the world, people, a mini debate about their views. students that not all
places and events people will have the
same repose to a
Lesson 13 text.
Outcome 7: analyse Macbeth
the ways that  Students will be analysing Macbeth
language features  The following questions will be discussed as a
such as modality are class and answered by students
 Syllabus content Teaching and learning activities Resources Assessment
used to represent  Is Macbeth weak? (this is not just physical)
individual, shared or  Does he deserve to be king?
disparate views of  are there consequences for people who take
the world power?
 Why is having power so important?

Outcome 7: respond
to and compose Lesson 14
sustained texts in an Lady Macbeth
increasingly wide  Students will be analysing Lady Macbeth
range of forms that  Students in pairs analyse and break down her
reflect their famous soliloquy – students explain the
broadening world symbolism and other language devices used
and their
 Pose the question: Is lady Macbeth evil?
relationships within it
Students use their analysis and their knowledge
to answer
 Is Lady Macbeth Manipulative?
Outcome 7: explain
and justify personal  Who is more ambitious Lady Macbeth or
empathy, sympathy Macbeth?
and antipathy
towards characters,
situations and
concerns depicted in Lesson 15
texts Mock interview
In pairs students are to create a mock interview with one
of the following characters
 One of the witches
 Macbeth
 Lady Macbeth
One student is to play the character and the other
student is to be the interviewer.

The questions in the interview will involve

Why do you want power?
Syllabus content Teaching and learning activities Resources Assessment
Do you think you’re manipulative?
Do you feel guilty about your actions?
Do you take full responsibility for your actions?

Students will record their interview and submit it to the

teacher via Google Classroom.

Lesson 16
Theme Concept
Teacher asks students what they think themes are
(class discussion)
Teacher explains and discuss what ‘theme’ is: that
theme reflects or challenges values.
Students write the following in their books
 themes are statements about the ideas, explicit or
implied, in a text
 themes are reinforced by choice of language and
imagery
 themes can highlight social and cultural
similarities and differences
 thematic interpretations arise from personal
experience and culture.

As a class analyse some themes in Macbeth-

Examples of themes found in Macbeth (teacher
explains these themes):
 Corrupting nature of Ambition (regicide)
 Masculinity
 Violence
 Gender roles
 Fate and free will
 Power
 The supernatural
Syllabus content Teaching and learning activities Resources Assessment
 Ambition

Students create a mind map identifying the key themes

in the play. Students find a key event from the play to
support their answers.

Lesson 17
Tug-of-war activity
On 3 tables there will be 3 different ropes

Rope 1 Macbeth

Rope 2 Lady Macbeth

Rope 3 The Witches

Students will be asked to stand up. They will be asked if

they think Macbeth is at fault for his own death. Those
who say yes will move to the right side of the room,
those who say not will move to the left.

On post it notes they will write reasons as to why they

think Macbeths is at fault or not at fault.

The class will then gather around rope one and on the
right side of the rope those students post-it-note who
said yes will be placed.

On the left side of the rope the post it notes of the

students who say he is not at fault will be placed.

As a class we will discuss the answers and outcome.

This will be repeated for rope 2 (is lady Macbeth at

Syllabus content Teaching and learning activities Resources Assessment
fault)? and rope 3 (are the witches at fault?)

Sentence-phrase-word
In pairs students will be asked the following:

Sentence- what is a sentence in Macbeth that is

meaningful to you- that made you think or captures the
main idea of the text

Phrase- that moved, engaged or provoked you

Word- that was powerful and captured your attention

As a class discuss the answers- the similarities or

differences in the answers between pairs- did any
themes from the answers emerge?
Assessment Task: Macbeth Essay - Who is responsible for Macbeth’s death?

Description: Throughout the play, Macbeth is influenced by many different people and circumstances. Is there one specific
factor that is responsible for Macbeth’s death?

The Task is for students to argue using an extended response about who or what is responsible for Macbeth’s death at the end
of the play.
Some factors influencing his death include:

● Macbeth’s personality and ambitions

● Lady Macbeth’s personality and influence
● The Three Witches and their meddling
● Fate

Students need to plan their response on the planning page. They need three main arguments that will support their answer and
these arguments need to be supported with evidence from the text. This can include quotes from the text, language analysis,
character descriptions, scene analysis, themes and plot.

In their answer they must:

● Discuss the themes and characters of the play

● Explain how and why someone (or something) is responsible for Macbeth’s death
● Use correct grammar, spelling and punctuation
● Follow the structure and format of an extended response

Outcomes assessed:

EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different
media and technologies
EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning
 Year 7 Drama Pre-Test

Instructions: Circle the definition that best fits each DRAMA term:

1. Drama
a. A highly exciting sequence of events
b. Acting out a series of events on stage in the form of a play
c. A fight

2. Conflict
a. A physical fight
b. A verbal argument or disagreement
c. A struggle within a person about what is right or wrong
d. All of the above

3. Script
a. Written words on a page
b. The written words and actions that actors need in order to perform in a play or
film
c. A religious text

4. Theatre
a. A building used for staging plays
b. A building used for showing films

5. Cast
a. To throw a line in and catch a fish
b. The actors in a play
c. A plaster support for a broken limb

6. Dialogue
a. A type of bread used for making sandwiches in cafes
b. A conversation or discussion between two or more people in a dramatic text
c. A long speech by one actor, standing alone on stage

7. Monologue
a. A conversation between two or more characters
b. A speech by one character
c. A type of wood used to build houses

8. Stage
a. A noun meaning the raised platform where people perform plays and/or music
 b. A verb meaning to put on a performance
c. Both of the above definitions

9. Enter
a. Move onto the stage
b. Leave the stage
10. Exit
a. Move off the stage
b. Move onto the stage

11. Tone
a. The darkness or lightness of a colour
b. The emotions or attitude communicated in someone’s voice
c. The firmness of an actor’s muscles
Resource 2
Context Focus Questions

1. Historical
What was happening around the time when the text was created?
o What year was Macbeth written?
o What was the story of the Scottish Macbeth?
o What is 'The Great Chain of Being’ or ‘Divine Right of Kings’?

2. Social
What was happening socially in the time when the text was created?
o What were the particular social classes?
o What did Elizabethan clothing show?
o What five things worn by the upper classes stand out?
o What did wearing bright colours mean?
o What colours did the peasants wear?

3. Political
What was the political climate of Elizabethan England?
o Who was the reigning monarch in England in the year 1606?
o What is this period known as? (during the monarch’s reign 1603-1625)
o What happened in the Gunpowder Plot of 1605?

4. Cultural
What was happening culturally during this time? Did people attend school?
o What must have been confusing in education during the tudor times?
o What was a petty/dame school?
o What did Elizabethan schools focus on mostly?
o What was said to have been beaten into children during Elizabethan times that parents
would have supported in schools?

5. Personal
What impacted Shakespeare? What happened during his life?
o Where was he born?
o What was his family life like?
o What did he do besides write plays?

6. Religious
What Religious beliefs did people have at the time? What was seen as blasphemy?
o What was the main religion during Elizabethan England?
o What was seen as being against the church?
o Who were the religious leaders?
o What was the punishment for going against these beliefs?
Resource 3

The Life of William Shakespeare

In your English books, you are going to research and complete a biography of William
Shakespeare – one of the greatest playwrights that ever lived. Every sentence must be
written in full. Please make the layout of your biography neat and easy to read. When you
have finished, take a clear photo and upload to classrooms.

Name:
Date of Birth and Death:
Where was he born?
Where did he grow up?
What were his parent’s and sibling’s names?
Where and how much education did he receive?
What was his childhood like?
Who did he marry, how long were they married for?
How many children did he have?
When did he write his first book?
When did he write his first poem?
What was his adult life like, where did he live?
Who were his patrons?
How many words did he create?
How many poems and plays did he write?
How important is the Globe Theatre to Shakespeare and his plays?
Resource 4
MACBETH, A TRAGEDY – Genre worksheet

1. Explain the term tragedy in your own words:

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2. Complete the close passage below using the words in the word bank.
It _______________ us to watch people_____________. Perhaps this is what makes a
_______________________ so captivating and relatable. Tragic heroes can be seen in
_____________, film, and _______________.
_______________ is perhaps most famous for his tragedies.

Word Bank:
fascinates fail tragic hero television literature Shakespeare
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Common Features of the Shakespearean Tragedies

The Shakespeare tragedies share a number of common features, as outlined below:
• The fatal flaw. Shakespeare’s tragic heroes are all fundamentally flawed. It is this
weakness that ultimately leads to their downfall.
• The bigger they are, the harder they fall. The Shakespeare tragedies often focus on
the fall of a nobleman. By presenting the audience with a man with excessive
wealth or power, his eventual downfall fall is all the more tragic.
• External pressures. Shakespeare’s tragic heroes often fall victim to external pressures.
Fate, evil spirits and manipulative characters all play a hand in the hero’s
downfall.

Research Questions:
During our study of Macbeth we are going to discuss how the play is a tragedy.
Before we can study the play we must have an understanding of the
following. Write the questions and answers in your English book:
a. Define Hero:
b. Define Villain:
c. Define Tragedy:
d. Who was King James I? Why was he important to Shakespeare?
e. According to Aristotle what made some one a tragic hero?
f. Explain the term fatal flaw.
g. When was the play Macbeth written? (year and century)
h. When was the play set? In what time period? (it is different to when it was written)
Macbeth

By William
Shakespeare
Macbeth (Plain Text) – Comprehension Questions
Act I, Scene I

1. Describe what kind of characters we are first introduced to in the story?

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2. Where do the Three Witches decide to meet?

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Act I, Scene II

3. Who were like “fighting machines”’? What did they do?

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4. Explain what kind of a character is Macbeth?

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5. What title was Macbeth given?

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Act I, Scene III

6. What is swine?

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7. Match the correct word

You’re This is your car.

You
You are
8. What do the Three Witches hear

before Macbeth arrived?

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9. What are the two titles that the Witches give Macbeth?

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10. What name does Macbeth give the Witches?

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11. What did the original Thane of Cawdor confess to?

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12. What is Capital treason?

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Act I, Scene IV

13. Identify who Duncan’s eldest son is. What will his title be?

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14. What does King Duncan want to do for Banquo?

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Act I, Scene V

15. Who is Lady Macbeth referring to “them” as?

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16. Who is the surprise guest that will be coming to Macbeth’s castle?

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17. Why will Duncan not see tomorrow? What do Macbeth and Lady Macbeth plan to do?

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Act I, Scene VI

18. How does Lady Macbeth greet King Duncan?

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Act I, Scene VII

19. Who is the banquet in honour of?

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20. What kind of a ‘Pep Talk’ is Lady Macbeth giving Macbeth?

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21. What does Macbeth want Lady Macbeth to give birth to?

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Act II, Scene I

22. What does Macbeth see before him hovering?

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23. What is the blade covered in?

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Act II, Scene II

24. Who killed King Duncan?

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25. Who is sleeping in the room next to King Duncan?

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 26. What were the voices shouting at Macbeth?

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27. What does Lady Macbeth say that her and Macbeth have that is similar? What makes her

different though?

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Act II, Scene III

28. Who is woken by the knocking at the Castle gate?

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29. Who finds King Duncan’s body?

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30. Who is being blamed for King Duncan’s death? How do we know?

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Act II, Scene IV

31. Who is placed under suspicion?

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 32. Where will King Duncan’s body be taken?

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Act III, Scene I

33. Where is Macbeth now the King of? Why do you think Banquo is suspicious of the whole
situation?

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34. Why is Macbeth afraid of Banquo? (Think about what the Witches prophesised).

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35. What does Macbeth decide to do? How does this decision impact what happens next in the

story?

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Act III, Scene II

36. What does Macbeth mean when he says “My mind’s full of scorpions”?

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Act III, Scene III

37. What happens to Banquo while walking back to the Castle? How is Fleance related to
Banquo?
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Act III, Scene IV

38. Explain the meaning behind the following quote “The adult snake is dead. But the worm
that’s escaped will mature and become venomous in time – he has no teeth at the moment.”
How does it relate to the events that have just taken place?

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 39. Who is sitting in Macbeth’s chair?

40. Explain how Macbeth reacts to the manifestation sitting in his chair?

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Act III, Scene V

41. Why is Hecate angry at the three Witches?

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42. What does she prophecies will happen?

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Act III, Scene VI

43. Provide a quick summary of Macbeth’s plans to keep his crown.

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Act IV, Scene I

44. Finish the line “Double double toil and trouble:

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45. What are the three apparitions (spirits) that Macbeth sees? What advice does each of them

give him?

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Act IV, Scene II

46. What does Lady Macduff say a traitor is?

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47. What happens to Lady Macduff and her son?

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Act IV, Scene III

48. Why doesn’t Malcolm trust Macduff?

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49. List 4 virtues that Malcolm believes he does not posses.

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50. Does Malcom come to trust Macduff? Why/Why not?

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51. Why does Macduff feel responsible for what happened to his family?

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Act V, Scene I

52. What has happened to Lady Macbeth? Describe some of her behaviours.

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Act V, Scene II

53. Who does the English force want to see in power?

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Act V, Scene III

54. Who is the patient, and prevents them from sleeping?

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55. What is Macbeth planning to do?

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Act V, Scene IV

56. What type of wood will the army hide behind?

57. What happened to Lady Macbeth? Describe Macbeth’s reaction to his wife’s death?

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Act V, Scene VI

58. What does the sound of the trumpets represent?

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Act V, Scene VII

59. After killing the man, what did Macbeth say while standing over the person’s body?

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Act V, Scene VIII

60. How was Macduff born? Why is this important?

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61. Who killed Macbeth? What did they to him?

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62. Who becomes the King of Scotland?

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Example of Graphic Novel
(the actual graphic novel has voice overs
And moving images)