Macbeth s early state of mind

Transcription

1 Objectives S&L13 Develop and compare different interpretations of scenes or plays by Shakespeare or other dramatists S&L14 Convey action, character, atmosphere and tension when scripting and performing plays Resources Copies of two different video versions of Macbeth Video player and TV OHP and OHT pens Mini wipeboards, pens and erasers STARTER Ask pupils to write down in bullet points on the mini wipeboards: 3 things they know about Macbeth s thoughts and feelings; 3 things they know about Lady Macbeth s thoughts and feelings; 3 things they know about the relationship between Macbeth and Lady Macbeth Take brief feedback and record ideas at side of board to refer to during the lesson MODEL AND SHARE Set the objectives, explaining what we are going to learn, why and how Show OHT of Macbeth s sleep no more speech. Model analysing the speech for evidence of Mac s state of mind, then take and filter pupil suggestions Read through from What do you mean? to For it must seem their guilt. Check understanding, and ask pupils about how LM is trying to control and manage Macbeth. What are the feelings of the two characters? INDEPENDENT Get trios of pupils to work on these lines: two act them out and the third helps the other two to convey appropriate feelings (i.e. the third acts as a sort of director). They should rehearse the lines Get some pairs to act out their version of the lines; the third person explains what they were trying to achieve MODEL AND SHARE Read through from Whence is that knocking? to end of scene. Check understanding, and ask pupils to notice the different ways that the two characters refer to water. What does this suggest about their different attitudes/ states of mind? How does LM treat M? What are the feelings of the two characters? INDEPENDENT Get trios of pupils to work on these lines: two act them out and the third helps the other two to convey appropriate feelings (i.e. the third acts as a sort of director). They should rehearse the lines Get some pairs to act out their version of the lines; the third person explains what they were trying to achieve MODEL AND SHARE Show short video sequence of earlier scene when LM persuaded Mac to kill Duncan. What similarities are there in Mac and LM s relationship and their feelings then and in the Act 2 sequence the class has just been reading? Show short sequence from a different video of the discovery of Duncan s body and how Mac and LM react to it. Refer class back to the things we have learnt about the two characters states of minds so far. Ask each trio to choose two things and say what the post-murder scene makes us think about these things now. MODEL this process with one thing e.g. Macbeth needing his wife s decisions earlier but now kills the guards without reference to her PLENARY (6 minutes) Each trio writes on their mini-wipeboards two surprising things about the Macbeths behaviour in the post-murder scene, and two unsurprising things. OR you could use the plenary question on the OHT Take brief feedback, relating it to the lesson objectives Page 1 of

2 OHT Methought I heard a voice cry 'Sleep no more! Macbeth does murder sleep', the innocent sleep, Sleep that knits up the ravell'd sleeve of care, The death of each day's life, sore labour's bath, Balm of hurt minds, great nature's second course, Chief nourisher in life's feast, Page 2 of

3 Macbeth Act 2 Sc 2, lines 41 end one copy per pupil LADY LADY LADY LADY What do you mean? Still it cried 'Sleep no more!' to all the house: 'Glamis hath murder'd sleep, and therefore Cawdor Shall sleep no more; Macbeth shall sleep no more.' Who was it that thus cried? Why, worthy thane, You do unbend your noble strength, to think So brainsickly of things. Go get some water, And wash this filthy witness from your hand. Why did you bring these daggers from the place? They must lie there: go carry them; and smear The sleepy grooms with blood. I'll go no more: I am afraid to think what I have done; Look on't again I dare not. Infirm of purpose! Give me the daggers: the sleeping and the dead Are but as pictures: 'tis the eye of childhood That fears a painted devil. If he do bleed, I'll gild the faces of the grooms withal; For it must seem their guilt. (Exit. Knocking sound) Whence is that knocking? How is't with me, when every noise appals me? What hands are here? ha! they pluck out mine eyes. Will all great Neptune's ocean wash this blood Clean from my hand? No, this my hand will rather The multitudinous seas incarnadine, Making the green one red. (Re-enter LADY ) My hands are of your colour; but I shame To wear a heart so white. (Knocking) I hear a knocking At the south entry: retire we to our chamber; A little water clears us of this deed: How easy is it, then! Your constancy Hath left you unattended. (Knocking) Hark! more knocking. Get on your nightgown, lest occasion call us, And show us to be watchers. Be not lost So poorly in your thoughts. To know my deed, 'twere best not know myself. (Knocking) Wake Duncan with thy knocking! I would thou couldst! (Exeunt) Page 3 of

4 OHT LADY Infirm of purpose! Give me the daggers: the sleeping and the dead Are but as pictures: 'tis the eye of childhood That fears a painted devil. If he do bleed, I'll gild the faces of the grooms withal; For it must seem their guilt. (Exit. Knocking sound) Whence is that knocking? How is't with me, when every noise appals me? What hands are here? ha! they pluck out mine eyes. Will all great Neptune's ocean wash this blood Clean from my hand? No, this my hand will rather The multitudinous seas in incarnadine, Making the green one red Page 4 of

5 OHT plenary question If his wife had been a very different, good person, would Macbeth have murdered Duncan? Evidence for YES Evidence for NO Page 5 of

6 display in classroom We are learning to. 1. Interpret Macbeth in different ways 2. Interpret characters and action through performance Page 6 of