Dawood Public School
Grade VIII
Subject: English Literature
Date: Feb 3rd Week - (21 Feb-25 Feb 2022)
Drama (Physical)
Date/Day 1 Date/Day 2 Date/Day 3 Grade/ Section No of students
21-2-22 23-2-22 28-2-22 VIII.A
22-2-22 23-2-22 1-3-22 VIII.B
21-2-22 22-2-22 28-2-22 VIII.E
22-2-22 23-2-22 28-2-22 VIII.F
Time Allotment: 40 mins Competency: Critical Thinking
Topic: Drama( Macbeth) Subtopic: Act2 Scene 2
Aim: The students will be able comprehend and appreciate the Shakespearean literary text
Objectives: At the end of the lesson students will be able to
Investigate Shakespeare’s Language in Macbeth Act2Scene2
Analyse Dramatic Techniques
Defend the contrasting characteristics of Macbeth and Lady Macbeth in Act2 scene2
Articulate and enact through role paly
Formulate an analytical response for the given task.
Resources: Drama book, literature notebook, Video
Vocabulary:
Day 1 Time:
Objectives: At the end of the lesson students will be able to
Investigate Shakespeare’s Language in Macbeth Act2Scene2 5 mins
Analyse Dramatic Techniques.
Defend the contrasting characteristics of Macbeth and Lady Macbeth in Act2 scene2
Methodology:
Warm up:
The video of act 2 scene 2 will be played
Methodology: Active learning
Students Watch the video Act 2 scene 2, 15 mins
[Link]/watch?v=yUOoDUUlA34 (5:32).
In this scene, Lady Macbeth is waiting on her husband to return from committing the murder of Duncan.
Listen closely to Lady Macbeth when she speaks about the drunken bodyguards and says
that it is now impossible to know for sure ‘Whether they live or die’. 10 mins
Show and tell technique:
Which two of these adjectives best describe her tone of voice?
Nervous, guilty, horrified, excited, deranged
Students will write the answers on the slip of paper provided to them and respond all together at the same
time.
Describe Lady Macbeth’s tone when she says:
A foolish thought, to say a sorry sight.
Which two of these adjectives express her feelings and attitude towards Macbeth?
Anger, shock, disappointment, fear and disgust
Body language: Actors communicate in various ways – not just by speech, but also
through their body language. This involves the way they stand or move, particularly
facial expressions, gestures and the relative positions of a speaker and listener. Body language can add
layers of meaning to the spoken words.
In this tension-filled scene, Lady Macbeth awaits her husband’s return from King Duncan’s room.
Look at the video clip on the previous page again before answering the following question:
Comment on how the play’s director focuses directly on Lady Macbeth in the opening
moments before Macbeth enters. (students will tell through a yes/no response)
Prompt!
Are there any distractions, such as backdrop, props, etc.?
What is the impact of Lady Macbeth’s plain black costume?
Which part of her body is the focus of attention?
Is her whispering tone of voice compelling?
Look at the video clip on page 1 again before answering the following questions:
1. Prepare the text of a short oral presentation or write a paragraph contrasting the characters
of Lady Macbeth and Macbeth throughout this key scene. (students will tell through a yes/no response)
Prompt!
Is Lady Macbeth composed and in control?
Does Macbeth struggle to control himself?
Are there moments of nervousness?
Whose speech patterns are more edgy?
Formative/Summative Assessment- conclusive activity 10mins
Show and Tell Active learning
Assignment: HW
Prepare for role play
o Graphic organiser o Reference to mat o Sentence stems o WAGOLL
o Live modelling o Visual : o Realia o Bloom’s Questions
o Challenges o Structure strip o Slow writing o Other:
Scaffolding for Assignment:
Evaluation:
General Evaluation:
Evaluation of Student Learning:
What did the children learn in the lessons?
What did they actually do? (strategies adopted/aspects of active learning) What were they not
able to do / understand?
Evaluation of Teaching
If you were to teach this lesson again, what would you do differently? (Comment on any ONE
aspect of your teaching or planning)
Dawood Public School
Grade VIII
Subject: English Literature
Date: Feb 3rd Week - (21 Feb-25 Feb 2022)
Drama (Physical)
Date/Day 1 Date/Day 2 Date/Day 3 Grade/ Section No of students
21-2-22 23-2-22 28-2-22 VIII.A
22-2-22 23-2-22 1-3-22 VIII.B
21-2-22 22-2-22 28-2-22 VIII.E
22-2-22 23-2-22 28-2-22 VIII.F
Time Allotment: 40 mins Competency: Critical Thinking
Topic: Drama( Macbeth) Subtopic: Act2 Scene 2
Aim: The students will be able comprehend and appreciate the Shakespearean literary text
Objectives: At the end of the lesson students will be able to
Investigate Shakespeare’s Language in Macbeth Act2Scene2
Analyse dramatic Techniques
Defend the contrasting characteristics of Macbeth and Lady Macbeth in Act2 scene2
Articulate and enact through role paly
Formulate an analytical response for the given task.
Resources: Drama book, literature notebook, PPT
Vocabulary:
Day 2 Time:
Objectives: At the end of the lesson students will be able to 40 mins
Articulate and enact through role play.
Methodology:
Methodology: Active learning
Character 1: Macbeth’s Soliloquy Act1 scene 6
Character2: Macbeth’s Soliloquy Act1 scene 7
Character4: Lady Macbeth’s persuasive technique Act1 scene 7
Character4 & 5: Macbeth Lady Macbeth Act 2 scene 2
Formative/Summative Assessment- 10mins
Assignment: HW
o Graphic o Reference to o Sentence o WAGOLL
organiser mat stems
o Live o Visual : o Realia o Bloom’s
modelling Questions
o Challenges o Structure strip o Slow writing o Other:
Scaffolding for Assignment:
Evaluation:
General Evaluation:
Evaluation of Student Learning:
What did the children learn in the lessons?
What did they actually do? (strategies adopted/aspects of active learning) What were they
not able to do / understand?
Evaluation of Teaching
If you were to teach this lesson again, what would you do differently? (Comment on any ONE
aspect of your teaching or planning)
Dawood Public School
Grade VIII
Subject: English Literature
Date: Feb 3rd Week - (21 Feb-25 Feb 2022)
Drama (Physical)
Date/Day 1 Date/Day 2 Date/Day 3 Grade/ Section No of students
21-2-22 23-2-22 28-2-22 VIII.A
22-2-22 23-2-22 1-3-22 VIII.B
21-2-22 22-2-22 28-2-22 VIII.E
22-2-22 23-2-22 28-2-22 VIII.F
Time Allotment: 40 mins Competency: Critical Thinking
Topic: Drama( Macbeth) Subtopic: Act2 Scene 2
Aim: The students will be able comprehend and appreciate the Shakespearean literary text
Objectives: At the end of the lesson students will be able to
Investigate Shakespeare’s Language in Macbeth Act2Scene2
Analyse dramatic Techniques
Defend the contrasting characteristics of Macbeth and Lady Macbeth in Act2 scene2
Articulate and enact through role paly
Formulate an analytical response for the given task.
Resources: Drama book, literature notebook, PPT
Vocabulary:
Day 2 Time:
Objectives: At the end of the lesson students will be able to 40 mins
Formulate an analytical response for the given task.
Maintain a critical style and develop and an informed personal response.
Use textual references and quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by the writer to create meanings
and effects, using relevant subject terminology where appropriate
Show understanding of relationships between texts and the contexts in which they
were written
Use arrange of vocabulary and sentence structures for clarity, purpose and effect
with accurate spellings and punctuation.
Methodology:
Methodology: Individual learning
How does Shakespeare create tension throughout Act 2 Scene 2?
The students will be guided write about:
How the scene begins and how the characters talk to each other?
How Shakespeare reveals Macbeth’s state of mind
How Lady Macbeth takes control of the situation and what this shows about her character
How Shakespeare uses the off-stage knocking to intensify the suspense
How an audience would respond to both characters throughout this scene
Students will be provided with the scaffolding
Formative/Summative Assessment- 30 mins
Students will share their idea and references for the response of the given question
Assignment: CW
How does Shakespeare create tension throughout Act 2 Scene 2?
o Graphic o Reference to o Sentence o WAGOLL
organiser mat stems
o Live o Visual : o Realia o Bloom’s
modelling Questions
o Challenges o Structure strip o Slow writing o Other:
Scaffolding for Assignment:
Evaluation:
General Evaluation:
Evaluation of Student Learning:
What did the children learn in the lessons?
What did they actually do? (strategies adopted/aspects of active learning) What were they
not able to do / understand?
Evaluation of Teaching
If you were to teach this lesson again, what would you do differently? (Comment on any ONE
aspect of your teaching or planning)
Analysis task:
How does Shakespeare create tension throughout Act 2 Scene 2?
You should write about:
How the scene begins and how the characters talk to each other?
How Shakespeare reveals Macbeth’s state of mind
How Lady Macbeth takes control of the situation and what this shows about her character
How Shakespeare uses the off-stage knocking to intensify the suspense
How an audience would respond to both characters throughout this scene
Don’t forget AO2 – refer to Shakespeare’s language (for example the recurring images of sleep, death, blood etc) and have a
go at structure – see below for guidance:
AND – here’s a specific one for act 2 scene 2
