Unit Title: Pre-20th Century Drama - Macbeth
Each lesson is 1.5hours. Ongoing spellings with a weekly test In this topic, students are introduced to the work of William
Shakespeare as a significant author from our literary heritage, focusing on his famous tragedy of Macbeth. This unit is an introduction
to the play, with writing tasks to support understanding.
Level: 5/6 Length of Time (Lessons): Subject: English
Framework Learning Key Activities and Key Vocabulary Key Concepts Key Resources Assessments
Objectives/Goals Strategies for
Codes Differentiation (attach where and AO
possible) (attach
assessments)
LESSON 1
6Ro3 STARTER: Jigsaw of William Shakespeare Group work and co- Information packs Presentations
LO: Who was William Shakespeare’s operation
6Ro3 William face.
Shakespeare, when
6Ri1 was he alive and Stratford-Upon-Avon Fact finding 5 facts from
what was life like in Skim reading and questions the lesson –
6Ro3 those times? MAIN: On each table will
6SL8 be an envelope of Elizabethan comprehension plenary task
SUCCESS information about
6SL9 CRITERIA: different aspects of
6SL8 Shakespeare’s life.
Work co-operatively Play
in groups. Elizabethan England
Research key facts Life events
7Ro1, 7Rx1, and answer Theatre
7Rx2, 7Ri1, questions. Work
7Rw1, 7Rw2,
7Rv1, 7Rv2, Act as a Theatre
7SL1, 7SL4, spokesperson for
7SL7, 7SL8 your group.
Students are put into
groups and each group
goes on a fact finding
mission about one area
of Shakespeare’s life.
Once they have found
out the information they
have to present their
findings to the class in
any way that they wish.
PLENARY: Students
have to note down 5
things in their books that
they have learnt about
William Shakespeare in
the lesson.
6Ro3 Research skills Compters
LESSON 2
6Ro3 STARTER: Make a Witches Finished
LO: To use mind map of everything posters
6Ri1 research to gain a we learnt about Skim reading Websites:
further insight in a Shakespeare from last Elizabethan
6Ro3 particular part of https://
lesson.
Elizabethan society. www.bbc.com/
6SL8 Note taking education/guides/
SUCCESS Familiars zmjnb9q/revision/3
6SL9
CRITERIA: MAIN: Introduce the fact
6SL8 that people in Presentation skills
To skim read and
identify and select Elizabethan times held a Witch hunt http://
appropriate strong belief in witches. www.elizabethan-
7Ro1, 7Rx1, information. era.org.uk/
Independent
7Rx2, 7Ri1, working elizabethan-
To use information
7Rw1, 7Rw2, correctly in order to Introduce the research witchcraft-and-
7Rv1, 7Rv2, compete the task. activity. witches.htm
7SL1, 7SL4,
Paired working Ppt
7SL7, 7SL8 To present my
findings.
Students are to make a Paper
’WANTED’ poster for a
witch. They must use Pens
their research findings to
complete the task.
The poster must include:
A picture of a witch
What the witch was
accused of doing
What animal the witch
could be found with and
why
What can be done to test
if they really are a witch
The punishment
These websites might
help you:
https://www.bbc.com/
education/guides/
zmjnb9q/revision/3
http://www.elizabethan-
era.org.uk/elizabethan-
witchcraft-and-
witches.htm
PLENARY: Share their
posters and peer assess.
LESSON 3
6Ro3 STARTER: Macbeth, Ppt
LO: I can read an Background to
6Ro3 unfamiliar text and tragedy, Act 1 Scene 1 of
Macbeth
ask questions to Macbeth
6Ri1 improve Shakespeare,
understanding.
6Ro3 play script,
Using the ppt, introduce
SUCCESS the background to
6SL8 characters,
CRITERIA: Macbeth - its setting in
6SL9 I can ask appropriate Scotland; the history of annotate,
questions about a Shakespeare’s story,
6SL8 text to clarify based on the real King perform,
understanding. Macbeth from the 11th scene,
I can seek definitions century (although the
7Ro1, 7Rx1, or explanations of character bears little setting,
7Rx2, 7Ri1, unfamiliar words. resemblance); and how
7Rw1, 7Rw2, superstitions have act.
I can attempt to read
7Rv1, 7Rv2, developed about the
archaic language in
7SL1, 7SL4, a text. performance of the play
7SL7, 7SL8 over years.
I can interpret a text
in order to give my
own opinions.
Discuss how witchcraft
would have been
perceived in
Shakespeare’s day –
people were more fearful
and believed in the
existence and power of
witches.
Read together through
the abridged text of Act
1, discussing the story
and making any initial
annotations for
understanding (there will
more be opportunity to
annotate later).
Note: you may decide to
keep the final
continuation of Act 1 until
later or next lesson to
allow children to make
predictions about the
characters’ reactions
first. Can children
attempt to read the
archaic language in the
text?
MAIN: Features of a
Play Script
How do we know that we
are reading a play
script?
Identify features such
as:
character names before
each speaking part
conventional layout
scenes
stage directions
Summarise the plot so
far in this act to clarify
and ensure children’s
understanding.
PLENARY: Spin the
bottle to give me either a
feature of a playscript
LESSON 4 STARTER: Punctuation Apostrophes To use stage Ppt Can students
Re-cap: Apostrophes for directions and ask
6Ro3 LO: Can you possession. Macbeth, Act 1 Scene 1
understanding of appropriate
confidently use Macbeth
6Ro3 Discuss difference the text to act out questions
apostrophes to show tragedy,
possession? between: witch’s, characters about a text to
Differentiated
6Ri1 witches and witches’ – Shakespeare, appropriately. clarify
worksheets
students to discuss with understanding
6Ro3 LO: I can read an talk partner what each play script, ?
unfamiliar text and different variation means
6SL8 or how it is used. characters, To discuss the
ask questions to
improve themes of the play
6SL9 annotate,
understanding.
MAIN: Whole-Class
SUCCESS
6SL8 CRITERIA: Drama perform, To form their own
opinions of the play
I can ask appropriate All pupils sit in circle scene, based on what they
questions about a facing the centre, each
text to clarify have read/acted
7Ro1, 7Rx1, with copy of Act 1 Scene setting,
7Rx2, 7Ri1, understanding.
1.
7Rw1, 7Rw2, act.
I can seek definitions
7Rv1, 7Rv2, or explanations of
unfamiliar words.
Choose three pupils to
I can attempt to read play the Witches, and
archaic language in two pupils to play
a text.
Macbeth and Banquo.
I can interpret a text
in order to give my
own opinions. Repeat and rotate with
others to take turns
playing the parts (aim for
best witch voices and
impressions!).
Introduce scene with
pupils playing the parts.
All groups annotate
script further with
discussion notes.
Encourage students to
continue asking
questions about the
themes and conventions
to further their
understanding.
Complete differentiated
worksheets.
PLENARY: Impression
of the Witches: Ask
children their opinion of
the Witches; how would
they perceive the weird
sisters? Would they give
any credibility to the
prophecies they made?
Can children give their
own opinions on the first
Act of the text?
6Ro3 Macbeth Identifying the Differentiated
audience for and Macbeth Play Script
6Ro3 LESSON 5 STARTER: Recap the Tragedy purpose of the Activity Sheet
story so far and the writing, selecting
6Ri1 witches’ prophecies to Shakespeare Act One Witches
the appropriate Activity Sheet - as
Macbeth.
6Ro3 form and using required (from
LO: What is iambic play script
other similar writing previous lesson)
pentameter?
6SL8 scene as models for their
MAIN: Ppt and Act One Witches
clapping/movement own. Adult Guidance - as
6SL9 plot
activities about iambic required (from
LO: I can infer how pentameter. previous lesson)
6SL8 characters
characters are
Drawing inferences Y6 Play Script
feeling through stage directions such as inferring Checklist - per child
analyzing a play Story Continuation
7Ro1, 7Rx1, characters’
script.
7Rx2, 7Ri1, Ensure that the feelings, thoughts
continuation of Act One and motives from
7Rw1, 7Rw2,
with the witches’ their actions.
7Rv1, 7Rv2, predictions to Banquo
SUCCESS
CRITERIA: and the arrival of Ross
and Angus is revealed
I can read a play now, if not covered
script with previously.
expression Combine the original text
using Act One Witches
I can infer how a Activity Sheet with the
character is feeling general plot summary of
through their actions Act One on the ppt.
Character Feelings
After Macbeth and
Banquo had
encountered the witches,
how would they be
feeling? What would they
say? What do you think
they would be feeling
about the incident?
Discuss as a group.
In Character: In pairs,
take the roles of
Macbeth and Banquo.
Act out the scene
immediately after
meeting the witches,
where they might
discuss the prophecies
and the news that
followed.
Can students convey
characters’ feelings and
thoughts, based on the
original text?
PLENARY:
Performances. Did
everyone make the
same predictios.
Discuss whether
predictions are credible
or not.
6Ro3
6Ro3 LESSON 6 STARTER: Mind map in Macbeth, Writing in the style Ppt Final play
books conventions of Books
of a play script script
6Ri1 play scripts. tragedy, Pens
Differentiated
Show an example on the worksheets
6Ro3 LO: I can write a Shakespeare,
board. Differentiated
play script with a
6SL8 MAIN: Script Writing: play script, Macbeth Play Script
particular form,
Activity Sheet - per
6SL9 purpose and Students to work in child
scene,
audience. pairs or groups to Play Script
6SL8 continue the story with plot, Checklist
their own script of the
next scene, as Macbeth characters,
SUCCESS and Banquo leave both
7Ro1, 7Rx1, CRITERIA: the witches and the stage directions
7Rx2, 7Ri1, king’s messengers.
7Rw1, 7Rw2, I can use the
7Rv1, 7Rv2, expected features
and conventions of a Can students recreate
play script. the original play script
I can recreate the form and style in their
original play script writing?
form and style in my Differentiation:
writing. Scaffolded worksheets
for LA students.
I can include
characters’ feelings
and thoughts, based
on the original text.
HA students need to
include language that
conveys the thoughts
and feelings of the
characters.
EXT: Add authentic
Shakespearian language
to create an authentic
style.
PLENARY:
Script Features: Ask
children to give
examples of their written
script, demonstrating
some of the key features
of play scripts, e.g. stage
directions, scene setting,
character name and
speaking parts. Can
children use the
expected features and
conventions of a play
scripts.
Audience have to spot
the features as it is
passed around the
group.
6Ro3 Macbeth,
6Ro3 LESSON 7 STARTER: Edit and tragedy,
Refine: Discuss ways to
6Ri1 LO: To prepare and improve the play scripts Shakespeare,
perform a play script produced in the previous
6Ro3 lesson. Consider how play script,
to an audience.
meaning will be
6SL8 conveyed through intonation,
vocabulary choices,
6SL9 character’s feelings and tone,
SUCCESS
the stage directions
6SL8 CRITERIA:
which may describe volume,
actions.
I can describe what constructive comments,
is meant by
performance,
7Ro1, 7Rx1, intonation, tone and
volume. MAIN: Pupils work
7Rx2, 7Ri1, individually to review and scene,
7Rw1, 7Rw2, I can speak clearly improve their writing
7Rv1, 7Rv2, and with volume. using the Play Script characters.
Checklist to check their
I can add expression work.
and emotion to my
character’s What Makes a Good
performance. Performance? Ask
children to discuss what
they should aim to do in
I can offer order to deliver a good
constructive performance. Allow time
comments on the to briefly feed back
thoughts or suggestions.
performance of
others. Intonation, Tone and
Volume: Share the aim
of using intonation, tone
and volume in
performance to make
meaning clear to an
audience. Ask children if
they understand what is
meant by these three
terms. Allow time to
discuss and offer
suggestions before
establishing definitions.
Can children describe
what is meant by
intonation, tone and
volume?
PLENARY: Chance to
Perform: Share with
students the task of
performing their play
script scene. In their
writing pairs, one child
will take the role of
Macbeth and one
Banquo to practice their
dialogue written in the
previous lesson.
6Ro3 Macbeth,
6Ro3 LO: To prepare and STARTER: Re-cap tragedy, Performance skills Play script Performance
dialogue yesterday ready
perform a play script Peer assessment
6Ri1 for performance to an Shakespeare,
to an audience. audience. feedback forms
6Ro3 play script, Intonation and tone
MAIN: Performance and
6SL8 peer assessment.
SUCCESS intonation,
WWW/EBI: Each child
6SL9 CRITERIA: provides constructive tone, Providing and
criticism o their feedback
I can describe what receiving
6SL8 forms. EXT: HA volume,
is meant by students should aim to constructive
intonation, tone and perform without scripts. criticism
constructive comments,
volume. performance,
PLENARY: Share some
7Ro1, 7Rx1,
I can speak clearly of the constructive
7Rx2, 7Ri1, criticism so that scene,
and with volume.
7Rw1, 7Rw2, performances can be
7Rv1, 7Rv2, I can add expression improved in the future. characters
and emotion to my
character’s
performance.
I can offer
constructive
comments on the
performance of
others.
Macbeth,
6Ro3 LO: I can write a ASSESSMENT battle, To consolidate prior Final play
play script based on STARTER: The Big learning and check script –
6Ro3 story events. Challenge: Introduce the witches, progress. independent
independent task to the writing
6Ri1 prophecies,
children of writing a play
6Ro3 script for the next scene
SUCCESS predictions,
in Macbeth. This could
CRITERIA: I can be their prediction of how
6SL8 feelings,
use the expected Macbeth informs his wife
6SL9 features and about the prophecies emotions,
conventions of a and predictions from the
6SL8 play script. witches, along with her layout,
reaction. What will she
I can include
say? How will she react? style
predictions about
characters’ feelings
7Ro1, 7Rx1,
and actions, based
7Rx2, 7Ri1, on the original text. MAIN: The Big Plan:
7Rw1, 7Rw2, Refer children to the way
7Rv1, 7Rv2, I can use correct that they planned their
style and previous play script,
punctuation for a considering the events of
play script. the opening act and the
thoughts and feelings of
Macbeth and his wife.
Briefly discuss ideas for
the conversation and
recap the conventions of
layout and features of a
play script. Children plan
their writing using the
Macbeth and Lady
Macbeth Activity Sheet
and prompts from the
Lesson Presentation.
Can children include
predictions about
characters’ feelings and
actions, based on the
original text?
The Big Challenge:
Children make a brief
plan and then write their
play scripts, taking
responsibility for the
layout, as well as the
style and content.
Prompts can be provided
on the details and events
from the original text so
far, although the focus
should be on features of
the play script. Can
children use the
expected features and
conventions of a play
script?
The Big Check: Ask
children to check through
their writing using the
prompts on the Lesson
Presentation to help
them. This is a good
opportunity to remind the
children about their
personal writing targets,
if they have them and
also make comparisons
with any written
feedback from a
previous attempt at a
play script, if available.
Can children use correct
style and punctuation for
a play script?
