2. The Supernatural in Macbeth

• New lesson editor
• English
• Upper Secondary (Key Stage 4)
• Lower Secondary (Key Stage 3)
• GCSE

Introduction

A lesson on the supernatural in Macbeth - contains an interactive video activity (the video link works for UK but elsewhere may not).

Instructions

You may wish to print out extracts of the scenes referenced in this LessonUp presentation to make it easy for students to interact with the text.

The Supernatural in

GCSE English Literature

Macbeth

Welcome to this lesson, I hope you find it useful - customise it your own liking!

At the end of the lesson, you will be able to understand Shakespeare's use of

the supernatural in Macbeth.

Lesson Aims

I kept this objective deliberately simple! Again feel free to modify!

In your own words, define 'supernatural'.

In your own words, define 'supernatural'.

Really simple engaging activity that any student can contribute to - best done anonymously.

Do you believe in ghosts?

1

Yes

2

No

3

Not sure

Do you believe in ghosts?

This is a variant of a 'belief survey' I do when starting any text with a supernatural quality to it!

Are UFOs real?

1

Yes

2

No

3

Not sure

Are UFOs real?

Do you follow your horoscope (do you believe in astrology?)

1

Yes

2

No

3

Not sure

Do you follow your horoscope (do you believe in astrology?)

Do you believe in a supreme being?

1

Yes

2

No

3

Not sure

Do you believe in a supreme being?

Are you superstitious?

1

Yes

2

No

3

Not sure

Are you superstitious?

How do you think your responses would differ from someone living in Shakespeare's England?

How do you think your responses would differ from someone living in Shakespeare's England?

• King James I was very interested in witches
   and wrote the book 'Daemonlogie'.

• James I was also king of Scotland.

• A play featuring witches and Scotland...
  a smart business move from Shakespeare.

The Supernatural in Shakespeare's time

• Belief in witches was rife in Shakespeare's day,
   though not everyone necessarily
   believed in them....

• Shakespeare's plays are actually more
   about humanity, human emotions
   -the supernatural, including witches, is symbolic. 

The Supernatural in Shakespeare's time

Scene 1

Thunder and Lightning. Enter three Witches.

FIRST WITCH

When shall we three meet again?

In thunder, lightning, or in rain?

SECOND WITCH

When the hurly-burly’s done,

When the battle’s lost and won.

THIRD WITCH

That will be ere the set of sun.

FIRST WITCH

Where the place?

SECOND WITCH Upon the heath.

THIRD WITCH

There to meet with Macbeth.

FIRST WITCH I come, Graymalkin.

SECOND WITCH Paddock calls.

THIRD WITCH Anon.

ALL

Fair is foul, and foul is fair;

Hover through the fog and filthy air.

They exit.

Act 1 Scene 1: The Introduction of the Witches

This is here as a plain slide just to go through with the students - more about familiarising with the language - there are more focused activties ahead!

Act 1 Scene 1:
The introduction of the Witches 

The play opens with the three witches -
the 'wyrd sisters' meeting.

Watch the following four different interpretations of the opening scene and answer the questions that follow.

This video may not work outside the UK. Tested September 2024.

If problematic replace or remove these slides.

Discussion point: why do you think Shakespeare has three witches?

Discussion point: why do you think
Shakespeare has three witches?

This video may not work outside the UK. Tested September 2024.

If problematic replace or remove these slides.

Are these witches more effective than the last version? Why?

Are these witches more effective

than the last version? Why?

This video may not work outside the UK. Tested September 2024.

If problematic replace or remove these slides.

This version merges Act 1 scenes 1 and 2. What are the advantages or disadvantages of this?

This version merges Act 1 scenes 1 and 2. What are the advantages or disadvantages of this?

This video may not work outside the UK. Tested September 2024.

If problematic replace or remove these slides.

What effect does having one of the witches enter the stage through the audience have? How would you feel if you were there watching the play?

What effect does having one of the witches

enter the stage through the audience have? 

How would you feel if you were there watching the play?

Scene 1

Thunder and Lightning. Enter three Witches.

FIRST WITCH

When shall we three meet again?

In thunder, lightning, or in rain?

SECOND WITCH

When the hurly-burly’s done,

When the battle’s lost and won.

THIRD WITCH

That will be ere the set of sun.

FIRST WITCH

Where the place?

SECOND WITCH Upon the heath.

THIRD WITCH

There to meet with Macbeth.

FIRST WITCH I come, Graymalkin.

SECOND WITCH Paddock calls.

THIRD WITCH Anon.

ALL

Fair is foul, and foul is fair;

Hover through the fog and filthy air.

They exit.

Act 1 Scene 1: The Introduction of the Witches

Just a reminder page before the next activity, which is a drag and drop.

Drag the correct annotations to the text

Scene 1

Thunder and Lightning. 

Enter three Witches.

FIRST WITCH

When shall we three meet again?

In thunder, lightning, or in rain?

SECOND WITCH

When the hurly-burly’s done,

When the battle’s lost and won.

THIRD WITCH

That will be ere the set of sun.

 

FIRST WITCH

Where the place?

SECOND WITCH Upon the heath.

THIRD WITCH

There to meet with Macbeth.

FIRST WITCH I come, Graymalkin.

SECOND WITCH Paddock calls.

THIRD WITCH Anon.

ALL

Fair is foul, and foul is fair;

Hover through the fog and filthy air.

They exit.

Pathetic fallacy

How does Shakespeare use the weather to establish the atmosphere of this scene?

Familiars

Context point: these are the witches' familiars - a cat and a toad.

Paradox

Why does Shakespeare use a paradox? Why does it suit the character of the witches?

Paradox and Antimetabole

What is the effect of this combination of terms?

Half-rhyme

Why does Shakespeare use half-rhyme here?

Implication of flight

What does this word connote? How does it relate to witches?

Let's look at how Shakespeare establishes the witches in Act 1 Scene 1.

Drag the annotations to where you think they should go!

Write a PEEL sentence explaining any one of the features identified on the last slide

Write a PEEL sentence explaining any one

of the features identified on the last slide

5

m

00

s

+30 s

Bringing what they've learned into writing. You can have the students contribute anonymously. 

I like to go through all if I can, it's not always practical but pick out something positive from each one or correct any major mistakes or provide clarification. This is easier if the students are anonymous!

Group Work

Act 1 scene 3

The witches' prophecies to Macbeth and Banquo

Act 2 scene 1

Macbeth's vision

of the dagger

Act 4 scene 1

The witches' apparitions and further prophecies

Act 5 scene 1

Lady Macbeth's sleepwalking scene

Activity

What supernatural elements are present in this scene?

How do the supernatural elements influence the characters’ actions and decisions?

What mood or atmosphere do the supernatural elements create?

How do these elements contribute to the overall themes of the play?

Divide the class up into four groups (or for larger classes double up to eight)

Use the spinner to allocate each group a different section to focus on.

You can of course modify this to suit your learners and learning environment.

• What supernatural elements are present in this scene?

• How do the supernatural elements influence the characters’ actions and decisions?

• What mood or atmosphere do the supernatural elements create and what do they add to the play?

Discussion Time

15

m

00

s

+30 s

The groups can have this on the board to give them focus.

The idea here is to make it more thematic and to help students move towards thinking about Shakespeare's language.

Feedback Wheel

We will spin the wheel to contribute feedback. There should be a different speaker each time and if the wheel falls on the same question, you can add to it or expand what your group member said!

Use the wheels to randomise the feedback and engage the class. 

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.