Lesson video

Hi everyone.

My name's Mrs. Riley, and I'm here today to teach you this lesson, which is part of our unit on "Macbeth." In our lesson today, we will be writing part of our soliloquies.

So let's get started.

The outcome of today's lesson is to plan and write the four section of "Macbeth's" soliloquy.

These are all key words we'll be using in our lessons day.

I'd like to start off by just saying each one aloud.

I'm going to say each one, and I'd like you to repeat it back to me.

Are you ready? Soliloquy.

Well done.

Rhetorical question.

Modal verb.

Adverbial complex sentence.

Well done.

Thank you so much for joining in.

Now don't worry if any of those words seem a bit unfamiliar because we're going to talk about the definitions now and we're going to be talking about each of these words a lot in our lesson today.

So by the end of the lesson, you're going to feel really comfortable with what all of those words mean.

Now, a soliloquy is an act of speaking one's thoughts aloud when by oneself or regardless of any hearers, especially by a character in a play.

So if you were having a conversation with someone, that wouldn't be a soliloquy.

A soliloquy is when you are speaking by yourself, and it's especially useful in a play because it helps us to understand what the characters are feeling.

A rhetorical question is a type of question asked to the reader that does not expect an answer.

So it's a type of question that does not expect an answer.

A modal verb is a type of auxiliary verb that helps us to talk about how likely, possible, necessary, or obligatory something is.

Now that was a lot of information.

An auxiliary verb is just a helping verb.

So a modal verb is a type of helping verb.

And don't worry too much because we've got a section of our lesson that's going to make it really clear what a modal verb is.

An adverb complex sentence is a sentence formed of a main clause and an adverbial subordinate clause.

And when we look at some examples of these, you're going to know exactly what they are 'cause we've looked at them a lot already.

Okay, so in our lesson today, we've got two learning cycles.

In the first learning, we are going to be planning the four section of a soliloquy.

And in the second learning cycle, we will be writing the four section.

So we will feel really comfortable and confident by the time we get to that second learning cycle because the whole of the first part of our lesson is preparing for our writing.

So let's make sure we're really focused, sitting up nice and straight, so we can make sure we are really prepared for our writing and learning cycle two.

So let's start with planning.

We are going to write our soliloquy in three sections.

How many sections? That's right.

Three.

The first section is reasons against killing Duncan.

So all the reasons that Macbeth feels he cannot do it, he cannot kill him.

The second section is the reasons he should kill Duncan, so the reasons for killing Duncan.

And the third section of our soliloquy will be the closing thoughts, including the visualisation of the dagger when he thinks he sees a dagger.

Now, we've already.

There are some pictures to help you.

So we've already written that first part, reasons against killing Duncan.

So he's already, in his soliloquy, out loud, said all reasons that he can't do it.

He says, "We shall proceed no further in this business." He's decided he cannot do it.

In today's lesson, we will then think about reasons he should do it, and we can see there that picture of Lady Macbeth behind him 'cause we know she's quite a strong influence on him, and we also know that she's quite ruthless.

And then later on, we will do the closing section, which includes that visualisation of the dagger.

So as today, we're focusing on the reasons he should kill Duncan.

I'd like us to start off by having a little discussion and seeing if we can remember what are the reasons he feels he should kill Macbeth.

There are some little pictures there to help you.

Could you pause the video now and discuss with your partner why Macbeth feels he should kill Duncan? Pause the video now.

Okay, well done.

Let's see if Some of your ideas are the same as mine.

So, first of all, he is ambitious.

We know he has high ambitious.

He doesn't just want to be the Thane of Cawdor.

he wants to be even more than that.

He has a lust for power.

That means he really loves power.

He wants to be king because he wants to be powerful.

He is greedy for money, and this would make him rich.

If he kills Duncan and becomes king himself, he will be very rich.

It would please his wife, Lady Macbeth, who is very persuasive and wants him to kill Duncan.

And finally, the witches predicted it would happen.

So they predicted he would become Thane of Cawdor, and it came true.

They predicted he would become king.

So he thinks this is a sign that it's also going to come true, and therefore he thinks, "Well, I need to get rid of Duncan so I can fulfil my destiny," which is what the witches predicted.

Okay, let's check what we've just gone through.

Which of the following are reasons for Macbeth killing Duncan? A, he is a loyal subject.

B, he will please his wife, Lady Macbeth.

C, he might be known as a traitor.

And D, he is ambitious and has a lust for power.

Remember we're looking for the reasons that he should kill Duncan.

Pause the video while you think about your answer.

Okay, well done.

Let's go through the answers together.

So if he is a loyal subject, that's a reason to not kill Duncan, so that's not an answer.

He will please his wife, Lady Macbeth, because we know she's ruthless and ambitious as well, and she wants her husband to kill Duncan.

He might be known as a traitor, that would be a reason not to do it.

He is ambitious and has a lust for power, that is a reason for killing Duncan.

So now let's think.

We've thought about the kind of key points that we're going to get across in our soliloquy, the things that Macbeth is going to be saying, things like, "If I don't do it, my wife will be really cross with me.

And if I do it, I'll be really rich." Obviously, we're going to say it in a much more formal and much better way than I just said it.

But now let's think about what features we will include.

So what kind of stylistic or what right features in our writing are we going to include? So let me just show you the first one on my list.

We're going to write in the first person perspective.

We're not going to be saying, "Macbeth thinks he should kill Duncan." We're going to be saying, "I think I should kill Duncan." We are writing in the first person perspective.

That's one feature.

I'd like you now to pause the video and see if you can think of any other features.

Think about tense.

Think about how we can make our writing really impressive.

Think about those.

Think maybe a little bit about our keywords.

They might give you a bit of a clue.

So pause the video while you discuss what features we will Include in our writing today.

Okay, well done.

I heard some amazing discussions there.

That was quite a tricky question.

So, first person perspective, present tense, because his thoughts are happening right now.

This is the part in the play where Macbeth is torn.

He has an internal conflict.

He doesn't know what to do.

He's speaking out loud about how he's feeling right now.

So we're using the present tense.

We're including thoughts and feelings so that the audience understand what is going through his head.

If Macbeth just stood quietly on the stage and had this internal conflicts just in his head, the audience wouldn't know what he's thinking.

That's why playwrights include soliloquy.

It offers the audience a chance to understand how a character is feeling.

So we've got to make sure our soliloquy are packed full of the thoughts and feelings Macbeth is having.

Rhetorical questions, there's our key word.

Remember they're questions that don't need an answer.

Modal verbs, those types of helping verbs that we're going to look at in a bit more detail in a second.

And adverbial complex sentences.

Again, we're going to look at those later in the lesson.

Okay, so what features will we include in our soliloquy? A, first person perspective.

B, inverted commas around speech.

C, adverbial complex sentences.

And D, rhetorical questions.

Pause the video and think about your answer.

Okay, well done.

We are going to include first person perspective because we are pretending that we are Macbeth.

So we'll be using words like I, or my, or we.

We're not gonna be using inverted commas around speech because, effectively, this whole thing is a speech.

We're saying what Macbeth is.

We're writing what Macbeth is speaking, but it's in a play.

In a play, or in a play script, we don't use inverted commas around speech.

So we don't need to think about any punctuation to show speech in our lesson today.

Some of you might be sighing a sigh of relief.

Okay, C, adverbial complex sentences.

Yes, please, we are going to use those in our writing today so that our writing flows really nicely and we've got lots of different types of sentences.

And yes, we're going to use rhetorical questions in our writing.

We're going to look at those a little bit later on as well.

So now let's just turn our attention to modal verbs.

We know it's a type of auxiliary verb that helps the main verb.

It shows certainty or possibility.

Let's see what that means.

I might be seen as weak if I do not act.

Might is the modal verb.

My wife will think I'm weak if I do not act.

Will is the modal verb.

I shall act so my wife does not think I am weak.

Shall is the modal verb.

Let's look for our.

We know that these help the main verb.

So now let's look at what the main verb is in each sentence that it's helping.

I might be seen.

So be seen is the main verb.

Might is the modal verb.

It's helping it.

I might be seen as weak.

My wife will think I am weak.

Think is the main verb.

Will is the modal verb.

I shall act is the main verb, and shall is the modal verb.

So hopefully you can see there how they help the main verb.

Different modal verbs have different purposes.

Some modal verbs show certainty.

For example, we will succeed.

I shall become king.

I must prove my strength to her.

These show that something is definitely going to happen or is planned to happen.

We will, I shall, I must, they show certainty, those modal verbs.

Some mod verbs show possibility.

I might get all that I desire.

We could get caught.

We may regret not acting now.

These show that something could possibly happen.

Now, in our soliloquies that we're writing today, we're going to be using both types of modal verbs because there's going to be certain things that Macbeth is sure about, he's certain about.

For example, if I kill Duncan, I shall become king or I must prove my strength to my wife.

And there are other things that he's going to be a little bit unsure about, where he's just going to show possibility.

I might get all that I desire.

We could get caught.

We may regret not acting now.

So modal verbs, that's why they're really important in our writing today.

Okay, could you find the modal verb in each sentence and the main verb it links to? So, remember, you're looking for those helping verbs that help the main verb, that show certainty or possibility.

Pause the video now.

Okay, well done.

So in the first one, in A, we could have everything our hearts desire.

Could is the modal verb.

Have is the main verb.

In B, I must not is the modal verb and allow is the main verb.

I must not allow these thoughts to crowd my brain.

And C, might is the modal verb.

The witches' prophecies come true.

Come is the main verb.

And that one is quite an important one 'cause we can see that the modal verb doesn't always go right next to the main verb.

It usually does, but it doesn't always.

Might the witches, that's a noun, Prophecies, that's a noun as well.

So the next word we come to is the verb, come.

Might the witches' prophecies come true.

Might is the modal verb.

In those examples, we've got could and might, which both show possibility and must not shows certainty.

So we can see the two different ways we can use modal verbs.

Okay, we're gonna switch our attention now from modal verbs to adverbial complex sentences.

That was quite a lot of information about modal verbs, so let's just have a quick shuffle on our seats perhaps.

Oh, that's it.

Just remember modal verbs are helping verbs, like could, should, I will.

And now switching our attention to adverbial complex sentences.

So, a sentence that contains an adverbial clause connected to a main clause is called an adverbial complex sentence.

Let me just check that again.

A sentence that contains an adverbial clause connected to a main clause is called an adverbial complex sentence.

Let's look at an example.

I must not look back after I have done the deed.

I must not look back is the main clause.

It makes sense by itself.

After I have done the deed is the adverbial clause.

Together they make an adverbial complex sentence.

Now I switch the order.

After I have done the deed, I must not look back.

This time we have our adverbial clause first, and then we have the main clause afterwards.

The adverbial clause can come before or after the main clause.

You'll notice if the main clause comes first, we don't need a comma after it.

I must not look back after I have done the deed.

But in the one where the adverbial clause comes first, after I have done the deed, comma, I must not look back.

That's just one of those things we have to remember.

Here's another example.

I might regret it forever.

That makes sense on its own.

If I do not act now, no comma there because the main clause comes first.

Whereas if I put it first, if I do not act now, comma, I might regret it forever.

These are all examples of adverbial complex sentences.

The adverbial clause in an adverbial complex sentence starts with a subordinating conjunction.

After it is done, there's my adverbial clause, and after is the subordinating conjunction.

After it is done, comma, we will have all we have ever wanted in life, or we will have all we have ever wanted in life, after it is done.

There, my adverbial clause comes second or comes after the main clause, and the subordinating conjunction is still the word after.

Here are some other subordinating conjunctions you could use, as, when, after, before, if, and because.

Have a quick look at them.

I'm gonna test you in a second.

As, when, after, before, if, because.

Okay, I'm gonna take them away, and shout out as many to me as you can remember.

Well done.

As, when, after, before, if, and because.

Okay, true or false, the following sentence is an adverbial complex sentence.

Because I love her, comma, I must not let her down.

Is this true or false? Pause the video now.

Okay, well done.

This is true.

Now I'd like you to read those and decide which is the better justification for your answer.

Pause the video now.

well done.

The correct answer is.

It's A.

Adverbial is an an adverbial complex sentence because it contains an adverbial clause starting with a subordinating conjunction, that's the word because, because I love her, that is connected to a main clause, I must not let her down.

Okay, it's time for me to do an activity, and then you are going to just repeat exactly what I do.

So make sure you are concentrating on what I'm doing 'cause you're going to be doing exactly the same thing in a second.

Now you are the teacher checking if I'm doing it correctly.

Okay, so I'm going to pick a subordinating conjunction.

There's little word bank of them, if, because, after, or before.

Then I'm going to pick a modal verb, one of those helping verbs, might, must, will, or could.

And then I'm gonna say a sentence using both, giving a reason Macbeth should kill Duncan.

this could be a sentence that I could put straight into my writing in learning cycle two.

Okay, so I'm going to pick.

If because of Paul.

I'm gonna pick before.

Might, must, will, could.

I'm gonna pick must.

Okay, let me think about my sentence.

Before, hmm.

Before I do this, I must do this.

What could I say? before I sleep tonight, comma, I must fulfil the witches' prophecy.

Before I sleep tonight, I must fulfil the witches' prophecy.

There we go.

So we can see there my subordinating conjunction, before, which starts my adverbial proverbial clause, before I sleep tonight, comma, and then I've got my modal verb, I must fulfil the witches' prophecy.

The main verb in that main clause is fulfil.

I must fulfil.

That's showing certainty.

I must do it.

Okay, it's your turn.

Pick a subordinating conjunction.

There they are.

Pick a modal verb.

There they are.

Think about a sentence and just say it out loud, giving a reason Macbeth should kill Duncan.

Good luck, pause the video now.

Okay, well done.

Here's an example you might.

Here's an example.

Yours is probably different.

So here we've got the subordinating conjunction if and the modal verb might.

I might always regret it if I do not act now.

So we can see that there's the modal verb might, the main verb being regret.

I might regret it.

And then the subordinating conjunction, if I do not act now.

Now, in my sentence, I had a comma because my adverbial clause came first.

Before I sleep tonight, comma, then my main clause.

But in this sentence, I've got my main clause first.

I might always regret it.

I could end my sentence there.

It makes sense by itself, but then I've got my adverbial clause, which is a type of subordinate clause afterwards, if I do not act now.

Okay, well done.

It's time for your first task.

I would like you to fill in the table with Macbeth's thoughts and feelings on why he should kill Duncan.

Write in note form.

You do not need to use complete sentences.

Try to include two subordinating conjunctions.

So for example, I might put in the first box, if I do not go through with it, comma, Lady Macbeth might.

That's not a full sentence, but it doesn't matter because, when I use it in my real writing, in my soliloquy, I can turn it into a full sentence.

But it'll be really helpful for me to have that lovely way to start a sentence.

If I do not go through with it, comma, Lady Macbeth might.

It's a really nice idea to start a brilliant sentence.

And I've got if, so I've got a subordinating conjunction.

So that's teeing me up nicely to include an adverbial complex sentence in my writing.

Okay, could you pause the video now.

Remember all those important things, first person perspective, rhetorical questions, and all those reasons Macbeth thinks he should kill Duncan.

Good luck, pause the video now.

Okay, well done.

Here are some more examples that you might have written.

If, as I read these, you want to steal any ideas for your plan, then you can do.

So we've got, will I always regret turning away from my destiny? Question mark.

There's a rhetorical question.

I would be the most powerful man in Scotland after.

So there we've got another subordinating conjunction.

My wife who knows what is best for me, comma, believes.

That's an example of we've got a relative clause there.

My wife believes I should do it, but I've included a relative clause.

My wife, comma, who knows what is best for me, comma.

So we're including a bit of extra information about Lady Macbeth.

Okay, brilliant.

Well done.

I hope you are feeling really prepared for your writing.

Let's look at our learning cycle two, writing the four section of a soliloquy.

So soliloquies often include rhetorical questions.

A rhetorical question is a question that does not expect an answer.

Could I commit such a heinous crime? This does not expect an answer.

So it's a rhetorical question.

Duncan, where are you? This expects an answer.

So it's not a rhetorical question.

Rhetorical questions do all these.

They draw the audience in, inviting them to reflect on the character's thoughts and dilemmas.

They convey the internal conflict and uncertainties of the character.

They emphasise key points in the character's argument.

They persuade the character and the audience to see a certain point.

They are a really useful tool, and we're all going to include at least one rhetorical question in our writing today.

Okay, which of the following are rhetorical questions? Will my wife think I'm weak if I do not act? Will I always regret it if I do nothing? How old is Duncan's son? Has Duncan retired to his chamber? Pause the video now.

well done.

A and B are both rhetorical questions.

C and D are not, because they both expect an answer.

Okay, so let's just remind ourselves of some general things we need to remember when we write.

We plan and say each sentence before we write it.

We use punctuation where we know the rules.

We showcase each sentence types we know.

If you know how to include a relative clause, show it to me.

Show off.

include it in your writing.

Write letters neatly on the line in joined handwriting.

Use spelling strategies to spell words accurately.

Check and improve our writing when we think we have finished.

If you think you're finished, you probably haven't.

You can always do more checking and more improving.

Here is the success criteria for your writing today.

I have written in the first person's perspective, I, me, or my.

I have included rhetorical questions, questions that don't need an answer.

I have included adverbial complex sentences using those subordinating conjunctions, like before, after, as.

I have included modal verbs, those helping verbs like should, would, will.

Okay, so don't forget to use your plans from task A.

They're gonna be really useful.

So it's really silly to just ignore them.

Get them out.

Put them next to you.

Make sure you use them.

But remember, you will need to turn each idea into a full sentence.

I can't just copy up, my wife, comma, who knows what is best for me, comma, believes, because it's not a full sentence.

But I could start that sentence.

My wife, who knows what is best for me, believes I should be the king.

That's a really good sentence.

So just remember you have to turn them into full sentences.

Let's look at a model section before you do your your writing, I'm going to read it to you so make sure you're listening carefully.

My dear spouse is pressuring me with such haste, but what if we fail? No! I must cast out any doubt and become the strong man I was destined to be.

If I do not go through with Duncan, Lady Macbeth will forever think I'm weak.

I would be the most powerful man in Scotland after carrying out this one simple act.

Reigning over Scotland, we would have everything our hearts desire.

There's the first section.

Let's check.

Have I used first person perspective? Yes, look, I can see my, me, we, I.

All those words show me this is written in the first person perspective, so I can give that a tick.

Have I included a rhetorical question, a question that doesn't need an answer? Yes, look, what if we fail? There's my rhetorical question.

I can give that a tick.

Have I got an adverbial complex sentence? Oh yes, look, I've got two there.

If I do not go through with killing Duncan, Lady Macbeth will think I'm weak.

So the subordinating conjunction there is if, if I don't do this, comma, this will happen.

And I've got, I would be the most powerful man in Scotland after carrying out this one simple act.

So the two subordinating conjunctions are if and after.

In the first adverbial complex sentence, the adverbial clause comes first, if I do not go through with killing Duncan, comma.

In the second one, the adverbial clause comes second, after carrying out this one simple act, I can give that one a tick.

Modal verbs.

Let's check.

Yes, look, I've got must, would, and will, and wood again.

I must cast, I will forever think, I would be, we would have.

You can see those verbs helping out those main verbs.

Okay, let's look at one more section.

This is the last part in today's writing.

My wife, who knows what is best for me, is incessantly pushing me.

I must not let her down as I cannot be viewed as a coward by my one true love.

Would she forgive me if I stay loyal to Duncan? Will I lose her forever? Before the witches delivered their prophecy, I might have been able to live happily as I was, but now I cannot ignore my fate.

I must act before it's too late.

Again, we can see first person perspective.

My, me, I, we.

I can see rhetorical questions.

Would she forgive me if I stay loyal to Duncan? Will I lose her forever? Adverbial complex sentences.

I must not not let her down as I cannot be viewed as a coward.

And, would she forgive me if I stay loyal? And, before the witches deliver that prophecy, I might have been able to live happily, and I must act before it is too late.

Wow, jam packed of adverbial complex sentences.

And modal verbs, must, would, will, might, and must.

So I can give that a tick as well.

Okay, it's your turn to write.

Hopefully, you've got some good ideas there and you've got those incredible plans.

Use your success criteria and your plan to help you structure your paragraph.

I think this writing is going to be amazing.

You've got loads of good ideas and you're really prepared for your writing today.

So good luck and pause the video now while you write this section of your soliloquy.

Okay, well done.

I hope you feel really pleased with what you've achieved in your writing.

So it's time to read your writing back to check for sense and errors.

Remember, if you haven't done it already, tick the success criteria as you find an example of each part of it.

So if you see any examples of first person perspective, give it a tick.

Remember, you've got rhetorical questions, adverbial complex sentences, and modal verbs.

They're the things you are looking for.

But even more importantly, read your work back to check for any errors.

Good Luck, pause the video while you read and check your work now.

Amazing.

Well done for checking your work so carefully.

Let's summarise what we have learned together today.

We've learned that soliloquies are used in plays to show the audience how a character is feeling.

We can use our plans and success criteria when writing to be as successful as possible.

Writers can use modal verbs to show different levels of certainty or possibility.

Writers can use aerial complex sentences to create text flow in their writing.

Writers can use rhetorical questions to show that their character is in internal conflict.

Well done for sticking with this lesson right through till the end, and well done, more importantly, for doing some incredible writing today.

I hope you feel really proud of all that you've achieved, and hopefully I'll see you for the final part of the soliloquy where Macbeth sees that visualisation of a dagger and decides to kill Duncan.

Thank you so much for joining me and hopefully I'll see you another time.

Bye.