Planning part one of the opening of 'Macbeth'

English

In 'Macbeth', pupils learn about character, plot and theme in a Shakespearean play for the first time. In 'Shakespeare's ’Romeo and Juliet’: Diary and Narrative Writing', pupils will learn how Shakespeare explores multiple key themes throughout a single play.’

In 'The Highwayman: Narrative Writing', pupils developed their understanding of how to create atmosphere and engage the reader using figurative language. In 'Shakespeare's ’Macbeth’: Narrative and Soliloquy Writing', pupils will use figurative language to write a narrative based on Shakespearean tragedy and convey characters' thoughts and feelings through soliloquy writing.

Shakespeare's 'Macbeth': narrative and soliloquy writing

When we describe the setting, we will describe it from a bird's eye view and work our way down. What order would we describe these setting details in?

Ravenous crows swoop through the dark sky. 

Withered trees struggle to grow in the harsh conditions. 

The wind howled ominously as the wild sea foamed. 

Which of these sentences is written in the past tense?

Which of the following are fronted adverbials of place?

compares two things using ‘like’ or ‘as’

compares two things by saying that one thing is another

assigns human characteristics to non-human things

Match the figurative language types to their definitions.

What linguistic features and figurative language are used in the following sentence? 'In all directions, the wailing wind whined like a desperate hound wanting to be freed.' 

Match each description to the correct sense. 

Match each adjective to the correct definition.

Match each adjective to the most appropriate noun to form a word pair. 

True or false? The following sentence includes two adjectives in the noun phrase used: 'Everywhere, a suffocating, musty scent permeated the air.'

This lesson will soon be taken down.

Planning part one of the opening of 'Macbeth'

Lesson outcome