Planning part two 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

Which of the following adjectives would be appropriate in describing the three witches? 

As they talk, their pungent breath is released into the air. 

Their haunting voices were carried on the sea breeze.

Old, haggard women stood with weathered faces and unkempt hair. 

Match the description to the correct sense it describes. 

A fronted adverbial can be which of these?

Decide whether each fronted adverbial is showing time, place or manner. 

tells us who said the direct speech and how

used to show that a character is speaking out loud in a text

Match each part of a speech sentence to its correct purpose.

a full stop to mark the end of the sentence

What piece of punctuation is missing in this speech second sentence? They gathered around as the dominant sorcerer howled "When shall we three meet again?"

a framework that writers create before they write

Who are the first characters we are introduced to in the opening of 'Macbeth'?

Which punctuation is a fronted adverbial followed by?

What atmosphere do we want to create in our narrative opening of 'Macbeth'?

Which of the following makes a complex sentence when joined to a main clause?

This lesson will soon be taken down.

Planning part two of the opening of 'Macbeth'

Lesson outcome