Name: __________________________ Block: _____________________
Your booklet will be submitted three times; after Act I, after Act III,
and once we finish the play. Your answers will be checked for
comprehension, detail, and completion. You may revise your
answers after the first two submissions to increase your grade.
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Class Lesson on the Elizabethan Era
Record EVERYTHING, and study it. You will be tested on your
understanding.
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Shakespeare’s boyhood in Stratford
William Shakespeare was born in Stratford-upon-Avon, England, in
1564. This was the sixth year of the reign of Queen Elizabeth I. He was
christened on April 26 of that year. The day of his birth is unknown. It
has long been celebrated on April 23, the feast of St. George.
He was the third child and oldest son of John and Mary Arden
Shakespeare. Two sisters, Joan and Margaret, died before he was born.
The other children were Gilbert, a second Joan, Anne, Richard, and
Edmund. Only the second Joan outlived William.
Shakespeare's father was a tanner and glovemaker. He was an alderman
of Stratford for years. He also served a term as high bailiff, or mayor.
Toward the end of his life John Shakespeare lost most of his money.
When he died in 1601, he left William only a little real estate. Not much
is�known about Mary Shakespeare, except that she came from a
wealthier family than her husband.
Stratford-upon-Avon is in Warwickshire, called the heart of England. In
Shakespeare's day it was well farmed and heavily wooded. The town
itself was prosperous and progressive.
The town was proud of its grammar school. Young Shakespeare went to
it, although when or for how long is not known. He may have been a
pupil there between his 7th and 13th years. His studies must have been
mainly in Latin. The schooling was good. All four schoolmasters at the
school during Shakespeare's boyhood were graduates of Oxford
University.
Nothing definite is known about his boyhood. From the content of his
plays, he must have learned early about the woods and fields, about
birds, insects, and small animals, about trades and outdoor sports, and
about the country people he later portrayed with such good humor. Then
and later he picked up an amazing stock of facts about hunting, hawking,
fishing, dances, music, and other arts and sports. Among other subjects,
he also learned about alchemy, astrology, folklore, medicine, and law.
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As good writers do, he collected information both from books and from
daily observation of the world around him.
Shakespeare’s Five Act Structure
Act 1 -- Exposition. We meet the dramatis personae, and time and place
are established. We learn about the antecedents of the story. Attention is
directed toward the germ of conflict and dramatic tensions.
Act 2 -- Complications. The course of action becomes more
complicated, the "tying of knots" takes place. Interests clash, intrigues
are spawned, events accelerate in a definite direction. Tension mounts,
and momentum builds up.
Act 3 -- The Climax of Action. The development of conflict reaches its
high point, the Hero stands at the crossroads, leading to victory or
defeat, crashing or soaring.
Act 4 -- Falling Action. Reversals. The consequences of Act 3 play out,
momentum slows, and tension is heightened by false hopes/fears. If it's a
tragedy, it looks like the Hero can be saved. If not, then it looks like all
may be lost.
Act 5 -- Catastrophe. The conflict is resolved, whether through a
catastrophe, the downfall of the hero, or through his victory and
transfiguration.
http://www.rci.rutgers.edu/~deis/fiveact.html
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Terminology of a Dramatic Play
Define the following:
Aside
Blank Verse
Comic Relief
Deus ex Machina
Drama
Dramatic Irony (Again, I know!)
Epilogue
Free Verse
Hamartia
Iambic Pentameter
Pathos
Soliloquy
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Suspension of Disbelief
Tragic Hero Commonly Misunderstood Words
anon—right now, OR “I come right away”……. “Anon, good nurse! Speak!”
art—are, OR skill……“Thou art dead; no physician’s art can save you.”
dost or doth—does or do……“Dost thou know the time?”
ere—before……“We must leave ere daybreak.”
fain—gladly……“I fain would bake Mr. Love cookies if I could get an A.”
fie—an exclamation of dismay or disgust……“You cheated? Fie upon it!” OR “Fie! Are you mad?”
hark—listen……. “Hark to the owl,” OR “Hark! The herald angels sing!”
hence—away…..“Get thee hence, beggar!” OR “We must hence before the army arrives.”
hie—hurry……“Hie thee hence, or lose your life!”
hither—here…..“Come hither, young lad.”
thither—there……“Look to the east—thither doth the sun arise.”
hath—has……… “He hath killed many a man.” OR “He hath a horse.”
ho—hey (roughly equivalent). “Lucius, ho!” [Brutus calling his servant]
mark—pay attention to…….. “Mark my words.”
marry—indeed……“He says I should respond quickly; marry, I want to.”
pray/prithee—a polite way of asking something……“I prithee answer the question.”
saucy—cheeky; sassy……“Hence, thou saucy boy!”
sirrah—a term of address used for inferiors……“Sirrah, bring the letter over here.”
thee—you……“When will I see thee next?”
thou—you……“Thou art a villain.”
thy—your……“Thy name is more hateful than thy face.”
whence—from where…….. “Whence came that news?” OR “Return to whence you came.”
wherefore—why……“Wherefore dost thou leave?” OR “Romeo, Romeo, wherefore art thou Romeo?”
[As in, “why can’t you be someone else, whom my family doesn’t hate?”]
would- wish… “would I could see my love again.”
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Setting
Some background: As far as we know, Macbeth was written in 1605. Queen
Elizabeth, who was the English monarch from 1558 until her death in 1603, was a
great patron and supporter of Shakespeare. Shakespeare's job was to flatter the
queen, and that respect for the monarchy was evident in many of his plays. As
Elizabeth never married, and did not leave an heir, upon her death the English
throne went to the family of her cousin Mary, Queen of Scots. Mary's son, James
VI of Scotland, James I of England became king, and as he was also a fan of the
theatre, Shakespeare now had to please him.
This is the first of Shakespeare's plays that is set in Scotland. Many of the
characters are based on history, dating as far back as the year 1005. The only
fictional character is Macduff, who Shakespeare provided as a foil for Macbeth.
• Which character do you think Shakespeare planned would flatter King James
the most? Keep this in mind throughout the play.
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Character Map
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Answer the following using complete sentences.
Act I
Scene i
1. What effect is Shakespeare creating by beginning the play with this
scene?
2. What do you suppose is suggested by the line, “Fair is foul, and
foul is fair”?
Scene ii
3. What impressions do we have of Macbeth’s bravery and ability as
a warrior?
4. What is his relationship to King Duncan?
5. Whom had Macbeth and Banquo been fighting?
6. What does King Duncan tell Ross to do?
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Scene iii
7. What does the audience learn about the Weird Sisters from their
conversation at the beginning of the scene?
8. When Macbeth says, “So foul and fair a day I have not seen,” to
what is he referring? What could be the dramatic irony in this
line?
9. What three prophecies do the Weird Sisters make regarding
Macbeth? How does he react?
10. What do the Weird Sisters see in the future for Banquo?
11. How do Macbeth and Banquo react to the experience after the
Weird Sisters vanish?
12. As the others talk, what does Macbeth’s aside reveal about his
thinking?
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13. What dramatic conventions does Shakespeare use to establish
character and begin to lay out his tragedy? (Think of your terms)
Scene iv
14. Why was the former Thane of Cawdor executed?
15. What announcement does the King make to everyone present and
what is Macbeth’s reaction?
16. In his last speech in this scene, what does Macbeth reveal?
Scene v
17. What is the purpose of the letter that Lady Macbeth is reading?
18. What do we learn about Macbeth from Lady Macbeth’s reaction to
the letter?
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19. What do we learn about Lady Macbeth from her comments about
her husband?
20. How does the news about King Duncan’s expected arrival affect
her? What is she planning?
21. Why does Lady Macbeth pray to be unsexed?
22. In what way does Lady Macbeth’s advice to Macbeth relate to the
“fair is foul” theme?
Scene vi
23. What is the purpose of this brief scene?
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Scene vii
24. What argument does Macbeth raise against going through with
their plan?
25. What consequences does Macbeth fear if he commits the murder?
26. What does Lady Macbeth say to goad her husband into the
murder?
27. Macbeth’s response to her about what a man may dare is
frequently quoted. What is his meaning?
28. What is the point of Lady Macbeth’s baby imagery?
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Act II, scene i
1. What is significant about the weather?
2. What is significant about Macbeth’s saying, “I think not of them,”
after Banquo had admitted to dreaming about the Weird Sisters?
3. In his soliloquy after Banquo leaves, what does Macbeth tell us he
sees? What could account for this apparition?
4. Why does Shakespeare have Macbeth hallucinate?
Act II, scene ii
5. Compare Macbeth’s and Lady Macbeth’s reactions immediately
after the crime. (and then commit this to memory!)
6. Why does Lady Macbeth not commit the murder when she is in the
room?
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7. How does Lady Macbeth get Duncan’s blood on her hands?
Act II, scene iii
8. The Porter’s scene, or the “knocking at the gate,” is a much
debated scene by scholars, but many agree it is the typical comic
relief scene seen in Shakespeare’s plays. What do you suppose the
dramatic purpose of a comic relief scene is? Why is the Porter’s
soliloquy in prose rather than poetry? What lines contain the
bawdy humor so often found in these scenes?
9. How is the theme of “a crime against nature” reinforced in this
scene?
10. How does Macbeth react to the discovery of Duncan’s body?
11. How does Lady Macbeth save him from himself?
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Act II, scene iv
12. What is the purpose of this scene?
13. What additional natural, or “unnatural,” events further the “crime
against nature” theme?
Act III, scene i
1. In his soliloquy, what suspicion and hope does Banquo reveal?
2. How does Macbeth convince the murderers to kill Banquo and
Fleance?
3. What does Macbeth tell them to do?
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Act III, scene ii
4. What is the meaning of Lady Macbeth’s opening speech in this
scene?
5. In this scene, what is Macbeth’s state of mind?
6. On the other hand, how does Macbeth show that his resolve and
ambition have become stronger?
7. What is significant about Macbeth’s instructions to Lady Macbeth
about how to treat Banquo at the state dinner that night?
Act III, scene iii
8. What happens at the ambush?
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Act III, scene iv
9. One characteristic of Shakespeare’s style is his play on words.
How is this demonstrated in Macbeth’s response to the murderer’s
saying it’s Banquo’s blood on his face?
10. What does Lady Macbeth say to Macbeth?
11. What is the significance of the conversation Macbeth and Lady
Macbeth have immediately after the guests leave?
12. For what reason does Macbeth mention Macduff’s name?
13. What does Macbeth say he will do next?
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Act III, scene v
14. Who is Hecate, and why is she angry?
15. What is her plan for Macbeth?
Act III, scene vi
16. What is the meaning of Lennox’s speech?
17. What further exposition does Shakespeare offer through the
Lord?
Act IV, scene i
1. Describe the three apparitions and the significance of each.
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2. What, after this, does Macbeth resolve?
3. Pleased with the information, what one further thing does Macbeth
desire to know and what is the answer he gets?
4. What news does Lennox give to Macbeth?
5. What is Macbeth’s response?
6. What is his resolve at the end of this scene? How is this different
from his previous actions?
Act IV, scene ii
7. What is the purpose of the exchange between Lady Macduff and
her son?
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8. What effect is created by the Messenger’s entering to warn Lady
Macduff?
9. Why does Shakespeare show the son’s murder onstage?
Act IV, scene iii
10. What additional evidence does Shakespeare give his audience
that Macbeth is a tyrant? (You will have to look for this, it is
briefly mentioned!)
11. What suspicion of Macduff does Malcolm voice?
12. How do Malcolm's comments about Macbeth again bring to
mind the “fair is foul” theme?
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13. What is it that makes Malcolm suspicious of Macduff’s
motives?
14. How does Malcolm test Macduff’s honesty?
15. What finally convinces Malcolm that Macduff is acting in the
interest of Scotland?
16. What purpose does the brief dialogue about Edward the
Confessor’s alleged ability to heal serve?
17. After receiving word of his family’s slaughter, what does
Macduff resolve?
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Act V
1. What is ironic about Lady Macbeth’s constant “handwashing”?
2. What does the Doctor’s “Foul whisperings are abroad” speech
echo?
Act V, scenes ii – vii
3. Whose side are Lennox, Angus, Menteith, and Caithness on?
4. What do they say about the men that Macbeth commands?
5. What is Macbeth’s lament in his “my way of life Is fallen into the
sear ...” speech?
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6. What is Lady Macbeth’s condition, and how does Macbeth believe
it could be cured?
7. In reaction to the news that Lady Macbeth is dead, Macbeth
delivers his most famous soliloquy. What does it mean?
8. What does Macbeth recognize and how does it fit in with the “fair
is foul” theme?
9. As bad as things look for Macbeth, why does he still scorn all his
opponents?
10. What is the meaning of Siward’s statement that Macbeth's men “on
both sides do fight”?
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Act V, scene viii
11. What information does Macduff tell Macbeth that makes him
frightened (“Cow’d my better part”)?
12. What is Macbeth’s response?
13. Why does he quickly change his mind about fighting?
14. On what note does the play end?
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Booklet Evaluation
Your booklet will be submitted three times. Your answers will be checked for
comprehension, detail, and completion. You may revise your answers after the first two
submissions to increase your grade.
1. After completion of Act I: Grade_____________ Work Habit ______________
2. After completion of Act III: Grade_____________ Work Habit ______________
3. Final submission: Grade_____________ Work Habit ______________
Re
ad
ing
& V
iew
ing
Criteria Not Yet Meeting
Expectations
Minimally Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Read collaboratively and
independently for
comprehension
B1
Does not complete class
readings
Does not read to increase
knowledge or follow
along in the booklet
Reads for basic
information, applies
findings in brief answers.
Reads in class and refers
to text when completing
booklet
Reads in class and refers
to text when completing
booklet
Reds further than
assigned readings to
increase comprehension
During and After reading,
select and apply a range
of strategies to
construct, monitor and
confirm meaning to:
-Make logical predictions
-summarize and
paraphrase
-determine meaning of
unknown words
-Make inferences and
draw conclusions
B5, B6, B7
Questions may be
incorrect or not answered
at all
No effort to understand
language
Answers questions with
adequate detail
Struggles to understand
Shakespearean language,
may not show effort
Answers questions
correctly and with detail
Considers the meaning of
new vocabulary
Answers questions
intelligently, making
inferences and
predictions.
Aims to understand new
vocabulary
Aims to understand
Shakespearean language
and construction
Recognize and explain
how structures and
features of texts affect
meaning:
Form and Genre
Literary elements and
devices
B12
Does not understand the
meaning of the text
May not make effort to
further understand
Understands literal
meaning of the text and
may not search for
deeper meaning
Understands literary
elements and
understanding in answers
Analyses and makes
inferences in regards to
literary elements;
considers figurative
language, foreshadowing,
and metaphor
Read literary texts
Increase word skills and
vocabulary
Appreciate the writer's
craft
Includes only course texts Includes course texts and
a small number of other
selections regardless of
literary merit
Includes course texts and
other selections
regardless of literary
merit
Includes course texts and
other selections of
literary merit
Incomplete. Must
be revised and
resubmitted.
3- 3 4
C- C C+
4+ 5- 5
B- B B+
5+ 6- 6
A- A A+
Work
Habits
Good: submitted on time/attention to detail evident/Questions answered fully and with complete detail/intention for success
evident throughout
Satisfactory: submitted one class late/some attention to detail/Questions answered briefly or not complete /intention for
success somewhat evident
Needs Improvement: submitted more than one class late/no attention to detail/Questions are not answered in complete
sentences/intention for success not evident