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.

2

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