GED-LIT 01

(Masterworks in World Literature)

FLA 02

MACBETH

By: William Shakespeare

Submitted by: Giscele S. Andres

Submitted to: Vandolph Corpuz

I. Learning Targets
a. Identify the elements of the tragic drama Macbeth (character, setting, plot etc.)
b. Analyze the strengths and weaknesses of the major characters and relate it into
one’s personality
c. Show evolution and/or connections of cultures presented in Macbeth in today’s
era and in the past
d. Create
II. Provide a short background of the region/place of origin of the literary piece.
The teacher will ask the students if they happened to know a tragic story that is
somewhat based on history. The teacher will discuss how the tragic story relates to
history.
Shakespeare drew the materials for the plot of the story from Holinshed's Chronicles
of Englande, Scotlande, and Ireland, the first edition of which was issued in 1577,
and the second (which was doubtless the one the poet used) in 1586-87. The extracts
from Holinshed in the notes will show that the main incidents are taken from his
account of two separate events--the murder of Duncan by Macbeth, and that of
King Duffe, the great-grandfather of Lady Macbeth, by Donwald. It will be seen,
too, that Shakespeare has deviated in other respects from the chronicle, especially in
the character of Banquo.

III. Pose the motive/essential question.

The teacher will ask the student to play “A Nervous Trip”
Game Mechanics.
1. Form a team of 8 to 10 students and compete with the other groups in your class.
2. Among the members of the group, assign students who will represent the following
parts: Brain, Organ, Sensory Neurons, and Motor Neurons
3. Have the “Brain” stand at one end of the classroom, and the “Organ” at the other end
near the blackboard.
4. Let three to four members representing “Sensory Neurons” stand and line up between
the “Brain” and the “Organ.” Another set of three to four members representing
“Motor Neurons” will stand and line up facing the “Sensory Neurons.”
6. Your teacher will show a card to the first member of the group, who is
 the “Organ.” Each card contains a puzzle about an specific word.
7. The “Organ” must pass the puzzle to one “Sensory Neuron”.
8. Each member who receives the card must relay it to another until it reaches the last
“Sensory Neuron.”
9. Let the last person in the “Sensory Neuron” group run to the “Brain” to communicate
solve the puzzle that was transmitted from the “Organ.”
10. The “Brain” must think of a reaction to the stimulus presented and pass this
response to the “Motor Neurons.”
11. Each member of the “Motor Neuron” group who receives the response from the
brain, must relay it to another until it reaches the last person in the group.
12. The “Organ” will receive this response through the “Motor Neurons” and run
quickly to the board to write the answer
13. The team with the correct answer and the shortest time of trip will win the game.

The student will form a sentence from the world they created
Mad About Continous Blood Emerging on The Hands

IV. Present the title of the literary piece in creative form

The teacher will ask the student to read and analyze the sentence.
The lesson will be revealed once the teacher tell the students to capitalize each world in
the sentence except “on.” Eventually, the name MACBETH will be revealed.
Essential Questions:
A. Why is there a “continuous blood emerging on the hands”
B. Who is Macbeth?
C. What will be the ultimate role of Macbeth in the story?
D. What real-life messages do the story “MACBETH” want to deliver.

V. Provide a Background of the Author

The teacher will ask the student to recall and orally summarize the tragic love of Romeo and
Juliet. Afterwards, the teacher will tell the class that the man who wrote the tragic love story
is also the one who write the tragedy that they will be discussing today. The teacher will
 discuss some important facts about William Shakespeare and his inspiration in writing the
story.

Shakespeare's chief source for Macbeth was Holinshed's Chronicles (Macbeth), who based
his account of Scotland's history, and Macbeth's in particular, on the Scotorum Historiae,
written in 1527 by Hector Boece. Other minor sources contributed to Shakespeare's
dramatic version of history, including Reginald Scot's Discovery of Witchcraft, and
Daemonologie, written in 1599 by King James I.

Shakespeare wrote Macbeth in 1606. It is important to understand the political context in

which it was written, as that is the key to the main theme of the play, which is that excessive
ambition will have terrible consequences. Shakespeare was writing for the theatre during the
reigns of two monarchs, Queen Elizabeth I and King James I. The plays he wrote during the
reign of Queen Elizabeth, such as A Midsummer Night's Dream, are often seen to embody
the generally happy, confident and optimistic mood of the Elizabethans. However, those he
wrote during James's reign, such as Macbeth and Hamlet, are darker and more cynical,
reflecting the insecurities of the Jacobean period. Macbeth was written the year after the
Gunpowder Plot of 1605.Though no birth records exist, church records indicate that a
William Shakespeare was baptized at Holy Trinity Church in Stratford-upon-Avon on April
26, 1564. From this, it is believed he was born on or near April 23, 1564, and this is the date
scholars acknowledge as William Shakespeare's birthday.

VI. Unlocking Unfamiliar Words

The teacher will present sentences spoken by the characters of Macbeth containing
unfamiliar world and the students will identify the meaning of it through e-
dictionaries. Afterwhich, the students will interpret the meaning of the sentences.
“Your face, my Thane, is a book where men
My read strange matters. To beguile the time,
Look like the time; bear welcome in your eye
Your hand, your tounge; look like innocent flower
But be the serpen’t undern’t”
Thane- a Scottish feudal lord
 Beguile- to trick or deceive someone; to attract or interest someone
Interpretation: A person Lady Macbeth is convincing a man to share in her own,
nasty little vision of the ways things should be

Let us seek out some desolate shade and there

Weep our sad bosoms empty
Desolate- to damage a place in such a way that it is no longer suitable for people to
live in
Bosom- a persons chest; a person’t chest when it is thought of as the place where
secret thoughts and feelings are kept.
Interpretation: A man is wants a second weep about the person he lost

Hold fast the mortal sword and like good men,

Bestride our downfall’n birthdom.
Each new morn
New widows howl, new orphans cry, new sorrows
Strike heaven on the face, that it resounds
As it felt with Scotland, and yell’d out
Like syllable of dolour-
Bestride- to sit or stand with one leg on either side of something
Resound- to make a loud, deep sound
Dolour- mental suffering or anguish; grief
Interpretation: A man is ready to take revenge

VII. Narrate the Story

The teacher will present a video clip to give the students an overview to the story
Video with Url:
https://www.google.com.ph/url?sa=t&source=web&rct=j&url=https://www.trinit
ypride.org/library-
1/item/download/4489_9ea4c8ffa8fb498ed69eaac6ddcf2cb2&ved=0ahUKEwjkgN
O17vvUAhXGGZQKHXUeCk8QFgghMAI&usg=AFQjCNH29TEH7VcJq8plpF
UPrtHR1SX8oA
 But before playing the video the student should answer the following question.
a. Where did the story happen?
b. Who are the characters in the story?
c. What is the theme of the story?
d. In the story, who resembles your personality/character the most?

VIII. Analyze the literary text and it’s elements

a. Setting
The teacher and the student will share discussion about the setting of the story
with student participation as they will be answering the question, “where did the
story happen,” based on the video played.

Forres is a catle in Scotland where Duncan lives.

When Macbeth becomes the king he will live at Forres and Banquo will be
murdered only a mile from the castle

Inverness is where Macbeth’s castle is before he becomes king. This is where

Macbeth and Lady Macbeth kill Duncan

Fife is where Macduff and his family live. When Macduff leaves for England he
leaves his family unprotected at his castle in Fife, and Macbeth’s hired thugs kill
all of Macduff’s kin there

Birnam Wood is a forest near Dunsinane Hill. Malcolm’s man disguise

themselves with tree branches so that when they approach Macbeth’s castle at
Dunsinane, it looks as if the forest itself is moving and their numbers are
concealed

Dunsinane Hill is a hill on which Macbeth has a castle. This is where he stays to
await Malcolm’s troops.
b. Character with Characterization + Figures of Speech
From the video, who are the characters you has noted?
But before that, the teacher will present the famous lines spoken by the major
characters and all they have to do is to recall and determine who’s spoke the
following lines and determine what figures of speech is used by the characters.
Macbeth
Let not light see my black and deep desires
The eye wink at the hand; yet let that be
Which the eye fears, when it is done to see- imagery
Character description: Thane of Glamis. Macbeth is the main protagonist of the
play which turned to be the primary antagonists.

Lady Macbeth
Your hand your tounge; look like the innocent flower
But be the serpent under’t- simile
Character description: A merciless woman. More openly ambitious than her
husband, she does not shy from murder, and pushes Macbeth towards it.

Banquo
There if I grow,
The harvest is your own- metaphor
Character description: Scottish Thane, Macbeth’s co-general in the wars

Duncan
Theres no art to find the mind’s construction in the face
He was a gentlemen on whom I built
An absolute trust- irony
Character description: An old, benevolent king of Scotland

Macduff
Hold fast the mortal sword and like good men,
Bestride our downfall’n birthdom.
Each new morn
New widows howl, new orphans cry, new sorrows
Strike heaven on the face, that it resounds
As it felt with Scotland, and yell’d out
Like syllable of dolour- simile
Character description: The thane of Fife. Commanded by Duncan to visit him
early in the morning at Macbeth’s castle, he discovers the Kings body

Malcolm
Let us seek out some desolate shade and there
Weep our sad bosoms empty- imagery
Character description: Duncan’s eldest son who became the king at the end of
the tragic story

Lady Macduff
“Wisdom?”- To leave his wife, to leave his babes?- paradox
Character description: Macduff’s wife who had been murdered by Macbeth’s
man.

Third Witch
All hail, Macbeth, that shalt be king hereafter!- apostrophe
Character description: speaks of future things. Like her sisters, she can command
winds.

First Witch- the leader of the trio witches

Second Witch speaks of present things rather than the past or future
Angus is a Thane who accompanies Ross in bringing Duncan news of the
Victory over Norway, and later bringing Mcbeth the announcement of his
accession to the rank of Thane of Cawdor
 Cathness is one of the four Thanes who desert Mcbeth when Malcolm invades-
bringing reinforcement to Malcolms army
Fleance is Banquo’s son
Lennox is young Thane attending to Duncan
Donalbain is Duncan’s second son

c. Plot
The teacher will present statements which sums up the plot of the story. Initially,
the teacher will present the plot in this way.
Gathering three witches on the blasted health
Desire grew and poisoned brave Macbeth
Scheming, his wife led him to stab the king
Banqou was next. His ghost spoiled everything
Wicked now reigned as Macbeth killed all dead
Cruelty ended when Macduff saw red
Hope came with Malcolm, when Macbeth lost his head
To check if the sequence are right, the teacher will change the first word of each
statement except Banqou and Hope with the synonym of each word, and the
correct sequence will be revealed.
Meeting three witches on the blasted health- Initial Situation
Ambition grew and poisoned brave Macbeth- Conflict
Cunning, his wife led him to stab the king- Rising Action
Banqou was next. His ghost spoiled everything- Climax
Evil now reigned as Macbeth killed all dead-Falling Action
Tyranny ended when Macduff saw red- Resolution
Hope came with Malcolm, when Macbeth lost his head- Denouement

d. Symbolisms

Blood- Once Macbeth and Lady Macbeth embark their murderous journey, blood
comes to symbolize their guilt, and they begin to feel that their crimes have stained
them in a way that cannot be washed clean. Blood symbolizes the guilt that sits like a
permanent stain on the consciences of both Macbeth and Lady Macbeth, one tha
hounds them to their graves.

The weather- Macbeth’s grotesque murder spree is accompanied by a number of

unnatural occurrences in the natural realm. From the thunder and the lightning that
accompany the witches appearances to the terrible storms that rage on the nights of
Duncan’s murder, these violations of natural order reflect corruption in the moral
and political order

Crown- Once you are crowned to be the king, you will have the greatest power and
biggest responsibility among all mankind in the nation. Duncan is characterized as a
benevolent and a wise ruler to his land but it happened to be the person whom he
trusted the most will take his life just for the crown.

Vision of the dagger- It is the embodiment of Macbeth’s guilty and conscience.

Macbeth feels torn between guilt and conscience and temptation about the murder
of Duncan.

Banqous ghost- It signifies guilt and conscience which hunts Macbeth for being a
culprit in the death of his best friend, Banquo.

Armed head- symbolizes how Macbeth used to be a valiant warrior

Bloody child- represents how Macbeth is soaked with the blood of all the innocent
people he has killed

Crowned child and dancing trees- symbolizes Macbeth’s defeat

e. Themes + Values Integration

The teacher will present the theme and each theme includes values that the
student should be aware of.

THE FALL OF MAN

The ancient Greek notion of tragedy concerned the fall of a great man, such as a
king, from a position of superiority to a position of humility on account of his
ambitious pride, or hubris. To the Greeks, such arrogance in human behavior
was punishable by terrible vengeance. The tragic hero was to be pitied in his
fallen plight but not necessarily forgiven: Greek tragedy frequently has a bleak
outcome. Christian drama, on the other hand, always offers a ray of hope; hence,
Macbeth ends with the coronation of Malcolm, a new leader who exhibits all the
correct virtues for a king. Macbeth exhibits elements that reflect the greatest
Christian tragedy of all: the Fall of Man. In the Genesis story, it is the weakness
of Adam, persuaded by his wife (who has in turn been seduced by the devil)
which leads him to the proud assumption that he can "play God." But both
stories offer room for hope: Christ will come to save mankind precisely because
mankind has made the wrong choice through his own free will. In Christian
terms, although Macbeth has acted tyrannically, criminally, and sinfully, he is not
entirely beyond redemption in heaven.

FORTUNE, FATE, AND FREE WILL

Fortune is another word for chance. The ancient view of human affairs
frequently referred to the "Wheel of Fortune," according to which human life
was something of a lottery. One could rise to the top of the wheel and enjoy the
benefits of superiority, but only for a while. With an unpredictable swing up or
down, one could equally easily crash to the base of the wheel.
Fate, on the other hand, is fixed. In a fatalistic universe, the length and outcome
of one's life (destiny) is predetermined by external forces. In Macbeth, the
Witches represent this influence. The play makes an important distinction: Fate
may dictate what will be, but how that destiny comes about is a matter of chance
(and, in a Christian world such as Macbeth's) of man's own choice or free will.
Although Macbeth is told he will become king, he is not told how to achieve the
position of king: that much is up to him. We cannot blame him for becoming
king (it is his Destiny), but we can blame him for the way in which he chooses to
get there (by his own free will).

KINGSHIP AND NATURAL ORDER

Macbeth is set in a society in which the notion of honor to one's word and
loyalty to one's superiors is absolute. At the top of this hierarchy is the king,
God's representative on Earth. Other relationships also depend on loyalty:
comradeship in warfare, hospitality of host towards guest, and the loyalty
between husband and wife. In this play, all these basic societal relationships are
perverted or broken. Lady Macbeth's domination over her husband, Macbeth's
treacherous act of regicide, and his destruction of comradely and family bonds,
all go against the natural order of things.
The medieval and renaissance view of the world saw a relationship between
order on earth, the so-called microcosm, and order on the larger scale of the
universe, or macrocosm. Thus, when Lennox and the Old Man talk of the
terrifying alteration in the natural order of the universe — tempests, earthquakes,
darkness at noon, and so on — these are all reflections of the breakage of the
natural order that Macbeth has brought about in his own microcosmic world.

DISRUPTION OF NATURE

Violent disruptions in nature — tempests, earthquakes, darkness at noon, and so

on — parallel the unnatural and disruptive death of the monarch Duncan. The
medieval and renaissance view of the world saw a relationship between order on
earth, the so-called microcosm, and order on the larger scale of the universe, or
macrocosm. Thus, when Lennox and the Old Man talk of the terrifying alteration
in the natural order of the universe (nature), these are all reflections of the
breakage of the natural order that Macbeth has brought about in his own
microcosmic world (society).

GENDER ROLES

Lady Macbeth is the focus of much of the exploration of gender roles in the play.
As Lady Macbeth propels her husband toward committing Duncan's murder, she
indicates that she must take on masculine characteristics. Her most famous
speech — located in Act I, Scene 5 — addresses this issue.
 Clearly, gender is out of its traditional order. This disruption of gender roles is
also presented through Lady Macbeth's usurpation of the dominate role in the
Macbeth's marriage; on many occasions, she rules her husband and dictates his
actions.

REASON VERSUS PASSION

During their debates over which course of action to take, Macbeth and Lady
Macbeth use different persuasive strategies. Their differences can easily be seen
as part of a thematic study of gender roles. However, in truth, the difference in
ways Macbeth and Lady Macbeth rationalize their actions is essential to
understanding the subtle nuances of the play as a whole.

Macbeth is very rational, contemplating the consequences and implications of his

actions. He recognizes the political, ethical, and religious reason why he should
not commit regicide. In addition to jeopardizing his afterlife, Macbeth notes that
regicide is a violation of Duncan's "double trust" that stems from Macbeth's
bonds as a kinsman and as a subject.

On the other hand, Lady Macbeth has a more passionate way of examining the
pros and cons of killing Duncan. She is motivated by her feelings and uses
emotional arguments to persuade her husband to commit the evil act.

f. Point of View- The audience knows everything about the story so the story’s
point of view is third person or omniscient.

IX. Pose Discussion and Culture Embedded

In every monarchy, there will always be a culture of passing the throne to king’s son,
thereby, passing authority, power, great responsibility and inheritance of wealth as
well. In a non-monarchy nation, there will always be passing of authority, power,
responsibility and wealth to the heir/heiress.
X. Relevance and Real Life Connections
The connections of the deeds in the story Macbeth is very much similar to what is
happening today.
In the past, a man tries to kill a king to get his/her throne.
Today, politicians murders each other to win a sure position on the government
Politicians from all walks of life and all narratives struggle with the same theme that
MacBeth didThis is also seen in the acts of leaders who act against public interest for
personal gain. Certainly, we can see smaller examples of people whose ambition
knows no boundaries and seek to appropriate more and more in accordance to their
own subjectivity. In a modern adaptation of Macbeth there’s an equal emphasis on a
character who seeks money and power, as both are critical elements in feeding a
vision of desire. In the play, the character sought only power, but the modern
version would have to have the financial element present, in addition to the power
component.

XI. Values Gathered + Generalization

The teacher will pick a number to start the recalling of the acronym Macbeth to
generalize the story. After which, the teacher will pick again number who will answer
the question. The answer will be subjective, it will depend on students point of view.

Meeting three Witches on the blasted health

Question: Would you believe the prophecy uttered by any person even if it is
congruent to what you want? Why or Why not?

Ambition grew and poisoned brave Macbeth

Question: Would you let your own ambition and your own interest be followed even
if you are aware that you’ll deeply hurt those people around you? Why or Why not?
Would you allow power to destroy you and your morals? Why or Why not?
Cunning, his wife led him to stab the king
Question: Would you let your love one influence your mind to do cruel thing? Or
would you not allow her own desire to win your mind even if she/he will abandon
you?

Banqou was next. His ghost spoiled everything

Question: Do you believe in Karma? Why or Why not? Do you believe that your
conscience or guilt can be a part of your own karma and vice versa? Why?

Evil now reigned as Macbeth killed all dead

Question: Even if you do evil things and you wish to stop doing evil, is it possible?
Why or why not?
Will you commit mistakes just to cover-up the mistakes you’ve done in the past?

Tyranny ended when Macduff saw red

Question: Explain the adage “there’s still sunlight after the rain”

Hope came with Malcolm, when Macbeth lost his head

Question: What do you think are the virtues a good leader or a ruler must possess?
Explain why.