MYPNA_TE_G12_U3_web.pdf

TEACH

DECIDE AND PLAN

PERSONALIZE FOR LEARNING

Read and Respond

Have students their first read of the selection. Then have them complete their close read. Finally, work

with them on the Making Meaning and Language Development activities.

English Language Support

Provide English Learners with support for

structure and meaning as they read the

selection.

Structure Discuss the recurring pattern

of scenes with the witches, seen in Acts

I, II, and now in Act IV. Review the words

prophecy and prediction. Discuss that when

we see the witches, predictions are made

that affect Macbeth’s decisions. Talk about

the word apparition – a ghost or ghost-like

image.

Meaning Have students read the stage

directions of the apparitions (Scene i, lines

68–93). Discuss what they are: an image

of Macduff’s head, a bloody child, and a

child with a crown holding a tree. Explain

the relevant information: Macbeth should

beware Macduff, no man born of a woman

will harm Macbeth, and he won’t be

harmed until the forest moves against him.

Strategic Support

Provide students with strategic support

to ensure that they can successfully read

the text.

Language Have students read aloud the

descriptions of the apparitions. Review

the meaning of apparition (a ghost-like

image). Work through the language of

each prophesy. (Scene i, line 80) None of

woman born means none that was born

from a woman, (Scene i, line 92) shall never

vanquished be means never be defeated,

(Scene i, line 93) Great Birnam Wood...

come against him means the trees in the

woods will actually rise.

Meaning After studying the language,

make sure students understand the overall

meaning of the prophecies: 1) beware of

Macduff, 2) no one born of a woman will

defeat Macbeth 3) he is in no danger unless

the forest rises. Ask students why Macbeth

feels safe.

Challenge

Provide students who need to be challenged

with ideas for how they can go beyond a

simple interpretation of the text.

Text Analysis Have students work in pairs.

Ask them to read the section with the

witches and the apparitions aloud, rotating

parts. Then have them discuss what the

three prophecies are, what they mean, how

Macbeth reacts, and why they think he does

not feel afraid. Ask the partners to write

their ideas. As a larger group, discuss what

each pair concludes.

Written Response Inform students that

many lines of Shakespeare are so well

known, they show up in modern literature,

movies, or TV shows. Ask students to look up

some well-known lines on the internet (for

example, Double, double, toil and trouble) to

see what they find. Ask them to write down

their findings and report to the class.

Text Complexity Rubric: The Tragedy of Macbeth, Act IV

Quantitative Measures

Lexile NP Text Length: 18,031 words in the entire play

Qualitative Measures

Knowledge Demands

1 2 3 4 5

Multiple themes are addressed that are very sophisticated and complex, including corruption of

ambition, gender and relationship to violence, guilt and retribution, conflicts of right and wrong.

Structure

1 2 3 4 5

Both prose and verse are included. Use of rhythm and rhyme is irregular, with varying meter. The

appearance of the witches, who return in Act IV, is a recurring event.

Language Conventionality and Clarity

1 2 3 4 5

Language is figurative and archaic (Elizabethan English of 16th and 17th centuries) with unfamiliar

syntax and vocabulary, but students will become more familiar with the language as they read each act.

Levels of Meaning/Purpose

1 2 3 4 5

This play, as with all Shakespeare’s plays, is full of symbolism and multiple meanings that are difficult to

identify and interpret, requiring extensive analysis.

Reading Support

WHOLE-CLASS LEARNING • THE TRAGEDY OF MACBETH, ACT IV

314C UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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