Western Sydney University, Unit 102090 Secondary Curriculum 2A – English

Assessment 1

Georgia Linnenbank (18366570)

Table of Contents

Text Justification………………………………………………………………………………………………………………………………………2

Week 1 (lessons 1-4)…………………………………………………………………………………………………………………………………4

Week 2 (lessons 5-8)………………………………………………………………………………………………………………………………11

Week 3 (lessons 9-12)…………………………………………………………………………………………………………………………….15

Week 4 (lessons 13-16)…………………………………………………………………………………………………………………………..20

References……………………………………………………………………………………………………………………………………………..25

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This sub-unit is situated within the Year 11 Advanced Module B: Critical Study of Literature. It focuses

mainly on Shakespeare’s Macbeth, with thoughtful use of supporting texts from different modes. The

activities are based on outcome content from the Year 11 Advanced English course.

Text Justification

Shakespeare has played a substantial roll in Australian English classrooms for decades, with some

rejoicing in the enduring presence of a master, and others wondering why he’s still hanging around.

Shakespeare’s contemporary and poet laureate, Ben Jonson, famously stated that Shakespeare was “not

of an age but for all time!” Some teachers believe that Shakespeare is “part of the foundation of the

English language” (which is certainly true considering he is credited with inventing many words and

phrases we use today), and that his work “still speaks to audiences today” (Bantick, 2014). The choice of

Macbeth for this module aims to “help the student to be stirred as deeply as he can be by the work of

the greatest artist in our language” (Hook, 1967, p.1205)

From a practical standpoint, choosing a Shakespearean drama for year 11 makes sense as in NSW

students will be required to study one for the HSC. Having recent experience of deep engagement with

these seemingly alien texts is likely to be an advantage. Macbeth, in particular, is a logical choice as it is a

shorter, action packed play that is still full of relevant ideas and big ideologies for students to consider.

Taking the form of play, Macbeth is multimodal by nature; it can be studied as a written text, a live

performance or through a film adaption. Students can consider the vast differences in meaning despite

the presence of the exact same words, thus clearly outlining the significance or different mediums and

settings. The wide scope of Macbeth, and its openness to interpretation make this text a perfect choice

for Module B: Critical Study of Literature as it is a complex text with which students can “engage deeply”

to “develop their own interpretation. . . basing their judgements on evidence drawn from their research

and reading” (p.41). Macbeth supplies ample opportunities for students to study construction, content,

context, aesthetics, language forms and features, and textual integrity, as is stipulated in the syllabus.

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As this course requires students to study “a range of types of texts”, there is also an interesting

digital/multi-medium version of Shakespeare’s Macbeth called myMacbeth chosen for this unit. After its

introduction in lesson 6, myMacbeth can be used as frequently as students desire, as a supplement or

replacement for the traditional print text. Though students thinking myMacbeth is “cool”, or finding it

makes it easier for them engage with the text, is both positive and desirable, this text serves to

demonstrate the significance of different mediums on the creation of meaning. Additionally, there is an

included film adaption chosen for students to study in this module; Geoffrey Wright’s 2006 Macbeth, set

in gangland Melbourne. As it has a rating of MA15+ an advisory note would need to be sent to parents,

but it has vastly different, and perhaps more familiar, setting than that which students expect from a

Shakespeare, and this an excellent teaching opportunity.

As this sub-unit occurs at an earlier stage of the module, it focuses on introducing Shakespeare and

Macbeth, and considers the plays content and context, as well as some concepts and literary techniques.

It allows students to experiment with some imaginative recreation, and encourages them to begin

forming their own understanding of the text, with the expectation that this will be continued and refined

throughout the module. The scope of the chosen texts allows students to consider other aspects of the

module that are not sufficiently covered in this sub-unit, such us aesthetic, textual integrity, and the

modern perspective.

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 Week 1

LESSON PLAN 1 – Pre-Poll & Shakespearean Language (introduction)

Class: Year 11 Advanced

Outcomes

Outcome 3 – Engage Personally with Texts: engage with increasingly complex texts to understand and

appreciate the power of language in shaping meaning.

Materials

- Class set of Shakespeare? polls (page 7)

- Class set of Shakespeare BURN worksheets (page 8)

- Access to https://www.youtube.com/watch?v=VPYOs0EGgJk

Procedures

Time Organisation Teaching/ learning activities

5 min Roll Allow students a few minutes to enter the classroom and get ready. Mark

the roll and have students write down today’s objectives:

- Introduction into the writing of Shakespeare.

10 min Pre-poll Hand out Shakespeare? questionnaires to assess students’ knowledge of,

and attitudes towards Shakespeare. Students are to complete these

individually. They will be collected and used for reflection later in the unit.

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20 min Worksheet Hand out Shakespeare BURNS worksheet on insults taken from

and https://www.telegraph.co.uk/news/2016/04/23/15-great-william-

discussion shakespeare-insults-which-are-better-than-swear/. This worksheet can be

done individually or as a class depending on the students’ knowledge of

and ability with Shakespearean language.

Lead a short class discussion based on the work sheet, encouraging

students to consider:

1. What is similar or different about Shakespeare’s humour

compared to modern humour?

2. How does the use of language effect the meaning?

3. What strategies can we use to better understand Shakespearean

language?

5 min Video For this sub-unit it is assumed that all students already have some

knowledge of Macbeth, from having read it over the school holidays or

working through it earlier in the module. However, to make sure that all

students have a good working knowledge, show the quick overview from

John Green’s “Crash Course Literature: Macbeth” (0:50 – 2:45).

20 DARTS After the video students complete a DARTS activity of responding to

statements. They must first individually list:

1. What makes Macbeth a good man

2. What makes Macbeth a bad man

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 Next, in groups of 3-4, students must AGREE on a ranking of the following

statements, from the one they agree with most to the one they agree with

least.

Macbeth was:

a) An evil man

b) A good king

c) A victim of fate

d) An average guy

e) A hero of Scotland

f) A superstitious fool

g) Someone who failed to consider the consequences of his actions

h) Completely controlled by his wife

Groups then share their rankings with the class. There are, of course, no

correct answers, students should just be engaging with the story line of

Macbeth, and characterisation of Macbeth.

Evaluation

The pre-poll allows students to self-evaluate on their own knowledge and confidence with Shakespeare.

Their responses can give you a good idea of where to start, and help focus your planning, making clear

what they already know and what is likely to be a big hurdle. Whether or not students can translate the

insults will give you insight to how well students understand Shakespearean language.

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 Shakespeare BURNS
Shakespeare was famous for his rude humour! Read these quotes carefully and try to translate some of
Shakespeare’s insults.

“I am sick when I do look on thee”

___________________________________________________________________________

“Away, you three-inch fool!”

___________________________________________________________________________

“Villain, I have done thy mother”

___________________________________________________________________________

“Would thou wert clean enough to spit upon”

___________________________________________________________________________

“Would thou wouldst burst!”

___________________________________________________________________________

“The rankest compound of villainous smell that ever offended nostril”

__________________________________________________________________________

“Thou sodden-witted lord! Thou hast no more brain than I have in mine elbows”

___________________________________________________________________________

Try writing your own Shakespearean insult! (not too nasty)

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________

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Lesson Plan 2 Text: student identified Focus: Shakespeare’s Life (context)
Syllabus Outcomes:

Outcome 1 – Develop and Apply Contextual Knowledge: explain the personal, social, historical

and cultural contexts of composing and responding, and evaluate how these contexts impact on

meaning.

Lesson Overview:

Using their devices to conduct their own research, students learn about Shakespeare’s life,

including the details of his personal and professional life, his home town of Stratford-upon-Avon,

the Globe theatre and the fact that there is relatively little known for sure about Shakespeare. As

homework, students are to complete a short report (300-500 words) detailing this information.

Lesson Plan 3 Text: Crash Course Literature: Focus: Shakespeare’s World (context)
Macbeth Part 1 + sources
Syllabus Outcomes:

Outcome 1 – Develop and Apply Contextual Knowledge: explain the personal, social, historical and

cultural contexts of composing and responding, and evaluate how these contexts impact meaning.

Lesson Overview:

Students learn about society in Elizabethan/Jacobean England, including religious unrest, belief in

the supernatural, and the divine right of Kings. Students are to consider Shakespeare’s unique

cultural/historical context, how it effects the meaning Macbeth, and how differently we look at

this text from a contemporary perspective.

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Lesson 4 Text: Macbeth Focus: History of Macbeth
Syllabus Outcomes:

Outcome 1 – Develop and Apply Contextual Knowledge: explain the personal, social, historical and

cultural contexts of composing and responding, and evaluate how these contexts impact meaning.

Lesson Overview:

This lesson focuses on the true history of Macbeth, including its origins in Holinshed’s Chronicles

of England, Scotland and Ireland, with students to consider Shakespeare’s use of creative licence

in retelling the story rather than telling it straight. Why wasn’t it appropriate for Duncan to be a

poor kind and Macbeth to be good king? Students may also study the History of Macbeth’s ‘curse’

and the antecedent of it becoming known as ‘The Scottish Play’.

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 Week 2
LESSON PLAN 5 – Instant Play: 10 Minute Macbeth (Content)

Class: Year 11 Advanced

Outcomes

Outcome 1 – Respond To and Compose Texts: compose texts that integrate elements of form, personal

style, language and content for a variety of audiences and purposes.

Materials

- Students’ copies of Macbeth

- Devices with access to internet for research

Procedures
Time Organisation Teaching/ learning activities

5 min Roll Allow students a few minutes to enter the classroom and get ready. Mark

the roll and have students write down today’s objectives:

- Create a succinct script of Macbeth using important quotes

40 min Group Work Split up class into 5-7 groups and assign one act to each group. If you’re

using 6 or 7 groups, split the first or last act in half as they are particularly

full. You may want to assign less confident readers to earlier acts (as they

are more likely to have read it) and more confident readers to later/harder

acts.

Each group is to select the most important aspects of each scene (using

https://en.wikipedia.org/wiki/Macbeth ‘s concise act synopsis if needed)

and choose a few lines to represent them in their performance. They may

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 also use a narrator to explain or link quotes and sections of their act. Their

performance should be about 2 minutes long and they need to write script

of what is going to be said.

Students may need help selecting the most appropriate quote, the teacher

should be roving around groups during this time to provide assistance.

More advanced students may wish to utilise props, staging and movement

for their performance.

15 min Performance Allow each group to perform their version of the act in front of the class.

Afterward, collect each group’s abridged script to create the “instant play”

for your classes future reference. Now all students have a working

understanding of the plot, and access to significant quotes, no matter their

reading level.

Evaluation

You should consider how well the class engaged with this activity, whether they chose appropriate

quotes and whether the finished product was a coherent and true retelling of the narrative. This is a

considerably large and difficult task, however, it can have a very meaningful outcome, you must decide

whether this worked and was it worthwhile.

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Lesson Plan 6 Text: Macbeth Focus: Macbeth as a play

Syllabus Outcomes:

Outcome 5 – Develop and Apply Contextual Knowledge: compare the ways texts may be composed and

responded to in different contexts and how this influences meaning.

Lesson Overview:

This lesson reflects the push in recent years to consider Shakespearean drama as far more than a written

text. It serves to remind students that Macbeth is a script or blueprint that is intended to be brought to

life through performance, and how this is done can greatly change its meaning. Teacher is to

demonstrate how performance decision can affect meaning by selecting a significant quote, such as Lady

Macbeth’s “a little water will clear us of this deed” and performing it with different inferences e.g. calm,

worried, desperate, evil. Students consider how this changes the scene, plot and characterisation.

Students then select their own quotes and construct a table of how they could be delivered and how this

impacts meaning.

Lesson Plan 7 Text: myMacbeth (interactive) Focus: The Story of Macbeth(content)

Syllabus Outcomes:

Outcome 2 – Engage personally with texts: explore the ways different media and technologies

influence the relationships between texts and responders (readers, listeners, viewers or audiences and

so on), for example flexible reading pathways in digital text.

Lesson Overview:

Students have the opportunity to go over any sections of the text they had trouble with using the

myMacbeth interactive website. https://myshakespeare.com/macbeth Alternatively, they could re-

read particularly significant scenes and interpret the film adaption from myMacbeth. Students should

reflect on how the mixed mediums (text/audio/visual) helped their understanding and altered

meaning of the text. They may also use this time to ask any specific questions.

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Lesson Plan 8 Text: Macbeth & Crash Course Focus: Introductions to Macbeths Themes
Literature: Macbeth Part 2
Syllabus Outcomes:

Outcome 7 – Understand and Apply Knowledge of Language Forms and Features: analyse the diverse

ways in which imaginative, informative and persuasive texts can explore human experience, universal

themes and social, cultural and historical contexts.

Lesson Overview:

Students suggest some of the over-arching themes they have noticed within the text and discuss them

as a class. Examples could include gender, the supernatural, fate, ambition, violence, contradictions or

power. Students study supplied quotes from the text that are examples of each theme and consider

the importance of the themes and how they shape the meaning of the text as a whole. Students can

watch part 2 of the John Green video for in depth explanation of some concepts.

https://www.youtube.com/watch?v=4zdkun4xzOs&t=604s

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 Week 3
LESSON PLAN 9 – Character Profile (characterisation – concept)

Class: Year 11 Advanced

Outcomes

Outcome 2 – Respond to and Compose Texts: experiment with emerging textual forms by combining

different media and technologies and describe the impacts of this combination on meaning and

response.

Materials

- Students’ copies of Macbeth

- Access to devices for composition

Procedures
Time Organisation Teaching/ learning activities

5 min Roll Allow students a few minutes to enter the classroom and get ready.

Mark the roll and have students write down today’s objectives:

- Gain deep understanding of one character in Macbeth

45 mins Character Working in pairs or small groups, students are to create a Facebook

profile group profile for one character from Macbeth (excluding Macbeth himself).

activity With the help of the worked example below (page 17), student must fill

the profile with information, including a cover photo, profile picture,

‘bio’ section, occupation, hometown, relationship status, and at least 2

statuses that relate to the plot of Macbeth.

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 More advanced students may wish to include additional information

such as ages, friends, photos, likes, tags, events and check-ins.

The profile should demonstrate excellent knowledge of the

characterisation of one individual in the play, and must be set at a

certain point during the play. For instance, Macbeth’s profile in the

worked example is from before he killed Duncan and become King.

10 mins Class sharing Students share their profiles with the class, explaining what point in the

play their profile reflects, as well as what information they have added

to it and why.

Evaluation
As a simple task, students should be able to fill out the profile with lots of relevant information. It works

as a good formative assessment of both students knowledge of content and themes, as well as their

ability to compose creatively. Teachers should consider whether students engaged well with the activity

and if it was of appropriate difficulty.

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 Character Profile Example

Macbeth
Just a regular Thane, fighting for peace in Scotland 🏴

📜 Thane of Glamis
Macbeth
📜 Thane of Cawdor
Fun night planned! King Duncan coming over to celebrate!
🏠 Lives at Inverness

❤ Married to Lady
Macbeth Lady Macbeth is with Macbeth
Friends Just hanging out!
👤 Banquo

👤 King Duncan

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Lesson Plan 10 Text: Macbeth Focus: Fate and the Supernatural (theme)
Syllabus Outcomes:

Outcome 7 – Understand and Apply Knowledge of Language Forms and Features: analyse the diverse

ways in which imaginative, informative and persuasive texts can explore human experience, universal

themes and social, cultural and historical contexts.

Lesson Overview:

Students consider the universal idea of fate vs free will in Macbeth and whether he was cursed or

simply tempted by the witches. Students are encouraged to choose their own side and provide

evidence in the form of quotes from the text. Students decide how this impacts the text, particularly

the characterisation of Macbeth and Lady Macbeth. They should consider how belief in fate and the

supernatural relates to Shakespeare’s context as well as their own personal belief; do they think their

life is pre-destined?

Lesson Plan 11 Text: Macbeth Focus: Gender (theme)

Outcome 7 – Understand and Apply Knowledge of Language Forms and Features: analyse the diverse

ways in which imaginative, informative and persuasive texts can explore human experience, universal

themes and social, cultural and historical contexts.

Lesson Overview:

Students consider gender stereotypes and subversions in Macbeth. Working in groups with others

who have similar ideas to themselves, after considering these leading class discussion questions:

What does it mean that the witches are of an undefined sex? Or are they not?

Is it significant that Lady Macbeth doesn’t have her own name?

What roll do femininity and masculinity play, particularly for Macbeth and Lady Macbeth?

Where else do we see gender referred to in the play?

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Lesson Plan 12 Text: Macbeth Focus: Soliloquy (language & POV)
Syllabus Outcomes:

Outcome 5 - Understand and Apply Knowledge of Language Forms and Features: examine different

points of view represented in texts, for example those of characters, narrators and the implied author,

and the ways in which these points of view are created.

Lesson Overview:

Students learn what a soliloquy is and how it functions as a literary device to provide the internal

dialog and point of view of a character in a text where point of view is otherwise hard to determine.

Students can study significant soliloquys within the text, such us Lady Macbeths “unsex me here”, or

Macbeths “is this a dagger” depending on their personal interests.

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 Week 4
LESSON PLAN 13

Class: Year 11 Advanced

Outcomes
Outcome 5 -Engage personally with texts: investigate, reflect on and explain differences between initial

personal responses and more studied and complex responses

Outcome 1 – Respond to and Compose Texts: develop independent interpretations of texts supported by

informed observation and close textual analysis

Materials

- Answers from lessons 1s activities

- Class set of Shakespeare Now! Polls (page 22)

Procedures
Time Organisation Teaching/ learning activities

5 min Roll Allow students a few minutes to enter the classroom and get ready. Mark

the roll and have students write down today’s objectives:

- Evaluate personal responses to Macbeth

- Create an individual interpretation of Macbeth

15 min Revise poll As students are now approaching the midpoint of this module, conduct a

formative poll that resembles the one they took on the first lesson. Have

students consider what they have learnt and how they now feel about

Shakespeare, compared to how they answered before.

20 min Revise Next, have students return to and reconsider their ranking of the statements

ranking from lesson 1. Know that they have more knowledge and experience have

they changed their mind? Have students answer why they have/haven’t

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 changed their mind considering what they have learnt about context/

fate/gender/etc. Allow them to recreate the ranking as they now perceive

them and justify their new ranking with evidence drawn from the text.

20 min Create thesis Considering their “top three” interesting things from Macbeth, and any

other significant information, students develop their own theses on what is

significant to them in Macbeth. Examples of a thesis could include why

Shakespeare is still relevant (or not) in modern society, that Macbeth

subverts (or reinforce) gender stereotypes, or that Macbeth is a giant suck

up to King James.

Evaluation
Again this poll allows students to self-evaluate on their continued learning and attitudes. This is a

particularly important point of formative assessment for the teacher as it makes clear how students have

developed, and it gives students the opportunity to candidly report what they still need help with. It

allows the teacher to plan what needs to be revised before moving the more difficult half of the module,

and suggest ways it might be approached.

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Lesson Plan 14 Text: Macbeth Focus: Language forms and features
Syllabus Outcomes:

Outcome 1 – Understand and Apply Knowledge of Language Forms and Features: analyse the ways

language features, text structures and stylistic choices shape ideas and perspectives and influence

audiences.

Lesson Overview:

Students identify and analyse the use of language features and techniques in Macbeth. Examples

could include metaphor, simile, imagery, foreshadowing and dramatic irony. Consider how they add

meaning to the text as a whole. Students use this as evidence toward their personal thesis on

Macbeth.

Lesson Plan 15 Text: Macbeth Focus: Essay writing

Outcome 1 – Respond to and Compose Texts: develop independent interpretations of texts supported

by informed observation and close textual analysis

Outcome 5 – Respond to and Compose Texts: synthesise complex ideas and information in a

sustained, structured argument using relevant textual evidence.

Lesson Overview:
Student work individually on composing an essay based on the personal theses they constructed in

lesson 13. Students may use their texts and work-books to inspire ideas and find evidence for their

essays, but are otherwise encouraged to keep exam-like conditions, limiting the writing of their first

draft to within the 60-minute period.

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Lesson Plan 16 Text: Their own writing Focus: Workshop
Syllabus Outcomes:

Outcome 9 – Respond to and Compose Texts: assess strengths and weaknesses of their own creative

and critical compositions and set learning goals accordingly.

Outcome 9 – Respond to and Compose Texts: use constructive, critical feedback from others to

improve learning, including their own composing and responding.

Lesson Overview:

In pairs or small groups students engage in a group workshop to evaluate and improve their own and

others’ essays from lesson 15. Focusing on correct spelling, grammar and syntax, as well as expression

of meaning, coherence of ideas and validity of evidence. Students are reminded that their essays, and

the theories that underpin them, are a work-in-progress. They will have ample opportunities to be

grown and refined as students continue to learn over the remaining half of the module.

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 References

Bantick, C. (2014, April 24). Why Shakespeare still ha a roll in the curriculum. The Age. Retrieved from

https://www.theage.com.au/education/why-shakespeare-still-has-a-role-in-the-curriculum-

20140424-zqyxt.html

Fabinyi, M. (Producer), & Wright, G. (Director). (2006). Macbeth [Motion Picture]. Australia: Film

Finance, Film Victoria, Mushroom Pictures, & Paradigm Hyde Films.

Hook, F.S. (1967). So you’re going to teach Shakespeare? Nation Council of Teacher of English, 56(8),

1120-1126 + 1205. Retrieved from https://www.jstor.org/stable/811617

Horton, H. (2016, April 23). 15 great William Shakespeare quotes that are better than swearing. The

Telegraph. Retrieved from https://www.telegraph.co.uk/news/2016/04/23/15-great-william-

shakespeare-insults-which-are-better-than-swear/

Jonson, B. (1623). To the Memory of My Beloved the Author, Mr. William Shakespeare. Retrieved from

https://www.poetryfoundation.org/poems/44466/to-the-memory-of-my-beloved-the-author-

mr-william-shakespeare

myMacbeth. Retrieved from https://myshakespeare.com/macbeth

Shakespeare, W., Bloom, Harold, & Raffel, Burton. (2005). Macbeth (The annotated Shakespeare). New

Haven: Yale University Press.

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