Contents Handout General Introduction... v Preliminary Notes to the Teacher... vii An Introduction to... xi Lesson 1: Beginning the Play... 1 1, 2 Lesson 2:, the Tragic Hero... 7 3, 4 Lesson 3: The Witches First Prophecies...13 5, 6, 7 Lesson 4: and Laby...21 8, 9 : Deception and Truth...25 10, 11 Lesson 6: Murdering a King...31 12 Lesson 7: A Disordered Universe...35 13 Lesson 8: Eliminating the Competition...39 Lesson 9: Banquo s Ghost...41 14 Lesson 10: The Seeds of War...45 15 Lesson 11: Steeped in Blood...49 16 Lesson 12: Malcolm and Macduff...53 17 Lesson 13: Out, Damned Spot!...57 18, 19 Lesson 14: Preparing for War...61 Lesson 15: Restoration of Order...63 20 Lesson 16: A Culminating Discussion...67 21 Appendix 1: Glossary of Terms...71 Appendix 2: Enrichment Activities...72 Appendix 3: Testing...76 Appendix 4: Selected Bibliography...82 Special to the Teacher...88 Acknowledgments...89 iii
Deception and Truth Objectives To have students examine Lady s cunning manipulation of Duncan and her husband To help students discover the importance of the soliloquy and to aid them in learning how to paraphrase Notes to the Teacher Act 1, Scenes 6 and 7, focus on Lady s pursuit of her goal. Students examine her deception of Duncan and her encouragement of as he wavers in his plan to kill the king. The soliloquy, a speech by one actor alone on the stage, allows a character to reveal his innermost feelings. In Scene 5, Lady s soliloquy reveals her knowledge of her husband s weak character and her determination to gain the crown. In Scene 7, s if it were done.... soliloquy reveals his horror of the act he contemplates. Handouts for this lesson include an analysis of equivocation in Lady s dialogue with Duncan and an analysis of s motives and fears in his soliloquy. Paraphrasing s soliloquy enables students to learn more about Shakespeare s language as well as more about s character. Procedure 1. Listen to a recording of Act 1, Scene 6, or read the scene orally. Remind students of Lady s advice to her husband in the last scene. ( Look like the innocent flower,/but be the serpent under t. ) 2. Distribute Handout 10. Have students replace what Lady says with what she is actually thinking. After a few minutes, have them exchange ideas. Point out that this scene is filled with deception. Note the irony of Duncan s false sense of security. 3. Read or listen to a recording of Act 1, Scene 7. Ask: a. Why is hesitant in carrying out the murder? (He is worried about the consequences of such an act. He feels guilty because Duncan likes and trusts him. Also, Duncan is popular with the people, who will not take the news of his death lightly.) b. What excuse does give Lady for not wanting to carry out their plan? (Duncan has recently honored him; the people think highly of and that satisfies him.) c. What does Lady say is s real reason? (He is a coward not a real man.) 4. Point out the boldness Lady exudes in refusing to consider possible failure and its consequences. Ask students to outline her plan (drug the servants, kill the unguarded king, put the blame on the drunken servants). 5. Ask students to explain s compliment to his wife bring forth men-children only. (She is too fierce and dar-ing to mother female children.) s comment is made in admiration. Ask stu- dents if Lady inspires the same admiration in them. (Answers will vary, but most responses would be horror at her inhumanity.) 6. Have students go back to Handouts 3 and 8. the character studies of and Lady. Give them several minutes to update their notes in regard to both charaters. 7. Distribute Handout 11. Explain that paraphrasing is translating an original into one s own words. Have students work in pairs to complete the paraphrasing and 25
then discuss in larger groups the concluding questions. Suggested response for paraphrasing: 1. If murdering Duncan, were the end of it, then the act should be done quickly to relieve the thought of doing it. 2. If the consequences of the deed could be prevented and if Duncan s death could bring success with no repercussions in this life, then we would risk the consequences in the next life. 3. But every action has its effect in this world and our actions might show another how to kill and then we might be the victim in return. Human justice might apply the same element of betrayal to us. 4. Duncan is here because he trusts me as his kinsman, as his subject, and as his host. As such, I should protect him from murder, not seek to kill him myself. 5. In addition, Duncan s goodness and virtue will cry to heaven for vengeance against his murderer. Pity, like an innocent child or an angelic being, rides astrides the horse-like wind, crying out to all corners of the world the horror of the deed. 6. My only motive to commit this awful deed is ambition which leaps too far and thus falls. Suggested response for concluding questions: 1. against Duncan is good, has the obligations of kinsman, loyal subject, and host; murder brings horrible consequences 2. yes every action has its effect; murder begets murder; heaven and earth will seek vengeance 3. We will proceed no further in this business. refused to commit the murder. 4. I am settled and bend up/each corporal agent to this terrible feat. He agrees to the deed because Lady has taunted him into it. NOTE: stilt realizes the consequences and apparently accepts them. 26
Handout 10 Lady s Equivocation Name Date Directions: People often disguise what is really on their minds. In Act 1, Scene 6, when Duncan comes to s castle, Lady and her husband have made plans to murder him. Thus her false show to the king is obvious to the audience. Below are the king s lines. Lady s lines have been left blank. After examining what Lady says to Duncan, fill in the blanks with what you think was really going through her mind. Duncan: Lady : Duncan: Lady : Duncan: See, see, our honored hostess! The love that follows us sometimes is our trouble, Which still we thank as love. Herein I teach you How you shall bid God ild us for your pains, And thank us for your trouble. Where s the thane of Cawdor? We coursed him at the heels, and had a purpose To be his purveyor; but he rides well, And his great love, sharp as his spur, hath holp him To his home before us. Fair and noble hostess, We are your guest tonight. Give me your hand, Conduct me to mine host. We love him highly, And shall continue our graces towards him. By your leave, hostess. (You might add some of her final thoughts.) Lady : COPYRIGHT, The Center for Learning. Used with permission. Not for resale. 27
Handout 11 To Kill or Not to Kill Name Date The soliloquy is a dramatic device which allows the speaker to utter his or her deepest thoughts or emotions. Paraphrasing or changing the words of the original into one s own words is one method of examining the precise meaning of a speech. Working with a partner, read each section of the If it were done soliloquy and paraphrase that section. Then, in groups of four or six, discuss the four questions at the end of the soliloquy. Paraphrase If it were done when tis done, then twere well If were done quickly. If th assassination Could trammel up the consequence, and catch, With his surcease, success; that but this blow Might be the be-all and the end-all here, But here, upon this bank and shoal of time, We ld jump the life to come. But in these cases We still have judgment here, that we but teach Bloody instructions, which, being taught, return To plague th inventor. This even-handed justice Commends th ingredience of our poison d chance To our own lips. He s here in double trust: First, as I am his kinsman and his subject Strong both against the deed; then, as his host, Who should against his murderer shut the door, Not bear the knife myself. Besides, this Duncan Hath borne his faculties so meek, hath been So clear in his great office, that his virtues Will plead like angels, trumpet-tongu d, against The deep damnation of his taking-off, And pity, like a naked new-born babe, Striding the blast, or heaven s cherubin, hors d Upon the sightless couriers of the air, Shall blow the horrid deed in every eye, That tears shall drown the wind. I have no spur To prick the sides of my intent, but only Vaulting ambition, which o erleaps itself And falls on th other side. COPYRIGHT, The Center for Learning. Used with permission. Not for resale. 28
Handout 11, page 2 Name Date Questions 1. Does seem to have more reasons for or against the killing of Duncan? 2. Does seem fully aware of the consequences of the planned murder? 3. Look back to Scene 7. At the conclusion of this soliloquy, what decision does seem to make? 4. Why does he change his mind? COPYRIGHT, The Center for Learning. Used with permission. Not for resale. 29