Year 5 - English
Analysing a scene in the build-up of 'Macbeth'
Shakespeare's 'Macbeth': narrative and soliloquy writing
Study Hub
Study Guides
This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils have their first taste of Shakespearean play scripts. They analyse the witches' prologue of this iconic play as a starting point for writing a narrative opening. Pupils investigate the central character, writing a soliloquy based on Macbeth's famous dagger monologue.
Lesson Summary
You will learn to identify the reasons Macbeth considers for and against killing Duncan.
Key Notes
- A play script is the written form of a play.
- Audiences can draw inferences and make conclusions about a character based on their words, expressions and actions.
- Vocabulary can be generated to precisely describe a scene for the reader.
- Shakespearean characters often experience internal conflict.
- Macbeth's decision making is influenced by his wife and his desire for power.
Vocabulary To Learn
- soliloquy: a speech in a play where the character speaks to himself or herself
- internal conflict: a struggle within a person's mind over a problem or question
- suspense: the feeling of excitement or nervousness that you have when you are waiting for something to happen
- manipulate: to control something or someone to your advantage, often unfairly or dishonestly
Common Mistakes To Avoid
- Pupils might find the concept of 'manipulation' difficult to understand.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
A play script is the written form of a play. Audiences can draw inferences and make conclusions about a character based on their words, expressions and actions.
2. Define this language term and use it in a sentence. 'soliloquy'
a speech in a play where the character speaks to himself or herself.
3. Correct this common English misunderstanding.
Mistake: Pupils might find the concept of 'manipulation' difficult to understand. Correction: You could provide pupils with a context that they might understand, for example, imagine a friend doesn't want to take someone else's packed lunch, but you want them to. How could you manipulate them? What could you say to convince them?
More Lessons In This Unit
- Analysing the main character in 'Macbeth' Study Guide
- Exploring characters and setting in the opening scene of 'Macbeth' Study Guide
- Generating vocabulary for the opening of 'Macbeth' Study Guide
- Identifying the features of a soliloquy Study Guide
- Peer editing a soliloquy based on 'Macbeth' Study Guide
- Peer editing the opening of a narrative based on 'Macbeth' Study Guide
- Performing a soliloquy in character as Macbeth Study Guide
- Planning and writing the 'against' section of Macbeth's soliloquy Study Guide
- Planning and writing the 'for' section of Macbeth's soliloquy Study Guide
- Planning and writing the closing thoughts of Macbeth's soliloquy Study Guide
- Planning part one of the opening of 'Macbeth' Study Guide
- Planning part two of the opening of 'Macbeth' Study Guide
- Understanding the context of Shakespeare's 'Macbeth' Study Guide
- Understanding themes, characters and plot in Shakespeare's 'Macbeth' Study Guide
- Writing part one of the opening of 'Macbeth' Study Guide
- Writing part two of the opening of 'Macbeth' Study Guide
Browse all guides in the Year 5 English guide library.