St. George’s CE Primary School
Year: 6
Prime learning
challenge:
Learning challenge planner
Date:5/9/16
Teacher/s: Mrs Potts
Was Macbeth a hero?
Present
What are they interested in? What motivates them?
Children love to collaborate and are great at investigating. There will be lots of opportunity for group, pair and independent
research. They have prior knowledge about how a character may alter their behaviour and display different character traits as the
plot develops.They are aware that outside influences may cause this change. Children love solving a mystery and being able to
role-play events and characters. They enjoy open-ended questions which allow for discussion based on differing viewponts. The
children enjoy promoting their own views backing them with their own evidence.
Pre-learning
Discussion on transition days. What do we know about
William Shakespeare? Who was he? When did he live?
Why is he famous today? What knowledge do we have of
his plays? Do you know anything about the play Macbeth?
What might we want to find out? How could we do this?
SMSC
Children will work collaboratively to gain more insight into
the characters within the play and to understand the
importance and historical context of William
Shakespeare’s plays. They will study the acts in depth and
develop empathy towards the characters as a result of
questioning them. Through ownership of their learning they
will demonstrate respect and positive learning behaviours.
They will be able to compare and contrast social morals
from the historical time in which Macbeth was set to the
present day.
Wow!
What are the experiences?
Initial WOW hook – CSI style murder crime scene to investigate.
Role play characters – hot seating
Drama activities – role play different scenes, freeze frame and thought
track characters.
Possible drama company to perform Macbeth for children
Values: Thankfulness, Honesty, Love, Hope, Forgiveness, Compassion,
Friendship.
Realising the importance of friendship and reasons that friendships fail
eg Macbeth and Banquo – exploring jealousy, the effect of
selfishness, self-ambition at all costs etc. Being able to understand
how to be a good friend. We will also explore the value of love –
person to person but also understand that love can towards other
things apart from people such as love of a country eg. King Duncan’s
love of Scotland. We will understand the importance of honesty –
were the witches completely truthful in their dialogue with Macbeth?
Can you be untruthful by not lying but deliberately omitting vital
information? Children will show compassion to one another by
collaborating together to answer the learning challenge question.
They will demonstrate compassion towards certain characters within
Macbeth.
BLP: Collaboration, Perseverance, Questioning, Absorption,
Managing Distractions, Noticing (The focus this half term is
RESILIENCE)
Working together collaboratively to collect evidence to
help to answer the question – ‘Was Macbeth A Hero?’
Absorption – ensuring that the activities are engaging for
all children. Managing distractions in different ways
depending on the given task. Noticing – in art noticing the
ways a piece of artwork has been created and using this
to formulate a success criteria that can be used in order to
imitate this artwork. Allow opportunities for the children to
pose questions in relation to their learning and consider
how they can be answered.
LC1
Learning challenge question
*WOW LESSON*
British Values (Democracy, the rule of law, individual liberty, mutual
respect and tolerance of those with different faiths and beliefs)
We will show British Values by studying democracy – was Macbeth’s
rule democratic? We will study the rule of law – are Kings/Queen’s
above the law? Why are laws important and who are they for?
Subject learning challenges
Stage the murder scene of King Duncan CSI style. Children look at the evidence and use it to formulate
answers to the following types of questions. Who might have been murdered? Why do you think they
were killed? Who might the murderer be? How can you tell? Is this scene from the present day?
Why/why not? Etc.
What is a hero?
Look at examples of heroic behaviour. Does a hero have to have superhuman powers? Can the
children create a list of hero qualities with examples?
Background info for play:Who was William Shakespeare? Children to complete research in groups of 3/4 using ICT and non-fiction
texts. Children to complete research over two sessions and as a homework task.
Art – to improve their mastery of art and
design techniques, including drawing,
painting and sculpture with a range of
materials (for example, pencil, charcoal,
paint, clay)
Art –Mark – making, observational drawing, line and tone, shading. Children to complete a series of still
life sketches – objects linked to Scotland/Macbeth.
LC2
What were the events that are
described taking place prior to the
start of Macbeth?
History – pupils should be taught about an
aspect of British history that extends pupils’
chronological knowledge beyond 1066
LC3
Discuss what qualities a good soldier has– use a concensus placemat. Read Act 1, scene 2 Macbeth
defeating Macdonwald – different children to read the different roles. Summarise what happens at the
beginning of the scene. Use sorting cards to match the original Shakespearean verse to modern
language. Tell children to imagine that they are an undercover reporter embedded within Duncan’s
army against the rebels and the Norwegians. Children are going to write a newspaper report about the
day’s battle. Look at the example already begun. Look at newspaper reports and create a success
criteria – what makes a good report? Children to consider the questions they need to ask and answer
when composing their article.
What are the main events in Act 1,
Scene 3 and what are the thoughts
and feelings of the characters
involved?
Ask the children to discuss the following question in learning partners – would you like to know your
future? Why/why not? Read act1, scene 3 with different children taking the different roles. Get children
to complete the charts showing how they think each character is feeling and linking this with suitable
quotations from the text. Discuss. Write a diary entry from either Banquo or Macbeth to a friend,
explaining how he is feeling. What emotions did your character display in the scene? You must also
ensure you think about their positions in society and the kind of language they would use.
Art – to improve their mastery of art and
design techniques, including drawing,
painting and sculpture with a range of
materials (for example, pencil, charcoal,
paint, clay)
Art – Look at the difference between sketching and line drawngs. Children complete line drawings of
objects linked to Macbeth/Scotland
How is Macbeth’s character
evolving?
Look at an example of a picture that different people see in different ways. Can appearances be
deceiving? Read Act 1, scene 4 with different children taking different roles. Consider what Macbeth
says in lines 44-53 – how is Macbeth showing a difference in his outward speech and inward thought?
Discuss dramatic irony. Look at examples found in this scene – why is this an example of dramatic irony?
How does Shakespeare introduce
Lady Macbeth and what was it like
to be a noble woman in the middle
ages?
History - pupils should be taught about an
Look at photos of modern day couples eg Victoria and David Beckham / Jay Z and Beyonce. Discuss
who is the stronger person in these relationships? Play a game of context bingo to discover more about
the lives of wealthy women during the Middle Ages. Read act 1 scene 5 – different children to do the
roles. Look at Lady Macbeth’s soliloquy – how does Shakespeare establish her character in this?
Children are given one aspect of her character to explore in more detail using the play script to find
LC4
aspect of British history that extends pupils’
chronological knowledge beyond 1066
evidence to support this. Children walk around the room sharing what they have found out to gain a
deeper insight in to Lady Macbeth’s character. Consider the question – do you think lady Macbeth was
typical of women during the middle ages? Why/why not?
Art - to improve their mastery of art and
design techniques, including drawing,
painting and sculpture with a range of
materials (for example, pencil, charcoal,
paint, clay)
Art – use rendering to colour in the line drawings from last week.
What was Macbeth’s castle like?
Show children pictures of different castles (eg. Windsor, Cawdor, Hogwarts) – who lives in this castle?
Read Act 1 scene 6 – different children taking different roles. Children use quotes and glossary from act
1 scene 6 to write a description of the castle in modern English. Then on a post it, children pick the 6 or 8
key points of from Scene 6. Ensure they have a combination of dialogue and actions. They story board
the scene. The majority of their work should be drawing. Keep writing to a minimal. Work should be
coloured and detailed.
History - pupils should be taught about an
aspect of British history that extends pupils’
chronological knowledge beyond 1066
In pairs children look at a picture – one child has to describe the picture while the other child who hasn’t
What is meant by the Divine Right of seen it draws it on their whiteboard. Children use the information sheet to write down some notes about
kings?
the Divine Right of Kings and the reasons why it was so important. Represent this information on a spider
diagram. Read act 1, scene 7 - children taking different roles. Macbeth starts to have doubts about
killing Duncan. He does not want to break the Divine Right of Kings by murdering God’s representative
on Earth – discuss. Consider how Lady Macbeth uses her powers of persuasion to convince her husband
that murdering Duncan will be easy and the right thing to do – complete table. Write a letter from Lady
Macbeth to Macbeth trying to persuade him to kill King Duncan.
LC5
Art - to improve their mastery of art and
design techniques, including drawing,
painting and sculpture with a range of
materials (for example, pencil, charcoal,
paint, clay)
Art – Children to make and decorate swords using a variety of tools and techniques.
Is Macbeth demonstrating heroic
behaviour in act 2? Why/why not?
Read and discuss act 2. Freeze frame and thought track scenes. Hot seat Lady Macbeth and Macbeth
and other characters. Discuss behaviour and feelings. Complete appropriate section of behaviour and
feelings sheets (ongoing throughout learning challenge to aid final decision as to whether Macbeth was
a hero). Mini-debate, fors and against whether Macbeth is a hero based on the evidence so far.
Write a newspaper report to describe the murder of the King.
D&T – pupils should be taught to generate,
develop, model & communicate their
ideas through discussion, annotated
Design and make a model theatre set for the scene of Duncan’s murder. Use a cardboard box and
think about background, props etc. Relate appropriateness of the scene design to the children’s
understanding of the play and it’s context. Use TASC wheel (groups). Peer assess.
sketches, cross-sectional & exploded
diagrams & prototypes.
Art - to improve their mastery of art and
design techniques, including drawing,
painting and sculpture with a range of
materials (for example, pencil, charcoal,
paint, clay)
Art – Children to make and decorate swords using a variety of tools and techniques.
Is Macbeth demonstrating heroic
behaviour in Act 3? Why/why not?
Read and discuss act 3 until the end of the act. Freeze frame and thought track scenes. Hot seat Lady
Macbeth and Macbeth and other characters. Discuss behaviour and feelings. Complete appropriate
section of behaviour and feelings sheets (ongoing throughout learning challenge to aid final decision as
to whether Macbeth was a hero). Mini-debate, fors and against whether Macbeth is a hero based on
the evidence so far.
Written dialogue about the part in the play involving the banquet and Macbeth seeing the ghost of
Banquo.
LC6
Is Macbeth in control of his own
actions or is he influenced by the
witches?
Read and discuss act 4 until the end of the act. Freeze frame and thought track scenes. Hot seat Lady
Macbeth and Macbeth and other characters. Discuss behaviour and feelings. Complete appropriate
section of behaviour and feelings sheets (ongoing throughout learning challenge to aid final decision as
to whether Macbeth was a hero). Mini-debate, fors and against whether Macbeth is a hero based on
the evidence so far. Look closely at the witches’ scene – who is in control, Macbeth or the witches?
Write witches spell based upon play text. Put spell to background music. Rap style
How would you describe Macbeth’s Read and discuss act 4 until the end of the act. Freeze frame and thought track scenes. Hot seat Lady
behaviour in the final act and what Macbeth and Macbeth and other characters. Discuss behaviour and feelings. Complete appropriate
section of behaviour and feelings sheets (ongoing throughout learning challenge to aid final decision as
are the reasons for his actions?
to whether Macbeth was a hero). Mini-debate, fors and against whether Macbeth is a hero based on
the evidence so far.
Science – identify how plants are adapted
to suit their environment in different ways
Macduff’s army used branches from Birnam woods to camouflage themselves – which trees would
provide the best coverage to camouflage themselves? Encourage pupils to research species of trees
that provide best coverage based on leaf size and density of foliage. Use websites to search for
information about trees and leaf shapes to assist with fact finding. Which trees would be native to
Scotland and why? Why are other trees not suitable for a Scottish environment. (Plant a garden to
include Scottish features eg. Heathers)
Music - pupils should be taught to
improvise and compose music for a range
of purposes.
LC7
Add
LC
Work in pairs to compose drumming pieces that echo each other to announce the battles in the play.
Use phrases from the storyline to provide suitable structure for drum beats eg. Macbeth would be king….
The witches met him on the heath…..
They murdered good King Duncan….
Art - to improve their mastery of art and
design techniques, including drawing,
painting and sculpture with a range of
materials (for example, pencil, charcoal,
paint, clay)
Art – self and peer assess swords
After studying the whole of
Macbeth do you think Macbeth is a
hero? What is your evidence to
support your view?
Prepare and write discussion text then a final conclusion to the learning challenge question – ‘Was
Macbeth a hero?’ based upon the evidence gathered throughout the last few weeks. Class debate on
viewpoints.
P.E – pupils should be taught to
perform dances using a range of
movement patterns.
In pairs choreograph final fight between Macduff and Macbeth. Describe how replicating sword
manoeuvres requires careful preparation resulting in a ‘dance’ duel that is finely timed and convincing
to watch. The actual swords should be mimed allowing dancers to show the weight of the weapons
and fighters and actions and reactions solely through movement and body shapes. Use stirring
background music such as ‘dance of the knights’ from Prokofiev’s ballet ‘Romeo and Juiet’ to suggest
rhythmic clash of weaponry.