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Macbeth and the Crucible

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kyle mackenzie

on 18 November 2014

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Transcript of Macbeth and the Crucible


1. Historical perspectives -
GLO 3: Manage ideas and information.
GLO 4: Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of

2. Connecting to other texts -
GLO 2: Comprehend and respond personally and critically to oral, print, and other media texts.
GLO 4: Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of

3. Modernization and Beyond-
GLO 1: Students will explore thoughts, ideas, feelings, and experiences.
GLO 5: Students will celebrate and build community by working with each other
Lesson 1: Historical Perspective
Activity 1: Using 1-2 sources, find 2-3 differences between historical fiction and historical truth for either Macbeth or the Crucible (split class into two). Write a two page essay on why the author might have made these changes. Proper citations required.

Activity 2: In partners (One MacBeth, one Crucible), compare the historical eras of both Macbeth and the Crucible using a graphic organizer. Relate to social justice. Present findings to the class.
Macbeth and
the Crucible -
Aspects in lit.

Activity 1
Put students into groups of three and provide them with a dictionary and an internet source. As Act 1 Scene 1 is quite short it would provide an ample opportunity to help the students modernize and clarify the Shakespearean text .

Throughout the unit have students either get into these groups, or into new groups, and have them modernize and clarify more scenes from the text so that they become comfortable with the language.

At the end of the book students can choose a final group (this can be up to 5 group members) and have them modernize a longer piece of the play. After they modernize this section have them use this project for a theatre/video presentation. Students will act out their modernized version either live in front of the class, or video tape it to be watched by the class as a whole. Students will hand in the finalized script, as well as each group member will provide a one page write up as to how they contributed and why they chose certain words and the scene that they selected.

Activity 2

Provide a lesson using Shakespearean insults. Allowing the children to understand the Early Modern English slang and insults can make the language fun and engaging. Have them look over the different insults, do some research on why certain words or phrases were insults, have them find some in the Macbeth text.
Activity 3

Have the students create an art project that shows that they successfully understand the tone, symbolism, and concept of The Crucible/Macbeth. It can be in any approved art platform such as: Sculpture, Sketchbook of Scenes, Painted Piece, Board Game, etc.
Activity 4
Have the students write an essay describing their view point on the validity of the witches in Macbeth. Were the witches really predicting the future or was Macbeth put on this course by the words of the witches and simply attending to a self fulfilling prophecy? Have the students back up their opinion with text citations.
Have the students write an essay about what they would do during this time if they were a woman accused of witchcraft. Would your actions be reasonable for the time period? Provide a culturally sound response to how you would react, and what course you would take. Provide supporting evidence from the text.

Lesson 2
Activity 1: GLO 2
Compare and Contrast Macbeth to the following texts:
-->"Out, Out-" by Robert Frost
-->"The Tell-Tale Heart" by Edgar Allan Poe
-->"The Lion King"

Activity 3: GLO 4
Create a diary entry for one of the characters in Macbeth. The language should be consistent with the Shakespearean language.


Write a script for the trial of Abigail Williams. She will be tried for the murder of the people in Salem who died because of her accusations.
Activity 2: GLO 4
Students will watch the Simpsons parody of Macbeth (similar story, different context). They will respond critically to the clip, discussing differences and reasons for the differences. Do they agree with Marge's interpretation of the play?

They will then be asked to create their own parody of The Crucible using features they observed in the Simpsons parody.
Grade 12
Lesson 3 and Onward
Full transcript