TEACHER ACTIVITY GUIDE TABLE of CONTENTS Introduction

Home , Banquo, Donalbain (Macbeth), Fleance, King Duncan, Lady Macduff, Macbeth (character)

MACBETH A RADIO DRAMA PRESENTED BY PRINCE GEORGE’S SHAKESPEARE IN THE PARKS THE DEPARTMENT OF PARKS AND RECREATION, PRINCE GEORGE’S COUNTY, MD TEACHER ACTIVITY GUIDE TABLE OF CONTENTS Introduction ...... 3 About Shakespeare’s MacBeth ...... 4 Lessons and Activities ...... 5 ACT I ...... 6 ACT II ...... 11 ACT III ...... 13 ACT IV ...... 18 ACT V ...... 21 Work Cited ...... 24 Acknowledgements ...... 25

Teacher Activity Guide 2 INTRODUCTION

This activity guide is an engaging, educational resource to accompany the radio drama, Macbeth, presented by Prince George’s Shakespeare in the Parks, a program of the the Arts and Cultural Heritage Division of the Department of Parks and Recreation, Prince George’s County, The Maryland-National Capital Park and Planning Commission. The lessons in this guide were created for middle and high school aged students to further their understanding and study of Shakespeare’s play, Macbeth.

ABOUT PRINCE GEORGE’S SHAKESPEARE IN THE PARKS

For more than 20 years, Prince George’s Shakespeare in the Parks has presented free, entertaining, and accessible productions of works of Shakespeare, at the parks and arts centers throughout Prince George’s County, MD and the greater Washington, DC area. Each summer Prince George’s Shakespeare in the Parks tours a professional, family-friendly production of one of Shakespeare’s plays throughout the County, making great theatre available to everyone.

ABOUT THE RADIO DRAMA PRODUCTION

In the spring of 2020, the rehearsals and production for Prince George’s Shakespeare in the Parks Macbeth were canceled as a result of the COVID-19 pandemic. The directors wanted to continue the tradition of providing an interactive and engaging theatre experience for the greater Washington, DC region. Therefore, the idea of adapting the 2020 summer production of Macbeth to a radio drama was born.

Macbeth was adapted by Artistic Director Chris Dwyer to be a fast-moving, evocative audio experience. The galleries at the Montpelier Art center became temporary sound studios. Cave-like sound booths were erected, and each actor took a turn inside the booth to record lines of text. Music Director Tori Boutin composed eerie songs for the three witches, and exciting percussion scores for battle scenes. The result is an thrilling sound track that will entertain both young and not-so-young listeners. For more information and to download an audio file of Macbeth, visit arts.pgparks.com.

Teacher Activity Guide 3 ABOUT SHAKESPEARE’S MACBETH HISTORICAL BACKGROUND OF THE PLAY

The story of Macbeth, like several other Shakespeare plays, is loosely based on actual historical figures and events. A Scottish king named Mac Bethad mac Findláich was born around 1005 and lived to about 1057. During his life, his rise to power included very similar events as the Macbeth in Shakespeare’s tale.

Shakespeare himself lived during the last years of the 1500’s and into the 1600’s. During this time King James came into power. There has been some debate, but many believe Shakespeare wrote Macbeth as a reflection of King James’ perceived thirst for power.

Today, you may not see Macbeth as such an outwardly topical and political piece of writing, but looking through a historical lens, it was the Saturday Night Live of the 1600’s. As you read and listen to Macbeth, keep this in mind and take note of how it is still relevant today. Additionally, think about what literary devices and themes are established throughout the play and what purpose they serve.

ADAPTING MACBETH FOR A RADIO DRAMA

The plays of William Shakespeare have been adapted many different times. Macbeth is one of his most commonly reproduced plays. During the time of a global pandemic one large question among theater artists has been “How do we continue to produce theater?”. Prince George’s Shakespeare in the Parks asked this very question in the summer of 2020. The result was the Macbeth as a Radio Play!

In this adaptation of the story, you will hear the dialogue, music, and action of the classic tale as if you were right in the middle of it. In this version of Macbeth the story is set in New York in the 1860’s during the Civil War. A lot of influence for this production came from the 2002 movie Gangs of New York and the real-life conflict between the various groups of immigrants from all over and “natives” (people born in America). During this time, those from Ireland and surrounding areas were some of the most common immigrants to America because of the potato famine of the 1840’s. As all these people from different groups moved into Manhattan, an area called “the Five Points” became known for violence, crime, and wild activities. All of which breeds the perfect environment for the action of Macbeth to take place.

Teacher Activity Guide 4 LESSONS AND ACTIVITIES UNDERSTANDING THE TEXT: Parts of the text have been cut to fit into this adaption and help with your understanding. If you still struggle to comprehend the dialogue/action or opt to read the full version, you can use guides such as No Fear Shakespeare or other methods to help with your comprehension. One important thing to remember is not to give up reading it entirely. Once you get used to it a little, it gets easier to understand. Plus, Shakespeare is full of the some of the best insults and jokes and you wouldn’t want to miss out on those.

PRE- MACBETH Before you read/ listen write or discuss your thoughts about the some of the following questions. As you read, revisit these questions and think about how your response may change in the context of the play.

• Is there a clear difference between good and bad? • Can the protagonist of a story be the villain? • How much of our future is up to fate? • What would you do to get ahead? • What influences a person’s action the most?

Teacher Activity Guide 5 ACT I After reading/ listening to Act I of Macbeth answer the following questions to see how much you comprehended.

1. Using one or two paragraphs, in the box below give a brief synopsis of what happened in Act I.

Responses will vary but should include similar information to this:

Act I, Scene 1: The three Witches meet during a storm and declare their intention to encounter Macbeth.

Act I, Scene 2: The wounded Sergeant tells King Duncan and his son Malcolm of the bravery of Macbeth and Banquo in battle against rebels led by the Thane of Cawdor. Rosse arrives with the news that they’ve won and Cawdor has surrendered. He also reports of Macbeth’s prowess in battle. The King orders them to see that Cawdor is put to death and Macbeth receive Cawdor’s title.

Act I, Scene 3: The Witches gather and boast of their evil deeds. Macbeth and Banquo encounter them, and they address Macbeth as Thane of Cawdor and as the future king. They also declare that though Banquo will not be king, his descendants will rule. The Witches disappear despite Macbeth’s pleas for more information. Ross and Angus arrive and inform Macbeth that he is now the Thane of Cawdor. Banquo and Macbeth are stunned by this confirmation of part of the Witches’ prophecy. Macbeth muses to himself on his ambition to be king, which has been strengthened by these

Act I, Scene 4: King Duncan praises Macbeth greatly and tells him that he wishes to visit his castle at Inverness. Duncan also announces that when he dies, Malcolm shall inherit the throne. Macbeth volunteers to travel ahead and prepare to receive the king; he reflects to himself that his ambition to be king is hindered by Malcolm’s new status.

Act I, Scene 5: Lady Macbeth reads in a letter from her husband of the Witches’ prophecy and its partial fulfillment She is delighted, but fears that Macbeth’s emotional weakness will prevent him from becoming king. Word arrives of Duncan’s approach, and Lady Macbeth exults in this unexpected opportunity to kill Duncan. Macbeth arrives, and he is less enthusiastic, but she declares spiritedly that she will take charge of the murder.

Act I, Scene 6: Lady Macbeth greets King Duncan courteously on his arrival at Inverness.

Act I, Scene 7: Macbeth worries about his fate in the afterlife if he becomes a murderer. Lady Macbeth mocks him and fiercely stirs his ambition with fury of her own. He declares that he will go ahead with the murder.

Teacher Activity Guide 6 2. Match the character to the description that best fits. The Weird Sisters Macbeth’s best friend

Duncan Macbeth’s wife, urges Macbeth to seek more power

Macbeth Son of the King, Prince of Cumberland

Malcom Thane of Glamis and later Thane of Cawdor

Ross Three mischievous and supernatural witches who prophesize the future and guide the characters throughout the story.

Lady Macbeth King of Scotland

Banquo One of the king’s men, delivers news of the victory over the King of Norway.

3. What is the prophecy the witches give to Macbeth and Banquo? Macbeth will be king, and thane of Cawdor. Banquo’s descendants will be kings.

4. Who is the king at the start of the play? A. Macduff B. Malcom C. Duncan D. Cawdor

5. Who does Macbeth defeat in battle? The armies of Norway and Ireland.

Optional Discussion Questions: • Why do you think Shakespeare first introduces us to Macbeth through the witches? • What is the significance of “fair is foul, and foul is fair”? What does it mean? • Shakespeare uses the metaphor “Why do you dress me in borrowed robes?”, what does this mean and what’s another example of Shakespeare using a literary device in Act I? • What is a soliloquy? What does Macbeth’s soliloquy in Act I in response to the witches reveal about him and his state of mind? • Describe the relationship between Macbeth and Lady Macbeth? What are each of their respective roles in society and in the relationship? • What hand does Lady Macbeth play in Macbeth’s actions?

Teacher Activity Guide 7 Activity: In Act I we’re introduced to several characters. Using what you know about the characters so far and quotes from the play come up with a social media profile OR fill out the character profile for things they might be interested if they lived today.

SOCIAL MEDIA PROFILE

Using the knowledge, you have of the character’s and events from Act I of Macbeth make a social media profile for one of the characters. Create 3 posts for the profile using the phone outlines below or with a separate page/document. Be sure to include information like character’s username/handle, profile picture, post content, and caption (if the content requires it). When you’re finished creating your profile in a short paragraph explain why you included what you did and how it reflects what is happening to the character in Act I. Think of including social media trends that your character might follow, any quotes they have, and/or what other character’s think of them vs. their own self-image.

Teacher Activity Guide 8 In the box below, explain how you developed the profile for you character. What choices did you make that represent that character?

Teacher Activity Guide 9 CHARACTER PROFILE Using the knowledge, you have of the character’s and events from Act I of Macbeth answer the questions for one of the characters. Be sure to fill in all the sections and include examples from the text that explains why that choice makes sense for your character.

Character:

Question/ task Response Why? What would they be watching on Netflix/Hulu/ HBO, etc.?

What would they be listening to on spotify/ Apple Music/ etc.?

What would they be shopping for on Amazon/ online?

What trends would they be following? (clothing, hairstyles, tiktok challenges, etc.)

What would they be reading? (news, books, magazines, etc.)

What would be their favorite emoji/ or the emoji that best represents how they’re feeling in Act 1?

Teacher Activity Guide 10 ACT II After reading/ listening to Act II of Macbeth answer the following questions to see how much you comprehended.

1. Using one or two paragraphs, in the box below give a brief synopsis of what happened in Act II.

Responses will vary but should include similar information to this:

Act II. Scene 1: Banquo and Macbeth speak briefly of the Witches. Macbeth discounts their importance as Banquo warns of the temptations that might arise from their prophecies. Left alone, Macbeth sees a hallucination of a bloody dagger. He acknowledges that he is horrified at the prospect of murdering the king, but he forces himself to proceed.

Act II, Scene 2: Lady Macbeth has drugged the king’s guards, and she awaits Macbeth’s return. He comes to report that he has killed Duncan, but he is fearful of divine punishment because when he heard Duncan’s sons Malcolm and Donalbain praying he could not say ‘Amen’ to himself. He also says he heard a voice that predicted that he would never again be able to sleep. Lady Macbeth upbraids him because he has brought the bloody daggers with him instead of leaving them in the hands of the guards, as they had planned. She goes to complete the deed, and as she returns, they hear a knock at the castle entry. She insists that they must go to bed and pretend they have been asleep.

Act II, Scene 3: The knocking continues as a drunken guard amuses himself with the pretense that he is the doorkeeper of hell. He finally admits Macduff and Lenox, and Macbeth arrives to greet them. He pretends to have been awakened by their arrival. Macduff goes to greet the king, while Lenox tells Macbeth of the night’s violent and ominous storm. Macduff reappears and cries that the king has been murdered; he raises the alarm as Macbeth runs to the king’s chamber. Lady Macbeth, Banquo, Malcolm, and Donalbain arrive in great confusion. Macbeth returns and reports that in his fury at the murder he has killed the guards, who he says are the murderers. As the group departs to dress and meet again, Malcolm and Donalbain confer. They fear that they will be suspected of the murder. They also fear for their lives, and they decide to flee the country.

Act II, Scene 4: An old man tells Ross of the strange omens that had preceded the king’s death. Macduff reports that the flight of Malcolm and Donalbain has convinced every one of their guilt, and that Macbeth is to be crowned as Duncan’s successor.

Teacher Activity Guide 11 2. Match the character to the description that best fits.

Fleance A thane, who is loyal to Duncan; then Macbeth Porter Malcom’s brother, flees to Ireland Macduff Banquo’s son Lennox A thane, disloyal to Macbeth, flees to England Donalbain The doorkeeper

3. What does Macbeth hear a voice saying? “Sleep no more!” ‘Glamis hath murder’d sleep, and therefore Cawdor Shall sleep no more; Macbeth shall sleep no more

4. Who kills the servants that look guilty? A. Macduff B. Macbeth C. Lady Macbeth D. Banquo

5. Who becomes king? What events make the throne available? Macbeth. Malcolm and Donalbain, the heirs to the throne, have fled the country. Optional Discussion Questions: • What is Macbeth’s state of mind at the beginning of act II? How has this already changed? How does this differ from the end of act II? • Is Macbeth manifesting this dagger from his imagination, or is this some kind of spell or hoax? • Why does someone like Macbeth, a seasoned soldier who has killed many enemies in battle, feel this kind of emotional intensity before killing Duncan? • To what extent is Macbeth to blame for his own actions? If Lady Macbeth or the witches are to blame, why are they, especially since Macbeth is a grown man in a position of power and privilege they do not have? • What might sleep symbolize throughout the story? Are there any other symbols worth noting? • Closely examine the statement, “A little water clears us of this deed.” Why “a little” water? Why is Lady Macbeth choosing to minimize this issue? • Why do you think Lady Macbeth faints? • What does Macduff’s decision not to attend the coronation suggest about his attitude to Macbeth?

Teacher Activity Guide 12 Activity: Create a timeline of the events that have happened in Macbeth so far in the box below. Have your timeline include at least 6 events, from the story.

Teacher Activity Guide 13 ACT III After reading/ listening to Act III of Macbeth answer the following questions to see how much you comprehended.

1. Using one or two paragraphs, in the box below give a brief synopsis of what happened ]in Act III.

Responses will vary but should include similar information to this:

Act III, Scene 1: Banquo, alone, voices his suspicion that Macbeth killed Duncan, and he reflects on the Witches’ prophecy that his own heirs will rule. Macbeth, now the king, arrives. He learns that Banquo proposes to go horseback riding with his son Fleance, and he insists that they return in time for the evening meal. Banquo leaves and Macbeth plans his murder, lest the Witches’ prophecy come true. He sends for the First Murderer and his companion and arranges for them to kill Banquo and Fleance as the victims return from riding.

Act III, Scene 2: Macbeth and Lady Macbeth discuss the danger Banquo presents, and Macbeth darkly hints at the plot he has set in motion.

Act III, Scene 3: The two Murderers, joined by a third murderer—sent by Macbeth attack Banquo and Fleance. Banquo is killed, but Fleance escapes.

Act III, Scene 4: The First Murderer reports to Macbeth during a banquet. When the king returns to his guests, the Ghost of Banquo appears and sits in his chair. No one sees it but Macbeth, who reacts with horror. Lady Macbeth tells the guests that he is suffering from an old illness, and when the Ghost disappears, Macbeth recovers. But it soon reappears and evokes a strong response from Macbeth; the banquet is disrupted and the nobles leave. Macbeth tells Lady Macbeth that he will consult the Witches, to learn of all possible threats.

Act III, Scene 5: Hecate chastises the Witches because they have not included her in their dealings with Macbeth. She tells them that they must prepare especially potent spells to delude Macbeth when he consults them.

Act III, Scene 6: Lenox and another Lord discuss the suspicious deaths of Duncan and Banquo, the exiled Malcolm’s support from the King of England, and Macduff’s defection to his cause. They hope for aid from England against Macbeth.

Teacher Activity Guide 14 2. What does Banquo fear at the beginning of the act? Banquo thinks Macbeth, assassinated Duncan and is willing to kill whomever is in his way for the crown.

3. What does Macbeth hire men to do? To kill Banquo and Fleance

4. Do the assassins succeed? They kill Banquo but not Fleance so no, not fully.

5. What does Macbeth see at the banquet? The ghost of Banquo

Optional Discussion Questions: • In what ways has Macbeth changed since the murders? • In many ways the roles of Macbeth and Lady Macbeth have been reversed. Show how their relationship has altered. Pay particular attention to the way the “fair is foul “ theme is used to emphasize this change. • What are some typical human responses to guilt? Try to list as many as you can think of. How do we typically deal with this emotion? • What responses to guilt do we see manifesting in the behavior of Lady Macbeth and Macbeth? How is each character individually dealing with or processing this emotion? • Does the fact that only Macbeth can see this ghost suggest about the nature of the ghost? • How does Lady Macbeth respond to his “fit”? • Think of the line “I am in blood Stepp’d in so far that, I should wade no more” what does this mean? How is blood a symbol used so far throughout the play?

Teacher Activity Guide 15 Activity: Fill out the crossword puzzle below using the clues and word bank on the next page.

Teacher Activity Guide 16 Across Down 7. Who was unaware of the plan to kill Banquo? 1. Goddess of Witchcraft 9. one of Macbeth’s tragic flaws 2. Whose birthright and throne did Macbeth steal? 14. At the banquet, who is seated in Macbeth’s 3. Macbeth is jealous of this person who sleeps well. chair? 4. “I’m very afraid of him.” To whom is Macbeth 18. Macbeth has placed one of these in the home referring? 5. With whom is Hecate angry? of each of the Lords. 6. Whose manhood does Macbeth question? 19. Lady Macbeth tells the guests Macbeth has had 8. Who does Macduff ask to help him form an alliance these since childhood. to overthrow Macbeth? 22. This Scottish nobleman believes Macbeth is 10. Who does Macbeth plan to go see to learn his guilty of ALL the murders. destiny? 23. When Macbeth states, “I have walked so far 11. Who does Banquo suspect of killing Duncan? into this river of blood....it would be hard to go 12. “We’re still just beginners when it comes to crime” back” he admits that he has reached the what? is an example of this literary device. 25. “Come night and blindfold the kindhearted 13. Because the light went out, who escapes the day” is an example of this literary device. murderers? 27. In addition to Banquo, Macbeth wants this 15. Hectate instructs the Weird Sisters to create a new person killed? ______that will trick Macbeth. 16. Who refused to come to the banquet? 17. Banquo’s character serves as a ______to Macbeth’s character. 20. The repercussions of acting on ambition without moral constraint is one of the play’s main ______. 21. Macbeth feels as if his mind is full of this. 24. “Banquo’s safe?” is an example of this literary device. 26. Act III is the ______of the play; Macbeth has reached his highest point and his downfall begins.

Macbeth Fleance Banquo scorpions personification Fleance ghostofBanquo foil hallucinations spy Macduff foreshadowing witches Hecate overconfidence spell Lennox Malcolm KingEdward LadyMacbeth murderers irony climax Duncan themes pointofnoreturn hags

Teacher Activity Guide 17 ACT IV After reading/ listening to Act IV of Macbeth answer the following questions to see how much you comprehended.

1. Using one or two paragraphs, in the box below give a brief synopsis of what happened in Act IV.

Responses will vary but should include similar information to this:

Act IV, Scene 1: The Witches and Hecate cast spells, and Hecate departs as Macbeth arrives. The Witches summon three APPARITIONS to answer Macbeth’s questions. The first, an armed head, warns Macbeth against Macduff; the second, a bloody child, declares that no man born of a woman can harm him; the third, a crowned child, assures him that he will not be conquered until the forest at Birnam marches to Dunsinane. Macbeth concludes that he is certain of continued success. Macbeth asks if Banquo’s descendants shall ever rule Scotland. A parade of eight KINGS appears, escorted by Banquo’s Ghost, which smilingly indicates that these are his offspring. The apparitions and Witches disappear. Lenox brings news of Macduff’s desertion, and Macbeth decides he will kill all of Macduff’s family and followers, as punishment.

Act IV, Scene 2: Lady Macduff bemoans her husband’s departure. She tells her SON (1) that his father is dead, but the clever boy realises this isn’t true, and engages his mother in a humorous exchange. A Messenger appears, quickly delivers a warning of their imminent danger, and flees. The Murderers appear, kill the boy, and chase his mother as she attempts to escape.

Act IV, Scene 3: In England, Malcolm tests Macduff’s loyalty to Scotland. He pretends to confess to extreme depravity, and when Macduff mourns for his country, Malcolm knows he is a true patriot. Ross brings the news that Macbeth has slaughtered Macduff’s family. Macduff vows revenge, and he and Malcolm prepare to launch an army against Macbeth.

Teacher Activity Guide 18 2. Write the order in which the apparitions appear: 1st- the armed head warning Macbeth to beware Macduff 2nd – A bloody child, prophesizing no one of woman born should harm Macbeth 3rd – A child crowned with a tree in his hand, if he goes to Great Birnam wood to high Dunsinane hill then he will be defeated 4th – 8 kings and the ghost of Banquo

3. One of the witches say “By the pricking of my thumb, Something wicked this way comes.” Who comes? A. Macbeth B. Ghost of Banquo C. Macduff D. Hecate

4. Where is Macduff? England

5. Who does Ross tell Macduff has died? Macduff’s wife, children, servants, all that could be found.

Optional Discussion Questions:

•What are our thoughts on the witches? What role do they serve in the story? How does their language and speech patterns differ from other characters? Why do you think that is? • What were the apparitions and what did each of them mean/ symbolize? • Pleased with the information, what one further thing does Macbeth desire to know and what is the answer he gets? • Why does Shakespeare show the son’s murder onstage? • How do Malcolm’s comments about Macbeth again bring to mind the “fair is foul” theme?

Teacher Activity Guide 19 Activity:

Using the boxes below or a separate sheet of paper create 2-3 bumper stickers using quotes from Act IV.

Teacher Activity Guide 20 ACT V

After reading/ listening to Act V of Macbeth answer the following questions to see how much you comprehended.

1. Using one or two paragraphs, in the box below give a brief synopsis of what happened in Act V.

Responses will vary but should include similar information to this:

Act V, Scene 1: Observed by a Gentlewoman and a Doctor, Lady Macbeth walks in her sleep and raves about the blood on her hands. She mentions the murders of Duncan, Lady Macduff, and Banquo.

Act V, Scene 2: A group of Scottish rebels against Macbeth speak of the approaching English army led by Malcolm, Macduff, and Siward. They prepare to rendezvous at Birnam Wood, near the castle at Dunsinane where Macbeth has established his defense.

Act V, Scene 3: Macbeth boasts that he does not fear the invaders because of the assurances of the Apparitions. The Doctor reports that Lady Macbeth is troubled by hallucinations, which he cannot cure. Macbeth rejects him angrily.

Act V, Scene 4: Malcolm orders that each of his soldiers, assembled at Birnam Wood, shall carry a branch cut from a tree to provide camouflage and confuse the enemy as to their numbers.

Act V, Scene 5: Seyton reports to Macbeth, on the castle walls, that Lady Macbeth is dead. Macbeth laments the nature of life. His Messenger arrives and reports that, unbelievably, Birnam Wood appears to be moving towards the castle. Macbeth recognizes the danger predicted in the Apparition’s prophecy, but he declares himself ready to die. Act V, Scene 6: Malcolm, Siward, and Macduff approach the castle.

Act V, Scene 7: Macbeth fights Young Siward, kills him, and leaves to fight elsewhere. Macduff appears and follows him.

Act V, Scene 8: Macduff finds Macbeth and they fight. Macbeth boasts that he cannot be killed by any man born of a woman, but his opponent counters with the information that he, Macduff, was taken surgically from his mother’s womb before birth, and in this sense was not born of a woman. They fight, and Macduff kills Macbeth.

Act V, Scene 9: Macduff appears with Macbeth’s head and hails Malcolm as King of Scotland. Malcolm declares that when he is crowned his supporters shall be made Earls, in celebration of the defeat of Macbeth.

Teacher Activity Guide 21 2. What is Lady Macbeth obsessing over at the top of the act? Washing blood off her hands

3. How many English soldiers are awaiting Macbeth? A. 2,000 B. 10,000 C. 12,000 D. 100,000

4. What armies have joined together against Macbeth? English and Scottish armies

5. How is Macduff the loophole to the witch’s prophecy? Macduff wasn’t born the normal way of man/woman; but born via cesarean (c-section)

Optional Discussion Questions:

• What is ironic about Lady Macbeth’s constant “hand washing”? • Besides the handwashing what’s another example of Shakespeare’s use of imagery? Why do you think he does this? • How does Macbeth’s reaction to his wife’s death compare to Macduff? What are some other examples of how these two characters’ lives have followed a similar track? • How has Macbeth and Lady Macbeth transformed since their first scenes? • What is Shakespeare saying about the nature of evil if we feel sympathy (or at least pity) for an evildoer? • What metaphors does Macbeth make for life? • What information does Macduff tell Macbeth that makes him frightened? • Who is the king in the end?

Teacher Activity Guide 22 Once you have finished listening to/ reading the play consider one of the activities below: Complete one of the following activities or come up with your own

• Virtually perform one of the scenes or a monologue from Macbeth using similar methods as the radio play or come up with your own • Create a comic strip for one of the scenes in the play • Create a concrete poem about the play Macbeth • Make a mood board for each act of Macbeth • Create a word cloud using descriptive words and quotes from the play • Come up with a rap/song about Macbeth. You can use a song that already exists and change the words or write your own song • Make a journal in the perspective of Macbeth (include at least 5 entries) • Make a playlist for each act, include at least 3 different songs for each act (should have at least 15 songs by the end of it)

Write an essay using one of the prompt questions below:

• Are our futures pre-destined? How much are we in control of our own futures or is it all up to fate? Debate this topic using examples from Macbeth to support your argument. • Explain one theme Shakespeare displays throughout the story Macbeth. Use examples to support your claim. • Shakespeare wrote Macbeth in 1606 based on a king who lived in the early 1000’s. Is Macbeth still relevant today, as a reflection of people who hold power? Use examples to support your claim. • There are many characters in the story Macbeth. Pick one that acts as a foil to the character Macbeth. Be sure to include examples and define what a character foil is in your writing. • Explain how Shakespeare uses literary devices throughout Macbeth to help tell the story. Use examples in your writing.

Teacher Activity Guide 23 WORK CITED

Chamberlain, Ted. “‘Gangs of New York’: Fact vs. Fiction.” What Was It Like to Live in the Real “Gangs of New York”?, 15 Aug. 2018, www.nationalgeographic.com/news/2003/3/oscars- gangs-of-new-york/. “History - Historic Figures: Macbeth (C.1005 - 1057).” BBC, BBC, www.bbc.co.uk/history/his- toric_figures/macbeth.shtml. Jill Staake on April 13, 2018 .contest-social .share-links svg. 30 Shakespeare Activities & Printables for the Classroom. 23 Apr. 2018, www.weareteachers.com/best-shakespeare-activities-printables/. “King James 1 (1566-1625).” Ask about Ireland, www.askaboutireland.ie/reading-room/history-heritage/history-of-ireland/the-ulster-plantation/king-james-1-(1566-1625)/. Macbeth Act I Discussion Questions. burkesfreshmen.weebly.com/macbeth-act-i-discussion-questions.html. Macbeth Act II Discussion Questions. burkesfreshmen.weebly.com/macbeth-act-ii-discussion-questions.html. Macbeth Act III Crossword Puzzle. wordmint.com/public_puzzles/758908. Macbeth Act III Discussion Questions. burkesfreshmen.weebly.com/macbeth-act-iii-discussion-questions.html. Macbeth Act V Discussion Questions. burkesfreshmen.weebly.com/macbeth-act-v-discussion-questions.html. “Macbeth Essay Topics to Deal With a Writing Tragedy.” Blog, 10 May 2016, writemyessayon- line.com/blog/thought-provoking-essay-topics-for-macbeth/. “Macbeth in Historical Context.” Macbeth in Historical Context | The Core Curriculum, www. college.columbia.edu/core/content/macbeth-historical-context. Nixon, Cynthia. Updated Instagram Template for Google Slides, 1 Jan. 1970, www.teach- ingtechnix.com/2019/03/updated-instagram-template-for-google.html. “A Short Analysis of William Shakespeare’s Macbeth.” Interesting Literature, 31 Dec. 2019, interestingliterature.com/2019/08/a-short-analysis-of-william-shakespeares-macbeth/.

Teacher Activity Guide 24 ACKNOWLEDGEMENTS THE CAST OF MACBETH Ben Fisler Porter, Lennox, First Murderer Bess Kay Macduff Carol Spring Witch 3, Lady Macduff, Gentlewoman, Musician Christopher Dwyer Ross Jack Schmitt Malcolm, Second Murderer James Finley Macbeth Jared Michael Swain Duncan, Doctor Madeline Belknap Witch 2, Son, Musician Rachel Manu Fleance, Donalbain, Ensemble Ryan Sellers Banquo Stephanie Wilson Lady Macbeth Tori Boutin First Witch, Musician

THE PRODUCTION TEAM Alan Ernstein Montpelier Arts Center Technical Director and Booth Master Briana Manente Production Stage Manager Christel Stevens Producer Christopher Dwyer Artistic Director Kirk Walterick Recording Engineer Mac Owens Sound Designer and Audio Editor Tori Boutin Composer and Music Director

THE ACTIVITY GUIDE Lessons written by Kaitlyn Peacock Layout Design by Sonya Johnson Edited by Elizabeth Malone

Prince George’s Shakespeare in the Parks is a program of the Arts and Cultural Heritage Division, The Department of Parks and Recreation, Prince George’s County, the Maryland-National Capital Parks and Planning Commission. Arts programs of the Maryland- National Capital Park and Planning Commission are supported by a grant from the Maryland State Arts Council, an agency developed to cultivating a vibrant community where the arts thrive.

Visit arts.pgpark.com for more details about arts programs and events in Prince George’s County, MD.

Teacher Activity Guide 25