Students are asked the question: Is Macbeth Evil?
Based on their simple 'yes' or 'no' response, they are split into two teams: prosecuting team and defence team. You - the teacher - are the judge.
Teams are initially given their 'first piece of evidence' (an extract) to analyse and annotate with their agenda/argument in mind. They are then asked to look at the 'play as a whole' to find other pieces of evidence to support their argument.
A mock court case is then held with Macbeth on trial. Both teams present their cases and debate whether or not Macbeth is evil. The teacher - playing the role of the judge - then weighs up the arguments and makes a decision.
For homework, students are given the same question which has been formalized into an exam question. This is a fun and exciting way of exploring an exam question which allows students to really get their teeth into a question. All lesson guidance is in the 'notes' section on each slide on the PowerPoint.
This lesson is about encouraging students to develop a 'critical, exploratory, well-structured argument' which is at the top of level 6.
Based on their simple 'yes' or 'no' response, they are split into two teams: prosecuting team and defence team. You - the teacher - are the judge.
Teams are initially given their 'first piece of evidence' (an extract) to analyse and annotate with their agenda/argument in mind. They are then asked to look at the 'play as a whole' to find other pieces of evidence to support their argument.
A mock court case is then held with Macbeth on trial. Both teams present their cases and debate whether or not Macbeth is evil. The teacher - playing the role of the judge - then weighs up the arguments and makes a decision.
For homework, students are given the same question which has been formalized into an exam question. This is a fun and exciting way of exploring an exam question which allows students to really get their teeth into a question. All lesson guidance is in the 'notes' section on each slide on the PowerPoint.
This lesson is about encouraging students to develop a 'critical, exploratory, well-structured argument' which is at the top of level 6.
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