Macbeth Rebuild - Part 01

**Step into the dark and treacherous world of Macbeth, a story of prophecy, power and paranoia.** Students will explore important moments from the play, focusing on the choices and consequences that shape the fate of key characters, including the infamous king himself. Witness the unfolding story and explore the themes of power and regret as they examine how far some characters will go to achieve their desires. Their journey begins on the stormy heath, where they will meet the three witches around the bubbling cauldron... This is no ordinary experience. It's an invitation to step into the very heart of Macbeth and experience the tragedy unfolding firsthand. ## Note to Teachers: The *Macbeth* Experience is designed to visually depict key moments from William Shakespeare's classic tragedy, simplifying complex information from moments within the story. The following scenes have been selected: - Act I, Scene I - Act III, Scene III - Act III, Scene IV - Act IV, Scene I - Act V, Scene I While these do not cover the complete text, they highlight pivotal moments that trace Macbeth and Lady Macbeth's descent into madness, introduce key characters, and explore central themes such as ambition, power and paranoia. *Please note: Early ClassVR headset models (155) may take longer to load this scene and performance could be affected.* # Age range The primary target age range for this experience is ages 11-14; however, the scene is easily adaptable for the 14-16 age group (see *Framework Adaptations*). # Curriculum Summary* ## Literature: Drama – Ages 11-14 - Identify plot, themes, and key events in a dramatic work. - Analyze how characters, including those with complex motivations, interact and influence events. - Explain how setting and atmosphere contribute to meaning. ## Theater Arts: Ages 11-14 - Identify and describe staging and performance choices. - Explain how visual and audio elements create mood and meaning. - Compare how different interpretations affect audience understanding. # Learning Objectives - Explore the themes of ambition, power and paranoia.{.info} - Identify the motivations of key characters from Macbeth.{.info} - Make predictions and interpretations based on the explorable scene.{.info} # Key Vocabulary Introduce the following keywords and their definitions to support students' understanding of the play's central ideas or encourage them to explore and uncover the meanings themselves in a group discussion. - **Power:** Having influence. The ability to control others or events. - **Ambition:** Wanting success, power, or authority, sometimes at any cost. - **Guilt:** Feeling bad or ashamed for doing something wrong. - **Paranoia:** Constantly feeling suspicious or afraid that something or someone is out to get you. - **Apparition:** A ghostly vision or spirit, usually appearing with a message or a warning. - **Fate:** The idea that events are meant to be and can't be changed or controlled. - **Prophecy:** A prediction of what will happen in the future. - **Regret:** Wishing for a different outcome or that something had not happened, either through choice or circumstance. - **Witchcraft:** Using magic, spells or supernatural powers. - **Tyrant:** A very cruel or unfair ruler or leader who gains and uses power in a particularly violent or selfish manner. # Equipment For whole-class teaching, the framework can be adapted to any number of available VR headsets by rotating them between groups, while other students explore the model on laptops or tablets via this [link]. - **VR Headsets:** Enough for planned group sizes (minimum four recommended). Ensure the Macbeth scene is loaded and ready for use. - **Laptops or Tablets (Optional):** For students to access the explorable 360° Macbeth scene in 2D if required. - **Whiteboards or Books (Optional):** For note-taking, drawing, labelling or reflection activities. # Teacher Knowledge Written around 1606, Macbeth was one of William Shakespeare’s later tragedies, likely performed for King James I of England (also James VI of Scotland). The play reflects James’s interest in Scottish history and witchcraft, subjects that were politically and culturally significant at the time. Shakespeare drew on real events from 11th-century Scotland, blending them with dramatic invention to explore ambition, loyalty and the supernatural. The inclusion of witches would have resonated strongly with audiences of the period, as witch trials and fears of the occult were widespread. **Our Curriculum Summary offers a simplified and progressive best-fit framework derived from a thorough analysis of multiple curricula worldwide, including those from the US, UK, and the rest of the world. By identifying key common strands, we create curriculum statements that align and map smoothly across all territories, ensuring relevance and consistency in diverse educational contexts. Further territory-specific curriculum libraries can be found on the ClassVR portal.* # Teaching Framework{.objective .objective} The teaching ideas below are designed to be flexible. Teachers may choose to expand the experience into a sequence of lessons or a full unit of work, using the framework as a foundation for wider study. Alternatively, the material can be adapted and condensed to fit a single session, selecting the activities and questions most relevant to class learning goals. ## Prior Learning Before entering the *Macbeth* Experience, prompt students to share what they already know about the plot, characters, and themes, such as ambition, power and guilt. Identify any misconceptions and highlight areas that spark their curiosity. Adapt the discussion to suit the age range and prior knowledge of the class. Younger or less experienced students may benefit from a brief plot outline or introduction to key characters, while older or more advanced groups can focus on interpreting quotes, exploring historical context or connecting themes to other works they have studied. ## Before the Experience Students can complete a Macbeth prediction map in a journal, on a piece of paper or digitally. The journal entry could include: - What they already know about the story and characters. - Any questions they might have, for example, why is this story still important today? How will the story be visually depicted? What are they hoping to understand better after the experience? How do the main themes, like ambition, guilt or power, affect the choices characters make? - What they expect to see in virtual reality, based on the scene title. - A bold prediction, for example: "I think Lady Macbeth will..." **Preparation Questions** - One thing I already know about the plot is...{.task} - One thing I want to find out during the VR experience is...{.task} - I predict [insert character name(s)] will be...{.task} - I think that [insert character name(s)] is/are...{.task} ## During the Experience Teachers can use this step-by-step guide to lead students through the experience once they are in the headset. Alternatively, students can use the guide below independently or in a group. ### Act 1, Scene 1{.objective .objective1}  Welcome to the stormy heath above a Scottish moor! You've spawned just in time. The three witches are chanting and casting spells. Walk closer to them. What are they planning? **Audio:** *"In thunder, lightning or in rain?* *When shall we three meet again?"* These witches seem to know more than they should and they are talking about meeting again. Could they be setting something in motion? Something powerful… or possibly, dangerous? ## Key Questions What mood do the three witches create in the opening scene and how?{.task} **Example answer:** The witches create a spooky and mysterious mood in the opening scene. Shakespeare shows this through the stormy weather and the witches’ strange, rhyming speech. This makes the audience feel uneasy. {.info} Based on what the witches say and how they act, what kind of person do you think Macbeth might be and why?{.task} **Example answer:** The witches make Macbeth seem brave but also open to temptation. Since they want to meet him, it suggests he could be influenced by them.{.info} ## Act III, Scene III{.objective .objective2}  Walk toward the castle. Take a moment to glance toward the trees. You might notice someone trying to stay out of sight - it's Fleance, Banquo's son. Banquo is Macbeth's closest friend and a fellow soldier, but there's tension beneath the surface. The witches have delivered a chilling prophecy: while Macbeth is king, Banquo's descendants will inherit the throne. Step a little deeper into the forest clearing. Banquo is lying motionless on the ground, and a hired assassin is standing over him. Who do you think sent them? ## Key Questions Who might have hired the assassin?{.task} **Example answer:** Macbeth is the one who hires the assassin. {.info} Why might someone want to hurt Banquo and Fleance?{.task} **Example answer:** Macbeth hires the assassin because he feels threatened by Banquo and Fleance and wants to stop Banquo’s family from becoming kings to protect his power.{.info} How does Fleance's escape affect what might happen next?{.task} **Example answer:** Fleance’s escape is important because it means the witches’ prophecy could still come true. Even though Macbeth kills Banquo, Fleance might become king in the future, which might make Macbeth feel more insecure and worried. {.info} ## Act III, Scene IV{.objective .objective3}  Turn around and head into the castle. This is Macbeth’s castle, where Macbeth and Lady Macbeth live. Walk into the courtyard, through the open portcullis and venture inside toward the music. Inside, Macbeth and Lady Macbeth are holding a banquet to celebrate their ascent to the throne as the new King and Queen of Scotland. Walk toward the top banquet table. While the atmosphere is happy, you'll notice that there's a ghostly figure sitting in Macbeth's seat. Macbeth suddenly sees the ghost of Banquo. No one else can see him, but Macbeth is shaken and terrified as he shouts at the ghost, saying: *"Thou canst not say I did it. Never shake* *Thy gory locks at me!"* ## Key Questions What does Macbeth's reaction to Banquo's ghost in the line "Thou canst not say I did it. Never shake / Thy gory locks at me!" reveal about his state of mind and sense of guilt? {.task} **Example answer:** In this scene, Macbeth is trying to deny responsibility. He is noticeably fearful and showing his guilt. {.info} How do you think Macbeth's interaction with Banquo's ghost affects the mood of the banquet scene? {.task} **Example answer:** The ghost changes the mood from happy and celebratory to tense and frightening. At first, the banquet is joyful, but when Macbeth starts talking to the ghost, which only he can see, the guests become confused and worried. This makes the scene feel chaotic and shows how Macbeth is losing control. {.info} How does Macbeth's decision to seek out the witches after seeing Banquo's ghost reflect his growing obsession with power and control?{.task} **Example answer:** By going to see the witches again, Macbeth shows he is desperately seeking answers to manipulate fate and strengthen his hold on the throne.{.info} ## Act IV, Scene 1{.objective .objective4}  Turn around and you will notice a gray glowing portal titled Act IV, Scene I. Head into the doorway and you'll be transported to the heath where the witches are waiting for you. After being shaken by seeing Banquo's ghost, Macbeth decides to revisit the witches to find out how he can secure his position as king. Look at the three stones behind the witches; these represent the three apparitions they show Macbeth. 1. *“Beware Macduff”* 2. *“None of women born, shall harm Macbeth”* 3. *“Macbeth shall never vanquished be until, great Birnam wood to high Dunsinane Hill, shall come against him”* Looking closer at the three stones, what do you think these apparitions mean for Macbeth and his reign? ## Key Questions How could you visually represent the three apparitions from Macbeth? {.task} **Example answer:** The three ghostly apparitions should look creepy and supernatural. For example, you could show a floating helmeted soldier, a bloody child and a crowned child holding a tree. Adding mist, glowing light, or shadows can make them feel magical and eerie, showing that they are visions, not real people.{.info} What might these apparitions mean for Macbeth's future?{.task} **Example answer:** They warn Macbeth that danger is coming and symbolize key events and characters that will influence Macbeth’s tragic downfall.{.info} ## Act V, Scene 1{.objective .objective5}  Turn around and reenter the banquet hall by going through the portal you came through. Once you spawn, look straight ahead and to the left of Lady Macbeth, you will see a slightly open door. Walk through it. What is Lady Macbeth doing? Walk toward her. Why do you think she's scrubbing her hands? After Macbeth's outburst during the banquet and subsequent paranoia, Lady Macbeth has been seen walking in her sleep and exhibiting strange behavior. Every night, she obsessively rubs her hands together as if trying to wash them, even though there is no visible stain. ## Key Questions What is the significance of Lady Macbeth's actions, and what do you think she is trying to scrub away?{.task} **Example answer:** Lady Macbeth’s sleepwalking and handwashing show the symbolic weight of her guilt. She is trying to scrub away the imagined blood of the murders, revealing that she is haunted by the crimes she helped to plan.{.info} What does Lady Macbeth's cry of "Out, damned spot!" reveal about her mental state? {.task} **Example answer:** Her cry shows that she is mentally unstable and tormented. She is consumed by anxiety and fear, unable to cope with the guilt, which makes her mind unravel and leads to her emotional breakdown. {.info} # After the Experience Students can look back at their Macbeth prediction map. Now that they have been in the experience, ask students to reflect on their initial thoughts and predictions. ## Key Questions - Which predictions were accurate or inaccurate?{.task} - What was the most surprising part of the experience?{.task} - Has understanding of any character developed or changed?{.task} - Were any parts of the text, mood, or setting made clearer through seeing it visually depicted?{.task} - In what way did visual storytelling make the play’s themes easier to understand? {.task} # Adaptive Teaching Some students may benefit from: - Support with archaic language by using short modern translations, highlighting key words or reading aloud with a peer. - Simplifying abstract themes such as ambition, guilt and fate by linking them to everyday experiences and using visual tools. - Breaking down cause and effect with storyboards or diagrams to show how one choice leads to another, from ambition through to Macbeth’s downfall. # Extended Learning {.objective .objective} ## Thought Tracking Technique Students can select one of the acts as visual inspiration and use thought-tracking to explore a key character's inner thoughts during a key moment. Using their observations, students will imagine stepping into the character's shoes and respond to questions such as: - What is the character thinking or feeling right now? - What might they be hiding from others? - What do they wish they could say? Their responses can be shaped into written monologues, which can then serve as the foundation for developing original performances or a broader devising unit. ## Reflective Creative Writing Based on Macbeth's dilemma, ask students to reflect and write a response to the question: *"What would you do if a stranger promised you great power?"* Encourage them to support their answers by citing examples from the text. As they reflect, prompt them to consider: - What kind of power would tempt them most? - What risks or consequences might come with great power? - How might their decision reflect their values or ambitions? - What would they sacrifice to gain power or success? Is there a line they wouldn't cross? # Exit Quiz 1. What do the three witches predict will happen to Macbeth at the start of the story? a) Macbeth will defeat Macduff in battle. **b) Macbeth will eventually become the king of Scotland.** c) Lady Macbeth will rule Scotland. 2. Why might someone want Banquo and Fleance out of the way? a) They were plotting to overthrow Macbeth. **b) The witches predicted that Banquo's descendants would be kings.** c) They stole Inverness Castle. 3. What does Macbeth's reaction to Banquo's ghost suggest about his feelings? **a) He feels guilty, afraid and paranoid.** b) He is happy Banquo is gone. c) He is confused and doesn't remember who Banquo is. 4. What is one message or warning given by the witches' apparitions? a) Macbeth shall live forever. b) Macbeth shall never be vanquished in battle. **c) Macbeth must beware Macduff.** 5. Why does Lady Macbeth furiously wash her hands in Act V, Scene I? a) She spilled wine during the banquet. **b) She feels guilty for her part in the murders.** c) She is following the witches' instructions. # Framework Adaptations **Ages 9–11:** - Focus on plot, key characters and major events using simplified language and provide short scene summaries and key quotes to support students. - Use role-play or freeze-frame activities to help them understand character motivations and themes like ambition and fairness. - Ask students to develop their critical thinking skills by writing short predictions or diary entries from a character's perspective. **Ages 14–16:** - Encourage students to work on close reading skills or contextual analysis by pairing the VR experience with key extracts from the play. Students can deepen their analytical skills by drawing on evidence from the VR experience, the original text and other professional interpretations. - Comparative tasks should inspire students to develop reasoned critical responses that consider how different interpretations of characters, themes and staging can change and shape an audiences’ understanding of Macbeth and the characters within the play. # Cross-Curricular Planning **Art, Design & Theater Arts (ages 11–14):** Use the visuals from the VR scenes as inspiration for designing a costume for a key character in *Macbeth*. Students can consider the character's personality, ambition, and motives, and explore how color, fabric, and accessories reflect status and intentions. Designs can be presented with annotations explaining each creative choice. **Science: Working Scientifically (ages 11–14):** Create psychological character profiles based on key scenes and characters in *Macbeth*. Working in groups, students make predictions and gather evidence from the text and visuals to analyze thoughts, feelings and behaviors. They reflect on each character's role in the play's events and generate further questions to investigate. # Teacher Resources ### Download the Teacher Information Notes Below [](https://avnfs.com/iL1xoGxeQYIMAwLwdD6ShsXnQMyBEfwSkxq_6jnYLfU?size=1098891&type=application%2Fpdf&name=10135_Macbeth+Teacher+Information_0925_DV0.5.pdf) ### Download the Teaching Framework Below [](https://avnfs.com/AVFgmPv-1RkITj-sn-adxhUs_ZP-PHO2FCeUqt2juZU?size=2641833&type=application%2Fpdf&name=10137_Macbeth+Teaching+Framework_0925_DV0.4.pdf)