Frankenstein and macbeth

Noah
Isobel
Hamish
Senam
MacaulayAndrus
Jack
Tolani
Tom
Kumbirai
Lucien
Jorge
Talia
Joe Jubed
LukeGeorgia
Hannah
Chester
Miriam
Jessica
Erlyne
Phoebe
Safa
Jay
Whiteboard
10R5 Room 9

Whiteboard
Door
W
i
n
d
o
w
Macaulay
Talia
Jay
Joe
Lucien
Kumbirai
TomSenam
JessicaHannah
Jorge
Andrus
Isobel
Noah
Safa
Chester
Tolani
Miriam
Georgia
Luke
Jack
Erlyne
Jubed
Hamish
Phoebe

MacauleyAndrus
Tom
Jorge Jubed
Georgia Chester
Miriam
Erlyne
Phoebe
Safa Jay
Whiteboard
10R5 Room 9
Skills

Homework Due Monday 13 Jan
Conduct thorough research to fill in the highlighted sections of your
Frankenstein Context sheet
Skilled work
will
1. Conduct the research with
Frankenstein in mind
2. Produce clear, accurate bullet points
for each highlighted section
3. Provide a reference for every source
Excellent work
will
1. Make clear links to Frankenstein
2. Succeed in condensing wide-ranging,
complex information into clear,
detailed bullet points
3. Display a high level of accuracy in
referencing

What do SKILLED and EXCELLENT work look like?
Macbeth Political Context: The Gunpowder Plot
SKILLED EXAMPLE
•The Gunpowder plot happened in 1605 when a group of Catholic conspirators tried to blow
up Parliament and kill King James
•Macbeth was written in 1606
•Macbeth shows the dangers of treason and suggests that Shakespeare was against the
Gunpowder plot.
References – BBC Bitesize; Shakespeare online
EXCELLENT EXAMPLE
•When Macbeth was written in 1606, James was King of both England and Scotland.
•In 1605, a small group of Catholic conspirators, angry at (Protestant) King James’ lack of
support, hatched a plot to blow up parliament in London and kill James.
•The plot was foiled, the conspirators were convicted of high treason and were publicly
executed.
•Shakespeare had some links to the conspirators.
•Macbeth, the only Shakespeare play set in Scotland, could be seen as Shakespeare’s way of
distancing himself from the conspirators, showing his support for James and illustrating the
dangers of treason.
•References - http://www.bbc.co.uk/bitesize/higher/english/macbeth/background/revision/1/
•http://www.shakespeare-online.com/biography/gunpowderplot.html

Self-Assessment
• Look again at the Success Criteria for your
Context homework. Using these criteria,
write:
• What Went Well? (WWW)
• Even Better If… (EBI)

Our next CA
What are you expected to do?
• AO1: Respond to texts critically and imaginatively; selecting and evaluating relevant quotations to illustrate
and support your interpretations
• AO2: Explain how language, structure and form contribute to writers’ presentation of ideas, themes and
settings
• AO3: Explain links between texts, evaluating writers’ different ways of expressing meaning and achieving effects
• AO4: Relate texts to their social, cultural and historical contexts; explain how texts have been influential and
significant to you and other readers in different contexts and at different times
• OUTCOME: 2000 word comparative essay worth 25% of GCSE Literature in Controlled Conditions.
Formative Assessment Title:
Explore the ways the natural world in is presented Frankenstein and Macbeth.
Controlled Assessment Title:
Explore the ways the theme of ‘the unnatural’ is presented and developed in Frankenstein and Macbeth.
-AO2 has greater weighting
-About 2000 words.
-Clean copy of scenes/chapters/text used in the C.A.
-4 hours given.
c. 20 lessons + 4 for Controlled Assessment
Throughout, students are collating their own quotation banks, character profiles and
contextual information.

There are 4 Assessment Objectives for
this CA
The one we will focus on for the next couple of
lessons is:
AO4
Relate texts to their social, cultural and
historical contexts; explain how texts have
been influential and significant to self and
other readers in different contexts at
different times
Why?
Because this is what lots
of people leave out – you
cannot achieve a C grade
without AO4

Instructions
• On your tables, share your work to complete
your Context sheets.
• Don’t just copy…use your question cards to
help structure your discussions.

Think – Pair - Share
• What was the most interesting thing you
learned today?

Science
The Rime of the Ancient
Mariner
Women
The Gothic
Paradise Lost
Romanticism
Mary Shelley The writing of Frankenstein
Quotation Bank – to be filled in throughout the Unit
Fill in this table
throughout the Unit by
adding relevant
Frankenstein quotations to
each section

Science
The Rime of the Ancient Mariner
Women
The Gothic
Paradise Lost
Romanticism
Mary Shelley The writing of Frankenstein

Definition of ‘unnatural’
adjective
1. contrary to the ordinary course of nature;
abnormal e.g. The monster was ‘born’ in an
unnatural way
• (of feelings or behaviour) contrary to what is
seen as normal, conventional, or acceptable
e.g. The monster feels that Victor’s attitude
towards him (his ‘creature’) is unnatural

Definition of ‘theme’
• noun
1. an idea that recurs in or is central to a work of
art or literature e.g. love and conflict are
major themes in ‘Romeo and Juliet’

In literature, themes may be revealed through a number of methods…
Allusion
i.e. references
to other texts
Plot/structure
Character
Language
Setting
-What happens?
-how do events unfold?
In what environment
do events occur? Techniques e.g. alliteration,
assonance, repetition,
antithesis, emotive
language, imagery,
metaphor, simile,
personification, symbolism,
motifs, word choice,
dialogue, hyperbole, pathos
Also: syntax (sentence
length, rhythm).
-what they say and to whom
-behaviour/actions
-appearance
-other characters’ comments
-other characters’ actions
The title
Time
When do events
occur? E.g. day/night;
season?
References to
context
Always ask yourself: what is the
EFFECT of these methods? What
do they tell you about the theme?

• LO: To become confident in using annotation
to analyse quotations
Keywords:
Annotation –
Analysis –

It was on a dreary night of November that I
beheld the accomplishment of my toils.
How do we annotate well?
Have you...identified a Technique?
Linked to Evidence from the quotation?
Suggested the author’s Purpose?
Suggested the Effect on the reader
Explained your ideas, linking to context where possible?

T
The author’s use of language / words / tone of voice is significant.
Imagery is significant in this section.
The imagery of .... is especially significant in this section.
The author uses setting to convey ...
The characterisation of ... is developed in this section.
Structurally, this section is significant.
E
We can see this in the quotation ...
We hear the character described as ...
The word ... demonstrates this.
Arguably, the most significant words are ... and ...
The image of the ... is crucial to our understanding.
P
The author seems to be suggesting ...
The author is, perhaps, exploring the idea of ...
The author is explaining, illustrating, uncovering, hiding, illuminating, developing,
E
The words suggest / imply / convey ...
This word / phrase / image / character makes me think of ... because...
This conveys feelings of ... because....
The word / image contains several ideas. For example...
E
The author seems to be exploring the them / idea of ...
From one perspective we could say ... From another we might consider...
Developing the interpretation further, we could argue that...
This links with.....
Write your quotation up into a full TEPEE paragraph answering the question,
‘In what ways does Mary Shelley portray the monster’s ‘birth’ .

• LO: To explore how setting is used to present
Frankenstein’s creation of the Monster as
unnatural
• Keywords:
Unnatural
Antithesis
Pathetic fallacy

• Stick your chapter 4 ‘quotation strips’ down the left-hand side of one page.
Stick your chapter 5 ‘quotation strip’ down the left-hand side of the next page.
• Using the focus question, ‘how is setting used to present Frankenstein’s
creation of the Monster as unnatural’, annotate at least two quotations from
each strip in detail.
Skilled
annotations will
1. Identify examples of how setting is used to
present Frankenstein’s creation of the
Monster as unnatural
2. Explain how setting affects the reader’s
response, linking to context where possible.
Excellent
annotations will
1. Develop precise, perceptive analysis of how
setting is used to present Frankenstein’s
creation of the Monster as unnatural
2. Provide increasingly detailed explanations
of how setting affects the reader’s

“Who shall conceive
the horrors of my secret
toil as I dabbled among
the unhallowed damps
of the grave or tortured
the living animal to
animate the lifeless
clay?”
Skilled Annotation
T setting
E
P To suggest that the place where Frankenstein collects the
materials for his work is unholy.
E “unhallowed” conveys the idea that Frankenstein’s work is
unlawful and against God.
E This idea is strengthened by the fact that Frankenstein
conducts is work in “secret”.
Excellent Annotation
T setting
E
P descriptions of Frankenstein’s working environment illustrate that his “toil” is unnatural.
E “unhallowed” suggests that Frankenstein’s work is unholy and against God; “damps of the grave”
emphasises how Frankenstein is dealing not with life, but death.
E The use of dark, damp settings to provoke unease in the reader is common in Gothic Fiction. By using this
technique, Shelley strengthens the theme of the unnatural, which is prevalent in this type of fiction.
How is setting is used to present Frankenstein’s creation of the Monster as unnatural?
Extension – Choose your best annotation. Write it up into a full TEPEE paragraph.

Choose your ‘best annotation’ from
last lesson
Have you...
• identified a Technique?
• Linked to Evidence from the quotation?
• Suggested the author’s Purpose?
• Suggested the Effect on the reader
• Explained your ideas, linking to context where
possible?
• Write which aspect of TEPEE you find most difficult

“my workshop of filthy creation”
Antithesis
“It was a most beautiful season”

Pathetic Fallacy
“morning, dismal and wet, at length dawned”

• LO: To explore how the characterisation of
Victor is used to present his creation of the
Monster as unnatural
• Keywords:
Obsessed
Compelled
Mental and physical distress
-behaviour/actions
-appearance

• Stick your chapter 4 ‘quotation strip’ down the left-hand side of one page.
• Using the focus question, ‘how is the characterisation of Victor used to
present his creation of the Monster as unnatural’, annotate at least two
quotations from this strip in detail.
Skilled annotations
will
1. Identify examples of how the characterisation
of Victor is used to present his creation of the
Monster as unnatural.
2. Explain how characterisation affects the
reader’s response, linking to context where
possible.
Excellent
annotations will
1. Develop precise, perceptive analysis of how the
characterisation of Victor is used to present his
creation of the Monster as unnatural.
2. Provide increasingly detailed explanations of
how characterisation affects the reader’s

Focus question: how is the characterisation of Victor used to present his creation of the
Monster as unnatural ? -annotate at least two quotations from each strip in detail.
“No one can conceive the
variety of feelings which
bore me onwards, like a
hurricane, in the first
enthusiasm of success.”
(chapter 5)
Skilled Annotation
T Simile
E
P To illustrate the stormy, violent nature of Victor’s obsession
E “hurricane” suggests that these feelings which compel Victor
forwards may be destructive
E This destructive simile foreshadows the violent events which will
occur as a result of Victor’s unnatural obsession with creating life.
T Simile
E
P To introduce the idea that Victor is being compelled to move forwards in his work by the violent,
unstoppable force of his obsession.
E a “hurricane” is an extreme weather event with often disastrous consequences, suggesting that Victor’s
labours too may have a destructive outcome.
E Here, Mary Shelley seems to be exploring the idea that Victor is not in fact in control of his actions and
may be being driven forwards by some unnatural force.

• Stick your chapter 5 ‘quotation strip’ down the left-hand side of the next page.
• Using the focus question, ‘how is the characterisation of Victor used to present
his creation of the Monster as unnatural’, annotate one quotation from this
strip in detail. Then share your annotations with other students on your table.
Skilled annotations
will
1. Identify examples of how the characterisation
of Victor is used to present his creation of the
Monster as unnatural.
2. Explain how characterisation affects the
reader’s response, linking to context where
possible.
Excellent
annotations will
1. Develop precise, perceptive analysis of how the
characterisation of Victor is used to present his
creation of the Monster as unnatural.
2. Provide increasingly detailed explanations of
how characterisation affects the reader’s

Focus question: how is the characterisation of Victor used to present his creation of the
Monster as unnatural ? -annotate one quotation from each strip in detail. Then share!
“I started from my sleep
with horror; a cold dew
covered my forehead, my
teeth chattered, and every
limb became convulsed.”
(chapter 5)
Skilled Annotation
T The detailed description of Victor’s physical and mental distress
E
P To illustrate that the creation of the monster has had a
damaging effect on Victor’s wellbeing.
E “convulsed” suggests that Victor’s body and mind are reacting
violently against his unnatural actions.
E This links to the monster’s “convulsive motion” as it woke up,
suggesting that both Victor and his creation will suffer as a result
of Victor’s experiment.
T The detailed description of Victor’s physical and mental distress.
E
P To explore the idea that Victor’s creation of the monster will have extreme, damaging consequences.
E “convulsed” implies a violent, uncontrolled movement, suggesting perhaps the violent chain of events that
Victor has set in motion.
E linking to the “convulsive motion” which “agitated” the limbs of the monster as it awoke and indeed to the
way in which the murderer George Foster’s limbs “were set in motion” when Giovanni Aldini performed his
famous demonstration of the electro-stimulation technique in 1803.

Exploring how the characterisation of the
Monster contributes to the theme of ‘the
unnatural’ in Frankenstein.
• Key ideas:
The monster’s appearance
Victor’s attitude towards the Monster
• Key words:
Demoniacal
Benevolent

Tasks to be finished for Homework for
Monday 27th January
• Using the ‘focus questions’ on the quotation
strips, do at least one full TEPEE annotation
for 1. the red strip; 2. the green strip; 3. the
orange strip. Extension – choose your own
quotations to annotate!
• Choose any two annotations you have done
this term which you feel confident about.
Write them up into full TEPEE paragraphs.

T
The author’s use of language / words / tone of voice is significant.
E
We can see this in the quotation ...
P
The author seems to be suggesting ...
E
The words suggest / imply / convey ...
E
The author seems to be exploring the them / idea of ...
This idea is repeated when......

• LO: To explore the features of Skilled and Excellent
TEPEE paragraphs
Keywords:
Sophistication – the ability to handle complex ideas
and to develop and argument
Interpretation – the ability to see deeper meanings
Analysis – involves engagement with different
parts of the text; attempts to
find patterns in the text

• Focus on either the Skilled or Excellent
example
• Read the paragraph carefully
• Highlight the different aspects of TEPEE
• Draw arrows to show where the writer has
met the various criteria
• Linking to the criteria, suggest where the
writer could improve!

A Skilled Paragraph
Draw arrows to show where the writer has provided:
Mary Shelley describes Victor’s creation of the Monster as unnatural by
explaining the negative effects the ‘birth’ of the Monster had on Victor’s
state of mind. Mary Shelley uses a dynamic verb to describe Victor’s
waking when she describes how he ‘started’ from his sleep. Shelley
describes Victor’s waking in this way to suggest how nervous and anxious
he is after creating the monster. The word ‘started’ implies a quick, jerky
movement which may reflect Victor’s jumpy state of mind. This links with
the jerky, ‘convulsive’ motion the Monster made when it woke up which
also makes me think of the way in which the corpse of the murderer
George Foster moved when Aldini applied the galvanic process in 1803.
Clear
understanding
of the writer’s
ideas
Relevant and
appropriate
quotations
Clear grasp of the
significance of some
aspects of context
Clear
understanding
of features of
language and
structure
Topic
Sentence
Technique/
Evidence
Purpose
Effect
Explanation
How could this paragraph be improved?

An Excellent Paragraph
Draw arrows where the writer has provided:
In illustrating the negative effects of the ‘birth’ of the Monster on Victor’s state of mind, Mary Shelley
suggests that his creation of the Monster is an unnatural act. The startling imagery employed to describe
the dream which ‘disturbed’ Victor’s sleep conveys his mental turmoil. An example of this imagery is
seen in the antithesis between the initial description of Elizabeth in Victor’s dream vision as being ‘in the
bloom of health’ and the later description of her as ‘livid with the hue of death’. In describing Victor’s
dream so vividly, Mary Shelley provides the reader with a stark understanding of Victor’s disturbed
mental state. The reader may interpret this antithesis between ‘bloom of health’ and ‘hue of death’ in
various different ways. We may, in this description, recognise the degeneration of Victor’s mental and
physical state during the creation of the Monster. An alternative interpretation might be to understand
Victor’s hallucination as foreshadowing Elizabeth’s eventual fate. Developing this interpretation further,
we could argue that in describing Victor’s hallucination, Mary Shelley may be exploring the tensions
which exist between Victor’s dual role as creator and destroyer. By committing his unnatural act in
creating the Monster, he goes on to destroy his own health and happiness and is ultimately responsible
for the deaths of his closest family and friends. This idea of the scientist as both creator and destroyer
may have piqued the interest of Mary Shelley’s contemporary readership, many of whom may have been
suspicious, even frightened by the potential outcomes of experiments by scientists such as Galvani and
Aldini. In the largely Christian society of the early 19th century, many people may have been concerned
that the Galvanic techniques being practiced by these scientists were against God and against nature.
Topic
Sentence
Technique
/Evidence
Purpose
Effect
Explanation
Sophisticated
engagement with
the writer’s ideas
and attitudes
Sophisticated
analysis of aspects of
language and
structure
Imaginatively
selected supporting
textual detail
Perceptive and
imaginative
comment on the
significance of
context
Sophisticated
interpretations of the
text
How could this paragraph be improved?

• Choose one of the paragraphs you wrote for
homework.
• Swap with your partner.
• Use the checklist to suggest the ways their
paragraph is Skilled/Excellent.
• How can they improve?
• Swap back. Make sure the checklist is stuck
under the paragraph!
• Look at your partner’s comments. Write a target
for your future work.
Peer Assessment

Heads Up! (Note in your planners!)
• During Friday’s lesson, you will work independently to answer the
question,
• ‘Explore the ways in which Mary Shelley presents Victor
Frankenstein as being highly influenced by the ‘unnatural’ deed
he has committed?’
• You can prepare for this task (and for your CA) by:
-Looking carefully at teacher feedback in your books
-Organising your quotations using your ‘top quotations’ grid
-Making sure the ‘ongoing context grid’ in your book is up to date
-Writing some practice paragraphs and self-assessing them using the
criteria we looked at yesterday

Skilled work
will
1. Make clear links between quotation
and context.
2. Suggest at least one possible effect
on a contemporary reader and one
possible effect on a modern reader.
Explain why.
Excellent work
will
1. Make insightful links between
quotation and context.
2. Make thoughtful comparisons
between possible effects on
contemporary and modern readers,
providing clear justifications for your
reasoning.
Fill in your sheet to 1.explain how the selected Frankenstein quotations link to different
contexts and 2.suggest possible effects on contemporary and modern readers.

What do SKILLED and EXCELLENT work look like?
The night has been unruly: where we lay,
Our chimneys were blown down; and, as they say,
Lamentings heard i' the air; strange screams of death
(Macbeth Act 2, Scene 3)
How does this Macbeth quotation link to
the context of The Gothic in literature?
The “unruly” night-time conditions described here are common in
Gothic literature, where the weather often reflects mood in the
text.
Effect (contemporary audience)
A contemporary audience might have understood the description of
this “unruly” night to be quite frightening because they may have
believed that bad weather is sinister in real life.
Effect (modern reader)
On the other hand, a modern audience are very used to seeing
Gothic features in literature, tv and films and may find this
description clichéd.
How does this Macbeth quotation link to the
context of The Gothic in literature?
This quotation includes a number of features which are commonly
found in Gothic literature. For example, the personification of the
night as “unruly” suggests that the weather has unnatural, sinister
power. In addition, the mysterious reference to “Lamentings heard
i’the air” and “strange screams of death” suggests unworldly forces,
another feature of Gothic literature.
Effect (contemporary audience)
It is likely that a contemporary audience would have been more
superstitious than a modern audience and might have been
disturbed, even frightened by the descriptions of these
“lamentings” and “strange screams”, perhaps believing them to be
true.
Effect (modern audience)
A modern audience, on the other hand, would be likely to
understand that these Gothic features are dramatic techniques.
Although we may find them somewhat clichéd, we enjoy the way
they add tension and drama.

1. On your tables, work on one box (10 minutes)
Jessica, Chester, Miriam, Hannah – Paradise Lost
Erlyne, Noah, Phoebe, Safa – The Gothic
Jorge, Lucien, Kumbirai, Talia – Women
Georgia, Joe, Luke, Jubed – Science
Tom, Andrus, Senam, Tolani - Romanticism
Jack, Jay, Isobel, McCauley, Hamish – The Rime of the Ancient Mariner
2. The people in bold will stay at their tables to teach other students. Other group
members, divide and collect information (10 minutes)
3. All groups come back together to share information. Each member of the class MUST
have detailed information in each box! (10 minutes)
Instructions

Like one who, on a lonely road,
Doth walk in fear and dread,
And, having once turned round, walks on,
And turns no more his head;
Because he knows a frightful fiend
Doth close behind him tread. (p11)
1.Annotate this stanza to explain how it links to the story of Frankenstein.
2.Effect (contemporary reader):
3.Effect(modern reader):
The Rime of the Ancient Mariner

An opportunity to prepare!
• During tomorrow’s lesson, you will work independently to answer
the question,
• ‘Explore the ways in which Mary Shelley presents Victor
Frankenstein as being highly influenced by the ‘unnatural’ deed
he has committed?’
• You may use lesson time today to prepare for this task (and for
your CA) by:
-Looking carefully at teacher feedback in your books
-Organising your quotations using your ‘top quotations’ grid
-Making sure the ‘ongoing context grid’ in your book is up to date
-Writing some practice paragraphs and self-assessing them using the
criteria we looked at on Monday.
-Asking your teacher for help!!

Independent writing task
• Answer the question in full TEPEE
paragraphs:
• ‘Explore the ways in which Mary Shelley
presents Victor Frankenstein as being highly
influenced by the ‘unnatural’ deed he has
committed?’

• Look again at the paragraphs you wrote on
Friday.
• Please write an honest:
WWW: what you were pleased with
EBI: what you found difficult
Independent writing task

Clarifying Context for Frankenstein
• When thinking about linking Frankenstein to
context:
• All must be able to link to Science and Gothic
Features and to understand that early 19th century
England was a very Christian society.
• Most will be able to link to Women, The myth of
Prometheus, information about how Mary Shelley
wrote ‘Frankenstein’.
• Some might be able to link to The Rime of the
Ancient Mariner, Paradise Lost, Romanticism.

Homework Due Monday 10 Feb
Conduct thorough research to fill in the highlighted sections of your
Macbeth Context sheet
Skilled work will 1. Conduct the research with Macbeth in
mind
2. Produce clear, accurate bullet points for
each highlighted section
3. Provide a reference for every source
Excellent work
will
1. Make clear links to Macbeth
2. Succeed in condensing wide-ranging,
complex information into clear, detailed
bullet points
3. Display a high level of accuracy in
referencing

Watching Polanski’s Macbeth
• This is active watching!
• Look for and make notes on the following 4 areas:
-Unnatural attitudes
-Unnatural deeds
-The effects of unnatural deeds on characters’
mental/physical states
-Unnatural powers

Steps towards our CA!
• c.6 lessons on Macbeth
• c.2 lessons comparing Macbeth and Frankenstein
• 1 lesson Formative Assessment
• 1 lesson to respond to Formative feedback
• 1 lesson planning and cover sheet
• Then CA!

• Formative title: In what ways are the main
characters in Frankenstein and Macbeth
presented as being highly influenced by the
‘unnatural’ deeds they have committed?
• CA title: Explore the ways the theme of ‘the
unnatural’ is presented and developed in
Frankenstein and Macbeth.

Goals to make sure we do really well in the
CA!
• Greater independence in selecting quotations
• Increasing precision in describing authors’
methods/techniques with reference to:
Language – referring to specific techniques
Structure – making links with other parts of the text
Form – the way language is presented (we will meet a lot of this in Macbeth!)
• Making links between texts
• Building confidence in linking to Contexts

In literature, themes may be revealed through a number of methods…
Allusion
i.e. references
to other texts
Plot/structure
Character
Language
Setting
-What happens?
-how do events unfold?
In what environment
do events occur? Techniques e.g. alliteration,
assonance, repetition,
antithesis, emotive
language, imagery,
metaphor, simile,
personification, symbolism,
motifs, word choice,
dialogue, hyperbole, pathos;
connotations
Also: syntax (sentence
length, rhythm).
-behaviour/actions
-appearance
The title
Time
When do events
occur? E.g. day/night;
season?
References to
context
Always ask yourself: what is the
EFFECT of these methods? What
do they tell you about the theme?

LO: To explore the ways Shakespeare uses
language and form to present Lady Macbeth’s
attitudes as unnatural
Keywords: soliloquy
subvert

Group Reading
• You are going to work together on your tables to practice
reading this speech aloud a number of times.
• Each time the person reading comes to a piece of
punctuation, the next person takes over.
• You may choose how you wish to read this speech. Is your
Lady Macbeth excited? Is she frightened? You may wish to
experiment with how fast/slow/loud/soft you read.
• Try and make the speech ‘flow’, as if only one person were
reading.

Group Task (for feedback to whole class)
In your groups:
1: Find examples of the techniques below in this soliloquy.
2: Comment on Shakespeare’s purpose and the effect on the audience
(think: how did this particular technique affect the way you read?)
3: If you can, try and add further explanation. Can you link to context? To
other parts of the text?
Jessica, Chester, Miriam, Hannah – Enjambment
Erlyne, Noah, Phoebe, Safa – Imperative verbs
Jorge, Lucien, Kumbirai, Talia – Specific word choice: ‘nature’
Georgia, Joe, Luke, Jubed – Monosyllabic words
Tom, Andrus, Senam, Macaulay– Alliteration and sibilance
Jack, Jay, Isobel, Tolani, Hamish – lexical field: Femininity

Come, you spirits
That tend on mortal thoughts, unsex me here,
And fill me from the crown to the toe top-full
Of direst cruelty! Make thick my blood;
Stop up the access and passage to remorse,
That no compunctious visitings of nature
Shake my fell purpose, nor keep peace between
The effect and it! Come to my woman's breasts,
And take my milk for gall, you murdering ministers,
Wherever in your sightless substances
You wait on nature's mischief! Come, thick night,
And pall thee in the dunnest smoke of hell,
That my keen knife see not the wound it makes,
Nor heaven peep through the blanket of the dark,
To cry 'Hold, hold!'

Think – Pair – Share: In what ways do these two clips offer different
interpretations of why Lady Macbeth might want to kill King Duncan?

I have given suck, and know
How tender 'tis to love the babe that milks me:
I would, while it was smiling in my face,
Have pluck'd my nipple from his boneless gums,
And dash'd the brains out, had I so sworn as you
Have done to this.

Homework for Monday 3rd March
1. Do detailed annotations on extract from Act 1 Scene 7 (p 4 of your booklet)
2. Write at least one detailed TEPEE paragraph answering the question: ‘How
does Shakespeare present Lady Macbeth’s attitudes as unnatural?’
• In your answer, you could think about her attitudes towards:
-femininity/family life; human kindness; the king; power; her husband
Skilled paragraphs
will
1. Show a clear understanding of Shakespeare’s ideas
2. Include relevant, well-chosen quotations
3. Provide clear analysis of Shakespeare’s techniques
4. Show a clear grasp of the significance of some aspects of
context
Excellent paragraphs
will
1. Show sophisticated engagement with Shakespeare’s ideas
2. Include imaginatively selected quotations
3. Provide sophisticated, detailed analysis of Shakespeare’s
techniques
4. Provide perceptive and imaginative comment on the
significance of context

Extension: For 2 differing interpretations of Lady
Macbeth’s ‘come you spirits’ speech, google:
“BBc off by heart the raven”
Click on the first item which comes up!
Kate Fleetwood as
Lady Macbeth
Kate Fleetwood as
Lady Macbeth

LO: To explore the ways Shakespeare presents
Macbeth and Lady Macbeth as being highly
influenced by the unnatural deed they have
committed.
Keyword: Mental effects

• http://www.bbc.co.uk/learningzone/clips/mac
beth-act-2-scene-2-hearing-noises-
workshop/13719.html

MACBETH
There's one did laugh in's sleep, and one cried
'Murder!'
That they did wake each other: I stood and heard them:
But they did say their prayers, and address'd them
Again to sleep.
LADY MACBETH
There are two lodged together.
MACBETH
One cried 'God bless us!' and 'Amen' the other;
As they had seen me with these hangman's hands.**
Listening their fear, I could not say 'Amen,'
When they did say 'God bless us!'
LADY MACBETH
Consider it not so deeply.
MACBETH
But wherefore could not I pronounce 'Amen'?
I had most need of blessing, and 'Amen'
Stuck in my throat.
LADY MACBETH
These deeds must not be thought
After these ways; so, it will make us mad.
MACBETH
Methought I heard a voice cry 'Sleep no more!
Macbeth does murder sleep', the innocent sleep,
Sleep that knits up the ravell'd sleeve of care,
The death of each day's life, sore labour's bath,
Balm of hurt minds, great nature's second course,
Chief nourisher in life's feast,--
LADY MACBETH
What do you mean?**
MACBETH
Still it cried 'Sleep no more!' to all the house:
'Glamis hath murder'd sleep, and therefore Cawdor
Shall sleep no more; Macbeth shall sleep no more.'
Context hint – traitors in
Shakespeare’s time were executed
by being hung, drawn and
quartered.
Context hint – Think about the fact
that in Shakespeare’s time, the
Monarch (King or Queen) was
understood as God’s chosen
representative on earth.
Explanation hint – think about
foreshadowing.
Technique hint – multiple,
elaborate metaphors
Technique hint – simple diction,
contrast with Macbeth’s elaborate
metaphorsEffect hint – relentless repetition
conveys a sense of Macbeth’s
being trapped by his guilt.
**= challenge

MACBETH
“Macbeth does murder sleep”',
Skilled Annotation
T: Alliteration
E
P.: the repetition of the ‘m’ sound at
the beginning of the words ‘Macbeth’
and ‘murder’ forges a link between the
character of Macbeth and the act of
murder.
E : This linking suggests at this point in
the play that Macbeth will, during the
remainder of the drama, be closely
associated with murder and killing.
E: This indeed turns out to be the case.
In fact, it could be argued that having
committed the unnatural act of killing
King Duncan, Macbeth becomes locked
into a spiral of destruction: he brutally
orders of the murder of his friend
Banquo and of the MacDuff household
and causes the majority of Scottish
nobility to turn against him. Ultimately,
the train of events which begin with
the murder of Duncan,lead to
Macbeth’s own destruction.
Shakespeare therefore, through the
character of Macbeth, condemns
treason. As such, he supports the
reign of James I.
T: Alliteration
E
P.: The alliteration of the ‘m’ sound at
the beginning of the words ‘Macbeth’
and ‘murder’ forges a link between the
character of Macbeth and the act of
murder.
E : This linking is further emphasised by
the stress on the first syllable of
‘murder’ caused by the iambic metre of
the line. This linking suggests that from
this point onwards, ‘Macbeth’ and
‘murder’ will be inextricably linked.
E: This indeed turns out to be the case.
Far from enjoying a happy reign,
Macbeth, in his role as king, is plagued
by intense insecurity. This insecurity
causes him to embark on a brutal killing
spree, alienating those around him and
ultimately leading to his own death. As
such, Macbeth could be read as a
cautionary tale in which Shakespeare
warns any would-be traitors of the fate
which would await them if they
attempted any attack on James I. This
interpretation is supported by the fact
that Macbeth was written only one year
after the Gunpowder plot of 1605 in
which a group of Catholic plotters
attempted to kill King James.
Moving beyond
analysis of language
(words used) to discuss
form (how language is
delivered).
Offers an interesting
interpretation which
engages with the
whole play
Insightful, well-backed
up interpretation of the
text...
...which leads to a well-
argued comment on
context.
This Excellent
annotation is not
perfect but it improves
on the Skilled example
by does the following
things well...

T The author’s use of language / words / tone of voice is significant.
E We can see this in the quotation ...
P The author seems to be suggesting ...
E The words suggest / imply / convey ...
E The author seems to be exploring the them / idea of ...
This idea is repeated when......

Homework for Monday 10th March
Firstly, using your checklist and your Skilled and Excellent models, self-
assess the paragraph you wrote for your last homework. Write an
honest statement about where you need to improve in future
annotations and paragraphs.
Secondly, you must have completed:
2 detailed TEPEE annotations on Act 2 Scene 2 (pgs 7 & 8)
2 detailed TEPEE annotations on Act 5 Scene 1 (pgs 5 & 6)
3 detailed TEPEE annotations on the Witches (pgs 9-13)
Remember:
• Always link your annotations to the theme of the unnatural. Use the
section headings in your Macbeth extracts booklet to help you do this.
• When choosing your quotations, think carefully about what links you
can make with Frankenstein

„In what ways does Shakespeare present Lady Macbeth‟s
attitudes as unnatural?‟
One of the main ways that Shakespeare presents Lady
Macbeth as an abnormal or unnatural character is the violent
attitude she displays towards children. In Lady Macbeth’s
soliloquy in Act I Scene 5, Shakespeare uses vivid imagery as
Lady Macbeth invites “spirits” to “Come to my woman’s
breasts,/ and take my milk for gall…” Here, the playwright
seems to be suggesting Lady Macbeth’s extremely unnatural
and unusual attitude towards children. For most mothers, their
“milk” is used to nourish their children. Lady Macbeth, on the
other hand, seems to want to turn her “milk” into “gall”, or
poison, to kill her child. This vivid image creates a sense of
shock in the audience because we expect mothers to want to
keep their children safe, rather than harm them. It is likely that
a Shakespearean audience would have been particularly
shocked by Lady Macbeth’s cruelty. In the early 17th century,
women did not have the independence to choose whether they
wanted to have children or not. They were expected to marry
and to have children and be at the centre of family life. It is
likely, therefore, that a contemporary audience might have seen
Lady Macbeth’s attitudes towards children here as even more
unnatural than a modern audience, as today it is accepted that
some women do not want to have children.
Skilled Paragraph
A clear
understanding of
Shakespeare’s
ideas
Clear analysis of
Shakespeare’s
techniques
Relevant,
well chosen
quotations
A clear grasp
of the
significance of
some aspects
of context

„In what ways does Shakespeare present Lady Macbeth‟s attitudes as
unnatural?‟
One of the main ways that Shakespeare presents Lady Macbeth as an abnormal or
unnatural character is her rejection of the maternal instinct. In Lady Macbeth’s
soliloquy in Act I Scene 5, Shakespeare uses vivid imagery as Lady Macbeth invites
“spirits” to “Come to my woman’s breasts,/ and take my milk for gall…” Here, the
playwright seems to be suggesting Lady Macbeth’s extremely unnatural and
unusual attitude towards children. For most mothers, their “milk” is used to nourish
their children. Lady Macbeth, on the other hand, seems to want to turn her “milk”
into “gall”, or poison, to kill her child. This vivid image creates a sense of shock in
the audience. In particular, the juxtaposition of mother‟s “milk”, usually
associated with nourishment and “gall” is unsettling and off-putting. In this
manner, Lady Macbeth‟s attitude towards children may be seen as highly
unnatural because we expect mothers to want to keep their children safe, rather
than harm them. This unnatural attitude is reinforced later in the play, in Act 1
Scene 7, where Lady Macbeth is trying to convince her husband to commit
the murder of King Duncan. She reveals that she has “given suck”, or
breastfed, and understands the tender bond between mother and child.
However, in an outburst of extreme cruelty, she claims that “I would, while it
was smiling in my face, Have pluck‟d my nipple from his boneless gums,/
and dash‟d the brains out…” This revolting image illustrates Lady Macbeth‟s
unnatural, abnormal attitudes with shocking clarity. While a modern
audience may be shocked by the image itself, it is possible that a
contemporary audience may have been even more shocked by Lady
Macbeth‟s subversion of the expected role of women. Early 17th century
England was a highly patriarchal society and women were expected to submit
to their expected roles as wives and mothers. Lady Macbeth‟s rejection of
this role would have struck contemporary audiences as extremely abnormal
and suspicious.
Excellent Paragraph
sophisticated
engagement with
Shakespeare’s
ideas
imaginatively
selected
quotations
sophisticated,
detailed analysis
of Shakespeare’s
techniques
perceptive and
imaginative
comment on the
significance of
context

Lady Macbeth and unnatural attitudes
Self-assessment checklist
• Understanding/engagement with the writer’s ideas (circle)
skilled excellent
• Quotation choice (circle)
skilled excellent
• Analysis of Shakespeare’s techniques (circle)
skilled excellent
• Comment on the significance of context (circle)
skilled excellent
• To improve in my future writing I need to:

Discussion
• Macbeth’s journey through the play begins
with anxiety and ends with cruelty, while Lady
Macbeth’s journey begins in cruelty and ends
in anxiety.
• Do you agree?

In what ways are Macbeth and Lady Macbeth presented as being highly influenced by
the ‘unnatural’ deed they have committed?
Macbeth hears
voices
Act 2,Sc2
M: Methought I
heard a voice cry,
‘Sleep no more!
Macbeth does
murder sleep’
...
LM: These deeds
must not be
thought/ After these
ways; so, it will
make us mad.
Lady Macbeth
is plagued by
fits of
sleepwalking:
Act 5,Sc 1
LM: Out,
damned spot!
Out, I say!
(TheMurderofKingDuncan)
(TheMurderofBanquo)
Macbeth’s
hallucination
of Banquo’s
ghost
Act 3, Sc 4
M Never
shake/ thy
gory locks at
me.
...
LM: Fie, for
shame
Macbeth’s
insomnia
Act 3, Sc 4
LM: You
lack the
season of
all natures,
sleep.
(MacbethgoestovisittheWitcheswhotell
him:hemustbewareMacduff;hewillnotbe
harmedbymanbornofwoman;hewillbesafe
untilBirnamwoodcomestoDunsinane) Macbeth
orders the
murder of
MacDuff’s
wife and
children
Act 4, Sc 1
M: The castle
of Macduff I
will surprise
Lady Macbeth
commits
suicide:
Act 5, Sc 5
Seyton: The
Queen, My
Lord, is dead.
...
M: Out, Out,
brief candle!
1 2 3 4 5 6
Cruelty/AnxietyCruelty/Anxiety
Low
Low
High
High
Macbeth: increasing cruelty?
Lady Macbeth: increasing anxiety? Cruelty
Anxiety

https://www.youtube.com/watch?v=9dgbbtUbgcM

angry frustrated anguished sinister guilty scared
mocking panicked devastated horrified sympathetic child-like
LADY MACBETH Tone
Out, damned spot! out, I say!— ……………………………………….
Fie, my
lord, fie! a soldier, and afeard? …………………………………………
Yet who would have thought the old man
to have had so much blood in him. ………………………………………..
The thane of Fife had a wife: where is she now?— …………………………………………
What, will these hands ne'er be clean?— …………………………………………
Here's the smell of the blood still: all the
perfumes of Arabia will not sweeten this little
hand. ………………………………………...
Oh, oh, oh! …………………………………………
Choose one or two adjectives to describe Lady Macbeth’s tone for each quotation.
Challenge: Explain the purpose of these abrupt changes in tone. What is the effect on the audience?

LADY MACBETH
Out, damned spot! out, I say!--One: two: why,
then, 'tis time to do't.--Hell is murky!--Fie, my
lord, fie! a soldier, and afeard? What need we
fear who knows it, when none can call our power to
account?--Yet who would have thought the old man
to have had so much blood in him.
Doctor
Do you mark that?
LADY MACBETH
The thane of Fife had a wife: where is she now?--
What, will these hands ne'er be clean?--No more o'
that, my lord, no more o' that: you mar all with
this starting.
Doctor
Go to, go to; you have known what you should not.
Gentlewoman
She has spoke what she should not, I am sure of
that: heaven knows what she has known.
LADY MACBETH
hand. Oh, oh, oh!

‘Explore the ways in which Mary Shelley
presents Victor Frankenstein as being highly
influenced by the ‘unnatural’ deed he has
committed?’
In your answer, consider:
• The physical and mental effects on Victor as a
result of his creation of the monster.

Please do your homework TEPEE annotations in your books!
• Your formative assignment will take place on Thursday 13th
March. The title will be:
• In what ways are the main characters in Frankenstein and
Macbeth presented as being highly influenced by the
‘unnatural’ deeds they have committed?
• You will plan for your Controlled Assessment on Tuesday
18th March.
• You will begin writing your Controlled Assessment on Friday
21st March. The title will be:
• Explore the ways the theme of ‘the unnatural’ is
presented and developed in Frankenstein and Macbeth.

• What is the Purpose and Effect of Lady
Macbeth’s changes in tone in Act 5 Scene 1?
(i.e. What do these changes in tone tell the
audience about her mental state? How do
they make the audience feel?)
• (look at the blue sheet you filled in yesterday
and at pg 6 of your extracts book).

LADY MACBETH
Out, damned spot! out, I say!--One: two: why,
then, 'tis time to do't.--Hell is murky!--Fie, my
lord, fie! a soldier, and afeard? What need we
fear who knows it, when none can call our power to
account?--Yet who would have thought the old man
to have had so much blood in him.
Doctor
Do you mark that?
LADY MACBETH
The thane of Fife had a wife: where is she now?--
What, will these hands ne'er be clean?--No more o'
that, my lord, no more o' that: you mar all with
this starting.
Doctor
Go to, go to; you have known what you should not.
Gentlewoman
She has spoke what she should not, I am sure of
that: heaven knows what she has known.
LADY MACBETH
hand. Oh, oh, oh!
Act 5 Scene 1 (pg 6)

• LO: To explore the ways Shakespeare uses
setting and characterisation to present the
Witches as unnatural

The Witches Readthrough!
• Turn to page 9.

Read through pgs 9 & 10 in your Macbeth
extracts booklet. Find and underline
quotations which link
• Setting
• The appearance of the Witches
• What the Witches say
to the theme of the unnatural.
Starter

Thunder and lightning. Enter three Witches
First Witch
When shall we three meet again
In thunder, lightning, or in rain?
Second Witch
When the hurlyburly's done,
When the battle's lost and won.
Third Witch
That will be ere the set of sun.
First Witch
Where the place?
Second Witch
Upon the heath.
Third Witch
There to meet with Macbeth.
First Witch
I come, Graymalkin!
Second Witch
Paddock calls.
Third Witch
Anon.
ALL
Fair is foul, and foul is fair:
Hover through the fog and filthy air.
Exeunt

Thunder. Enter the three Witches
***
Enter MACBETH and BANQUO
MACBETH
So foul and fair a day I have not seen.
BANQUO
How far is't call'd to Forres? What are these
So wither'd and so wild in their attire,
That look not like the inhabitants o' the earth,
And yet are on't? Live you? or are you aught
That man may question? You seem to understand me,
By each at once her chappy finger laying
Upon her skinny lips: you should be women,
And yet your beards forbid me to interpret
That you are so.
MACBETH
Speak, if you can: what are you?
First Witch
All hail, Macbeth! hail to thee, thane of Glamis!
Second Witch
All hail, Macbeth, hail to thee, thane of Cawdor!
Third Witch
All hail, Macbeth, thou shalt be king hereafter!

Choose one quotation and write it on one side of your card.
(or choose a different quotation you are confident you can link to ‘the unnatural’)
ACT 1 SCENE 1 (A desert place.)
***
Thunder and lightning. Enter three Witches
***
Fair is foul, and foul is fair:
Hover through the fog and filthy air.
***
What are these
So wither'd and so wild in their attire,
***
That look not like the inhabitants o' the earth,
And yet are on't?
***
Live you?
***
you should be women,
And yet your beards forbid me to interpret
That you are so
***
All hail, Macbeth, thou shalt be king hereafter!

On the other side of the card, briefly note down 1. a technique and 2. the effects of this
technique on the audience.
Technique bank:
Stage direction
Pathetic fallacy
Setting
Paradox (as statement which contains 2 opposite facts)
Alliteration
Imagery
Questions
Physical description
Prophecy
When trying to come up with ‘effects’, think about:
What the word/phrase/image suggests implies or conveys.
What the word/phrase/image makes you think of.
How the word/phase/image makes you feel.

QUIZ – QUIZ - TRADE
• Wander around the room, displaying your
quotation/word, and find a partner. High five
them.
• Talk to your partner about your quote. What
have they got to add? Aim for detail and
depth.
• Talk about their quote/word. What have you
got to add? Aim for detail and depth.
• SAY THANK YOU AND TRADE! This is active
learning: no leaning
or sitting!

A gentle reminder
• You have homework due for Monday’s lesson.
• You may use all of the notes we have done in class and
the models you have been given to help you... But DO
NOT just copy the models you have been given!
• Heads up... Your books will be taken in for marking at
the end of Monday’s lesson!

Thunder and lightning.
Enter three Witches
Skilled Annotation
T: Pathetic fallacy
E
P. Shakespeare has used pathetic fallacy to
mark the entrance of the Witches in order
to suggest the unsettling influence they
have on the plot of the play.
E :’Thunder and lightning’ are violent
weather conditions which can be
destructive. Here, at the opening of
Macbeth, ‘Thunder and lightning’ are used
to reflect the Witches’ violent, destructive
personalities and to foreshadow the
damaging influence they will have during
the play.
E:This use of “Thunder and lightning” to
mark the Witches’ entrance is repeated
throughout the play. As such, their
continued, unsettling influence is
emphasised each time we meet them.
Many members of a Contemporary
audience would have genuinely believed
in, and have been scared by the power of
Witches and magic. Therefore, they would
probably have viewed this use of pathetic
fallacy as supporting their view of Witches
as evil and destructive.
T: Stage directions and pathetic fallacy
E
P. Dramatists use stage directions to explain to
directors and actors how they wish the play to
be performed. Here, Shakespeare has
instructed that the Witches’ entrance should
be accompanied by unsettled weather
conditions to suggest the unsettling influence
they have on the plot of the play.
E :This use of pathetic fallacy to reflect the
Witches’ violent, destructive personalities is
also aurally and visually interesting for the
audience. Here, as the play opens, light and
sound are used to seize the audience’s
attention . Tension is heightened as the on-
stage depiction of sinister weather conditions
encourages the audience to predict disturbing
events to come.
E:This use of “Thunder and lightning” to mark
the Witches’ entrance is repeated throughout
the play. As such, their continued, unsettling
influence throughout the play is reiterated each
time we meet them. While modern audiences
may view the linking of stormy weather with
evil deeds as somewhat clichéd, it is likely
that contemporary audiences, many of whom
would have genuinely believed in, and have
been scared by the power of Witches and
magic may have viewed this use of pathetic
fallacy as supporting their view of Witches as
evil and destructive.
Providing sophisticated
analysis of Shakespeare’s
techniques by moving
beyond analysis of language
(words used) to discuss form
(stage directions are a
specific aspect of a play’s
form).
Offers an interesting
interpretation which
makes it clear that the
writer has engaged with
the idea that plays are
written to be performed.
an insightful comment
on the significance of
context to different
audiences at different
times
This Excellent annotation is
not perfect but it improves
on the Skilled example by
does the following things
well...

• LO: To explore how the Witches’ prophecies
emphasise the theme of the unnatural in
Macbeth.

Think-Pair-Share
What happens as a result of these prophecies?
Act 1 Scene 3
First Witch
All hail, Macbeth! hail to thee, thane
of Glamis!
Second Witch
All hail, Macbeth, hail to thee, thane
of Cawdor!
Third Witch
All hail, Macbeth, thou shalt be king
hereafter!
Act 4 Scene 1
First Apparition
Macbeth! Macbeth! Macbeth!
beware Macduff;
Beware the thane of Fife. Dismiss
me. Enough.

Discuss
• To what extent are the Witches the driving force
behind Macbeth’s unnatural deeds:
-in killing King Duncan?
-in killing MacDuff’s wife and children?
In your books, write a brief paragraph to explain the
link between the Witches’ prophecies and the
theme of the unnatural in Macbeth.

• You may use the remainder of this lesson to
work on your homework which is due for
Monday.

Monday 10th March
• The difference between an annotation and a
full paragraph – topic sentences
• Introductions
• Comparisons
• Conclusions
• (take in books!)

• Please remember to hand in your books at the
end of today’s lesson.

What we’re doing this week:
Monday 10th – CA Essay Writing Skills
• Thinking about our title
• Developing TEPEE annotations into successful TEPEE paragraphs
• Hitting those Assessment Objectives (AOs)
Wednesday 12th – CA Preparation Workshop
• preparing for your CA step by step
Thursday 13th – Formative Assignment
• Independent working. Notes are allowed.

Our CA Title
• Explore the ways the theme of ‘the
unnatural’ is presented and developed in
Frankenstein and Macbeth.

T: hyperbole
E: “catastrophe.”
P: The author is, perhaps, suggesting that as the Monster comes to life, Victor finally realises
that the work he has been engaged in is deeply unnatural.
E: The word “catastrophe” conveys ideas of great misfortune, upheaval and even devastation.
E: It is indeed likely that a contemporary reader of Frankenstein would have felt unease when
reading about Victor’s creation of the Monster, making links between Victor’s experiments
and experiments conducted by contemporary scientists such as Aldini.
Turning TEPEE annotations into full TEPEE paragraphs

T: hyperbole
E: “catastrophe.”
P: The author is, perhaps, suggesting that as the Monster comes to life, Victor finally realises
E: The word “catastrophe” conveys ideas of great misfortune, upheaval and even devastation.
Victor’s use of exaggeration here suggests the depth of his horror as he becomes aware of
the reality of his unnatural deed. It also encourages the reader to predict that the
consequences of this deed may be catastrophic both for Victor and for society at large.
E: It is indeed likely that a contemporary reader of Frankenstein would have felt unease when
and experiments conducted by contemporary scientists such as Aldini. In 1803, for example,
Aldini conducted a public experiment in London where he attempted to reanimate the corpse
of the murderer George Foster. On learning about the catastrophic consequences of Victor
Frankenstein’s experiments, contemporary readers may have feared that similar, terrifying
events could take place if scientists such as Aldini were successful. One possible
interpretation of Frankenstein, therefore, is as a warning against meddling with nature.
Step 1: Making sure you have developed the ‘Effect’ and ‘Explanation’ parts of
your annotation fully The ‘Explanation’ Explained
Here, you could:
-Expand your ideas further,
providing additional detail
-Link to the historical context
(background) of when the text
was written
-Suggest how contemporary
and modern readers might
interpret the text differently
-Provide a link to another part
of the same text
-Provide a link to the other text
++Can you provide a
combination of more than one
of the above?

hyperbole
“catastrophe.”
The author is, perhaps, suggesting that as the Monster comes to life, Victor finally realises
The word “catastrophe” conveys ideas of great misfortune, upheaval and even devastation.
It is indeed likely that a contemporary reader of Frankenstein would have felt unease when
Step 2: Getting rid of the TEPEE abbreviations

In Chapter 5, Mary Shelley uses hyperbole in describing Victor’s reaction to the monster’s
coming to life.
For example, at the moment of the Monster’s ‘birth’, Victor describes this event as a
“catastrophe.”
The author is, perhaps, suggesting that as the Monster comes to life, Victor finally realises
The word “catastrophe” conveys ideas of great misfortune, upheaval and even devastation.
It is indeed likely that a contemporary reader of Frankenstein would have felt unease when
Step 3: Making sure you always write in full sentences.

An important way that the theme of the unnatural is presented and developed in Mary
Shelley’s Frankenstein , is through the unnatural deed committed by the novel’s main
character, Victor Frankenstein, and the consequences of this. In Chapter 5, Mary Shelley
uses hyperbole in describing Victor’s reaction to the monster’s coming to life. For example, at
the moment of the Monster’s ‘birth’, Victor describes this event as a “catastrophe.” The
author is, perhaps, suggesting that as the Monster comes to life, Victor finally realises that
the work he has been engaged in is deeply unnatural. The word “catastrophe” conveys ideas
of great misfortune, upheaval and even devastation. Victor’s use of exaggeration here
suggests the depth of his horror as he becomes aware of the reality of his unnatural deed. It
also encourages the reader to predict that the consequences of this deed may be
catastrophic both for Victor and for society at large. It is indeed likely that a contemporary
reader of Frankenstein would have felt unease when reading about Victor’s creation of the
Monster, making links between Victor’s experiments and experiments conducted by
contemporary scientists such as Aldini. In 1803, for example, Aldini conducted a public
experiment in London where he attempted to reanimate the corpse of the murderer George
Foster. On learning about the catastrophic consequences of Victor Frankenstein’s
experiments, contemporary readers may have feared that similar, terrifying events could take
place if scientists such as Aldini were successful. One possible interpretation of Frankenstein,
therefore, is as a warning against meddling with nature.
Step 4: Adding a ‘topic sentence’ to the beginning of each paragraph.
A topic sentence summarises the main point you will make in the paragraph

suggests the depth of his horror as he becomes aware of the reality of his unnatural deed. It
also encourages the reader to predict that the consequences of this deed may be
experiment in London where he attempted to reanimate the corpse of the murderer George
Foster. On learning about the catastrophic consequences of Victor Frankenstein’s
experiments, contemporary readers may have feared that similar, terrifying events could take
place if scientists such as Aldini were successful. One possible interpretation of Frankenstein,
therefore, is as a warning against meddling with nature.
Step 5: ‘signposting’ where in the text your quotations come from

Our CA: What you will be marked on…
• AO1: Respond to texts critically and imaginatively; selecting and
evaluating relevant quotations to illustrate and support your
interpretations (5%)
• AO2: Explain how language, structure and form contribute to writers’
presentation of ideas, themes and settings (10%)
• AO3: Explain links between texts, evaluating writers’ different ways of
expressing meaning and achieving effects (5%)
• AO4: Relate texts to their social, cultural and historical contexts; explain
how texts have been influential and significant to you and other readers in
different contexts and at different times (5%)
• OUTCOME: 2000 word comparative essay worth 25% of GCSE Literature
in Controlled Conditions.

suggests the depth of his horror as he becomes aware of the reality of his unnatural deed.
It also encourages the reader to predict that the consequences of this deed may be
experiment in London where he attempted to reanimate the corpse of the murderer
George Foster. On learning about the catastrophic consequences of Victor Frankenstein’s
experiments, contemporary readers may have feared that similar, terrifying events could
take place if scientists such as Aldini were successful. One possible interpretation of
Frankenstein, therefore, is as a warning against meddling with nature.
In a similar way, the theme of the unnatural is presented and developed in Shakespeare’s
Macbeth through the unnatural deed committed by the character of Macbeth and the
consequences of this. In Act 2 Scene 2, Shakespeare uses the lexical field of religion to
emphasise that Macbeth has committed an unnatural act which is against God in killing King
Duncan. For example, Macbeth is troubled that after the murder, he is unable to say the holy
word, ‘Amen.’…(to be continued)
Using TEPEE to successfully hit our Assessment Objectives!
AO1
AO2
AO4
AO3
AO1

Your ongoing homework from now until your
controlled assessment will be to conduct
individual preparation.
By next Monday (17th March) you must have
chosen the specific quotations you will use!!

Step 1:
Choose 3-4 ‘linking
ideas’ you feel confident
you can write about in
detail for both texts.
Choose from:
•Unnatural deeds
•The effects of unnatural
deeds on characters
•Unnatural attitudes
•Pathetic fallacy
•Non-human characters
Step 2:
For each area, choose the
supporting quotations
you will use for both
Frankenstein and
Macbeth
Step 3:
Decide how you will
analyse these quotations
and make links between
texts but you may not
plan out your whole
paragraphs
This ‘structure’ sheet is
to help you organise your
ideas. You will not be
able to use this in your
Controlled Assessment!!
Using your ‘structure’ sheet to help you organise your thoughts
Step 4:
Briefly decide what you
will put in your
introduction and
conclusion

Unnatural Deeds -Frankenstein Unnatural Deeds -Macbeth
The effects of unnatural deeds on the characters who commit them- Frankenstein The effects of unnatural deeds on the characters who commit them - Macbeth
Unnatural Attitudes -Frankenstein Unnatural Attitudes -Macbeth
Pathetic Fallacy -Frankenstein Pathetic Fallacy -Macbeth
Non-human characters -Frankenstein Non-human characters -Macbeth
Chapter 5 - The night of, and the morning after the creation of the Monster:
•“It was on a dreary night of November...”
•“It was already one in the morning; the rain pattered dismally against the panes..”
•“Morning, dismal and wet, at length dawned”
•“although drenched by the rain which poured from a black and comfortless sky.”
Act 1 Scene 1 –
•“Thunder and lightning. Enter three Witches”
•“When shall we three meet again/ In thunder, lightning, or in rain?”
Act 1 Scene 3 –
•“Thunder. Enter the three Witches”
Chapter 5 – The appearance of the Monster
•“yellow skin”
• “watery eyes”
• “his shrivelled complexion and straight black lips.”
•Act 1 Scene 3 – Banquo describes the Witches
•“What are these/ So wither'd and so wild in their attire…”
•“That look not like the inhabitants o' the earth…”
•“you should be women,/ And yet your beards forbid me to interpret/
That you are so.”
Chapter 10 – Victor meets the Monster for the first time
•“I trembled with rage and horror…”
•“‘Devil, I exclaimed.”
•“vile insect”
•“Cursed be the day, abhorred devil, in which you first saw light! Cursed
(although I curse myself) be the hands that formed you!”
Act 1 Scene 5 – Lady Macbeth’s attitudes towards Motherhood
•Come to my woman's breasts,/ And take my milk for gall…”
Act 1 Scene 7 – Lady Macbeth describes how she would treat her baby, rather
than go back on a promise to kill the King
•I would, while it was smiling in my face,/ Have pluck'd my nipple from his
boneless gums,/ And dash'd the brains out,…”
Chapter 5 – Victor’s reaction to the Monster’s birth
•“With an anxiety that almost amounted to agony”
•“I started from my sleep with horror; a cold dew covered my forehead,
my teeth chattered, and every limb became convulsed;”
Act 2 Scene 2 – Macbeth after the murder of King Duncan
•Methought I heard a voice cry 'Sleep no more!/ Macbeth does murder sleep”
Act 5 Scene 1 – Lady Macbeth’s sleepwalking scene
• “Out, damned spot! out, I say!”
Chapter 5 – The Monster comes to life
•“I saw the dull yellow eye of the creature open; it breathed
hard, and a convulsive motion agitated its limbs.”
Act 2 Scene 2 – Directly after the Murder of King Duncan
Macbeth
•“I have done the deed. Didst thou not hear a noise?”

Introductions
The function of your introduction will be to:
• Explain what you mean by ‘the unnatural’
• Linking to your essay title, briefly say what
you will discuss in your essay

Well my fellow unnaturalists,
I’m sure my lecture has been
stimulating…
????
What does the
unnatural
even mean? So
confused
This is what we don’t want to happen!

“If something is unnatural, it
can be described as abnormal,
or against the usual course of
nature.”
AH!!!
OH!!!
Now I
get it!
In your introduction, it’s important to define, or explain your central idea!

Conclusions
The function of you conclusion is NOT:
• To repeat everything you have said in your essay
The function of your conclusion IS:
• To suggest which text presents and develops the
theme of the unnatural in the most effective way.
Why?

Independent planning and preparation for
your Controlled Assessment
Think – Pair - Share
What you can do to help yourself prepare

Reminder:
Your formative assignment will take place
tomorrow. The title will be:
In what ways are the main characters in
Frankenstein and Macbeth presented as
being highly influenced by the ‘unnatural’
deeds they have committed?

Now… using your structure sheet and all your
notes, plan the content and structure of your
Controlled Assessment essay

Wednesday 12th march
• Planning for comparisons:
• Give ‘aspects’
• Give sentence starters
• (give A3 planning outline – check with Jane
1st)
• Homework – independent prep for formative
and CA

Thursday 13th march
• Formative assignment

Monday 17th March
• Formative feedback

Wednesday 19th march
• Independent planning for CA

Friday 21st March
• Begin CA

Frankenstein and macbeth

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