IO preparation photo and Macbeth extract

• Engels
• Upper Secondary (Key Stage 4)
• GCSE

Lesson objectives 

Homework check: Individual Oral planning sheet 

You will practise paragraph construction for close analysis of the two texts.

You will construct a global issue from an image. 

In your essay on Thursday, you will show wider context only for Macbeth and not for the image. 

Word of the day

Altercation (n) - a noisy dispute 

The altercation between the two teams erupted after the referee made several bad calls 

Write down three synonyms for altercation 

Then use the word and two synonyms in your own sentences. 

Word of the day synonyms 

dispute, controversy, squabble, strife, fracas, melee, brawl, fight 

IO style response 

On Thursday, you will receive an image and an extract from Macbeth (with some language notes). I will give you the global issue. You write an essay containing: 

• Introduction 
• Body paragraph - close analysis linked to the GI (literary)
• Body paragraph - close analysis linked to the GI (image)
• Body paragraph - contextual analysis linked to GI (literary)
• Conclusion 

The 'othering' of marginalised groups in society 

Brainstorm any events in Macbeth that you think could be linked to this global issue. 

culture, identity & community 

Lesson objectives 

Homework check: two close analysis paragraphs in OneNote portfolio 

In your essay on Thursday, you will show wider context only for Macbeth and not for the image. 

Practise image analysis, learn terminology and 

complete a graphic organiser to deconstruct an image 

Write a body paragraph using what you learnt today 

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!

BANQUO

Good sir, why do you start; and seem to fear Things that do sound so fair? I' the name of truth,

Are ye fantastical, or that indeed

Which outwardly ye show? My noble partner You greet with present grace and great prediction

Of noble having and of royal hope,

That he seems rapt withal: to me you speak not. If you can look into the seeds of time,

And say which grain will grow and which will not,

Speak then to me, who neither beg nor fear

Your favours nor your hate.

First Witch: Hail!

Second Witch: Hail!

Third Witch: Hail!

First Witch: Lesser than Macbeth, and greater.

Second Witch: Not so happy, yet much happier.

Third Witch: Thou shalt get kings, though thou be none: 

So all hail, Macbeth and Banquo!

First Witch: Banquo and Macbeth, all hail! 

Move 

Sit with your 3 o'clock appointment

Using the notes that you have made on the IO outline document, construct two paragraphs zooming in on specific and detailed examples from the two texts discussing the author's choices connected to the global issue.

Paragraph construction 

The negative impact of 'othering'  marginalised groups in society. 

Your body paragraph contains 

An insightful idea

Key language from your global issue

textual references/ quotes

stylistic features

the author/audience relationship (effect on the reader)

transition words

evaluative language 

All these features appear several times and not in a specific order. 

Analysing photographs 

In OneNote in your pair complete the graphic organiser. 

Use your collected information to construct a body paragraph. 

Your topic sentence is: 

In this image the figures are presented as 'other' and marginalised in their society through the use of a number of pointed visual techniques. 

The negative impact of 'othering' marginalised groups in society. 

In Act 1 Scene 3 of Macbeth, Banquo and Macbeth run into the three witches, who prophesise Macbeth’s future, telling him he will become a king. The way that Banquo and Macbeth talk about and address the witches shows that they feel superior to them, and that they think that they do not fit in with society (or the one in which they live). An example of when Banquo is negatively talking about the witches is when he first notices them: “What are these so wither’d and so wild in their attire, that look not like the inhabitants o' the earth, nd yet are on't?”. Banquo criticises the witches for looking unusual, and implicitly mentions that they do not belong to earth. This shows how he discriminates the witches based on their appearance and does not want them in his society. 

The negative impact of 'othering' marginalised groups in society. 

In the image, three similar figures can be seen: one large one and two smaller ones. The difference in size might infer that it’s a small family, with only one parent. The figures wear different, brown, long coats, wear some sort of coconut masks with hats on top of it, and are located in the middle of some rocky mountains. The combination of the strange appearance, and the isolated location may suggest that these figures have been sent away, which is highlighted by the framing of the image. By clearly showing the background, and sharing the environment where the image is made, the author emphasises the importance of the location where the image has been made. Having the figures stand in a deserted location may lead to the audience wondering about why these figures are standing in this particular place. It shows how the unusual groups will be sent away to desolate places, just because they do not fit into societal standards. 

Read the body paragraph

Read the following paragraph which supports our thesis statement. 

Answer this question: 

What does the writer do that you notice? 

The negative impact of 'othering' marginalised groups in society.

In this image the figures are presented as 'other' and marginalised in their society through the use of a number of pointed visual techniques. The photograph is taken from a low-angle looking up at the three subjects who are framed in the centre of the image. This angle gives the figures importance and, additionally, removes them from their surroundings indicating that they are not integrated into their community. The background shows a natural environment; however, it is bare, mountainous, and grey highlighting the detached nature of these figures to their society.  Moreover, the figures are masked which gives them an otherworldly appearance and makes them appear unapproachable. Furthermore, the contrast between the saturated colours of the clothing and the grey background pulls these figures into strong focus and the deep depth of field shows how secluded and detached they are. The geometric shapes of the mountains pull the eye to the centre of the image and allow the viewer to understand that the three figures are the central subject of this photograph intentionally illustrating the solitary and marginalised role that these people play within their culture. 

In this image, the figures are presented as 'other' and marginalised in their society through the use of a number of pointed visual techniques. The photograph is taken from a low-angle looking up at the three subjects who are framed in the centre of the image. This angle gives the figures importance and, additionally, removes them from their surroundings indicating that they are not integrated into their community. The background shows a natural environment; however, it is bare, mountainous, and grey highlighting the detached nature of these figures from their society.  Moreover, the figures are masked which gives them an otherworldly appearance and makes them appear unapproachable. Furthermore, the contrast between the saturated colours of the clothing and the grey background pulls these figures into strong focus and the deep depth of field shows how secluded and detached they are. The geometric shapes of the mountains pull the eye to the centre of the image and allow the viewer to understand that the three figures are the central subject of this photograph intentionally illustrating the solitary and marginalised role that these people play within their culture. 

Developing global issues 

Look at the next three images. Think of a global issue shown in the image that is also illustrated in an extract from Macbeth.

Write that global issue in your exercise book. 

Develop a global issue that could be used with this image and an extract from Macbeth, that is no longer than 40 lines. Both extracts must link to the global issue, but the two texts will not be directly compared. 

Develop a global issue that could be used with this image and an extract from Macbeth, that is no longer than 40 lines. Both extracts must link to the global issue, but the two texts will not be directly compared. 

Develop a global issue that could be used with this image and an extract from Macbeth, that is no longer than 40 lines. Both extracts must link to the global issue, but the two texts will not be directly compared. 

https://www.lynseyaddario.com/darfur

The Act, scene and line numbers
for your extract (less than 40 lines)

Your narrowed down global issue