Macbeth – Extract Analysis

Quotation: Quotation:
MACBETH
Interpretation: Interpretation:
We have scotch'd the snake, not kill'd it:
She'll close and be herself, whilst our
Techniques: Techniques:
poor malice
Analysis: Remains in danger of her former tooth. Analysis:
 But let the frame of things disjoint, both 
the
worlds suffer,
 Ere we will eat our meal in fear and 
sleep
In the affliction of these terrible dreams
 
That shake us nightly: better be with the
dead,
Whom we, to gain our peace, have sent
Use in essays on… Use in essays on…
to peace,
Quotation: Than on the torture of the mind to lie Quotation:
LADY MACBETH: “Sleek o’er your rugged looks./Be bright
In restless ecstasy. Duncan is in his and jovial among your guests tonight.”
Interpretation: grave;
After life's fitful fever he sleeps well; Interpretation: Macbeth is beginning to lose his mind – Lady
Macbeth understands that as long as he looks in control, power
Techniques: Treason has done his worst: nor steel, will remain in their hands due to the hierarchal system in which
nor poison, they live.
Analysis: Malice domestic, foreign levy, nothing,
 Techniques: Juxtaposition.
Can touch him further.
LADY MACBETH Analysis:
 The juxtaposition of “rugged” and “jovial” links to

Come on; hypocrisy and the two-faced nature of Macbeth’s
behaviour.
Gentle my lord, sleek o'er your rugged  “Sleek o’er ” creates an image of taking something ugly

looks, and unpleasant and giving it an appearance of positivity –
Be bright and jovial among your guests to be King, Macbeth must look the part.
 The fact that his actions are “rugged”, suggesting violence,
tonight. but his current behaviour is “jovial”, with associations of
Use in essays on… friendship and togetherness, reminds the audience of his
MACBETH
ACT SCENE ESSAY QUESTION:
At this point in the play,

The Quotation Bank® GCSE English Literature Study Guides – free photocopiable resource.
www.thequotationbank.co.uk
Teacher notes:
This activity is designed to be used in class or set as a homework, to help pupils develop their AO1 and AO2 skills.
The resource is designed so that it can be revisited multiple times with different extracts, or used by pupils independently, to develop a
bank of annotated extracts over time.
One example quotation is provided, taken from The Quotation Bank®: Macbeth. The example models how to interpret a quotation, draw
out the literary and dramatic devices used, and analyse key words/techniques, as well as consider what exam questions this quotation
could provide evidence for.
The Act and Scene section is left blank – a simple starter could be for pupils to locate the scene within the text. “At this point in the play”
allows pupils to put the passage within a whole text context.
When using this resource with your pupils you may wish to give pupils two copies of the handout, so you can model the analysis with the
whole class, using a quotation you have chosen, before they work independently.
Please note this resource is set at A3 size.
Differentiated use of the resource:
You may wish to give pupils suggested quotations to analyse, particularly where you feel pupils would benefit from more structure and
support, or they could select their own. The template is provided as a Word document so you can type directly into the document to
provide more scaffolding and support if you feel your pupils would benefit from this.
You may wish to give pupils a pre-chosen exam style question in the box at the bottom and ask them to find relevant quotations from the
text before analysing them, or pupils could set their own exam question. This is an activity that could also work well in groups, with each
member providing analysis for a different quotation before bringing them together in a group essay plan.
Pupil-focused instructions are provided below if you wish to use this resource for homework or independent learning.
The Quotation Bank: Extract Analysis

Read, understand and respond to texts. Students should

be able to:
 Maintain a critical style and develop an informed
A01
personal response
 Use textual references, including quotations, to support
and illustrate interpretations.
Analyse the Language, Form and Structure used by a
A02 writer to create meanings and effects, using relevant
subject terminology where appropriate.

This activity allows you to show off all your analytical and interpretative skills.
1.What Act and Scene of the play is this extract from? Quickly skimming through the text will remind you of where this
extract comes from in the context of the rest of the play.

2.Complete the sentence in the box at the bottom of the page, beginning, “At this point in the play….” You should
explain what is happening in the extract.

3.Use the headings in the blank quotation boxes to help you analyse and interpret your chosen quotations
 Interpretation – Give your own personal response to the quotation. What does it suggest about a key theme or
idea? What message is it conveying to the audience? You may want to include a brief contextual comment here if
you like.
 Technique – What literary techniques are present in the quotation? This is just a list of techniques – you don’t
need to analyse them at this point.
 Analysis – Break down the quotation into smaller parts and analyse the effect of language, form or structure. Aim
for three different analytical points, covering three different techniques.
 Use in essays on…. Which possible exam questions or themes might this quotation be useful for?