Themes, symbols, and motifs are valuable aspects of any literary work, and they add richness to stories. Part of the Common Core ELA standards is to introduce and explain these complex concepts. However, abstract ideas are often difficult for students to analyze without assistance. Using a storyboard, students can visually demonstrate their understanding of these concepts, and master analysis of literary elements. For best practices, see our supplementary article with specific lesson plan steps on setting up your classroom and activities to teach themes, symbols, and motifs.
As a classroom activity, students could track the rich symbolism William Shakespeare uses throughout Macbeth. In the example storyboard above, the creator has focused on Shakespeare's use of visions in the play. The recurrence of this motif throughout the play proves its significance. Since Macbeth's actions weigh heavily on his conscious, it is not surprising that he would have some second thoughts. The visions Macbeth and his wife consistently see throughout the play serve as constant reminders of their ambition and corruption.
Throughout the play, the idea that ‘fair is foul, and foul is fair’ is repeated. What you expect is not what will come about.
Another favorite theme is that nature is ominous and that it foreshadows and mimics what is to become of Macbeth and Macbeth's actions.
Macbeth and his wife’s personal ambition to control the crown ultimately ends up controlling them.
Ghosts, witches, and spirits are used throughout the play to add a sense of suspicion and suspense.
The blood that was spilled because of Macbeth's ambition continuously reappears as a physical reminder that he cannot wash away his evil deeds.
As his corruption begins to control him, Macbeth and his wife slip out of reality and struggle between sanity and insanity.
Order and disorder surround the new king and queen. The order of their rule clashes with the chaos they have caused. This links to the theme that things are not what they seem.
The motif of sleep (or sleeplessness) surrounds the tyrants as they struggle to overcome their deeds.
(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that identifies recurring themes, symbols, and motifs in Macbeth. Illustrate instances of each and write a short description below each cell.
Grade Level 11-12
Difficulty Level 5 (Advanced / Mastery)
Type of Assignment Individual or Group
Type of Activity: Themes, Symbols & Motifs
Common Core Standards
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Needs Improvement | |
|---|---|---|---|---|
| Identification of Theme(s), Symbol(s), and/or Motif(s) | All themes are correctly identified as important recurring topics or messages in the story. Symbols are correctly identified as objects that represent something else at a higher level in the story. Motifs are correctly identified as important recurring features or ideas in the story. | Most themes are correctly identified, but others are missing or incomplete. Most symbols are correctly identified, but some objects are missing or incomplete. Some motifs are correctly identified, but others are missing or incomplete. | Most themes are missing, incomplete, or incorrect. Most symbols are missing, incomplete, or incorrect. Most motifs are missing, incomplete, or incorrect. | No themes, symbols, or motifs are correctly identified. |
| Examples and Descriptions | Quotes and examples are accurate to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions accurately explain the theme(s), symbol(s), and/or motif(s) and highlight their significance to the story. | Most quotes and examples are accurate to the theme(s), symbol(s), and/or motifs that are being identified. Descriptions mostly accurately explain the theme(s), symbol(s), and/or motif(s), and highlight their significance to the story. | Most quotes and examples are minimal, incorrect, or unrelated to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions contain inaccuracies in their explanations, or do not highlight their significance to the story. | Examples and descriptions are missing or too minimal to score. |
| Depiction | Depictions chosen for theme(s), symbol(s), and/or motif(s) are accurate to the story and reflect time, effort, thought, and care with regard to placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are mostly accurate to the story. They reflect time and effort put into placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are inaccurate to the story. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes. | Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes. |
| English Conventions | There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the story. | There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the story and some proofreading. | There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the story. | Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication. |
