shakespearean drama focus and motivate the tragedy...

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Shakespearean Drama

(background) Nash’s House, a Shakespeare museum in Stratford-upon-Avon

did you know? William Shakespeare . . .• is often referred to as

“the Bard”—an ancient Celtic term for a poet who composed songs about heroes.

• introduced more than 1,700 new words into the English language.

• has had his work translated into 118 languages, including sign language.

Meet the Author

In 1592—the first time William Shakespeare was recognized as an actor, poet, and playwright—rival dramatist Robert Greene referred to him as an “upstart crow.” Greene was probably jealous. Audiences had already begun to notice the young Shakespeare’s promise. Of course, they couldn’t have foreseen that in time he would be considered the greatest writer in the English language.

Stage-Struck Shakespeare probably arrived in London and began his career in the late 1580s. He left his wife, Anne Hathaway, and their three children behind in Stratford. Over the next 20 years, Shakespeare rarely returned home. (See the biography on page 324 for more about Shakespeare’s early life in Stratford.)

Unlike most playwrights of his time, Shakespeare also worked as an actor. He even appeared in his own plays; among other roles, he played King Duncan in a stage production of Macbeth.

Public and critical acclaim for his work grew. His audiences

craved variety, and Shakespeare responded by mastering all

forms of drama. In the 1590s, he concentrated on comedies, such as A Midsummer’s Night Dream, and histories, such as Henry IV, Parts I and II.

Toast of the Town In 1594, Shakespeare joined the Lord Chamberlain’s Men, the most prestigious theater company in England. A measure of their success was that the theater company frequently performed before Queen Elizabeth I and her court. In 1599, they were also able to purchase and rebuild a theater across the Thames called the Globe.

The company’s domination of the London theater scene continued after Elizabeth’s Scottish cousin James succeeded her in 1603. James became the patron, or chief sponsor, of Shakespeare’s company, thereafter known as the King’s Men.

The Curtain Falls Between 1600 and 1607, Shakespeare wrote his greatest tragedies, including Hamlet, Macbeth, and King Lear. As he neared the end of his writing career and his life, even his comedies took on a darker tone. He wrote no more plays after 1613.

According to legend, Shakespeare died on April 23, 1616, the day of his 52nd birthday. In 1623, two theater colleagues published his plays in a volume called the First Folio. In an introduction to the volume, playwright Ben Jonson declared with great insight that Shakespeare “was not of an age, but for all time.”

The Tragedy of MacbethDrama by William Shakespeare

KEYWORD: HML12-346AVIDEO TRAILER

William Shakespeare 1564–1616

Go to thinkcentral.com. KEYWORD: HML12-346B

Author Online

a Shakespeare museum in Stratford-upon-Avonp

other roles, he played Kinstage production of Macb

Public and criticahis work grew. H

craved varietyresponded

forms of d1590s, heon comedMidsummand histoHenry IV

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RL 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama. RL 4 Analyze the impact of specific word choices on meaning and tone. RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning. L 4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.

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Essential Course of Study ecosecos

Focus and Motivate

Selection Resources

RL 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama. RL 4 Analyze the impact of specific word choices on meaning and tone. RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning. RL 7 Analyze multiple versions of a drama, evaluating how each version interprets the source text. W 1 Write arguments to support claims in an analysis, using valid reasoning and relevant and sufficient evidence. W 1c Use words, phrases, and clauses as well as varied syntax to create cohesion, and clarify the relationships between reasons and evidence. W 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. L 3a Vary syntax for effect; apply an understanding of syntax to the study of complex texts when reading. L 4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. L 5b Analyze nuances in the meanings of words with similar denotations.

about the playwrightAfter students have read about Shakespeare’s life, discuss how his experiences as an actor may have influenced him in his playwriting. Explain that even though Macbeth was writ-ten long ago, it explores universal themes—ideas with which people from all times and places can identify—in powerful ways.

notable quote“All the world’s a stage, /And all the men and women merely players.” –William Shakespeare

* Resources for Differentiation † Also in Spanish ‡ In Haitian Creole and Vietnamese

See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.

RESOURCE MANAGER UNIT 2Plan and Teach, pp. 67–74,

85–90, 97–102, 109–114, 121–128

Summary, pp. 75–76, 91–92, 103–104, 115–116, 129–130†‡*

Text Analysis and Reading Skill, pp. 77–82, 93–94, 105–106, 117–118, 131–132 †*

Grammar and Style, p. 135

BEST PRACTICES TOOLKITReporter’s Questions, p. C9Cluster Diagram, p. B18Sequence Chain, p. B21

INTERACTIVE READER

ADAPTED INTERACTIVE READER

ELL ADAPTED INTERACTIVE READER

TECHNOLOGY

Teacher One Stop DVD-ROM

Student One Stop DVD-ROM

PowerNotes DVD-ROM

Audio Anthology CD

GrammarNotes DVD-ROM

ExamView Test Generator on the Teacher One Stop

Go to thinkcentral.com to preview the Video Trailer introducing this selection. Other features that support the selection include• PowerNotes presentation • ThinkAloud models to enhance

comprehension• WordSharp vocabulary tutorials• interactive writing and grammar

instruction

Video Trailer

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Can you ever be too ambitious?Ambition is a powerful motivating force. Often it is considered desirable, since it inspires people to realize their dreams. In fact, people without ambition are usually regarded as lazy. But is it possible to be overly ambitious? When might high aspirations lead to terrible consequences? Such questions are explored in the story of Macbeth, a general whose ambition is to become king.

QUICKWRITE With a partner, brainstorm a list of people—historical and contemporary— whose ambitions had tragic consequences. Beside their names, jot down what they hoped to achieve and the negative results of their ambitions.

text analysis: shakespearean tragedyAs you’ve learned, a Shakespearean tragedy presents a superior figure—the tragic hero—who comes to ruin because of an error in judgment or a weakness in character—a tragic flaw. One or more antagonists, or opposing characters, also work against the tragic hero, and the action builds to a catastrophe,a disastrous end involving deaths. As you read Macbeth, be aware of these dramatic conventions:

• The play is written in blank verse, or unrhymed iambic pentameter, in which the normal line has five stressed syllables, each preceded by an unstressed syllable.

• Characters often reveal their private thoughts through soliloquies and asides, which other characters cannot hear.

• Enjoyment of the play’s action is sometimes enhanced through the use of foreshadowing—hints about what may happen later—and dramatic irony—the contrast created when the audience knows more about a situation than a character knows.

reading strategy: reading shakespearean dramaFor centuries, Shakespeare has been celebrated for his powerful poetic language—what Shakespearean characters say defines them as much as what they do. However, the Bard’s language can present a challenge for modern readers. Keep a chart like the one below to record the words and actions of Macbeth and Lady Macbeth to uncover their true personalities and motives. To help you understand Shakespearean language:

• Use stage directions, plot summaries, and sidenotes to establish the context, or circumstances, surrounding what characters say.

• Read important speeches aloud, such as soliloquies, focusing on clues they provide to each character’s feelings and motivations.

• Shakespeare’s unusual word order often puts verbs before subjects and objects before verbs. Find the subject, verb, and object in each line and rearrange them to clarify what the line means.

Character: Macbeth

His Words or Actions What They Reveal About Him

He defeats the enemy on the

battlefield.

He’s a brave and inspiring soldier

and general.

Complete the activities in your Reader/Writer Notebook.

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Teach

Can you ever be too AMBITIOUS?Introduce the question. Then ask students to name desirable goals and goals that are overly ambitious. Call on volunteers to share their responses to the QUICKWRITE activity.

Model the Skill: shakespearean tragedy

To model how to recognize features of Shakespearean tragedy, share this aside from a drama:

Everyone calls Mr. Bentley a great boss. Hah! I’ve been working here for two weeks, and I could do his job better than he does. I deserve to be the boss! I will prove that Bentley is a fool. Then his job will be mine!

Have students identify the speaker’s tragic flaw and predict how it might lead to a catastrophe. GUIDED PRACTICE Ask students to identify the tragic hero and his or her flaw from a popular novel or movie.

T E X T A N A L Y S I S

Model the Skill: reading shakespearean drama

Emphasize the importance of reading the plot summaries that begin each scene. Point out the Scene 1 summary. Then have students skim through the side notes on the page. Read lines 1–11 and model how to use the side notes. Then have students read and explain the side notes for lines 1–7 in Scene 2.

RESOURCE MANAGER—Copy MasterReading Shakespearean Drama p. 79 (for student use while reading the selection)

R E A D I N G S T R A T E G Y

for english language learnersOrient students to the format and features of a play. Explain that this play has five acts and that each act is made up of scenes. Point out that the plot summaries and stage directions are italicized (except for characters’ names) and that the stage directions appear within brackets. Have students skim Act 1 to find examples of these features. Point out that many stage directions tell when characters are entering or exiting the stage.

for struggling readersUnderstanding Literary Terms [paired option] Clarify the terms tragedy, tragic hero, tragic flaw, antagonist, catastrophe, foreshadow-ing, and dramatic irony by asking students to give examples of each term. Have pairs of students identify a tragic play that they both have read and apply each term.

macbeth 347

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macbethWilliam Shakespeare

background It is believed that Shakespeare wrote Macbeth largely to please King James. The Scottish king claimed to be descended from a historical figure named Banquo. In Macbeth, the witches predict that Banquo will be the first in a long line of kings. James’s interest in witchcraft—he penned a book on the subject in 1597—may also account for the prominence of the witches themselves in the play. The play also spoke to James’s fears of assassination; he had survived several attempts on his life.

the tragedy of

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Practice and ApplysummaryThe Tragedy of Macbeth opens with word of Macbeth’s success in battle. When three witches hail him as Thane of Cawdor and King of Scotland, his ambition is aroused. Encour-aged by his ruthless wife, he murders King Duncan and usurps the throne. Lady Macbeth, however, is haunted by guilt; she loses her mind and kills herself. Macbeth, tormented by ghosts, is killed in combat by Macduff. Mal-colm, Duncan’s son, becomes king.

Analyze Visuals

Activity What mood does this photograph suggest? Possible answer: The dark and bleak colors of the castle and surrounding scenery, along with the gloomy sky, suggest a depress-ing, bleak mood.

Model the Skill: monitor

To model how to monitor, suggest that students place a bookmark on the next page, which lists the play’s cast of charac-ters. Doing so will help students find the list quickly if they need a quick refresher about the identity of a character, includ-ings the sons of Duncan and the nobles who end up opposing Macbeth.

R E A D I N G S T R A T E G Y

for english language learnersConcept Support Clarify these points in the boxed information:• The Apparitions named among the

CHARACTERS are ghosts.• Most of the action takes place in Scotland;

but Malcolm, Duncan’s son, flees to England after his father’s murder and plots revenge; thus, both countries are named in THE PLACE. Students will see references to England in Acts Three and Four.

for struggling readersRead Aloud and Relate Characters Have students take turns reading aloud the cast list to gain familiarity with the names. Assist with difficult pronunciations, as indicated in parentheses. Suggest that students create diagrams that show how some of the impor-tant characters are related, as this diagram shows the relationships among Macbeth, Lady Macbeth, and Duncan:

Macbeth

Duncan

Lady Macbeth

married to

murders

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CHARACTERSDuncan, king of Scotland

his sonsMalcolmDonalbain

noblemen of scotlandMacbethBanquoMacduffLennoxRossMenteith (mDn-tCthP)

AngusCaithness (kAthPnGs)

Fleance (flAPEns), son to Banquo

Siward (syLPErd), earl of Northumberland, general of the English forces

Young Siward, his son

Seyton (sAPtEn), an officer attending on Macbeth

Son, to Macduff

An English DoctorA Scottish DoctorA PorterAn Old ManThree MurderersLady MacbethLady MacduffA Gentlewoman attending on Lady Macbeth

Hecate (hDkPGt), goddess of witchcraft

Three WitchesApparitionsLords, Officers, Soldiers, Messengers, and Attendants

THE TIMEThe 11th century

THE PLACEScotland and England

Go Behind the CurtainAs you read the play, you will find photographs from the 2005 production of Macbeth by the Derby Playhouse in Derby, England. Photographs from other productions appear in the Behind the Curtain feature pages, which explore the stagecraft used to create exciting theatrical productions of this famous play.


Resources for Act One

act one summaryAs Act One opens, three witches say that they will meet Macbeth. On their way to see Dun-can, Macbeth and Banquo meet the witches, who prophesy that Macbeth will become thane of Cawdor and then king, while Banquo will produce a line of kings. When Macbeth and Banquo meet Duncan, Duncan names Macbeth thane of Cawdor, but he names Malcolm as heir to the throne. Lady Macbeth persuades her husband to fulfill the witches’ prophecy by murdering Duncan at their castle.

Go Behind the CurtainAs students read and discuss Behind the Cur-tain, explain that stagecraft refers to theatri-cal devices and techniques. Have students preview the first Behind the Curtain feature, located in Scene 4. Note that casting is an important element of stagecraft.

This selection on thinkcentral.com includes embedded ThinkAloud models–students “thinking aloud” about the story to model the kinds of questions a good reader would ask about a selection.

Reading Support

* Resources for Differentiation † Also in Spanish ‡ In Haitian Creole and Vietnamese

See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.

RESOURCE MANAGER UNIT 2Plan and Teach, pp. 67–74Summary, pp. 75–76†‡*Text Analysis and Reading

Skill, pp. 77–80†*DIAGNOSTIC AND SELECTION

TESTSSelection Tests, pp. 97–100

BEST PRACTICES TOOLKITReporter’s Questions, p. C9Cluster Diagram, p. B18Sequence Chain, p. B21Open Mind, p. D9

INTERACTIVE READER

ADAPTED INTERACTIVE READER

ELL ADAPTED INTERACTIVE READER

TECHNOLOGY

Teacher One Stop DVD-ROM

Student One Stop DVD-ROM

PowerNotes DVD-ROM

Audio Anthology CD

GrammarNotes DVD-ROM

ExamView Test Generator on the Teacher One Stop

Go to thinkcentral.com to preview the Video Trailer introducing this selection. Other features that support the selection include• PowerNotes presentation • ThinkAloud models to enhance

comprehension• WordSharp vocabulary tutorials• interactive writing and grammar

instruction

Video Trailer

macbeth: act one 349


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act 1

Scene 1 An open place in Scotland.The play opens in a wild and lonely place in medieval Scotland. Three witches enter and speak of what they know will happen this day: the civil war will end, and they will meet Macbeth, one of the generals. Their meeting ends when their demon companions, in the form of a toad and a cat, call them away.

[Thunder and lightning. Enter three Witches.]

First Witch. When shall we three meet again?In thunder, lightning, or in rain?

Second Witch. When the hurly-burly’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.

[They exit.]

Scene 2 King Duncan’s camp near the battlefield.Duncan, the king of Scotland, waits in his camp for news of the battle. He learns that one of his generals, Macbeth, has been victorious in several battles. Not only has Macbeth defeated the rebellious Macdonwald, but he has also conquered the armies of the king of Norway and the Scottish traitor, the thane of Cawdor. Duncan orders the thane of Cawdor’s execution and announces that Macbeth will receive the traitor’s title.

[Alarum within. Enter King Duncan, Malcolm, Donalbain, Lennox, with Attendants, meeting a bleeding Captain.]

Duncan. What bloody man is that? He can report,As seemeth by his plight, of the revoltThe newest state.

Malcolm. This is the sergeantWho, like a good and hardy soldier, fought’Gainst my captivity.—Hail, brave friend!Say to the King the knowledge of the broilAs thou didst leave it.

3 hurly-burly: turmoil; uproar.

8–9 Graymalkin . . . Paddock: two demon helpers in the form of a cat and a toad; Anon: at once.

10 The witches delight in the confusion of good and bad, beauty and ugliness.

[Stage Direction] Alarum within: the sound of a trumpet offstage, a signal that soldiers should arm themselves.

5 ’gainst my captivity: to save me from capture.6 broil: battle.



read with a purposeHelp students set a purpose for reading. Ask students to look for details that indicate how Macbeth and Lady Macbeth feel about mur-dering King Duncan.

revisit the big question

Can you ever be too AMBITIOUS?Have students discuss what they know about Macbeth’s ambition at this point in the play, based on the plot summary for Scene 2. Does Macbeth seem to be overly ambitious at this point? Explain. Possible answer: The plot sum-mary implies that Macbeth’s ambition is to serve his king by winning a victory over the king’s opponents. Such an ambition seems moderate and honorable.

for struggling readersPreview Have students read the plot summary for Scene 2 and fill in a Reporter’s Questions chart to record key events.

Who are the main characters discussed in the summary?

Duncan and Macbeth

What does Duncan learn about Macbeth?

Macbeth defeated Macdonwald, the king of Norway, and the thane of Cawdor.

Where does Duncan learn this information?

in his camp

When did Macbeth’s actions take place?

during his time in battle

Why does Duncan order Cawdor’s execution?

Cawdor is a traitor.

How does Duncan reward Macbeth for his actions?

He will make Mac-beth the new thane of Cawdor.

BEST PRACTICES TOOLKIT—TransparencyReporter’s Questions p. C9




The three witches, from the 2005 Derby Playhouse production of Macbeth


Analyze Visuals

Activity How does this photograph reflect the Scene 1 plot summary? Possible answer: The photograph shows the three witches, who look as wild as the place that the plot summary describes.

for english language learnersOutdated Forms Have students begin a language journal for Macbeth and add to it as they read. Explain that some words and expressions in the play are outdated—that is, they are rarely, if ever, used in modern English (or their meaning has changed over time). Provide these terms and definitions; then have students reread the lines, substituting the definitions.• ere (Scene 1, line 5), “before”• seemeth (Scene 2, line 2), “seems”

• Hail (Scene 2, line 5), “Welcome”• thou (Scene 2, line 7), “you”• didst (Scene 2, line 7), “did”

for advanced learners/apAnalyze Foreshadowing Ask students to write and share a paragraph that responds to these questions about Scene 1:• What events might the weather foreshadow?• What events might the witches and their

words foreshadow? Have students review their predictions after they read the play.



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15

20

25

30

35

40

45

Captain. Doubtful it stood,As two spent swimmers that do cling togetherAnd choke their art. The merciless Macdonwald(Worthy to be a rebel, for to thatThe multiplying villainies of natureDo swarm upon him) from the Western IslesOf kerns and gallowglasses is supplied;And Fortune, on his damnèd quarrel smiling,Showed like a rebel’s whore. But all’s too weak;For brave Macbeth (well he deserves that name),Disdaining Fortune, with his brandished steel,Which smoked with bloody execution,Like valor’s minion, carved out his passageTill he faced the slave;Which ne’er shook hands, nor bade farewell to him,Till he unseamed him from the nave to th’ chops,And fixed his head upon our battlements.

Duncan. O valiant cousin, worthy gentleman!Captain. As whence the sun ’gins his reflectionShipwracking storms and direful thunders break,So from that spring whence comfort seemed to comeDiscomfort swells. Mark, King of Scotland, mark:No sooner justice had, with valor armed,Compelled these skipping kerns to trust their heels,But the Norweyan lord, surveying vantage,With furbished arms and new supplies of men,Began a fresh assault.

Duncan. Dismayed not this our captains, Macbeth and Banquo?

Captain. Yes, as sparrows eagles, or the hare the lion.If I say sooth, I must report they wereAs cannons overcharged with double cracks,So they doubly redoubled strokes upon the foe.Except they meant to bathe in reeking woundsOr memorize another Golgotha,I cannot tell—But I am faint. My gashes cry for help.

Duncan. So well thy words become thee as thy wounds:They smack of honor both.—Go, get him surgeons.

[The Captain is led off by Attendants.]

[Enter Ross and Angus.]

Who comes here?

Malcolm. The worthy Thane of Ross.

7–9 The two armies are compared to two exhausted swimmers who cling to each other and thus cannot swim.9–13 The officer hates Macdonwald, whose evils (multiplying villainies) swarm like insects around him. His army consists of soldiers (kerns and gallowglasses) from the Hebrides (Western Isles).

19 valor’s minion: the favorite of valor, meaning the bravest of all.

22 unseamed him . . . chops: split him open from the navel to the jaw. What does this act suggest about Macbeth?

31–33 The king of Norway took an opportunity to attack.

39–40 The officer’s admiration leads to exaggeration. He claims he cannot decide whether (except) Macbeth and Banquo wanted to bathe in blood or make the battlefield as famous as Golgotha, the site of Christ’s crucifixion.

36 sooth: the truth.37 double cracks: a double load of ammunition.

25–28 As the rising sun is sometimes followed by storms, a new assault on Macbeth began.

45 Thane: a Scottish noble, similar in rank to an English earl.



tiered discussion promptsFor lines 15–40, use these prompts to help students consider Macbeth’s character as the play opens:

Recall What great feat has Macbeth accomplished for Duncan? What does it convey about his character? Possible answer: Macbeth has defeated the king’s enemies. This action conveys Macbeth’s bravery and loyalty.Interpret Reread lines 35–38. What do these analogies mean? Possible answer: The analogies in line 35 mean that Macbeth was unafraid of the enemy’s new assault (just as eagles are unafraid of sparrows or lions are unafraid of hares). The analogy in lines 36–38 means that Macbeth met the attack with double deadliness. Synthesize Does Macbeth seem capable of murdering the king? Explain. Possible answers: No; he seems loyal and committed to defending his king. Yes; if the brutality that he has shown in battle were misdirected, he would be able to kill the king.

backgroundMacbeth and Duncan Point out line 24, in which Duncan calls Macbeth his “valiant cousin.” Shakespeare loosely based his charac-ters on historical figures recorded in the 1587 edition of Raphael Holinshed’s Chronicles of England, Scotland, and Ireland. According to the book, both Macbeth and Duncan were real people—and cousins.

for struggling readersRecognize Connections Have students reread the Captain’s words in lines 25–28. As you point out the connection between bad weather and civil disorder, encourage students to watch for the connection to be made repeatedly throughout the play.

Task Support Have students read the side note and question about line 22. Before hav-ing students answer the question, ask them to consider line 21 and the seemingly uncar-ing attitude that Macbeth is said to have dis-played when taking action. Possible answer: This act suggests that Macbeth is a brave, formidable soldier who is capable of great brutality. He is able to kill without hesitating or displaying any sign of remorse.




Lennox. What a haste looks through his eyes!So should he look that seems to speak things strange.

Ross. God save the King.

Duncan. Whence cam’st thou, worthy thane?

Ross. From Fife, great king,Where the Norweyan banners flout the skyAnd fan our people cold.Norway himself, with terrible numbers,Assisted by that most disloyal traitor,The Thane of Cawdor, began a dismal conflict,Till that Bellona’s bridegroom, lapped in proof,Confronted him with self-comparisons,Point against point, rebellious arm ’gainst arm, Curbing his lavish spirit. And to conclude,The victory fell on us.

Duncan. Great happiness!

Ross. That now Sweno,The Norways’ king, craves composition.Nor would we deign him burial of his menTill he disbursèd at Saint Colme’s InchTen thousand dollars to our general use.

Duncan. No more that Thane of Cawdor shall deceiveOur bosom interest. Go, pronounce his present death,And with his former title greet Macbeth.

Ross. I’ll see it done.

Duncan. What he hath lost, noble Macbeth hath won.

[They exit.]

Scene 3 A bleak place near the battlefield.While leaving the battlefield, Macbeth and Banquo meet the witches, who are gleefully discussing the trouble they have caused. The witches hailMacbeth by a title he already holds, thane of Glamis. Then they prophesy that he will become both thane of Cawdor and king. When Banquo asks about his future, they speak in riddles, saying that he will be the father of kings but not a king himself.

After the witches vanish, Ross and Angus arrive to announce that Macbeth has been named thane of Cawdor. The first part of the witches’ prophecy has come true, and Macbeth is stunned. He immediately begins to consider the possibility of murdering King Duncan to fulfill the rest of the witches’ prophecy to him. Shaken, he turns his thoughts away from this “horrid image.”

50

55

60

65

70

49–60 Ross has arrived from Fife, where Norway’s troops had invaded and frightened the people. There the king of Norway, along with the thane of Cawdor, met Macbeth (described as the husband of Bellona, the goddess of war). Macbeth, in heavy armor (proof), challenged the enemy and achieved victory.

62 craves composition: wants a treaty.63 deign: allow.64 disbursèd at Saint Colme’s Inch: paid at Saint Colme’s Inch, an island in the North Sea.66–67 deceive our bosom interest: betray our friendship; present death: immediate execution.68 What reward has the king decided to give to Macbeth?

macbeth: act one, scene 3 353



Can you ever be too AMBITIOUS?Ask students to review lines 50–68. Accord-ing to the report that Ross makes, what has Macbeth accomplished? How does the king reward Macbeth for his ambition? Possible answer: Macbeth has restored order to Scot-land by defeating the Thane of Cawdor and the King of Norway. Duncan’s response of “Great happiness!” indicates that he is very pleased with Macbeth. He undoubtedly views Macbeth as heroic, for he declares Macbeth worthy to receive the title Thane of Cawdor.

for struggling readersPreview To provide an overview of Scene 3, read through the italicized scene synopsis with students. Have students use a Cluster Diagram to record what the witches tell Ban-quo and Macbeth and how their statements affect Macbeth.

BEST PRACTICES TOOLKIT—TransparencyCluster Diagram p. B18

Task Support Call attention to the side note question for line 68. Ask students to recall the battle in which Macbeth has defeated the traitorous Thane of Cawdor. Elicit, too, that in these lines Duncan is condemning the Thane of Cawdor to death. Answer: The king has decided to give Macbeth the title of Thane of Cawdor.Prophecies

Banquofather of kings

Macbeth

Thane of Cawdorking

considers murder to fulfill this proph-

ecy

not a king himself macbeth: act one, scene 3 353


[Thunder. Enter the three Witches.]

First Witch. Where hast thou been, sister?

Second Witch. Killing swine.

Third Witch. Sister, where thou?

First Witch. A sailor’s wife had chestnuts in her lapAnd munched and munched and munched. “Give me,” quoth I.“Aroint thee, witch,” the rump-fed runnion cries.Her husband’s to Aleppo gone, master o’ th’ Tiger;But in a sieve I’ll thither sailAnd, like a rat without a tail,I’ll do, I’ll do, and I’ll do.

Second Witch. I’ll give thee a wind.

First Witch. Th’ art kind.

Third Witch. And I another.

First Witch. I myself have all the other,And the very ports they blow,All the quarters that they knowI’ th’ shipman’s card.I’ll drain him dry as hay.Sleep shall neither night nor dayHang upon his penthouse lid.He shall live a man forbid.Weary sev’nnights, nine times nine,Shall he dwindle, peak, and pine.Though his bark cannot be lost,Yet it shall be tempest-tossed.Look what I have.

Second Witch. Show me, show me.

First Witch. Here I have a pilot’s thumb,Wracked as homeward he did come.

[Drum within]

Third Witch. A drum, a drum!Macbeth doth come.

All. [Dancing in a circle] The Weïrd Sisters, hand in hand,Posters of the sea and land,Thus do go about, about,Thrice to thine, and thrice to mineAnd thrice again, to make up nine.Peace, the charm’s wound up.

[Enter Macbeth and Banquo.]

Macbeth. So foul and fair a day I have not seen. a

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Language CoachSynonyms Words with the same meaning are synonyms. Reread lines 22–23. What does pine mean in this verse? A pair of synonyms in the verse provide a clue. What are those words?

2 Killing swine: Witches were often accused of killing people’s pigs.

6 “Aroint thee, witch,” . . . runnion cries: “Go away, witch!” the fat-bottomed (rump-fed), ugly creature (runnion) cries.

7–8 The woman’s husband, the master of a merchant ship (th’ Tiger), has sailed to Aleppo, a famous trading center in the Middle East. The witch will pursue him. Witches, who could change shape at will, were thought to sail on strainers (sieve).

14–23 The witch is going to torture the woman’s husband. She controls where the winds blow, covering all points of a compass (shipman’s card). She will make him sleepless, keeping his eyelids (penthouse lid) from closing. Thus, he will lead an accursed (forbid) life for weeks (sev’nnights), wasting away with fatigue.

33 posters: quick riders.36 Nine was considered a magical number by superstitious people.

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BLANK VERSEReread line 38. Compare its meter with that of line 10 in Scene 1, spoken by the three witches. What do the two lines suggest about the witches?


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a blank versePossible answer: Unlike this line that Macbeth speaks, the witches’ line in Scene 1 is not written in iambic pentameter; it is part of a rhyming couplet (the meter of whose lines does not match). The fact that both lines refer to a mix of “fair and foul” suggests that the witches have the power to create confusion and even to change the weather.IF STUDENTS NEED HELP . . . Remind stu-dents that iambic pentameter consists of five metrical feet, each one consisting of one unstressed syllable followed by one stressed syllable: ˘ ´ ˘ ´ ˘ ´ ˘ ´ ˘ .́ Model a scansion of line 38 as a volunteer reads the line aloud. Then, show students how line 10 in Scene 1 differs from this line. Explain or elicit that before Macbeth meets or speaks with the witches, he already echoes the confused situation that the witches spoke of in Scene 1, line 10.


for english language learnersLanguage CoachSynonyms Possible answer: Pine means “languish.”Have students name modern, common synonyms for languish, such as decline, fade, diminish, and waste away.

for english language learnersOutdated Forms Urge students to continue adding outdated terms to their language journal. (See the For English Language Learn-ers note on page 351.) Provide these terms and their definitions. Then have students reread the lines noted and substitute the definitions for the words.• quoth (line 5), “said”• thither (line 8), “there”• Thrice (line 35), “Three times”

• thine (line 35), “yours”• shalt (line 50), “shall”• whence (line 75), “what place”Point out that an apostrophe before or after a letter signifies a missing letter. In line 17, for instance, I’ means “In,” and th’ means “the.” Ask students to find other examples on these two pages (for example, the several that ap-pear in lines 39–42).

backgroundThe Weird Sisters The word weird (line 32) comes from old English, meaning “fate” or “destiny.” Thus, the weird sisters can forsee the fate of others. The term weird sisters was once used by Scots writers to refer to the Fates of Roman and Greek mythology. As you will see later in this unit, it was also used in Holinshed’s Chronicles to describe these three witches. From there, the term passed on to Shakespeare.


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Banquo. How far is ’t called to Forres?—What are these,So withered, and so wild in their attire,That look not like th’ inhabitants o’ th’ earthAnd yet are on ’t?—Live you? Or are you aughtThat man may question? You seem to understand meBy each at once her choppy finger layingUpon her skinny lips. You should be women,And yet your beards forbid me to interpretThat 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, that shalt be king hereafter!

Banquo. Good sir, why do you start and seem to fearThings that do sound so fair? I’ th’ name of truth,Are you fantastical, or that indeedWhich outwardly you show? My noble partnerYou greet with present grace and great predictionOf noble having and of royal hope,That he seems rapt withal. To me you speak not.If you can look into the seeds of timeAnd say which grain will grow and which will not,Speak, then, to me, who neither beg nor fearYour favors 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! b

First Witch. Banquo and Macbeth, all hail!

Macbeth. Stay, you imperfect speakers. Tell me more.By Sinel’s death I know I am Thane of Glamis.But how of Cawdor? The Thane of Cawdor livesA prosperous gentleman, and to be kingStands not within the prospect of belief,No more than to be Cawdor. Say from whenceYou owe this strange intelligence or whyUpon this blasted heath you stop our wayWith such prophetic greeting. Speak, I charge you.

[Witches vanish.]

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42–46 aught: anything; choppy: chapped; your beards: Beards on women identified them as witches. Banquo vividly describes the witches. What does he notice about them?

48–50 What is surprising about the three titles the witches use to greet Macbeth?

53 are you fantastical: Are you (the witches) imaginary?54–57 The witches’ prophecies of noble possessions (having)—the lands and wealth of Cawdor—and kingship (royal hope) have left Macbeth dazed (rapt withal).

75–76 whence: where. Macbeth wants to know where the witches received their knowledge (strange intelligence).

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FORESHADOWING In lines 65–68, the witches compare Banquo to Macbeth and prophesy that Banquo will not be king but will father (get) future kings. What do you think their words predict for Macbeth?



backgroundForres, Glamis, and Cawdor Forres (line 39) is a prominent city in Scotland. The titles Thane of Glamis (line 48) and Thane of Cawdor (line 49) are geographic in nature, too, indi-cating that Macbeth has received gifts of land from the king. Glamis is a village in eastern Scotland; and Cawdor, a village in north-eastern Scotland, is near Inverness, the site of Macbeth’s castle.

b foreshadowingPossible answer: The witches’ words predict that Macbeth will be king but that he may have an unhappy reign. Their words also suggest that the throne will pass from Macbeth to the sons of Banquo rather than to any children that Macbeth himself may have and that Macbeth ultimately will not receive as much honor as Banquo will receive.


for struggling readersTask Support Call attention to the side notes for lines 42–46. As students consider their answers, direct them to Banquo’s questions in lines 39–43 and his comment in lines 45–47. Possible answer: Banquo notices that the witches seem wild and unlike inhabitants of this earth. He believes them to be supernat-ural, something apart from the proper order of nature. He also notes that they appear to be (“should be”) women, and yet they have beards, indicating that they are not.

Task Support Have students read the side note question for lines 48–50. Remind them that Duncan ordered the Thane of Cawdor’s death and the awarding of his title to Mac-beth (Scene 2, lines 66–68) but that Macbeth was not present to hear him. Possible answer: The witches call Macbeth the Thane of Glamis, the Thane of Cawdor, and king. The titles are surprising to Macbeth because, as far as he knows, the only title that he possesses is Thane of Glamis.


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Banquo. The earth hath bubbles, as the water has,And these are of them. Whither are they vanished?

Macbeth. Into the air, and what seemed corporal melted,As breath into the wind. Would they had stayed!

Banquo. Were such things here as we do speak about?Or have we eaten on the insane rootThat takes the reason prisoner?

Macbeth. Your children shall be kings.

Banquo. You shall be king.

Macbeth. And Thane of Cawdor too. Went it not so?

Banquo. To th’ selfsame tune and words.—Who’s here?

[Enter Ross and Angus.]

Ross. The King hath happily received, Macbeth,The news of thy success, and, when he readsThy personal venture in the rebels’ fight,His wonders and his praises do contendWhich should be thine or his. Silenced with that,In viewing o’er the rest o’ th’ selfsame dayHe finds thee in the stout Norweyan ranks,Nothing afeard of what thyself didst make,Strange images of death. As thick as hailCame post with post, and every one did bearThy praises in his kingdom’s great defense,And poured them down before him.

Angus. We are sentTo give thee from our royal master thanks,Only to herald thee into his sight,Not pay thee.

Ross. And for an earnest of a greater honor,He bade me, from him, call thee Thane of Cawdor,In which addition, hail, most worthy thane,For it is thine.

Banquo. What, can the devil speak true?

Macbeth. The Thane of Cawdor lives. Why do you dress meIn borrowed robes?

Angus. Who was the Thane lives yet,But under heavy judgment bears that lifeWhich he deserves to lose. Whether he was combinedWith those of Norway, or did line the rebelWith hidden help and vantage, or that with bothHe labored in his country’s wrack, I know not;But treasons capital, confessed and proved,Have overthrown him.

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80 whither: where.

81 corporal: physical; real.

84 insane root: A number of plants were believed to cause insanity when eaten.

92–93 King Duncan hesitates between awe (wonders) and gratitude (praises) and is, as a result, speechless.

106 addition: title.

104 earnest: partial payment.

96–97 Although Macbeth left many dead (strange images of death), he obviously did not fear death himself.

111–116 The former thane of Cawdor may have been secretly allied (com-bined) with the king of Norway, or he may have supported the traitor Macdonwald (did line the rebel). But he is guilty of treasons that deserve the death penalty (treasons capital), having aimed at the country’s ruin (wrack).



tiered discussion promptsUse these prompts to help students explore the reactions of Macbeth and Banquo to the witches’ words in lines 39–87:

Recall In what ways have the witches shown that they represent supernatural forces? Possible answer: The witches’ physi-cal appearance shows that they are wild, unnatural creatures (lines 39–47). In addi-tion, they predict the future (lines 48–68), and they disappear when they have finished (lines 79–82).Analyze Does Banquo’s reaction to the witches differ from Macbeth’s reaction? Explain. Possible answer: Banquo wonders if he and Macbeth were hallucinating (lines 83–85). Macbeth, however, seems to believe fervently that the witches really were there; he even wishes that they had stayed longer (line 82).Evaluate Are Macbeth’s and Banquo’s responses believable? Why might Macbeth have responded differently from Banquo? Possible answer: Their responses are believ-able. The different responses reflect the fact that the overly ambitious Macbeth wants to believe that he can become king, even if that goal seems impossible, but that Banquo seems less susceptible to intense ambition.

for english language learnersConcept Support Point out that Banquo equates the witches with the devil (line 107) and refers to them as “instruments of dark-ness” (line 124). Macbeth, however, does not dismiss them as workers of evil quite so read-ily or question them nearly as much. Note, too, that these characters set forth some of their contrasting views in asides, not in their conversation with Ross and Angus.

for advanced learners/apAnalyze Metaphor [paired option] Have stu-dents discuss the metaphor in lines 108–109 with partners. Possible answer: Clothing is a metaphor for identity. Macbeth asks why they are dressing him in “borrowed robes,” or giving him an identity that is not his (at least, not to his knowledge). Challenge students to explain the similar metaphor that appears in lines 144–146.




Macbeth. [Aside] Glamis and Thane of Cawdor!The greatest is behind. [To Ross and Angus] Thanks for your pains.[Aside to Banquo] Do you not hope your children shall be kingsWhen those that gave the Thane of Cawdor to mePromised no less to them?

Banquo. That, trusted home,Might yet enkindle you unto the crown,Besides the Thane of Cawdor. But ’tis strange.And oftentimes, to win us to our harm,The instruments of darkness tell us truths,Win us with honest trifles, to betray ’sIn deepest consequence.—Cousins, a word, I pray you. [They step aside.]

Macbeth. [Aside] Two truths are toldAs happy prologues to the swelling actOf the imperial theme.—I thank you, gentlemen.[Aside] This supernatural solicitingCannot be ill, cannot be good. If ill,Why hath it given me earnest of successCommencing in a truth? I am Thane of Cawdor.If good, why do I yield to that suggestionWhose horrid image doth unfix my hairAnd make my seated heart knock at my ribsAgainst the use of nature? Present fearsAre less than horrible imaginings.My thought, whose murder yet is but fantastical,Shakes so my single state of manThat function is smothered in surmise,And nothing is but what is not. c

Banquo. Look how our partner’s rapt.

Macbeth. [Aside] If chance will have me king, why, chance may crown meWithout my stir.

Banquo. New honors come upon him,Like our strange garments, cleave not to their moldBut with the aid of use.

Macbeth. [Aside] Come what come may,Time and the hour runs through the roughest day.

Banquo. Worthy Macbeth, we stay upon your leisure.

Macbeth. Give me your favor. My dull brain was wroughtWith things forgotten. Kind gentlemen, your painsAre registered where every day I turnThe leaf to read them. Let us toward the King.

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116 Aside: a stage direction that means Macbeth is speaking to himself, beyond hearing.

120 home: fully; completely.121 enkindle you unto: inflame your ambitions.

123–126 Banquo warns that evil powers often offer little truths to tempt people. The witches may be lying about what matters most (in deepest consequence).

146–147 Come what . . . roughest day: The future will arrive no matter what.148 stay: wait.

144 my stir: my doing anything.

150–152 your pains . . . read them: I will always remember your efforts. The metaphor refers to keeping a diary and reading it regularly.

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ASIDEReread Macbeth’s aside in lines 130–142. What private thoughts does he reveal to the audience? Why might he want to keep these thoughts hidden from the other characters?




Can you ever be too AMBITIOUS?What new ambition does Macbeth reveal in lines 116–126? Possible answer: Upon learning that he is to become Thane of Cawdor, Macbeth realizes that the first of the witches’ prophe-cies has come true. He now begins to consider becoming king, as the witches also predicted. What clues suggest that Macbeth is overly ambitious and that his goal may be unwor-thy? Possible answer: The clues lie in Banquo’s recognition of that ambition (lines 121–122) and his warning against it (lines 122–126), as well as in the reader’s understanding that in order for Macbeth to achieve his goal, something dread-ful would have to happen to Duncan.

c asidePossible answer: Macbeth reveals that he is pondering whether the witches’ prophecy is meant for good or for evil and that the idea of murdering Duncan to make the prophecy come true already has crossed his mind. He hides these thoughts because he does not want the other characters to know that he has thought about murdering the king.IF STUDENTS NEED HELP . . . Guide them in classifying Macbeth’s thoughts according to these categories:• making sense of the witches’ prophecy• becoming Thane of Cawdor• murdering King Duncan


for english language learnersConcept Support Make sure that students understand that Macbeth (who cannot ignore the witches’ words, as Banquo can) is at war with himself over what to do. He considers killing the king (line 139); at the same time, he is horrified by that thought, for he knows that killing the king is wrong (lines 135–137). He sets aside the matter for now, telling himself that he might become king without killing Duncan (lines 143–144).

Vocabulary Support Help students under-stand Macbeth’s lengthy aside by discussing these terms:• swelling (line 128), “stately”• supernatural soliciting (line 130), “witches’

attempt to convince him (that he will become king)”

• ill (line 131), “evil”• earnest (line 132), “promise” (literally, a down

payment—in other words, the fact that

Macbeth is now Thane of Cawdor is a down payment on the reliability of the prediction about his becoming king as well)

• seated (line 136), “not easily bothered”• fantastical (line 139), “imaginary”• function (line 141), “the ability to go through

with a plan”• surmise (line 141), “speculation”Encourage students to explain each term in their own words.


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[Aside to Banquo] Think upon what hath chanced, and at more time,The interim having weighed it, let us speakOur free hearts each to other.

Banquo. Very gladly.

Macbeth. Till then, enough.—Come, friends.

[They exit.]

Scene 4 A room in the king’s palace at Forres.King Duncan receives news of the execution of the former thane of Cawdor. As the king is admitting his bad judgment concerning the traitor, Macbeth enters with Banquo, Ross, and Angus. Duncan expresses his gratitude to them and then, in a most unusual action, officially names his own son Malcolm as heir to the throne. To honor Macbeth, Duncan decides to visit Macbeth’s castle at Inverness. Macbeth, his thoughts full of dark ambition, leaves to prepare for the king’s visit.

[Flourish. Enter King Duncan, Lennox, Malcolm, Donalbain, and Attendants.]

Duncan. Is execution done on Cawdor? Are notThose in commission yet returned?

Malcolm. My liege,They are not yet come back. But I have spokeWith one that saw him die, who did reportThat very frankly he confessed his treasons,Implored your Highness’ pardon, and set forthA deep repentance. Nothing in his lifeBecame him like the leaving it. He diedAs one that had been studied in his deathTo throw away the dearest thing he owedAs ’twere a careless trifle.

Duncan. There’s no artTo find the mind’s construction in the face.He was a gentleman on whom I builtAn absolute trust. d

[Enter Macbeth, Banquo, Ross, and Angus.]

O worthiest cousin,The sin of my ingratitude even nowWas heavy on me. Thou art so far beforeThat swiftest wing of recompense is slowTo overtake thee. Would thou hadst less deserved,That the proportion both of thanks and paymentMight have been mine! Only I have left to say,More is thy due than more than all can pay.

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153–155 Macbeth wants to discuss the prophecies later, after he and Banquo have had time to think about them.

2 those in commission: those who have the responsibility for Cawdor’s execution.

8–11 He died as . . . trifle: He died as if he had rehearsed (studied) the moment. Though losing his life (the dearest thing he owed), he behaved with calm dignity.

6 set forth: showed.

14–21 The king feels that he cannot repay (recompense) Macbeth enough. Macbeth’s qualities and accomplishments are of greater value than any thanks or payment Duncan can give.

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FORESHADOWINGNotice that in lines 11–14, Duncan admits he misjudged the thane of Cawdor, who proved a traitor. What might this admission foreshadow about the king?



d foreshadowingPossible answer: Duncan’s admission might foreshadow that he is not the best judge of character. He could easily misjudge some-one else whom he trusts (namely, Macbeth) and be betrayed by that person.


for struggling readersPreview After you have read through the Scene 4 plot summary with students, help them create a Sequence Chain to track Dun-can’s actions as described in the summary.

BEST PRACTICES TOOLKIT—TransparencySequence Chain p. B21

for english language learnersOutdated Forms Discuss these examples of Shakespearean terms that have passed from use and have students add them to their language journals: hath chanced (Scene 3, line 153), “has happened”; liege (Scene 4, line 2), “lord”; As ’twere (Scene 4, line 11), “As if it were”; Thou art (Scene 4, line 16), “You are”; Would thou hadst less deserved (Scene 4, line 18), “If only you had deserved it less.”

Duncan admits to misjudging the Thane of Cawdor.

He names Malcolm, his son,as heir to the throne.

He will honor Macbethby visiting his home.


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Behind theCurtain

The 1999 Queen’s Theatre production in London

The 2004 Out of Joint Theatre Company production in London

The 2002 Albery Theatre production in London


Casting involves selecting actors to perform the roles in a play. Actors are chosen for their appearance (an actor playing Macbeth usually looks strong enough to be a soldier) and their ability to portray the psychological dimensions of a character through body language, such as gestures and expressions. In Shakespeare’s time, only white male actors could be cast in plays, and boys played women’s roles onstage because the theater was considered a corrupt environment unsuitable for women. In modern adaptations, casting incorporates actors from both genders and crosses racial lines.

Study the actors cast as Macbeth and Lady Macbeth in these photographs from modern productions of the play. How would you describe their physical appearance? What expressions or gestures does each actor use? What does the body language of the actors suggest about Macbeth and Lady Macbeth’s relationship?

If you were staging this play, name two actors you would cast in these roles and explain why they would be intriguing and effective choices.

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Behind the CurtainCasting Emphasize that the choice of a cast affects the way in which the audience re-sponds to the characters and to the play as a whole. Also explain that there is a wide range of interpretations of Shakespeare’s plays. The director’s personal vision for his or her produc-tion will affect the casting of the play. For example, a director might choose to present a very traditional or classic interpretation (as in the middle image). Perhaps the director will cast against type (that is, cast actors you would not ordinarily associate with certain roles). Possible answers: Student answers will vary but should correctly reflect each image. Students should be able to justify actors they propose for the two roles. Accept answers that are reasonably supported by details from the photographs. Ask students which actor shown here best fits their image of Macbeth. Which is most like their visualization of Lady Macbeth? Why? Accept any answer that is reasonably supported by details from the pho-tographs.

for advanced learners/apAnalyze and Evaluate [small-group option] Have students paraphrase Duncan’s com-ment in Scene 4, lines 11–12. Possible answer: It’s impossible to tell what a person is really is thinking just by looking at his or her face. Organize students into small groups and have them discuss these questions:• Do you agree or disagree with Duncan?

Give examples that support your opinion.

• What theme does Duncan’s statement sug-gest? Possible answer: appearance versus reality; misplaced trust.

• Have you seen evidence of this theme so far in the play? Explain.

After groups have shared their theme ideas, encourage them to watch for the theme or themes to recur as they continue reading.


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Macbeth. The service and the loyalty I oweIn doing it pays itself. Your Highness’ partIs to receive our duties, and our dutiesAre to your throne and state children and servants,Which do but what they should by doing everythingSafe toward your love and honor.

Duncan. Welcome hither.I have begun to plant thee and will laborTo make thee full of growing.—Noble Banquo,That hast no less deserved nor must be knownNo less to have done so, let me enfold theeAnd hold thee to my heart.

Banquo. There, if I grow,The harvest is your own.

Duncan. My plenteous joys,Wanton in fullness, seek to hide themselvesIn drops of sorrow.—Sons, kinsmen, thanes,And you whose places are the nearest, knowWe will establish our estate uponOur eldest, Malcolm, whom we name hereafterThe Prince of Cumberland; which honor mustNot unaccompanied invest him only,But signs of nobleness, like stars, shall shineOn all deservers.—From hence to Inverness,And bind us further to you.

Macbeth. The rest is labor which is not used for you.I’ll be myself the harbinger and make joyfulThe hearing of my wife with your approach.So humbly take my leave.

Duncan. My worthy Cawdor.

Macbeth. [Aside] The Prince of Cumberland! That is a stepOn which I must fall down or else o’erleap,For in my way it lies. Stars, hide your fires;Let not light see my black and deep desires.The eye wink at the hand, yet let that beWhich the eye fears, when it is done, to see. e[He exits.]

Duncan. True, worthy Banquo. He is full so valiant,And in his commendations I am fed:It is a banquet to me.—Let’s after him,Whose care is gone before to bid us welcome.It is a peerless kinsman.

[Flourish. They exit.]

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28–29 The king plans to give more honors to Macbeth. What might Macbeth be thinking now?

33–35 My plenteous . . . sorrow: The king is crying tears of joy.

39 Prince of Cumberland: the title given to the heir to the Scottish throne. Now that Malcolm is heir, how might Macbeth react?42 Inverness: site of Macbeth’s castle, where the king has just invited himself, giving another honor to Macbeth.45 harbinger: a representative sent before a royal party to make proper arrangements for its arrival.

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TRAGEDYBe aware that in Macbeth’s aside in lines 48–53, he admits that he hopes the king will be murdered. Based on these lines, what do you think is Macbeth’s tragic flaw?



backgroundPrimogeniture and Divine Right In naming his son Malcolm as heir to the throne (lines 37–39), Duncan is following two European traditions.• According to the law of primogeniture, the

eldest son is the chief heir of his father’s estate. Therefore, Malcolm, Duncan’s eldest son, is the natural choice as heir to the throne of Scotland (line 38).

• According to the doctrine of divine right, monarchs receive their right to rule from God. (To oppose a monarch, therefore, would be a very serious sin.) Divine right was sometimes interpreted to mean that the eldest son of the divinely appointed king was divinely appointed to kingship, as well.

• In Scotland, only a short time before, kings had been elected by a group of noblemen, in a system known as tanistry. Under this system of election, Macbeth might have had a better chance of becoming king.

e tragedyPossible answer: Macbeth’s tragic flaw appears to be ruthless ambition. He knows that his thoughts are wicked (line 51), yet he wants the king murdered so that he can become king.


for struggling readersTask Support Have students read the ques-tion in the side note for lines 28–29. Before students answer it, remind them of (1) the witches’ prophecy to Macbeth and how he responded to it and (2) what Macbeth said about becoming king in Scene 3, lines 143–144. Possible answer: Macbeth might be thinking that Duncan will reward him greatly—perhaps by granting him honors that will help him become king.

Task Support Direct students to the side note for line 39 and read the question aloud. Possible answer: Macbeth has demonstrated his ambition and hope to become king. Now that Malcolm has been named the heir, Mac-beth will probably come to resent him. Since Malcolm now stands in his way of becoming king, Macbeth may plan to remove him, as well.

for english language learnersConcept Support Point out that in this scene, Duncan says that it is impossible to know someone’s intimate thoughts and desires (lines 11–12) whereas Macbeth asks that his deep desires be hidden (line 51). Macbeth’s fear of discovery seems ironic following Dun-can’s statements.


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Scene 5 Macbeth’s castle at Inverness.Lady Macbeth reads a letter from her husband that tells her of the witches’ prophecies, one of which has already come true. She is determined that Macbeth will be king. However, she fears that he lacks the courage to kill Duncan. After a messenger tells her the king is coming, she calls on the powers of evil to help her do what must be done. When Macbeth arrives, she tells him that the king must die that night but reminds him that he must appear to be a good and loyal host.

[Enter Lady Macbeth, alone, with a letter.]

Lady Macbeth. [Reading the letter] “They met me in the day of success, and I have learned by the perfect’st report they have more in them than mortal knowledge. When I burned in desire to question them further, they made themselves air, into which they vanished. Whiles I stood rapt in the wonder of it came missives from the King, who all-hailed me ‘Thane of Cawdor,’ by which title, before, these Weïrd Sisters saluted me and referred me to the coming on of time with ‘Hail, king that shalt be.’ This have I thought good to deliver thee, my fdearest partner of greatness, that thou might’st not lose the dues of rejoicing by being ignorant of what greatness is promised thee. Lay it to thy heart, and farewell.” Glamis thou art, and Cawdor, and shalt beWhat thou art promised. Yet do I fear thy nature;It is too full o’ th’ milk of human kindnessTo catch the nearest way. Thou wouldst be great,Art not without ambition, but withoutThe illness should attend it. What thou wouldst highly,That wouldst thou holily; wouldst not play falseAnd yet wouldst wrongly win. Thou’d’st have, great Glamis,That which cries “Thus thou must do,” if thou have it,And that which rather thou dost fear to do,Than wishest should be undone. Hie thee hither,That I may pour my spirits in thine earAnd chastise with the valor of my tongueAll that impedes thee from the golden roundWhich fate and metaphysical aid doth seemTo have thee crowned withal. g

[Enter Messenger.]

What is your tidings?

Messenger. The King comes here tonight.

Lady Macbeth. Thou’rt mad to say it!Is not thy master with him? who, were’t so,Would have informed for preparation.

Messenger. So please you, it is true. Our Thane is coming.One of my fellows had the speed of him,

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13–18 Lady Macbeth fears her husband is too good (too full o’ th’ milk of human kindness) to seize the throne by murder (the nearest way). Lacking the necessary wickedness (illness), he wants to gain power virtuously (holily).

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GRAMMAR AND STYLEReread line 8. Shakespeare frequently uses inverted sentences and other types of inverted word order to achieve a poetic effect. Notice that in this line, Shakespeare places have, part of the verb phrase have thought, before the subject I to create a regular, pleasing rhythm.

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SOLILOQUYNotice that in her soliloquy in lines 12–27, Lady Macbeth expresses her thoughts about the prophecies. What conclusions can you draw about Lady Macbeth?

32 had the speed of him: rode faster than he.



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Inverted Sentences Remind students that part of the enjoyment of reading Shake-speare is appreciating the poetic rhythm of his writing. Reread line 8 aloud to help students appreciate its rhythm. Then re-read it after you have both rephrased and reordered it as I have thought this would be good to tell you. Have students note the difference in the rhythms. Ask students to find and explain other examples of inverted sentences on pages 360–361 (for example, Scene 4, lines 45–46). Encourage students to reword inverted sentences as they continue to read.

g Model the Skill: soliloquy

To assist students in analyzing Lady Macbeth’s soliloquy, model how to para-phrase lines 13–15. Then have students paraphrase lines 23–27.Possible answer: The reader can conclude that Lady Macbeth is even more ruthless and ambitious than her husband is. She worries that Macbeth is “too full o’ th’ milk of human kindness” to kill Duncan (lines 13–15). She considers herself more ruthless than Macbeth, and she hopes that she can use her cunning and her skill with words to convince Macbeth of what he must do to become king (lines 23–27).


for struggling readersPreview Read through the Scene 5 plot summary with students. Have them use an Open Mind diagram to focus on Lady Macbeth’s thoughts. Have students put Lady Macbeth’s thoughts into their own words.

BEST PRACTICES TOOLKIT—TransparencyOpen Mind p. D9

Paraphrasing Shakespeare After students have reread the summary of lines 13–18 in the side column, model this paraphrase of the sentence beginning in line 12: You are Thane of Glamis and Thane of Cawdor, and you shall become what has been promised to you (king). Call on volunteers to paraphrase the next two sentences. Possible answer: However, I fear that you are too kind to murder. You want to be great, and you have some ambition, but you lack the cruel qualities that must accompany ambition.

“Macbeth must become king.”

“I fear that Macbeth is not brave enough to kill Duncan.”

“Evil spirits, help me do what I must to make Macbeth king!”

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Who, almost dead for breath, had scarcely moreThan would make up his message.

Lady Macbeth. Give him tending.He brings great news.

[Messenger exits.]

The raven himself is hoarseThat croaks the fatal entrance of DuncanUnder my battlements. Come, you spiritsThat tend on mortal thoughts, unsex me here,And fill me from the crown to the toe top-fullOf direst cruelty. Make thick my blood.Stop up th’ access and passage to remorse,That no compunctious visitings of natureShake my fell purpose, nor keep peace betweenTh‘ effect and it. Come to my woman’s breastsAnd take my milk for gall, you murd’ring ministers,Wherever in your sightless substancesYou 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 darkTo cry “Hold, hold!”

[Enter Macbeth.]

Great Glamis, worthy Cawdor,Greater than both by the all-hail hereafter!Thy letters have transported me beyondThis ignorant present, and I feel nowThe future in the instant.

Macbeth. My dearest love,Duncan comes here tonight.

Lady Macbeth. And when goes hence?

Macbeth. Tomorrow, as he purposes.

Lady Macbeth. O, neverShall sun that morrow see!Your face, my thane, is as a book where menMay read strange matters. To beguile the time,Look like the time. Bear welcome in your eye,Your hand, your tongue. Look like th’ innocent flower,But be the serpent under ’t. He that’s comingMust be provided for; and you shall putThis night’s great business into my dispatch,Which shall to all our nights and days to comeGive solely sovereign sway and masterdom.

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Language CoachRoots and Affixes A word’s root may contain its core meaning. The Latin root ignorare, meaning “to have no knowledge of,” is the root of ignore, ignoramus, and ignorant. Reread lines 53–55. Why does Lady Macbeth call the present “ignorant”?

65 my dispatch: my management.

67 give solely sovereign sway: bring absolute royal power.

35 raven: The harsh cry of the raven, a bird symbolizing evil and misfortune, was supposed to indicate an approaching death.

37–51 Lady Macbeth calls on the spirits of evil to rid her of feminine weakness (unsex me) and to block out guilt. She wants no normal pangs of conscience (compunctious visitings of nature) to get in the way of her murderous plan. She asks that her mother’s milk be turned to bile (gall) by the unseen evil forces (murd’ring ministers, sightless substances) that exist in nature. Furthermore, she asks that the night wrap (pall) itself in darkness as black as hell so that no one may see or stop the crime.

60–63 To beguile . . . under ’t: To fool (beguile) everyone, act as expected at such a time, that is, as a good host. Who is more like a serpent, Lady Macbeth or her husband?



tiered discussion promptsUse these prompts to help students examine Lady Macbeth’s character, as revealed in her crucial soliloquy in lines 34–51:

Recall How does Lady Macbeth feel about seeing Macbeth become king? Explain. Possible answer: She wants him to become king and is willing to do whatever is neces-sary to accomplish that goal.Analyze What do Lady Macbeth’s prayers imply about her view of gender roles? Cite evidence. Possible answer: The prayers suggest that Lady Macbeth sees men as more capable than women when it comes to being cruel and evil. In these prayers, she asks that femininity be taken from her and replaced by cruelty, resolve, and the ability to commit murder effectively.Evaluate How would Shakespeare’s audi-ence be likely to judge Lady Macbeth at this point? Why? What is your opinion of her? Possible answer: Shakespeare’s audience probably would be horrified and condemn-ing. Not only is Lady Macbeth an atypical fe-male, but she seeks to be possessed by evil su-pernatural forces. She is planning the murder of a seemingly good king (lines 35–37)—even if she must do the job herself (lines 49–51). Lady Macbeth is a terrible person for allow-ing her ambition to destroy her morals.

for struggling readersUnderstand Character Help students to begin analyzing Lady Macbeth’s character by work-ing with them to fill out a chart like the one shown here.

Character: Lady Macbeth

Words or Actions What They RevealShe expresses shock at the news of Dun-can’s visit.

She sees a way to make the witches’ prophecy come true.

She prays to evil spirits.

She will go to extreme measures to achieve her goal.

for english language learners

Language Coach

Roots and Affixes Possible answer: Lady Macbeth calls the present ignorant because until she received her husband’s letter she did not know of the witches’ prophecies. Have students infer, or use a dictionary to find out, the meanings of the Latin word parts ig and nomen (“not” + “name”). Point out that ig is a variant of the affix in.




Macbeth. We will speak further.

Lady Macbeth. Only look up clear.To alter favor ever is to fear.Leave all the rest to me.

[They exit.]

Scene 6 In front of Macbeth’s castle.King Duncan and his party arrive, and Lady Macbeth welcomes them. Duncan is generous in his praise of his hosts and eagerly awaits the arrival of Macbeth.

[Hautboys and Torches. Enter King Duncan, Malcolm, Donalbain, Banquo, Lennox, Macduff, Ross, Angus, and Attendants.]

Duncan. This castle hath a pleasant seat. The airNimbly and sweetly recommends itselfUnto our gentle senses.

Banquo. This guest of summer,The temple-haunting martlet, does approve,By his loved mansionry, that the heaven’s breathSmells wooingly here. No jutty, frieze,Buttress, nor coign of vantage, but this birdHath made his pendant bed and procreant cradle.Where they most breed and haunt, I have observed,The air is delicate.

[Enter Lady Macbeth.]

Duncan. See, see, our honored hostess!—The love that follows us sometime is our trouble,Which still we thank as love. Herein I teach youHow you shall bid God ’ild us for your painsAnd thank us for your trouble.

Lady Macbeth. All our service,In every point twice done and then done double,Were poor and single business to contendAgainst those honors deep and broad wherewithYour Majesty loads our house. For those of old,And the late dignities heaped up to them,We rest your hermits.

Duncan. Where’s the Thane of Cawdor?We coursed him at the heels and had a purposeTo be his purveyor; but he rides well,And his great love (sharp as his spur) hath helped himTo his home before us. Fair and noble hostess,We are your guest tonight.

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69 To alter . . . fear: To change your expression (favor) is a sign of fear.

3–10 The martin (martlet) usually built its nest on a church (temple), where every projection (jutty), sculptured decoration (frieze), support (buttress), and convenient corner (coign of vantage) offered a good nesting site. Banquo sees the presence of the martin’s hanging (pendant) nest, a breeding (procreant) place, as a sign of healthy air.

1 seat: location.

[Stage Direction] hautboys: oboes.

20 we rest your hermits: we can only repay you with prayers. The wealthy used to hire hermits to pray for the dead.21 coursed him at the heels: followed him closely.22 purveyor: one who makes advance arrangements for a royal visit.

16 single business: weak service. Lady Macbeth claims that nothing she or her husband can do will match Duncan’s generosity.




Can you ever be too AMBITIOUS?As Scene 5 concludes, in lines 55–70, does Macbeth wish to satisfy his ambition to be-come king? Explain. Possible answer: Macbeth seems unwilling to satisfy his ambition, for he tells his wife that Duncan will leave their home in the morning (lines 55–57). Although the thought of killing the king has crossed his mind, Macbeth seems willing to let chance remove Duncan (Scene 3, lines 143–144) rather than to commit to a murderous plan. However, al-though he does not specifically agree here to do anything, and although he delays any decision by telling his wife that they will speak later (line 68), his failure to interfere with Lady Macbeth’s plans suggests that he supports her ambition to have him become king.

for english language learnersVocabulary Support Work with students to clarify the meanings of these terms:• fell (Scene 5, line 43), “cruel or evil”• dunnest (Scene 5, line 48), “darkest”• instant (Scene 5, line 55), “present moment”• approve (Scene 6, line 4), “prove”• late dignities (Scene 6, line 19), “recent

honors”

for advanced learners/apContrast Mood Have students answer these questions to contrast the moods of Scene 5 and Scene 6:• What is the audience meant to think when

Lady Macbeth speaks to Macbeth at the end of Scene 5? when she speaks to Duncan at the beginning of Scene 6?

• What does the difference in mood suggest about Lady Macbeth? about Duncan? about what may happen next?



Lady Macbeth. Your servants everHave theirs, themselves, and what is theirs in comptTo make their audit at your Highness’ pleasure,Still to return your own.

Duncan. Give me your hand.[Taking her hand]Conduct me to mine host. We love him highlyAnd shall continue our graces towards him.By your leave, hostess. h

[They exit.]

Scene 7 A room in Macbeth’s castle.Macbeth has left Duncan in the middle of dinner. Alone, he begins to have second thoughts about his murderous plan. Lady Macbeth enters and discovers that he has changed his mind. She scornfully accuses him of cowardice and tells him that a true man would never back out of a commitment. She reassures him of success and explains her plan. She will make sure that the king’s attendants drink too much. When they are fast asleep, Macbeth will stab the king with the servants’ weapons.

[Hautboys. Torches. Enter a Sewer, and divers Servants with dishes and service over the stage. Then enter Macbeth.]

Macbeth. If it were done when ’tis done, then ’twere wellIt were done quickly. If th’ assassinationCould trammel up the consequence and catchWith his surcease success, that but this blowMight be the be-all and the end-all here,But here, upon this bank and shoal of time,We’d jump the life to come. But in these cases

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[Stage Direction] Sewer: the steward, the servant in charge of arranging the banquet and tasting the king’s food; divers: various.

25–28 Legally, Duncan owned everything in his kingdom. Lady Macbeth politely says that they hold his property in trust (compt), ready to return it (make their audit) whenever he wants.

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DRAMATIC IRONYWhy is the exchange between Lady Macbeth and Duncan in lines 25–31 ironic?

Lady Macbeth greets King Duncan.


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Analyze Visuals

Activity In the photograph, how well do the actors portraying Lady Macbeth and King Duncan capture the tone of the conversation in Scene 6? Explain. Possible answer: Both actors seem to capture the tone well. Lady Macbeth is politely and graciously touching Duncan’s hands while she welcomes him; she keeps her deceit well hidden. Duncan clasps Lady Macbeth’s hands, looking quite pleased to be at Inverness; he suspects nothing.

h dramatic ironyPossible answer: The conversation is ironic because Lady Macbeth greets Duncan politely and humbly (lines 25–28), but the audience knows that she is plotting his murder. Also, Duncan praises Macbeth (lines 29–30), his soon-to-be murderer.


for struggling readersPreview Model creating a cartoon to record key details in the plot summary for Scene 7.

Track Plot [paired option] Review the parts of a dramatic plot: exposition, rising action, climax, falling action, and resolution. Explain that students have encountered events that are central to the plot of Macbeth. Have pairs of students find and record the most impor-tant rising action events in Act One; then have them add to the list as they continue to read.

for english language learnersConcept Support Have students reread lines 7–12. Explain that Macbeth is saying that there is punishment (“judgment”) for evil in this life. If he does something evil (“teach / Bloody instructions”), then something evil will happen to him (“return / To plague th’ inventor”).

Macbeth

I can’t kill Duncan.

Lady Macbeth

You coward! We must kill him. I will get his

servants drunk and then you will stab him!


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We still have judgment here, that we but teachBloody instructions, which, being taught, returnTo plague th’ inventor. This even-handed justiceCommends th’ ingredience of our poisoned chaliceTo our own lips. He’s here in double trust:First, as I am his kinsman and his subject,Strong both against the deed; then, as his host,Who should against his murderer shut the door,Not bear the knife myself. Besides, this DuncanHath borne his faculties so meek, hath beenSo clear in his great office, that his virtuesWill plead like angels, trumpet-tongued, againstThe deep damnation of his taking-off;And pity, like a naked newborn babeStriding the blast, or heaven’s cherubin horsedUpon the sightless couriers of the air,Shall blow the horrid deed in every eye,That tears shall drown the wind. I have no spurTo prick the sides of my intent, but onlyVaulting ambition, which o’erleaps itselfAnd falls on th’ other— i

[Enter Lady Macbeth.]

How now? What news?

Lady Macbeth. He has almost supped. Why have you left the chamber?

Macbeth. Hath he asked for me?

Lady Macbeth. Know you not he has?

Macbeth. We will proceed no further in this business.He hath honored me of late, and I have boughtGolden opinions from all sorts of people,Which would be worn now in their newest gloss,Not cast aside so soon.

Lady Macbeth. Was the hope drunkWherein you dressed yourself? Hath it slept since?And wakes it now, to look so green and paleAt what it did so freely? From this timeSuch I account thy love. Art thou afeardTo be the same in thine own act and valorAs thou art in desire? Wouldst thou have thatWhich thou esteem’st the ornament of lifeAnd live a coward in thine own esteem,Letting “I dare not” wait upon “I would,”Like the poor cat i’ th’ adage?

Macbeth. Prithee, peace.

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Language CoachHomonyms Homonyms have different meanings but the same pronunciation. Bear can mean “shaggy, four-footed carnivore” or “carry.” What does it mean in line 16? What form of bear in line 17 has a homonym meaning “come to life”? How is each homonym spelled?

1–10 Again, Macbeth argues with himself about murdering the king. If it could be done without causing problems later, then it would be good to do it soon. If Duncan’s murder would have no negative consequences and be successfully completed with his death (surcease), then Macbeth would risk eternal damnation. He knows, however, that terrible deeds (bloody instructions) often backfire.

32–35 I have . . . so soon: The praises that Macbeth has received are, like new clothes, to be worn, not quickly thrown away. What has Macbeth decided?35–38 Lady Macbeth sarcastically suggests that Macbeth’s ambition must have been drunk, because it now seems to have a hangover (to look so green and pale).39–45 Lady Macbeth criticizes Macbeth’s weakened resolve to secure the crown (ornament of life) and calls him a coward. She compares him to a cat in a proverb (adage) who wouldn’t catch fish because it feared wet feet.

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SOLILOQUYNote that in lines 12–28 of his soliloquy, Macbeth lists the reasons why he shouldn’t kill Duncan. How do you think other characters will react if Macbeth kills the king?


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i soliloquyPossible answer: Other characters will be angry (line 20) and very sorrowful (line 25) if Duncan is murdered, for Duncan has been a good king (lines 16–20).Extend the Discussion How would other characters react if they realized that Macbeth (not the servants, whom Lady Macbeth plans to frame) is Duncan’s murderer? Explain.



Can you ever be too AMBITIOUS?In lines 13–28, what does Macbeth acknowl-edge about his ambition? What does his acknowledgement suggest about his state of mind at this point? Possible answer: Macbeth acknowledges that his “Vaulting ambition” is the only reason for him to kill Duncan (lines 26–27). This acknowledgement shows that he is thinking clearly at this point, for he knows that he has no justification for murdering Duncan. He recognizes that Duncan has been a good king (lines 16–20) and does not deserve to be murdered. In fact, Macbeth knows that there are reasons for him not to murder Duncan (lines 13–16).

for struggling readersInverted Word Order Remind students that Shakespeare often inverted the word order of sentences, stating the verb before the subject. Model these examples:• Know you not he has? (line 30), “Don’t you

know that he has [asked for you]?”• And wakes it now (line 37), “And it [hope]

wakes now”

Task Support As students consider the ques-tion in the side notes for lines 32–35, have them reread line 31 and elicit that the expres-sion “this business” refers to the murderous plan. Possible answer: Macbeth has decided not to murder Duncan. Instead, he thinks that he should enjoy the honors that Duncan has given him.

for english language learnersLanguage CoachHomonyms Possible answers: In line 16, bear means “carry.” In line 17, borne, a past tense form of bear, has a homonym, born,meaning “come to life.” This homonym is spelled without the final e. Ask students to write two sentences, one using born and one using borne.


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I dare do all that may become a man.Who dares do more is none.

Lady Macbeth. What beast was’t, then,That made you break this enterprise to me?When you durst do it, then you were a man;And to be more than what you were, you wouldBe so much more the man. Nor time nor placeDid then adhere, and yet you would make both.They have made themselves, and that their fitness nowDoes unmake you. I have given suck, and knowHow tender ’tis to love the babe that milks me.I would, while it was smiling in my face,Have plucked my nipple from his boneless gumsAnd dashed the brains out, had I so sworn as youHave done to this. j

Macbeth. If we should fail—

Lady Macbeth. We fail?But screw your courage to the sticking placeAnd we’ll not fail. When Duncan is asleep(Whereto the rather shall his day’s hard journeySoundly invite him), his two chamberlainsWill I with wine and wassail so convinceThat memory, the warder of the brain,Shall be a fume, and the receipt of reasonA limbeck only. When in swinish sleepTheir drenchèd natures lie as in a death,What cannot you and I perform uponTh’ unguarded Duncan? What not put uponHis spongy officers, who shall bear the guiltOf our great quell?

Macbeth. Bring forth men-children only,For thy undaunted mettle should composeNothing but males. Will it not be received,When we have marked with blood those sleepy twoOf his own chamber and used their very daggers,That they have done ’t?

Lady Macbeth. Who dares receive it other,As we shall make our griefs and clamor roarUpon his death?

Macbeth. I am settled and bend upEach corporal agent to this terrible feat.Away, and mock the time with fairest show. False face must hide what the false heart doth know.

[They exit.]

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60 When each string of a guitar or lute is tightened to the peg (sticking place), the instrument is ready to be played.

65–67 Memory was thought to be at the base of the brain, to guard against harmful vapors rising from the body. Lady Macbeth will get the guards so drunk that their reason will become like a still (limbeck), producing confused thoughts.

72 quell: murder.

79–82 Now that Macbeth has made up his mind, every part of his body (each corporal agent) is tightened like a bow. He and Lady Macbeth will return to the banquet and deceive everyone (mock the time), hiding their evil intent with gracious faces.

72–74 Bring forth . . . males: Your bold spirit (undaunted mettle) is better suited to raising males than females. Do you think Macbeth’s words express admiration?

54 I have given suck: I have nursed a baby.

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TRAGEDYReread lines 47–59. How does Lady Macbeth urge her husband to carry out his terrible plan?


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j tragedyPossible answer: Lady Macbeth urges her husband to murder Duncan by shaming him, saying that he will not be a man if he fails to go through with the plan (lines 49–51). She also uses their relationship to pressure him, saying that if she had prom-ised him that she would do something—even murder her own baby—she would fulfill her promise (lines 56–59).


act one wrap–upREAD WITH A PURPOSE Now that students have read Act One of Macbeth, ask them how Macbeth and Lady Macbeth each feel about the idea of murdering King Duncan. Possible answer: Macbeth, although aware of his desire for power, is not certain he wants to kill Duncan in order to take his place. Lady Macbeth is eager to see Duncan dead and pressures her husband to murder him.

CRITIQUE• Ask students to share their opinions of Mac-

beth at this point in the play. Do students feel any sympathy for him? Why or why not?

• After completing the After Reading ques-tions on the next page, have students revisit their responses and tell whether they have changed their opinions.

for struggling readersTask Support Have students read the side note for lines 72–74. As they consider the question, remind them that during this time, men were considered more capable of cruelty than women were. Possible answer: Mac-beth’s words suggest an admiration tempered by some amount of fear. He is not admiring his wife’s female qualities, but he seems to be impressed by her “undaunted mettle.”

for advanced learners/apAnalyze Arguments and Character Have stu-dents compare Lady Macbeth’s way of arguing to Macbeth’s, noting whether their different ways of arguing fit the gender stereotypes of the time. Possible answer: Lady Macbeth argues emotionally. She calls on her relationship with Macbeth, accuses him of being a coward, and wildly claims she would murder her baby. Macbeth’s argument is more rational. He weighs the consequences of murdering Duncan.

for struggling readersDevelop Reading Fluency Tell students that reading aloud key dialogues in a play can deepen their understanding of the charac-ters as well as the plot. Have pairs of stu-dents read the parts of Macbeth and Lady Macbeth in lines 58–82. Suggest they read the dialogue three times—first, to correctly pronounce all the words; second, to speak in a natural rhythm; and third, to add appropriate feeling to the words.


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After Reading

Comprehension 1. Recall What predictions do the witches make about Macbeth and Banquo?

2. Clarify How does Macbeth react when Duncan declares his son Malcolm heir to the Scottish throne?

3. Summarize What do Macbeth and his wife plan to do to make the witches’ predictions come true?

Text Analysis 4. Identify Mood Reread Scene 1, lines 1–11. What mood is created by the

witches? Why do you think the drama opens with this scene?

5. Make Inferences What can you infer about Macbeth and Lady Macbeth’s marriage from their interaction in Scene 7?

6. Examine Shakespearean Drama Review the actions you’ve recorded in your charts so far for Macbeth and Lady Macbeth. At this point in the play, which character do you think is more forceful? Cite evidence to explain your answer.

7. Analyze Shakespearean Tragedy Use a chart like the one shown to record the soliloquies and asides in Act One that provide insight into the characters who speak them. What do Macbeth’s and Banquo’s asides to each other after hearing the witches’ prophecies (Scene 3, lines 118–126) reveal about each man?

Scene, Lines Soliloquy or Aside? Insight

8. Make Judgments About a Character What character traits do Macbeth’s exploits on the battlefield demonstrate? Are these qualities consistent with the plot he devises? Explain why or why not.

Text Criticism 9. Critical Interpretations Some critics have pointed out that Macbeth clearly

recognizes the immorality of his murderous plan and foresees its terrible consequences, yet still goes through with it. Why would Macbeth do this? Provide evidence from the text to support your explanation.

Can you ever be too ambitious?Without the witches’ predictions, do you think Macbeth and Lady Macbeth would have been satisfied with their place in life? Explain why.


RL 3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a drama. RL 4 Analyze the impact of specific word choices on meaning and tone. RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning.

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Practice and ApplyFor preliminary support of post-reading questions, use these copy masters:

RESOURCE MANAGER—Copy MastersReading Check p. 83Shakespearean Tragedy p. 77Question Support p. 84Additional selection questions are provided for teachers on page 71.

answers 1. Macbeth will become Thane of Cawdor and

king of Scotland; Banquo will father kings. 2. Macbeth views Malcolm as an obstacle to

fulfilling his own kingly ambition. 3. They plan to kill Duncan.Possible answers: 4. The witches create confusion, fear, and

disorder; their scene sets the play’s mood. 5. Their marriage reflects a power struggle,

with Lady Macbeth feeding Macbeth’s am-bitions, and thereby fulfilling her own desire for power.

6. common core focus Reading Shake-spearean Drama Lady Macbeth is more forceful. She decides to persuade Macbeth to kill Duncan (Scene 5, lines 23–27). She first speaks of the murder, and she turns Macbeth around when his resolve falters (Scene 7, lines 36–77).

7. common core focus Shakespear-ean Tragedy Scene 3, lines 127–142 (aside): Macbeth believes the prophecy and consid-ers murder. Scene 4, lines 48–53 (aside): Macbeth wants to be king and knows that he must “o’erleap” (line 49) Malcolm. Scene 5, lines 12–27 (soliloquy): the ruthless Lady Macbeth wants Macbeth to be king. Scene

5, lines 35–51 (soliloquy): Lady Macbeth wants to be like a man, capable of evil deeds. Scene 7, lines 1–28 (soliloquy): Mac-beth considers the consequences if he kills Duncan. The asides in Scene 3 reveal that Macbeth has a conscience and believes the prophecy but that Banquo doubts.

8. Macbeth shows loyalty, bravery, and cruelty. His plot requires cruelty and bravery, but it springs from disloyalty.

9. Gaining power may be all-important to Macbeth. He may also want to show his wife he is manly.

Can you ever be too AMBITIOUS? Possible answer: No. The witches’ predictions and Lady Macbeth both spur Macbeth to act on his ambition to become king by murdering Duncan.

Assess and ReteachAssessDIAGNOSTIC AND SELECTION TESTS

Selection Tests A, B/C pp. 97–98, 99–100Interactive Selection Test on thinkcentral.comReteachLevel Up Online Tutorials on thinkcentral.com

Reteaching Worksheets on thinkcentral.comLiterature Lessons 23, 24


RL 3, RL 4, RL 5


shakespearean drama focus and motivate the tragedy...

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