© Pearson Education, Inc., or its affiliates. All rights reserved.NOTESAll. A deed without a name.
Macbeth. I conjure you, by that which you profess,
Howe’er you come to know it, answer me:
Though you untie the winds and let them fight
Against the churches: though the yesty^13 waves
Confound^14 and swallow navigation up;
Though bladed corn be lodged^15 and trees blown down;
Though castles topple on their warder’s heads;
Though palaces and pyramids do slope^16
Their heads to their foundations; though the treasure
Of nature’s germens^17 tumble all together,
Even till destruction sicken, answer me
To what I ask you.
First Witch. Speak.
Second Witch. Demand.
Third Witch. We’ll answer.
First Witch. Say, if th’ hadst rather hear it from our mouths,
Or from our masters?
Macbeth. Call ’em, let me see ’em.
First Witch. Pour in sow’s blood, that hath eaten
Her nine farrow;^18 grease that’s sweaten
From the murderer’s gibbet^19 throw
Into the flame.
All. Come, high or low,
Thyself and office^20 deftly show!
[Thunder. First Apparition: an Armed Head.^21 ]
Macbeth. Tell me, thou unknown power—
First Witch. He knows thy thought:
Hear his speech, but say thou nought.
First Apparition. Macbeth! Macbeth! Macbeth! Beware Macduff!
Beware the Thane of Fife. Dismiss me: enough.
[He descends.]Macbeth. Whate’er thou art, for thy good caution thanks:
Thou hast harped^22 my fear aright. But one word more—
First Witch. He will not be commanded. Here’s another,
More potent than the first.
[Thunder. Second Apparition: a Bloody Child.^23 ]Second Apparition. Macbeth! Macbeth! Macbeth!
Macbeth. Had I three ears, I’d hear thee.
Second Apparition. Be bloody, bold, and resolute! Laugh to scorn
The pow’r of man, for none of woman born
Shall harm Macbeth. [Descends.]50- yesty foamy.
- Confound destroy.
- lodged beaten down.
- slope bend.
- nature’s germens seeds of
all life.
556065 18.^ farrow young pigs.- gibbet (JIHB iht) gallows.
- office function.
- an Armed Head symbol of
Macduff.
70- harped hit upon.
75 - a Bloody Child symbol of
Macduff at birth.
80The Tragedy of Macbeth, Act IV 317LIT17_SE12_U03_A4C_WC.indd 317 3/14/16 1:13 AMExplore Character
Students may have marked Macbeth’s lines of
dialogue in Scene i, lines 50–78, during their
first read. Use these lines to help students
understand Macbeth’s association with the
evil witches. Encourage them to talk about
the annotations that they marked. You may
want to model a close read with the class
based on the highlights shown in the text.
ANNOTATE: Have students mark Macbeth’s
lines in lines 50–78. Or, have students
participate while you highlight them.
QuEsTiON: Guide students to consider what
these details might tell them. Ask what a
reader can infer from Macbeth’s words to the
witches.
Possible response: Macbeth’s words to the
witches suggest that he is unafraid and even
drawn to them, despite their horrifying words.
Macbeth seems comfortable in their company
and has become their ally in committing evil.
CONCLuDE: Help students to formulate
conclusions about the importance of
these details in the text. Ask students why
Shakespeare might have included these
details.
Possible response: These details show that
Macbeth isn’t considering how the witches’
words have gotten him into deeper and deeper
trouble. Shakespeare is foreshadowing more
trouble for Macbeth. His alliance with these evil
creatures seems to be leading to greater evil and
eventually to his downfall and damnation.
Remind students that in a play,
characterization tends to be indirect, and
Shakespeare is a master at showing us what
his characters are like. He uses techniques like
showing a character’s actions and behavior,
presenting a character’s words and thoughts,
describing a character’s physical appearance,
revealing what other characters say or think
about a character, and showing how a
character affects other people.CLOSER LOOK
Whole-Class Learning 317
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