© Pearson Education, Inc., or its affiliates. All rights reserved.NOTESCleanse the stuffed bosom of that perilous stuff
Which weighs upon the heart?
Doctor. Therein the patient
Must minister to himself.
Macbeth. Throw physic^15 to the dogs. I’ll none of it.
Come, put mine armor on. Give me my staff.
Seyton, send out.—Doctor, the thanes fly from me.—
Come, sir, dispatch. If thou couldst, doctor, cast
The water^16 of my land, find her disease
And purge it to a sound and pristine health,
I would applaud thee to the very echo,
That should applaud again.—Pull ’t off,^17 I say.—
What rhubarb, senna, or what purgative drug,
Would scour these English hence? Hear’st thou of them?
Doctor. Ay, my good lord; your royal preparation
Makes us hear something.
Macbeth. Bring it^18 after me.
I will not be afraid of death and bane^19
Till Birnam Forest come to Dunsinane.
Doctor. [Aside] Were I from Dunsinane away and clear,
Profit again should hardly draw me here. [Exit.]⌘ ⌘ ⌘Scene iv • Country near Birnam Wood.
[Drum and colors. Enter Malcolm, Siward, Macduff, Siward’s
Son, Menteith, Caithness, Angus, and Soldiers, marching.]
Malcolm. Cousins, I hope the days are near at hand
That chambers will be safe.^1
Menteith. We doubt it nothing.
Siward. What wood is this before us?
Menteith. The Wood of Birnam.
Malcolm. Let every soldier hew him down a bough
And bear’t before him. Thereby shall we shadow^2
The numbers of our host. and make discovery^3
Err in report of us.
Soldiers. It shall be done.
Siward. We learn no other but the confident tyrant
Keeps still in Dunsinane, and will endure
Our setting down before ’t.^4
Malcolm. ’Tis his main hope,45- physic medicine.
- cast the water diagnose the^50
illness.
pristine (prihs TEEN) adj. original;
unspoiled - Pull ’t off Pull off a piece of
armor, which has been put on
incorrectly in Macbeth’s haste.
55- it his armor.
- bane destruction.
60 - That... safe that people will
be safe in their own homes. - shadow conceal. 5
- discovery those who see us.
- setting down before ’t laying 10
siege to it.
340 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PASTLIT17_SE12_U03_A5C_WC.indd 340 3/14/16 1:13 AMTEACHING
Analyze Extended
Metaphors
Students may have marked lines 39–60
during their first read. Use these lines to
help students identify and analyze extended
metaphors. 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 two
different extended metaphors in lines 39–60,
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 the two extended
metaphors they have marked and accept
student responses.
Possible responses: Macbeth asks the doctor if
the sorrow or the bad memory that’s causing his
wife’s mental illness can be removed surgically,
like a physical malignancy. He then asks the
Doctor to diagnose Scotland’s illness, and asks if
he can prescribe a cleansing agent to expel the
English invaders from the nation’s body.
CONCLuDE: Help students to formulate
conclusions about the importance of these
details in the text. Ask students why the
author might have included these details.
Possible responses: The author included these
details to indicate Macbeth’s despair. Macbeth
frames his questions as extended metaphors to
make it absolutely clear that he knows that his
wife’s illness is incurable and Scotland is beyond
saving.
Remind students that a metaphor is a figure
of speech that compares two apparently
unlike things without using the words like,
as, than, or resembles. Inform them that an
extended metaphor is a metaphor that
is sustained and developed to increase and
elaborate on the areas of similarity.CLOSER LOOK
PERSONALIZE FOR LEARNING
English Language support
Antiquated Language Note Scene iv, lines 4–5:
“Let every soldier hew him down a bough/and
bear’t before him.” Tell students that modern
English speakers and writers rarely use the
words hew or bear as Shakespeare uses them
here. Unpack the sentence for students by first
rephrasing it as follows: “Tell every soldier to hew
down a tree branch and bear it in front of his
body.” Point out that the verb hew means “cut orchop,” and, in this context, the word bear is
a verb that means “to carry.” Thus, a modern
English way to express this thought might be:
“Tell every soldier to cut down a large tree
branch and carry it in front of his body to hide
himself.” Guide students to gloss information to
help themselves “modernize” other antiquated
language. EXPANDING/BRIDGING340 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST
LIT17_TE12_U03_A5C_WC.indd 340 16-03-29 2:33 PM