© Pearson Education, Inc., or its affiliates. All rights reserved.NOTES[Sennet^2 sounded. Enter Macbeth as King, Lady Macbeth,
Lennox, Ross, Lords, and Attendants.]
Macbeth. Here’s our chief guest.
Lady Macbeth. If he had been forgotten,
It had been as a gap in our great feast,
And all-thing^3 unbecoming.
Macbeth. Tonight we hold a solemn^4 supper, sir,
And I’ll request your presence.
Banquo. Let your Highness
Command upon me, to the which my duties
Are with a most indissoluble tie
For ever knit.
Macbeth. Ride you this afternoon?
Banquo. Ay, my good lord.
Macbeth. We should have else desired your good advice
(Which still hath been both grave and prosperous^5 )
In this day’s council; but we’ll take tomorrow.
Is’t far you ride?
Banquo. As far, my lord, as will fill up the time
’Twixt this and supper. Go not my horse the better.^6
I must become a borrower of the night
For a dark hour or twain.
Macbeth. Fail not our feast.
Banquo. My lord, I will not.
Macbeth. We hear our bloody cousins are bestowed
In England and in Ireland, not confessing
Their cruel parricide, filling their hearers
With strange invention.^7 But of that tomorrow,
When therewithal we shall have cause of state
Craving us jointly.^8 Hie you to horse. Adieu,
Till you return at night. Goes Fleance with you?
Banquo. Ay, my good lord: our time does call upon ’s.
Macbeth. I wish your horses swift and sure of foot.
And so I do commend you to their backs.
Farewell. [Exit Banquo.]
Let every man be master of his time
Till seven at night. To make society
The sweeter welcome, we will keep ourself
Till suppertime alone. While^9 then, God be with you!
[Exit Lords and all but Macbeth and a Servant.]
Sirrah,^10 a word with you: attend those men
Our pleasure?
Attendant. They are, my lord, without the palace gate.
Macbeth. Bring them before us. [Exit Servant.]- Sennet trumpet call.
- all-thing altogether.
- solemn ceremonious.
15
20- grave and prosperous weighty
and profitable. - Go not... better unless 25
my horse goes faster than I
expect.
30- invention lies.
- cause... jointly matters of 35
state demanding our joint
attention.
40- While until.
- Sirrah common address to an
inferior. 45
298 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PASTLIT17_SE12_U03_A3_WC.indd 298 3/14/16 1:11 AMTEACHING
Identify Dramatic Irony
Students may have marked Scene i, lines
20−29 during their first read. Use these lines
to help students understand Shakespeare’s
use of dramatic irony. 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 details in
this exchange between Macbeth and Banquo
that contains information that only Macbeth
and the readers know, 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 attitude
and Banquo’s words, and accept student
responses.
Possible response: These details imply that
Banquo thinks Macbeth truly wants him to come
to the banquet and that Banquo will be able
to go when he returns “tomorrow,” when in
reality, Macbeth has set him up to be killed.
CONCLuDE: Help students to formulate
conclusions about the importance of these
details. Ask students why the author might
have included these details, and accept
student responses.
Possible response: The author uses this
interchange between the men to heighten
the reader’s interest and anticipation of things
to come.
Remind students that dramatic irony is a
form of irony that exists when the reader or
audience knows or understands something
that a character or speaker does not. Often,
there is a discrepancy between what a
character or speaker actually says and what
the reader or audience knows to be true.
Because a character’s words or actions are
clear to the audience but not to the other
characters, there may be a huge difference
between what happens in one scene and
what will follow. Dramatic irony builds interest
as the reader or audience become curious to
see what happens next, often hoping that
circumstances might change and a perceived
outcome will be different. As a literary
device, dramatic irony effectively enhances,
emphasizes, and expresses emotions.CLOSER LOOK
PersonalIze for learnIng
English Language support
Clarify Vocabulary Make certain that students
understand the definitions of new vocabulary. For
example, the definition of solemn (Scene i, line
14) is “ceremonious” and grave and prosperous
(Scene i, line 21) are defined as “weighty and
profitable.” The words used in the definitions may
also be new and unfamiliar to English learners.Pronounce the words, and make sure students
understand them in the play’s context. Note that
students may recognize the roots in the words
ceremony, weight, and profit. Guide them to use
this understanding, along with context, to help
them figure out the meaning of the new words.
ALL LEVELS298 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST
LIT17_TE12_U03_A3_WC.indd 298 4/9/16 12:09 PM