© Pearson Education, Inc., or its affiliates. All rights reserved.Fire burn and caldron bubble.
Second Witch. Fillet of a fenny snake,
In the caldron boil and bake;
Eye of newt and toe of frog,
Wool of bat and tongue of dog,
Adder’s fork^5 and blindworm’s^6 sting,
Lizard’s leg and howlet’s^7 wing,
For a charm of pow’rful trouble,
Like a hell-broth boil and bubble.
All. Double, double, toil and trouble;
Fire burn and caldron bubble.
Third Witch. Scale of dragon, tooth of wolf,
Witch’s mummy, maw and gulf 8
Of the ravined^9 salt-sea shark,
Root of hemlock digged i’ th’ dark,
Liver of blaspheming Jew.
Gall of goat, and slips of yew
Slivered in the moon’s eclipse.
Nose of Turk and Tartar’s lips,^10
Finger of birth-strangled babe
Ditch-delivered by a drab,
Make the gruel thick and slab:^11
Add thereto a tiger’s chaudron,^12
For th’ ingredience of our caldron.
All. Double, double, toil and trouble;
Fire burn and caldron bubble.
Second Witch. Cool it with a baboon’s blood,
Then the charm is firm and good.
[Enter Hecate.]Hecate. O, well done! I commend your pains;
And every one shall share i’ th’ gains:
And now about the caldron sing,
Like elves and fairies in a ring,
Enchanting all that you put in.
[Music and a song: “Black Spirits,” etc. Exit Hecate.]Second Witch. By the pricking of my thumbs,
Something wicked this way comes:
Open, locks,
Whoever knocks!
[Enter Macbeth.]Macbeth. How now, you secret, black, and midnight hags!
What is ’t you do?15- fork forked tongue.
- blindworm’s small,
limbless lizard’s. - howlet’s small owl’s.
20 - maw and gulf stomach
and gullet. - ravined ravenous. 25
- blaspheming Jew... Tartar’s
lips For many in Shakespeare’s
audience, the words Jew, Turk,
and Tartar evoked stereotypical
enemies of Christianity. - slab sticky.
- chaudron (SHOH druhn)
entrails.
3035CLOSE READ
ANNOTATE: Mark the repeating
lines in the witches’ speeches,
lines 10–36.
QUESTION: Why does
Shakespeare have the witches
repeat these verses?
CONCLUDE: How does this
repetition emphasize the idea
that the witches are using
language to cast spells?4045NOTES316 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PASTLIT17_SE12_U03_A4C_WC.indd Page 316 9/12/19 12:07 AM f-0242new /146/PE02971_SC/Backlist_Reprint_Requests/NA/SE/SCIENCE/XXXXXXXXXX/Layout/Interio ...TEACHING
CLOSE READ
Remind students to focus on Shakespeare’s use of
sensory details. You may wish to model the Close
Read using the following think-aloud format.
Possible responses to questions on the student
page are included. You may also want to print
copies of the Close-Read Guide: Fiction for
students to use.
ANNOTATE: As I read the witches speeches,
I notice the following repeatlng lines: Double,
double, toil and trouble; Fire burn and caldron
bubble.
QUESTION: The repetition shows that he
wanted to call special attention to this couplet
and make the audience think about those
two lines.CONCLUDE: I think the effect of these lines is
to emphasize their impact as an almost hypnotic
chant that forecasts the “trouble” that is about
to happen.Personalize for learning
Strategic Support
Charting Images Review the witches’ chants
in Scene i, lines 4–36. Create a simple chart to
help students characterize the sensory details/
images in the witches’ chants. Have students
complete the chart and discuss their findings.
Help them see these details reinforce the idea
that the witches are evil by connecting them
with images that Shakespeare’s audience
associated with fear, evil, and damnation.Details/images
related toExamples Associations for
Shakespeare’s
audience
animalsweeds/potions
ethnic groupsother316 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST
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