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All hail Macbeth
Scene 1
Witch 1: When shall we three meet again?
In thunder, lightning and rain?
Witch 2: When the Hurly-burly’s done,
When the battle’s lost and won.
Witch 3: That will be ere the set of sun.
Witch 1: Where the place?
Witch 2: Upon the heath.
Witch 3: There to meet with Macbeth.
All:
Her husband’s to Aleppo gone,
Master o’ th’ Tiger;
Fair is foul and foul is fair,
Hover through the fog and filthy
air.
But in a sieve I’ll thither sail,
And like a rat without a tail
Scene 2
I’ll do, I’ll do, and I’ll do.
Witch 1: Where has thou been sister?
Witch 2: I’ll give thee a wind.
Witch 2: Killing swine.
Witch 1: Th’ art kind.
Witch 3: Sister, where thou?
Witch 1: A sailor’s wife had chestnuts in
her lap,
And muncht, and muncht, and
muncht. ‘Give me,’ quoth I.
‘Aroint thee, Witch’ the rump fed
ronyon cries.
Witch 3: And I another.
Witch 1: I myself have all the other;
I’ll drain him dry as hay;
Sleep shall neither night nor day
Hang upon his pent-house lid;
He shall live a man forbid;
Weary sev’n nights nine
times nine
Shall he dwindle, peak and pine;
Though his bark cannot be lost,
Yet it shall be tempest-tost.
Look what I have.
Witch 2: Shew me, shew me!
Witch 1: Here I have a pilot’s thumb,
Wracked as homeward he
did come.
Witch 3: A drum, a drum; Macbeth
doth come.
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All Hail Macbeth
All:
The weird sisters hand in hand,
Posters of the sea and land,
Thus do go: about, about,
Thrice to thine, and thrice
to mine,
And thrice again, to make
up nine.
Peace! the charm’s wound up.
me.
Witch 1: Hail!
Witch 2: Hail!
Witch 3: Hail!
Witch 1: Lesser than Macbeth, and
greater.
Enter Banquo and Macbeth
Witch 2: Not so happy, yet much happier.
Macbeth: So foul and fair a day I have not
seen.
Witch 3: Thou shalt get kings, though
thou be none.
So all hail, Macbeth and Banquo!
Banquo: What are these, So wither’d, and
so wild in their attire?
Macbeth: Speak, if you can: What are you?
Witch 1: All hail, Macbeth, hail to thee,
Thane of Glamis!
Witch 1: All hail, Macbeth, hail to thee,
Thane of Cawdor!
Witch 3: All hail, Macbeth that shalt be
King hereafter!
Banquo: Good sir, why do you start, and
seem to fear
Things that do sound so fair?
To me you speak not.
If you can look into the seeds
of time,
And say which grain will grow,
and which will not,
Speak then to
Macbeth: Stay you imperfect speakers, tell
me more!
Witch 1: Banquo and Macbeth! Hail!
Banquo: The earth hath bubbles, as
water has,
And these are of them. Whither
are they vanish’d?
Macbeth: Into the air; and what
seem’d corporal
Melted, as breath into the wind.
Banquo: Were such things here as we do
speak about?
Macbeth: Your children shall be kings.
Banquo: You shall be King.
by William Shakespeare
from Macbeth
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Teaching notes for
All Hail Macbeth
Text form: Non-naturalistic poetic drama
Medium: Book
Field:
Three witches make a prediction about
the king
Tenor:
Varied tenor between characters in
dialogue
Mode:
Written to spoken
OTHER
INTRODUCING
THE UNIT
This excerpt is from a play written many years ago. For
the Elizabethans going to the theatre was as normal as
watching soapies on television is for us today. Because
the plays used witches, battles and masked balls—and
because there was no technology to recreate these as
there is in film today—the plays were non-naturalistic.
TALK ABOUT IT!
This play is set in Scotland at the time of the civil war.
Initially Macbeth is one of the nobles of Thane, as is Banquo.
Ask students to think about how the prophecy of the
witches might alter their loyalty to the king. Explain that in
Elizabethan times people believed in witches as evil powers
able to influence people and cause death and destruction.
These beliefs are considered odd today. Encourage students
to think of the witches they have encountered in stories or
film. Some people consider the witches are a projection of
the evil side of human nature. Help students to explore
differing views of witches and what they represent.
WORD
WATCH
Ask students to identify the antonyms in these scenes, for
example lost/won, fair/foul, and less obvious corporal/breath
and get kings/be none. Encourage students to talk about
why Shakespeare might have included so many opposites in
these scenes. Assist students to find examples of alliteration,
assonance and metaphor in these scenes.
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ACTION
Help students to read the scene aloud in groups, then
help them identify the patterns in the scene. They
should locate where each stage in the action begins and
ends. These moments in the scripts are often referred to
as beats. Each one of these beats will require a new
cartoon picture to establish the change in direction of
the action. There are about twelve beats in this section
of the text so the students should use this as an
indication of how to break the action up into segments.
RESOURCES
Access to research material on Elizabethan theatre.
Draft paper.
LET’S
CARTOON
SET
THE SCENE
Help students read the scene, noticing the references to
wild elements of nature. In Elizabethan times there were
few sound effects so that the actors had to make their
voices and bodies do the work of setting the scene.
Students could explore the term, ‘hurly-burly’.
Challenge them to think what it means in the context
of the play. You may need to explain that a heath is a
desolate landscape where only stunted plants grow.
Explain that ‘ere’ means ‘before’. After looking at
pictures of different kinds of stages, encourage students
to visualise what this scene might look like. Explain that
the designer’s job is to create these pictures through set,
costumes and lighting. Help them to imagine what the
heath and the witches’ costumes might look like.
Encourage students to label their design illustrations and
to justify their decisions by referring back to the scene.
WHAT
HAPPENED NEXT?
Encourage students to keep their scenes short and crisp.
FOLLOW-UP/EXTENSION
• Witch 2 tells the audience that she has been killing
swine since they last met. Have students work with a
partner to recreate the scene that she describes.
Students could then improvise other scenes that the
witches might have been involved in since their last
meeting.
• Students could work in groups to research and write
a report about Elizabethan theatre.
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All Hail Macbeth
Let’s talk about it!
Macbeth is a play about ambition and deceit, and our inability to escape our fate.
At the time in which Shakespeare wrote, people believed in the power of
witches in a way that they do not today. Talk with a group about your view of witches.
Write your ideas in the space below.
Create a character profile of a witch. Think of the distinguishing features and
select emotive words so you can influence the reader to like or dislike her.
NA 4.3 NSW 3.4 Controls and evaluates structures and features of spoken language. Interprets meaning and develops and presents ideas and information in
familiar surroundings.
NA 4.4 NSW 3.2 Interacts in different sized groups using effective communication skills and strategies and listening attentively.
NA 4.9 NSW 3.9 Writes well structured literary and factual texts using challenging topics, ideas and issues for a variety of purposes and audiences.
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All Hail Macbeth
Word watch
All the characters in these scenes make reference to opposites. Read the scenes
and identify some of these antonyms. Write them in the space below. Then talk with a
small group about the ideas that these opposites suggest.
Opposites
What they suggest
Find examples of alliteration, assonance and metaphor in the text.
Alliteration
Assonance
Metaphor
NA 4.6 NSW 3.7 Analyses and explains techniques to position the reader and to interpret experiences differently in texts.
NA 4.11 NSW 3.14 Discusses and evaluates how texts have been constructed to achieve their purpose and shape readers’ and viewers’ understandings using
grammatical features and structures.
NA 4.12a NSW 3.10 Uses a range of strategies to plan, edit and proofread own writing.
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All Hail Macbeth
Cartoon action
In these two scenes the witches show how powerful and vengeful they are.
Recreate the action of these two scenes in a series of cartoon pictures. Use
speech balloons to show what each character is saying in each picture.
NA 4.5 NSW 3.5 Reads an extensive range of texts with fairly complex structures and features, justifying own interpretation of ideas, information and events in the
response to themes and issues.
NA 4.6 NSW 3.7 Analyses and explains techniques to position the reader and to interpret experiences differently in texts.
NA 4.10 NSW 3.13 Evaluates writing in terms of effectiveness of presentation of subject matter and adjusts to focus on context, purpose and audience.
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All Hail Macbeth
Set the scene
In the first scene the witches agree
to meet ‘ere the set of sun’.
Imagine that you are the set designer for
this scene. Talk with a partner about the
stage on which the performance will happen,
what the witches will look like, and anything
else that will be on the stage. You may want to
consider special effects that could be achieved
through lighting or sound. In the space below,
make an illustration showing the stage with the
witches in this scene. Be sure to label your illustration.
NA 4.1 NSW 3.1 Communicates and interacts confidently for a range of purposes and a variety of audiences to express well developed, well organised ideas
dealing with more challenging topics.
NA 4.5 NSW 3.5 Reads an extensive range of texts with fairly complex structures and features, justifying own interpretation of ideas, information and events
in the response to themes and issues.
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All Hail Macbeth
What happened next?
Think about what might happen to both Macbeth and Banquo in the next part
of this play if they meet with the witches again. Would they want to meet
separately or together? What might happen in this scene? Talk about it with a partner.
Now write the next scene in which either Macbeth or Banquo meets with the witches.
Draft the scene on paper and then publish the final version in the space below.
NA 4.1 NSW 3.1 Communicates and interacts confidently for a range of purposes and a variety of audiences to express well developed, well organised ideas
dealing with more challenging topics.
NA 4.7 NSW 3.8 Identifies the structures of different texts and with assistance discusses the grammatical structures and features that shape readersí and
listenersí understanding of texts.
NA 4.11 NSW 3.14 Discusses and evaluates how texts have been constructed to achieve their purpose and shape readers’ and viewers’ understandings using
grammatical features and structures.
NA 4.12a NSW 3.10 Uses a range of strategies to plan, edit and proofread own writing.
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