Something wicked this way
comes
Year level: 10
Unit of work contributed by Monica Hilse, Tennant Creek High School, NT
The witches, 1863. Copyright Photolibrary.
About the unit
Unit description
This unit of work is designed to teach Shakespeare’s Macbeth in a multi-level ESL classroom.
The unit is based on the assumption that ESL students can successfully engage with
Shakespeare’s Macbeth, and that Shakespeare is not ‘too hard’ for ESL students.
The universal themes in Shakespeare’s plays appeal to students from all cultures, and studying
Shakespeare allows ESL students to learn more about vocabulary, poetry and history. The
magic and drama of Macbeth can inspire students to continue learning, reading and engaging
with theatre throughout their lives. This unit embraces Indigenous languages and cultures, and
provides opportunities for reinterpreting Macbeth using local languages and stories.
Knowledge, understandings, skills, values
Students learn about the language, plot, characters and themes of Macbeth.
Students develop skills in creative writing and performing.
Students develop self-confidence through participation in drama activities.
Students use technology and multimedia for creative expression.
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Something wicked this way comes by Monica Hilse, Tennant Creek High School, NT
1
Focus questions
How should we judge modern reinterpretations of Macbeth? Is it possible to preserve the
essence of the text when reinterpreting it in different contexts?
Is Shakespeare making a comment about human nature in Macbeth? If so, what is he
saying? What are the values and morals promoted by Shakespeare in this play?
What are the qualities of a good leader?
Resources
Internet sites
Shakespearean insulter: http://www.pangloss.com (select ‘Insult Me’)
Shakespeare insult kit: http://www.pangloss.com/seidel/shake_rule.html
Wikispaces: http://www.wikispaces.com
This website can be used to create collaborative workspaces for classes.
Flickr: http://www.flickr.com
Flickr contains a large collection of images, many available for creative commons use.
No fear Shakespeare: http://nfs.sparknotes.com
Bell Shakespeare’s ‘Make a scene’ competition website:
http://makeascenecompetition.com.au
Bell Shakespeare links to education resources: http://www.bellshakespeare.com.au (select
‘Learning’ then ‘Resources’)
Macbeth rap video (‘Sound and fury’): http://www.flocabulary.com (select 'Free songs &
videos)
Software
Animation and multimedia software
Adobe Flash: http://www.adobe.com.au (select ‘Get Adobe Flash Player’)
Adobe Flash allows students to create sophisticated animations and interactive games.
Apple iMovie: http://www.apple.com (type ‘iMovie’ in search engine)
This program comes pre-installed on Macintosh computers and is an intuitive and easy way
to learn about film editing. iMovie allows students to create sophisticated films with a wide
range of special effects.
Microsoft Photo Story 3 for Windows: http://www.microsoft.com (type ‘Photo Story 3’ in
search engine)
Photo Story can be used to create exciting slideshows with text, backing music and
interesting transitions.
Windows Movie Maker 2.1: http://www.microsoft.com (type ‘Movie Maker 2.1’ in search
engine)
Scratch (MIT): http://scratch.mit.edu
Scratch can be used to create two-dimensional animation and interactive stories and
games. It is ideal for ESL students who are just beginning with programming and animation.
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Alice (Carnegie Mellon University): http://www.alice.org
Alice can be used to create three-dimensional animations and interactive games, and it is
ideal for students with some prior exposure to animation and programming. Guides to using
Alice can be found at:
Richard G Baldwin programming tutorials: http://www.dickbaldwin.com
Learning to program with Alice: http://www.aliceprogramming.net
Photo editing software
Paint.net: http://www.paint.net
Tutorials in using Paint.net can be found at: http://paintdotnet.forumer.com
Adobe Photoshop: http://www.adobe.com
Tutorials in using Photoshop can be found at: http://www.swinburne.edu.au (select
‘Faculties and TAFE’, ‘Faculty of Design’, ‘Online Resources’, ‘Video Tutorials’)
Print
Shakespeare’s Macbeth: the manga edition, W Shakespeare, A Sexton, E Grandt and C
Chow, John Wiley and Sons, 2008
Macbeth, William Shakespeare (your preferred edition)
DVDs
ShakespeaRe-told, Series 1, ‘Episode 2: Macbeth’, written by Peter Moffat, 2005
Shakespeare: the animated tales, Series 1, ‘Episode 3: Macbeth’, written by Leon Garfield,
1992
Macbeth, directed by Roman Polanski, 1971
Doctor Who, Series 3, ‘Episode 2: the Shakespeare code’, directed by Charles Palmer,
2007
Attached printable resources
The following teacher-created learning resources referred to in the unit of work are
available for you to modify, print and use in your own teaching and learning context:
Shakespeare’s insults
Plot jumble
Who’s who?
Witches’ brew
Fill in the gaps
Moved synopsis
Potion recipe
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Something wicked this way comes by Monica Hilse, Tennant Creek High School, NT
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Teaching the unit
Setting the scene
Resources
Shakespearean insulter: http://www.pangloss.com (select ‘Insult Me’)
Shakespeare insult kit: http://www.pangloss.com/seidel/shake_rule.html
Shakespeare: the animated tales, Season 1, ‘Episode 3: Macbeth’, written by Leon Garfield,
1992
Macbeth, directed by Roman Polanski, 1971
Shakespeare’s insults (page 10)
Moved synopsis (page 15)
Plot jumble (page 11)
Who’s who? (page 12)
Teaching and learning activities
Shakespeare’s insults
As a class, look at the Shakespearean insulter: http://www.pangloss.com (select ‘Insult Me’)
Hand out Shakespeare’s insults (page 10) and a printout of the Shakespeare insult kit
available from http://www.pangloss.com/seidel/shake_rule.html.
Have students select their ten favourite words from each column in the kit and write them on the
blank cards (column 1, white; column 2, green; and column 3, purple). Combine one card of
each colour to make new Shakespearean insults.
Place students into small groups and ask each group to select their favourite insult and create
three gestures to match that insult (one for each word). Then ask each group to ‘insult’ another
group using the words and gestures, and ask the group on the receiving end to respond. This
activity is an excellent ice-breaker that can be used at the beginning of a lesson.
An introduction to Macbeth
Introduce the students to the plot of Macbeth with a ‘moved synopsis’. Create a moved
synopsis for your class following the guidelines (page 15).
Read out your moved synopsis to the class. As you read it out, have various students act out
the story and say the quotes. Students can volunteer to play certain roles or can be directed by
you to take on various characters. Simple props such as hats can be used to distinguish the
various characters.
~
View and discuss the BBC’s animated version of Macbeth. This version of Macbeth gives a
simple overview of the story.
Hand out Plot jumble (page 11). Cut out the strips and see if students can remember the
story well enough to place the plot pieces into the correct order.
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Something wicked this way comes by Monica Hilse, Tennant Creek High School, NT
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View and discuss Polanski’s Macbeth (1971). Polanski’s Macbeth is suitable for older students
(year 10) as it is rated ‘M’. Polanski’s version stays close to Shakespeare’s original text.
Hand out Who’s who? (page 12). Students match up the characters on the right to their
descriptions on the left.
Extension activities
Students write their own summary of the Macbeth plot in the form of a comic strip, rap or poem.
Assessment
Assess each student’s participation (speaking and listening) during class discussions.
Investigating
Resources
Macbeth by William Shakespeare
Witches’ brew (page 13)
Potion recipe (page 17)
Fill in the gaps (page 14)
Teaching and learning activities
The witches’ cauldron: Act 4, scene 1
In small groups, students practise reading and performing Macbeth Act 4, scene 1 (witches’
cauldron scene).
Hand out the Witches’ brew worksheet (page 13) and ask students to match the
ingredients with their modern translations.
Discuss the use of the rhythm in this scene. Unlike much of Shakespeare’s work, Act 5, scene 1
from Macbeth is not in iambic pentameter.
Discuss the use of rhyme in this scene and how it differs to the rest of the play. Discuss why
Shakespeare made these artistic decisions. Perhaps it was to make the words sound magical
and frightening, or to depict the social status of the witches?
Hand out the Fill in the gaps worksheet (page14). Ask students to place the correct word
into each gap in the scene.
Reinterpreting the passage
Hand out the Potion recipe (page 17). Ask students to highlight the animal ingredients in
pink, the human ingredients in blue, and the plant ingredients in green.
Working in small groups, ask students to re-name these ingredients using words from various
languages to create their own chant (eg Standard Australian English, Indigenous languages,
etc). Students should be careful to preserve the structure of the chant in terms of rhythm and
rhyme. After rewriting their own passage, students can perform their chant to the class.
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Extension activities
In small groups, have students create a number of tableaux of Act 5, scene 1. Photograph the
tableaux to create a digital story.
Assessment
Assess students’ re-creations of the witches’ chant.
Assess each student’s participation (speaking and listening) during class discussions.
Bringing it all together
Resources
ShakespeaRe-told, Series 1, ‘Episode 2: Macbeth’, written by Peter Moffat, 2005
Shakespeare’s Macbeth: the manga edition, W Shakespeare, A Sexton, E Grandt and C
Chow, John Wiley and Sons, 2008
Doctor Who, Series 3, ‘Episode 2: the Shakespeare code’, directed by Charles Palmer,
2007
Macbeth rap video (‘Sound and fury’): http://www.flocabulary.com (select 'Free songs &
videos')
Teaching and learning activities
Macbeth in our time
View and discuss ShakespeaRe-told, Series 1, ‘Episode 2: Macbeth’ on DVD. This
reinterpretation of Macbeth is set in a restaurant in contemporary London. Duncan is a celebrity
chef and Macbeth is his talented prodigy who does all the work.
~
Read and discuss excerpts from Shakespeare’s Macbeth: the manga edition. This manga
version of Macbeth retells the story in a modern manga comic book format.
~
Discuss the idea of re-telling Macbeth in different contexts and how we should judge modern
reinterpretations. Is it possible to maintain the essence of the play when it is placed in a different
setting and era, and uses contemporary dialogue?
View and discuss:
Doctor Who, Series 3, ‘Episode 2: the Shakespeare code’
Macbeth rap video (‘Sound and fury’)
Assessment
Have students write a short essay about the viability and validity of the various reinterpretations
of Macbeth they’ve watched in class.
Assess each student’s participation (speaking and listening) during class discussions.
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Something wicked this way comes by Monica Hilse, Tennant Creek High School, NT
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Communicating
Resources
Wikispaces: http://www.wikispaces.com
Flickr: http://www.flickr.com
Bell Shakespeare’s ‘Make a scene’ competition website:
http://makeascenecompetition.com.au
Animation and multimedia software (listed on pages 2–3)
Photo editing software (listed on page 3)
Teaching and learning activities
Images for interpreting
Discuss the various themes of Macbeth, such as trust, greed, jealousy, betrayal, evil, power,
order and disorder, appearance and reality, violence, conscience and manhood.
Students choose a theme that they would like to explore and select an image that represents
their theme from http://www.flickr.com.
Make sure that students choose images that are available in the ‘creative commons’, which
means that the artist has given permission for the images to be used and/or modified. This is
done by selecting ‘advanced search’ and then selecting ‘only search within creative commons
licensed content’.
~
Set up a class wikispace, a collaborative website where all class members can add items and
edit the site as well as engage in discussions. Wikispaces are free and easy to use. There are
many resources available for learning about wikispaces at: http://www.wikispaces.com.
Each student uploads their chosen image to the class wikispace, and writes about why they
chose it and how it relates to Macbeth.
Students can also comment on other students’ photos and discuss Macbeth in the ‘discussions’
section of the wikispace.
Make a scene
Students create original entries for the Bell Shakespeare’s ‘Make a scene’ competition. Begin
by viewing and discussing previous student entries/winners in the ‘Gallery’ section of the ‘Make
a scene’ website: http://makeascenecompetition.com.au
Students interpret a quote from Macbeth and create one of the following.
Animation (max 30 seconds)
Using a software program listed on page 2, students create a storyboard first then create an
animation. Any music used in the project must be original.
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Something wicked this way comes by Monica Hilse, Tennant Creek High School, NT
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Digital story (max 30 seconds)
Using photo editing software listed on page 3, students create a storyboard and then a
digital story. Students can take digital photos and edit them with Photoshop or Paint.net.
They can add a wide range of special effects to the photos, including text, speech bubbles
and image manipulation.
The digital photos can be collated into a digital story using the Photo Story 3 software.
Photo Story 3 allows students to add text, transitions between photos and a backing
soundtrack. Any music used in the project must be original.
Short film (max 30 seconds)
Using Windows Movie Maker or iMovie, students make a storyboard then create a short
film. Students can shoot video footage (the more footage the better) and edit it in either
Windows Movie Maker or iMovie.
Image
Students respond to the quote with an original artwork – a painting, drawing, sculpture, etc.
Students take a digital photo of the image.
Students also have the option of writing an original song, music piece, spoken word piece,
rap song or poem for the competition. This needs to be recorded digitally.
Assessment
Assess the final piece of work students submit to the Bell Shakespeare’s ‘Make a scene’
competition.
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Writer: Monica Hilse
The material in this unit of work may contain links to internet sites maintained by entities not
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While the material in this unit of work is not remunerable under Part VB of the Copyright Act
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your responsibility to read and comply with any copyright information, notices or conditions of
use which apply to a Site.
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Shakespeare’s insults
Select your ten favourite words from each column in the Shakespeare insult kit and write them
on the blank cards (column 1, white; column 2, green; and column 3, purple). Combine one card
of each colour to make new Shakespearean insults.
Thou
Thou
Thou
Thou
Thou
Thou
Thou
Thou
Thou
Thou
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Plot jumble
Name
Class
Date
Rearrange the following plot pieces from Shakespeare's Macbeth into the correct order.
Worried about his future, Macbeth goes back to the witches to find out what his fate
will be. They tell him that Macduff is a threat to him but also that no man born of a
woman can harm him and that he will ‘never vanquish’d be until Great Birnam
Wood to high Dunsinane Hill shall come against him’.
Excited about the prediction, Macbeth tells his wife. They both know Duncan is already king but
Lady Macbeth reckons Macbeth should kill Duncan so he can be king. She tells him to kill
Duncan when he is asleep: ‘Look like the innocent flower, but be the serpent under it’.
Macbeth holds a banquet now that he is a powerful king with no enemies. At the banquet he
sees Banquo’s ghost. He orders the ghost to leave: ‘Avant and quit my sight’.
Macbeth is now king but is feeling very guilty. Macbeth decides the way to alleviate his guilt is
to get rid of anyone who might be a threat to him. That person is Banquo. Macbeth instructs
three murderers to kill Banquo and his son, Fleance. Banquo cries, ‘O treachery!’ Fleance
manages to escape.
Macduff challenges Macbeth to a sword fight. Macbeth, still a great
soldier and fearing no man, accepts the challenge: ‘Lay on Macduff!’
Macduff wins. Macbeth is killed. Order is restored to Scotland.
Duncan’s son, Malcolm, is crowned king, ‘Hail, King of Scotland!’
Macbeth, a soldier, is returning from war with his friend Banquo when they are greeted by three
witches. The witches predict an excellent future for Macbeth, saying ‘All hail Macbeth, that shalt
be king hereafter’.
As the witches predicted, Birnam Wood comes to Dunsinane. Malcolm has ordered his soldiers
to disguise themselves with branches, making it look like Birnam Wood is moving closer to
Macbeth’s castle in Dunsinane.
Lady Macbeth is now feeling pretty guilty too. She has started to sleepwalk in the castle and
she rubs her hands together constantly as though she is washing them. She keeps saying,
‘Out, out damned spot’.
Macbeth orders the murder of Macduff’s family. In England, Macduff joins forces with Duncan’s
son Malcolm to fight Macbeth.
Macbeth decides to take his wife’s advice and has hallucinations
about the murder weapon: ‘Is this a dagger I see before me?’
Macbeth kills the sleeping Duncan. When it is known that Duncan is
dead, people around the castle cry, ‘Horror, horror, horror’.
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Who’s who?
The cast of Shakespeare's Macbeth
Name
Class
Date
Match each character from Macbeth to the description on the left
Description
Character
Thane of Glamis and Cawdor. Tempted by prophesies to murder.
Is crowned King of Scotland
Banquo
Macbeth’s wife. Urges her husband to kill Duncan and seize the crown.
The three
witches
Soldier whose children, according to the witches, will be Scottish kings.
His ghost haunts Macbeth.
Malcolm
The good King of Scotland who is murdered by Macbeth.
Macduff
Banquo’s son. He survives Macbeth’s attempt to murder him.
Duncan
The son of Duncan, who joins forces with Macduff against Macbeth and
is crowned King of Scotland.
Donalbain
Duncan’s son and Malcolm’s younger brother. Flees to Ireland after his
father’s murder.
Macbeth
A Scottish nobleman who is suspicious of Macbeth from the start. Leads
the crusade to unseat Macbeth.
Lady
Macduff
Servants of Hecate, whose prophesies lead Macbeth to murder.
Lady
Macbeth
Macduff’s wife. Her and her children’s murders are organised by
Macbeth.
Fleance
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Witches’ brew in Shakespeare’s Macbeth
Name
Class
Date
Match the ingredients from the witches’ brew in Act 4, scene 1 to their modern translations.
Original ingredient
Modern translation
Brinded cat
Twigs of yew broken off during
a lunar eclipse
Hedge-pig
Goat’s bile
Finger of birth-strangled babe
Gullet and stomach of a hungry shark
Slips of yew slivered in the
moon’s eclipse
Hedgehog
Tartar’s lips
Stinger of a burrowing worm
Blind-worm’s sting
Swamp snake
Adder’s fork
Bat’s fur
Wool of bat
Witches’ mummified flesh
Fenny snake
Forked tongue of a poisonous snake
Witches’ mummy
A tiger’s entrails
Tiger’s chaudron
Lips of a person from Siberia
Maw and gulf of the ravined salt-sea
shark
Tabby cat
Gall of goat
Finger of a dead baby strangled at birth
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Fill in the gaps
Name
Class
Date
Fill in the gaps in the witches’ chant from Act 4, scene 1 of Macbeth by William Shakespeare
with words from the word-bank.
First witch:
Thrice the brinded ______ hath mewed.
Second witch:
Thrice, and once the hedge-_______ whined.
Third witch:
Harpier cries, ‘’Tis time, ’tis time’.
First witch:
Round about the cauldron go,
In the poisoned _______ throw.
_______, that under cold stone
Days and nights has thirty-one
Sweltered _______ sleeping got,
Boil thou first i’ th’ charmed pot.
All:
Second witch:
Word-bank
lips
finger
baboon
dog
lizard
Double, double toil and trouble,
Fire burn, and cauldron bubble.
snake
Fillet of a fenny _______,
In the cauldron boil and bake.
Eye of _______ and toe of ______,
Wool of ______ and tongue of ______,
Adder’s fork and blind-worm’s sting,
_______’s leg and ______’s wing,
For a charm of powerful trouble,
Like a hell-broth boil and bubble.
entrails
cat
toad
venom
newt
yew
frog
All:
Third witch:
Double, double toil and trouble,
Fire burn and cauldron bubble.
Scale of ______, tooth of wolf,
______’ mummy, maw and gulf
Of the ravined salt-sea _______,
Root of _______ digged i’ th’ dark,
Liver of blaspheming Jew,
Gall of _______ and slips of ______
Slivered in the moon’s eclipse,
Nose of Turk and Tartar’s ______,
_______ of birth-strangled babe
Ditch-delivered by a drab,
Make the gruel thick and slab.
Add thereto a _______’s chaudron,
For the ingredients of our cauldron.
All:
Double, double toil and trouble,
Fire burn and cauldron bubble.
Second witch:
Cool it with a _______’s blood,
Then the charm is firm and good.
bat
owlet
dragon
tiger
pig
witches
shark
hemlock
goat
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Something wicked this way comes by Monica Hilse, Tennant Creek High School, NT
14
Moved synopsis
Introduction
The term ‘moved synopsis’ has been developed
by Bell Shakespeare to describe an interactive
storytelling activity in which students act out a
short synopsis of the play.
We encourage teachers to write their own script for this exercise and where possible include
elements relevant to the particular group of students.
Warwick University drama educator Jonathon Neelands calls this approach the ‘Shakespeare
whoosh’.
The point of the ‘moved synopsis’ or ‘Shakespeare whoosh’ activity is twofold:
1. students start to interact by participating in a safe and entertaining activity
2. through participation, students learn the story of the play.
Creating your script
The Bell Shakespeare website contains resources in which you may find short synopses of
most of Shakespeare’s plays. These can be adapted into a script for a moved synopsis.
Alternatively you can do an internet search of the synopsis or work from a published copy of the
play.
The key to the moved synopsis is to work at the level of interaction that encourages and
enthuses your students about the story. What will drive them to want to know what happens
next?
Cue cards can be used for a few words or a short line of dialogue for the students to read out at
the relevant point in the narrative. We have found that students who are confident readers but
not necessarily confident actors will engage with simple actions while reading a line of script
from a cue card held in front of them. Reluctant readers might be more comfortable without cue
cards, or with one- or two-word cue cards.
Your script should be in short sections for each scene or section of a scene that contains
important action and dialogue.
So how do you do it?
With your narrative script of the story in hand, invite your students to form a circle with you.
Invite students to come into the circle to be the characters as they appear in the narrative. With
a play such as The tempest, you might invite students into the circle to create the boat. For A
midsummer night’s dream students might create the forest of trees and the sounds of the forest
at night.
© 2010 Bell Shakespeare
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Example
A midsummer night’s dream by William Shakespeare
We (everyone in the circle) are in Athens and the duke (select a student who comes into the
circle and poses like a duke) called Theseus is preparing for his marriage to Hippolyta (select
another student), who is queen of the Amazons.
This will be accompanied by a four-day festival of pomp and entertainment. Theseus calls his
mster of the revels,(select another student) Philostrate, to find suitable amusements for the
occasion (encourage other students to mime the actions of various acts) – a juggler, dancing
girls, circus acrobats, opera singers.
An Athenian nobleman (select another student) called Egeus marches into Theseus’ court with
his daughter, (select another student) Hermia, and two young men, (select another two
students) Demetrius and Lysander.
(As you read the next section, encourage the students to act out what you say about their
character)
Egeus wants his daughter Hermia to marry Demetrius. Demetrius loves Hermia, but Hermia
is in love with the other guy, Lysander, and she refuses to marry Demetrius. Egeus asks for
Theseus to allow the full penalty of law to fall on Hermia’s head if she disobeys him. Theseus
gives Hermia until his wedding to consider her options, warning her that disobeying her father’s
wishes could result in her being sent to a convent or even executed.
(Exit all but Lysander and Hermia) Hermia and Lysander plan to escape Athens the following
night and marry in the house of Lysander’s aunt, a long way from Athens.
Enter Hermia’s friend, Helena (select another student). Hermia and Lysander tell Helena of
their intention to elope. (Exit Hermia and Lysander)
Helena has always been in love with Demetrius (recall student playing Demetrius), and still
loves him even though he dissed her once he met Hermia. Helena tells Demetrius of Hermia
and Lysander’s plan, hoping that she will win him back. Time passes and it is evening.
Demetrius stalks into the woods after his intended bride and her lover; Helena follows behind
him.
© 2010 Bell Shakespeare
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Something wicked this way comes by Monica Hilse, Tennant Creek High School, NT
16
Potion recipe
Name
Class
1.
Highlight all ingredients that come from animals in pink, ingredients from humans in blue and plant ingredients in green.
2.
Rename these ingredients using modern English or an Indigenous language.
3.
Perform your new potion recipe to the class.
Date
Act 4, scene 1of Macbeth by William Shakespeare
First witch:
Thrice the brinded cat hath mewed.
Second witch:
Thrice, and once the hedge-pig whined.
Third witch:
Harpier cries, ‘’Tis time, ’tis time.’
First witch:
Round about the cauldron go,
In the poisoned entrails throw.
Toad, that under cold stone
Days and nights has thirty-one
Sweltered venom sleeping got,
Boil thou first i’ th’ charmed pot.
All:
Double, double toil and trouble,
Fire burn, and cauldron bubble.
Second witch:
Fillet of a fenny snake,
In the cauldron boil and bake.
Eye of newt and toe of frog,
Wool of bat and tongue of dog,
Adder’s fork and blind-worm’s sting,
Lizard’s leg and owlet’s wing,
For a charm of powerful trouble,
Like a hell-broth boil and bubble.
All:
Double, double toil and trouble,
Fire burn and cauldron bubble.
Third witch:
Scale of dragon, tooth of wolf,
Witches’ mummy, maw and gulf
Of the ravined 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,
Finger of birth-strangled babe
Ditch-delivered by a drab,
Make the gruel thick and slab.
Add thereto a tiger’s chaudron,
For the ingredients of our cauldron.
All:
Double, double toil and trouble,
Fire burn and cauldron bubble.
Second witch:
Cool it with a baboon’s blood,
Then the charm is firm and good.
© Education Services Australia Ltd, 2010, except where indicated otherwise
Something wicked this way comes by Monica Hilse, Tennant Creek High School, NT
17