VIII Model

Mama Baby Care Cambridge School
Final -Term Model – 2024

(ENGLISH LITERATURE NOVEL)
MACBETH
Class VIII
English(Novel)
0
Prepared by: Sir Vithal
Roy
In this Model…
1
Page
Content
No.
1. Final Term Syllabus & Outline (Monthly Bifurcation) 2
2. Day wise Planning January -2024 3
3. Day wise Planning February -2024 3
4. Day wise Planning March-2024 5
5. Day wise Planning April & May- 2024 6
6. Important Terms & Literary Devices 7
NOVEL
7. Introduction to the Author – William Shakespeare 11
8. Introduction to the Play – “The Tragedy of MACBETH” 11
9. SUMMARY 11
10. Main Theme of the Play & Leading Characters 12
11. Characters Map 13
12. Act IV– Scene 1 14
15
13. Act IV – Scene 2 16
14. Act IV – Scene 3 17
15. Act V – Scene 1 18
20. Act V– Scene 6 23
2
POETRY SECTION ( FROM JAN TO APRIL)
22. Introduction to the Poet –By Emily Dickinson 28
23. Poem # 1 – “Because I couldn’t stop for Death”(January) 29
24. Introduction to the Poet – Robert Browning 30
25. Poem # 2 – “ Meeting at Night”(February) 31

26. Introduction to the Poet – “D-H Lawrence” 32
Poem # 3 “ The Snake ” (March)
27. 33
28. Introduction to the Poet –Alfred Tennyson 34
29. Poem # 4 – “ The Beggar Maid ”(April) 35
FINAL TERM SYLLABUS SESSION - 2024
Objectives: Methodology:
DRAMA Upon completion of this term, the ➢ Analyze and explain how text
student will be able to: structures, language features and
“The tragedy of ➢ Communicate accurately, visual features of texts.
appropriately and effectively in ➢ Refine vocabulary choices to
MACBETH”
speech and writing. discriminate between shades of
➢ Enjoy literature and appreciate its meaning.
By William contribution to aesthetic and ➢ use organization patterns, voice
Shakespeare imaginative growth. and language conventions to
➢ Develop sufficient ability for present a point of view on a
Act IV – scene 1-3 reading and understanding of subject, speaking clearly,
Act V – scene 1-8 Shakespeare's plays, poems, and coherently and with effect, using
sonnets. logic, imagery and rhetorical
➢ Analyze verbally and in writing devices to engage students.
POETRY Shakespeare's literary ➢ Familiarize students with the plot
Poem # 1 – development. before reading.
“Because I couldn’t ➢ Compare experiences with themes ➢ Make sure students know who’s
stop for death ” and issues brought up in who at the start.
(January) Shakespeare's plays, poems, and ➢ Group discussion should be
sonnets. encouraged more to enhance
➢ Explore areas of universal human critical thinking and social skills.
Poem # 2 – concern, which will lead to a
“Meeting at Night” better understanding of
(February) themselves and others.
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Class Room Activity: Written Work:
Poem # 3 – ➢ Reading& Class discussion. ➢ Title box
“ The Snake ” ➢ Explanation of the chapter, ➢ Word meaning & Expressions
(March) difficult terms and expressions. ➢ RTCs
➢ Role play ➢ Short &Opinionated question/
➢ Quiz answer
Poem # 4 – ➢ Picture description ➢ Summary writing
“ The Beggar Maid ➢ Character sketching
” (April) ➢ Paraphrasing & Central idea
(poems)
Teaching Aids: Reference:
Book, white board, wall charts, • Book
handouts, multimedia. • Google and Wikipedia
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Syllabus Outline(Monthly Bifurcation) 2024
Week 1 Week 2 Week 3 Week 4
Act IV – Scene -1 Act IV – Scene -2 Act IV – Scene- 3
January Poem # 1
Act V – Scene- 1 Act V – Scene- 2 Act V – Scene-3

February Poem # 2
Act V – Scene-4 Act V – Scene-5 Act V – Scene,6

March Poem # 3
April Act V – Scene -7 Act V – Scene -8 Act V – Scene-8 Poem # 4
- -
May Revision (Drama) Revision (Poem)
DAY WISE PLANNING – JANUARY 2024

1st Class Work Home Work
Week:
Day 1 Shakespeare’s Life and his famous novel “Macbeth” will be Students will be asked, to paste
introduced to the class. Students shall readAct IV, Scene Shakespeare’s picture and make
1teacher will explain the meaning of difficult words and a title page for the novel in their
expressions. notebooks.
Day 2 Act IV Scene 1 RTCs and Short Question/ Answers Summarize, Act, IV Scene,
1Prepare for the role play.
Day 3 Role play; Teacher will make groups and ask students to Opinionated Question.
prepare a little skit from chap 1 or 2 to present Infront of
class. Students should be able to enact and speak up the
dialogues.
2nd Class Work Home Work

Week:
5
Day 1 Act IV, Scene-2Students will read the chapter aloud in Write and learn meaning of the
class.Teacher wills explainthe difficult terms and given terms.
expressions.
Day 2 Discussion- Act IV, scene 2studentswilldo short Give Reference to the context.
question/answers in their copies.
Day 3 After a brain storming session,Students will be asked to Opinionated Q/ A.
summarize Chap 3 in a paragraph.
3rd Class Work Home Work

Week:
Day 1 Students will readAct IV Scene 3explanation of difficult Write and learn meanings of the
terms and expressions. difficult terms.
Day 2 Discussion –Act IV, Scene3students will do short Reference to the
question/answers in their notebooks. context.Character Sketch; “The
Three Witches”
Day 3 After taking a quick class quiz, students will be asked to Give Opinionated Q/A.
summarize Scene 3 in a paragraph.
4th Class Work Home Work

Week:
Day 1 Ask students to make a title page
Introduction to the Poet – Emily Dickinson for Poetry section.
Write/Paste Poem “in the copy.
Day 2 Do Paraphrasing of the poem.
Poem # 1 – “ I couldn’t stop for death ” (January)
Day 3 Discussion about the poem and students will compose a Ask students to Summarize the
Central Idea. (Give a word bank for their help.) poem in 6 to 8 sentences.
DAY WISE PLANNING – FEBRUARY2024

Week:
Day 1 Reading ofActV- Scene, 1+ explanation of difficult words Write and learn difficult words
and expressions. with their meanings.
Day 2 Discussion – Act V-Scene 1+ students will do short Summarize Act IV , Scene 1
question/answers.
Day 3 Reference to the context. Opinionated Question.

Week:
6
Day 1 Reading of Act V , Scene 2+ explanation of difficult Write and learn difficult
words and expressions. words/meanings
Day 2 Act V , Scene 2 + students will do short question/answers Summarize ActV, Scene , 2
in their copies Write character sketch: Lady
Macbeth.
Day 3 Students will do the given RTCs. Do Opinionated question.

Week:
Day 1 Reading of Act V, Scene3 + explanation of difficult words Write and learn difficult words.
and expressions.
Day 2 Act V , Scene 3; Students will do Short Question/ answers Summarize Act V, Scene 3 in a
in copies. paragraph.
Day 3 Reference to the context. Opinionated question

Week:
Day 1 Introduction to the Poet – Robert Browning Ask students to make a title page
for Poetry section.
Write/Paste Poem “in the copy
Day 2 Do Paraphrasing of the poem
Poem # 2 – “ Meeting at Night ” (February)
DAY WISE PLANNING - MARCH 2024

Week:
Day 1 Reading of Act VScene, 4 + explanation of difficult words Write and learn words meanings
and expressions.
Day 2 Discussion–Act V, Scene, 4+ short question/answers. Summarize Act, V Scene, 4

Write Character Sketch: King
Duncan
Day 3 Reference to the context. Opinionated Question.
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Week:
Day 1 Reading of Act V , Scene, 5 + Explanation of difficult Write and learn word meanings.
words and expressions.
Day 2 Discussion –Act V, Scene 5+ students will answer short Summarize Act , VScene, 5 in a
question. paragraph.
Day 3 Reference to the context - Act , V , Scene 5 Opinionated question.

Week:
Day 1 Reading of Act V, Scene6 +explanation of difficult words Write and learn word meanings.
and expressions.
Day 2 Discussion – Act V, Scene 6+ short question / Answers. Summarize Act V , Scene, 6
Day 3 RTCs Opinionated question.

Week:
Day 1 Introduction to the Poet – “ D-H Lawrence ” Ask students to make a title page
for Poetry section.
Day 2 Poem # 3 “ The Snake ” (March) Do Paraphrasing of the poem
DAY WISE PLANNING – APRIL 2024

Week:
Day 1 Reading of Act VScene 7+explanation of difficult words Write and learn word meanings.
and expressions.
Day 2 Discussion- Act VScene7+ students will answer short Summarize chapters Act V,
questions. Scene, 7
Write character sketch: Banquo
Day 3 Reference to the context. Opinionated question.

Week:
8
Day 1 Reading of Act V , Scene 8+ explanation of difficult Write and learn word meanings.
words and Expressions.
Day 2 Discussion – Act V, Scene 8+ students will answer short Summarize chapters Act V,
questions. Scene 8in a paragraph.
Day 3 Reference to the context. Opinionated question.

Week:
Day 1 Reading of Act V, Scene8+ explanation of difficult words Write and learn difficult words
and expressions. /meanings.
Day 2 Reading of Act VScene 8+ students will answer short Summarize chapters Act V,
questions. Scene 8 in a paragraph.
Day 3 Discussion – Act VScene,8; Reference to the context. Give Short Question / Answers
a guide line for the role play to the students. Prepare for the Role play.

Week:
Day 1 Introduction to the Poet –Alfred Tennyson Ask students to make a title page
for Poetry section.
Day 2 Do Paraphrasing of the poem
Poem # 4 – “ The Beggar Maid ”(April)
DAY WISE PLANNING – MAY 2024

1st Week: 2ndWeek:
Day 1 Revision: difficult words and Review Poem 1

expressions – Act IV- Till Three Scene Review Poem 2
H.W: H.W:
Day 2 Revision: Short questions; Act, IV , and Review Poem 3
(till3 Scene) Review Poem 4
H.W: H.W:
Day 3 Revision: RTCs; Act V , and (till 8 Class debate; Topic “Is it good to be ambitious?”
Scene H.W:
H.W:
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Some important terms to understand
1. Drama:
A composition in verse or prose intended to portray life or character or to tell a story usually involving
conflicts and emotions through action and dialogue and typically designed for theatrical performance.
2. Plot:
The main events of a play, novel, film, or similar work, devised and presented by the writer as an interrelated
sequence.
3. Setting:
The place or type of surroundings where something is positioned or where an event takes place.
4. Dialogue:
A conversation between two or more people as a feature of a book, play, or film.
5. Prologue:
A prologue or prologue is an opening to a story that establishes the context and gives background details,
often some earlier story that ties into the main one, and other miscellaneous information. Wikipedia
6. Mythology:
“A collection of myths, especially one belonging to a particular religious or cultural tradition.”
MYTH is a traditional story, especially one concerning the early history of a people or explaining a natural
or social phenomenon, and typically involving supernatural beings or events.
For example, in Macbeth, William Shakespeare uses many allusions, but especially mythological and
biblical ones. In one of the earliest descriptions of Macbeth, Ross describes him as the bridegroom of
Bellona, the Roman goddess of war. The gods Hecate and Neptune, as well as the Roman ruler Tarquin,
are also referenced.
7. Melancholy:
A feeling of pensive sadness, typically with no obvious cause. It’s a type of music that expresses sadness or
dullness of mood.
8. Protagonist:
A protagonist is the main character of a story. The protagonist makes key decisions that affect the plot,
primarily influencing the story and propelling it forward, and is often the character who faces the most
significant obstacles. For example, the character of Macbeth in ‘the tragedy of Macbeth’. Wikipedia
10. Antagonistic:
An antagonist is a character in a story who is presented as the chief foe (enemy or opponent) of the
protagonist. Wikipedia
What are literary devices?

A literary device is a writing technique that writers use to express ideas, convey meaning, and highlight
important themes in a piece of text. A metaphor, for instance, is a famous example of a literary device.
These devices serve a wide range of purposes in literature. Some might work on an intellectual level, while
others have a more emotional effect. They may also work subtly to improve the flow and pacing of your
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writing. No matter what, if you're looking to inject something special into your prose, literary devices are a
great place to start.
Of course, for readers, literary devices can be difficult to identify. But here's a good rule of thumb: if you're
reading a book and you find the author using language or narrative structure in an unusual way, there's
probably a literary device at work. Indeed, some devices show up so frequently, you may not even register
them as you're reading!
1. Allegory:
An allegory is a type of narrative that uses characters and plot to depict abstract ideas and themes. In an
allegorical story, things represent more than they appear to on the surface. Many children's fables, such
as The Tortoise and the Hare, are simple allegories about morality — but allegories can also be dark,
complex, and controversial.
2. Alliteration:
Alliteration describes a series of words in quick succession that all start with the same letter or sound. It
lends a pleasing cadence to prose and Hamlet and the dollar as currency in Macbeth.
3. Dramatic irony:
Is when the readers know more about the situation going on than at least one of the characters involved.
This creates a difference between the ways the audience and the characters perceive unfolding events.
For instance, if we know that one character is having an affair, when that character speaks to their
spouse, we will pick up on the lies and double-meanings of their words, while the spouse may take them
at face value.
Example: In Titanic, the audience knows from the beginning of the movie that the boat will sink. This
creates wry humor when characters remark on the safety of the ship.
4. Euphemism:
A euphemism is an indirect, “polite” way of describing something too inappropriate or awkward to
address directly. However, most people will still understand the truth about what's happening.
Example: When an elderly person is forced to retire, some might say they’re being “put out to pasture.”
5. Exposition:
Exposition is when the narrative provides background information in order to help the reader understand
what’s going on. When used in conjunction with description and dialogue, this literary device provides a
richer understanding of the characters, setting, and events. Be careful, though — too much exposition
will quickly become boring, thus undercutting the emotional impact of your work.
Example: “The Dursley’s had everything they wanted, but they also had a secret, and their greatest fear
was that somebody would discover it.” – Harry Potter and the Sorcerer’s Stone, J.K. Rowling
6. Flashback:
Flashbacks to previous events split up present-day scenes in a story, usually to build suspense toward a
big reveal. Flashbacks are also an interesting way to present exposition for your story, gradually
revealing to the reader what happened in the past.
Example: Every other chapter in the first part of Gone Girl is a flashback, with Amy’s old diary entries
describing her relationship with her husband before she disappeared.
Similar term: foreshadowing
7. Foreshadowing:
Foreshadowing is when the author hints at events yet to come in a story. Similar to flashbacks (and
often used in conjunction with them), this technique is also used to create tension or suspense — giving
readers just enough breadcrumbs to keep them hungry for more.
Example: One popular method of foreshadowing is through partial reveals — the narrator leaves out
key facts to prompt readers’ curiosity. Jeffrey Eugenides does this in The Virgin Suicides: “On the
morning the last Lisbon daughter took her turn at suicide – it was Mary this time, and sleeping pills, like
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Therese, the two paramedics arrived at the house knowing exactly where the knife drawer was, and the
gas oven, and the beam in the basement from which it was possible to tie a rope.”
Similar term: flashback
8. Hyperbole:
Hyperbole is an exaggerated statement that emphasizes the significance of the statement’s actual
meaning. When a friend says, "Oh my god, I haven't seen you in a million years," that's hyperbole.
Example: “At that time Bogotá was a remote, lugubrious city where an insomniac rain had been falling
since the beginning of the 16th century.” — Living to Tell the Tale by Gabriel GarcíaMárquez
9. Imagery:
Imagery appeals to readers’ senses through highly descriptive language. It’s crucial for any writer
hoping to follow the rule of "show, don’t tell," as strong imagery truly paints a picture of the scene at
hand.
Example: “In the hard-packed dirt of the midway, after the glaring lights are out and the people have
gone to bed, you will find a veritable treasure of popcorn fragments, frozen custard dribblings, candied
apples abandoned by tired children, sugar fluff crystals, salted almonds, popsicles, partially gnawed ice
cream cones and wooden sticks of lollipops.” — Charlotte's Web by E.B. White
10. Metaphor:
A metaphor compares two similar things by saying that one of them is the other. As you'd likely expect,
when it comes to literary devices, this one is a heavy hitter. And if a standard metaphor doesn't do the
trick, a writer can always try an extended metaphor: a metaphor that expands on the initial comparison
through more elaborate parallels.
Example: Metaphors are literature’s bread and butter (metaphor intended) — good luck finding a novel
that is free of them. Here’s one from Frances Hardinge’s A Face Like Glass: “Wishes are thorns, he told
himself sharply. They do us no good, just stick into our skin and hurt us.”
Similar term: simile
11. Oxymoron:
An oxymoron comes from two contradictory words that describe one thing. While juxtaposition
contrasts two story elements, oxymorons are about the actual words you are using.
Example: "Parting is such sweet sorrow.” — Romeo and Juliet by Shakespeare. (Find 100 more
examples of oxymorons here.)
Similar terms: juxtaposition, paradox
12. Personification:
Personification uses human traits to describe non-human things. Again, while the aforementioned
anthropomorphism actually applies these traits to non-human things, personification means the behavior
of the thing does not actually change. It's personhood in figurative language only.
Example: “Just before it was dark, as they passed a great island of Sargasso weed that heaved and
swung in the light sea as though the ocean were making love with something under a yellow blanket, his
small line was taken by a dolphin.” — The Old Man and the Sea by Ernest Hemingway
Similar term: anthropomorphism
13. Point of view:
Point of view is, of course, the mode of narration in a story. There are many POVs an author can
choose, and each one will have a different impact on the reading experience.
Example: Second person POV is uncommon because it directly addresses the reader — not an easy
narrative style to pull off. One popular novel that manages to employ this perspective successfully
is Bright Lights, Big City by Jay McInerney: “You are not the kind of guy who would be at a place like
this at this time of the morning. But here you are, and you cannot say that the terrain is entirely
unfamiliar, although the details are fuzzy.”
14. Satire:
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Writers use satire to make fun of some aspect of human nature or society — usually through
exaggeration, ridicule, or irony. There are countless ways to satirize something; most of the time, you
know it when you read it.
Example: The famous adventure novel Gulliver’s Travels by Jonathan Swift is a classic example of
satire, poking fun at “travelers' tales,” the government, and indeed human nature itself.
15. Simile:
A simile draws resemblance between two things by saying “Thing A is like Thing B,” or “Thing A is as
[adjective] as Thing B.” Unlike a metaphor, a similar does not posit that these things are the same, only
that they are alike. As a result, it is probably the most common literary device in writing — you can
almost always recognize a simile through the use of “like” or “as.”
Example: There are two similes in this description from Circe by Madeline Miller: “The ships were
golden and huge as leviathans, their rails carved from ivory and horn. They were towed by grinning
dolphins or else crewed by fifty black-haired nereids, faces silver as moonlight.”
Similar term: metaphor
16. Symbolism:
Authors turn to tangible symbols to represent abstract concepts and ideas in their stories. Symbols
typically derive from objects or non-humans — for instance, a dove might represent peace, or raven
might represent death.
Example: In The Great Gatsby, Fitzgerald uses the eyes of Doctor T.J. Eckleburg (actually a faded
optometrist's billboard) to represent God and his judgment of the Jazz Age.
Similar term: motif
17. Tone:
Tone refers to the overall mood and message of your book. It’s established through a variety of means,
including voice, characterization, symbolism, and themes. Tone sets the feelings you want your readers
to take away from the story.
Example: No matter how serious things get in The Good Place, there is always a chance for a character
to redeem themselves by improving their behavior. The tone remains hopeful for the future of humanity
in the face of overwhelming odds.
18. Monologue:
In theatre, a monologue is a speech presented by a single character, most often to express their thoughts
aloud, though sometimes also to directly address another character or the audience. Monologues are
common across the range of dramatic media, as well as in non-dramatic media such as poetry. Wikipedia
19. Soliloquy:
A soliloquy is a monologue addressed to oneself; thoughts spoken out loud without addressing another.
Soliloquies are used as a device in drama to let a character make their thoughts known to the audience,
address it directly or take it into their confidence. Wikipedia
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Difference between a monologue and
soliloquy:
“A soliloquy is a long speech that a character gives
“A monologue is a long uninterrupted speech to the audience to express their deepest thoughts
that a character gives to another character.” and emotions.”
• Monologue spoken by Sergeant Act 1, • Soliloquy spoken by Sergeant Act 1,

Scene 2: (Pg 2: line 8) Scene 3: (Pg 9: line 127)
“Doubtful it stood; “Two truths are told, As happy prologues to the

As two spent swimmers, that do cling together swelling act of the imperial theme. – I thank
And choke their art. The merciless you, gentlemen. – This supernatural soliciting
Macdonwald. cannot be ill, cannot be good. If ill, why hath it
Worthy to be a rebel, for to that given me earnest of success, commencing in a
The multiplying villanies of nature truth....
Do swarm upon him.from the western isles
Of kerns and gallowglasses is supplied;…”
20. Paradox:
A paradox is a logically self-contradictory statement or a statement that runs contrary to one's expectation.
The witches are saying, fair is foul, and foul is fair means that what is fair to man is foul to the witches, but
what men may see as foul, the witches see as fair. Put simply, the witches are seen as evil, but they see
themselves as good. This paradox also tells the audience those appearances can be deceiving, a main theme
in the play.
NOVEL
By William Shakespeare
William Shakespeare (26 April 1564 – 23 April His early plays were
1616) was an English playwright, poet and actor. primarily comedies and histories and are regarded
He is widely regarded as the greatest writer in the as some of the best works produced in these genres.
English language and the world's greatest He then wrote mainly tragedies until 1608, among
dramatist. He is often called England's national them Hamlet, Romeo and Juliet, Othello, King
poet. His work consist of some 39 plays, 154 Lear, and Macbeth, all considered to be among the
sonnets, three long narrative poems, and a few other finest works in the English language. In the last
verses. His plays have been translated into every phase of his life, he wrote tragicomedies (also
major living language and are performed more often known as romances) and collaborated with other
than those of any other playwright. He remains playwrights.
arguably the most influential writer in the English
language, and his works continue to be studied and
reinterpreted.
Shakespeare was born and raised in Stratford-upon-
Avon, Warwickshire. At the age of 18, he
married Anne Hathaway, with whom he had three
children. Sometime between 1585 and 1592, he
began a successful career in London as an actor,
writer, and part-owner of a playing company called
as the King's Men. At age 49 he appears to have
retired to Stratford, where he died three years later.
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Important Notes
~ The Tragedy of MACBETH ~
An Introduction
Macbeth (full title The Tragedy of Macbeth) is a tragedy by William Shakespeare. It is thought to have been first
performed in 1606. It dramatizes the damaging physical and psychological effects of political ambition on those
who seek power. Of all the plays that Shakespeare wrote during the reign of James I, Macbeth most clearly
reflects his relationship with King James, patron of Shakespeare's acting company. It was first published in
the Folio of 1623, possibly from a prompt book, and it is Shakespeare's shortest tragedy.
The drama revolves around a Villain named Macbeth who is ambitious and brave but because of his thirst for
power, he begins to do evil. He receives a prophecy from three witches that he will become the king of Scotland.
To make this prophecy true, he kills the king of Scotland and many other people who become a threat to his
throne. At the end he faces a downfall.
The play has many elements i.e., temptation, conspiracy, madness, pathos and destruction.
Summary
A brave Scottish general named Macbeth receives a prophecy from a trio of witches that one day he will
become King of Scotland. Consumed by ambition and spurred to action by his wife, Macbeth murders King
Duncan and takes the Scottish throne for himself. He is then wracked with guilt and paranoia. Forced to commit
more and more murders to protect himself from enmity and suspicion, he soon becomes a tyrannical ruler. The
bloodbath and consequent civil war swiftly take Macbeth and Lady Macbeth into the realms of madness and
death.
Leading Characters in the Play

Three Witches, the Weird Sisters:
Three witches, or as they are called weird sisters, are three supernatural characters in Macbeth. They play an
important role in the killings and violence. They open the play with their incantation of “hurly burly” and their
prediction of Macbeth killed by a man not born of woman ends the play. They are important in that the part of the
play, where killing takes place, depends on them.
Macbeth:
A general in the Scottish army and the Thane of Glamis in Scotland, Macbeth is the most memorable character in
Macbeth. A valiant and powerful soldier, Macbeth is in the inner circle of King Duncan and a very loyal relative.
Besides a general, friend and thane, he is also a loving husband. However, he falls prey to two wicked things; the
prophecies of the witches and the urgings of his wife. Once he starts thinking of the prophecies of becoming the
king and taking hold of the state, he becomes obsessed with this thought. Lady Macbeth adds fuel to the fire by
instigating him further. Imaginatively, he is a powerful person who can imagine of killing and then executing it.
However, his weakness lies in the fact that he is a weak-minded person who could be easily swayed by
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predictions of the witches and urgings of his wife. He faces his death at the hands of the invading army led by
Malcolm by the end. It is because of his crimes of assassinations, treachery and betrayals.
Lady Macbeth:
Lady Macbeth is among one of the memorable characters among the Shakespearean characters. She has the
ruthlessness of a criminal as well as the heart of a child. It is she who has pushed Macbeth to kill the king. Whenever
Macbeth has some misgivings, she chides him. She urges him to awaken his manliness. However, by the end she
becomes mentally so weak that she suffers from sleepwalk and depression. She commits suicide by the end showing
she could not bear the enormity of the crime.
Banquo:
Banquo is another general in the Scottish Army. He is a Thane of Lochaber. He is a close friend of Macbeth and an
ally of King Duncan. He is with Macbeth when they first meet three witches but they predict that Banquo’s
descendants will be the king and not Banquo himself. Macbeth later gets him killed through his assassins while his
son, Fleance, succeeds in escaping from the scene. Banquo’s ghost causes Macbeth to raise an alarm during a
festivity. His character is significant in that he realizes Macbeth the enormity of his crime.
King Duncan:
The good King of Scotland whom Macbeth, in his ambition for the crown, murders. Duncan is the model of a
virtuous, benevolent, and farsighted ruler. His death symbolizes the destruction of an order in Scotland that can be
restored only when Duncan’s line, in the person of Malcolm, once more occupies the throne.
Malcom &Donalbain:
Malcolm and Donalbain are sons of King Duncan. When King Duncan visits Macbeth, he is assassinated. Macduff,
a noble from Scotland, discovers his body and sounds the alarm where Malcolm and Donalbain first appear. When
they try to talk to each other, they sense dangers and immediately decide to flee. Donalbain, the wise one, advises
Malcolm to escape. Malcolm tells Donalbain to flee to England, while he himself would be heading to Ireland. He
tells his brother that “There’s daggers in men’s smiles” and leave the scene. Both of them appear by the end when
Macbeth is facing a huge army led by Malcolm.
Macduff:
Although a minor character, role of Macduff is critical in Macbeth. He proves his antagonist. He doubts Macbeth’s
role in the assassination of the king very early. He becomes a threat to Macbeth so much so that the three witches
warn Macbeth of this threat with the name of Macduff as “Beware Macduff.” It is also interesting to note that
Macbeth confronts him in the last scene when he invades his castle. He kills Macbeth and presents his head to
Malcolm, the son of King Duncan and next heir to the throne.
Lady Macduff, Macduff’s Wife:
Although a minor character, Lady Macduff is the wife of Macduff, the Thane of Fife. She appears for a very short
time with her son but is immediately murdered. This murder of Lady Macduff causes pity in the audience and hatred
for Macbeth. She is the unfortunate mother who tries to cry out to save her son but is murdered in this effort.
Ross, Macbeth’s Cousin:
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Ross is a noble man of Scotland. Although his character is not significant for the main events of the play, he is
important in exposing Macbeth’s treachery and betrayal. He appears in the first scene to announce the victory of
Macbeth and then conveys the King’s pleasure to Macbeth. He says with Macbeth but when comes to know the
murder of the King, he turns against him and joins Malcolm and English forces.
Characters Map
Comprehension Questions
18
SUMMARY, Act IV, Scene 1
The witches circle a cauldron, mixing in a variety of grotesque ingredients while chanting
"double, double toil and trouble; / Fire burn, and cauldron bubble" (10-11). Hecate
appears, they sing all together, and Hecate leaves. Macbeth then enters, demanding
answers to his pressing questions about the future. The witches complete their magic
spell and summon forth a series of apparitions. The first is an armed head that warns
Macbeth to beware the Thane of Fife (Macduff). The second apparition is a bloody child,
who tells him that "none of woman born / Shall harm Macbeth" (96-97). This news
bolsters Macbeth spirits. The third apparition is a crowned child with a tree in its hand,
who says that "Macbeth shall never vanquished be until / Great Birnam Wood to high
Dunsinane Hill / Shall come against him" (107-09). This cheers Macbeth even more, since
he knows that nothing can move a forest. Macbeth proceeds to ask his last question: will
Banquo's children ever rule Scotland?
The cauldron sinks and a strange sound is heard. The witches now show Macbeth a
procession of kings, the eighth of whom holds a mirror in his hand, followed by Banquo.
As Banquo points at this line of kings, Macbeth realizes that they are indeed his family
line. After the witches dance and disappear, Lennox enters with the news that Macduff
has fled to England. Macbeth resolves that he will henceforth act immediately on his
ambitions: the first step will be to seize Fife and kill Macduff's wife and children.
Expressions:
‘Tis time = it is time to begin.
= a slice of snake from the fens.

Fillet….snake
Maw and gulf = alternate words for stomach of animals
Reference to the context:
19
“I will be satisfied. Deny me this,
And an eternal curse falls on you! Let me know.
Why sinks that cauldron? And what noise is this?
Short Question/ Answer:

Q1. What was cauldron?
Q2. What were three witches casting a spell?
Q3. What did Macbeth ask from three witches?
Q4. How did Macbeth get the answers from three witches?
Q5. How were Macduff ‘s family killed?
Opinionated Question / Answer:

Q1. What were the main predictions given by the three witches to Macbeth?
20
SUMMARY, Act IV – Scene 2
At Fife, Ross visits Lady Macduff, who is frightened for her own safety now that her
husband has fled. He reassures her by telling her that her husband did only what was
right and necessary. After he leaves, Lady Macduff engages her son in a conversation
about his missing father. The little boy demonstrates wisdom well beyond his years. A
messenger interrupts them with a warning to flee the house immediately. But before
Lady Macduff can escape, murderers attack the house and kill everyone including Lady
Macduff and her son
Expressions:
= he had no need to flee since he had not

1) What hath…… land rebelled against Macbeth
= his fleeing is an act of insanity

2) His flight…… madness
= the natural affection and love for

3) The natural touch your own
“He wants the natural touch; for the poor wren,

The most diminutive of birds, will fight______
Her young ones in her nest __ against the owl.
All is the fear and nothing is the love;
As little is the wisdom, where the flight
So runs against all reason”

Q1. Why does Macduff flee to England?
Q2. What were Lady Macduff’s remarks about her husband?
Q3. What did Lady Macduff’s son tell her about his father?
Q4. Who paid a visit to Lady Macduff’s house?
Q5. Who made a attack upon Lady Macduff and son?
Q1.Why were the main reasons to flee to England, and why did Macduff take this step without
informing his wife Lady Macduff, Give specific reasons.
SUMMARY, Act IV – Scene 3
Macduff arrives at the English court and meets with Malcolm. Malcolm, remembering
his father's misplaced trust in Macbeth, decides to test Macduff: he confesses that he is
a greedy, lustful, and sinful man who makes Macbeth look like an angel in comparison.
Macduff despairs and says that he will leave Scotland forever if this is the case, since
there seems to be no man fit to rule it. Upon hearing this, Malcolm is convinced of
Macduff's goodness and reveals that he was merely testing him; he has none of these
faults to which he has just confessed. In fact, he claims, the first lie he has ever told was
this false confession to Macduff. He then announces that Siward has assembled an army
of ten thousand men and is prepared to march on Scotland.
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A messenger appears and tells the men that the king of England is approaching,
attended by a crowd of sick and despairing people who wish the king to cure them. The
king, according to Malcolm, has a gift for healing people simply by laying his hands on
them.
Ross arrives from Scotland and reports that the country is in a shambles. When Macduff
asks how his wife and children are faring, Ross first responds that they are “well at peace”
(180). When pressed further, he relates the story of their death. Macduff is stunned
speechless and Malcolm urges him to cure his grief by exacting revenge on Macbeth.
Macduff is overcome with guilt and sorrow from the murders that occurred while he was
absent. Again Malcolm urges him to put his grief to good use and seek revenge. All
three men leave to prepare for battle.
Expressions:
Mortal swords = swords which give death.
= stand up to defend our downtrodden rights.

Bestride….birthdom
He hath…. yet = he has not as yet tried to harm you
‘Blood, bleed, poor country!

Great tyranny lay thou thy basis sure,
For goodness dare not check thee 1 wear thou thy wrongs;
The title is affeer’d”

Q1. With Whom does Macduff meet , when he arrives in England.
Q2. What did Macduff confess before Malcolm?
Q3. Why did Macduff decide to leave the Scotland forever?
Q4. How many thousands army did Siward bring to Scotland?
Q5. How will Macduff grieve his cure?

Q1. Why will Macduff kill Macbeth, give specific reasons, in detail?
SUMMARY, Act V– Scene 1
At the Scottish royal home of Dunsinane, a gentlewoman has summoned a doctor to

observe Lady Macbeth’s sleepwalking. The doctor reports that he has watched her for
two nights now and has yet to see anything strange. The gentlewoman describes how
she has seen Lady Macbeth rise, dress, leave her room, write something on a piece of
paper, read it, seal it, and return to bed—all without waking up. The gentlewoman dares
not repeat what Lady Macbeth says while thus sleepwalking.
The two are interrupted by a sleepwalking Lady Macbeth, who enters carrying a candle.
The gentlewoman reports that Lady Macbeth asks to have a light by her all night. The
doctor and the gentlewoman watch as Lady Macbeth rubs her hands as if washing them
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and says " Yet here's a spot. . . Out, damned spot; out I say” (27-30). As she continues to
"wash" her hands, her words betray her guilt to the two onlookers. Lady Macbeth seems
to be reliving the events on the night of Duncan’s death. She cannot get the stain or
smell of blood off her hand: "What, will these hands ne'er be clean. . . All the perfumes
of Arabia will not sweeten this little hand" (37-43). As the sleepwalking Lady Macbeth
imagines she hears knocking at the gate and returns to her chamber, the doctor
concludes that Lady Macbeth needs a priest's help and not a physician's. He takes his
leave, asserting that he and the gentlewoman had better not reveal what they have seen
or heard.
Expressions:
Perturbation in nature = disorder in her behavior and health.
Infected minds…..their secrets = minds burdened with gilt will tell their secrets to their pillow.
Foul whisperings = wicked rumours
“I have seen her rise from her bed, throw her night
Gown upon her, unlock her closet, take forth paper,
Fold it, write upon ‘t, afterwards seal it,
Again return to bed; yet all this while in a most fast
Sleep”

Q1. Why did gentlewoman summon a doctor?
Q2. What did Lady Macbeth do during her sleep?
Q3. What did Lady Macbeth carry in her hand?
Q4. What strange words were spoken by Lady Macbeth?
Q5. What does she need for curing her?
Q1. Describe the complete primafacy of the Lady Macbeth’s resentment?
The thanes Menteith, Caithness, Angus, and Lennox march with a company of soldiers
toward Birnam Wood, where they will join Malcolm and the English army. They claim
that they will "purge" the country of Macbeth's sickening influence (28).
The scene shifts to the country near Dunsinane, in Scotland. Mentineth, Cathnes, Angus,
Lennox are standing there along with soldiers. We come to know that the English army
has arrived at Dunsinane. It is led by Malcolm, Macduff and Siward. We also learn that
they will clash with Macbeth’s army near the Birnam Wood. Donalbain, however, is still
not in the picture;Cathness informs us that Macbeth has strongly fortified his palace.
Angus remarks that due to Macbeth’s tyranny and evil, the people of Scotland do not
support him. If some are still by his side, it is due to fear. Lennox suggests that they
immediately advance so that they can join forces with the English army.
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Expressions:
Perturbation in nature = disorder in her behavior and health.
Infected minds…..their secrets = minds burdened with gilt will tell their secrets to their pillow.
Foul whisperings = wicked rumours
“The English power is near, led on by Malcolm,

His uncle Siward, and the good Macduff.
Revenges burn in them; for their dear causes
Would to the bleeding and the grim alarm
Excite the mortified man”

Q1. Who were standing with the soldiers?
Q2. Who arrives at Dunsinane?
Q3. Who are leading the army?
Q4. Where will they clash the Macbeth’s army?
Q5. What were Macbeth’s armies?
Q1. Give your evaluation about both the armies, and describe the whole scene in your words.
At Dunsinane, Macbeth tires of hearing reports of nobles who have defected to join the
English forces. He feels consoled, however, by the witches' prophesy that he has nothing
to fear until Birnam Wood comes to Dunsinane, or until he counters a man not born of
woman. Since both of the events seem impossible, Macbeth feels invincible.
A servant enters with the news that the enemy has rallied a thousand men but Macbeth
sends him away, scolding him for cowardice. After calling for his servant Seyton to help
him put on his armor, Macbeth demands the doctor’s prognosis about Lady Macbeth.
The doctor replies that she is “not so sick” but troubled with visions (39). In some way
or other, she must cure herself of these visions—an answer that displeases Macbeth. As
attendants put on his armor, he declares that he would applaud the doctor if he could
analyze the country's urine and therein derive a medicine for Lady Macbeth. Abruptly,
Macbeth leaves the room, professing once again that he will not fear “death and bane”
until Birnam Wood comes to Dunsinane (61). Aside, the doctor confesses that he would
like to be as far away from Dunsinane as possible.
Expressions:
Faint with fear

= infected with fear
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All mortal consequences = everything that will happen to human beings
= pale faced, worthless man.

Cream faced loon
“Fear not, Macbeth; no man that’s born of woman

Shall e’er have power upon thee. ‘The fly, false thanes,
And mingle with the English epicures:
The mind I sway by and the heart I bear
Shall never sag with doubt nor shake with fear”

Q1. Why does Macbeth think that I am a invincible?
Q2. Why were Macbeth’s army joined with the English army?
Q3. Why was Macbeth not afraid from Birnam Wood?
Q4. What does doctor say about Lady Macbeth’s disease?
Q5. What does the servant bring news?
Q1. What was Macbeth’s ultimate decision about the quarrelsome with the English army?
Malcolm, Siward, Young Siward, Macduff, Mentieth, Caithness, and Angus march toward
Birnam Wood. As they approach the forest, Malcolm instructs the soldiers to cut off
branches and hold them up in order to disguise their numbers. Siward informs Malcolm
that Macbeth confidently holds Dunsinane, waiting for their arrival. Malcolm comments
that almost all of Macbeth’s men have deserted him. The army marches on.
Expressions:
Setting down = sitting down
Industrious soldier ship = soldiers fighting with bravery and diligence
From where……revolt = both the big and the small have left him as and when they had an
opportunity
“Let every soldier hew him down a bough

And bear’t before him: thereby shall we shadow
The numbers of our host, and make discovery
Err in report of us”
25
Q1. Who were marching towards the Birnam Wood/
Q2. Who gave the instruction to cut off the branches ?
Q3. Who will fight first with Macbeth?
Q4. Why was Macbeth deserted by his men?
Q5. Where does the scene take place?
Q1. Describe the complete scenario about the English army towards the Dunsinane hills.
SUMMARY, Act V– Scene V
Macbeth orders his men to hang his banners on the outer walls of the castle, claiming
that it will hold until the attackers die of famine. If only the other side were not
reinforced with men who deserted him, he claims, he would not think twice about
rushing out to meet the English army head-on. Upon hearing the cry of a woman
within, Macbeth comments that he has almost forgotten the taste of fears. Seyton
returns and announces the death of Lady Macbeth. Seemingly unfazed, Macbeth
comments that she should have died later, at a more appropriate time. He stops to
muse on the meaning of life
26
Expressions:
Will laugh a siege to scorn = we will disdainfully siege by merely laughing at it.
For’d = strengthened
= fear has become part of my intentions and hence I am not scared any
And my fell… life were in’t more.
“Till famine and the ague eat them up;

Were they not forc’d with those that should be ours,
We might have met them direful, beard to beard,
And beat them backward home”

Q1. What was the reaction of Macbeth upon Lady Macbeth’s death?
Q2. Who brought the news of Lady Macbeth’s death?
Q3. Who brings the news that Birnamwood move towards the castle?
Q4. How did Lady Macbeth die?
Q5. Why did Macbeth not cry over the death of the Lady Macbeth?
Q6. What does Macbeth do with the English army?

Q1. How will English army fight with the Macbeth’s army, write in detail
27
Malcolm tells his soldiers that they are near enough to the castle now to throw down
the branches they carry. He announces that Siward and Young Siward will lead the first
battle. He and Macduff will follow behind. The trumpeters sound a charge
Expressions:
= reveal yourself without camouflage

Show like those you are
= if only we.
Do we but
battle = battalion.
“Now near enough; your leavy screens throw down,

And show like those you are. You, worthy uncle,
Shall, with my cousin, your right-noble son,
Lead our first battle; worthy Macduff and we
Shall take upon’s what else remains to do,
According to our order”
Short question/ Answer:

Q1. Why was the castle going to be captured?
Q2. How will English army move to the castle?
Q3. Does Siwardkill Macbeth?
Q4. Why was Macbeth helpless?
Q5. Why was English army hopeful?
Opinionated Question / Answer

Q1. What was Macbeth’s opinion about his own men?
28
Macbeth waits on the battlefield to defend his castle. He feels like a bear that has been
tied to a stake for dogs to attack. Young Siward enters and demands his name.
Macbeth responds that he will be afraid to hear it. Macbeth kills Young Siward in the
ensuing duel, commenting that Young Siward must have been “born of woman"
Expressions:
= I will prove that what you speak is untrue.

I’ll prove…..speak’st
= without a blow.
With no stroke
= surrendered without much fight

Gently rendered

“They have tied me to a stake; I cannot fly,
But bear-like I must fight the course. What’s he
That was not born of woman? Such a one
Am I to fear, or none”
Q1. Who was killed by Macbeth?
Q2. Who was confronted with Macbeth?
Q3. Who is in search of Macbeth?
Opinionated Question /Answer:
Q1. How did Macbeth face his enemies? Give description.
29
Macduff enters alone and shouts a challenge to Macbeth, swearing to avenge the death
of his wife and children. As he exist, he asks Fortune to help him find Macbeth.
Malcolm and old Siward enter and charge the castle.
Macbeth enters, asserting that he should not “play the Roman fool” and commit suicide
(2). Macduff finds him and challenges him. Macbeth replies that he has thus far avoided
Macduff but that he is now ready to fight. As they fight, Macbeth tells him that he “bears
a charmed life”: he will only fall to a man who is not born of woman (12). Macduff replies
that the time has come for Macbeth to despair: "let the angel whom thou still hast served
/ Tell thee Macduff was from his mother's womb / Untimely ripped"—Macduff was born
through the equivalent of a caesarian section (13-16). Hearing this, Macbeth quails and
says that he will not fight. Macduff replies by commanding him to yield and become the
laughing stock of Scotland under Malcolm's rule. This enrages Macbeth, who swears he
will never yield to swear allegiance to Malcolm. They fight on and thus exit.
Malcolm, Siward, and the other thanes enter. Although they have won the battle,
Malcolm notes that Macduff and Young Siward are missing. Ross reports that Young
Siward is dead and eulogizes him by stating that "he only lived but till he was a man, /
The which no sooner had his prowess confirmed / In the unshrinking station where he
fought, / But like a man he died" (6-9). After confirming that his son’s wounds were on
his front—in other words, that the Young Siward died bravely in battle—Siward declares
that he not wish for a better death for his son.
Macduff enters, carrying Macbeth's severed head and shouting "Hail, King of Scotland!"
The men echo this shout and the trumpets flourish as Malcolm accepts the kingship.
Malcolm announces that he will rename the current thanes as earls. He will call back all
the men whom Macbeth has exiled and will attempt to heal the scarred country. All exit
towards Scone, where Malcolm will be crowned as King of Scotland.
Expressions:
With blood….already = enough blood has already been shed of your family.
Rabble’s curse = cursed by the mob
For it…man = for it has drained me of all my courage
Reference to the Context:
“Of all men else I have avoided thee:

But get thee back, my soul is too much charg’d
With blood of thine already”
Short Question /Answer:

Q1. Who was the first to fight with Macbeth?
Q2. Why was Macbeth shock by Macduff’s words?
Q3. Who became the King?
Opinionated Question/Answer:
Q1. What happens to Macbeth, do you think is justified?
30
POETRY SECTION FOR FINAL TERM 2024
POETRY SECTION ( FROM JAN TO APRIL)
Introduction to the Poet –By Emily Dickinson
Poem # 1 – “ Because I couldn’t stop for death ” (January)
ssIntroduction to the Poet – By Robert Browning
Poem # 2 – “ Meeting at Night ” (February)
Introduction to the Poet – By “ D-H Lawrence ”
Introduction to the Poet – By Alfred Tennyson
Poem # 4 – “ The Beggar Maid ” (April)
INTRODUCTION OF THE POETESS
Emily Dickinson
American poet
Born: December 10, 1830, Amherst, Massachusetts, U.S. (born on

this day)
Died: May 15, 1886, Amherst (aged 55)
Emily Dickinson (born December 10, 1830, Amherst, Massachusetts,

U.S.—died May 15, 1886, Amherst) American lyric poet who lived in
seclusion and commanded a singular brilliance of style and integrity of
vision. With Walt Whitman, Dickinson is widely considered to be one of
the two leading 19th-century American poets.
Only 10 of Emily Dickinson’s nearly 1,800 poems are known to have

been published in her lifetime. Devoted to private pursuits, she sent
hundreds of poems to friends and correspondents while apparently
keeping the greater number to herself. She habitually worked in verse
forms suggestive of hymns and ballads, with lines of three or four
stresses. Her unusual off-rhymes have been seen as both experimental
and influenced by the 18th-century hymnist Isaac Watts. She freely
31
ignored the usual rules of versification and even of grammar, and in the
intellectual content of her work she likewise proved exceptionally bold
and original. Her verse is distinguished by its epigrammatic
compression, haunting personal voice, enigmatic brilliance, and lack of
high polish.
POEM:- ONE
Because I could not stop for Death – (479)
BY EMILY DICKINSON
Because I could not stop for Death –

He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.
We slowly drove – He knew no haste

And I had put away
My labor and my leisure too,
For His Civility –
We passed the School, where Children strove

At Recess – in the Ring –
We passed the Fields of Gazing Grain –
We passed the Setting Sun –
Or rather – He passed Us –
The Dews drew quivering and Chill –
For only Gossamer, my Gown –
My Tippet – only Tulle –
We paused before a House that seemed

A Swelling of the Ground –
The Roof was scarcely visible –
The Cornice – in the Ground –
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The Summary,
Because I couldn’t stop for death By Emily Dickinson
I couldn't stop for "Death," so instead he came to get me. I climbed in

his carriage, which held just the two of us—as well as Eternal Life.
We drove unhurriedly, with Death in no rush. I had left all my work and
pleasures behind, in order to be respectful of his gentlemanly nature.
We went by a school, where children played during their break time,

arranged in a circle. Then we passed fields of crops—which seemed to
stare—and the sun as it set in the sky.
Actually, we didn't pass the sun—it passed us. As it did so, dew formed,
shivering and cold. I was cold too, as I was only wearing a thin gown
and a lightweight scarf.
Our next stop was at what looked like a house, except it was partly
buried in the ground. I could just about see the roof; even the ceiling
was in the ground.
Since that day, centuries have passed. That said, it feels as though less
than a day has gone by since then—the day that I realized that Death's
horses were headed in the direction of eternity.
Theme Death, Immortality, and Eternity
Death, Immortality, and Eternity
“Because I could not stop for death” is an exploration of both the

inevitability of death and the uncertainties that surround what happens
when people actually die. In the poem, a woman takes a ride with a
personified “Death” in his carriage, by all likelihood heading towards
her place in the afterlife. The poem’s matter-of-fact tone, which
underplays the fantastical nature of what is happening, quickly
establishes this journey as something beyond the speaker’s control. It's
not clear if the speaker is already dead, or she is traveling towards
death. Either way, her death is presented as something natural, strange,
and inescapable.
33
Indeed, the poem’s opening lines make this clear. The speaker herself
couldn’t “stop for Death”—and not many people would—but “Death”
has every intention of stopping for her. Notably, “Death” here is
presented as something of a gentleman, “kindly” stopping his carriage
so that the speaker can climb in. This suggests a certain comfort with,
or at least acceptance of, dying on the part of the speaker, even as what
this process actually entails remains mysterious.
Also in the carriage is “Immortality.” It’s not clear if this is another

personified figure—a kind of chaperone—or something more abstract.
But the presence of “Immortality” does speak to one of humanity’s
deepest questions: what happens when to people when they die?
“Immortality” is ambiguous here. Its presence could support the

Christian idea of the afterlife—which some critics feel runs throughout
Dickinson’s poems. Or, by contrast, “Immortality” could be somewhat
ironic, hinting at the permanent nothingness that awaits in death. Either
way, such is the eternal inevitability of “Death” that he himself is in “no
haste.” That is, he doesn’t need to hurry to make death happen, because
it is an automatic fact of life. In fact, the whole journey has the air of
unhurried purpose, as though reaching the destination is a given and
that therefore rushing is unnecessary. The carriage stops by a school,
fields, and perhaps even the speaker’s own grave (stanza five). These
seem to represent different stages of life, starting from childhood and
preceding—like the journey itself—to the inevitable final destination.
To underscore the poem’s sense of awe surrounding the mysteries of

death, the final stanza is filled with ambiguity and contradiction. The
speaker explains that the carriage passed these sights “Centuries” ago,
but that the entire time that has elapsed also feels “shorter than a Day.”
In the grand scheme of eternity, hundreds of years might indeed feel
like a blip on the radar. This contradiction thus highlights the difficulty
of imagining eternity. Life is measured by time, moving through
different stages as people age; people sense the story of their lives
unfolding as time goes on. But in death, the perception of time—
indeed, all perception—ceases to exist. Unless, of course, there is an
afterlife, an idea which the poem seems open to but inconclusive about.
Indeed, it’s in large part this inconclusiveness that makes the poem so
powerful. On the one hand, “Death’s” kind and calm treatment of the
34
woman could signal the comfort of a Christian afterlife—entrance to
heaven and an eternity in God’s presence. But more darkly, the way that
the poem plays with ideas of immortality and eternity can also be read
as nothing more than the dark nothingness of death itself—that life,
when it’s gone, is gone for good.
INTRODUCTION OF THE POET

Robert Browning
British poet
Born: May 7, 1812, London
Died: Dec. 12, 1889, Venice (aged 77)
Notable Works: “Bishop Blougram’s Apology” “Christmas-Eve and

Easter-Day” “Dramatis Personae” “Fra Lippo Lippi” “Men and Women”
“My Last Duchess” “Paracelsus” “Pippa Passes” “Rabbi Ben Ezra”
“Sordello” “The Bishop Orders His Tomb at St. Praxed’s Church” “The
Pied Piper of Hamelin” “The Ring and the Book”
Robert Browning (born May 7, 1812, London—died Dec. 12, 1889,

Venice) major English poet of the Victorian age, noted for his mastery
of dramatic monologue and psychological portraiture. His most noted
work was The Ring and the Book (1868–69), the story of a Roman
murder trial in 12 books.
Life.
The son of a clerk in the Bank of England in London, Browning received
only a slight formal education, although his father gave him a
grounding in Greek and Latin. In 1828 he attended classes at the
University of London but left after half a session. Apart from a journey
to St. Petersburg in 1834 with George de Benkhausen, the Russian
consul general, and two short visits to Italy in 1838 and 1844, he lived
with his parents in London until 1846, first at Camberwell and after 1840
at Hatcham. During this period (1832–46) he wrote his early long poems
and most of his plays.
35
Browning’s first published work, Pauline: A Fragment of a Confession
(1833, anonymous), although formally a dramatic monologue,
embodied many of his own adolescent passions and anxieties.
Although it received some favourable comment, it was attacked by John
Stuart Mill, who condemned the poet’s exposure and exploitation of his
own emotions and his “intense and morbid self-consciousness.” It was
perhaps Mill’s critique that determined Browning never to confess his
own emotions again in his poetry but to write objectively. In 1835 he
published Paracelsus and in 1840 Sordello, both poems dealing with
men of great ability striving to reconcile the demands of their own
personalities with those of the world. Paracelsus was well received, but
Sordello, which made exacting demands on its reader’s knowledge, was
almost universally declared incomprehensible.
POEM:- TWO
Meeting at Night
BY ROBERT BROWNING
1)
The grey sea and the long black land;
And the yellow half-moon large and low;
And the startled little waves that leap
In fiery ringlets from their sleep,
As I gain the cove with pushing prow,
And quench its speed i' the slushy sand.
2)
Then a mile of warm sea-scented beach;
Three fields to cross till a farm appears;
A tap at the pane, the quick sharp scratch
And blue spurt of a lighted match,
And a voice less loud, thro' its joys and fears,
Than the two hearts beating each to each!
36
The Summary, Meeting at Night By Robert Browning
The speaker describes a mysterious landscape: a dull sea and an
expanse of land that looks black in the darkness. The half-moon looms
low in the sky, giving off a yellow light. Small waves appear in little rings,
where previously the surface had been calm. The speaker rows into the
bay and brings the vessel to a halt in the wet sand.
The speaker walks for a mile along the warm beach, and can smell the
sea. The speaker continues across three fields until reaching a farm. The
speaker knocks gently on a window, at which point someone else
(implied to be the speaker's lover) hurriedly strikes a match that bursts
into a blue flame. "A voice"—either the speaker's or this lover's—talks,
overcome with happiness and fear. The voice, though, doesn't seem to
be as loud as the lovers' racing hearts, which beat together.
“Meeting at Night” Themes
Love and Perseverance

“Meeting at Night” aims to capture the vitality and excitement of
romantic love, especially when that love is in its early stages. (Worth
noting is that Robert Browning wrote it while courting his eventual wife,
Elizabeth Barrett, and that Barrett's father did not approve of the
match!) On a literal level, the poem tells the story of the speaker’s long
and clandestine journey through a mysterious coastal landscape. This
determined journey culminates with the speaker finally meeting up with
a lover, their “two hearts beating” powerfully together. The poem thus
argues that love is precious and worth striving for, even in the face of
significant obstacles. Put simply, love is worth the effort.
The poem takes care to detail just how hard this journey is before
revealing to the reader where the speaker is actually going. First, the
speaker traverses a “grey sea” and “long black land,” reflecting the title's
assertion that whatever "meeting" the speaker is heading towards is
taking place "at night." This further suggests that this meeting is a
secret, since it's happening under the cover of darkness when other
37
people aren't around to watch. This adds a sense of danger and raises
the stakes of the speaker's journey.
The mixture of precise imagery with vague nouns like “sea” and “land”
also creates a sense of scale, suggesting the vast distance the speaker
has to travel. Indeed, even when the speaker comes ashore, the journey
isn't over. Now, the speaker must trudge down a mile of beach and
cross "three fields," again underscoring the sheer scale of this trek. The
speaker’s determination remains unwavering throughout, however, as
is evident by the fact that the speaker both keeps going and never
complains about the difficulty of this undertaking.
And again, it's important to note that it’s not until the final line that the
reader really gets a sense of why the journey is being made. By delaying
that reveal, the poem builds up a sense of anticipation—what powerful
force could be driving the speaker forward so consistently?
The answer, of course, is love: the speaker has gone on this voyage in
pursuit of romance. And when the poem finally does reveal the
speaker’s purpose, its imagery suggests the thrill of new love—
symbolized here by the match-lit meeting place and the intense
intimacy of the poem’s final line.
In a sense, now that the reader knows the whole journey has been for
love, the rest of the poem comes to represent the anticipation of that
love. The fact that the lovers must meet at night suggests that their love
is in some way forbidden, yet that it's worth taking a risk to pursue. The
lines also take on a lustful tone in hindsight: for example, the “ringlets”
of water could be hair, and the final two lines of the first stanza read
like a metaphor for sexual intercourse itself.
In any case, the poem clearly suggests that love is something vital and
thrilling. Through hiding its literal meaning until the final lines, the
poem manages to capture something of the excitement—and perhaps
even the danger—of love. The speaker makes the difficult journey to
meet this lover precisely because love is worth fighting for.
38
Line-by-Line Explanation & Analysis of “Meeting at Night”
Lines 1-2
Right from the beginning, the poem creates an atmosphere of

anticipation. The first two lines of the first section are entirely
descriptive, establishing the poem's distinct and mysterious sense of
place. Of course, this isn't hollow descriptive language—the purpose of
the description will become clear later in the poem. For now, though,
all readers get is the image of a shoreline at night.
The nouns here are purposefully vague. The reader is presented with
"sea" and "land," but no indication of which sea or which land. This
creates a sense of mystery and risk—wherever this landscape is, it is an
unfamiliar place. At the same time, these words also suggest that the
specifics of the location are not all that important to the speaker. That
is, the ominous landscape is nothing more than another obstacle in the
speaker's journey. It's not important which sea or land the speaker is
traveling through—it's where the speaker is traveling toward that
matters most.
In addition to the title, the first two lines make it clear that the poem
takes place at night. The land is visible only as a kind of black mass,
emphasized by the way that /l/ sounds are drawn out by alliteration and
consonance in "long black land." The adjectives, then, are an important
part of creating the poem's specific atmosphere—and the low visibility
suggests uncertainty and potential risk. It also suggests secrecy—that
something about this meeting is clandestine, because it has to happen
under the cover of darkness.
Line 2 picks up on the /l/ in line 1, with nearly half of the words in
making use of the same sound "yellow half-moon large and low"). Here,
the sound works to create a sense of the imposing sight of the moon,
hanging "large and low" in the sky. The line also introduces another key
technique that the poem uses to develop its atmosphere and
heightened suspense. The line begins with "and," introducing the
poem's polysyndeton. This repetition of "and" suggests the seemingly
endless nature of this journey—it is one step, followed by another, and
another, and another.
39
Introduction to the Poet – “ D-H Lawrence ”
D. H. Lawrence 1885–1930
David Herbert Lawrence, novelist, short-story writer, poet, and essayist,

was born in Eastwood, Nottinghamshire, England, on September 11,
1885. Though better known as a novelist, Lawrence's first-published
works (in 1909) were poems, and his poetry, especially his evocations
of the natural world, have since had a significant influence on many
poets on both sides of the Atlantic. His early poems reflect the influence
of Ezra Pound and Imagist movement, which reached its peak in the
early teens of the twentieth century. When Pound attempted to draw
Lawrence into his circle of writer-followers, however, Lawrence decided
to pursue a more independent path.
He believed in writing poetry that was stark, immediate and true to the
mysterious inner force which motivated it. Many of his best-loved
poems treat the physical and inner life of plants and animals; others are
bitterly satiric and express his outrage at the puritanism and hypocrisy
of conventional Anglo-Saxon society. Lawrence was a rebellious and
profoundly polemical writer with radical views, who regarded sex, the
primitive subconscious, and nature as cures to what he considered the
evils of modern industrialized society. Tremendously prolific, his work
was often uneven in quality, and he was a continual source of
controversy, often involved in widely-publicized censorship cases, most
famously for his novel Lady Chatterley's Lover (1928). His collections of
poetry include Look! We Have Come Through (1917), a collection of
poems about his wife; Birds, Beasts, and Flowers (1923); and Pansies
(1929), which was banned on publication in England.
Besides his troubles with the censors, Lawrence was persecuted as well
during World War I, for the supposed pro-German sympathies of his
wife, Frieda. As a consequence, the Lawrences left England and traveled
restlessly to Italy, Germany, Ceylon, Australia, New Zealand, Tahiti, the
French Riviera, Mexico and the United States, unsuccessfully searching
for a new homeland. In Taos, New Mexico, he became the center of a
group of female admirers who considered themselves his disciples.
POEM:- THREE
40
3 ) Snake
BY D. H. LAWRENCE
A snake came to my water-trough
On a hot, hot day, and I in pyjamas for the heat,
To drink there.
In the deep, strange-scented shade of the great dark carob tree
I came down the steps with my pitcher
And must wait, must stand and wait, for there he was at the trough
before me.
He reached down from a fissure in the earth-wall in the gloom
And trailed his yellow-brown slackness soft-bellied down, over
the edge of the stone trough
And rested his throat upon the stone bottom,
And where the water had dripped from the tap, in a small clearness,
He sipped with his straight mouth,
Softly drank through his straight gums, into his slack long body,
Silently.
Someone was before me at my water-trough,
And I, like a second-comer, waiting.
He lifted his head from his drinking, as cattle do,
And looked at me vaguely, as drinking cattle do,
And flickered his two-forked tongue from his lips, and mused a
moment,
And stooped and drank a little more,
Being earth-brown, earth-golden from the burning bowels
of the earth
41
The Summary, The Snake By D.H Lawrence
A snake came to drink at the water trough in my yard, on a day so hot
that I was wearing pajamas to stay cool.
In the dark, funny-smelling shade of the huge, dark carob tree, I walked
down my steps, carrying a water pitcher, and had to stand around
waiting at the trough, because the snake had gotten there first.
The snake slithered down in the shade from a crack in the mud wall; slid
his soft, loose, yellow-brown body over the rim of the stone trough; and
flattened his head against the stone bottom. He drank from the little
pool of clear water around the tap, sipping through his gums into his
horizontal slit of a mouth, noiselessly taking the water into his long,
loose body.
He had beaten me to the trough, and I had to wait, like a latecomer.
He raised his head from the water, the way cows do, and gave me a
distracted look, the way cows do while drinking. He shot his forked
tongue out, thought for a second, bent down, and drank some more
water. He was brown as soil, having come from the hellish depths of the
earth on this July day in Sicily, as smoke rose from Mount Etna.
The rational voice inside me said, You have to kill him, because in Sicily,
it's the black snakes that are harmless and the yellow-brown snakes that
are poisonous.
Voices in my head taunted me: If you were a real man, you'd grab a
stick and kill him right now.
But do I have to admit how much I liked the snake? How happy I was
that he'd arrived quietly, like a houseguest, to sip from my trough—and
go peacefully, satisfied, without thanking me, back down into the hellish
underground?
Was I a coward for not wanting to kill him? Was I an eccentric for
wanting to speak with him instead? Was I humble because I felt
honored by his presence? (I did indeed feel very honored.)
Still, the voices inside me said: If you weren't scared, you'd kill him.
42
And I really was scared, very scared—but more than that, honored that
he'd come from the dark, hidden underground to seek me out as his
host.
He finished drinking and raised his head, dazed, as if he'd been drinking
liquor; darted his forked tongue, which was black as night; and seemed
to lick his chops. He gazed at the air around, aloof as a god; turned his
head around slowly, as if asleep three times over; then curved his body
around and slithered back up the cracked earthen wall.
And as he slid into his awful hole—slowly reared up, as if shrugging,

and poked his head down farther—a kind of disgust, a revulsion against
his disappearing into that terrible pit, purposely descending into that
darkness and taking his long body with him, filled me now that he was
turned in the other direction.
I glanced around, set down my water pitcher, grabbed a bulky log, and
hurled it toward the trough, where it landed with a crash.
I'm pretty sure it missed the snake, but now the part of him still above
ground trembled, awkwardly hurrying; whipped around in a flash; and
vanished into the dark hole, the dirt-rimmed crack in the wall. I gazed
at the hole, mesmerized, in the silent, blazing noon heat.
Right away, I wished I hadn't thrown the log. I scolded myself: how
petty, how lowly, what a shabby thing to do! I hated myself and the
educated, rational voices inside me.
I thought of the albatross from the poem "The Rime of the Ancient
Mariner"—which hangs like a curse around the sailor who kills it—and
I wished my snake would return to my yard.
Because now I thought of him again as royalty: an exiled king from the
underworld, gone back to reclaim his crown.
That's how I botched my encounter with one of the kings of Nature.

And now I have to atone for my small-minded meanness.
43
“Snake” Themes
Theme Fear, Awe, and Male Insecurity
Fear, Awe, and Male Insecurity
The speaker of D. H. Lawrence's "Snake" tells a psychologically complex
anecdote about encountering a snake in his yard. Approaching his
"water-trough" to refill a pitcher on a hot day in Sicily, he finds a
yellowish, poisonous snake that has come to drink there before him.
Cycling through various emotions, the speaker is "afraid" of and awed
by the snake but also oddly resentful of this impressive "lord[] of life."
After he clumsily hurls a log at the snake—which isn't trying to harm
him at all—he's overcome with self-loathing at the "pettiness" of his
"mean act." What awes and impresses us, the poem suggests, can also
make us feel resentful and threatened, causing us to lash out in foolish
ways. And this may be especially true for men, whose sense of
masculinity is easily threatened by perceived competition.
Encountering the snake, the speaker feels a mix of fear and wonder, as
well as a strange affinity toward the creature. He admits that's he's
"most afraid" of the snake and believes, on an intellectual level, that it
"must be killed" because it's poisonous. His fear of the snake also
involves an irrational dread of the unknown, symbolized by the "horrid
black hole" from which the snake comes and to which it returns. (This
hole might also be symbolically related to sex, birth, death, or all three.)
Despite his fear, the speaker also "like[s]" the snake and compares it to
a "guest" of honor. In its "gold" armor, the snake reminds the speaker
of a "king in exile." It even seems to have a divine quality: it "look[s]
around like a god" who's emerged "from the burning bowels of the
earth." On some level, then, the speaker feels quite "honoured" that the
snake has paid him a visit.
At the same time, the encounter plays on the speaker's insecurities,

prompting him to try to dominate or kill the snake. Impressed as he is,
he chides himself, "If you were not afraid, you would kill him."
Overcoming his ambivalence, the speaker chucks a "log" at the snake—
and, apparently, misses. It's probably no coincidence that both log and
snake have a phallic shape: the speaker seems to be trying to assert a
kind of masculine as well as human dominance. His inner "voices" jeer
that "If [he] were a man," he'd be able to get the job done (a hint that
44
the poem, in a coded and symbolic way, is partly about sexual potency
and impotence).
When the speaker's petty power move accomplishes nothing (the snake
gets away), he's left feeling even more insecure and ashamed than
before. He acknowledges that he "immediately [...] regretted" throwing
the log and scolds himself for his "mean," "vulgar" show of force. He
implies that he should have simply marveled at the snake's glory rather
than spitefully trying to destroy it. In other words, he should have
trusted his awe, not his fear and "paltry" resentment.
Theme Dignity, Indignity, and Dishonor
Dignity, Indignity, and Dishonor
"Snake" contrasts the lordly dignity of a snake with the indignity,

awkwardness, and dishonor of the human speaker. After trying to kill
the snake, a beautiful creature that wasn't harming him, the speaker
feels he's made a fool of himself and earned a kind of shame. Indeed,
he seems to feel he's both a bad host to his regal "guest" and an inferior
creature in general. As an insecure human being, he has blundered in
the presence of this natural "god" or "king." By confessing his shame to
the reader, the speaker strives to atone for his dishonor—perhaps
implying that art and truth-telling can redeem lower forms of human
behavior.
The speaker presents the snake as a graceful, even regal creature,

setting up a contrast with his own clumsy and ignoble behavior. Many
stories (e.g., the Eden myth) and idioms (e.g., "snake in the grass")
portray snakes as low, undignified, or evil creatures, since they crawl on
the earth and can kill humans. Yet the speaker imagines this poisonous
snake as a regal presence gracing his property: "Was it humility, to feel
so honoured? / I felt so honoured." As a "guest," the snake is on his best
behavior: "quiet," "peaceful," and self-reliant (he helps himself to the
speaker's water, then departs). The speaker feels flattered that the snake
"should seek my hospitality / From out the dark door of the secret
earth." Yet he betrays his responsibilities as a host, chasing his "guest"
away for no good reason. Meanwhile, the snake's regal demeanor
45
wavers for one moment only. When the speaker throws the log, the part
of the snake still above ground "convulse[s] / in an undignified haste."
In making the snake look undignified for one moment, however, the
speaker sacrifices all his own dignity. In a way, he's thrown the log to
avoid dishonor—to please the internal "voices" that tell him, "If you
were a man / You would [...] finish him off." But afterward he feels only
shame. He chides himself: "[H]ow paltry, how vulgar, what a mean act!"
He seems to feel his behavior is unworthy of the snake, which is so
coolly self-possessed and unconcerned with others. His shame reads as
an ironic twist on the Eden story: unlike Adam and Eve, the speaker
disgraces himself by rejecting a serpent, not heeding one.
In the end, then, the poem is a kind of unburdening—the speaker's

belated attempt to recover some dignity through truth-telling or
storytelling. He concludes that "I have something to expiate: / A
pettiness." The word "expiate" has religious connotations: it means to
atone for some sin or offense. The poem itself, then, can be read as an
attempt at expiation, or a confession of guilt and shame. The speaker
seems to hope that he can transform his "pett[y]" behavior into
something redemptive: an honest piece of writing.
Introduction to the Poet – Alfred Tennyson
Poem # 4 – “ The Beggar Maid ” (April)

Born on August 6, 1809, in Somersby, Lincolnshire, England, Alfred Lord
Tennyson is one of the most well-loved Victorian poets. Tennyson, the
fourth of twelve children, showed an early talent for writing. At the age
of twelve he wrote a 6,000-line epic poem. His father, the Reverend
George Tennyson, tutored his sons in classical and modern languages.
In the 1820s, however, Tennyson's father began to suffer frequent
mental breakdowns that were exacerbated by alcoholism. One of
Tennyson's brothers had violent quarrels with his father, a second was
later confined to an insane asylum, and another became an opium
addict.
At the age of 41, Tennyson had established himself as the most popular
poet of the Victorian era. The money from his poetry (at times
exceeding 10,000 pounds per year) allowed him to purchase a house in
the country and to write in relative seclusion. His appearance—a large
46
and bearded man, he regularly wore a cloak and a broad brimmed hat—
enhanced his notoriety. He read his poetry with a booming voice, often
compared to that of Dylan Thomas. In 1859, Tennyson published the
first poems of Idylls of the Kings, which sold more than 10,000 copies
in one month. In 1884, he accepted a peerage, becoming Alfred Lord
Tennyson. Tennyson died on October 6, 1892, and was buried in
Westminster Abbey.
POEM:- FOUR
4 ) The Beggar Maid

Her arms across her breast she laid;
She was more fair than words can say;
Barefooted came the beggar maid
Before the king Cophetua.
In robe and crown the king step down,
To meet and greet her on her way;
“It is no wonder,” said the lords,
“She is more beautiful than day.”
And shines the moon in clouded skies,
She in poor attire was seen:
One praised her ankles, one her eyes,
One her dark hair and lovesome mien.
So, sweet a face, such angel grace,
In all that land had never been:
Cophetuaswore a royal oath:
“That beggar maid shall be my queen!”
47
Summary of the Beggar Maid
There once lived an African King named Cophetua. He was wealthy and
just, but he had no interest in women. Palace life and the women of the
court, their dress and manner, drew out the opposite feelings in him:
disinterest and disdain. He felt himself immune to love and could not
understand the rash and reckless behavior which accompanied it.
Yet like tragic heroes, the impervious and haughty Cophetua struggled
against his fate. He was struck by Love’s arrow. From his window he saw
a beggar maid, her beauty clothed in gray rags like the “moon in
clouded skies.”
He took to his bed, fighting the feelings which consumed him,

astounded to find himself susceptible to the follies of love. But it was
no use. The King made a royal oath that he would have her as his queen,
or take his life instead.
Following her into the square, he cast gold into the streets for the
peasants and he approached to ask her for her hand in marriage. He
learned her name was Penelophon.
They married and lived a quiet life the rest of their days.
THE END
48

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Mama Baby Care Cambridge School

Final -Term Model – 2024

25. Poem # 2 – “ Meeting at Night”(February) 31

28. Introduction to the Poet –Alfred Tennyson 34

29. Poem # 4 – “ The Beggar Maid ”(April) 35

FINAL TERM SYLLABUS SESSION - 2024

Act V – Scene- 1 Act V – Scene- 2 Act V – Scene-3

Act V – Scene-4 Act V – Scene-5 Act V – Scene,6

April Act V – Scene -7 Act V – Scene -8 Act V – Scene-8 Poem # 4

DAY WISE PLANNING – JANUARY 2024

2nd Class Work Home Work

3rd Class Work Home Work

4th Class Work Home Work

DAY WISE PLANNING – FEBRUARY2024

Day 3 Reference to the context. Opinionated Question.

2nd Class Work Home Work

Day 3 Students will do the given RTCs. Do Opinionated question.

3rd Class Work Home Work

Day 3 Reference to the context. Opinionated question

4th Class Work Home Work

DAY WISE PLANNING - MARCH 2024

Day 2 Discussion–Act V, Scene, 4+ short question/answers. Summarize Act, V Scene, 4

Day 3 Reference to the context. Opinionated Question.

Day 3 Reference to the context - Act , V , Scene 5 Opinionated question.

3rd Class Work Home Work

4th Class Work Home Work

DAY WISE PLANNING – APRIL 2024

Day 3 Reference to the context. Opinionated question.

2nd Class Work Home Work

Day 3 Reference to the context. Opinionated question.

3rd Class Work Home Work

4th Class Work Home Work

DAY WISE PLANNING – MAY 2024

Day 1 Revision: difficult words and Review Poem 1

What are literary devices?

• Monologue spoken by Sergeant Act 1, • Soliloquy spoken by Sergeant Act 1,

“Doubtful it stood; “Two truths are told, As happy prologues to the

Leading Characters in the Play

Ross, Macbeth’s Cousin:

‘Tis time = it is time to begin.

= a slice of snake from the fens.

Maw and gulf = alternate words for stomach of animals

Reference to the context:

Short Question/ Answer:

Opinionated Question / Answer:

= he had no need to flee since he had not

= his fleeing is an act of insanity

= the natural affection and love for

Reference to the context:

“He wants the natural touch; for the poor wren,

Short Question/ Answer:

SUMMARY, Act IV – Scene 3

Mortal swords = swords which give death.

= stand up to defend our downtrodden rights.

He hath…. yet = he has not as yet tried to harm you

Reference to the context:

‘Blood, bleed, poor country!

Short Question/ Answer:

Opinionated Question / Answer:

SUMMARY, Act V– Scene 1

At the Scottish royal home of Dunsinane, a gentlewoman has summoned a doctor to

Perturbation in nature = disorder in her behavior and health.

Foul whisperings = wicked rumours