Haunting Witch Speech

Overview

Students explore how rhythm, repetition, and imagery create atmosphere in the witches’ speech from Macbeth. They then use the same techniques to draft a short, atmospheric verse that they can later use to support reading responses in Friday’s lesson.

Learning intentions

• Students will analyse how Shakespeare uses rhythm, repetition, and imagery to create an eerie atmosphere.
• Students will identify specific language and explain its effect using age-appropriate terminology (e.g. repetition, imagery, rhythm).
• Students will plan and write a short piece that deliberately applies these techniques.
• Students will refine writing by checking that rhythm, repetition, and imagery match the atmosphere they want.

Success criteria

• I can name at least two techniques (rhythm, repetition, imagery) used in the witches’ speech.
• I can explain how a technique affects the atmosphere (e.g. unsettling, unnatural, uncanny).
• I can write 6–10 lines that include repetition and vivid imagery.
• I can revise my lines to strengthen rhythm and atmosphere.

Curriculum links

• UK NC English — Writing: drawing on knowledge of literary and rhetorical devices from reading and listening to enhance the impact of writing.
• UK NC English — Spoken English: listening and responding to others during turn-and-talk, using appropriate tone and clarity when discussing meaning and effect.
• UK NC English — Reading and writing: using age-appropriate vocabulary, including linguistic and literary terminology, for discussing reading and writing.
• UK NC English — Reading: recognising how poetic conventions shape how meaning is communicated (applied here through rhythm and poetic structure in a dramatic speech).

Lesson structure (60 minutes)

1. 0–15 min · Do Now + Starter. Teacher releases students for independent reading (13:45–14:00) and then puts two turn-and-talk questions on the board: “What can you remember about how the witches speak in Macbeth?” and “What atmosphere is created by the line ‘fair is foul and foul is fair’?” Students complete independent reading, then turn and talk, aiming to add detail to answers (e.g. contradiction/paradox for atmosphere; specific techniques such as repetition, harsh sound, or word choice).

2. 15–22 min · Whole-class recap (model answers). Teacher asks for quick responses and probes for precision: “What exact word patterns do you notice?” and “How does that pattern make the speech feel?” Students share model answers, using target vocabulary (paradox/contradiction, repetition, rhythm, imagery) and giving an effect statement (atmosphere).

3. 22–40 min · Close reading of witch lines. Teacher hands out a short extract of the witches’ speech (teacher-selected lines for Act 1, Scene 1) and gives a clear task: annotate for (a) repetition, (b) rhythm/beat, (c) imagery. Students work in pairs to annotate, then choose one highlighted moment and write a “technique → effect” sentence using sentence stems (provided on the board).

Stems to use:

• “The repetition of ___ makes the speech feel ___ because ___.”
• “The rhythm/beat in ___ creates ___ by making the line ___.”
• “The imagery of ___ suggests ___, which builds an atmosphere of ___.”

4. 40–48 min · Mini modelling (planning your imitation). Teacher demonstrates a brief plan for an imitation: choose an atmosphere (e.g. eerie, stormy, unnatural), pick an image (darkness, rot, weather, night), then decide where repetition and rhythm will appear (e.g. repeating a key phrase; using short lines for a chanted feel). Students create a quick plan in their books using a three-step template: Atmosphere → Imagery choices → Repetition + Rhythm plan.

5. 48–56 min · Independent writing (draft). Teacher sets expectations for output: write 6–10 lines in a witch-like style for the same atmosphere, deliberately including at least one repetition and at least one vivid image; maintain short, punchy rhythm where possible. Students draft their poem/verse, focusing on atmosphere and technique rather than perfect grammar at first.

6. 56–60 min · Rapid revise + exit check. Teacher gives two revision prompts: (1) underline one repeated element, (2) circle one image and rewrite it to be more vivid or more surprising. Students revise for 2 minutes, then complete a one-sentence exit ticket: “In my writing, rhythm/repetition/imagery creates ___ because ___.”

Resources

• Short teacher-selected extract from the witches’ speech (Macbeth, Act 1, Scene 1)
• Highlighter pens or annotation strips (repetition / rhythm / imagery)
• Sentence stem cards for “technique → effect” explanations
• Writing template: Atmosphere / Imagery choices / Repetition + Rhythm plan
• Timers (visible to students)
• Independent reading texts used during the lesson’s Do Now

Assessment

• During turn-and-talk and whole-class recap, listen for accurate technique/effect links (formative).
• During annotation, check whether students correctly identify repetition, rhythm, and imagery and can explain at least one effect (formative).
• Exit ticket sentence evaluates whether students can apply the writing objective to their own drafting.

Differentiation

• Support: provide a partially annotated model extract and sentence stems; offer a word bank for imagery (night, storm, shadows, rot, smoke) and for effects (eerie, unsettling, unnatural, ominous).
• Support: allow students to draft using line starters (e.g. “In the ___,” “When the ,” “ and ___”) to scaffold rhythm.
• Extension: challenge students to include a paradox/contradiction pattern similar to “fair is foul and foul is fair”, and to explain their rhythm choice using “beat” or “stressed syllables”.
• EAL/SEN: allow use of sentence frames and fewer lines (e.g. 6 lines) while still meeting the technique requirements; pair with a supportive partner for annotation.