Wednesday 30 January 2013
Act 3 STUDY QUESTIONS
Act 3
Scene 1:
1. What do Rosencrantz and Guildenstern report to Polonius?
2. How does Claudius react when Polonius says, "…with devotion's visage, And pious action we do sugar o'er/ The devil himself"?
3. What plan do Polonius, Claudius and Ophelia now put into action?
4. What is the nature of Hamlet's soliloquy, lines 57-91?
5. What is Hamlet's main argument against suicide?
6. Why does Hamlet treat Ophelia as cruelly as he does? What has changed him?
7. What thinly veiled threat to Claudius does Hamlet voice, after he becomes of his hidden presence? (lines 148-150)
8. At the end of this scene, what does the King decide to do with Hamlet?
Scene 2:
9. What qualities in Horatio cause Hamlet to enlist his assistance?
10. What does Hamlet ask Horatio to do?
11. Summarize what happens in the play-within-a-play.
12. Why, in line 233, does Hamlet refer to the play-within-a-play as "The Mouse-trap"?
13. What is the King's reaction to the play?
14. In lines 354-363, to what object does Hamlet compare himself? Why?
15. As Hamlet goes to his mother at the end of this scene, what does he admonish himself to do?
Monday 28 January 2013
Hamlet Vocabulary # 2
Consummation
Contumely
Beguile
Unction
Cicatrice
Superflous
Requiem
Augury
Felicity
Calamity
Contumely
Beguile
Unction
Cicatrice
Superflous
Requiem
Augury
Felicity
Calamity
Act 2
ACT II
1) What is does Polonius tell Reynaldo in the opening of Act II? How does he plan to trap his son?
2) What does this say about Polonius?
3) What particularly in Act II scene 1 has disturbed Ophelia?
4) Why have Rosencrantez and Guildenstern been sent to Denmark?
5) What does Hamlet ask the players to recite? How does the allusion mimic Hamlet’s position?
Identify the following speaker of the following lines and discuss to whom the lines are being delivered, and what do the lines mean?
6) “No, my lord, but as you did command/ I did repel his letter, and denied his access to me”
7) “More matter less art”
8) “That I, the son of a dear father murdered,/ Prompted to my revenge by heaven and hell/ Must like a whore unpack my heart with words,
9) “Your bait of falsehood take this carp of truth/ And thus do we of wisdom and of reach,/ with windlasses and with assays of bias,/ By directions find directions out.”
10) “For if the sun breeds maggots in a dead dog, being a good kissing carrion-Have you a daughter?”
11) List three metaphors (1 direct, 1 implied, 1 extended) from the play.
12) What proof does Polonius have that he believe indicates Hamlet’s love for Ophelia?
13) Explain the quote, “There is nothing either good or bad, but thinking makes it so.” How does this relate to Hamlet.
14) What is a fishmonger?
15) Who was Jephthah?
Thursday 17 January 2013
HAMLET ACT 1
HAMLET ACT 1 Scene 2
1. What is odd about Hamlet’s appearance in the opening of scene two?
2. Explain (give at least two reasons) why Claudius needs to justify his marriage in the opening of scene two.
3. Laertes asks the King for leave to do what, specifically?
4. Explain Hamlet’s insult when he says, “A little more than kin and less than kind.”
5. Explain Hamlet’s use of pun in the line, “Not so my lord, I am too much in the sun.”
6. In Hamlet’s first soliloquy it is obvious that what troubles him most is?
7. What does Hamlet mean by the following lines
“Seems, madam? Nay, it is. I know not ‘seems’.
‘Tis not alone my inky cloak, good mother,
Nor customary suits of solemn black,
Nor windy suspiration of forc’d breath,
No, nore the fruitful river in the eye,
Nor the dejected havior of the visage,
Together will all forms, moods, shapes of grief,
That can denote me truly. These indeed seem,
For they are actions that a man might play;
But I have that within which passes show,
These but the trappings and the suits of woe.
8. What does Hamlet say about the baked meats and the funeral and the wedding.
9. What news does Horatio, Marcellus and Barnardo bring to Hamlet.
Act 1 scenes 3-4
1) What is Laertes advice to Ophelia?
2) How does “The canker galls the infants of the spring/ too oft before their buttons be disclos’d” fit into the ideology of the decaying garden?
3) What analogy does Ophelia give to her brother as an answer to his advice? What does she mean?
4) List five of the “few precepts” that Polonius gives to Laertes.
5) In lines 105-109, what is the metaphor that Polonius uses to describe Hamlet’s words of love?
6) List and explain one metaphor found in the lines 115-135.
7) What is Polonius’ command to Ophelia?
8) In scene 4, what is Hamlet talking about in lines 13-38?
9) Why doesn’t Horatio want Hamlet to follow the ghost?
10) What is Hamlet’s command to the three guards?
Monday 14 January 2013
Monday 1/14/2013
Today we will begin class with Words of the Day, then go into a background of HAMLET, and begin ACT I.
Below is study questions for ACT I and a list of Objectives for HAMLET.
Hamlet ACT 1 Scene 1
HOMEWORK - Reread Act 1 Scene 1 and post the answers to the following questions:
1) How is interest created in the opening scene?
2) What information are we given to help us understand the situation?
3) What happens at the end of the scene to create suspense and keep up the reader’s interest?
4) What is the mood of the scene?
5) Why are the sentries apprehensive (there are two reasons)?
6) What reasons are suggested by Horatio for the appearance of the late King’s ghost?
7) Who are the characters present in the scene?
8) List one thing Horatio says about the former King?
9) Who is young Fortinbras?
10) What does Horatio say happened in Rome after Julius Caesar was murdered?
11) How does Horatio differ from Marcellus and Barnardo in scene 1?
12) What is Horatio’s purpose in scene 1 (why is he present)?
13) What past history (Denmark’s history) is revealed in scene 1?
Hamlet (OBJECTIVES)
Shakespeare: Tragedy, Comedy and Metaphor
“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca
This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break down the structure of the play HAMLET and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas. A study of Hamlet must involve an examination of his melancholy, his indecision, his fatalism, his cynicism, his general disillusionment with humanity, the question of his sanity or insanity, and the revenging of his father’s death. The play is full of questions: How should one behave? What should one believe? Who is there (what force outside of humanity abides in the realms of the universe)? What is beautiful and what is ugly in humanity? The play also deals with problems: parent’s treatment of their children, the question of suicide and mortality, corruption and evil, loyalty and fate. Ultimately, Hamlet is a play about the question, “How can one live in an inherently evil world?” A timely question even today as we reflect on the war with Iraq, a Middle East still in chaos and divided in fractions, a Korea on the verge of nuclear weapons, American and World companies that value money over people and people who value money and power over love. A warning: Hamlet can be disturbing. Shakespeare takes extreme liberties with the use of religious allusions, metaphors and symbols: Shakespeare’s views of religion might not fit your views. Shakespeare also was a master of poetic vulgarity, but there was a function and reason behind it.
OBJECTIVES: At the end of this unit students will be able to
Knowledge:
1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor (direct, implied, extended), symbol, simile, pun
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Define various vocabulary words from the play
Comprehension:
6) Identify a metaphor (direct, implied, extended), simile, pun or symbol within the play
7) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
8) Give a brief description of all the characters and their roles in the play
9) Given a line of dialogue identify the speaker
10) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
11) Summarize each scene into a headline
Application
12) Demonstrate an understanding of a scene in a drawing
13) Demonstrate a relation of characters to contemporary times through a simulation
14) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
15) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Denmark, personal responses, and in-class presentations on characters.
16) Demonstrate an understanding of parts of the play by translation Shakespeare’s lines into contemporary English
17) Write a poem or a rap about Hamlet
18) Research a character: the different critical views and present findings to class
Analysis
19) Write a analysis paper on some element or question of Hamlet and present the paper to class as an oration
Synthesis
20) Write a sonnet
PROJECT: (if time persists)
A variety of activities could be included as a project, but some include staging a scene of the play (with costumes), making a puppet show, making an activity book, reading other Shakespeare plays and presenting them to class (with some acting), making a movie or video, recording your song/rap (with some polishing), writing a sonnet sequence, writing a paper.
STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:
1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)
ACTIVITIES TO BE INCLUDED (but not limited to)
1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) scavenger hunt
10) project
QUESTIONS TO DEVELOP THESIS STATEMENTS ABOUT AND ANSWER
1) Polonius is sometimes played as a senile old fool, sometimes as a shrewd and worldly old man. Which interpretation do you agree with and why?
2) Pick one character who could, at some point, have changed the whole chain of events. Discuss.
3) Analyze the three appearances of the ghost seen in the play. Where did he appear; to whom did he appear? How does the third appearance differ from the first two? What is the significance of this?
4) Discuss the reasons for Hamlet’s apparent delay in seeking revenge for his father. What is your opinion regarding his procrastination?
5) Compare and contrast Hamlet, Laertes, and Fortinbras as avengers.
6) What is Hamlet’s attitude towards life and people? How does it affect his actions?
7) Apply the following quote to Hamlet: “A man who wishes to make a profession of goodness in everything must necessarily come to grief among so many who are not good. Therefore, it is necessary for a prince, who wishes to maintain himself, to learn how to not to be good, and to use this knowledge and not use it, according to the necessity of the case.” -- THE PRINCE, Machiavelli
8) Examine the reoccurring pun on sun and son. How does this symbol work in the overall meaning of the play.
9) Was Ophelia pregnant with Hamlet’s child?
10) Did Hamlet slip into madness?
11) It is Hamlet who causes the downfall of Denmark.
12) What is the meaning of the pirates?
13) Is Hamlet Jesus Christ? How is Horatio either John the Baptist or an apostle.
14) Why or how is Denmark the Garden of Eden?
15) Gertrude knows about the murder?
16) The meaning of prostitution in Hamlet?
17) Hamlet compared to the real world.
Below is study questions for ACT I and a list of Objectives for HAMLET.
Hamlet ACT 1 Scene 1
HOMEWORK - Reread Act 1 Scene 1 and post the answers to the following questions:
1) How is interest created in the opening scene?
2) What information are we given to help us understand the situation?
3) What happens at the end of the scene to create suspense and keep up the reader’s interest?
4) What is the mood of the scene?
5) Why are the sentries apprehensive (there are two reasons)?
6) What reasons are suggested by Horatio for the appearance of the late King’s ghost?
7) Who are the characters present in the scene?
8) List one thing Horatio says about the former King?
9) Who is young Fortinbras?
10) What does Horatio say happened in Rome after Julius Caesar was murdered?
11) How does Horatio differ from Marcellus and Barnardo in scene 1?
12) What is Horatio’s purpose in scene 1 (why is he present)?
13) What past history (Denmark’s history) is revealed in scene 1?
Hamlet (OBJECTIVES)
Shakespeare: Tragedy, Comedy and Metaphor
“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca
This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break down the structure of the play HAMLET and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas. A study of Hamlet must involve an examination of his melancholy, his indecision, his fatalism, his cynicism, his general disillusionment with humanity, the question of his sanity or insanity, and the revenging of his father’s death. The play is full of questions: How should one behave? What should one believe? Who is there (what force outside of humanity abides in the realms of the universe)? What is beautiful and what is ugly in humanity? The play also deals with problems: parent’s treatment of their children, the question of suicide and mortality, corruption and evil, loyalty and fate. Ultimately, Hamlet is a play about the question, “How can one live in an inherently evil world?” A timely question even today as we reflect on the war with Iraq, a Middle East still in chaos and divided in fractions, a Korea on the verge of nuclear weapons, American and World companies that value money over people and people who value money and power over love. A warning: Hamlet can be disturbing. Shakespeare takes extreme liberties with the use of religious allusions, metaphors and symbols: Shakespeare’s views of religion might not fit your views. Shakespeare also was a master of poetic vulgarity, but there was a function and reason behind it.
OBJECTIVES: At the end of this unit students will be able to
Knowledge:
1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor (direct, implied, extended), symbol, simile, pun
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Define various vocabulary words from the play
Comprehension:
6) Identify a metaphor (direct, implied, extended), simile, pun or symbol within the play
7) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
8) Give a brief description of all the characters and their roles in the play
9) Given a line of dialogue identify the speaker
10) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
11) Summarize each scene into a headline
Application
12) Demonstrate an understanding of a scene in a drawing
13) Demonstrate a relation of characters to contemporary times through a simulation
14) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
15) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Denmark, personal responses, and in-class presentations on characters.
16) Demonstrate an understanding of parts of the play by translation Shakespeare’s lines into contemporary English
17) Write a poem or a rap about Hamlet
18) Research a character: the different critical views and present findings to class
Analysis
19) Write a analysis paper on some element or question of Hamlet and present the paper to class as an oration
Synthesis
20) Write a sonnet
PROJECT: (if time persists)
A variety of activities could be included as a project, but some include staging a scene of the play (with costumes), making a puppet show, making an activity book, reading other Shakespeare plays and presenting them to class (with some acting), making a movie or video, recording your song/rap (with some polishing), writing a sonnet sequence, writing a paper.
STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:
1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)
ACTIVITIES TO BE INCLUDED (but not limited to)
1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) scavenger hunt
10) project
QUESTIONS TO DEVELOP THESIS STATEMENTS ABOUT AND ANSWER
1) Polonius is sometimes played as a senile old fool, sometimes as a shrewd and worldly old man. Which interpretation do you agree with and why?
2) Pick one character who could, at some point, have changed the whole chain of events. Discuss.
3) Analyze the three appearances of the ghost seen in the play. Where did he appear; to whom did he appear? How does the third appearance differ from the first two? What is the significance of this?
4) Discuss the reasons for Hamlet’s apparent delay in seeking revenge for his father. What is your opinion regarding his procrastination?
5) Compare and contrast Hamlet, Laertes, and Fortinbras as avengers.
6) What is Hamlet’s attitude towards life and people? How does it affect his actions?
7) Apply the following quote to Hamlet: “A man who wishes to make a profession of goodness in everything must necessarily come to grief among so many who are not good. Therefore, it is necessary for a prince, who wishes to maintain himself, to learn how to not to be good, and to use this knowledge and not use it, according to the necessity of the case.” -- THE PRINCE, Machiavelli
8) Examine the reoccurring pun on sun and son. How does this symbol work in the overall meaning of the play.
9) Was Ophelia pregnant with Hamlet’s child?
10) Did Hamlet slip into madness?
11) It is Hamlet who causes the downfall of Denmark.
12) What is the meaning of the pirates?
13) Is Hamlet Jesus Christ? How is Horatio either John the Baptist or an apostle.
14) Why or how is Denmark the Garden of Eden?
15) Gertrude knows about the murder?
16) The meaning of prostitution in Hamlet?
17) Hamlet compared to the real world.
Wednesday 9 January 2013
Thursday Lessons - Hyphens
Do the following exercises (Lesson 421-425) and post them to your blogs. There are twenty-five sentences. If you get done before the end of class. You need to review sentence types: simple, compound, complex, compound-complex. You may have a quiz on Friday. Lesson 421
Mechanics - Punctuation - Hyphens
Use a hyphen in compounds made up of two or more words used as an adjective before a noun. This includes coined phrases. Do not use a hyphen when one of the words is an adverb ending in -ly. These compounds will add vividness to your writing, but one should not use too many. Example: I received a last-minute call.
Instructions: Supply hyphens where they are needed in these sentences.
1. The little lost girl had that I'm going to cry again look on her face.
2. Spies must have the I like danger attitude to be successful.
3. We found many interesting things in a forty year old trunk.
4. He gave an I dare you to touch me sneer to the others.
5. Did you read that hair raising story last night?
Lesson 422
Mechanics - Punctuation - Hyphens
Use a hyphen in some compound nouns made up of a noun and a prepositional phrase. Example: sister-in-law
Instructions: Supply hyphens where they are needed in these sentences.
1. In the woods we saw many flowers including a jack in the pulpit.
2. One old toy that everyone used to have was a jack in the box.
3. The sergeants at arms will escort him from the courtroom.
4. The ship's captain enjoyed using the cat o' nine tails on disobedient sailors.
\
5. Finding the man seemed to be just a will o' the wisp.
Lesson 423
Mechanics - Punctuation - Hyphens
Use a hyphen with special compounds such as tie-up, and drive-in.
Instructions: Supply hyphens where they are needed in these sentences.
1. Jim was the runner up in the race.
2. The sailors attached the ship to the tie up.
3. Let's get something to eat at a drive in.
4. The jump off was the beginning of the war.
5. This meal is certainly first rate.
Lesson 424
Mechanics - Punctuation - Hyphens
Use a hyphen in compounds in which mispronunciation might otherwise result. Example: pre-existence
Instructions: Supply hyphens where they are needed in these sentences.
1. It was hard to find an antiimperialist among the rulers of ancient Rome.
2. I believe that man had a preexistence before this life.
3. Can you deenergize that bomb in time?
4. If you take that medicine, it could cause the body to be antiimmune.
5. The concerned group was starting an antiimmoral movement.
Lesson 425
Mechanics - Punctuation - Hyphens
Use a hyphen to show the omission of a connecting word. Example: chapters 1-5 (through omitted)
Instructions: Supply hyphens and omit the words where they are needed in these sentences.
1. We studied the Franco and Prussian War in our history class.
2. For tomorrow read chapters 6 to 9 in your geography book.
3. The decade 1950 through 1959 was a great time to grow up.
4. The New York to Paris flight will leave on time.
5. Study your letters l through z for the next quiz.
Mechanics - Punctuation - Hyphens
Use a hyphen in compounds made up of two or more words used as an adjective before a noun. This includes coined phrases. Do not use a hyphen when one of the words is an adverb ending in -ly. These compounds will add vividness to your writing, but one should not use too many. Example: I received a last-minute call.
Instructions: Supply hyphens where they are needed in these sentences.
1. The little lost girl had that I'm going to cry again look on her face.
2. Spies must have the I like danger attitude to be successful.
3. We found many interesting things in a forty year old trunk.
4. He gave an I dare you to touch me sneer to the others.
5. Did you read that hair raising story last night?
Lesson 422
Mechanics - Punctuation - Hyphens
Use a hyphen in some compound nouns made up of a noun and a prepositional phrase. Example: sister-in-law
Instructions: Supply hyphens where they are needed in these sentences.
1. In the woods we saw many flowers including a jack in the pulpit.
2. One old toy that everyone used to have was a jack in the box.
3. The sergeants at arms will escort him from the courtroom.
4. The ship's captain enjoyed using the cat o' nine tails on disobedient sailors.
\
5. Finding the man seemed to be just a will o' the wisp.
Lesson 423
Mechanics - Punctuation - Hyphens
Use a hyphen with special compounds such as tie-up, and drive-in.
Instructions: Supply hyphens where they are needed in these sentences.
1. Jim was the runner up in the race.
2. The sailors attached the ship to the tie up.
3. Let's get something to eat at a drive in.
4. The jump off was the beginning of the war.
5. This meal is certainly first rate.
Lesson 424
Mechanics - Punctuation - Hyphens
Use a hyphen in compounds in which mispronunciation might otherwise result. Example: pre-existence
Instructions: Supply hyphens where they are needed in these sentences.
1. It was hard to find an antiimperialist among the rulers of ancient Rome.
2. I believe that man had a preexistence before this life.
3. Can you deenergize that bomb in time?
4. If you take that medicine, it could cause the body to be antiimmune.
5. The concerned group was starting an antiimmoral movement.
Lesson 425
Mechanics - Punctuation - Hyphens
Use a hyphen to show the omission of a connecting word. Example: chapters 1-5 (through omitted)
Instructions: Supply hyphens and omit the words where they are needed in these sentences.
1. We studied the Franco and Prussian War in our history class.
2. For tomorrow read chapters 6 to 9 in your geography book.
3. The decade 1950 through 1959 was a great time to grow up.
4. The New York to Paris flight will leave on time.
5. Study your letters l through z for the next quiz.
Thursday 3 January 2013
New Vocabulary
1) Paradox
2) Sovereign
3) Commission
4) Resolution
5) Malefaction
6) Firmament
7) Tedious
8) Pestilent
9) Pious
10) Promontory
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