Thursday 21 February 2013

Hamlet

For next week 2/28-3/1.


  Acting/Memorization

OBJECTIVES:

Students will demonstrate an understanding of a character(s) from HAMLET by acting out from memory at least 16 lines and by turning in an acting script outlining subtext and emotion for their scene and character.  You can act out either a soliloquy, or a scene.  You can play more than one character and/or you can work in a group.  If you work in a group, every person will need to have at least 18 lines.

Students will be graded in the following ways:

16 lines memorized = 64 points.

Acting (subtext with emotion/ blocking) = 35 points.
Every line above 20 = 1 extra credit point.        

Tuesday 19 February 2013

Act IV

Study Questions


Act IV, Scene 1
1. What is Claudius' main fear in the immediate aftermath of Polonius' death?
Act IV, Scene 2
1. What does Hamlet refuse to tell Rosencrantz and Guildenstern?
Act IV, Scene 3
1. What image does Hamlet use (ll. 19-29) to warn Claudius he's only king temporarily?
2. Claudius ends the scene by writing a letter: to whom, and what order does it contain?
Act IV, Scene 4
1. What's the value of the land Fortinbras' army is marching to capture in Poland (l. 20)? What will the invasion itself cost (l. 25)?
2. Hamlet's soliloquy (ll. 32-66) is self-critical; summarize his main fault.
Act IV, Scene 5
1. Ophelia's songs during her first appearance in this scene deal with love, death and sex. Why? What do they tell us about her at the moment? What might they reveal about Her, Hamlet and Polonius?
2. Why is Laertes a danger to Claudius' throne (ll. 98-103)? (Actually two or three related reasons.)
3. What does Claudius offer as assurance that he had no part in Polonius' death (ll. 190-9)?
Act IV, Scene 6
1. Horatio receives a letter from Hamlet explaining how he escaped from Rosencrantz and Guildenstern. How did he?
Act IV, Scene 7
1. What reason does Claudius give Laertes for Hamlet's killing of Polonius (ll. 1-4)?
2. What are his two reasons for not charging Hamlet with murder (ll. 9-24)?
3. Claudius reveals that Laertes is famous for his skill with the rapier (a fencing weapon) and that Hamlet is envious of this fame.
4. How does Claudius plan to exploit this envy to give Laertes a chance for (publicly) guiltless revenge (ll. 126-38)?
5. How does Laertes refine the plan (ll. 138-147)?
6. What announcement does Gertrude make to end Act IV?

Tuesday 12 February 2013

Grammar Exercises



What are Phrases Practice Exercises
Practice Exercise
Identify the adjective and adverb phrases in the sentences that follow. You may want to look up adjective and adverb phrases (if you don't know).

1. Students with ambition are usually successful.
2. The painter climbed up the ladder.
3. Her ring with the emeralds and rubies came from her grandmother.
4. I saw the squirrels scampering along the fence rail in the backyard.
5. They anchored their fishing boat about a mile off shore.
Identify the appositive phrases in the following sentences and the noun or pronoun they are modifying.

6. Her adventure story appeared in Cricket, the popular children's magazine.
7. Which Shakespearian tragedy do you like most, King Lear or Hamlet?
8. Would you please give this note to your teacher, Mr. Christopher?
9. My cousin, a sophomore at the Academy of Allied Health and Science, wants to be a physical therapist.
10. Marcie told a story about the Tasmanian Devil, an urban legend.
Determine whether the boldfaced phrase is a gerund phrase or a participial phrase.

11. Trying to be protective, Charlotte put her parakeet back into its cage.
12. Misplacing my belt with the silver buckle disappointed Dad.
13. Snoring with contentment, Hallie's cat slept on the bed by her feet.
14. Having to wait at the bus stop for over an hour every day was becoming tiring.
15. Heading this year for the Super Bowl is our favorite team, the New York Giants.



Grammar and Clauses Practice

Independent or Subordinate Clause
Determine whether the group of words is an independent or a subordinate clause.

1. It seemed like yesterday
2. Despite the fact you knew
3. If we could just see eye to eye
4. Wherever he might go
5. Before we leave
6. Suppose he changes his mind
7. Because we were only a mile from home
8. Andrew went fishing
9. When Justin took his first swing
10. So long as we remain in the boat

Noun Clause
Identify the noun clause in each of the following sentences.

1. I don't understand what he sees in this.
2. Phyllis's suggestion that we go through the Blue Ridge Mountains was a good one.
3. James was wondering what Wednesday's lineup is going to be.
4. Our intention is that we be able to visit the Eiffel Tower on our way through Paris.
5. Why you decided to switch careers this late in the game is hard to comprehend.
6. Hugh says he has no idea where he is going to sleep.
7. Whether Ursula goes to college is a concern of mine.
8. That we leave before five in the morning was her idea, not his.
9. You should know where your watch is.
10. The commendation goes to whoever accomplishes the tasks in a timely manner.

Adjective Clause
Identify the adjective clause in each sentence.

1. Did you spill the glass of milk that was in the refrigerator?
2. The police are searching for the person who lives in this apartment.
3. The room on your left is where the supervisor works.
4. Do you remember when you fell and sprained your wrist?
5. I want to go on a ride that is fast, like a roller coaster.
6. I am sure it was the car whose taillight was broken.
7. This document is a piece of evidence that is important.
8. The acting class that I take every Thursday has been cancelled.
9. My cousin, who lives in Oklahoma, is going to Europe with us.
10. There is a fragrant lilac bush that grows outside my window.

Adverb Clause

Identify the adverb clause in each of the following sentences.

1. Because the book was old, it was kept behind glass.
2. This dining room set is yours provided that your payment goes through.
3. Mark is not allowed to leave even if he insists on going.
4. I was ready to go before the sun was up.
5. He acted as if he belonged there.
6. I enjoyed the reunion although there was some tension between Mom and Aunt Joy.
7. Tad could not reach the top shelf even though he used a stepladder.
8. The baby starts to cry whenever I step out of the room.
9. After we have breakfast, we'll go to the flea market.
10. If you don't mind, put this away in the closet for me.


Monday 4 February 2013

Study Questions for ACT III scenes 3 and 4


1) What does Claudius plan to do with Rosencrantz and Guildenstern and Hamlet?
2) What is Polonius going to do while Hamlet speaks with his mother?
3) List three important things about Claudius’ soliloquy.

a)
b)
c
4) Why is it odd that Hamlet sees the king praying?
5) Why doesn’t Hamlet take this opportunity for revenge?
Scene IV

1) Describe Polonius’ advice to Gertrude.
2) What is the significance of the following quote: “How now, a rat? Dead! For a ducat, dead!
3) What is odd about the following quote: A bloody dead; almost as bad, good mother, as kill a king and marry with his brother.
4) Why might Gertrude say, “What have I done, that thou dar’st wag thy tongue in noise so rude against me.”
5) What descriptions does Hamlet use to compare his father and his uncle?


King Hamlet


Claudius

6) What point does Hamlet make by comparing the men?
7) What is disturbing about the following: Nay, but to live in the rank sweat of an enseamed bed; stewed in corruption; honeying, and making love over the nasty sty.”
8) What stops Hamlet’s ranting and raving at Gertrude? What does this figure tell Hamlet?
9) By the end of the act, Hamlet has made many statements about humanity, in general. Explain a few of his points. Do his opinions reflect his madness.
10) Explain the differences between the ghost in Act I with the ghost in Act III. Why might these differences reflect Hamlet’s insanity?