Hamlet Review

      HAMLET FINAL REVIEW:
1) The following characters are dramatic foils for Hamlet.  Discuss in detail how?

a) Claudius


b) Gertrude


c) Laertes


d) Ophelia


e) Polonius


f) Fortinbras


2) What do Fortinbras, Hamlet and Laertes have in common?

3) Be able to give three examples of symbols and discuss how they work in Hamlet.

4) Give a description (mental, physical, emotional) of the following characters:

Ghost:

Hamlet:

Gertrude:

Claudius:

Ophelia:

Laertes:

Polonius:

Reynaldo:

Horatio:

Rosencrantz:

Guildenstern:

Osric:

Fransico:

Barnado:

Marcellus:

Fortinbras:

Gravedigger:

5) Outline the plot according to Exposition, Inciting Event, Rising Action, Climax, Falling Action and Resolution.  Make sure you know where events fall.


6) Be able to summarize the following acts:

ACT I:
ACT II:
ACT III:
ACT IV:
ACT V:

7) How is Polonius a meddling old fool?  Think about how he buts in between Ophelia and Hamlet, How he sends Reynaldo to spy on his son Laertes, How he suggests spying on Hamlet three different times.

8) Do you think Ophelia loved Hamlet?  Prove this with examples from the play.

9) In Act II what does Hamlet ask the players to recite?  How does the allusion mimic Hamlet’s position?

10) What is a fishmonger?  Who are fishmongers in the play? Why?  Who are fishmongers in the senior class.

11) Who is Jephthah?

12) Explain the quote: “There is nothing either good or bad, but thinking makes it so.”

13) How is Hamlet rude to Ophelia?  How is Ophelias rude to Hamlet?

14) What are some of the instructions Hamlet gives to the actors?

15) How is the “play within a play” scene a turning point in the story?

16) What are three important things about Claudius’ soliloquy?

17) What proof is there that Hamlet actually goes crazy in Act 3?

18) What is one thing Hamlet says that women do to men?

19) Discuss the meaning of the following soliloquys:  ACT I SCENE ii lines 129-159

        ACT III  Scene 1 lines 57-91

        ACT IV Scene iv lines 34-68

20) What characters are in the opening scene?
21) Describe Hamlet’s appearance in Act 1.
22) Why does Claudius need to justify him marriage in Act 1.
23) What is the continuous pun on sun?  Discuss how Shakespeare and Hamlet are using it.  Give some examples of its use.

24) How does Ophelia’s craziness in Act 4 reflect Hamlet’s in Act 2 and 3?  How does it differ?

25) Why does Ophelia sing songs of sexual betrayal and death?  What does it say about her character.

26) Why does Ophelia die?  Do you think her death was accidental or suicide?  Why?

27) What is the point of the gravedigger’s riddles and songs?  How is the gravedigger a bit like Hamlet?
28) What is Osric’s role in the play.  What concerns, Shakespeare’s concerns, does he reinforce.
29) Why does Hamlet ‘defy augury’?
30) How does the dying lines of Gertrude, Claudius and Laertes reflect the way their character has been presented throughout the play?
31) Who wins in Hamlet?  Why?
32) What is the most disturbing element in Hamlet?
33) How does Hamlet reflect contemporary times?
34) What is odd about the following quote:  “A bloody deed; almost as bad, good mother, as kill a king and marry with his brother.”
35) 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.”
36) What is one statement about Humanity that Hamlet makes.
37) What is important about the Pirates?
38) How does Hamlet change in Act 5?
39) Do you think Hamlet forsees his own end?  Why do you think this?
40) How is Hamlet like Christ?
41) What is the purpose of Horatio?
42) What does the following quote mean:
“Alexander died, Alexander was buried/ Alexander returneth to dust; / dust is earth; of earth we make loam; and why of that loam whereto/ he was converted might they not stop a beer barrel?/ Imperious Caesar, dead and turned to clay,?/ Might stop a hole to keep the wind away.? O, that that earth which kept the world in awe/ Should patch a wall t’ expel the winter’s flaw.”

43) Quotations from all Acts from various individuals.  Be able to state who is speaking, who they are speaking to, and what they are talking about.  Look over quizzes and reread important acts.

Act 5

HAMLET ACT 5: Questions

1) What do you feel is the point of the gravedigger’s riddles and song? How does it fit into the play?


2) In what ways do Hamlet’s reactions to the skulls in the graveyard seem to suggest a change in his outlook? Compare Hamlet’s attitude towards Yoric to Hamlet’s attitude to Ophelia or even his father? How is it different? How is it similar?


3) How old is Hamlet? How do you know this?

4) What does the violent argument between Hamlet and Laertes add to the play?

5) What developments in Hamlet’s character are presented through the story of what happened on the boat? (V.ii 1-62). How has Hamlet changed?
6) How do Hamlet’s motives in killing Claudius seem to have shifted according to his speech beginning “Does it not, think thee…” (V.ii.63)

7) What concerns of the play are reinforced in the Osric episode? (V.ii.80-170)

8) Why does Hamlet ‘defy augury’? (V.ii.192)

9) What does Laertes say is his motive in still resenting Hamlet? How has already lost this? How does this contribute to the presentation of revenge in the play? (V.ii216-223)

10) How might the dying lines of Gertrude, Claudius and Laertes be viewed as typical of the way their characters have been presented throughout the play?

11) Who “wins” in Hamlet? How and why do you think this?

Regionals homework/Robotics homework

Continue to work on Acting Projects these are due Monday 3/11.

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.        

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?

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.

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?