Wednesday, September 27 Ophelia returns letters/ thematic essay

Coming up:  tomorrow the counselors are coming in to speak about PSATs
                    Thematic essay due (sent or handed in on Monday, October 2. This includes both the outline and the essay. 
    In class: Review of Character quiz.
Review of thematic essay and outline graphic organizer (class handout / copy below) Detailed instructions on the essay below.
Hamlet vocabulary 3 quiz



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English III – 2017

Name: ______________________           ____________                       Date: ____/____/______

Directions: Using the word bank below, fill in the blanks with the character that fits the description. You may use the same characters more than once. (5 points each)

	Hamlet       Queen Gertrude       King Claudius       Horatio       Ophelia       Ghost      Polonius     Rosencrantz & Guildenstern      Laertes      King Hamlet

 

1. Remarries not two months after his/her partner’s death: ____________________

2. Hamlet’s former school friends: ____________________

3. Frequented the orchard for naps: ____________________

4. Accuses Hamlet of being “unmanly”: ____________________

5. Best friend of Horatio: ____________________

6. Commands Ophelia to cease speaking to Hamlet: ____________________

7. Son of Polonius: ____________________

8. Accuses Laertes of being a hypocrite: ____________________

9. Compared to a satyr: ____________________

10. Tells Hamlet of the Ghost: ____________________

11. Traveled to Denmark for Claudius’ coronation: ____________________

12. Displays signs of severe depression: ____________________

13. Harrows the palace guards: ____________________

14. Compared to the sun god Hyperion: ____________________

15. Reveals to Hamlet the murderer of his father: ____________________

16. Likes to brown-nose: ____________________

17. Hebona juice was poured into his/her ear: ____________________

18. Orders ambassadors to ferry a message to Norway: ____________________

19. Is in love with Hamlet: ____________________

20. Convinces Hamet to stay in Denmark: ____________________

Extra Credit: Identify the speaker of the following lines:
(5 points)

“Do not, as some ungracious pastors do,
Show me the steep and thorny way to heaven
Whiles, like a puffed and reckless libertine,
Himself the primrose path of dalliance treads
And recks not his own rede.” (1.3.47-51)

Answer: ____________________

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You are writing a thematic essay of five paragraphs, which will be due either as a hand-written copy at the start of class on Monday, October 2 or previously sent to me. To share on google docs, my number is 2006630 or you may send it to my e-mail: dolly.parker@rcsd121.org.  I will collect all the graphic organizers at the start of class on Monday. 

1. Begin your essay with an MLA heading. (check your notebook, if you do not remember)  Your paper title: The theme of _______________ Hamlet 
2. Follow the organizational structure of the graphic organizer.
3. Choose your theme. (see notebook or go back to blog for Monday, September 25.
4. Although I have given you scene associations for the various themes, you must go into the text. Bring your Hamlet home or go on line. There are plenty of copies. 
5.Do not forget to cite the text you are weaving into your own sentences. 
6. At the end of you paper, cite the text you use.  Use citation machine.  Don't know how? Here's the link: citation machine mla

Name_________________  Hamlet thematic essay outline  (graded assignment)

This will serve as your rough draft and must be completed- and utilized- with your essay.

Introduction:

    INTRODUCTION:        Hook? This is your general, universal statement about the play. It should not be biographical information on Shakespeare. This may be 2-3 sentences.  Consider aspects of setting, universal observations on life, such as relationships and life transitions, or cultural situations that serve as impetus to the plot.  Write your hook here: __________________________________________________________

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 Thesis statement: What is your essay about? This is where you weave your chosen theme into the introduction.

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Paragraph 1: Where in the play is your theme first shown? You’ll have to find the place in the text. Include the setting and the characters.

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Textual evidence: write an example from Act 1 through Act 2.2, giving evidence that supports your theme.  Look at dialogue and figurative language. Is there a metaphor? Pun? Simile? Synecdoche? Oxymoron?  Weave in the text and cite.

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Analysis statement: Why or how is this scene that shows (your theme) significant in the overall development of the play?

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Paragraph 2:  Similar to paragraph 1. Give another example from the text that shows the development of your chosen theme. As in paragraph 1, you should include details of the character, setting, plot, as well as any figurative language that enhances the theme. Weave in the text and cite. You’ll have to find the place in the text. Include the setting and the characters.

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Analysis statement: Why or how is this scene that shows (your theme) significant in the overall development of the play?

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Paragraph 3: Similar to 1 and 2. Final example of your selected theme. Again, where it shows up. Include details of the setting, plot and characters. And of course, weave in your textual support and cite. Note any figurative language that enriches the theme’s development.

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Analysis statement: Why or how is this scene that shows (your theme) significant in the overall development of the play?

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Conclusion: (Do not begin in conclusion!)

This is where you bring together in summary and analysis your essay. This is not a restatement of your introduction. Ask yourself what is the larger significance of your theme? How does it connect to the characters and beyond? What does one take away from this as a lesson or awareness in being human? Write your notes below.

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Tuesday, September 26 "to be or not" Hamlet rejects Ophelia

RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with more than one meaning or language that is particularly fresh, engaging, or beautiful.

RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Coming up: vocabulary quiz Hamlet 3 Wednesday / tomorrow

                  PSAT information from counselors on Thursday

In class: vocabulary review Hamlet 3  another copy below if you lost yours.
             If you are following along in the text, please look at 3.1.56 for the soliloquy and then 3.1.90 for the scene between Hamlet and Ophelia.

              "To Be or Not to Be Soliloquy. (class handout / copy below)to be or not to be soliloquy  through 2:58; then Ophelia returning Hamlet's remembrances. 

Ophelia returns Hamlet's remembrances.3.1.90

Note how Polonius and King Claudius watch

1. How does Hamlet behave when Ophelia gives back his love letters?

2. What is indicated by these words of Ophelia?  Consider her state of mind. (theme: women)

OPHELIA
O, what a noble mind is here o'erthrown!
The courtier's, soldier's, scholar's, eye, tongue, sword;
The expectancy and rose of the fair state,
The glass of fashion and the mould of form,
The observed of all observers, quite, quite down!
And I, of ladies most deject and wretched,
That suck'd the honey of his music vows,
Now see that noble and most sovereign reason,
Like sweet bells jangled, out of tune and harsh;
That unmatch'd form and feature of blown youth
Blasted with ecstasy: O, woe is me,
To have seen what I have seen, see what I see!

(3.1.153-164.)

3. What is King Claudius' conclusion as to Hamlet's behavior?

(3.1.165-170)

4. Explain these words of King Claudius: "Madness in great ones must not unwatched go" (190).

Name _____________________________-

3.1.56-88

You will find Hamlet’s third soliloquy chunked

below, where he makes arguments against

“self-slaughter”. In the corresponding numerical section, summarize in your own words Hamlet’s thoughts.

To be, or not to be- that is the question: Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune Or to take arms against a sea of troubles, And by opposing end them.	1.
To die- to sleep- No more; and by a sleep to say we end The heartache, and the thousand natural shocks That flesh is heir to. 'Tis a consummation Devoutly to be wish'd.	2.
To die- to sleep. To sleep- perchance to dream: ay, there's the rub! For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause.	3.
Who would these fardels bear, To grunt and sweat under a weary life, But that the dread of something after death- The undiscover'd country, from whose bourn No traveller returns- puzzles the will, And makes us rather bear those ills we have Than fly to others that we know not of?	4.
Thus conscience does make cowards of us all, And thus the native hue of resolution Is sicklied o'er with the pale cast of thought, And enterprises of great pith and moment With this regard their currents turn awry And lose the name of action	5.

Hamlet vocabulary 3 by William Shakespeare Vocabulary Quiz Wednesday, September 27

The quiz will be 10 matching and 10 contextual sentences

1.     calamity- (noun) a great misfortune or disaster
2.     heir- (noun) a person who inherits or has right of inheritance in the property of another following the latter’s death.
3.     To confine- (verb) to shut or keep in
4.     commencement- (noun) beginning, start
5.     hypocrite- (noun) a person who pretends to have virtues,        principles 
6.     virtue- (noun) goodness
7.     to deprive-(verb) took away
8.     to harrow-(verb) distresses the mind or feelings
9.     imminent- (adjective) likely to occur at any moment
10.    incentive- (noun) something that encourages a person to do something or to work harder

Monday, September 25, meet rosencranz and guildenstern

Coming up: Hamlet 3 vocabulary review on Tuesday, vocabulary quiz Wednesday; counselors here on Thursday for PSAT information

Today in class: review of themes in preparation for essay
                          meeting Hamlet's school friends Rosencrantz and Guildenstern.

Please take out your notebooks and your Hamlet text.

REVIEW OF THE MATERIAL FROM FRIDAY

Make sure you have the following list of themes that we are seeing be developed in the play.

1.corruption
2. religion provides no answers: what looks good could be evil.
3. decisive action.

4. filial responsibility 
5. appearance vs. reality

6. Women

Below is the link to Act 2.2 that we watched on Friday. If you have not done so, please watch.

Act 2.2 Polonius sets a spy on Laertes; Ophelia tells on Hamlet

  Hamlet Act 2.2   review of Friday's questions. Please correct / write in the correct responses. 

Polonius sets a spy on Laertes; Ophelia tells Polonius what Hamlet has done.

1.     Why does Polonius wish Renaldo to use “slips [such] as gaming…or drinking, fencing and quarrelling,” in other words a “bait of falsehood?” use text (2.1.64-66)

 Polonius believes that he will "by indiscretions find directions out" (2.2.66)

       

2.     According to Ophelia, how was Hamlet dressed when he entered her sewing closet?

Use text (2.1.77-83) 

 Hamlet had "his doublet all unbraced,/ No hat upon his head, his stockings fouled, / Ungartered, and down gyved to his ankle (2.1.77-80).

  

3.     What does Polonius think is the reason behind Hamlet’s behavior?

Use text (2.1.102).

He thinks "This is the very ecstasy of love"(2.1.102).

4. Look at your themes list. Select one theme and give two examples of how you see this being developed.

Development of themes in Act 1.
1.corruption
                     a. Claudius' killing King Hamlet 1:5
                     b. how the ghost is attired (1.1)
                     c. Horatio alludes to occurrences in ancient                                Rome. (1.1) 
                     d. Claudius' marrying Gertrude (1.2); Ghost                           speaks: 1:5
                      e. Hamlet's observation after he learns that                             Horatio has seen his father: 1.2
                     f. Marcellus to Horatio: 1.4
                     g. Hamlet's observations on the castle                                    partying: 1.4
                     h. Hamlet's observations on villains: 1.5

                    
                2. religion provides no answers: what looks good could be evil.
            a. Hamlet's soliloquy: 1.2
            b. Marcellus to Horatio 1.1
            c. Ghost speaks of his "prison                                    house":1.5

               3. decisive action. 
                 a. Hamlet's soliloquy: 1.2
                 b. Hamlet insists upon following his father, despite Horatio's protestations: 1:4
                 c. Hamlet swears revenge 1:5

                4. filial responsibility . 

                  a.Gertrude's observations: 1.2;                             b. Claudius' observations: 1.2

                   c. Ghost King Hamlet manipulating his son to avenge his death: 1:55.

               appearance vs. reality

            a. Marcellus's / Bernado's  comments on seeing the ghost (1.1)

            b. Hamlet on his own behavior: 1.2

            c. Hamlet's soliloquy: 1.2

            d. Hamlet upon first seeing his ghost father: 1.4

           6. Role of women

             a. King Claudius: 1.2

             b. Hamlet soliloquy: 1.2

             C. Laertes to Ophelia: 1.3

              D. Ophelia to Laertes: 1.3

              E. Polonius to Ophelia: 1.3

              F. Ophelia to Polonius: 1.3

              G. Ghost King Hamlet on Gertrude: 1.5

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Meeting Rosencrantz and Guildenstern

Act 2, scene 2 Act 2, scene 2 Rosencrantz, Guildenstern and Hamlet's lunacy

           

Take note of the following:

• King Claudius has sent for these two men
• King Claudius explains that Hamlet has had a "transformation: so called it. /Sith not th' exterior nor the inward man / Resembles that it was"(2.2.5-7).  (Remember also Polonius has recently sent Fernando to spy on his son Laertes.)
• King Claudius also wants them to spy (more corruption?)(Remember also Polonius has recently sent Fernando to spy on his son Laertes.)
• Is Queen Gertrude alluding to a bribe? (corruption)
• Polonius tells King Claudius that he has found the cause of Hamlet's "lunacy".
• The ambassadors return from Norway to say that Young Fortinbras will not attack Denmark, but instead will go after Poland. 
• Note the irony when Polonius says: "Brevity is the soul of wit "(2.2.90).
• What does Gertrude mean when she says: "More matter with less art" (2.2.95).
• According to Polonius, Hamlet is "mad" because he is in love with Ophelia, who has rejected him. (Note that Ophelia has obediently given her father a note from Hamlet - (theme: filial responsibility, women. )
• Polonius has told Ophelia to stop this "hot love on the wing" (2.2.133).
• Polonius hatches a plan to see if Hamlet is really in love with Ophelia. He and King Claudius will hide behind the arras (learn, means heavy curtain) and spy (theme corruption) as Ophelia talks with Hamlet.
• Gertrude agrees to their plan (theme-women)  
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• Vocabulary 3 Hamlet quiz on Wednesday, September 25
• 1.     calamity- (noun) a great misfortune or disaster
  2.     heir- (noun) a person who inherits or has right of inheritance in the property of another following the latter’s death.
  3.     To confine- (verb) to shut or keep in
  4.     commencement- (noun) beginning, start
  5.     hypocrite- (noun) a person who pretends to have virtues,        principles 
  6.     virtue- (noun) goodness
  7.     to deprive-(verb) took away
  8.     to harrow-(verb) distresses the mind or feelings
  9.     imminent- (adjective) likely to occur at any moment
  10.    incentive- (noun) something that encourages a person to do something or to work harder
•