Friday, October 27, Hamlet..the bloody end

 Hamlet and Horatio

Learning standards: I can provide a concluding statement or section that follows from and supports the argument presented.

I can determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Coming up: vocabulary Hamlet 6 quiz on Wednesday, November (another copy below)

Act 5.2: the bloody end  (9:58)

Discussion questions.
1.How does Hamlet approach the competition and Laertes? 

HAMLET	Give me your pardon, sir: I've done you wrong;
	But pardon't, as you are a gentleman.	212
	This presence knows,
	And you must needs have heard, how I am punish'd
	With sore distraction. What I have done,
	That might your nature, honour and exception
	Roughly awake, I here proclaim was madness.
	Was't Hamlet wrong'd Laertes? Never Hamlet:
	If Hamlet from himself be ta'en away,
	And when he's not himself does wrong Laertes,	220
	Then Hamlet does it not, Hamlet denies it.
	Who does it, then? His madness: if't be so,
	Hamlet is of the faction that is wrong'd;
	His madness is poor Hamlet's enemy.
	Sir, in this audience,
	Let my disclaiming from a purposed evil
	Free me so far in your most generous thoughts,
	That I have shot mine arrow o'er the house,
	And hurt my brother. 2. Explain these words of Laertes. How do they reflect upon his character? LAERTES  Aside. And yet 'tis almost 'gainst my conscience. 3. How has the plot chronologically unfolded at the end?Final Project Details: Congratulations! You’ve finished Hamlet! As a final project, each of you will hand in an assignment that reflects your understanding of the play in both analytical and creative ways. This will count as a writing grade. Please read through the time line carefully.               Time line:              Friday, October 27…..creative choice….The attached sheet is due at the close of class today. (classroom participation grade)                 On Friday, November 3, all projects are due. We will have a gallery walk, with written critiques. Any projects not ready to present on  Monday will also only be worth 50 points after that time. Creative Hamlet (This will count as a writing grade.) In addition to the writing component, everyone will have an opportunity to demonstrate their understanding of the play creatively. Select one of the following: Writing: letter from Hamlet to his friend Horatio, explaining the Prince’s personal anxiety, frustration over Claudius’ behavior and his relationship with Ophelia. (minimum 200 words; must refer to play details and use some of the language from the text to establish a 17th century tone.). You should plan on writing / or attaching this to a faux surface reflective of Shakespeare’s time. Be creative!            Letter from Ophelia to Hamlet, questioning his behavior and explaining her own feelings. (minimum 200 words; must refer to play details)            Visual: draw, paint, sculpt…scene: Hamlet meets ghost on ramparts                                                         Hamlet sees ghost with Gertrude                                                         Hamlet seeing Claudius pray and wants to kill him                                                         Hamlet rejecting Ophelia’s returning the items he gave her                                                         Laertes and Hamlet fighting                                                         Laertes lecturing Ophelia                                                         Polonius hiding behind the arras                                                         King Claudius and Polonius spying on Hamlet and Ophelia                                                         You may also create the poison cup, rapier, pile of love letters. These should be sophisticated items that reflect those from Shakespeare’s time. Note that you must specifically identify the scene with the lines you are illustrating. Music: play a renaissance tune from the 17th century that one might have heard during              Shakespeare’s time. This should be no more than 2 minutes (recorder?)              Sing a tune that one might have heard during the 17th century or sing a more contemporary              song that reflects a particular character’s feelings. (Must identify a specific time within the play.) Theatre: memorize 10 lines from the play to perform.                Create an original character who performs a commentary on an aspect of the play; include a prop. Dance: you may work with others to create an interpretive evocation of a particular scene. This must              be filmed to present in class on the Monday. Be prepared to explain the interpretive scene and how it relates specifically to the play. See me with any other ideas you have; the above list is not exhaustive. **********************************************************************

Hamlet vocabulary 6   quiz on Wednesday, November 1

1.   To abhor (verb)- to find repugnant, very distasteful

2.   gibe (noun)- an aggressive remark

3.   imperious (adjective)- having or showing superiority

4.   to profane (verb)- to violate a sacred place, person or language

5.   requiem (noun)- song or hymn as a memorial for a dead person

6.   churlish (adjective)- having a bad disposition

7.   amity (noun)- friendship  (note the opposite is enmity!)

8.   perdition (noun)- the place or state that one suffers eternal punishment

9.   umbrage (noun)- a feeling of anger caused by feeling offended

10.                     infallible (adjective)- incapable of failure