oystercatchers

Monday, October 23, 2017

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 17^th 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 17^th 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 17^th 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.

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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

Thursday, October 26 the wager

Learning Targets:

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.

I can demonstrate my familiarity with the text by responding to prompts, solidifying my understanding of the material.

Coming up: vocabulary quiz on Hamlet 6 on Wednesday, November 1

In class: quick write / watching the king's plot (5:18); see notes after.

On the sheet of paper I have handed you, explain the following as said by Hamlet to Horatio, making sure your response can stand independently; that is anyone who read this would know exactly to what you are referring. Begin with a MLA heading.

"There's a divinity that shapes our ends,
Rough-hew them how we will" (5.2.10-11).

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Discussion questions Act 5.1
1. What is Hamlet's response when Horatio tells him Rosencrantz and Guilderstern are dead?

HORATIO:	So Guildenstern and Rosencrantz go to't.
HAMLET:	Why, man, they did make love to this employment;
	They are not near my conscience; their defeat
	Does by their own insinuation grow: 2. Note how Hamlet sees a parallel between himself and Laertes. How could this be? 3. Note the new character Osric. Who in the court is he replacing?

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Discussion questions Act 5.1
1. What is Hamlet's response when Horatio tells him Rosencrantz and Guilderstern are dead?

HORATIO:

So Guildenstern and Rosencrantz go to't.

HAMLET:

Why, man, they did make love to this employment;

They are not near my conscience; their defeat

Does by their own insinuation grow:

2. Note how Hamlet sees a parallel between himself and Laertes. How could this be?

3. Note the new character Osric. Who in the court is he replacing?

4. King Claudius' wager:

The king, sir, hath wagered with him six Barbary horses; against
the which he has imponed, as I take
it, six French rapiers and poniards,
with their assigns, as girdle, hangers
and so: three of the carriages, in faith, are very dear to fancy, very responsive
to the hilts, and most delicate carriages
and of liberal conceit.

Wednesday, October 25 Ophelia's death.

Las Meninas- note dwarf in the Spanish royal court.

vanitas

Her obsequies have been as far enlarged
	As we have warranty: her death was doubtful;
	And, but that great command o'ersways the order,
	She should in ground unsanctified have lodg'd
	Till the last trumpet: for charitable prayers,
	Shards, flints and pebbles should be thrown on her;
	Yet here she is allow'd her virgin crants,
	Her maiden strewments and the bringing home
	Of bell and burial.

2. What does Hamlet publicly declare at Ophelia's gravesite? is he sincere?

3. The scene ends with the following lines from Hamlet addressed to Laertes. What does he mean? Note especially the last line, as it's still often quoted.

HAMLET:	Hear you, sir;
	What is the reason that you use me thus?
	I loved you ever: but it is no matter;
	Let Hercules himself do what he may,
	The cat will mew and dog will have his day.

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

Tuesday, October 24 family matters at the gravesite

now Hiring: Youth Artists

Roc Paint Division: The City of Rochester’s Youth Mural Arts Program.

This fall, the City of Rochester’s Department of Recreation will be hiring for the third season of Roc Paint Division! Do you love to draw, sketch, or paint? Do you want to learn about public art and how it can improve your community? Have you always wanted to paint a mural…. and earn money while doing it?

If this sounds like you, you may be qualified to become a member of the 2018 Roc Paint Division team!

Job Description:

· The position begins in December and runs through June.

· Work will be approximately 10-15 hours / week (2-3 days after school)

· You will work with local artists to learn how to conceptualize, design, and paint murals to beautify City R-Centers.

· You will get to explore the city and see the different public art it has to offer.

To qualify, you must be:

· Between the ages of 16 and 19

· A resident of the City of Rochester

· Currently enrolled in high school

· Interested in visual art

TO APPLY:

· Fill out the attached application and submit it along with a cover letter clearly explaining your interest and qualifications for this project. Email the application and cover letter to the Northwest Area Coordinator, Kendra Hayle, at kendra.hayle@cityofrochester.gov, OR drop them off at the City office at 400 Dewey Avenue, marked "attn Kendra Hayle”

CHECK YOUR LOCAL R-CENTER FOR MORE INFO. DEADLINE TO APPLY: Tuesday, October 31, 2017. rocpaintdivision@gmail.com | rocpaintdivision.wordpress.com | Instagram: @rocpaintdivision

SEE Mr. Murphy for application.

. 1. The score was tied; the game went into overtime.

2. Professor Brown has left the laboratory; however, you may still be able to reach her through email.

3. We didn't attend the play; besides, we had heard that all the good seats were taken.

4. The keys to the lower door were not, however, in their usual place. (no change)

5. Ingrid, a shortstop, made the team, but Joe, her cousin, did not make the cut. (no change)

8. Read the article out loud; then answer all ten questions on the quiz.

9. Martin had paid his dues; therefore, we allowed him to vote in the election.

10. The World Series had begun; however, we were still stuck in traffic.

11. Martin Luther King did not intend to become a preacher; originally he wanted to be a lawyer.

12. If you want to lose weight and keep it off, try a good diet; if you are serious about your goal, you should be successful.

15. The route suggested by Map Quest was not; however, open to traffic that day.

16. Many parents are in favor of school uniforms; they feel that the uniforms develop a sense of community among students.

17. The rain was causing flooding in many areas; however, we still carried out our plans.

18. Throwing his arms into the air, Mike looked absolutely dumbfounded; so he stood up, knocking all of the materials on the floor, and left the building.

19. John is a former police officer; he now stays home with his children.

20. He is not doing well in school; however, everyone hopes that he will be able to graduate.

The play has become tense; so Shakespeare starts of this scene with a little comic relief- or is it?
Hamlet and Horatio note how everyone eventually "looked o' this fashion i' th' earth"(V.i.200).

graveyard scene / family matters
ophelia's burial begin 6:36

Discussion questions:
1. How is it ultimately allowed that Ophelia may have a Christian burial, despite it being deemed she committed suicide?

2. Obviously, the gravedigger does not know to whom he is speaking, and tells Hamlet that Hamlet "he was mad: he shall recover his wits there; or, if he do not, it's no great matter there" (5.1.140-1). Why do you think the populace is unaware of Hamlet's return?

3. To whom does the skull belong?

4. Whilst scrutinizing the skull, Hamlet tells the head: "Now get you to my lady's chamber, and tell her, let her paint an inch thick, to this favor she must come; let her laugh at that" (5.1.181-83). To whom do you think he is referring, and what is the deeper message?

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copy of the assignment from yesterday's blog and Wednesday's vocabulary handout

As we look at the beginning of Act 5, 1, consider the following:

What is the purpose of this scene? Be prepared to answer this question in a well-written response of no fewer than 100 words. Use your notebooks and begin with a MLA heading. Make sure you have woven in text and cited. The material from the film is in the text on 5.1.1-218. I'll collect them at the start of class tomorrow. I suggest you carefully read the lines and take notes on your observations.

ophelia's burial stop at 6:29

Hamlet vocabulary 5 quiz on Wednesday, September 24

1. discord (noun)- disagreement, lack of harmony (My soul is full of discord and dismay.) note the prefix dis means not

2. scourge (noun)- whip

3. garrison (noun); (also a verb- to garrison)- the troops who maintain a fortified place

4. bestial (adjective)- lacking human qualities

5. craven (adjective)- completely lacking in courage

6. scruple (noun)- an ethical or moral principle that inhibits action

7. conjecture (noun)- an hypothesis that has been formed by speculating note the prefix con means with

8. to inter (verb)- to place in a grave; note that the prefix in means between or among, as in interdepartmental or interest or influence

9. superfluous (adjective)- more than is desired, needed or wanted

10.incensed (adjective)-angered by an unjust wrong.

Monday, October 23 Writing on Act 4.7

We have finished Act 4. On a clean sheet in your notebook, begin with an MLA heading.

Turn to Act 4.7 in your text. This is the material we watched and read carefully last Thursday. In a well-written response of no less than 100 words, answer one of the following questions, based upon the text. Make sure to weave in several textual samples into your response.

1. What is Claudius plan to finally get rid of Hamlet, and why is he choosing this method?

2. How did Ophelia die, and what are the arguments for or against suicide?