Hamlet - Act 3

Today, we need to put words of the day on the board.  Finish reading Act 3, and then work on translating into contemporary English Hamlet's "To Be Or Not To Be" Soliloquy. 

Homework: Finish and Post Study questions for Act 3 on blog.

Act III

So today, we need to put the words of the day on the board, and then look at different interpretations of Act III Scene 1

We then need to talk about Act 3. 

Monday

Today - we need to start reading Act III of Hamlet, but first let's look up some new vocabulary words.


Hamlet Vocabulary #2

Consummation
Contumely
Beguile
Unction
Cicatrice
Superflous
Requiem
Augury
Felicity
Calamity 
Sullied

Act 3

Scene 1:
1. What do Rosencrantz and Guildenstern report to Polonius?
2. How does Claudius react when Polonius says, "…with devotion's visage, And pious action we do sugar o'er/ The devil himself"?
3. What plan do Polonius, Claudius and Ophelia now put into action?
4. What is the nature of Hamlet's soliloquy, lines 57-91?
5. What is Hamlet's main argument against suicide?
6. Why does Hamlet treat Ophelia as cruelly as he does? What has changed him?
7. What thinly veiled threat to Claudius does Hamlet voice, after he becomes of his hidden presence? (lines 148-150)
8. At the end of this scene, what does the King decide to do with Hamlet?

Scene 2:
9. What qualities in Horatio cause Hamlet to enlist his assistance?
10. What does Hamlet ask Horatio to do?
11. Summarize what happens in the play-within-a-play.
12. Why, in line 233, does Hamlet refer to the play-within-a-play as "The Mouse-trap"?
13. What is the King's reaction to the play?
14. In lines 354-363, to what object does Hamlet compare himself? Why?
15. As Hamlet goes to his mother at the end of this scene, what does he admonish himself to do? 

 

Act III Scenes 3 -4 Study Questions

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? 

Hamlet Friday

Today we are going to take a quiz on the vocabulary words, and then look at part of a Act II.

Finally, we will begin translation - line by line - Hamlet's soliloquy at the end of Act II.

Wednesday

Today, we need to go over Poetry Out Loud, and review Act II.

You need to take notes on ACT II review.  

HAMLET THEMES:

 

Revenge
The Meaning of Death and Mortality
Art - Culture - particularly Drama
Lies and Deceit
The Corruption of Power

Prostitution or the selling one's values/morals for advancement

Tuesday

Today, we are going to work on Poetry Out Loud.

And then we will be taking a quiz over Acts I and II of Hamlet.



Remember, that Poetry Out Loud is tomorrow night - Wednesday - at 6:30.

50 points for the memorization
30 points for showing up to the performance
20 points for the acting of the poem.

The winner of POL receives a $50 gift certificate to Radio Shack and has a chance to go the State Championship in March.

Here is a link to the POL judging guidelines
This rubric is also how you will be graded on the "acting" portion.

Poetry Out Loud website can be found here

Tips for performance can be found here

Friday

Today, we are going to put words of the day on the board, and then finish Act II. 

Homework: Finish Act II study questions.  We might have a quiz next week.

Study Questions for Act II

1)    What is does Polonius tell Reynaldo in the opening of Act II?  How does he plan to trap his son?

2)    What does this say about Polonius?

3)    What particularly in Act II scene 1 has disturbed Ophelia?

4)    Why have Rosencrantez and Guildenstern been sent to Denmark?

5)    What does Hamlet ask the players to recite?  How does the allusion mimic Hamlet’s position?

Identify the following speaker of the following lines and discuss to whom the lines are being delivered, and what do the lines mean?

6)    “No, my lord, but as you did command/ I did repel his letter, and denied his access to me”

7)    “More matter less art”

8)    “That I, the son of a dear father murdered,/ Prompted to my revenge by heaven and hell/ Must like a whore unpack my heart with words,

9)    “Your bait of falsehood take this carp of truth/ And thus do we of wisdom and of reach,/ with windlasses and with assays of bias,/ By directions find directions out.”

10) “For if the sun breeds maggots in a dead dog, being a good kissing carrion-Have you a daughter?”

11) List three metaphors (1 direct, 1 implied, 1 extended) from the play.

12) What proof does Polonius have that he believe indicates Hamlet’s love for Ophelia? 

13) Explain the quote, “There is nothing either good or bad, but thinking makes it so.”  How does this relate to Hamlet.

14) What is a fishmonger?

15) Who was Jephthah?

Vocabulary # 1
1)    Countenance

2)    Perilous

3)    Sullied

4)    Apparition

5)    Portentous

6)    Calumnious

7)    Prodigal

8)    Discourse

9)    Canon

10) Imminent

Wednesday

Today we are going to play a review game and then read Act 2 Scene 2.

But let's first review your Unit Goal.  

Unit Learning goal: Students will demonstrate an understanding of Hamlet by choosing a prompt from below, developing a thesis statement out of it, and answering the thesis statement by analyzing and using direct evidence from the text.  

QUESTIONS TO DEVELOP THESIS STATEMENTS ABOUT AND ANSWER

1. Polonius is sometimes played as a senile old fool, sometimes as a shrewd and worldly old man.  Which interpretation do you agree with and why?
2. Pick one character who could, at some point, have changed the whole chain of events.  Discuss.
3. Analyze the three appearances of the ghost seen in the play.  Where did he appear; to whom did he appear?  How does the third appearance differ from the first two?  What is the significance of this?
4. Discuss the reasons for Hamlet’s apparent delay in seeking revenge for his father.  What is your opinion regarding his procrastination?
5. Compare and contrast Hamlet, Laertes, and Fortinbras as avengers.
6. What is Hamlet’s attitude towards life and people?  How does it affect his actions?
7. Apply the following quote to Hamlet: “A man who wishes to make a profession of goodness in everything must necessarily come to grief among so many who are not good.  Therefore, it is necessary for a prince, who wishes to maintain himself, to learn how to not to be good, and to use this knowledge and not use it, according to the necessity of the case.”  -- THE PRINCE, Machiavelli
8. Examine the reoccurring pun on sun and son.  How does this symbol work in the overall meaning of the play.
9. Was Ophelia pregnant with Hamlet’s child?
10. Did Hamlet slip into madness?
11. It is Hamlet who causes the downfall of Denmark.
12. What is the meaning of the pirates?
13. Is Hamlet Jesus Christ?  How is Horatio either John the Baptist or an apostle.
14. Why or how is Denmark the Garden of Eden?
15. Gertrude knows about the murder?
16. The meaning of prostitution in Hamlet?
17. Can Hamlet be compared to our current society?  If so, how?
18. Perhaps others—as we read or when we finish
    

    
    Scale/Rubric relating to learning goal:

    
    4 – The student is able to combine more than one question into a thesis statement, and answer it by evaluating the text and using specifics to back up his/her position.

    3 – The student can choose a question, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

    2 – With some direction/help from the teacher the student can choose a question, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

    1 – Even with help from the teacher the student is unable to choose a question, or develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

Tuesday

Today we need to discuss some themes in Hamlet and link them to what is happening in the play.

Then we will review Act I and resume Act II Scene II. 

HAMLET THEMES:

 

Revenge
The Meaning of Death and Mortality
Art - Culture - particularly Drama
Lies and Deceit
The Corruption of Power

Prostitution or the selling one's values/morals for advancement

 

 

 

 

 

Monday

Today we are going to have a memorization quiz on your poems.  Review Act I, and begin Act II.

Study Questions for Act II

1)    What is does Polonius tell Reynaldo in the opening of Act II?  How does he plan to trap his son?

2)    What does this say about Polonius?

3)    What particularly in Act II scene 1 has disturbed Ophelia?

4)    Why have Rosencrantez and Guildenstern been sent to Denmark?

5)    What does Hamlet ask the players to recite?  How does the allusion mimic Hamlet’s position?

Identify the following speaker of the following lines and discuss to whom the lines are being delivered, and what do the lines mean?

6)    “No, my lord, but as you did command/ I did repel his letter, and denied his access to me”

7)    “More matter less art”

8)    “That I, the son of a dear father murdered,/ Prompted to my revenge by heaven and hell/ Must like a whore unpack my heart with words,

9)    “Your bait of falsehood take this carp of truth/ And thus do we of wisdom and of reach,/ with windlasses and with assays of bias,/ By directions find directions out.”

10) “For if the sun breeds maggots in a dead dog, being a good kissing carrion-Have you a daughter?”

11) List three metaphors (1 direct, 1 implied, 1 extended) from the play.

12) What proof does Polonius have that he believe indicates Hamlet’s love for Ophelia? 

13) Explain the quote, “There is nothing either good or bad, but thinking makes it so.”  How does this relate to Hamlet.

14) What is a fishmonger?

15) Who was Jephthah?

Friday

Today we are going to go over your Poetry Out Loud poems, look up your new vocabulary words, and finally finish Act I of Hamlet.  Make sure you have all your work done so far for the semester. 

Vocabulary # 1
1)    Countenance

2)    Perilous

3)    Sullied

4)    Apparition

5)    Portentous

6)    Calumnious

7)    Prodigal

8)    Discourse

9)    Canon

10) Imminent

 

 

Wednesday

Today we are going to work on poetry out loud and then read Act 1 scenes 2 and 3.

Note, you have a EDPUZZLE to do for homework. 

Act 1 scenes 3-4

1)    What is Laertes advice to Ophelia?

2)    How does “The canker galls the infants of the spring/ too oft before their buttons be disclos’d” fit into the ideology of the decaying garden?

3)    What analogy does Ophelia give to her brother as an answer to his advice?  What does she mean?

4)    List five of the “few precepts” that Polonius gives to Laertes.

5)    In lines 105-109, what is the metaphor that Polonius uses to describe Hamlet’s words of love?

6)    List and explain one metaphor found in the lines 115-135.

7)    What is Polonius’ command to Ophelia?

8)    In scene 4, what is Hamlet talking about in lines 13-38?

9)    Why doesn’t Horatio want Hamlet to follow the ghost?

10) What is Hamlet’s command to the three guards?

Tuesday

 Today we go over your Poetry Out Loud poems and then read Act 1 Scene 1.  Homework tonight will be working on your poems and answering the following "DISCUSSION QUESTIONS".

Hamlet ACT 1 Scene 1


1) How is interest created in the opening scene?
2) What information are we given to help us understand the situation?
3) What happens at the end of the scene to create suspense and keep up the reader’s interest?
4) What is the mood of the scene?
5) Why are the sentries apprehensive (there are two reasons)?
6) What reasons are suggested by Horatio for the appearance of the late King’s ghost?
7) Who are the characters present in the scene?
8) List one thing Horatio says about the former King?
9) Who is young Fortinbras?
10) What does Horatio say happened in Rome after Julius Caesar was murdered?
11) How does Horatio differ from Marcellus and Barnardo in scene 1?
12) What is Horatio’s purpose in scene 1 (why is he present)?
13) What past history (Denmark’s history) is revealed in scene 1? 

HAMLET THEMES:

Revenge
The Meaning of Death and Mortality
Religion
Art - Culture - particularly Drama
Lies and Deceit
The Corruption of Power
Family  

Unit Learning goal: Students will demonstrate an understanding of Hamlet by choosing a prompt from below, developing a thesis statement out of it, and answering the thesis statement by analyzing and using direct evidence from the text.  

QUESTIONS TO DEVELOP THESIS STATEMENTS ABOUT AND ANSWER

1. Polonius is sometimes played as a senile old fool, sometimes as a shrewd and worldly old man.  Which interpretation do you agree with and why?
2. Pick one character who could, at some point, have changed the whole chain of events.  Discuss.
3. Analyze the three appearances of the ghost seen in the play.  Where did he appear; to whom did he appear?  How does the third appearance differ from the first two?  What is the significance of this?
4. Discuss the reasons for Hamlet’s apparent delay in seeking revenge for his father.  What is your opinion regarding his procrastination?
5. Compare and contrast Hamlet, Laertes, and Fortinbras as avengers.
6. What is Hamlet’s attitude towards life and people?  How does it affect his actions?
7. Apply the following quote to Hamlet: “A man who wishes to make a profession of goodness in everything must necessarily come to grief among so many who are not good.  Therefore, it is necessary for a prince, who wishes to maintain himself, to learn how to not to be good, and to use this knowledge and not use it, according to the necessity of the case.”  -- THE PRINCE, Machiavelli
8. Examine the reoccurring pun on sun and son.  How does this symbol work in the overall meaning of the play.
9. Was Ophelia pregnant with Hamlet’s child?
10. Did Hamlet slip into madness?
11. It is Hamlet who causes the downfall of Denmark.
12. What is the meaning of the pirates?
13. Is Hamlet Jesus Christ?  How is Horatio either John the Baptist or an apostle.
14. Why or how is Denmark the Garden of Eden?
15. Gertrude knows about the murder?
16. The meaning of prostitution in Hamlet?
17. Can Hamlet be compared to our current society?  If so, how?
18. Perhaps others—as we read or when we finish
    

    
    Scale/Rubric relating to learning goal:

    
    4 – The student is able to combine more than one question into a thesis statement, and answer it by evaluating the text and using specifics to back up his/her position.

    3 – The student can choose a question, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

    2 – With some direction/help from the teacher the student can choose a question, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

    1 – Even with help from the teacher the student is unable to choose a question, or develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

    
    
    
    
    
    
    

    Objectives (smaller chunks of overall goal) and suggested time periods

    
    
    

    OBJECTIVES:  At the end of this unit students will be able to

    
    
    

    Knowledge:

    
    
    

    1. List the five elements of tragedy
    2. List the five elements of a tragic hero
    3. Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor (direct, implied, extended), symbol, simile, pun
    4. Give the four elements of a sonnet and a brief description of traditional sonnet themes
    5. Define various vocabulary words from the play

    
    
    

          

    Comprehension:

    
    
    

    6. Identify a metaphor (direct, implied, extended), simile, pun or symbol within the play
    7. Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
    8. Give a brief description of all the characters and their roles in the play
    9. Given a line of dialogue identify the speaker

    
    
    

    1. Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
    2. Summarize each scene into a headline
    3. Answer various discussion questions and come to class prepared to discuss/jutify/argue answers in a group setting

    
    
    

    Application

    
    
    

    4. Demonstrate an understanding of a scene in a drawing
    5. Demonstrate a relation of characters to contemporary times through a simulation
    6. Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
    7. Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Denmark, personal responses, and in-class presentations on characters.   
    8. Demonstrate an understanding of parts of the play by translation Shakespeare’s lines into contemporary English
    9. Write a poem or a rap about Hamlet
    10. Research a character: the different critical views and present findings to class

    
    
    

    Analysis

    
    
    

    11. Write a analysis paper on some element or question of Hamlet and present the paper to class as an

    oration

    12. Students will view different versions of the same scene and describe the interpretation of the characters

    And ideas that have taken by the actors/director.  

    13. Students will take a question and prepare an extemporaneous commentary speech based Hamlet.

    
    
    

    Synthesis

    
    
    

    14. Write a sonnet
    15. Write Shakespearean Insults