Hamlet Day 4

Reading: 3.6 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings. 3.7 Analyze recognized works of world literature from a variety of authors: a. Contrast the major literary forms, techniques, and characteristics of the major literary periods. b. Relate literary works and authors to the major themes and issues of their eras. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings. 2.2 Write responses to literature: a. Demonstrate a comprehensive understanding of the significant ideas in works or passages. b. Analyze the use of imagery, language, universal themes, and unique aspects of the text. c. Support important ideas and viewpoints through accurate and detailed references to the text and to other works. d. Demonstrate an understanding of the author's use of stylistic devices and an appreciation of the effects created. e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text 2.3 Write reflective compositions: a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies. b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life. c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas. Standards Objectives Students will be able to: identify, define, and utilize the literary terms associated with dramatic works. identify their opinions and beliefs on themes of the text both before and after reading. identify and record the writing style of Shakespearean text. compare and contrast the events, themes, and ideas of a text to themselves, the world, and other text. identify and analyze archetypes in works of fiction.

Reading Check Discuss with a partner what you read and the annotations you took. What is similar, what is different, do you have the same understanding about what you read? Have your reading annotations ready to be checked.

Act II Recap What happened? Reactions? Comments? Questions?

Tone the emotional quality of the WORDS that the author has chosen diction also the author’s attitude and point of view toward a subject reflects the feelings of the writer and can affect the emotional response of the reader Tone can be: formal or informal humorous or serious personal or impersonal subjective or objective casual or passionate cynical or sentimental simple or elaborate etc.

Mood a general feeling that is created by the tone what you as the reader FEEL usually described in expressions of feelings and emotions Mood can be: fear surprise love hate joy sadness anger contentment jealousy confusion upset happy etc.

Mood, Tone, and Analysis Remember: tone is how the author says something and mood is how it makes you feel. Identifying mood and tone can help your understanding and analysis of what is happening in a piece of literature, just as the mood and tone of people help you understand a situation in real life. Examples: How would the following be said in each situation I have something to tell you A friend comes over smiling and looking excited A girlfriend or boyfriend is quiet and withdrawn Get over here A parent is frowning, arms crossed A sibling is looking out the window at something

Mood, Tone, and Analysis Now to look at literary examples. For the following excerpts list the diction that contributes to the tone and mood, usually adjectives and adverbs, then identify the tone and mood that has been created. Lastly, analyze the excerpt, what is being revealed. Example: “Ay, that incestuous, that adulterate beast / With witchcraft of his wit, with traitorous gifts- / O wicked wit and gifts, that have the power / So to seduce! – won to his shameful lust / The will of my most seeming virtuous queen.” (The ghost; Act I, scene v) With a partner, work on the following four excerpts from Act II: scene ii; lines in NFS, lines in school copy scene ii, lines in NFS, lines in school copy scene i, lines in NFS, lines in school copy scene ii, lines in NFS, lines in school copy

Act II Quiz Answer the following in complete sentences: 1. What task did Polonius give Reynaldo? Why? 2. What did Polonius decide was the reason Hamlet has gone mad? 3. What was Polonius’s trap to find out what is going on with Hamlet? 4. According to Gertrude, what is the source of Hamlet’s madness? 5. Explain how Hamlet plans to “catch the conscience” of the king. Choose the letter of the correct definition or synonym: 6. perusal: a. face the wrong direction b. raised platform c. deadly d. read with care 7. expostulate: a. to perform wrongly b. pleased c. to plead with d. deadly 8. pestilent: a. deadly; serious b. perform wrongly c. bothersome d. with pleasure 9. promontory: a. to read carefully b. raised landform c. wrongdoings d. a disease 10. arras: a. curtain tapestry b. wrongdoings c. misgivings d. raised landform 11. fain: a. deadly b. with pleasure c. to fake d. to plead with 12. malefactions: a. vulgar words b. deadly c. wrongdoings d. pleads of protest

Act III Vocabulary Notes 1. beguile: verb, charm or enchant (someone), sometimes in a deceptive way 2. calumny: noun, the making of false and defamatory statements in order to damage someone's reputation; slander. 3. contumely: adverb, behaving insolently or using insulting language or treatment 4. galled: verb, annoyed ; irritated 5. knavish: adjective, dishonest, unscrupulous, or mischievous 6. lunacy: noun, the state of being a lunatic; insanity 7. orisons: noun, a prayer.

Character Analysis Remember: make sure that for the main characters you are keeping track of how they act, feel, look, and what they say for each act. Pay attention to how they change and how they affect the plot. CharacterActFeelLookSay Hamlet Claudius Gertrude Polonius Ophelia Laertes

Reading Notes/Annotations if you have your own copy, annotate your readings marking important elements of setting, plot, and characters, write your comments, reactions, predictions, etc. in the margins. if you don’t have your own copy, take notes in a scene guide style, summarizing the setting, the plot (action), and the main characters involved in the plot and then writing your comments, reactions, predictions, etc. Scene One Summary: In this scene… Comments/reaction: I think/feel/wonder/question/understand… Scene Two Summary: Comments/reaction: Scene Three Summary: Comments/reaction: Scene Four Summary: Comments/reaction:

Homework Enjoy your break Eat some good food! Bring copy of Hamlet to next class when we get back Finish reading and annotating Act III