Hamlet Day 2

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.

1. apparition : noun; a ghost or ghostlike image of a person. 2. avouch : verb; affirm or assert. 3. dirge : noun; a lament for the dead, esp. one forming part of a funeral rite like a mournful song, piece of music, or poem. 4. emulate : verb; match or surpass (a person or achievement), typically by imitation. 5. mirth : noun; amusement, esp. as expressed in laughter. 6. obsequious : adjective; obedient or attentive to an excessive or servile degree. 7. portentous : adjective; done in a pompously or overly solemn manner so as to impress When you come across these in the reading, add the page and sentence to your notes. There will be vocabulary questions on the test! Act I Vocabulary Notes

Approaching Shakespeare’s Language  blank verse: most of Shakespeare’s plays written in this form, very close to normal speech rhythms and patterns, often Shakespeare will deviate from this form in order to make a point about the character’s state of mind or to show a change in mood.  Excerpt from Macbeth by William Shakespeare  Tomorrow, and tomorrow, and tomorrow, Creeps in this petty pace from day to day, To the last syllable of recorded time; And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life's but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more: it is a tale Told by an idiot, full of sound and fury, Signifying nothing.

Approaching Shakespeare’s Language  double entendres: phrases or words which have double meanings, one of which is usually sexual in nature.  Druggist's Sign: We Dispense with Accuracy.  Has this druggist thrown accuracy by the wayside or does the druggist dispense his prescriptions with the utmost accuracy?  Public Service Announcement: Our X-ray unit will give you an examination for tuberculosis and other diseases which you will receive free of charge.  Are you going to receive the exam free of charge or the diseases?  Hamlet tells Ophelia to “get thee to a nunnery”  A nunnery could be a convent or a brothel

Approaching Shakespeare’s Language  imagery: language which works to evoke images in your mind.  The last of the examples of imagery poems is an excerpt is from “Ode to the West Wind” by Percy Bysshe Shelley.  O wild West Wind, thou breath of Autumn's being, Thou, from whose unseen presence the leaves dead Are driven, like ghosts from an enchanter fleeing, Yellow, and black, and pale, and hectic red, Pestilence-stricken multitudes: O thou, Who chariotest to their dark wintry bed The wingèd seeds, where they lie cold and low, Each like a corpse within its grave, until Thine azure sister of the Spring shall blow Her clarion o'er the dreaming earth, and fill (Driving sweet buds like flocks to feed in air) With living hues and odours plain and hill: Wild Spirit, which art moving everywhere; Destroyer and Preserver; hear, O hear!

Approaching Shakespeare’s Language  metaphor: a figure of speech in which a word or phrase is replaced by another indicating a likeness or similarity between them, comparing two things without using like or as.  “time is money”  “time is a thief”  “you are my sunshine”  “he has a heart of stone”

Approaching Shakespeare’s Language  prose: normal speech rhythm; Shakespeare often wrote certain characters speaking in either all verse or all prose so if a character deviates from its normal form beware of a changing state of mind- often a slip into insanity.  I have of late – but wherefore I know not – lost all my mirth, forgone all custom of exercise; and indeed it goes so heavily with my disposition that this goodly frame, the earth, seems to me a sterile promontory. This most excellent canopy the air, look you, this brave o’erhanging, this majestical roof fretted with golden fire – why, it appears no other thing to me than a foul and pestilent congregation of vapours. Hamlet, Act 2, Scene 2 Hamlet, Act 2

Approaching Shakespeare’s Language  pun: a play on words that sound alike or that have multiple meanings.  Kings worry about a receding heir line.  I would like to go to Holland someday. Wooden shoe?  "Not so, my lord, I am too much in the sun" (1.2.67). This is Hamlet's response to the King's question, "How is it that the clouds still hang on you?" He means that the King has called Hamlet "son" once too often. "Not so, my lord, I am too much in the sun" (1.2.67).

Approaching Shakespeare’s Language  rhyming couplet: two rhyming lines at the end of a speech, signaling a character is leaving or the scene is ending.  "Blessed are you whose worthiness gives scope,/Being had, to triumph; being lacked, to hope."  "So, till the judgement that yourself arise,/You live in this, and dwell in lovers' eyes.”  "You still shall live, such virtue hath my pen,/Where breath most breathes, even in the mouths of men."  "How like Eve's apple doth thy beauty grow,/If thy sweet virtue answer not thy show!”

Approaching Shakespeare’s Language  simile: a figure of speech comparing two things using like or as.  “as dry as a bone”  “as easy as shooting fish in a barrel”  “they fought like cats and dogs”  “stand out like a sore thumb”

The Players  Hamlet: the prince of Denmark  Claudius: The new king of Denmark, Hamlet’s uncle and now step father  Gertrude: The queen of Denmark, Hamlet’s mother and now wife of Claudius  Horatio: Hamlet’s friend  Polonius: The lord Chamberlain, serves the king of Denmark as an advisor or counsellor  Ophelia: Polonius’s daughter, Hamlet’s on again- off again girlfriend  Laertes: Polonius’s son, foil character for Hamlet  Fortinbras: The prince of Norway, son of King Fortinbras, who was killed by Hamlet’s father  The Ghost: A vision of Hamlet’s dead father, the former king of Denmark  Rosencrantz and Guildenstern: Hamlet’s former schoolmates and “friends”  Osric, Voltimand, and Cornelius: courtiers, people who attend court, can serve as advisors to the king or queen, but really just “suck up” to the royalty in hopes of gaining favor  Francisco, Marcellus, and Barnardo: watch guards

Character Analysis  For the main characters keep track of how they act, feel, look, and what they say for each act. CharacterActFeelLookSay Hamlet Claudius Gertrude Polonius Ophelia Laertes

Reading Notes/Annotation s 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  Bring copy of Hamlet to next class  Finish reading and annotating Act I, scene iv-v