1. Do Now  Find That Line Review + Close Read parts of Act I from Thursday!  Agenda  Do Now (10 min)  The Humors  Act 1, Scene 5  Review Act 1. Write down and analyze lines and connections to some themes from Act 1!  I can explain why Hamlet is morally torn over his decision to seek revenge at the end of Act I, Scene V. OBJECTIVE

2. Grab a copy of Hamlet and get out your journal. Find the lines in the book! Explain these three lines in your own words and state what is happening or find a theme? What does each line show about our main character, Hamlet? “But break my heart,- for I must hold my tongue” Hamlet, Act 1, scene 2 “There are more things in heaven and earth, Horatio, than are dreamt of in your philosophy.” Hamlet, Act 1, scene 5 “Haste me to know’t, that I, with wings as swift as meditation or the thoughts of love, may sweep to my revenge.” Hamlet, Act 1, scene 5 “I can begin to see themes and analyze what they mean in Hamlet”

3.  Hamlet mentions this in Scene iv when discussing the way men are perceived by others—the footnote says this means an excess of “humors.”  Ancient beliefs held that our personalities were determined by our bodily fluids, or humors; they were: blood, yellow bile, black bile, and phlegm.

4. Personality Type/ Fluid:In a Good Balance:In a Bad Balance: Sanguine (blood) Sociable, pleasure-seeking, impulsive, charismatic, creative Struggle with following through; Chronically late, forgetful, sarcastic Choleric (yellow bile) Ambitious, leader-like, aggressive, energetic, passionate; Task oriented, efficient Can become dictatorial or tyrannical; Fall into depression when failures befall them Melancholic (black bile) Perfectionists, conscientious, difficult to relate to because others cannot please them; Certain that what they are doing is right, self-reliant, and independent Preoccupied with the cruelty and unfairness in the world; Susceptible to depression; Procrastinate, single-minded to the point they forget other tasks Phlegmatic (phlegm) Relaxed, quiet, lazily sluggish, steady, faithful, accepting and affectionate; Good diplomat—don’t judge others harshly Shy, stubborn; Dislike change and uncertainty and so tend to stagnate Passive-aggressive

5. ACT II Groups – You have 20 minutes to read your scene, work together, & present it to us in a way that makes sense Act II, Scene 1 - Gunnar Act II, Scene 2, part 1 (up to where Hamlet enters) – Jaz, Anita, Collin, Tyler, Nolan, Alex Act II, Scene 2, part 2 (begin where Hamlet enters and end where Polonius enters) – Susan, Roman, Rebecca, Trevor Act II, Scene 2, part 3 (begin where Polonius enters and end at final line of Act II) – Andrew, Jack, Andy, Christiaan “We can collaborate to bring Hamlet Act I to life by acting it out”

6. ACT II Groups – You have 20 minutes to read your scene, work together, & present it to us in a way that makes sense Act II, Scene 1 -Maddi, Alex N., Sheena, Connor, Bella, Luiza, Collin Act II, Scene 2, part 1 (up to where Polonius enter) – Kenia, Keifer, Alex H, Madi, Aryana Act II, Scene 2, part 2 (begin where Polonius enters and end at final line of Act II) – Dominic, Justin, Star, Shawn, Esperanza, Lynzie, Wes “We can collaborate to bring Hamlet Act I to life by acting it out”

7. ACT II Groups – You have 20 minutes to read your scene, work together, & present it to us in a way that makes sense Act II, Scene 1 - Lillian, Dana, Olivia, Tyler, Oscar, Kyra, Kai, Kaitlyn Act II, Scene 2, part 1 (up to where Polonius enter) – Dre, Amanda, Ariana, Makala, Kevin, Keyan Act II, Scene 2, part 2 (begin where Polonius enters and end at final line of Act II) – Jackson, Owen, Haley, Collin, Chris, Linda “We can collaborate to bring Hamlet Act I to life by acting it out”

8. Choose and respond to ONLY ONE of the questions below using summaries and characters and direct quotes from Hamlet: 1. Is thought preferable to action? When is action preferable to thought? (think “I want to kill my uncle” vs “I killed my uncle”) Use text evidence 2. What is the function of Hamlet’s soliloquys? Can something that is fictional, like this play, offer the “truth” about the human experience? Why or why not? Use text evidence 3. How does conflict (external or internal) impact relationships? 4. How does your family and/or your religion address death or the afterlife compared to what you see in Hamlet? Use text evidence 5. What is the effect of guilt on a person who has committed a crime or a sin? Is there a difference? Use text evidence *Be sure to show how your opinion connects to the events that have happened in Hamlet

9.  What do the people think caused his death?  What really caused his death?  Why is the king in purgatory?  What is the king’s attitude toward his wife at this point?