1. B1, B4, and A3 Agenda A3: No BR- Study materials for TEST
B1: No BR… Finish Act 1
HAMLET and GHOST encounter for HOMEWORK
Begin ACT 2– group work: think, pair, share
Hamlet’s Act 2 Soliloquy
Extra time? Finish HW early
B4: Bell Ringer: How would you act if in Hamlet’s shoes at this point in the story? Are you experiencing any sort of madness? Why or why not?
PUT HOMEWORK/LATE WORK with late pass OR absent written at the top in drawer
ACT 2 analysis
Hamlet’s Act 2 Soliloquy
Exit Slip
A3: No BR- Study materials for TEST
Revenge/Elizabethan Test
Begin ACT 2– group work: think, pair, share
Hamlet’s Act 2 Soliloquy
Extra time? Finish HW early

2. A1 and B2 Agenda
A1 and B2:
Bell Ringer: How would you act if in Hamlet’s shoes at this point in the story? Are you experiencing any sort of madness? Why or why not?
Elements of Tragedy Notes
ACT 2 analysis (with movie)
Hamlet’s Act 2 Soliloquy
Exit Slip
VOCABULARY FOR THE DAY: ANAGNORISIS and HAMARTIA

3. Elizabethan/ Tragedy Notes
The Elizabethan people firmly believed in something called “the Divine Order” or “The Great Chain of Being.”
This means that EVERYONE had a certain purpose and place in the kingdom.
For example…

4. Least Amount of Spirit/ Lowest on the Divine Order
Great Chain of Being
Most Amount of Spirit/Highest on the Divine Order
God
Angels (seraphim, cherubim)
Humans (kings, merchants, men women, etc.
Animals (mouse, dogs, lions, etc.)
Plants (grass, trees, etc.)
Nonliving Objects (rocks, metals, etc.)
Least Amount of Spirit/ Lowest on the Divine Order

5. Divine Order
Most Amount of Spirit/Highest on the Divine Order Kings Queens Nobles Merchants Peasants Least Amount of Spirit/ Lowest on the Divine Order

6. Social and Cosmological Consequences
There would be consequences for disobeying the Divine Order!!
Not only would there be social ramifications (shunned from family, friends, etc.), but there would also be the potential for natural disaster of some kind.

7. Elements of a Tragedy
First, this requires the fall of a regal person. Odds are, this will be a QUICK and SUDDEN fall.
How do we see this in Hamlet?

8. Tragedy Notes Revenge must be central to the action
Revenger can be a hero or a villain
Action must involve a blood revenge (kinship)
Hesitation is typical on the part of the revenger
Revenger wants to kill the target’s body and soul

9. …continued
6. There is a visitation by the ghost of the original murder victim 7. There’s often a suicide 8. There is counteraction by the antagonist 9. There are multiple deaths 10. Madness of the revenger (feigned or real)

10. Can a tragedy be ALL fate? ALL free will?
FATE vs. FREE WILL
Basically, the development of events beyond a person’s control, regarded as determined by a supernatural power (FATE) versus free will
Tragedies MUST have a balance of the two.
In tragedies, we must consider how much fate and free will affect the outcome of the work.
Can a tragedy be ALL fate? ALL free will?
Why or why not?

11. External Influences
These, often supernatural influences, will often signify the role of FATE

12. Tragic Nobility
The hero MUST accept some measure of responsibility and need SOME sense of a dignified ending. This means no begging, groveling, etc.
The hero needs a dignified death

13. Anagnorisis The critical moment of recognition or discovery
Otherwise known as, “tragic enlightenment”
It’s when the character realizes their part in the downfall

14. The quality that will bring about ruin
Hamartia
Tragic flaw
The quality that will bring about ruin

15. Advanced Extension (15 minutes)
In your groups, read the passage individually. Then, once everyone has read, share your answers with your group.
After you’ve reached a consensus, share with the class.
Take notes about the plot synopsis from Act 2.
Watch the scenes in the movie.

16. Exit Slip
Hamlet’s ACT II Soliloquy activity.