Grade 12: Hamlet Final Discussion

A Final Discussion

DIRECTIONS: Use what you brainstormed in class (or if you weren’t in class, then do some brainstorming on your own) in order to respond to one of these questions.

Post a response for ONE of these questions (350-500 words). Then, you must respond to ONE of your peers in about 300 words (it doesn’t have to be the same question to which you respond). So, you are posting TWICE (an original response AND a response to a peer). Remember, you don’t have to agree! I dig it when you fight! Get some solid discussion going!

1.Hamlet is an illustration of man’s search for his true Identity. How do the seven soliloquies reveal the character of Hamlet and his quest for identity? How would the play suffer without those soliloquies? Does he find himself? Explain. Based on the previous answer, what does it take for a person to reach self-actualization and true identity? When does this happen, at what point in a person’s life?

2.Hamlet says to Ophelia: “I did love you once.” Four lines later he says: “I loved you not.” Consider these lines in reference to the occasion (Act III, i). Consider also: Ophelia’s conversation with her father and brother, Hamlet’s love letters, his treatment of her in act III, i, during the “play” scene, and his behavior at the grave. Does he love her? Indicate your reasoning and include real examples in your explanation.

3.Several types of images dominate the play. Chose three of the most effective typed and show how both themes and characters are illuminated by these images.

4.Why do we read this play in 2010? What can we connect to this as modern readers? What about this play accounts for its universality and timelessness? How does the play speak to you as an individual and how does that compare/contrast with the group?

Due: Tuesday 2/2 by start of class.

Grade 12: Hamlet: Act V, Scene 1

 

1. Read, take notes and Translate Act V, scene 1. This will be collected along with the following questions.
2. Be prepared for yet another quiz. If you don’t understand what you are reading or not reading at all, then we can’t have good class discussions. So, do the work and I will stop pop-quizzing your twice a week.
3. Describe Hamlets reaction about the skulls. What does he say about each of them? What does that reveal about him as a character? Has he changed? Why or why not?
4. In lines 89 – 90: What does Hamlet begin to contemplate? What does he mean by these lines?
5. Explain the first clown’s metaphorical comments in lines 158 – 161.
6. Then, in lines 163 – 167, How is this symbolism of leather, tanned, and water resistant metaphorical? For whom or what? Explain.
7. The lines “Alas, poor Yorick! I knew him, Horatio!” from the passage lines 177 – 189  mark an important development and growth within Hamlet. What has changed? How does his reflection about Yorick connect to Ophelia?
8. In lines 219 – 220, what is the Priest’s reaction to Ophelia’s death? What is his attitude toward her funeral?
9. Explain the reference to “violets” in line 235.
10. Who do lines 535 – 256 foreshadow?
11. How does Hamlet show his arrogance and how try to out-shine his Ophelia in lines 275 – 285? To Whom does he try to prove himself?

Grade 12: I am Hamlet Production

Dear seniors,

I came across this: a one-man performance titled I am Hamlet. I was watching some of the scene trailers and they look interesting. He combines modern techniques of production with traditional theatre using masks and puppets. I am going to attend this event and would like to extend the invitation to all of you to see the show for extra credit.

If you would like to go, the play is running from 1/26 to 1/31 at the  Plaza Black Box Theatre.  Shows begin at 7:30, 8:00 depending on the day and 2:30 on Sunday, so be sure to check the times. Also, tickets are $20 with your student ID. You should probably buy them in advance, just in case. Remember, it is a theatre performance, so dress appropriately.

If you would like extra credit (a very generous gift, I must add):

• your ticket stub
• a write up of scene NOT already on the website: be sure to describe the scene and how he conveys the nescessary emotion needed for the character(s). Indicate whether or not you think he stayed true to Shakespeare’s imagery. Be sure to make direct play to text connections. Also, be a critic and include your overall opinion of the play making references to specfic scenes/actions that occured.
• Response should be 500-800 words, MLA format of course.
• Submitted to turn-it-in AND hard copy
• You will earn a HW pass and a 25 extra points on a quiz (past or future)

Grade 12: Hamlet Current Event

Directions: You will be posting a current event AND responding to ONE from your peers, so you not only need to post your own, but read what your peers are posting. Using credible news websites (there is a list below for you to use a guide. It is also interesting to see how different news sources portray a story differently), find something political, presidential, legal/illegal, controversial, financial, etc. within local, statewide, national or international that relates to the themes, ideas, character flaws/traits expressed in Hamlet.  Follow the criteria below for your response.

In your initial response:

• I know Haiti is the main news story, but what else can you find that you don’t know about already?
• No repeats: if you want to learn about the topic, that’s great. As mentioned, it is interesting how different sources will portray the situation. So, that is an interesting  way to post/write about similar topics.
• Use an article, not a sports write -up, a blog, op-ed piece, etc.
• Cut and paste the LINK to the article at the beginning of your post.
• Briefly summarize and paraphrase the article
• Since we still read Hamlet today because it is relevant in some way, connect your article to something specific about the play: characters, relationships, themes, plot lines, etc.
• Be sure to indicate why and how it is relevant to us today and what we can learn from the article and from Hamlet.
• limit your response between 300 – 500 words

In response to your peers:

• Using a post that you found interesting, respond to your peer.
• Do you agree/disagree and why?
• Is this something important that your peer missed or did not discuss, in your opinion?
• Limit this response to 250- 350 words

Useful websites (if some of the sites need a subscription, you can access them through the BPL)

• CNN
• MSNBC
• FOX News
• BBC News
• WBZ/CBS – Boston
• The NY Times
• TIME Magazine
• Newsweek

Remember to post your first AND last names! Be sure to continue to follow the posting/responding etiquette.

DUE: Friday, 1:50 p.m.

Grade 12: Hamlet: Act IV, scenes 5 to 7

Directions: Read/take notes/translate the following scenes from Act IV. You are responsible for knowing and understanding the major events that take place during this act. Also, you have PLENTY of time to complete this (more than a WEEK), so do not save it until last minute.

Due: Tuesday 1/19/10

Scene 5:

1. The king has three main problems: to quiet down the infuriated Laertes, to tell Laertes that Hamlet is the villain, and to keep the love of Gertrude. These problems suggest conflicting solution, yet the king manages all three. How? What does he say? Why does he not try to get Laertes to promise to kill Hamlet at this point?
2. How does the King increase his hold over Gertrude by saying how much he has done to preserve Hamlet?
3. What attitude does the King take toward Laertes in the King’s final lines? How do these lines show control over Laertes?
4. What might be the Queens reasons for not wishing to see Ophelia? Why insists that she be allowed to come in? What sound reason does she offer? What is the Queen’s attitude toward Ophelia once she enters?
5. The Queens opening line is most significant. Does she feel guilty? Irritated? Fearful? Indifferent? Something else? Explain?

 

Scene 6:

1. What are the contents of the letter to Horatio from Hamlet?
2. How does Hamlet demonstrate that he trusts Horatio?
3. How does Hamlet, in his letter, show that he is a man of action, not a purposeless dreamer?
4. What is the dramatic purpose of the scene? Why not just show the action?

Scene 7:

1. Why is the King eager to set up a plot that must be considered an accident? How do he and Laertes plan such a plot? What extra precautions do they plan to take to kill Hamlet? Could death in a fencing match be considered an accident? Is Claudius growing more desperate?
2. How does this strategy (above) deepen our understanding of Claudius as a character?
3. How does the King’s opening conversation with Laertes show the King in complete command of the situation (ha, the situation…)? How does the King convince Laertes that he, the King is wise, and powerful?
4. How is Claudius a “super psychologist”? Look at like 124-137? What does he fear in Laertes’ Character?
5. Why does Ophelia’s death occur offstage?
6. The King’s character is fully illuminated in this scene. He is a master of subtlety. He knows how to manage people, all the characters in the play except Hamlet. In the lines 11 – 26, the King gives Laertes two reasons for not punishing Hamlet for the death of Polonius. What image of himself does he try to give by the way he speaks? Explain.
7. How does the King say the public looks upon Hamlet’s faults?

 

Grade 12: Hamlet Act IV: On-line Discussion

 Hi team!

You will be participating in a discussion, like the ones we have in class or the journals you write, but this time I will be able to read your handwriting (Pete…) and hear from EVERYONE! Remember to keep it school appropriate, language appropriate and be tactful with your responses toward your peers. You don’t have to agree, but you can be eloquent in your rebuttals!

Directions: Respond to the topic below, giving your honest opinion and response. Draw on instances from the play (Claudius and his soliloquy in Act III, iii), use examples from your own life and make connections to other media, current events, etc. You also must respond to your peers just like we do class: agree, disagree and why!!

Topic:  The guilty will never overcome guilt. Those involved - who plot and plan to even those who are coerced to comply with situations against their own moral compass - will never be able to put their feelings of guilt behind them. Why is this true? Or, why do you disagree: what needs to happen in order for someone to move on? How does someone move on? You response can take on any form necessary to elaborate on the topic, just like your journal entries in class. This response will be the foundation for the next online discussion.

Reminders:

• Limit your responses to 300 – 400 words.
• your user name = first AND last name
• your responses are thoughtful and insightful
• You have a clear sense of voice and tone
• PLEASE use proper vocab and grammar: I’m not hip to the slang…
• your peer commentary is tactful and appropriate; if not, you will not earn credit for the assignment

DUE: By the END of school on Friday 1/8/10

Grade 12: Hamlet: Act III, scenes 2 to 4

Directions: Read/take notes/translate Act III. Then after each scene, answer the following questions below.

Due: after the vacation on Monday 1/4/10.

Scene 2

• Answer the following questions in the back of your novel:

• Pages 358 – 362
• #: 4, 6, 15, 16, 35, 36, 38

 

Scene 3

1. Notice how three scenes are compressed into one, with the King as the unifying character in each. With whom does Claudius play each of these scenes? What three developments – all affecting Hamlet – occur?
2. The king has just been upset by the play scene, but here he is in full command of himself and ready to take measures against Hamlet; what are they?
3. The play has forced Claudius to face his sin directly. How does the King most fully reveal himself in his soliloquy? The King may be evil, but he is not self-decieved. How does he show that he recognizes the depth of his crime?
4. How do Rosencrantz and Guildenstern justify their actions on behalf of the king (note: in Shakespearean times, the King was considered more than just a human being. Murder of the Kind was a crime against the divine order. Remember Macbeth’s “Treason” from last year).
5. In the King’s soliloquy, why does he refer to a brother’s murder as having the oldest curse on it: lines 39 – 41.
6. Why does Hamlet refrain from killing Claudius at this point?
7. Describe Shakespeare’s use of irony in this scene. How would you read lines 76- 81? At what point would your voice change from resolution to ironical restraint?
8. How is this scene a turning point of the play?

 

Scene 4

1. Why is the first line of Gertrude to her son: “thou hast thy father much offended”? What does it mean? Even though it follows Polonius’ advice to be firm, why is it the wrong thing to say? How does Polonius reveal his character?
2. When Hamlet stabs through the curtain, does he know who is behind it? Who does he think it is? What is the reaction? Cite specific lines.
3. Of what does Hamlet accuse his mother? Is she guilty of murder as well as adultery and incest? Why does she have a guilty conscious?
4. Overall, which is the Queen’s biggest transgression? What are your views of her in this scene? What kind of character is she? Describe her using specific adjectives. Then, reference her qualities with specific instances from this scene.
5. Explain the metaphor Hamlet uses to condemn Gertrude’s behavior: lines 90 – 93.
6. Why does the Ghost intervene? Why does Gertrude no see him?
7. What appeal does Hamlet make to his mother to reform? What additional plea does he make?
8. What does Hamlet say of his journey to England and of his school friends? How is he planning to thwart the king’s plot?
9. Why does Shakespeare cause Hamlet to kill Polonius at this time? Does Polonius deserve his fate? Does Hamlet repent of having killed him?
10. How does the death of Polonius make reconciliation between the King and Hamlet impossible?

Grade 12: Hamlet Rap

So…

I was looking for some scenes to show you in class this week on the “play within the play.” I happened to come across these. I know you might think they are corny or dorky, but just think of how creative you need to be to write a rap, let alone a rap about Shakespeare. Not to mention, use music, editing, etc. But, I think they are great satire (of Rap and of Hamlet) done by high school students and imovie.

They were very creative with their rap and staying true to Act II, scene 2. The second rap incorporate a real track and realistic pictures, even a mom. Kudos.

Maybe we can do something like this in class…let me know what you think.

Hamlet Rap: Act II, Scene 2

Hamlet Rap: Whole Play

Grade 12: Hamlet Act I, Scene 4

Directions: Answer each questions below to help you understand the development of the plot. Use the handouts and other resources from class to help you translate and answer each question.

Act I, scene iv:

1. The ghost must remain a figure of dignity and dread. How does Marcellus emphasize the dignity of this mysterious figure in line 64?
2. Hamlet has been called a figure of hesitation and inaction. How do lines 90 to 95 disprove this picture and thus show that he can’t be summed up into a few simple words?
3. Hamlet disproves of the King and his pleasure seeking court. How do lines 16 to 40 reinforce this disapproval?
4. Note that Marcellus again appears. Although it is a minor role, Marcellus is a person of some substance and character. How does he show an independence and dignity in this scene?
5. Why does the Ghost wish to speak to Hamlet alone?
6. Hamlet says: “I do not set my life at a pin’s fee” (line 71). What does that line tell us of Hamlet’s mood as reflected here and in scene 2?
7. Explain the imagery used by Horatio (lines 75 to 84) as he tries to warm Hamlet not to meddle with the Ghost.
8. How does Hamlet display his sense of humor in line 94?
9. line 99: “Something is rotten in the state of Denmark.” What evidence have you already gotten to indicate that all is not well in Denmark? What is the universal meaning of the above line?

Grade 12: Act I: Hamlet Response Questions

Directions: You are responsible for taking notes on Act I, scenes 1 through 3. Please take the notes on a separate piece of paper so that you will be able to use them for your potential open notebook tests/quizzes. Then answer the following questions thoughtfully and insightfully; try to understand each character as best as possible.

Act I, scene i:

1. In scene 1, the watchers response to the Ghost with awe and respect, as well as violence. How can you explain these inconsistent responses?
2. Discuss the meaning of forcefulness of each of the following images:
   1. “A mote it is to trouble the mind’s eye” (line 125).
   2. “I have heard…To his confine” (lines 165-171).
   3. “But look, the mourn …eastward hill” (lines 182 – 3).
3. Shakespeare was a master of diction (choice of words). What is the connotation and meaning of each of the following words?
   1. Stalks (line 61)
   2. frown’d (line 74)
   3. Majestical (line 159)

Act I, scene ii:

1.  What is Hamlet’s view of his own mourning? How does that differ from the King’s idea? How do you know? Be sure to reference lines.
2. What facts do you learn about Hamlet’s first soliloquy? How does this soliloquy explain Hamlet’s rude behavior to the King?
3. Why does Hamlet request his informants to maintain absolute secrecy about the Ghost? What does Hamlet suspect as the reason for the Ghost’s appearing in armor?
4. Why is Hamlet given four lines, all by himself, at the very end of the scene? (note the rhymed couplet)
5. Hamlet concluding speech (lines 273 – 276) is too short to be classified as a great soliloquy, but is interesting nonetheless. Hamlet thinks aloud and expresses some of his anxieties. Notice the repetition of the word “foul.” At this point, does Hamlet know how foul his deeds are? Explain.
6. So far, does the King seem to be popular with the members of the court? What evidence do you have to support your claim?
7. Give at least three examples of Hamlet’s use of irony, wit, and humor to deal with hateful situations expressed in scene two.

Act I, scene iii:

1. A major purpose of this scene is to introduce Ophelia. How do lines 2 – 13 and 48-55 clearly show that there is a warm relationship between Laeretes and Ophelia?
2. How does Ophelia show herself a dutiful daughter in line 141. Should she have spoken up and protested against her father’s ruling? What does her behavior in this instance tell us about her character?
3. What is Ophelia’s feeling toward Hamlet?
4. Lines 115 – 116 emphasize the word “honorable”? What is the reason?