HAMLET: PRINCE OF DENMARK

Quick Writing and Discussion

Journal #1 Individuals who sin or do great evil will

always be punished according to the nature of their crimes, whether in a court of law or as a result of some karmic retribution.

Your daily writing is an ongoing assignment and a central part of this study of Hamlet.

Act I Overwhelming grief Ghosts Dramatic devices-carrying a torch on

stage

“we” Diction/choice of words- wisest sorrow Order of ideas-Claudius’s progression of

handling topics Subtext- underlying meaning Antithesis- balancing of two contrasting

ideas-juxtaposition

Vocabulary- Act I Apparition-ghost Canon-church law Imminent-inevitable Perilous-dangerous Portentous-threatening Prodigal- extravagant, wasteful Sullied-tarnished Caluminious-slanderous

What’s on for Today? Can you identify these quotes ? Who said

it to whom? “my inky cloak” – literary term? “O, that this too too solid flesh would

melt”- meaning?

Elements of Tragedy Tragic hero Hamartia Hubris

Framework of a Tragedy

E x p os itionA c t I

In it ia l In cid e n tA c t I

R is in g A c tionA c t II

D e no ue m e nta n d R eso lu tion

A c t VC a s ta stro p e (2 n d C lim a x)

F a llin g A c tionA c t IV

C lim a xA c t III

C ris is -P ivo t-C o u n te rs tro ke

More stuff The Great Chain of Being

G re a t C ha in o f B e ing

R o cks

P la n ts

A n im a ls

M an

A n g e ls

G od

Shakespeare’s language The imagery in the play supports the theme

of decay ,destruction, and corruption in Denmark. In groups , take each act and locate as many references to decay, destruction, and corruption as possible.

Determine to what extent these images enhance the meaning of the play. Look at figurative language, literary terminology, literary devices (symbol, metaphor…).

Report to the class. “Frailty, thy name is woman!”

Journal topic for discussion How common do you believe the act of

revenge is in everyday life? Write about specific incidents…were you involved or did you witness any?

Major Themes Revenge Appearance vs. Reality Sanity vs. Insanity Decay and Corruption

Group work: 1. Read the soliloquy aloud- 2 times 2. Combine the best paraphrases to piece

together what Hamlet is saying. 3. Make the soliloquy physical: use props,

drawings, and students posing in a frozen scene.

4. Select physical objects to hold up while certain words are read.

5. Purpose: to illustrate, give meaning to the soliloquy. You can be humorous, but keep your focus in mind.

6. Present for a daily grade.

Group Quiz How does Shakespeare create suspense

in scene 2? 5 references Imagery, symbolism-Find 4 references to

disease or decay The ghost comes in questionable shape-

Find 5 references to the idea that he may not be what he seems

Find 5 references to characters not being what they seem

Find 5 to remembering or forgetting things

Five references to Fate or Providence

Explain Claudius’s comments to Hamlet regarding his father’s death. Levels of meaning?

Explain Hamlet’s feelings in the soliloquy. Compare Laertes’ advice to Ophelia with

Polonius’s command to her. Explain Horatio’s fear of the ghost. What does Hamlet mean when he says

he will put on an “antic disposition”?

Act II- Introduction How would you feel if a friend betrayed

you? Discuss an occasion when you thought a friend was not honest with you.

Theme: appearance vs. reality-explain in Act II

What kind of relationship did Hamlet have with his friends during a time of crisis?

Vocabulary : Act II Commission-order Firmament-sky, heaven Malefaction-evil deed, crime Pestilent-destructive, deadly Promontory-land jutting into sea Sovereign-supreme in power Tedious-lifeless, dull

For quick writing #2 “This above all-to thine own self be true,

and it must follow, as the night the day, thou canst not then be false to any man.”

Explicate-explain, interpret Who said it? To Whom? Regarding what?

How is it significant?

Words to Consider : Double entendre-two meanings-one usually

bawdy Pun-two meanings, no sexual connotations Metaphors Similes Alliterations Anastrophe- inversion of normal order Parallel constructions Classical allusions Diction Subtextual meanings

Today’s assignment and presentation

Discuss the meanings and give examples of each new term. Help the class to understand the meanings. After your presentation, explain the meanings of Shakespeare’s language. Why did he use these methods?

Act II, scene ii- presentationWhat’s on for today?

King and Polonius beginning- 170 Hamlet attacks Polonius -170-225 to

entrance of R&G Hamlet and R&G-225-390 Hamlet, Polonius, and Players 390-560 Hamlet’s soliloquy

Act III Have you ever felt uncertain about how

to act or what action to take in response to a situation? How does Hamlet grapple with difficult decisions?

Vocabulary Paradox Perceive Pious Resolution visage

Act III: Nunnery Scene

Consider subtext and objective. Objective: what the character wants in a

particular scene. His goal…

Three Interpretations Hamlet knows from the beginning of the

scene that Polonius and Claudius are watching him.

Hamlet does not know until later in the scene that he is being watched: the group decides when, based on the script.

Hamlet never knows that he is being watched.

Rehearsal 20 minutes to prepare Be able to point to evidence in the text to

support acting choices. Discuss textual clues used to support

your interpretation after your performance.

After all performances, discuss which version of the nunnery scene you prefer and why.

Be prepared to write a paper comparing your version of the scene to the Branagh version.