Timed Writing Prep ALL - I'll post Q3 tomorrow

Please Review The Attached High Scoring Essays for XIV by Walcott and the Essays for Under the Feet of Jesus

Walcott link - 2015 Q1 Essays and Scoring guide

Hamlet Update - And Mock Exams

Hamlet Act 3, Scene 2:

1.Summarize the Player King's speech 3.2.177 - 206. What lines are most important?

2. Go back to the "To Be, or not to be" assignment. With a partner, or solo, record a video of the debate between two voices. You may shoot in one take, multiple takes, with masks, as a cartoon (powtoon or moovly the-5-best-video-animation-alternatives-to-powtoon)

The more creative the better.  DUE 3/3  When you are finished, drop them in the correct period folder:

DRIVE

3. Read 3.3 and watch out for video tutorials that I post.

Hamlet Act 3 scene 1 Due 2/23 (B) and 2/24 (A)

Hamlet 2.1/2.2/3.1(logs and "to be or not to be") - Submit 2/23 (B) and 2/24 (A) with All Assignments complete.

ACT 3 scene 1 extensions: Please complete these as Word Documents

Act 3 scene 1 A:

1. Complete a paraphrase of "To be or not to be": soliloquy (ll. 63 - 95).

2. This soliloquy IS a debate/argument Hamlet has with himself. Separate the arguments in your text (I used a highlighter),  then go to the Hamlet Drive Folder   and download the blank "to be or be not to be"  document and type up your argument OR separate the two sides of the argument from an electronic text ( to be link ) and paste them into their respective boxes. 

3. What is Hamlet thinking about here and why? Which phrases from the soliloquy reflect specific events in the play (past, present, and/or future). Be sure to connect a minimum of two and explain their significance.

Act 3 scene 1 B:

Traditionally, there have been three ways of playing this scene that I asked you to write as Questions in your text. 

Reflect:  Consider the implications (your understanding of the scene) for each of the following in Hamlet's scene with Ophelia (ll.98 - 158): 

1.He knows he's being watched.

2. He never knows. 

3. He doesn't suspect but discovers that he's being watched.

Hamlet 2.2 Assignments Pt. 2 Due: 2/21 (B), 2/22 (A) These will count in 4th 6 weeks

READ Act 3, scenes 1 and 2 BEFORE: 2/21 (B), 2/22 (A)

Hamlet 2.2 Assignments Pt. 2 

1. Having completed the two language charts from the previous assignments go back and review what Hamlet says. As your charts demonstrate, He plays with language and words in this scene. When is he telling the truth? Does the artifice of his language change when he tells the truth? How?

2. Construct a brief monologue as lines of poetry from the truths Hamlet speaks to Polonius (2.2.185 - 230); then compose a reflection that explains how you KNOW he's telling the truth here.

3. Construct another monologue as lines of poetry from the truths Hamlet speaks in his interaction with Rosencrantz and Guildenstern (2.2.230 - 315) ***2nd and 3rd periods: we began these in class so please complete them.

4. Construct a paraphrase of "O What A Rogue" (2.2.551 - 608)

5. Reflect: What does Hamlet reveal about himself in this Soliloquy that we have not seen before? This is his first direct characterization of himself. Are these also truths? How? Why does he see himself in these terms? Please embed quotes in your reflection.

If you missed class on 2/16 then you need to add these tutorials to your play and notes as they WILL help frame your thinking for these responses and those in the days ahead

Tutorial 2.2.325-332 Hamlet's Need Need For Order

Tutorial 2.2.451 - 465 Hamlet's Obsession with Pyrrhus

 

REVISED!!!! Hamlet 2.2 Due 2/15 (A) 2/16 (B) (I'l be checking for completion at the beginning of class) REVISED!!!

Words, Words, Words

Deconstruct Hamlet's Word Play

Words 1 (2.1.185 - 230) - Analyze Hamlet's interactions with Polonius . What's he really saying?  List the puns/double entendres and what they might mean.

Pun/ double entendre	meaning - example
You are a Fishmonger (187)	Polonius fishes for answers by setting bait (2.1) and because he's a spy for Claudius and Gertrude.

  What truths does he tell Polonius?

Words 2 (2.1.235 - 315) - Analyze Hamlet's interactions with Rosencranz and Guildenstern.  Again consider the puns, the double entendres, metaphors, allusion, and tone. What is he really saying?

Pun/ double entendre/metaphor	meaning - example
Fortune and "the middle of her favours" (244)	Lady Fortune, cap = top, sole=bottom, Hamlet says waist as in middle and "favours" as in blessing/light and her "physical" delight.

 

Why is Hamlet using this Language with R and G?What truths does he tell them in lines 234 - 317?

Read Act 3 scene 1

Log Assignment 1.4/5 Due 2/9 (A) & 2/10 (B)

Log for 1.4/5 is a combined Log. Try to focus on scene 5.

For your consideration: Close Reading 1.5.97 - 211. Examine Hamlet's diction and how he speaks to his friends: how does he feel? What assumptions can we make about his state of mind? 

Mind of Hamlet Redux: Given this new information Please Draw a graphic Representation that reflects Hamlet's Current State of Mind.

Read Act 2.1 and Begin your Log.

Log Books Should Be COMPLETE for ACT 1 2/9 (A) & 2/10 (B)

I'll be grading LOGS 2/9 and 2/10 in class. Please make sure ACT one is complete!!!

Hamlet: Mind Fields and "The Effects of This Good Lesson Keep" Due: Periods 2 & 3 2/7; Periods 5, 6, & 7 2/8

The Minds of Hamlet and Claudius

Now that you've met these two characters, draw graphic representations of the mind of each on separate pages AFTER the 1.2 log. Include their character traits, how you see their minds working, feelings (attitude/tone words), and at least three 3 quotes that you think truly capture them. (you should draw them as you wish, symbols, anything that is clear and representative, use tone words and character traits that you believe dominate their thinking)

Read and Complete Log 1.3

Meet The Other Family

Paraphrase in modern language and compose a script in modern colloquial (yes, familiar) language of this scene. 

Reflect: What are your opinions of Polonius, Ophelia, Laertes? Who are they? what does each want? What values and beliefs do they express in their language and interactions? If you're Ophelia, how would you feel living in this home? How is her situation different than Hamlet's? Compare and contrast this family to Hamlet's past and current families.

Include these AFTER your 1.3 logs.

Periods 2 and 3: 1.2 Homework Due 2/3 | Periods 5, 6, and 7 Due 2/6

Due and in this order (revised for clarity):     

A.  Logs: 1.1, 1.2 

B. 2 Close Readings from class set up as two column charts: see examples

C. 1 - 39: Identify the rhetorical devices Claudius uses, the order of whom he addresses, and what he is really thinking (subtext)

Rhetorical Terms: if you need a glossary

Device	Subtext – What they really mean
Antithesis – ‘mirth in funeral/dirge in marriage”(1.2.11)	The juxtaposition of ideas shows that Claudius is ecstatic to be king, and sad that his marriage followed a funeral, but oh well! “I’m King” as he might say. He has to hide his true feelings given the occasion
order of ideas and many others

C2. Examine Claudius' Speech/language (Having identified the order of his address, the rhetorical devices - antithesis, equivocation, diction, juxtaposition) and interactions ll.1 - 96; What does the manner of his language reveal about his character?Who is he, really? How do you know?

D. 1.2.66 - 96: Subtext

Line	Subtext – What they really mean
"a little more than kin and less than kind" (1.2.68)	we're not cousins, you're my uncle and like it or not you are not equal to me. Usurper!

D2. Examine lines 66 - 96. How does this interaction between Hamlet and Claudius reveal the innermost thoughts (subtext) of each. In other words compose reflections that examine: what does each really want? How does each really feel? What does Gertrude want? How do you know? Support your answers with text support.

D3. Consider Claudius' use of the Royal "WE" with Hamlet in these responses. What do the shifts in tone signify about the Mind of Claudius?

E. Paraphrase (independent clauses) 133 - 162 - please put each independent clause in your own words (do not summarize them).