Today...With your partner, go over your answers to yesterday's questions...

then...

Perform Ophelia and Hamlet's lines for another group and then they will do the same for you.  What can you do with tone, inflection, facial expressions and body language in order to convey the attitudes of both Hamlet and Ophelia.


Homework For Monday:  Read Acts 3.3 and 3.4 and do log #7

You will have a quiz (25 questions for 50 point) on Act 3 on Tuesday, February 2.

January 28, 2016:  Act 3, Scene 2: “The Mousetrap”

Activity 1) Hand in log # 6

Activity 2) Watch performances “Of get thee to a nunnery” by groups 2 and 3.

Activity 3) With a partner and your books, answer the following from Act 3, Scene 2: Prelude to “The Mousetrap” (3.2.96-175) and “The Mousetrap” and rest of scene (3.2.176-321). 
The scene is jarring. Let’s take a look at it. As you and your partner respond to these, use a combination of your own words and snippets of properly cited lines (act, scene and line #’s) from the text.  Whatever you don’t finish in class, finish this evening, for discussion. Tomorrow, you and your partner, will read aloud/act out Ophelia and Hamlet’s dialogue in lines 3.2.116-175

1)      What rude remarks does Hamlet say to Ophelia? (make sure you read the note on page 292)

2)      How rude are they? What is he actually saying?

3)      Does he insult anyone else? How?

4)      What actually happens in “The Mousetrap” which might elicit a response of shame or guilt from King Claudius?  Be somewhat specific, without going so far as to retell the entire plot.

5)      At this point in the play, what is driving Hamlet?

6)      Is he taking a risk with the play experiment?

7)      What are the results?

8)      Who verifies them?

9)      What important information does Hamlet have at the end of the scene?

Hand out revised Hamlet schedule (pick up as they enter)

Students rehearse the "Get thee to a nunnery" scene (15 minutes)

Students perform the scene
Group 1
Group 2
Group 3

Homework:
Read 3.2 and I will finally collect log #6 tomorrow (and note that log # 7 is now not due until Monday, Feb 1)

A glance at rest of this and next week

1/25 3.1 due	1/26 3.1 Folgers acting activities #11-12	1/27 Late Start Day 3.1 Folgers acting activities	1/28 3.2 due and Collect log 6 Discussion/acting of Folgers’ lesson 13, 14, 15	1/29 Read 3.2-3.4 and complete log #7 for Monday
2/1 3.3 and 3.4 and log #7 are due Act 3 Quiz And view Act 3 Read 4.1-4.4 and do log # 8	2/2 Read 4.5 and do log # 8 for tomorrow	2/3 School Improvement Day (11:30 dismissal) Hand in log # 8 (for 4.5) Read 4.6-4.7 and do log # 9 for tomorrow	2/4 4.6-4.7 & log # 9 due Collect logs 7-9 Personal Insight Paper Proposal Due: What do you plan on writing about and what scenes and quotes might you cite in your paper?	2/5 Viewing Day Act 4 quiz

January 26, 2016  Hamlet 3.1

If you were absent yesterday, please pick up the Personal Insight Paper assignment

Reminder: You don't have to have a deeply personal experience (such as Meghan O'Rourke's experience of grieving) in order to have personal, informed opinions on meaningful topic. So much of this paper is about offering a contrast in tone and voice to the typical objective, third person essays you are typically asked to write.


Hand in Log # 6

Activity 1) To Be or Not To Be - Tandem Reading

- First, do this with with one partner; exchanging who is speaker 1 and 2

- then we will do this as a class

Divide the class into two groups (Reader 1 and Reader 2).

Reader 1 will rehearse in the classroom; Reader 2 will rehearse in the hallway

The goals are for each group to use pitch, tone, inflection, stress and pacing to emphasize the meaning of the words and lines and to read in unison as if each of the two groups were one voice. If you cooperate and put some energy into it, this should be an interesting experience of the text.

Activity 2) "Ha, Ha, Are You Honest?...Get Thee to a Nunnery" 3.1.99--175

Why might Hamlet be questioning Ophelia's honesty?

Reading and Performance of scene...with a partner

Preparation of the script: 
Materials: Handout of 3.1.99-175

To deepen our understanding of subtext and motivation, you will do the nunnery scene several times, using different subtexts and objectives.   By objective we mean what a character wants in a particular scene, his goal.

For example, at the beginning of 3.1, we might say that Claudius's objective is to find out exactly what Hamlet is up to, whether his "confusion" is feigned or real.  Acting on this objective, Claudius first questions Rosencrantz and Guildenstern. Then he and Polonius prepare to spy on the meeting between Hamlet and Ophelia.  By varying the objective and subtext for Hamlet in the "get thee to a nunnery scene", we will explore several interpretations and you will read the text closely for clues to performance. 

Divide into three groups to direct and perform three interpretations of the nunnery scene:

1) Hamlet knows from the beginning of the scene that Polonius and Claudius are watching him.

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

3) Hamlet never knows that he is being watched.

Decide who will be actors and who will direct (one or two primary directors with everyone else, including the actors, assisting them and providing insights on how lines should be performed). Polonius and Claudius will not be speaking, but you should figure out where they will be positioned and how they will act/react non-verbally.

For each interpretation, ask the following, and write notes on your script concerning how specific lines might be performed:

What is Hamlet's objective?
What specific gestures, inflections, movements, or pauses could an actor use to show this objective?
How does this objective affect the subtext?

Discuss and rehearse for 15 minutes.  Tomorrow, we will do performances.  Those who did not play either Ophelia or Hamlet, will take the lead in telling the rest of the class which textual clues their group used to support their interpretation and enactment of the scene (but the Hamlet and Ophelia characters can chime in too).

Post performance discussion:  How do the various interpretations affect the interpretation of Hamlet's character?


Period 7 groups: 

Group 1:  Jacob B., Kay, Ben, Stephanie, Lyrik, Nick, John, Tara

Group 2: Niko, Emily, Vicki, Albert, Chloe, Mary, Jacob P

Group 3: Kyle, Maiya, Becca, Brandon, Jack, Lara, Alison

Period 8 groups:
Group 1: Sarah, Paul, Isaac, Kim, Rachel, Claudia, Megan, Sam

Group 2: Marina, Frannie, Dan, George, Maeve, Emilio, Kelsey, Griffin

Group 4: Michael, Maddie, Morgan, Colin, Alexis, Cullen, Erica 

Make-up exams for those absent on Friday
7th: Brandon and Vicki
8th: Claudia, Morgan, Maeve, Kelsey, Griffin

While people are taking the make-up exams,
we will read over the Personal Insight Paper assignment.  

Then, we will take a second look at the "to be, or not to be" soliloquy.

Homework: Complete a log for 3.1, but do not read 3.2; we will spend more time with 3.1 tomorrow.

Polonius -  the Lord Chamberlain is his official title as adviser to the King, 

Read Act 3,Scene 1  for Monday...no log is due

Hamlet Reading Log # 5 due tomorrow
Quiz on Acts 1 and 2
35-40 questions (35-40 points) on characters and the plot (no direct quotes to match to speakers)

About 2/3 of the questions will be from Act 1, and 1/3 of the questions from Act 2.

Read and watch the second half of Act 2, Scene 2 today in class and do log #5

Tomorrow I will introduce the Hamlet personal essay assignment and hand back your logs 1-4

Collect Log # 4

For next two days, read Act 2, Scene 2 and prepare log # 5 and be ready for Act 1 & 2 quiz on Friday

1/21
 1st half of 2.2 due (2.2.1-237)



1/22
2nd half of 2.2 due and log # 5
Collect log 5
Act 1 and 2 quiz

Get Hamlet Logs 1-3 back
I went easy on Reading Log # 1, so in some cases you might have received 2.5 points for fairly short entries.

Please label all future logs with date, act and scene #'s and number questions 1-7 which you respond to, so that I can see that you responding to a variety of reading log prompts.



Finish Viewing Act 1 in Tennant (and watch part of it in Branagh version)

Begin Reading 2.1 

Homework:
Finish 2.1 and do Reading Log # 4 for 2.1 (Change to schedule - I will collect #4 tomorrow).

Shakespearean vocab from 

Cousin

The kinship term, cousin - often familiarly abbreviated as coz or cuz - is very much broader in its Shakespearean use in than we find today. In modern English, it is primarily used for the relationship between the children of brothers and sisters (first cousins), with some extension permitted, such as for the children of first cousins (second cousins, or cousins once removed) and their children. But in Shakespeare we find it used for virtually any relative beyond the immediate family, both for blood relatives and relatives through marriage, and often as a term of affection between socially equal people who are not relatives at all, such as monarchs of different countries.

Hamlet, Act 1, Scene 2: “Weighing Delight and Dole”

Question or focus prompts	Your response (in your own words) and any supporting textual evidence and/or properly cited lines (act, scene, and line #’s, e.g., 1.2.40-47)
In the reading of Act 1, Scene 2, did you come across situations or comments that could cause problems for Hamlet?
What is the situation between Denmark and Norway and why does it exist? What signs are there in Denmark of this tension between the two nations?
A second look at King Claudius’s opening speech up until he begins addressing Hamlet directly 1.2.1-133 … The use of the royal “we”; usually only used in addressing political matters (“I” is used in personal matters).  When does Claudius use “we” (or "our" or "us)? When does he use “I” ? What pronoun “we” or “I” does he use in addressing Hamlet directly? (1.2.90-121) Why do you think he uses this particular pronoun rather than the other one?
Antithesis: (1.2.10-13) Look for antithesis, the balancing of two contrasting ideas, words, phrases, or sentences in parallel grammatical form: “with mirth in funeral and dirge in marriage”, etc.  What feelings do these juxtapositions evoke for you? What feelings do you think Claudius wished to evoke by using them? Do they match your feelings?
Choice of words:  Why does Claudius remember old King Hamlet with “wisest sorrow” (line 6) rather than “deep sorrow”?  Why does he say it “befitted” (line 2)   them to bear their “hearts in grief”?
Order of ideas Claudius presents: Although Hamlet’s mourning is of major concern to Claudius, why does he justify his marriage to Gertrude, deal with Norway’s impending invasion, and respond to Laertes’ petition before he addresses Hamlet?
Looking for underlying thoughts of Hamlet and Claudius Examine the exchange between Claudius and Hamlet in 1.2.66-96 (“But now, my cousin Hamlet and my son” to “To do obsequious sorrow” with an emphasis on understanding the subtext of each character in this scene. When Claudius says, “But now, my cousin Hamlet and my son,” what does he really want? What is he thinking? Why might he choose a public place to greet Hamlet? When Hamlet says, “’Seems,’ madam? Nay, it is. I know not ‘seems’” what does he really mean? What is he thinking about his mother? Why does Hamlet use puns (like the pun on “kind” which can mean “affectionate” or “natural and lawful” in line 67, and the pun on “common” which can mean both “universal occurrence” and “vulgar” in line 76) and riddles (like his reply in line 69, “Not so my lord.  I am too much in the sun,” to Claudius’s question “How is it that the clouds still hang on you?” when he speaks to Gertrude and Claudius?
Re-read Hamlet’s soliloquy “O, that this too, too sullied flesh” (1.2.133-164) a couple of times and try to paraphrase it with your partner. What signals in the language give clues to Hamlet’s innermost thoughts – for example, choice of words, construction of phrases, sequence of thoughts? Does he hide behind puns as he does with Claudius? What does the antithesis reveal?

Homework:


Read  1.3 through 1.5 and do log # 3 for 1.3-1.5

Friday: discuss 1.3-1.5 and  log #3 and watch opening scenes of Hamlet
Mr. Wesley will collect Logs 1-3

What would it feel like to return home after being away for the summer to discover that your father is dead and your mother had already remarried?











What if the man your mother remarried was a lowlife and took over all of your father’s affairs and successes?  How would you feel and what, if anything, would you do about it?

Discuss 1.1.1-80

Read  rest of 1.1 and all of 1.2 for tomorrow

“an eruption of the state” – Ghosts as signs of trouble/change nature upside down

A discussion of logs

             Quarter 3 Hamlet Schedule 2015-2016

1/4 Winter Break	1/5 District Institute Day	1/6	1/7	1/8
1/11 Hamlet Pre-reading Read 1.1.1-80 and  do the log #1 in your composition notebook	1/12 Hamlet Discuss 1.1.1-80 Read  rest of 1.1 and all of 1.2 for tomorrow “an eruption of the state” – Ghosts as signs of trouble/change nature upside down A discussion of logs	1/13 Late Start Day 1.2 due and log #2 Share log # 2 with one another Discuss 1.2	1/14 Discuss 1.2 and read  1.3 through 1.5 Do log # 3 for 1.2-1.5	1/15 1.3-1.5 due and discuss log #3 Viewing Day Collect Logs 1-3
1/18 MLK JR. DAY	1/19 Read 2.1 And complete log # 4	1/20 2.1 due and discuss log #4 Read 1st half of 2.2	1/21  1st half of 2.2 due	1/22 2nd half of 2.2 due and log # 5 Collect logs 4-5 Act 1 and 2 quiz
1/25 3.1 due	1/26 3.2 due Log # 6 due	1/27 Late Start Day TBD	1/28 3.3 and 3.4 due And log # 7 Collect log 6-7	1/29 Act 3 quiz Viewing of Hamlet
2/1 4.1 due	2/2 4.2-4.5 and log # 8 due	2/3 School Improvement Day (11:30 dismissal) TBD	2/4 4.6-4.7 & log # 9 due Collect logs 8-9	2/5 Viewing Day Act 4 quiz
2/8  5.1-5.2 reading day	2/9 5.1-5.2 due and log # 10 Collect Log # 10	2/10 Late Start Day Viewing Day	2/11 Work on Hamlet Personal Reflection Paper	2/12 Work on Hamlet Personal Reflection Paper
2/15 PRESIDENTS’ DAY	2/16 Work on Hamlet Personal Reflection Paper	2/17 Work on Hamlet Personal Reflection Paper	2/18 Hamlet Personal Reflection Paper Due	2/19 Hamlet Personal Reflection Paper Du
2/22 Hamlet Personal Reflection Paper Due	2/23	2/24 Late Start Day	2/25	2/26 District Institute Day

Please turn in your Dead Poets writing from this weekend

Famous Quotes from Hamlet

1.  "To be, or not to be: that is the question". Hamlet quote (Act III, Sc. I).

2.     "Neither a borrower nor a lender be; For loan oft loses both itself and friend, and borrowing dulls the edge of husbandry". Hamlet quote Act I, Sc. III).

3.     "This above all: to thine own self be true" Hamlet quote (Act I, Sc. III).

4.     "Though this be madness, yet there is method in 't." Hamlet quote (Act II, Scene II).

5.     "That it should come to this!". Hamlet quote  (Act I, Scene II).

6.     "There is nothing either good or bad, but thinking makes it so" Hamlet quote (Act II, Sc. II).

7.     "What a piece of work is man! how noble in reason! how infinite in faculty! in form and moving how express and admirable! in action how like an angel! in apprehension how like a god! the beauty of the world, the paragon of animals! " Hamlet quote (Act II, Sc. II).

8.     "The lady doth protest too much, methinks". Hamlet ( Quote Act III, Sc. II).

9.     "In my mind's eye".  Hamlet quotation  (Quote Act I, Scene II).

10.                        "A little more than kin, and less than kind". (Hamlet Quote Act I, Scene II).

11.                        "The play 's the thing wherein I'll catch the conscience of the king". Hamlet Quote (Act II, Scene II).

12.                        "And it must follow, as the night the day, thou canst not then be false to any man". (Hamlet Quote Act I, Scene III)."

13.  "This is the very ecstasy of love". - ( Hamlet Quote Act II, Sc I).

14.  "Brevity is the soul of wit". -  Hamlet Quote (Act II, Scene II).

15.                        "Doubt that the sun doth move, doubt truth to be a liar, but never doubt I love". Hamlet Quote (Act II, Sc. II).

16.                        "Rich gifts wax poor when givers prove unkind". - (Hamlet Quote Act III, Scene I).

17.                        "Do you think I am easier to be played on than a pipe?" Hamlet Quote (Act III, Sc. II).

18.                        "I will speak daggers to her, but use none". - (Hamlet Quote Act III, Sc. II).

19.                        "When sorrows come, they come not single spies, but in battalions". - (Hamlet Quote Act IV, Scene V).











What would it feel like to return home after being away for the summer to discover that your father is dead and your mother had already remarried?

What if the man your mother remarried was a lowlife and took over all of your father’s affairs and successes?  How would you feel and what, if anything, would you do about it?

What if someone gave you reason to believe that your new stepfather murdered your father?

How would you go about getting your stepfather to confess to the murder of your father?

If you wanted to make people believe you’re insane, how would you do it?


How would you feel and what would you do if you found out that a close friend has been spying on you? 

Homework:

Read 1.1.1-80 and do Hamlet log #1 in your notebook

1) Summarize the action of these lines in plain English (one paragraph)

2) Ask questions about anything that has caused confusion

3) Pretend you are an actor playing one of the characters in the scene.  Get inside that character’s mind.  Tell how the character feels about her/himself, about other characters, about the situation of the scene. (one paragraph)