Questions I ask myself:
Did Hamlet truly love Ophelia?
Did the queen know about King Hamlet's murder? Was she complicit?
Why does Ophelia drown herself -- is there evidence in the play that she is pregnant? Why can't she have a proper church burial?
Is Hamlet "mad"? going through the stages of grief? bi-polar? selfish and self-centered? indecisive because of "the devil"? How would you categorize him.
Refer to themes in the unit plan and other theme ideas you have from your own reading. What themes most apply to your reading of the play? (I would add indecision, rash behavior, and loyalty.)
Friday, October 30, 2009
HAMLET Act 4
“To be or not to be” and other soliloquies
Hamlet's soliloquies comprise an important portion of the reading.
Discuss why they are important and what function they serve, based on
your readings so far.
Also, identify and discuss themes that are presented that do not
appear on your pretest focus.
Consider Ophelia's madness after her father's death and her "song" in Act 4. She presents each character with a flower. Discuss why she would give these particular flowers to the characters she gives them to.
Ophelia’s Flowers
Rosemary--remembrance, to Laertes
Pansies--thoughts, also to Laertes
Fennel--flattery, to King
Columbines--thankfulness, to Queen
Rue--sorrow, also to Queen
Daisy--a warning to women who are too easily persuaded to love, to
Gertrude
Violets--faithfulness, cannot give--explanation toward Horatio
Hamlet's soliloquies comprise an important portion of the reading.
Discuss why they are important and what function they serve, based on
your readings so far.
Also, identify and discuss themes that are presented that do not
appear on your pretest focus.
Consider Ophelia's madness after her father's death and her "song" in Act 4. She presents each character with a flower. Discuss why she would give these particular flowers to the characters she gives them to.
Ophelia’s Flowers
Rosemary--remembrance, to Laertes
Pansies--thoughts, also to Laertes
Fennel--flattery, to King
Columbines--thankfulness, to Queen
Rue--sorrow, also to Queen
Daisy--a warning to women who are too easily persuaded to love, to
Gertrude
Violets--faithfulness, cannot give--explanation toward Horatio
Thursday, October 29, 2009
Wednesday, October 28, 2009
HAMLET on YouTube
From Mrs. Lebo:
YouTube and Hamlet (Branagh or Gibson)
You want to search for either the Kenneth Branagh version (the version we started watching) or the Mel Gibson one. The Branagh version is very true to the text and over-dramatized as Shakespeare probably would have enjoyed. It also does a better job of illustrating the Fortinbras issue.
The Gibson version is a bit more Freudian and condensed but more user friendly and enjoyable. Just search each movie version and watch whatever scenes are most helpful to you. They have key scenes already identified for you, or you can search by act.
Both are good. Just different. :)
YouTube and Hamlet (Branagh or Gibson)
You want to search for either the Kenneth Branagh version (the version we started watching) or the Mel Gibson one. The Branagh version is very true to the text and over-dramatized as Shakespeare probably would have enjoyed. It also does a better job of illustrating the Fortinbras issue.
The Gibson version is a bit more Freudian and condensed but more user friendly and enjoyable. Just search each movie version and watch whatever scenes are most helpful to you. They have key scenes already identified for you, or you can search by act.
Both are good. Just different. :)
HAMLET Act 2 Relationships and Betrayal
What do you learn about Hamlet in Act 2? Every time I read the play, I wonder if Hamlet really loves Ophelia or if he is actually "playing" her like her dad (Polonius) and brother(Laertes) say he is. I hear his words and see how he behaves toward her, and also wonder if he is "mad" like Polonius says, or if he is just trying to sort things out.
One way that Shakespeare's characters share their true feelings is through soliloquy. I need to review the soliloquy on 117-118 to help me decide.
As you read Act 2, you might want to discuss how the themes are portrayed.
One way that Shakespeare's characters share their true feelings is through soliloquy. I need to review the soliloquy on 117-118 to help me decide.
As you read Act 2, you might want to discuss how the themes are portrayed.
Tuesday, October 27, 2009
HAMLET Act 1 -- Group Discussion Blog
Get together with your discussion group and decide how you want to manage the discussion -- daily? every other day? specific focus? anything that comes to your mind? any insights you may have? any questions you may have?
By Tuesday, November 3rd, your group should have had at least six discussion posts; you may, however, want to keep discussion of previous posts ongoing as you learn more about Hamlet and about the other characters' relationship with Hamlet as well as themes.
I will post ideas or questions throughout the reading that may help focus your discussions, but these will only be suggestions.
My vision is that your blog discussions will fuel class discussions as we work through the intricacies of the play.
My first suggestions are:
1. Write a very short summary of Act 1
2. Reread Hamlet's soliloquy on page 29. What does that tell you about Hamlet?
3. What is Machiavellianism, and how does it relate to the play?
4. What themes are beginning to develop in Act 1?
By Tuesday, November 3rd, your group should have had at least six discussion posts; you may, however, want to keep discussion of previous posts ongoing as you learn more about Hamlet and about the other characters' relationship with Hamlet as well as themes.
I will post ideas or questions throughout the reading that may help focus your discussions, but these will only be suggestions.
My vision is that your blog discussions will fuel class discussions as we work through the intricacies of the play.
My first suggestions are:
1. Write a very short summary of Act 1
2. Reread Hamlet's soliloquy on page 29. What does that tell you about Hamlet?
3. What is Machiavellianism, and how does it relate to the play?
4. What themes are beginning to develop in Act 1?
Wednesday, October 21, 2009
BEOWULF Take Home Test DUE AT THE END OF CLASS ON THURSDAY
BEOWULF Unit Test = 200 points
Answer the following questions in complete paragraphs; be sure to include examples for each question and quotations as indicated with appropriate citation after each quotation. You will need nine quotations.
Ex. “I ended his reign, avenged his crime” (Raffel 84).
YOU MUST HAVE A WORKS CITED (WORTH 10 POINTS) -- SEE BEOWULF UNIT PLAN ON THIS BLOG PAGE
1. Literary scholars contend that Beowulf is the quintessential good vs. evil story.
Explain how the poem depicts good vs. evil by citing at least three examples. You must have THREE QUOTATIONS (one for each example); also, make sure your “argument” is clearly written and supported by evidence from the story.
60 points
2. How would you describe Beowulf’s attitude toward life – his beliefs and values? You must have TWO QUOTATIONS cited correctly to support your opinion.
40 points
3. Is Beowulf a braggart or is he honest? Is he guilty of hubris? State your opinion and support with specific examples and ONE QUOTATION cited correctly.
30 points
4. Choose three themes from Beowulf besides good vs. evil. Explain how they are implicated in the poem using at least one quotation for each theme -- THREE QUOTATIONS TOTAL.
60 points
This is a “Bonus” question and will be evaluated separately from the test. It is worth 30 points as a separate assignment.
5. In what ways has the “world view” of hero changed from the Beowulf poem era to today? Cite specific examples from both the epic translation that we have read and from the Grendel excerpt that Mr. Osterhaus read, as well as your own experience. You will NOT need a quotation for this question.
Answer the following questions in complete paragraphs; be sure to include examples for each question and quotations as indicated with appropriate citation after each quotation. You will need nine quotations.
Ex. “I ended his reign, avenged his crime” (Raffel 84).
YOU MUST HAVE A WORKS CITED (WORTH 10 POINTS) -- SEE BEOWULF UNIT PLAN ON THIS BLOG PAGE
1. Literary scholars contend that Beowulf is the quintessential good vs. evil story.
Explain how the poem depicts good vs. evil by citing at least three examples. You must have THREE QUOTATIONS (one for each example); also, make sure your “argument” is clearly written and supported by evidence from the story.
60 points
2. How would you describe Beowulf’s attitude toward life – his beliefs and values? You must have TWO QUOTATIONS cited correctly to support your opinion.
40 points
3. Is Beowulf a braggart or is he honest? Is he guilty of hubris? State your opinion and support with specific examples and ONE QUOTATION cited correctly.
30 points
4. Choose three themes from Beowulf besides good vs. evil. Explain how they are implicated in the poem using at least one quotation for each theme -- THREE QUOTATIONS TOTAL.
60 points
This is a “Bonus” question and will be evaluated separately from the test. It is worth 30 points as a separate assignment.
5. In what ways has the “world view” of hero changed from the Beowulf poem era to today? Cite specific examples from both the epic translation that we have read and from the Grendel excerpt that Mr. Osterhaus read, as well as your own experience. You will NOT need a quotation for this question.
Tuesday, October 20, 2009
BEOWULF Theme List
You may copy and paste this list to your own list on the previous post about themes. You may post as a comment to the theme post or on your own page.
Loyalty
Leadership
Role of Women
Loyalty
Leadership
Role of Women
Monday, October 19, 2009
Beowulf Themes
Make a list of themes. The person with the longest list (appropriate for the story) will receive a "golden" prize. Due Wednesday.
Quotations for Beowulf
Take time today to find quotations to match the Pretest Focus. You will need quotations for at least five themes (see Sparknotes and Pretest Focus) plus the hero qualities, braggart or hero, pagan vs. Christian, beliefs and values. That is a total minimum of 9 quotations. More would be better.
Post these on your blog page t prepare for the test.
Post these on your blog page t prepare for the test.
Thursday, October 15, 2009
BEOWULF -- The Singing, the Gift-Giving, and The Mother
The singing: note in the reading when the story is interrupted by the singer's stories of days and heroes past. What do you think is the significance of these "flashbacks" in terms of a description of "hero"? Explain at least one incident when the singer sings.
The Gift-Giving: Describe several instances in the story when Beowulf and/or his men are given gifts of gold or some other honor. What do you think is the significance of this Gift-Giving?
The Mother: briefly describe the feat of Beowulf in his battle with Grendel's mother. Make a list of hero traits that Beowulf exhibits.
The Gift-Giving: Describe several instances in the story when Beowulf and/or his men are given gifts of gold or some other honor. What do you think is the significance of this Gift-Giving?
The Mother: briefly describe the feat of Beowulf in his battle with Grendel's mother. Make a list of hero traits that Beowulf exhibits.
Beowulf -- Hero or braggart? (This post is graded)
Is Beowulf a true hero or just a braggart with an incredible ego problem?
Support your answer with at least two specific examples from your reading so far (Ch. 1 - 25)
This post is worth 30 points and will be evaluated according to the clarity of your position and the thorough explanation of your two examples.
Support your answer with at least two specific examples from your reading so far (Ch. 1 - 25)
This post is worth 30 points and will be evaluated according to the clarity of your position and the thorough explanation of your two examples.
Wednesday, October 14, 2009
BEOWULF Unit Plan
BEOWULF Unit Plan
October 13th –October 22st
Text:
Raffel, Burton, Trans. BEOWULF. NY: Signet Classic, 1963.
Student Responsibilities:
• Review Sparknotes – take notes on your blog page
o Key Facts
o Plot Overview
o Principal Characters – make a list
o Themes
• Post responses to blogs as assigned
• Take notes and/or annotate text during the reading – questions or comments you may want to post or bring up during small group and large group discussion
• Jot down page and line numbers for quotations you may want to use to support your test answers – see test focus below
• Participate in small and large group discussions
Readings Due Dates:
• October 13th: Grendel: reading by Mr. Osterhaus
• October 14th : Complete Grendel post; read Prologue to Chapter 8
• October 15th: No class – continue reviewing Sparknotes; post assigned blog
• October 16th: Read Chapters 19-25; post assigned blog
• October 19th: Read Chapters 26-32: post assigned blog
• October 20th: Finish the book; post assigned blog
Assessment Discussion and Test
• October 20: Large Group Discussion
• October 21: Final BEOWULF Test
Vocabulary -- kenning
Pretest Focus
• Analysis of characters in terms of hero qualities – Germanic Heroic code/Grendel
• Character Analysis of Beowulf – hero or braggart (hubris)?
• Evidence of pagan and Christian influence on the poem
o Ritual
o View of after-life
o Other?
• Evidence of Good vs. Evil theme
• The giving of gifts theme – gold, weapons, etc.
• Beowulf’s beliefs and values (i.e. belief in legacy . . .)
October 13th –October 22st
Text:
Raffel, Burton, Trans. BEOWULF. NY: Signet Classic, 1963.
Student Responsibilities:
• Review Sparknotes – take notes on your blog page
o Key Facts
o Plot Overview
o Principal Characters – make a list
o Themes
• Post responses to blogs as assigned
• Take notes and/or annotate text during the reading – questions or comments you may want to post or bring up during small group and large group discussion
• Jot down page and line numbers for quotations you may want to use to support your test answers – see test focus below
• Participate in small and large group discussions
Readings Due Dates:
• October 13th: Grendel: reading by Mr. Osterhaus
• October 14th : Complete Grendel post; read Prologue to Chapter 8
• October 15th: No class – continue reviewing Sparknotes; post assigned blog
• October 16th: Read Chapters 19-25; post assigned blog
• October 19th: Read Chapters 26-32: post assigned blog
• October 20th: Finish the book; post assigned blog
Assessment Discussion and Test
• October 20: Large Group Discussion
• October 21: Final BEOWULF Test
Vocabulary -- kenning
Pretest Focus
• Analysis of characters in terms of hero qualities – Germanic Heroic code/Grendel
• Character Analysis of Beowulf – hero or braggart (hubris)?
• Evidence of pagan and Christian influence on the poem
o Ritual
o View of after-life
o Other?
• Evidence of Good vs. Evil theme
• The giving of gifts theme – gold, weapons, etc.
• Beowulf’s beliefs and values (i.e. belief in legacy . . .)
Tuesday, October 13, 2009
Beowulf Unit -- GRENDEL Reading
What do you think is the author's view of "hero" in the excerpt from GRENDEL that MR. Osterhaus read. Support your idea with at least one specific example from the story.We will be returning to this blog as we read BEOWULF.
Tuesday, October 6, 2009
Quest For Immortality Blog Presentation
How do common day quests for immortality parallel that of Gilgamesh'? Identify common elements and use those in your discussion. Think of this as an essay question except you are using outside research in addition to your book as resources.
You have already started this; now it has a bit more focus. Continue or revise as needed.
Presentations should be roughly two minutes. 50 points
You have already started this; now it has a bit more focus. Continue or revise as needed.
Presentations should be roughly two minutes. 50 points
Gilgamesh Unit Test
The Epic of Gilgamesh
Test – 100 Points
Copy and paste the test to the desktop.
Complete your Work Cited – see Unit Plan for the book you read (Sanders).
Before you begin taking the test, read all of the directions.
Save the test with your last name/Gilgamesh Test (Smith/Gilgamesh test). Drop in khosch drop box at the end of the period. If you finish early, work on your blog for Thursday.
Read all of the questions – set up a time limit for each question based on the points possible.
1. Identify a character for each of the Literary Archetypes -- you may use a bulleted format (See Concept Packet). Be sure to include at least one quotation for this question.
You must cite the correct text in parenthesis after the quotation.
Ex. “There is a plant that grows under the water, it has a prickle like a thorn, like a rose; it will wound your hands, but if you succeed in taking it, then your hands will hold that which restores his lost youth to man”(Sanders 58).
Answer the following questions in complete paragraphs; be sure to include examples and a quotation for each question. You must cite the correct text in parenthesis after the quotation.
Ex. “There is a plant that grows under the water, it has a prickle like a thorn, like a rose; it will wound your hands, but if you succeed in taking it, then your hands will hold that which restores his lost youth to man”(Sanders 58).
2. How is loss of innocence depicted in this story? Why is it a common theme in literature? Consider other “loss of innocence” stories or characters and the elements they share. 20 pts
3. Explain what Gilgamesh gets, or will get, at the end of his life (besides a funeral). Consider what he seeks and what he will actually leave behind. Why is leaving a legacy still important to us today? 20 pts
4. Love can take on many forms. Discuss how love is depicted as a theme in this story. Indentify the kind of love, how it is expressed and developed, and why it is essential to the characters involved. 20 pts
Test – 100 Points
Copy and paste the test to the desktop.
Complete your Work Cited – see Unit Plan for the book you read (Sanders).
Before you begin taking the test, read all of the directions.
Save the test with your last name/Gilgamesh Test (Smith/Gilgamesh test). Drop in khosch drop box at the end of the period. If you finish early, work on your blog for Thursday.
Read all of the questions – set up a time limit for each question based on the points possible.
1. Identify a character for each of the Literary Archetypes -- you may use a bulleted format (See Concept Packet). Be sure to include at least one quotation for this question.
You must cite the correct text in parenthesis after the quotation.
Ex. “There is a plant that grows under the water, it has a prickle like a thorn, like a rose; it will wound your hands, but if you succeed in taking it, then your hands will hold that which restores his lost youth to man”(Sanders 58).
Answer the following questions in complete paragraphs; be sure to include examples and a quotation for each question. You must cite the correct text in parenthesis after the quotation.
Ex. “There is a plant that grows under the water, it has a prickle like a thorn, like a rose; it will wound your hands, but if you succeed in taking it, then your hands will hold that which restores his lost youth to man”(Sanders 58).
2. How is loss of innocence depicted in this story? Why is it a common theme in literature? Consider other “loss of innocence” stories or characters and the elements they share. 20 pts
3. Explain what Gilgamesh gets, or will get, at the end of his life (besides a funeral). Consider what he seeks and what he will actually leave behind. Why is leaving a legacy still important to us today? 20 pts
4. Love can take on many forms. Discuss how love is depicted as a theme in this story. Indentify the kind of love, how it is expressed and developed, and why it is essential to the characters involved. 20 pts
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