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.
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