Hamlet

12/10: We looked at an outline of a possible film critique (it uses the nunnery scene, which is off limits). We also looked at sample student paragraphs, Both are attached below.

12/9: We close read sections of the end of the play in an effort to understand how Hamlet's character has grown and to better understand Shakespeare's thematic ideas. See "Hamlet end close reading sections" attached below for the sections (page two of the document is critical). We also looked at the root of the biblical allusion in the sparrow speech. Read Matt 10:26-39.

12/5: We finished the play. Look for the handout with my notes and the writing prompt for the back of the card ("Hamlet 5.2 the end" attached below). You can watch the final scene here.

12/4: Read 5.1 (see the attached handout).

12/3: I've adjusted the due dates for the paper: notes ar due on 12/8, complete rough draft due on 12/12 (no coupons for either of these), final due on 12/18 (coupon extends only to 12/19). We read through 4.7.

12/1: See "Hamlet critique options" for the assignment (pages 1+2 = honors, pages 2+3 = CPA). In class, we worked on the "Hamlet proof and analysis worksheets"

11/23: Hamlet: We are at a crucial point in the play – several of Shakespeare’s thematic ideas are pushed forward in 3.4. Choose 2 of these to write about in your blue books (you must write about the idea in bold as one of the options): revenge and its costs, the power of betrayal, the costs and benefits of action, the nature of death. I am going to give you 5 minutes to write about each idea. Start with the relevant revelations in the scene between Hamlet and his mother (Polonius’ untimely death, the arrival of the Ghost, etc.). THINK about how the action in the scene relates to the thematic idea (what it might be saying), the role the characters play in advancing the theme, the role of the setting, etc. then move backward to find connections to earlier ideas. Write for the whole time (until my timer goes off) about that one thematic idea. Repeat for the second theme idea.

11/20: In the same groups, please read Act 3.4. Remember that Hamlet said (in 3.2) that he will “speak daggers to her but use none.” He also is coming here right after having raised his weapon to Polonius. Read through the scene. Take notes in your blue books (at least a page). At the end of the scene, reflect about what happened (in blue books). THINK about at least two of the following: the ghost’s reappearance and the fact that only Hamlet can see him, Hamlet’s behavior with his mother and her reaction to it, Hamlet’s rash action with the sword and what light that sheds on his unwillingness to act so far and about what Laertes’ (and Ophelia’s) reaction is likely to be to this new development. Reflection should be at least two pages. I will collect the blue books on Tuesday. Here’s what should be in them: Hamlet 1.405 (ghost), Players’ arrival (video), character map + plot, “To Be or Not To Be” video responses, “get thee to a nunnery” bullets and reactions, end of 3.2 , today's + Monday's. Email me questions about the proof paragraphs.

11/19: We talked about revising proof paragraphs today. The grading criteria for that revision work is posted below as are some sample student drafts we worked with in class.

11/17: You'll find the "Play's the Thing" handout below with classwork and homework (reading 78-82) + blue book). If you missed class, you can watch a version of the play scene here (begin at 130:26 and continue to the end).

11/13: To Be or Not to Be versions (watch at least 3): Mel Gibson, Laurence Olivier, Ethan Hawke, David Tennant, and Kenneth Branagh: Please choose 3 to watch. Watch each twice. During each viewing, bullet what you notice in the blue book (label each entry by using the labels I do on the website). After each viewing, reflect on the version – what view of Hamlet did you get from it? What new ideas do you have about his character, about the speech, etc.? How does the performance change or challenge your thinking? See "Ophelia's entrance" (attached below) for work we did in class today.

11/12: Hamlet 3.1: So much going on here. Thanks to Ally, Nicole, Nolan and Madisen for prepping the reading. Keep in mind all of the little betrayals in the scene – R & G “informing” on Hamlet, Ophelia being used as bait, Claudius’s little aside at the end, etc. On the front of the notecard: react - to the betrayals, how you think Hamlet will react if and when these become known, to Claudius’ aside (read it carefully and THINK about what it reveals, etc.) Fill the front of the card.Then, pair up (same pairs you were working in for Hamlet’s two speeches and work with the “To Be or not to be” speech. Let’s make the speech into an argument (it really is one – he goes back and forth between to be ideas and not to be ideas). Pair up (script is attached below) – one of you will be reader one and the other will be reader two. First, paraphrase your own lines (pair up with another reader one or reader two: look up words you do not know, make sure you understand what you are saying). Now, go back to your partner and “argue” the speech. The first time through, pay close attention to what you are saying. Talk to each other about what you understood, felt, didn’t understand, etc. Second time through – switch scripts, read the other lines and pay closer attention to the arguments being made against you. On the back of the notecard: reflect on the speech, on your experience with it, on how you understood it differently with each reading and why, on what it reveals about Hamlet, on the language, on what still confuses you, etc. Fill the back of the card (homework if time is needed).

11/5 Watch the Players' arrival scene (1:05 -1:21: 39). You are looking to see how Hamlet interacts with Polonius, with Rosencrantz and Guilderstern, and with the players. Take notes in your blue book about the action, then reflect. What do you make of Hamlet's character here? Is he truly mad or is he staging madness? Why do you think what you do? What do you make of his interactions toward Polonius? Toward Rosencrantz and Guilderstern? Why do these matter? How does he interact with the players? THINK about the idea of acting (and of Hamlet's passion for it) - what does Shakespeare gain by creating such a character? Strive for at least 3 blue book pages.

10/31: Read scenes 4 and 5. Blue book work (see "Hamlet 1.4 - 1.5" below).

JUST FOR FUN: Polonious' speech as delivered on Gilligan's Island

10/30: We watched 3 different versions of the Laertes-Ophelia scene in class (bb reactions. You can see the Tennant scene The rest you'll need to see with me if you missed it). Homework: Let’s get our bearings so early in the play. You’ve meet the principals – show me what you know about them at this stage. On the front of the card, tell how you see Hamlet. What traits does he possess and how do you know that (give me specific examples from what we read). On the back of the card: choose one of the other characters that you feel you have the best handle on and tell me how you understand him/her. Again tell me what you know and how you know it. Be specific and clear (I need evidence that you have been actively involved in our work). Fill both sides of the card.

10/28 Paraphrase Hamlet's first soliloquy (attached below). On the back, write about what you know and understand about Hamlet's character at this point. Take into account what he reveals about his state of mind, his view of his mother, his father, his uncle and the world as these are revealed in the soliloquy. Look at the imagery he uses and ask yourself WHY - how does that fit into his world view? Fill as much of the back as you can.