ACT 2 questions

ACT II

1) What is does Polonius tell Reynaldo in the opening of Act II? How does he plan to trap his son?


2) What does this say about Polonius?


3) What particularly in Act II scene 1 has disturbed Ophelia?



4) Why have Rosencrantez and Guildenstern been sent to Denmark?


5) What does Hamlet ask the players to recite? How does the allusion mimic Hamlet’s position?



Identify the following speaker of the following lines and discuss to whom the lines are being delivered, and what do the lines mean?

6) “No, my lord, but as you did command/ I did repel his letter, and denied his access to me”



7) “More matter less art”



8) “That I, the son of a dear father murdered,/ Prompted to my revenge by heaven and hell/ Must like a whore unpack my heart with words,



9) “Your bait of falsehood take this carp of truth/ And thus do we of wisdom and of reach,/ with windlasses and with assays of bias,/ By directions find directions out.”


10) “For if the sun breeds maggots in a dead dog, being a good kissing carrion-Have you a daughter?”


11) List three metaphors (1 direct, 1 implied, 1 extended) from the play.


12) What proof does Polonius have that he believe indicates Hamlet’s love for Ophelia?


13) Explain the quote, “There is nothing either good or bad, but thinking makes it so.” How does this relate to Hamlet.


14) What is a fishmonger?


15) Who was Jephthah?

Hamlet Act 1 Scenes 2-5

HAMLET ACT 1 Scene 2
1. What is odd about Hamlet’s appearance in the opening of scene two?





2. Explain (give at least two reasons) why Claudius needs to justify his marriage in the opening of scene two.








3. Laertes asks the King for leave to do what, specifically?

4. Explain Hamlet’s insult when he says, “A little more than kin and less than kind.”







5. Explain Hamlet’s use of pun in the line, “Not so my lord, I am too much in the sun.”






6. In Hamlet’s first soliloquy it is obvious that what troubles him most is?











7. What does Hamlet mean by the following lines

“Seems, madam? Nay, it is. I know not ‘seems’.
‘Tis not alone my inky cloak, good mother,
Nor customary suits of solemn black,
Nor windy suspiration of forc’d breath,
No, nore the fruitful river in the eye,
Nor the dejected havior of the visage,
Together will all forms, moods, shapes of grief,
That can denote me truly. These indeed seem,
For they are actions that a man might play;
But I have that within which passes show,
These but the trappings and the suits of woe.



8. What does Hamlet say about the baked meats and the funeral and the wedding.





9. What news does Horatio, Marcellus and Barnardo bring to Hamlet.


Act 1 scenes 3-4

1) What is Laertes advice to Ophelia?





2) How does “The canker galls the infants of the spring/ too oft before their buttons be disclos’d” fit into the ideology of the decaying garden?





3) What analogy does Ophelia give to her brother as an answer to his advice? What does she mean?






4) List five of the “few precepts” that Polonius gives to Laertes.







5) In lines 105-109, what is the metaphor that Polonius uses to describe Hamlet’s words of love?







6) List and explain one metaphor found in the lines 115-135.





7) What is Polonius’ command to Ophelia?





8) In scene 4, what is Hamlet talking about in lines 13-38?








9) Why doesn’t Horatio want Hamlet to follow the ghost?







10) What is Hamlet’s command to the three guards?

Hamlet

Unit Learning goal: Students will demonstrate an understanding of Hamlet by choosing a prompt from below, developing a thesis statement out of it, and answering the thesis statement by analyzing and using direct evidence from the text. 

QUESTIONS TO DEVELOP THESIS STATEMENTS ABOUT AND ANSWER

1)    Polonius is sometimes played as a senile old fool, sometimes as a shrewd and worldly old man.  Which interpretation do you agree with and why?

2)    Pick one character who could, at some point, have changed the whole chain of events.  Discuss.

3)    Analyze the three appearances of the ghost seen in the play.  Where did he appear; to whom did he appear?  How does the third appearance differ from the first two?  What is the significance of this?

4)    Discuss the reasons for Hamlet’s apparent delay in seeking revenge for his father.  What is your opinion regarding his procrastination?

5)    Compare and contrast Hamlet, Laertes, and Fortinbras as avengers.

6)    What is Hamlet’s attitude towards life and people?  How does it affect his actions?

7)    Apply the following quote to Hamlet: “A man who wishes to make a profession of goodness in everything must necessarily come to grief among so many who are not good.  Therefore, it is necessary for a prince, who wishes to maintain himself, to learn how to not to be good, and to use this knowledge and not use it, according to the necessity of the case.”  -- THE PRINCE, Machiavelli

8)    Examine the reoccurring pun on sun and son.  How does this symbol work in the overall meaning of the play.

9)    Was Ophelia pregnant with Hamlet’s child?

10)  Did Hamlet slip into madness?

11)  It is Hamlet who causes the downfall of Denmark.

12) What is the meaning of the pirates?

13) Is Hamlet Jesus Christ?  How is Horatio either John the Baptist or an apostle.

14) Why or how is Denmark the Garden of Eden?

15) Gertrude knows about the murder?

16) The meaning of prostitution in Hamlet?

17) Can Hamlet be compared to our current society?  If so, how?

18) Perhaps others—as we read or when we finish

OBJECTIVES:  At the end of this unit students will be able to

Knowledge:

1) List the five elements of tragedy

2) List the five elements of a tragic hero

3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor (direct, implied, extended), symbol, simile, pun

4) Give the four elements of a sonnet and a brief description of traditional sonnet themes

5) Define various vocabulary words from the play

       

Comprehension:

6) Identify a metaphor (direct, implied, extended), simile, pun or symbol within the play

7) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets

8) Give a brief description of all the characters and their roles in the play

9) Given a line of dialogue identify the speaker

10) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)

11) Summarize each scene into a headline

12) Answer various discussion questions and come to class prepared to discuss/jutify/argue answers in a group setting 

Application

13) Demonstrate an understanding of a scene in a drawing

14) Demonstrate a relation of characters to contemporary times through a simulation 

15) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory

16) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Denmark, personal responses, and in-class presentations on characters.   

17) Demonstrate an understanding of parts of the play by translation Shakespeare’s lines into contemporary English

18) Write a poem or a rap about Hamlet

19) Research a character: the different critical views and present findings to class

Analysis

20) Write a analysis paper on some element or question of Hamlet and present the paper to class as an 

oration

21) Students will view different versions of the same scene and describe the interpretation of the characters

And ideas that have taken by the actors/director.  

22) Students will take a question and prepare an extemporaneous commentary speech based Hamlet.

Synthesis

23) Write a sonnet

24) Write Shakespearean Insults 

WHY READ HAMLET???????

Hamlet ACT 1 Scene 1


1) How is interest created in the opening scene?
2) What information are we given to help us understand the situation?
3) What happens at the end of the scene to create suspense and keep up the reader’s interest?
4) What is the mood of the scene?
5) Why are the sentries apprehensive (there are two reasons)?
6) What reasons are suggested by Horatio for the appearance of the late King’s ghost?
7) Who are the characters present in the scene?
8) List one thing Horatio says about the former King?
9) Who is young Fortinbras?
10) What does Horatio say happened in Rome after Julius Caesar was murdered?
11) How does Horatio differ from Marcellus and Barnardo in scene 1?
12) What is Horatio’s purpose in scene 1 (why is he present)?
13) What past history (Denmark’s history) is revealed in scene 1?

GO TO THIS LINK: http://www.shmoop.com/signup/skagway-sd-student

Final

The FINAL is posted to Edmodo.

Reviw for FINAL

English 12: Study Guide for FINAL

Note: Most importantly you should look back through your notes and returned quizzes, tests and assignments and read over them.

TEXTS that you will need to know (and I mean know beyond comprehension), be able to relate to themes, to other texts with similar themes (compare and contrast), be able to explain symbols, make arguments about actions of characters, etc.

“The Death of Conchobhar”
“Branwen, Daughter of Llyr”
“The Seafarer”, “The Wanderer”, "The Wife's Exile"
Beowulf
Sir Gawain and the Green Knight
The Canterbury Tales

THEMES: The Corruption of Power, Christianity vs. Paganism, Man Alone in a Hostile World, The Roles of Woman, The Role of Christianity, The Roles of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith, Bloody-Money as a form of Punishment, Banishment, Good vs. Evil, Hospitality, The Transitory Nature of Life, Revenge

Some Definitions you’ll need to remember: Wergild, wyrd, kenning, alliteration, epic hero, epic poem, epic boast, romantic literature, chivalry

List of Characters that you will need to know: Conchobhar, Cet, Meis-Geghra, Finghin, Brandigiefran, Branwen, Maholwch, Manawydan, Efnisien, Nisien, Beowulf, Grendal, Hygelac, Hrothgar, Shield Sheafson, Wulfgar, Wiglaf, Unferth, Finn, Siegmund, Weltheow, Morgan Le Fay, Sir Gawain, King Arthur, The Green Knight, The Mistress, and "The Pardoner" "The Wife of Bath" and the "Miller" from “The Canterbury Tales”

For major characters (or protagonists) make sure you can discuss character flaws and what those flaws are meant to do – or how they inform us of someone larger idea.

Motifs: ambush, birds and horses, the mutilation of horses, betrayal while the king is away, divine protection, the troublemaker, beheading, kin killing, important of ancestors, reputation, the arming of the warrior, the fairy world, green, Yuletide happenings

Symbols: the brain-ball, the cauldron of resurrection, Heorot, Grendal, the Dragon, the fiery lake (and Grendal’s mothers’ liar), hrunting, the giant’s sword, Gawain’s shield, the girdle (remember characters themselves can also be symbols)

Allusions: for each story or book be able to pick out some allusions and link them to a theme

Irony: For each story or book be able to pick out some ironies
Make sure you keep a list of events from any book or story that backs up a theme. You will need to use examples. Specific examples.

You will need to be able to compare and contrast the three poems – The Seafarer, The Wanderer, The Wife's Exile—with each other and/or be able to connect to a theme and used to back up a larger book (such as Beowulf).

Be able to generalize the differences between the following: Anglo-Saxon, Celtic, and Welsh literature, between Old English and Middle English, between the ideas of Sir Gawain and The Canterbury Tales.

Read and Research - a story in the Canterbury Tales

Today - you will be reading the story you chose. 

Remember to keep in mind the following as you read:

Part 1:  You must dress up as the character as described in the Prologue of the poem (note: you should also read very closely the character’s prologue to their own story for it will give you insight into how the character acts, thinks, and relates to the other characters).  As part of the presentation you’ll need to discuss what you are wearing and why (or what it represents)?  You will also need to present your character traits.  What your character is like—what do they believe, how do think of themselves, how do they act towards others or towards God.  You may wish to do some research on your character or your character type (example you might wish to look at Friars and what Friars where about and how they where suppose to act and compare those ideas with how your character acts and believes). 

Part 2:  You’ll need to present your tale to the class.  You can do it in one of two ways: 1) D.I. or Dramatic Interpretation of the story (this means you pick the highlights, write a script based on the highlights and act it out).  2) Rewrite the story in your own words and language and present it as a transcript—meaning you read it, but give a dramatic reading

 (not just a reading like we do in class)

Part 3: Teach the class the following: 1) what type of literary tale is your story?  2) What does the tale mean (if anything). Connect the tale to a THEME?  What does the tale reveal about you character and who your character is?  What—if any—kinds of literary devices does your tale use? 

Part 4: Make a brief argument why your character won the bet: Who can tell the best story.

Wife of Bath

Answer questions 1-5, 7-8, 10 on page 197.