Paapa Essiedu, the first black actor to play Hamlet for the Royal Shakespeare Company, has won a top theatre award.
My words fly up, my thoughts remain below:
Words without thoughts never to heaven go.
Learning standards: I can provide a concluding statement or section that follows from and supports the argument presented.
I can determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Coming up: Thursday- vocabulary power point review on Hamlet 5 (handed out last Thursday; another copy below)
Friday, Hamlet 5 vocabulary quiz
In class: Hamlet thematic organizer that was handed out last Thursday is due now. Please hand them in to Mr. Clarkin.
Take out your Hamlet text and your notebook
extended metaphor short writing assignment (class handout / copy below)
Watching excerpts from Act III, scenes ii and iii: the court watching the play, Hamlet, the "witching time of night" and Claudius praying, while Hamlet prepares to murder him.
Where we left off last Thursday:
As you know, the players inserted the extra lines into their performance at Hamlet's request. Both Hamlet and Horatio watched King Claudius' reaction to the play, which Hamlet nicknamed "The Mouse Trap". Claudius was obviously disturbed and ended the performance, ordering "Give me some light. Away" (3.2.276).
To continue...
| HAMLET | O good Horatio, I'll take the ghost's word for a |
| thousand pound. Didst perceive? | |
| HORATIO | Very well, my lord. |
| HAMLET | Upon the talk of the poisoning? |
| HORATIO | I did very well note him. |
* extended metaphor- The term extended metaphor refers to a comparison between two unlike things that continues throughout a series of sentences in a paragraph or lines in a poem. It is often comprised of more than one sentence and sometimes consists of a full paragraph.
| HAMLET | Why, look you now, how unworthy a thing you make of | 371 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| me! You would play upon me; you would seem to know | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| my stops; you would pluck out the heart of my | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| mystery; you would sound me from my lowest note to | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| the top of my compass: and there is much music, | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| excellent voice, in this little organ; yet cannot | 380 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| you make it speak. 'Sblood, do you think I am | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| easier to be played on than a pipe? Call me what | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| instrument you will, though you can fret me, yet you | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| cannot play upon me. Polonius reiterates the Queen's request, despite Hamlet's giving him a difficult time. Hamlet closes Act III.ii alone, saying with the following:
Act III.iii King Claudius is fed up with Hamlet and tells them to take Hamlet to England. Note their sycophantic behavior. Next Polonius informs King Claudius that Hamlet is on his way to his mother's room. Polonius intends to hide behind the arras and spy, after which he will report back to Claudius and tell him what has occurred. Hamlet stumbles across Claudius alone. Why does he not kill him? Hamlet could revenge his father now! begin 1:18 _____________________________________________________________ class handout from above
Name
____________________________ extended metaphor from Hamlet Act III.ii.371-380).
Remember that an extended metaphor refers
to a comparison between two unlike things that continues throughout a series of
sentences in a paragraph or lines in a poem. It is often comprised of more than
one sentence and sometimes consists of a full paragraph.
Hamlet expresses his
choler (anger) to Guildenstern through the following extended metaphor. In
three to four well-written sentences that weave in text, explain the metaphor.
______________________________________________________ | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Name ______________________________ Theme exercise
Below are five themes that run through the play. After having listened to Act II.ii, read through the 9 plot summaries below and write out the theme or themes that are applicable. (Do not number!)
This will help you when it comes time to writing the final assessment.
Themes to consider:
1. appearance vs. reality
2. action and inaction
3. revenge / honor / religion
4. women
5. poison, corruption, death
1. Hamlet lectures three of the players on how to act. His lecture focuses on how to avoid overacting, suiting action to word and word to action. They exit.
_________________________________________________________________________
2. Hamlet has already told Horatio what the Ghost said, and now reveals his plan: the play to be put on will mirror the Ghosts' description of Claudius's murder of Old Hamlet. If Claudius looks guilty while watching it, then he is.
__________________________________________________________________________
3. Claudius, Gertrude, Polonius, Ophelia, and others arrive to watch the play. Hamlet tells Horatio he's now going to act insane.
_________________________________________________________________________
4. Claudius asks how Hamlet is faring. Hamlet responds as if Claudius were using the word "fare" to mean food, and says he's eating the air. Hamlet mocks Polonius's attempts to act at university, harasses Ophelia with sexual puns, and then makes bitter remarks about Gertrude for marrying Claudius.
_________________________________________________________________________
5. The players enter and first act out a dumb show (a short silent play that shows what the longer play is about). The players then begin to act the full play. As the plot becomes clear, Gertrude and Claudius become uncomfortable. Hamlet mocks them, while continuing to launch sexual puns at Ophelia. Claudius asks the name of the play. Hamlet says, "The Mouse-trap."
_________________________________________________________________________
6. When the villain in the play pours poison into the king's ear, Claudius jumps from his seat, calls for light, and rushes from the room.
_________________________________________________________________________
7. Hamlet is triumphant. He tells Horatio that this proves the Ghost was telling the truth.
Rosencrantz and Guildenstern enter and say that his mother wants to see him. Hamlet agrees to go, but furiously tells them they cannot "pluck out the heart of his mystery" or play him like a flute.
_________________________________________________________________________
8. Polonius enters, repeating Gertrude's request to see him. Hamlet pretends to see odd shapes in a non-existent cloud. Polonius also pretends to see the shapes.
_________________________________________________________________________
9. All exit but Hamlet, who says to himself that he could "drink hot blood" (III.ii.360), but forces himself to remember not to hurt his mother.
_________________________________________________________________________
Hamlet vocabulary 5 quiz on Friday, October 14
1. discord (noun)- disagreement, lack of harmony (My soul is full of discord and dismay.)
2. scourge (noun)- whip
3. garrison (noun); (also a verb- to garrison)- the troops who maintain a fortified place
4. bestial (adjective)- lacking human qualities
5. craven (adjective)- completely lacking in courage
6. scruple (noun)- an ethical or moral principle that inhibits action
7. conjecture (noun)- an hypothesis that has been formed by speculating
8. to inter (verb)- to place in a grave
9. superfluous (adjective)- more than is desired, needed or wanted
10.incensed (adjective)-angered by an unjust wrong.
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