Important lines to study in Hamlet

More Lines to note in Hamlet:

ACTII

2.2.264 Hamlet knows a hawk from a handsaw

2.2.376 Hamlet’s rogue soliloquy

II.ii.475 O, what a rogue and peasant slave am I! (Soliloquy)

ACIII

 King: as ‘twere by accident  King:  The harlot’s cheek: my most painted word

3.1.62 Hamlet’s to be soliloquy

To be or not to be

3.1.121 Hamlet to Ophelia: get thee to a nunnery  

you jig, you amble, and you lisp

3.2.68 Country Matters (before the play begins)

King: Was not like madness

 III.ii.230 King: Give me some light: away!

3.3.28 Polonius’ last words in Gertrude’s chamber

3.3.34 KING’S GUILTY SOLILOQUY

 III.iii.36-61 King: O, my offence is rank, it smells to heaven;

 Hamlet: No! When he is drunk asleep, or in his rage,

Or in th’ incestuous pleasure of his bed;        King: My words fly up

3.4.102 Hamlet says “sty” to mom

III.iii Hamlet: I took thee for thy better.

 Hamlet: In the rank sweat of an enseamed bed,

Stew’d in corruption, honeying and making love

Over the nasty sty,--

 Let the bloat king tempt you again to bed;

ACT IV

Act IV Queen: mad as the sea and wind

Scene ii sponge

4.3.33 and 47 soliloquy and for England

Scene iii King: must seem / Deliberate pause

 Hamlet: you shall nose him

 King The present death of Hamlet. Do it, England.

scene iv Hamlet: How all occasions do inform against me,

And spur my dull revenge!  (SOLILOQUY)

scene v Ophelia: let in the maid, that out a maid

 King: we have done but greenly, In hugger-mugger to inter him

  King: let him go, Gertrude.

 King: Like a good child

 King: let the great axe fall.

 scene Vii King: so that my arrows

 King: Laertes, was your father dear to you?

 Queen: There is a willow

ACT V

Act V [churchyard, comic relief, riddles, puns]

 for thou liest in ‘t

 Alas, poor Yorick!  (also Alexander stopping a bung-hole)

 Hamlet: forty thousand brothers

 Queen: This is mere madness

 V.ii (last scene of play) My head should be struck off

 Osric is “spacious in the possession of dirt”

 Gertrude, do not drink. Queen: I will, my lord,; I pray you, pardon me.

 Queen: The drink, the drink! Laertes: the king, the king’s to blame.

 You that look pale. . . Death is strict in his arrest.  Wounded name. The rest is silence.

 Rosencrantz and Guildenstern are dead

practice exam

Final exam practice questions:

T or F:

1.       The word Hamlet should be italicized when it refers to the play but not italicized when it refers to the character.

2.       Two part titles should use a colon.

3.       Two part titles should mention the work or a character from the work.

4.       Two part titles should give away the essay writer’s main point in a concise format.

5.       Fragments can generally be fixed by attaching the non-sentence to the sentence before it, through the use of a comma.

6.       Final periods should go inside quotation marks, not after the last one.

7.       Correct the errors in the following sentence: “

8.       MLA instructs us to place the comma after the last quotation mark: “To be or not to be”.

9.       Use two unspaced hyphens--to make a dash.

10.    (Shakespeare 1.2.20-25) this means Shakespeare wrote it and it occurs in Act 1, secne 2, lines 20-25.

Iambic Pentameter in Hamlet

-Two stressed or unstressed together?

-11^th syllable? Why here?

-Underline a word per line. Why?

- Pause? Fast/Slow? Why?

- Alliteration, assonance, onomatopoeia?

_      /    _    /   _   _      /    _   _     /    _

To be,  or not to be: that is the question:

  /    _       _   /      _   /    _     /    _    /    _

Whether ‘tis nobler in the mind to suffer

_      /           _    /   _    _   _     /    _     /    _

The slings and arrows of outrageous fortune

_    _    /       /     _    /      _   /   _   /    _  

Or to take arms against a sea of troubles,

_      /    _    /   _     /      _        _      /    _      /   

And by opposing end them?  To die:  to sleep;

Study scenes from Hamlet:
final scene:

King – “Gertrude, do not drink” Queen- “I will my lord, I pray you pardon me.” (Act 5, Scene 2, line 315). 

King: Therefore our sometime sister, now our queen,
The imperial jointress to this warlike state,
Have we, as 'twere with a defeated joy,--                    10
With an auspicious and a dropping eye,
With mirth in funeral and with dirge in marriage,
In equal scale weighing delight and dole,--
Taken to wife:

Nay, but to live
In the rank sweat of an enseaméd bed,
Stew'd in corruption, honeying and making love
Over the nasty sty.

Study for Final Exam

For the December 18 final exam, study all of this:

·         Pride and Prejudice

·         Hamlet

·         Hamlet films

·         MLA conventions

·         (MLA header, Works Cited, parenthetical citation, punctuation of citations)

·         Grammar

·         (Apostrophes, fragments, subject verb agreement, etc.)

·         Composition

·         (titles, formatting, spacing,  opening hook, introductory paragraph, thesis statement, topic sentences, TEA, using evidence, transitions, college-level thinking and analysis, conclusion, sentence level writing, vocabulary, unpretentious tone, etc.)

·         Expect a choice of essay topics.

·         Think about the Bennet family, Polonius’ family, and Hamlet’s family. Investigate definitions of dysfunctional families and apply those definitions.

·         Be able to analyze long passages from Hamlet, explaining how the language (even a single word choice) contributes to our understanding the characters and their exact, complex emotional states.

·         Be able to explain how small choices about details, delivery, lighting, etc. help directors and actors interpret a performance differently than other versions. Be able to explain how the exact same words delivered differently can alter the emphasis and significance of the relationships among the characters.

Bennets vs. Hamlets: most dysfunctional?

Bennets vs. Hamlets: Which family is more dysfunctional and why?

(You may also discuss Polonius’ nuclear family, including his advisory role to the king.)

You might focus narrowly on the role of the father or the role of the mother, rather than discussing all aspects of the families.

http://en.wikipedia.org/wiki/Dysfunctional_family

http://www.encyclopedia.com/doc/1G2-3406900151.html

http://www.k-state.edu/counseling/topics/relationships/dysfunc.html

http://www.mudrashram.com/dysfunctionalfamily2.html

http://psychcentral.com/library/id23.html

1.       Split up into pairs.

2.       Do some research online.

3.       Together talk about how both the Bennets and the Hamlets could be seen as dysfunctional.

4.       Give examples from the text and explain how they support your points.

5.       Sketch out the structure of an essay that you could write in 30 minutes that seems like a college essay: deep discussion and insight, lots of analysis, not oversimplifying, lots of support, well-organized.

6.       Blog about your best ideas for the next class.

Blog about your returned Hamlet essay

Review and respond to your returned Hamlet essay.

1.       Don’t just look at the score, please, but instead look at what you did well in this essay and what  you need to improve on in your next essay.

2.       Open your blogspot and click on the “Working On” tab

a.       The tabs for pages should be visible across the top.

b.      If they are not, go to dashboard, click pages, and “show pages as” use the pull down menu to “top tabs.”

3.       On pages, you must edit, not make new posts.

a.       From the dashboard, click on ‘edit’ next to the “Working On’ page

b.      Or from the blog itself, click on the tab for the page and click on the pencil icon (for edit).

c.       You must be signed in.

d.      Do not erase previous material. Instead, go to the top (or the bottom) of the page and begin typing.

e.      When you are done, you must click ‘publish’ or ‘save.’

4.       What to write: Everything that you will continue to work on in your next essays to get ready for college writing. Don’t be hasty. Really examine not just the picky details (header, works cited, italicizing, spacing between paragraphs, grammar errors, apostrophes, etc.).  Also write about the bigger picture ways that you can improve your writing, such as your big ideas, narrow focus,

5.       Include a self-assessment of your writing style (see below) in your blog.

SELF ASSESS YOUR OWN WRITING STYLE:

1.       HOOK: Highlight or circle the first sentence of your essay. Does it compel a reader’s attention?

2.       TRANSITIONS: Highlight or circle the last sentence of each paragraph and the first sentence of each following paragraph. Is there a transition between paragraphs? If not, write in the margin: “Needs transition word or phrase.” (Can you recall common transition words?)

3.       SENTENCES: Draw a vertical line at the end of every sentence. Are most of your sentences three to four words long? Do sentence lengths vary? Have you used some short sentences for effect? Is there variety in your sentence structures?

4.       VERBS: Highlight (or circle) all verbs. (Can you identify all verbs?) Replace “to be” verbs with more active verbs.

After you are done, self-assess your own writing style. Set goals for improving your style, writing a compelling hook, using active verbs, using transitions between paragraphs, and varying sentences, both in length and structure. Use your new awareness of style both in writing first drafts and in meaningfully revising first drafts to improve not just what you say but also how you say it.

blog due Mon. Dec 8: You are the director!

Blog due Mon. Dec. 8 (like a practice quiz):

You are the Director! (Act III)

Alone or in a pair:

1.      Prepare, read through, annotate, rehearse, and then make notes on how to perform any ONE of the short scenes.

You must make the scene dramatic. You must make choices for the actors’ performances. Pick important lines and individual words to read with emphasis— explain your choices. Explain all this in your blog. Be prepared to actually stage the scene.

2.      You must explain your acting and performance choices.

a.       Explain the most important line(s)—and why.

b.      Which single word should be most emphasized—and why?

c.       How you say the words influences the relationships and tensions. Explain!

Direct any of these SHORT SCENES IN ACT III                        and explain these words

a.       lines 1-28 four actors: king, queen, Rosencrantz, Guildenstern     crafty madness

a.       As the director, give the king and queen body language, emotion, and line delivery that emphasizes (what about each of them? ________________)

b.       Start with Claudius: An’ can you by no drift…

b.      lines 29-55 three actors: King, Queen, Polonius (Ophelia)            lawful espial, painted

a.       As the director, give the king and queen body language, emotion, and line delivery that emphasizes (what about each of them? ________________)

b.       Start with Claudius: Good gentlemen,

c.       lines 56-67 one actor: Hamlet                                                             rub

a.       As the director, give Hamlet body language, emotion, and line delivery that emphasizes (what about him? ________________)

b.       Start with Claudius: O, ‘tis too true!

d.      lines 85-118 two actors: Hamlet, Ophelia                                           words, honest

a.       As the director, give the Hamlet and Ophelia body language, emotion, and line delivery that emphasizes (what about each of them? ________________)

b.       Start with Hamlet: But that the dread of something after death…

e.       Act III scene 2 lines 63-83 two actors: Hamlet,  Ophelia                  jokes

a.       As the director, give Hamlet, the king and Ophelia body language, emotion, and line delivery that emphasizes (what about them? ________________)

b.       Start with Hamlet: No, good mother

f.       Act III scene 2 lines 216-252 three main actors: Hamlet, Rosencrantz, Guildenstern

a.       As the director, give the Hamlet and Ophelia body language, emotion, and line delivery that emphasizes (what about them? ________________)

b.       Start with Guild: Good my lord…

On your blog, write a carefully crafted paragraph or so that gives lots of details about how the actors should perform the lines in these short scenes. Be prepared to act the scenes out and to explain at further length the choices you are emphasizing. Also, explain how the characteristics you emphasize in this scene are related to the characters as they are portrayed in the rest of the play.

Blogs due: Thu soliloquy, Mon How vs. What

Blogs due
by Thursday Dec. 6, blog about a passage below (see instruction)

by Monday Dec. 10, blog about another passage in Hamlet
New assignment: 
                “Same Words, Different Interpretations”

Use your new knowledge of the play after writing about two different film versions. In groups of two or three, work out how the following scenes should be played and acted, including placement on the stage and spacing between characters, intonation, emotion, and interaction. Have one member make notes and then video record your vision for all the small details that make big differences in interpreting Hamlet. Part of this assignment is also to investigate the link between ‘What is Said’ (content) and ‘How it’s said’ (Language). Explain the language in your short explanatory video.

                Once you have shared your ideas about how to play and film it, then you can go and film it. Load  your short video onto the class laptop. If there is time, start blogging about your choices; if not, tonight for homework blog about your choices and how the language matters.

Pay close attention to language: the words chosen make a big difference in what is conveyed.

How shapes What is said:

King “O, my offense is rank, it smells to heaven; / It hath the primal eldest curse upon’t, / A brother’s murder. Pray can I not, / Though inclination be as sharp as will. / My stronger guilt defeats my strong intent, / And, like a man to double business bound, / I stand in pause where I shall first begin / And both neglect. / What if this cursed hand / Were thicker than itself with brother’s blood? / Is there not rain enough in the sweet heavens / To wash it white as snow?” (3.3.40-50) p. 165

Note “rank” and “smells” is sensual, visceral. How do we react to “rank”? Is this more precisely how he feels about himself than ‘He feels bad’ or ‘feels guilty’? “Smells to heaven” seems to have two meanings. Note personification in balanced sentences: “defeats.” Why end with two questions? What emotion is overflowing in them?

Hamlet “I have heard of your paintings too, well enough. God hath given you one face, and you maketh yourself another. You jig and amble, and you lisp; you nickname God’s creatures and make your wantonness your ignorance. Go to, I’ll no more on’t. It hath made me mad. I say we will have no more marriage. Those that are married already, all but one, shall live. The rest shall keep as they are. To a nunnery, go.” (3.1.154-162) p.133

Note the repetition of “you” aids the actor in portraying an accusatory tone. Note the loaded verbs—jig, amble, lisp—and words—wantonness, ignorance. Note the negatives in no. Note the royal pronouncement: “I say we will have. . .” Note the religious overtones: God gave, God’s creatures. Note the substitution of “nickname” for “name.” What is implied in going to a nunnery?

Polonius “My lord, he’s going to his mother’s closet. / Behind the arras I’ll convey myself / To hear the process. I’ll warrant she’ll tax him home; / And, as you said (and wisely was it said), / ‘Tis meet that some more audience than a mother, / Since nature makes them partial, should o’erhear / The speech of vantage.”  (3.3.28-40) p. 165 Note obsequiousness and sneakiness.

 

WHAT vs. HOW: Part of this assignment is also to investigate the link between ‘What is Said’ (content) and ‘How it’s said’ (Language). Consider how a paraphrase of a speech is not a good substitute. (You can use this as an example in your essay.) Explain that the “How” (or Style) actually influences our understanding of the “What” (or content).

Hamlet, one page summary

Act I. Changing of the guard, Cheering up Hamlet, Laertes then Polonius advise Ophelia, Hamlet meets the Ghost

Changing guards in Denmark with the news that King Hamlet of Denmark has recently died and Denmark is preparing for possible war with Young Fortinbras of Norway. A ghost resembling the late King Hamlet is spotted on a platform before Elsinore Castle in Denmark. King Claudius, who now rules Denmark, has taken King Hamlet's wife, Queen Gertrude as his new wife and Queen of Denmark. The King and Queen do not understand why Hamlet still mourns his father's death over two months ago. Soliloquy: Hamlet does not like his mother marrying the next King of Denmark so quickly.  Laertes, the son Polonius, gives his sister Ophelia some brotherly advice. He warns Ophelia not to fall in love with Young Hamlet; she will only be hurt. Polonius tells his daughter Ophelia not to return Hamlet's affections for her since he fears Hamlet is only using her... Hamlet meets the Ghost of his father, King Hamlet and follows it to learn more: he was poisoned by King Claudius, and  Hamlet must avenge his death Hamlet swears Horatio and Marcellus to silence over Hamlet meeting the Ghost.

Act II. Polonius spies on Laertes, Ophelia reveals Hamlet is mad, and Polonius tells the king, R & G to spy on Hamlet, who plans the play within the play

Polonius tells Reynaldo to spy on his son Laertes in Paris. Ophelia describes that a badly dressed Hamlet met her, studied her face and promptly left. Polonius will tell King Claudius the reason for Hamlet's recently odd behavior is love. Rosencrantz and Guildenstern must find out what is causing Hamlet's strange "transformation," but the queen that it is King Hamlet's death and her recent remarriage that are upsetting Hamlet. Young Fortinbras' movements. Hamlet: famous speech about the greatness of man. Hamlet plans to use a play to test if King Claudius really did kill his father as King Hamlet's Ghost told him...

Act III. R & G spy, C & P spy on H & O, the king reacts to the play and confronts his guilt, Hamlet confronts the queen and kills Polonius

The King's spies report to him. Hamlet will have him watch a play. King Claudius and Polonius listen in on Hamlet's and Ophelia's private conversation.  Hamlet will be sent to England. "The Murder of Gonzago" is performed, causing King Claudius to react. Alone, King Claudius reveals in soliloquy his own knowledge of the crime he has committed (poisoning King Hamlet) and realizes that he cannot escape divine justice... Queen Gertrude attempts to scold her son but Hamlet instead scolds his mother for her actions. Queen Gertrude cries out in fear, and Polonius is stabbed. The Ghost reappears, telling Hamlet to be gentle with the Queen.

Act IV. King discovers body, Ophelia’s Mad then Suicidal, Laertes confronts the king

The king learns of Polonius' murder and tries to find out where Hamlet has hidden Polonius' body, and reveals his plans for Hamlet to be killed in England. Young Fortinbras marches his army across Denmark to fight the Polish. Hamlet laments. Ophelia becomes mad from the grief of losing her father. Laertes storms King Claudius' castle, wanting justice when he learns that his father, Polonius has been killed. King Claudius remains calm, telling Laertes that he too mourned his father's loss. Horatio is greeted by sailors who have news from Hamlet. King Claudius explains to Laertes that Hamlet killed his father, Polonius. They plot Hamlet's death at a fencing match to be arranged between Laertes and Hamlet. Laertes learns of his sister Ophelia's death by drowning.

Act V. Gravedigger, Ophelia’s Burial, Sword Fight and Death

Gravedigger jokes and whistles. Holding the skull of Yorick, a childhood jester, Hamlet contemplates death. At Ophelia's burial, the Priest reveals that Ophelia may have committed suicide, angering Laertes. Hamlet fights Laertes over Ophelia's grave. Summoned by Osric to fence against Laertes, Hamlet fights Laertes. Queen Gertrude drinks a poisoned cup meant for Hamlet, dying but not before telling. Hamlet is stabbed and poisoned fatally in the third round. Exchanging swords whilst fighting, Hamlet wounds and poisons Laertes who explains that his sword is poison tipped. Now dying, Hamlet stabs King Claudius with this same sword, killing him. Hamlet, dying, tells Horatio to tell his story and not to commit suicide. Hamlet recommends Young Fortinbras as the next King of Denmark. Young Fortinbras arrives, honoring the dead.

HAMLET, lines to study

Pages to note in Hamlet:

ACT II

II.ii.475 O, what a rogue and peasant slave am I! (Soliloquy)

Act III

 King: as ‘twere by accident  King:  The harlot’s cheek: my most painted word

 To be or not to be

 you jig, you amble, and you lisp

 King: Was not like madness

III.ii.230 King: Give me some light: away!

 III.iii.36-61 King: O, my offence is rank, it smells to heaven;

 Hamlet: No! When he is drunk asleep, or in his rage,

Or in th’ incestuous pleasure of his bed;        King: My words fly up

 III.iii Hamlet: I took thee for thy better.

 Hamlet: In the rank sweat of an enseamed bed,

Stew’d in corruption, honeying and making love

Over the nasty sty,--

 Let the bloat king tempt you again to bed;

ACT IV

 Act IV Queen: mad as the sea and wind

Scene ii sponge

 Scene iii King: must seem / Deliberate pause

  Hamlet: you shall nose him

 King The present death of Hamlet. Do it, England.

 scene iv Hamlet: How all occasions do inform against me,

And spur my dull revenge!  (SOLILOQUY)

 scene v Ophelia: let in the maid, that out a maid

 King: we have done but greenly, In hugger-mugger to inter him

  King: let him go, Gertrude.

 King: Like a good child

 King: let the great axe fall.

 scene Vii King: so that my arrows

 King: Laertes, was your father dear to you?

 Queen: There is a willow

ACT V

 Act V [churchyard, comic relief, riddles, puns]

 for thou liest in ‘t

 Alas, poor Yorick!  (also Alexander stopping a bung-hole)

 Hamlet: forty thousand brothers

 Queen: This is mere madness

 V.ii (last scene of play) My head should be struck off

 Osric is “spacious in the possession of dirt”

 Gertrude, do not drink. Queen: I will, my lord,; I pray you, pardon me.

 Queen: The drink, the drink! Laertes: the king, the king’s to blame.

 You that look pale. . . Death is strict in his arrest.  Wounded name. The rest is silence.

 Rosencrantz and Guildenstern are dead

Dear Dr Forman Letter about Process

On your essay (and then on your blog), write a Dear Dr Forman letter about writing your Hamlet essay.
Expand on the process of developing your best ideas. What did you think when you first saw the assignment and first saw the films? What was your very first idea for the essay? When did you narrow down your topic? When did you decide which films you wanted to analyze? Trace the development of your main idea. How much of your best ideas came while you were actually writing? What difficulties did you face and how did you overcome them? What was your editing and proofreading process?

When you are done, pass your essay to the right for proofreading. Don't write on another's essay. Instead point out typos and have the author correct them neatly in black ink.