Hamlet Packet. You will use this packet for the following: Reading Observations: Act Analysis Questions:

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1 Hamlet Packet For the Hamlet Unit, you will be responsible for several items. Besides reading, you will respond daily to the progression of the play. For this you will complete daily reading observations, in class active reading questions, act quotes and act applications. You will use this packet for the following: Reading Observations: On the day of each reading, you are to bring the following: 1) an observation about something from one of the scenes and why you found it interesting 2) a short quote from the text that you found interesting and a brief explanation why (and yes, you must copy the quote with parenthetical documentation Act, scene, line e.g. I, ii, 25-26) 3) a question you have about what is going on. 4) List of where you see reference to the following motifs a. GARDENS b. SERPENTS c. DISEASE/DECAY d. DEATH e. HEROISM f. SAVIOR This reference should include line # and brief commentary about its use 5) List of where you see indications of pathetic fallacy, tragic flaw and/or the 4 complexions These will be checked off for completion at the beginning of class. Later they will be used as a way to jump-start class discussions. Use this as an opportunity to clarify anything that you find confusing in the text before you are forced to move on. This is your chance to impact what we talk about and how much you personally get out of this unit, so please make the most of it. Although these will not be fully assessed for quality until the end of the unit, each day s observation must be checked off when due in order for it to be assessed at the end of the unit. This packet will be turned in and completely assessed on Monday, 5/2/16. Act Analysis Questions: To be done on your own paper. These will be due the day after we have finished reading the complete Act in class. They are not to be held and submitted with the packet on 5/2/16.

2 AP English 12 Ms. Arrowood Packet Due Monday, 05/02/16 Name: Period

3 Hamlet March April 2016 AP English 12 Ms. Arrowood 3/29 SBAC/Per 1, 2 3/30 SBAC/Per 4, 5 3/31 SBAC/Per 1, 2 4/1 SBAC/Per 4, 5 Shakespeare Intro Shakespeare Intro Check off homework Check off homework In Class read Act I, sc i ii (p. 7-25) In Class read Act I, sc i ii (p. 7-25) HW? Read p. 7-25, Read Ob &?s HW? Read p. 7-25, Read Ob &?s HW: read p , Read Ob &?s 4/4 4/5 ALLUSIONS DUE 4/6 EARLY RELEASE 4/7 4/8 Check off homework Check off homework HW: read p , Read Ob &?s Discuss Act I, scenes ii-v Discuss Act II, scenes i-ii Discuss Act II, scene ii WATCH ACT I & II WATCH Act I & II HW: read p , Read Ob &?s HW: read p , Read Ob &?s HW: Start Analysis?s for Act I HW: Finish Analysis?s AND read p , Read Ob &?s HW: Act I & II Analysis?s & Read Act III 4/11 Spring Break 4/12 Spring Break 4/13 Spring Break 4/14 Spring Break 4/15 Spring Break Read the rest of Read the rest of Read the rest of Read the rest of Read the rest of Act II & III Act II & III Act II & III Act II & III Act II & III Do ALL Observations & Questions Do ALL Observations & Questions Do ALL Observations & Questions Do ALL Observations & Questions Do ALL Observations & Questions 4/18 4/19 4/20 4/21 SBAC/Per 1, 2 4/22 SBAC/Per 4, 5 Ind Read #4 RD Due Act III Discussion & Work HW; finish Ind Read Watch Act III HW; finish Ind Read Finish Watching Act III HW: Analysis?s Act II & III & read p & Read Ob &?s Turn in Analysis?s & Check off homework In Class read Act IV, sc i - iv (p ) HW: Read p , Read Ob &?s Turn in Analysis?s & Check off homework In Class read Act IV, sc i - iv (p ) HW: Read p , Read Ob &?s

4 Hamlet April-May 2016 AP English 12 Ms. Arrowood 4/25 4/26 4/27 4/28 4/29 In Class read Act IV, sc v end HW: read p , Read Ob &?s IND READ #4 DUE Check off homework In Class read Act V, sc i - i (p ) HW: read p , Read Ob &?s Check off homework In Class read Act V, sc ii end of play (p ) HW: 5-Act Drama triangle Check off reading ob WATCH Act IV & V HW: Act VI & V Analysis? 5/2 5/3 5/4 Early Release 5/5 5/6 Turn in Analysis?s PACKETS DUE AP REVIEW Finish Watching Act V HW: Finish Analysis?s AP REVIEW AP TEST A Different Take on Hamlet Vocab VI TEST 5/9 5/10 5/11 5/12 5/13 A Different Take on Hamlet A Different Take on Hamlet Rosencrantz & Guildenstern Another take on Hamlet Rosencrantz & Guildenstern 5/16 5/17 ALLUSIONS DUE 5/18 Early Release 5/19 5/20 Rosencrantz & Guildenstern Assign Final Project Final Project Work Final Project Work Final Project Work 5/23 5/24 5/25 5/26 5/27 Final Project Work Final Project Work in Computer Lab 5/30 5/31 6/1 Final Project Work in Computer Lab Final Project Work in Computer Lab NO SCHOOL!!! SNOW MAKE UP DAY! MEMORIAL DAY NO SCHOOL!!! Final Project Work in Computer Lab Begin Final Projects

5 READING OBSERVATIONS On the day of each reading, you are to bring the following: an observation about something from one of the scenes and why you found it interesting a short quote from the text that you found interesting and a brief explanation why (and yes, you must copy the quote with parenthetical documentation Act, scene, line e.g. I, ii, 25-26) a question you have about what is going on. These will be checked off at the beginning of class and later used as a way to jump-start class discussions. Use this as an opportunity to clarify anything that you find confusing in the text before you are forced to move on. This is your chance to impact what we talk about and how much you personally get out of this unit, so please make the most of it. Act I, sc. i sc. ii, line 63 (p. 25 Polonius) Characters: Barnardo, Francisco, Horatio, Marcellus, King, Cornelius, Voltemand, Laertes & Polonius Act I, sc. ii, line 64 (p.25) sc. iii (end p. 49) Characters: King, Hamlet, Queen, Horatio, Marcellus, Bernardo, Laertes, Ophelia, Polonius

6 READING OBSERVATIONS Act I, sc. iv (p. 49) end Act I (p. 69) Characters: Hamlet, Horatio, Marcellus, Ghost Motifs Seen in Act I

7 Act I Pathetic Fallacy, Tragic Flaw and/or 4 complexions READING OBSERVATIONS Act II, sc. I (p. 73) sc. ii, line 182 (p. 93) Characters: Polonius, Reynaldo, Ophelia, Kin, Queen, Rosencrantz, Guildenstern, Voltemand

8 READING OBSERVATIONS Act II, sc. ii, line 184 (p. 93) sc. ii, line 490 (p. 111) Characters: Queen, Hamlet, Polonius, Rosencrantz, Guildenstern, First Player (lead actor) Act II, sc. ii, line 491 (p. 111) end Act II (p. 119) Characters: Polonius, First Player, Hamlet, Rosencrantz

9 Motifs Seen in Act II Act II Pathetic Fallacy, Tragic Flaw and/or 4 complexions

10 READING OBSERVATIONS Act III, sc. I (p. 123) sc. ii, line 169 (p. 145) Characters: King, Rosencrantz, Guildenstern, Queen, Polonius, Ophelia, Hamlet, Player, Horatio Act III, sc. ii, line 170 (p. 145) sc. ii (end - p.161) Characters: Prologue, Hamlet, Ophelia, Player King, Player Queen, Queen, King, Lucianus, Polonius, Horatio, Guildenstern, Rosencrantz

11 READING OBSERVATIONS Act III, sc. iii (p. 163) end Act III (p. 185) Characters: King, Guildenstern, Rosencrantz, Polonius, Hamlet, Queen, Ghost Motifs Seen in Act III

12 Act III Pathetic Fallacy, Tragic Flaw and/or 4 complexions READING OBSERVATIONS Act IV, sc. i (p. 189) sc. iv (end p. 205) Characters: King, Queen, Hamlet, Rosencrantz, Guildenstern, Fortinbras, Captain, (Gentlemen ALL)

13 READING OBSERVATIONS Act IV, sc. v (p. 205) sc. v (end p. 219) Characters: Queen, Gentleman, Horatio, Ophelia, King, Messenger, Laertes, ALL Act IV, sc. vi (p. 221) end Act IV (p. 235) Characters: Horatio, Gentleman, Sailor, King, Laertes, Messenger, Queen

14 Motifs Seen in Act IV Act IV Pathetic Fallacy, Tragic Flaw and/or 4 complexions

15 READING OBSERVATIONS Act V, sc. i (p. 239) sc. i, line 229 (p. 251) Characters: Gravedigger, Other, Hamlet, Horatio Act V, sc. i (p. 253) sc. ii, line 238 (p. 273) Characters: Laertes, Doctor, Hamlet, Queen, King, Horatio, Osric, Lord, ALL

16 READING OBSERVATIONS Act V, sc. ii, line 239 (p. 273 ) end PLAY (p. 287) Characters: King, Hamlet, Laertes, Osric, Queen, Horatio, Fortinbras, Ambassador, ALL Motifs Seen in Act V

17 Act V Pathetic Fallacy, Tragic Flaw and/or 4 complexions End Play Tragic Reconciliation - Explain

18 Hamlet Act I Discussion/In-depth analysis questions On your OWN paper, thoroughly answer the following questions. All answers MUST BE HANDWRITTEN! Scene i As the play opens, what is the mood? Looking closely at the text, what words or phrases can you find that Shakespeare uses to help set the tone and prepare us for what's to come? Look at what happens when the ghost appears for the first time. Notice that Horatio addresses it as "thou." This is the form of address used with friends or inferiors. Shakespeare's audience would have understood this familiar reference. What is the effect of Horatio's addressing the ghost as "thou"? What does Horatio suggest by his discussion of Julius Caesar's death? Why does he choose the example of Rome? (think on several levels i.e. pathetic fallacy; symbolism; analogy) Scene ii 4. From what is seen in I.ii, what kind of a king is Claudius? 5. Hamlet is in stark contrast to the festivity of the coronation. Compare and contrast the physical, emotional, mental, and spiritual differences between young Hamlet and Claudius's court. 6. Read Hamlet's first soliloquy carefully. How would you describe the tone of his feelings detached, impassioned, rational, ironic, or what? Explain. 7. Notice the way Hamlet questions Horatio, Marcellus, and Bernardo. How much do we know about how his mind works at this point of the play? What does he suspect as the reason for the ghost's appearance? Scene iii 8. How seriously can Polonius' precepts, spoken to Laertes, be taken? Especially consider the last one. (look at the grander scheme of what is going on) 9. How willing is Ophelia to discuss with her father what she has discussed with Laertes? What is her father s response to Hamlet's interest in her and her response to him? 10. What do we know about Laertes, Polonius, and Ophelia by the end of 3? What sort of people are they? What sort of family are they? Who is missing from this family? How strong-willed in Ophelia? Cite specifics. Scene iv 1 How does Hamlet respond to the ghost? If it is a "damned ghost," is he as safe as he thinks he is? Why don't the others want him to go? Why can't/don't they stop him? What does Marcellus still think the nature of the problem is? Scene v 1 Is Hamlet surprised when he learns who murdered his father? Explain. 1 What are Hamlet and Hamlet the elder s, opinion of Claudius? Would others in the court, NOT knowing about Claudius' crime, see Claudius as this? 14. Read Hamlet's second soliloquy carefully. Notice how quickly Hamlet moves from the specific (Claudius) to the general ("one"). Compare the same movement he makes from the specific person Gertrude to "frailty, thy name is woman". Addressing this issue (specific to general), how can Hamlet be expected to go about his revenge? Hamlet Act II Discussion/In-depth analysis questions On your OWN paper, thoroughly answer the following questions. All answers MUST BE HANDWRITTEN!!!! Scene i How much time has passed between Act 1 and Act 2? How do you know? (Keep watching for evidence.) Does Hamlet's appearance to Ophelia as a madman (a distracted lover) come as a surprise after what we last heard him say (Act I)? Why/why not? How well has Ophelia obeyed her father's orders in 3? Scene ii 4. Why has Claudius called Rosencrantz and Guildenstern to court? Does Claudius intended use of Rosencrantz and Guildenstern reminiscent of Polonius' use for Reynaldo? Are there any significant differences? If so, what? 5. We've now had several different explanations of Hamlet's madness: love, his father's death, and that plus the king and queen s "o'erhasty marriage". Are people content with these explanations? Why/why not? 6. How does Hamlet behave initially with Rosencrantz and Guildenstern? Is it different from the way he just acted with Polonius? Does Hamlet change when he realizes that the two were sent for by Claudius and Gertrude? 7. How seriously should Hamlet's view of the world and of "man" be taken? How do Rosencrantz and Guildenstern react to Hamlet's use of "generic" man? 8. What is the significance of Hamlet's referring to Polonius as Jephthah? Jephthah's story is interesting in this context see Judges 11: How is its style of Hamlet s recited speech to the player different from that of the surrounding lines of Hamlet? Why is its subject matter appropriate? 10. Do lines echo anything from or about the play Hamlet? 1 When the players arrive, at Hamlet's request they reenact a selection from Aeneas and Dido. Why this play? How does it echo Hamlet's main storyline. 1 Read Hamlet's third soliloquy carefully. How does he use the player's response to show how different his own position is? Is the comparison justified by what has been seen in the play? 1 In his third soliloquy, Hamlet complains that he has not acted on his vengeance. Why hasn't he? Why does he need the play? What will he learn from it? 14. One of the play's major themes, illusion versus reality, begins to take center stage in Act Where do you find evidence of this theme being explored? What possible messages could Shakespeare be trying to convey?

19 Hamlet Act III Discussion/In-depth analysis questions On your OWN paper, thoroughly answer the following questions. All answers MUST BE HANDWRITTEN! Scene i Closely examine Hamlet s most famous To be or not to be soliloquy. Summarize the arguments he is contemplating in this speech. How is this soliloquy different from the first two? Think about the way Hamlet's mind works within the first two--is the same thing happening here? What is the main idea of this third soliloquy? After Polonius gives Ophelia something to read to disguise her intention what response does his remark get (in an aside) from Claudius? Why is this speech of Claudius' important? What do we learn that we have not learned before? Act III has Hamlet saying some very harsh words to Ophelia. Why does he want her to get to a nunnery? Does he say this out of love or hate or both? Does Hamlet know that he's being watched? Does he determine that during the scene? Can you spot a place where he might? (Remember how he changed his way of talking to Rosencrantz and Guildenstern at 2). Who is the "one" referred to in "all but one" ()? 4. How does Claudius respond to what he has seen and heard between Ophelia and Hamlet? How does Polonius respond? Is he willing to give up his "love" answer? Why? Scene ii 5. What advice does Hamlet have for the actors? Why? Think outside the play, too!! 6. Why does Hamlet say he especially likes Horatio ()? Does Hamlet see Horatio as similar to him or different from him? 7. Read Hamlet's fifth soliloquy carefully. How is it different from the other soliloquies? What is the mood of the soliloquy? What is happening to Hamlet? Scene iii 8. What does Claudius admit in his attempt to pray? Has the play actually had an effect on him? Why can't he ask for forgiveness? 9. What happens when Hamlet enters? Why doesn't Hamlet kill Claudius then? What is ironic about Hamlet's decision? 10. Why does the Ghost appear during Hamlet s exchange with his mother? How is his appearance different from his appearances in Act 1? Who saw him then? Who sees him now? What is his message to Hamlet? Hamlet Act IV Discussion/In-depth analysis questions On your OWN paper, thoroughly answer the following questions. All answers MUST BE HANDWRITTEN! Scene i Does Gertrude tell Claudius the truth about what happened between her and Hamlet? Is she following Hamlet's advice at the end of 4? Scene iii What do Claudius' letters tell England (i.e., the king of England) to do with Hamlet? Why does Claudius expect to be obeyed? (The situation is more or less historical, since England was ruled by a Danish king from ) Scene iv What sort of judgment does the Captain make about the place they are fighting for? How does Hamlet describe it? 4. Read Hamlet's sixth soliloquy carefully (4.4). What is unusual about it given its position in the play? Has Hamlet been delaying, as he says? What example does he compare himself to? (And what other soliloquy does this one remind you of?) Scene v 5. What do we learn about the state of Gertrude's soul in her aside? What does this say about how she has responded to Hamlet's accusations and recommendations in 4? 6. The court assumes Ophelia's madness is caused by her father's death. Judging from her songs, are they correct? Is that the only thing that has made her mad? What else is on her mind and coming to the surface in her madness? Hamlet's questionable madness is starkly contrasted with Ophelia's real madness in Act 4. Was it necessary for her to go insane? What elements of the story are enhanced by her madness? Could the story work without it? 7. What is Laertes' approach to revenging his father's death? How does it compare to Hamlet's? How much support does he have? Whom does he initially blame? Scene vi 8. Who brings Hamlet's letter to Horatio? What has happened to Hamlet? Scene vii 9. What does Hamlet's letter tell Claudius? Why does Hamlet want to see him "alone"? What seems to be Hamlet's plan? 10. What happened to Ophelia? Did she kill herself, or is her death accidental? General?s 1 As Act IV unfolds, Claudius is becoming more and more uncomfortable with having Hamlet around. When/where is Claudius's fear is beginning to take over? How does he try to get rid of Hamlet, while continuing to look innocent? 1 Hamlet shows a great deal of wit and cleverness in this act. Where can you find examples of Hamlet's nimble brain?

20 Hamlet Act IV Discussion/In-depth analysis questions On your OWN paper, thoroughly answer the following questions. All answers MUST BE HANDWRITTEN! Scene i Why does this scene begin with two clowns trading jokes? Do their jokes make any sense in the context of the play? Does Hamlet realize that he might not come out of this fight alive? See V.ii What is the outcome of the fight scene at the end? Scene ii 4. Where do Hamlet and Laertes fight in V.ii? 5. Who is Osric, and why is he included in the play? 6. When Gertrude drinks from the cup, Claudius asks her not to drink and she refuses. Has she ever disobeyed Claudius before? 7. Why is Fortinbras's presence important? Hamlet Act V-End Play Discussion/In-depth analysis questions On your OWN paper, thoroughly answer the following questions. All answers MUST BE HANDWRITTEN! Describe Claudius. Is he purely evil, or is he merely a flawed human being? Could the play also be called The Tragedy of Claudius, King of Denmark? In Act IV, Claudius notes that sorrows come in battalions. By the end of the play these sorrows include the deaths of all the major characters except Horatio. To what degree can Claudius be held responsible for all the sorrows of the play? Which sorrows may be particularly traced to Hamlet? Hamlet is full of conflicts that oppose people to other people, to society and to themselves. List all the conflicts you can find in the play. Decide which of these is the central conflict and explain your choice. 4. How does Shakespeare demonstrate that Hamlet is a tragedy of the state as well as the individual? Is the condition of Denmark better or worse at the end of the play than at the beginning?

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