Verbal Language Assignment

 

Memorize at least 9 lines of a monologue or soliloquy from Hamlet and recite it in front of a group. If you have more than five tardies, then you must add on an additional line per tardy until you reach 24 lines. For an extra 12 habit points a student may memorize all 33 lines of the “To Be or not To Be” soliloquy.

This will be due the week we return to school, mostly from January 7-10. Sign ups for the presentation will be available during finals week.

If you do not want to read these lines in front of the class, you may sign up for lunchtime readings, but you must also bring a friend (or I will convince another teacher to sit in with me).

Remember, emotional emphasis, or even 15^th century Danish attire, is always encouraged.

Hamlet Essay Topics

Semester One Take-Home Final:

Hamlet Literature Analysis Essay

1)     Poor, poor Ophelia. Ophelia falls into the water and “accidentally” drowns. How and why does Ophelia’s death matter to the play? Discuss her death as a symbol of her life, her honor, and her relationship with Hamlet.

 

2)     Existence! What does it all mean? After reading Hamlet, what conclusion does Prince Hamlet come to (or doesn’t come to) concerning the nature or the value of existence. How does Hamlet struggle with the issue of life and death? How does he evolve on this issue?

 

The best way to tackle this prompt is to choose three or four soliloquies or monologues and show this evolution of thought concerning these topics. You will also need to make sure you are not merely summarizing his thoughts but are discussing his language and ideas in an effort to come to a specific thematic purpose Shakespeare is incorporating.

 

3)     The Avengers! Compare Hamlet with either Laertes or Fortinbras and discuss their differing approaches to seek revenge. Ultimately, what message is Shakespeare sharing about revenge in using these two characters as foils?

 

4)     AP Prompt: Madness is like Gravity…

“If you be sick, your own thoughts make you sick.” -Ben Jonson.

Throughout Hamlet there are references to real and imagined mental illnesses as portrayed by Shakespeare’s characters. What part does madness-real or feigned-play in the tragedy of Hamlet? Contemplate whether or not Ben Jonson’s quote maintains validity in Hamlet, then take a stand and write about to whom this accurately applies.

Requirements:

·         Essay must be a minimum of 3  pages, and it must follow all MLA style rules.

·         Essay must include direct quotes from the play (minimum of four). 

·         Please write in the third person; no “I,” “you,” or “we” pronouns.

·         Your essay must have an original title.

·         Your Thesis Statement must contain the three P’s (Prompt, Provable, Purpose).

Submit your essay to Turnitin.com by Friday, 12/20 by 3:00pm. If you want written feedback on the essay, please turn in a hard copy of the essay by 12:30pm on 12/20. Remember, my turnitin.com ID number is 7212278 and the password is “achimore”

Ophelia #Instagram Session

Your group will be given a specific section of the play Hamlet in which Ophelia plays an important role. Your task will be to re-read this section as a group and to find one line or phrase of words (or even one amazing word) that summarizes Ophelia’s state of existence in that scene. You can even place a hashtag in front of it.

Then have one group member take a photo of the others re-creating the ideas presented in this line. You will be creating a frozen picture that brings this line or phrase to life. Remember, your photo does not have to be an image taken directly from the action of the play- you can be creative in representing what is going on in Ophelia’s mind, how others are controlling her, or how she operates in the Danish court. Have fun with the assignment. How can you make this look interesting (imagine an Abercrombie or Gap pose).

When you have completed your photograph, with captions and possible effects, you will present your work to the class. Photos must be sent to Achimoreacademics@gmail.com 

Be prepared to discuss the following in your presentations:

•      What is the context for the chosen text?
•     What is the picture communicating about this text and the context from which it is taken?
•    Why were these particular lines chosen over others?
•     What other lines were being considered?
•    Why weren’t they selected? 
•     What can we learn about Ophelia’s journey into madness, from textual and visual points of view, based on this project?

To the extent you can, all responses should be defended by evidence from the text. You can use any props you have access to in your photo. For 3 extra credit points for this assignment, you can do a second picture and caption from your selected scene.

Scenes:

·         Act I Scene iii

·         Act II Scene i

·         Act III Scene i

·         Act IV Scene v

·         Act IV Scene vii

Act Four

Hamlet Act 4 Study Questions

SCENE THREE

1. Explain the worm metaphor. What does Hamlet’s explanation of Polonius’ situation suggest about Hamlet’s state of mind?
2. What is the purpose of the sealed letters?

SCENE FOUR

             3.      When Hamlet compares himself to Fortinbras’ men, what does he realize?

SCENE FIVE

           4.      How has Polonius’ death affected Ophelia?

5. How does Hamlet’s desire for revenge differ from Laertes’?

SCENE SIX

          6.      How does Hamlet escape the boat bound for England?

SCENE SEVEN

            7.      Explain Claudius’ plan for Hamlet’s eventual death.

8. Describe the conditions surrounding Ophelia’s death. What do they suggest about her? Would you argue that she actually killed herself? Use a quote somewhere in your response.

QUEEN GERTRUDE:

There is a willow grows aslant a brook,

That shows his hoar leaves in the glassy stream;

There with fantastic garlands did she come

Of crow-flowers, nettles, daisies, and long purples

That liberal shepherds give a grosser name,

But our cold maids do dead men's fingers call them:

There, on the pendent boughs her coronet weeds

Clambering to hang, an envious sliver broke;

When down her weedy trophies and herself

Fell in the weeping brook. Her clothes spread wide;

And, mermaid-like, awhile they bore her up:

Which time she chanted snatches of old tunes;

As one incapable of her own distress,

Or like a creature native and indued

Unto that element: but long it could not be

Till that her garments, heavy with their drink,

Pull'd the poor wretch from her melodious lay

To muddy death.

(IV. vii. 190-208)

To Be or Not to Be

To Be or Not to Be Soliloquy Questions:

1) How is this soliloquy different from all these other ones so far? Why is this the case? (Count the number of times Hamlet uses the word             “I” or “me” in the soliloquy)

2) What does Hamlet say is the ultimate reason why humans decide to stay alive?

3) What does he say keeps determined people from taking action in their lives? How is this true in Hamlet’s case?

4) Do you believe Hamlet is actually serious about considering suicide? Why or why not?

Act 3 Study Questions

Answer each question in multiple complete sentences and use quotations or specific references to support your answers. Questions in bold must be answered in a full paragraph with more depth in your analysis. Answer on a separate piece of paper.

SCENE 1

1. Read the conversation between Hamlet and Ophelia. Remember that Hamlet was very sarcastic, slightly funny, and a little cruel to Polonius in the previous Act. How is Hamlet’s treatment of Ophelia in this conversation different from his treatment of Polonius? Why do you think he is treating her in this way?

SCENE 2

(See “Video Questions” on other side)

SCENE 3

     2.      In Claudius’ first monologue the reader saw a smart, calculating politician who seemed to be in love. In this Act’s Soliloquy, the reader witnesses a much different villain. Write a paragraph describing Claudius feelings in this speech. What concerns Claudius in his soliloquy? What kind of villain is he? 

3. Why does Hamlet not kill Claudius when he has the chance? Do you think this is a rational reason for not killing the King?

SCENE  4

      4.      How does Hamlet act after he kills Polonius? Does he seem remorseful at all? What might this tell you about his mental state?

5. What might be significant that Hamlet is the only one who sees the ghost in this scene? What might this tell us about his mental state?