Extra Credit Opportunities

For the end of the semester, there are two extra credit opportunities:

• For up to 5 extra habit points, take one of your body paragraphs from your Hamlet essay and rewrite it; improve your analysis, organization, and grammar.

• For up to 10 extra habit points, memorize the first 14 lines of the To Be or Not To Be soliloquy from Hamlet and be prepared to recite it during Finals week.

Quiz Tomorrow

Now that wedding season is officially over, gone are the days of seeing countless wedding photos on Facebook and Instagram. But sadly, this does not mean proposal season is over. At some recent point, the fad of secretly filming or taking pictures of a marriage proposal has taken society by storm. These once intimate and special moments are now captured and posted (with the correct filter) through all the tubes of the internet. I believe there are three different reasons for this new occurrence. First, couples believe capturing this event on film or camera will add to their own future happiness. B: They feel that as inter-web users in love, it is their duty to set an example for those not yet engaged. Lastly, they believe their social superiors on The Facebook and The Twitter (who receive far more "likes") expect this of them. Of course, this always runs the risk of witnessing an awkward rejection. Fortunately for people during the Regency Era, this embarrassment of a failed proposal would never be captured on The Cloud. Luckily for us, we still have Jane Austen to show us just how tragic a failed proposal can be.

British Poet Project

For this project your team will become experts on a 17^th or 18^th century poet and will perform a close reading of their poems. You will create a PowerPoint presentation which will include one brief, interactive activity with the class. The PowerPoint must have at least 15 slides and must do its best to cover the following categories:

o   Background of the poet’s early years and their entry into writing.

o   The poet’s public life and societal views (views on society, religion, and politics).

o   The poet’s personal life and how this may have impacted their writing.

o   The poet’s style and approach to writing (what themes were they interested in? What messages did they use their poems to express?)

o   A breakdown and analysis of the selected poem (s) (minimum of 5 slides).

o   The poet’s later years and a possible evolution of his or her poetry.

o   An explanation for why this poet is remembered today. Impact on Poetry.

o   A Works Cited Page in MLA format.

For the poetry analysis portion of the project, you will want to do a close reading of specific sections of the poems. Make sure to analyze not only the topics and themes of the poem as well as the diction, but also the poetic devices present (figurative language, alliteration, rhyme scheme, meter, imagery, repetition, etc.). Speak to how these poetic devices are used to enhance the meaning of the work. Your group will be graded based on the depth of your analysis and the overall knowledge your members have on the poet’s life and works. Your delivery of the presentation will also be part of the grade.

You will want to take notes during these presentations.

Poets:

   ·         John Donne (The Flea and Holy Sonnet 10).

   ·         George Herbert (Man)

   ·         Andrew Marvell (A dialogue Between the Soul and Body)

   ·         Richard Crashaw (The Flaming Heart and Christ Crucified)

   ·         Ben Jonson (To Celia and Still to Be Neat)

   ·         Robert Herrick (The Night-Piece, to Julia and His Return to London)

   ·         Sir John Suckling (Song and Loving & Beloved)

   ·         Richard Lovelace (To Lucasta, Going to the Wars and To Althea, from Prison):

   ·         John Milton (When I Consider… and On His Having Arrived…):

   ·         Alexander Pope (The Dying Christian to his Soul and The Riddle of the World)

   ·         Jonathan Swift (A Description of a City Shower)

Body Paragraphs for Close-Reading Essay

The number one rule to remember is to stay away from plot summary. Instead of writing a book report, we want to write an analytical essay.

One helpful way to accomplish this is to follow the TREAT model:

T- Topic sentence (Make sure this connects with your Thesis Statement)

R- Reasoning (This is basically the transition into your quote as you show the reasoning behind your claim in the topic sentence.)

E- Evidence (direct quote)

A- Analysis (see steps A, B, and C below).

T- Tie it together

All literature-analysis or close-reading essays follow the TREAT model in some form. The most important part of this model is the “Analysis” step- this is what you will be graded on most heavily in literature-based essays.

When analyzing direct quotes, you want to try and accomplish three steps:

A.    Consider what the purpose is of the actual quote by discussing its subtleties of the topics and ideas expressed. Basically, what is the author saying without directly saying it? (Ultimately, what is the point of including this quote? What is Shakespeare really trying to say or express? What are the larger ideas shown in this specific part of the text?)

B.    Assess how the quote is said; considering how the word choice, sentence structure, diction, tone, or devices used by the author contribute to the meaning of the passage. Look specifically at the language. This is what you will focus on!

C.    Connect this analysis of the passage back to the significance of the text as a whole. What were you originally trying to say in your thesis statement, and how does this point you are making with the quote help contribute to your original argument?

Make sure to never tell the reader simply what is occurring in the quote- this is just plot summary. 

  




Feel free to change up the formula. Often, writers will include two quotes per paragraph. Just make sure to transition into your quote and analyze it. Never leave a quote unanalyzed; it will get very lonely.

Read both sample body paragraphs. Assess how well they use the TREAT model. Provide edits and determine what the paragraphs get right, and what they get wrong.

Thesis Statement: In the soliloquy immediately following Hamlet’s “trap” for Claudius, Shakespeare has Hamlet use supernatural imagery and violent diction to further portray him as an unstable man on the cusp of murderous and irreversible action as he is slowly losing his grip on reality.

Sample Body Paragraph One:

            At one point in the play Hamlet talks about how much he is craving vengeance and blood for his father’s death. First Hamlet says “’Tis now the very witching time of night, When churchyards yawn and hell itself breaths out Contagion to the world” (3.2.419-421). Here Hamlet is saying that it is the time of the night when evil events can occur. He feels that the evilness of hell can be unleashed into the rest of the world through the graveyards. This shows that he feels that he can commit these evil acts too, which is why he is finally ready to kill Claudius. He even states that he is in such a vengeful state that he could “drink hot blood” and commit violent acts during this night that “the day would quake on” (3.2.422-424). Hamlet is obviously in an unstable state since he is speaking with such violent and supernatural language. After delivering this speech, it is not a shock that he kills the wrong person just two scenes later.

Sample Body Paragraph Two: 

Through the supernatural imagery used by Hamlet in this soliloquy, it is apparent that the usually peaceful Danish prince is on the verge of violence as he prepares to commit a murder which he is mentally unprepared for. In the opening lines of the speech, images of supernatural and wicked occurrences jump out to the reader as Hamlet states: “’Tis now the very witching time of night,/ When churchyards yawn and hell itself breaths out/ Contagion to the world” (3.2.419-421). As is common with most supernatural events, Hamlet emphasizes the darkness of the night as it provides Hamlet with cover to commit any evil or murderous actions. By describing the night as “witching,” Hamlet makes clear that this is no ordinary night but a mysterious and eerie night full of over-powering and mischievous forces that set the mood for murder. Hamlet continues these images by personifying churchyards as they “yawn” and “breathe out” hell itself. These images all help convey a sense of the paranormal as Hamlet speaks of these possessive and wicked powers taking over the castle during this night. But it isn’t the castle which these powers are taking over, but Hamlet’s mind itself. The “contagion” that Hamlet speaks of is not of evilness roaming over the land, but the evilness and suspension of morality in his own consciousness. As a man who has never taken a life and is much more comfortable reading books on philosophy than fighting in battles, Hamlet is simply not equipped to commit murder. Hamlet can only take on this murderous mindset if he creates a make-believe world in his mind full of the supernatural and evilness of the damned. Since this soliloquy takes place immediately after Hamlet produces a fictional play of his father’s death, and after Hamlet has been acting mad himself for two acts, it comes as no surprise that Hamlet is living in his own fantasy of vengeance and death – thus portraying him as a man distancing himself further from reality, which in turn makes killing a much simpler act, but also adds to his unstable and dangerous state of mind. 

The Introduction Paragraph

Follow the ACT model in creating a concise and clear introductory paragraph:

      Appropriate Opener: Make sure you begin your introduction with a relatively smooth sentence that is not overly dramatic. Should have a connection with the text.

       Concepts/ Context: Make sure you introduce the concepts (the big ideas or literary topics) you will be talking about. Set up the context for the essay. Introduce the author and text you will be discussing. Name drop, title drop, and topic drop. Do not give a summary of the plot!

       Thesis: The end of your introductory paragraph should be your thesis statement which should be the general argument and purpose of your paper. Should have at least some specificity.

Common Mistakes in the Intro Paragraph:

    1)      Vomit-inducing opening sentences:

“Throughout human history people have felt sad…”

“According to Webster’s dictionary definition of madness…”

“Every individual on this planet is unique…”

    2)     Explaining too much plot and providing unnecessary details:

“The remarkable play Hamlet is a story about a Danish Prince who is immensely sad, and has a lot going on. For example he has parent issues with his mom who just married his uncle. And his dating life is problematic since he is now ignoring Ophelia, who is the daughter to Polonius, who is a really nosy old man, sort of like my neighbor Mr. Willowshanks….”

    3)     Thesis Statements that are too general or don’t make connections:

“In this soliloquy, Hamlet uses unique and interesting literary devices to enhance his complex state of mind.”

“In this soliloquy, Hamlet uses supernatural imagery and a violent tone.”

                         A Sample Intro Paragraph:

As is common with many of Shakespeare’s tragic heroes, characters in his plays often face dilemmas so demanding and emotionally draining that they crumble under the weight of these burdens and descend into a state of madness. Such is the case with Hamlet in his self-titled play as he becomes obsessed with killing King Claudius in hopes to avenge his father’s death. Immediately following his “trap” of Claudius, in which he had actor’s reenact his father’s death in front of the King, Hamlet becomes manically overcome with excitement as he now has unquestionable cause to kill the King. In his soliloquy immediately following this “trap,” Shakespeare has Hamlet use supernatural imagery and violent diction to further portray him as an unstable man on the cusp of murderous and irreversible action as he slowly loses his grip on reality.

Hamlet Close-Reading Essay

Prompt:

·         Pick one of the following soliloquies or monologues from the play Hamlet. In a well-organized essay, analyze how the character’s use of language (literary/poetic devices, diction, imagery, figurative language, etc…) helps to convey his complex state of mind.

Text Options:

·         Claudius Act 1 Scene 2 Monologue (Though yet of Hamlet…)

·         Hamlet Act 1 Scene 2 Soliloquy (O, that this too, too sullied flesh…)

·         Hamlet Act 1 Scene 5 Soliloquy (O all you host of heaven…)

·         Hamlet Act 2 Scene 2 Monologue (I have of late, but wherefore I know not…)

·         Hamlet Act 2 Scene 2 Soliloquy (O, what a rogue and peasant slave am I…)

·         Hamlet Act 3 Scene 1 Soliloquy (To be or not to be…)

·         Claudius Act 3 Scene 3 Soliloquy (O, my offense is rank…)

Requirements:

·         2-4 Pages

·         MLA Format and Citations.

·         Use formal voice (no “I,” “me,” or “us;” do not refer to the reader either).

·         Rough Draft hardy copy (intro and first body paragraph) due Friday 10/23

·         Final Draft due on Turnitin.com Tuesday 11/3 at 9:00pm

·         Final Draft hard copy due block period 11/4 or 11/5

Hamlet Unit Outline Part 2

10/12-10/16	Pass out essay prompts. Literary Terms Hamlet is sent to England	Hamlet Film Clip Review Prompt Brainstorm session with soliloquy. Complex State of Mind Analyzing the speech.	Thesis Statements Intro Paragraphs Sample Close Reading Intro Paragraph Act 4 Scene 5 Mad Ophelia  and the Return of Laertes	Act 4 Scene 7: Ophelia's Death Claudius's Plan
10/19-10/23	Ophelia Instagram Activity	Alas Poor Yorrick Bring in Drafts of intro paragraph Peer Review Quoting Shakespeare	Body Paragraphs of Close Reading Essay The Awkward Funeral Act 5 Scene 2: Conclusion of Hamlet	Rough Draft Due (Intro and first body paragraph) Study Guide Packets Due A Reduced Telling of Hamlet
10/26-10/30	The 17th Century	Hand back Rough Drafts (Final draft due 11/3 on turnitin.com at 9:00pm) Computer Lab	Computer Lab	Film-clip Friday