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Druggist Sign We Dispense with Accuracy

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					Hamlet
 Day 2
       Standards                                                Objectives
Reading: 3.6 Analyze the way in which authors through the
     centuries have used archetypes drawn from myth and         Students will be able to:
     tradition in literature, film, political speeches, and
     religious writings. 3.7 Analyze recognized works of
                                                                •identify, define, and utilize the
     world literature from a variety of authors: a. Contrast    literary terms associated with
     the major literary forms, techniques, and
     characteristics of the major literary periods. b. Relate   dramatic works.
     literary works and authors to the major themes and
     issues of their eras. c. Evaluate the philosophical,       •identify their opinions and beliefs
     political, religious, ethical, and social influences of
     the historical period that shaped the characters, plots,
                                                                on themes of the text both before
     and settings.                                              and after reading.
                                                                •identify and record the writing
2.2 Write responses to literature:
     a. Demonstrate a comprehensive understanding of            style of Shakespearean text.
     the significant ideas in works or passages. b. Analyze
     the use of imagery, language, universal themes, and        •compare and contrast the events,
     unique aspects of the text. c. Support important ideas
     and viewpoints through accurate and detailed
                                                                themes, and ideas of a text to
     references to the text and to other works. d.              themselves, the world, and other
     Demonstrate an understanding of the author's use of
     stylistic devices and an appreciation of the effects       text.
     created. e. Identify and assess the impact of perceived
     ambiguities, nuances, and complexities within the text     •identify and analyze archetypes in
     2.3 Write reflective compositions: a. Explore the          works of fiction.
     significance of personal experiences, events,
     conditions, or concerns by using rhetorical strategies.
     b. Draw comparisons between specific incidents and
     broader themes that illustrate the writer's important
     beliefs or generalizations about life. c. Maintain a
     balance in describing individual incidents and relate
     those incidents to more general and abstract ideas.
          Reading Check
    •Discuss with a partner what you read and the
    annotations you took. What is similar, what is
different, do you have the same understanding about
                   what you read?
•Have your reading annotations ready to be checked.
      Act I Vocabulary Notes
1.   apparition: noun; a ghost or ghostlike image of a person.

2.   avouch: verb; affirm or assert.

3.   dirge: noun; a lament for the dead, esp. one forming part of a
     funeral rite like a mournful song, piece of music, or poem.

4.   emulate: verb; match or surpass (a person or achievement), typically
     by imitation.

5.   mirth: noun; amusement, esp. as expressed in laughter.

6.   obsequious: adjective; obedient or attentive to an excessive or servile
     degree.

7.   portentous: adjective; done in a pompously or overly solemn
     manner so as to impress

When you come across these in the reading, add the page and sentence
   to your notes. There will be vocabulary questions on the test!
Approaching Shakespeare’s
       Language
 blank verse: most of Shakespeare’s plays written in this
  form, very close to normal speech rhythms and patterns,
  often Shakespeare will deviate from this form in order to
  make a point about the character’s state of mind or to show
  a change in mood.
 Excerpt from Macbeth by William Shakespeare
    Tomorrow, and tomorrow, and tomorrow,
     Creeps in this petty pace from day to day,
     To the last syllable of recorded time;
     And all our yesterdays have lighted fools
     The way to dusty death. Out, out, brief candle!
     Life's but a walking shadow, a poor player
     That struts and frets his hour upon the stage
     And then is heard no more: it is a tale
     Told by an idiot, full of sound and fury,
     Signifying nothing.
Approaching Shakespeare’s
       Language
 double entendres: phrases or words which have double meanings,
  one of which is usually sexual in nature.
    Druggist's Sign: We Dispense with Accuracy.
           Has this druggist thrown accuracy by the wayside or does the
            druggist dispense his prescriptions with the utmost accuracy?
    Public Service Announcement: Our X-ray unit will give you an
     examination for tuberculosis and other diseases which you will receive
     free of charge.
           Are you going to receive the exam free of charge or the diseases?
    Hamlet tells Ophelia to “get thee to a nunnery”
           A nunnery could be a convent or a brothel
Approaching Shakespeare’s
       Language
 imagery: language which works to evoke images in your
  mind.
 The last of the examples of imagery poems is an excerpt is
  from “Ode to the West Wind” by Percy Bysshe Shelley.
    O wild West Wind, thou breath of Autumn's being, Thou,
     from whose unseen presence the leaves dead Are driven, like
     ghosts from an enchanter fleeing, Yellow, and black, and pale,
     and hectic red, Pestilence-stricken multitudes: O thou, Who
     chariotest to their dark wintry bed The wingèd seeds, where
     they lie cold and low, Each like a corpse within its grave, until
     Thine azure sister of the Spring shall blow Her clarion o'er the
     dreaming earth, and fill (Driving sweet buds like flocks to feed
     in air) With living hues and odours plain and hill: Wild Spirit,
     which art moving everywhere; Destroyer and Preserver; hear,
     O hear!
Approaching Shakespeare’s
       Language
 metaphor: a figure of speech in which a word or phrase
  is replaced by another indicating a likeness or
  similarity between them, comparing two things
  without using like or as.
      “time is money”
      “time is a thief ”
      “you are my sunshine”
      “he has a heart of stone”
Approaching Shakespeare’s
       Language
 prose: normal speech rhythm; Shakespeare often wrote
  certain characters speaking in either all verse or all prose so
  if a character deviates from its normal form beware of a
  changing state of mind- often a slip into insanity.
     I have of late – but wherefore I know not – lost all my mirth,
      forgone all custom of exercise; and indeed it goes so heavily
      with my disposition that this goodly frame, the earth, seems to
      me a sterile promontory. This most excellent canopy the air,
      look you, this brave o’erhanging, this majestical roof fretted
      with golden fire – why, it appears no other thing to me than a
      foul and pestilent congregation of vapours.
      Hamlet, Act 2, Scene 2
Approaching Shakespeare’s
       Language
 pun: a play on words that sound alike or that have
  multiple meanings.
    Kings worry about a receding heir line.
    I would like to go to Holland someday. Wooden shoe?
    "Not so, my lord, I am too much in the sun" (1.2.67).
     This is Hamlet's response to the King's question, "How
     is it that the clouds still hang on you?" He means that
     the King has called Hamlet "son" once too often.
Approaching Shakespeare’s
       Language
 rhyming couplet: two rhyming lines at the end of a speech,
  signaling a character is leaving or the scene is ending.
    "Blessed are you whose worthiness gives scope,/Being had, to
     triumph; being lacked, to hope."
    "So, till the judgement that yourself arise,/You live in this,
     and dwell in lovers' eyes.”
    "You still shall live, such virtue hath my pen,/Where breath
     most breathes, even in the mouths of men."
    "How like Eve's apple doth thy beauty grow,/If thy sweet
     virtue answer not thy show!”
Approaching Shakespeare’s
       Language
 simile: a figure of speech comparing two things using
  like or as.
      “as dry as a bone”
      “as easy as shooting fish in a barrel”
      “they fought like cats and dogs”
      “stand out like a sore thumb”
               The Players
   Hamlet: the prince of Denmark      Fortinbras: The prince of
                                        Norway, son of King
   Claudius: The new king of           Fortinbras, who was killed by
    Denmark, Hamlet’s uncle and         Hamlet’s father
    now step father
                                       The Ghost: A vision of
   Gertrude: The queen of              Hamlet’s dead father, the
    Denmark, Hamlet’s mother            former king of Denmark
    and now wife of Claudius
                                       Rosencrantz and Guildenstern:
   Horatio: Hamlet’s friend            Hamlet’s former schoolmates
                                        and “friends”
   Polonius: The lord
    Chamberlain, serves the king       Osric, Voltimand, and
    of Denmark as an advisor or         Cornelius: courtiers, people
    counsellor                          who attend court, can serve as
                                        advisors to the king or queen,
   Ophelia: Polonius’s daughter,       but really just “suck up” to the
    Hamlet’s on again- off again        royalty in hopes of gaining
    girlfriend                          favor

   Laertes: Polonius’s son, foil      Francisco, Marcellus, and
    character for Hamlet                Barnardo: watch guards
         Character Analysis

 For the main characters keep track of how they act,
  feel, look, and what they say for each act.

     Character Act     Feel      Look     Say
     Hamlet
     Claudius
     Gertrude
     Polonius
     Ophelia
     Laertes
    Reading
                                                       Scene One
Notes/Annotation
                                        Summary: In this scene…
       s                                Comments/reaction: I
                                        think/feel/wonder/question/understand…

•if you have your own copy, annotate                   Scene Two
your readings marking important
elements of setting, plot, and          Summary:
characters, write your comments,        Comments/reaction:
reactions, predictions, etc. in the
margins.                                              Scene Three

•if you don’t have your own copy,       Summary:
take notes in a scene guide style,      Comments/reaction:
summarizing the setting, the plot
(action), and the main characters                      Scene Four
involved in the plot and then writing
your comments, reactions,               Summary:
predictions, etc.                       Comments/reaction:
                 Homework

 Bring copy of Hamlet to next class

 Finish reading and annotating Act I, scene iv-v

				
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