English 1020 Unit 2:

Critical Perspectives on Hamlet

Throughout this unit we will study the play Hamlet by William Shakespeare through the lenses of the critical perspectives. My goal is for you to sharpen your analytic skills while further exploring literature as a "work of narrative art about the human condition" that will "broaden, sharpen and deepen your insight into life". At the end of this unit you will write an original analysis of Hamlet based on an original thesis inspired by two critical perspectives, using critical articles on the play as support.

2/5/13Big Question: How do movie producers manipulate different elements to present an interpretation of a text in a movie poster?

Do Now: Examine the movie poster on the whiteboard carefully. Then make a prediction about Hamlet by William Shakespeare and support it with three specific details from the poster.

Analyzing Movie Posters Activity

Since Hamlet is one of the oldest and most revered works of literature in the canon, many movie directors have attempted to capture the play on film. Today we'll look at some of the various movie posters created over time and use them to both hone our analytic skills and prepare to read and interpret Hamlet on our own.

2/6/13Objectve:  Students will understand that the key to understanding how to read Hamlet involves understanding Shakespeare's language.

Do Now:  Examine the movie poster on the whiteboard carefully.

Then make a prediction about Hamlet by William Shakespeare and support it with three specific details from the poster.

Unit Overview

Readings: Hamlet by William Shakespeare Various Critical Articles

Reading Logs: As a part of this unit you must complete 3 critical perspectives discussion board posts.

Writing Assignment: At the end of this unit you will write a literary analysis paper on Hamlet based on an original thesis inspired by two of the critical perspectives, one of which must be the formalist perspective. This paper will rely on both your original analysis of the text and corroborating evidence from appropriate primary and secondary sources. We'll discuss this further when it's time to start writing. In the meantime, the critical perspectives logs will help you explore the play through different lenses to help you find the lens that you want to use for your paper.

Throughout this unit you will sharpen your analytic skills while further exploring literature as a "work of narrative art about the human condition" that will "broaden, sharpen and deepen your insight into life".

SyntaxArchaic WordsIambic PentameterRhetorical Techniques

What are some of the aspects of Shakespeare's language that you need to be aware of?

Syntax

Syntax is a fancy way of saying word order. Shakespeare often uses unusual order in his sentences. For example:  “Still am I called.”1.5.94 (The “I” and “am” are reversed.)  “If he not love her.”2.1.178 (Instead of “If he doesn’t love her.”)

Archaic Words

Many of the words used in Shakespeare’s time are either not regularly used today or might have had a different meaning in his time. Use your understanding of the other words in a sentence to figure out the meaning of an odd word. Later I'll also give you a list of some of the really strange words he uses. Finally, don't be afraid to pick up a dictionary or search out the meaning of a word online.

Iambic Pentameter

- /  - / - / - / - / Good Hamlet cast thy nighted color off,

And let thine eye look like a friend on Denmark

Shakespeare predominately uses a type of meter called iambic pentameter in this play. An iamb is a set of two syllables with the accent on the second syllable, and penta refers to five, so iambic pentameter is a line with five iambs. See the example below:

As your reading, keep an eye out for anomalies in this pattern, as this is almost always done intentionally to reveal subtext or add emphasis to a line.

Rhetorical Techniques

Intertwined with syntax, rhetoric exerts another powerful influence on Elizabethan writing. Rhetoric in its original sense means "the art or study of using language effectively and persuasively." While I won't be getting into some of the more obscure terms (is there anyone who isn't frightened by a mouthful of syllables like "paraprosdokian"?), a healthy understanding of poetry's debt to rhetoric is in order.

A little more than kin, and less than kind.

Act 1, Scene II

Homework:

Find a good, thorough summary of each act of Hamlet and read the summary of act 1.

Hamlet Quotes Activity

Each of you will now receive a quote from Hamlet.

Your job is to carefully read over your quote to see what you think it means, practice saying it out loud, examine words that might have multiple meanings, and annotate it for any literary or rhetorical techniques you see.

Then write a short (very short) response analyzing how Shakespeare's use of specific word choice, word order, iambic pentameter and other techniques work together to reveal the meaning of your quote.

2/8/13Objective: Students will understand how Shakespeare uses a variety of techniques in Act 1 Scene 1 to establish that "something's rotten in the state of Denmark".

Do Now: Take a copy of the first two acts of Hamlet and write your name on the cover.

Elizabethan Chain of Being

God

King

Nobles

Common People

Animals

Plants

Inanimate Objects

Elizabethans believed that the universe was ordered in this fashion, so the king was the closest representative of God on earth. This reinforced the divine right of kingship, a concept that stated that the king's authority came directly from God. Shakespeare knew that his audience would be familiar with this idea and uses it in many of his tragedy and history plays.

Something's Rotten

Iambs are choppy/ not full lines

Diction-usurp- suggest wrongful takeover

Old King Hamletof Denmark

King Fortinbrasof Norway

Young FortinbrasHamlet

Wrap Up- How does Shakespeare use a variety of techniques to show that "something's rotten in the state of Denmark"?

Write your answer in the margin at the bottom of pg. 194.Make sure that you use specific techniques and textual evidence to support your answer.

2/11/13Objective: Students will evaluate to what extent Hamlet's thoughts and behaviors are reasonable reactions to recent changes in his life.

Do Now: You will each receive a handout which will include an excerpt from Hamlet in which either Queen Gertrude or King Claudius tries to convince Hamlet that he needs to get over his father's death. First put the lines in your own words and then evaluate the appeals used by each character to convince Hamlet to change. We'll look at his reactions later in the scene.

King: But to persevereIn obstinate condolement is a courseOf impious stubbornness. 'Tis unmanly grief;It shows a will most incorrect to heaven,A heart unfortified, a mind impatient,An understanding simple and unschool'd;For what we know must be, and is as commonAs any the most vulgar thing to sense,Why should we in our peevish oppositionTake it to heart? Fie! 'tis a fault to heaven,A fault against the dead, a fault to nature,To reason most absurd, whose common themeIs death of fathers, and who still hath cried,From the first corse till he that died to-day,'This must be so.'

1) What appeals does Claudius use to convince Hamlet to stop grieving over his father's death?

2) How does Hamlet respond to the King? Is his response emotional or rational? Explain.

1) What appeals does the Queen use to convince Hamlet to stop grieving over his father's death?

2) How does Hamlet respond to the Queen? Is his response emotional or rational? Explain.

Queen: Good Hamlet, cast thy nighted colour off,And let thine eye look like a friend on Denmark.Do not for ever with thy vailed lidsSeek for thy noble father in the dust.Thou know'st 'tis common. All that lives must die,Passing through nature to eternity.

Psychological Perspectiveand

Formalist Perspective

*As we read 1.2, take notes and formulate questions using both the psychological and formalist perspectives for class discussion.

*Be prepared to discuss and/or write a response evaluating Hamlet's mindset at the end of class.

Homework: Read Hamlet's soliloquy in 1.2 carefully and annotate for clues as to his mental state in this scene. We'll start class tomorrow with a discussion of your findings.

Objective: Students will evaluate to what extent Hamlet's thoughts and behaviors are reasonable reactions to recent changes in his life.

2/12/13

Do Now: Take out your annotated copy of Hamlet's soliloquy in 1.2 and practice your skills as scanning lines by marking off the iambic pentameter in the first four lines.

O, that this too too solid flesh would meltThaw and resolve itself into a dew!Or that the Everlasting had not fix'dHis canon 'gainst self-slaughter! O God! God!How weary, stale, flat and unprofitable,Seem to me all the uses of this world!Fie on't! ah fie! 'tis an unweeded garden,That grows to seed; things rank and gross in naturePossess it merely. That it should come to this!But break, my heart; for I must hold my tongue.

 

But two months dead: nay, not so much, not two:So excellent a king; that was, to this,Hyperion to a satyr; so loving to my motherThat he might not beteem the winds of heavenVisit her face too roughly. Heaven and earth!Must I remember? why, she would hang on him,As if increase of appetite had grownBy what it fed on: and yet, within a month--Let me not think on't--Frailty, thy name is woman!--A little month, or ere those shoes were oldWith which she follow'd my poor father's body,Like Niobe, all tears:--why she, even she-- 

O, God! a beast, that wants discourse of reason,Would have mourn'd longer--married with my uncle,My father's brother, but no more like my fatherThan I to Hercules: within a month:Ere yet the salt of most unrighteous tearsHad left the flushing in her galled eyes,She married. O, most wicked speed, to postWith such dexterity to incestuous sheets!It is not nor it cannot come to good:But break, my heart; for I must hold my tongue.

Wrap-Up To what extent are Hamlet's thoughts and behaviors reasonable reactions to recent changes in his life?

Write a response to the question above on the bottom margin of pgs. 196 to 197 in your copy of the play. Use specific literary techniques and excerpts, including line numbers) from what we read yesterday to support your answers.

Objective:Students will understand how

examining Act1 Scene3 from the Marxist perspective gives us insight into societal norms.

2/13/13

Do Now:The next scene we're about to read involves two people

trying to persuade a young woman to break of a relationship. If you were in a position where you thought a friend of yours needed to break off a relationship, how would you approach the subject with her?

Wrap-Up-What insight did you gain into the societal norms that

govern the lives of the characters in this play from the interactions between members of Polonius's family?

2/14/13-2/15/13

Big Question: How does the use of language and literary techniques in 1.4 and 1.5 help you evaluate ghost's identity and intentions?

Do Now: Open your play to where we left off yesterday and get ready to read!

What the Ghost Says in Act 1 Sc 5:

Ay, that incestuous, that adulterate beast,With witchcraft of his wit, with traitorous gifts-O wicked wit and gifts, that have the powerSo to seduce!- won to his shameful lustThe will of my most seeming-virtuous queen.O Hamlet, what a falling-off was there,From me, whose love was of that dignityThat it went hand in hand even with the vowI made to her in marriage, and to declineUpon a wretch whose natural gifts were poorTo those of mine!

What Hamlet Says in Act 1 Sc 2:

That it should come to this!But two months dead! Nay, not so much, not two.So excellent a king, that was to thisHyperion to a satyr; so loving to my motherThat he might not beteem the winds of heavenVisit her face too roughly. Heaven and earth!Must I remember?

Compare and contrast what the ghost and Hamlet have to say about Claudius:

But virtue, as it never will be mov'd,Though lewdness court it in a shape of heaven,So lust, though to a radiant angel link'd,Will sate itself in a celestial bedAnd prey on garbage.

If thou hast nature in thee, bear it not.Let not the royal bed of Denmark beA couch for luxury and damned incest.But, howsoever thou pursuest this act,Taint not thy mind, nor let thy soul contriveAgainst thy mother aught. Leave her to heaven,And to those thorns that in her bosom lodgeTo prick and sting her. Fare thee well at once.The glowworm shows the matin to be near And gins to pale his uneffectual fire.Adieu, adieu, adieu! Remember me.

Why, she would hang on himAs if increase of appetite had grownBy what it fed on; and yet, within a month-Let me not think on't! Frailty, thy name is woman!-A little month, or ere those shoes were oldWith which she followed my poor father's bodyLike Niobe, all tears- why she, even she(O God! a beast that wants discourse of reasonWould have mourn'd longer) married with my uncle;My father's brother, but no more like my fatherThan I to Hercules. Within a month,Ere yet the salt of most unrighteous tearsHad left the flushing in her galled eyes,She married. O, most wicked speed, to postWith such dexterity to incestuous sheets!It is not, nor it cannot come to good.But break my heart, for I must hold my tongue.

Compare and contrast what the ghost and Hamlet have to say about Queen Gertrude:

So......is the ghost really Hamlet's father or an evil spirit telling Hamlet what he wants to hear?

Objective:Coming Soon!

 

Do Now: ??????- This is where I have stopped planning for this year. More will be coming soon!

2/18/13

Interpreting Through Performance Activity

Today you'll be working in groups to interpret part of one of the scenes you read for homework and actually perform your interpretation for the class. Here are your directions:

Step 1- Choose either the Marxist or Psychological perspective to guide your interpretation and decide what aspects of the scene to focus on and play up during performance.

Step 2- Cut lines that your group feels unnecessary. You may rewrite the script as a modern day version if you so choose. Your goal should be to keep your scene under 5 minutes.

Step 3- Choose roles. You need a director and as many actors as are necessary to fill the parts in your scene. Extra group members may act as special effects or assist the director.

Step 4- Block out your scene using anything within my room as a resource. The lights can be used for lighting, the desks or podium can be setting, etc.

Step 5- Practice, Practice, Practice!

Get Started!!! - Performances will begin in 20 minutes!

 How does interpreting and acting out a scene through one or more critical perspectives help you better understand different aspects of the play?

4/10/12Big Question: How does examining 2.2 through the lens of deception help you better understand the mindset and motivations of the characters in the scene?

Do Now: One of the themes in Hamlet is deception. Take a few minutes to look back over Act 1 and Act 2 Scene 1 and mark off lines where you see evidence of this theme.

Homework:

Read 2.2 lines 445-550Sketch a visual representation of the three characters in the player's speech: Phyrrus, Priam and Hecuba

In 2.2 Polonius comments in an aside that "Though this be madness, yet there is a method in't" while speaking with Hamlet. As we read today, you'll be examining the method behind Hamlet's madness. Open your play to pg. 215 to get started.

How does examining 2.2 through the lens of deception help you better understand the mindset and motivations of the characters in the scene?

2/11/12

Do Now:

Big Question: How does examining 2.2 through the lens of deception help you better understand the mindset and motivations of the characters in the scene?

4/12/12

As we read 2.2 lines 445-550, pay close attention to the descriptions of the characters. Then sketch a visual representation of the three characters in the player's speech: Pyrrhus, Priam and Hecuba.

What motivated Hamlet to ask the player to give that particular speech? What does this reveal about his mindset at this point in the play?

Big Question: What insight do we gain into Hamlet's mental state from his soliloquy at the end of Act 2?

4/12/12

Discussion Starter

2)How does examining 2.2 through the lens of deception help you better understand the mindset and motivations of the characters in the scene?

Act 2 Scene 2 Wrap Up

1)What insight do we gain into Hamlet's mental state from his soliloquy at the end of Act 2?

Critical Perspectives Logs

Between now and April 20th you are responsible for completing 3 critical perspective logs. Each log should be a well developed paragraph in which you examine the text from one of the critical perspectives. Use the logs to approach the text from different perspectives in order to explore what perspective you want to pair with formalism when you develop your thesis. You don't have to complete the logs in a particular order, but each log should be inspired from a different perspective from the list below.

PsychologicalHistoricalFeminist

MarxistFormalistReader Response

Log 1 Due 4/13Log 2 Due 4/18Log 3 Due 4/20

Read Act 3 Scene 1 in preparation for tomorrow's class. As you read, pay close attention to evidence of themes and annotate based on critical perspectives (ex: Marxist, feminist, psychological).

Homework:

4/13/12Big Question: How does analyzing several versions of the "To Be or Not to Be" speech help you better understand the text?

Do Now: Read over the "To Be or Not to Be" soliloquy and jot down your interpretation of what Hamlet means and his current mindset in the space provided on the handout and then brieflyanswer the following questions.

4/16/10Big Question: How does analyzing several versions of the "To Be or Not to Be" soliloquy help you better understand the text?

Do Now: Take out your notes from Friday so that we can finish viewing and analyzing video clips of the "To Be or Not to Be" soliloquy.

YOUR ASSIGNMENT:

Today we will watch 5 versions of the "To Be or Not to Be" soliloquoy. Answer the following questions for each:

What did you see each actor’s interpretation emphasizing? How does each actor’s interpretation affect the way you understand the story?

After watching all of the versions, respond to this final question using specific references to details from the film:Which fits your personal understanding of the story better and why?

*All work will be collected at the end of class.

"To Be or Not to Be" Film Analysis

Analyzing Text Variants

Take out your homework from yesterday and share your responses with a partner. Use what you learn from each other to add to your response.

Which text variant of the "To Be or Not to Be" speech would you choose if you were going to direct a new production of Hamlet? Why?

Analyzing Text Variants

Big Question: What insight into Hamlet's mental state do you gain from viewing 3.1 through the psychological perspective?

4/16/10Big Question: To what extent are Hamlet's words and actions in Act 3 reasonable?

Do Now:

Sit according to your number, take out your homework and discuss responses as a group for the first 2-3 minutes of class.

Jigsaw Activity

Follow the directions on the provided handout to examine 3.3 in depth. This short scene gives us insight into the mindset of Claudius as well as Hamlet.

4/17/10Big Question: How does Ophelia's madness compare to Hamlet's madness?

Do Now: Open your copy of the play to pg. 239 and write a one sentence summary at the beginning of each scene in Act 4.

in

Do Now: Take out the sheet on Ophelia's flowers from last week.

Hamlet's Madness

Ophelia's Madness

4/18/10Big Question: To what extent does the ending of the play fit with the themes and conflicts within the play?

Do Now: What themes have we seen so far in the play?

 What conflicts have we seen so far in the play?

Themes

Conflicts

4/18/10Big Question: How old do you think Hamlet is?

Do Now: How old did you think Hamlet was based on his thoughts, behaviors and attitudes throughout the play? Jot your answer in your notes.