Summer Reading Assignment

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Term Four and Final

Term Four Mr. James Cook’s College Preparation English GHS

____ Five Hamlet Formative Assessments

          [] How would you feel if…? What would you do if…?

          [] 1.2 Soliloquy Response

          [] 2.2 Soliloquy Response

          [] 3.1 Soliloquy Response

          [] 4.4 Soliloquy Response

____ Quiz on Hamlet acts one and two

____ Test on Hamlet

____ Gloucester Narrative Quotation Response Journal

____ Annotated bibliography with five annotated citations and five double-entry

notes

[] Draft of two annotated citations and two double-entry notes

____ Researched Argument (1000+ words) with in-text citations and works cited

page

          [] thesis

          [] plan (using Toulmin argument method)

____ Personal experience essay (300-500 words) DUE TODAY (Friday, June 10)

____ Two poems: spontaneous poem & metaphor poem DUE MONDAY (June 13)

Wednesday, June 15 is the end of term four and, therefore, the last day to hand in any term four make-up work.

Final Exam Mr. James Cook’s College Preparation English GHS

____ In-class essay on Hamlet (completed in class on Friday, June 3 or made up by Wednesday, June 15)

____ Multigenre Paper on ____________________ (write your Cape Ann art and culture topic in the blank); due Friday, June 17 at noon.

____ Final activity and presentation at Stage Fort Park (or in the GHS library if it rains) from noon to one-thirty on Friday, June 17

Hamlet Review

Hamlet Review 2011

What have we learned about how language works in literature, about Elizabethan theatre, about Shakespeare’s writing, and about Hamlet itself?

I.                     Hamlet’s sound

A.      RHYMING COUPLETS provide memorable closure and summation

B.       IAMBIC PENTAMETER / BLANK VERSE

1.        provides structure, unity

2.        provides potential for emphasis by way of variation: “to be or not to be; THAT is the question.”

II.                   Hamlet’s language

A.      Word play

1.        5.1 “lie”: lie down & tell lies

2.        4.7 “too much of water”: tears & drowning [&, obliquely, Hamlet’s wish to melt (1.2)]

B.       paradoxes: “more than kin less than kind”

C.       figurative language/metaphors: king > worm > fish > beggar is a metaphor for Hamlet’s questioning of the Elizabethan social structure

III.                 Hamlet as theatre

A.      Acting Choices (interpretations)

“To be or not to be” (3.1)

a.        Zefferelli= MEL GIBSON

b.       Almereyda= ETHAN HAWKE

c.        Branagh= KENNETH BRANAGH

The Murder of Gonzago / “The Mouse Trap”

a.        Zefferelli= ____________________

b.       Almereyda= ____________________

c.        Branagh= ____________________

B.       Visual Choices (interpretations)

Ex. “to be or not to be”

1.        Branagh’s mirror= deceit, also outward action v. self-directed action

2.        Zefferelli’s catacombs= death “the undiscovered country”

3.        Almereyda’s Blockbuster= “Action” / “Go Home Happy” (irony)

IV.           Hamlet’s patterns

A.      Characters

1.        Hamlet’s foils (contrasting characters) in terms of action:

FORTINBRAS and LAERTES

2.        Another similarity and contrast: Hamlet (acts mad, wishes to die), Ophelia (is mad, allows herself to do die)

3.        Who “spies”? How?

Polonius, Reynaldo (on Laertes), 2.2 Rosencrantz, Guildenstern (on Hamlet), 3.1 Claudius, Polonius (on Hamlet using Ophelia), 3.2 Horatio, Hamlet (on Claudius during play), 3.4 Polonius (on Hamlet using Gertrude)

4.        Who follows and obeys? Who flatters authority (kisses up to those in power)?

____________________________________________________________

 ____________________________________________________________

B.       Plot

1.        Irony

a.        Hamlet believes CLAUDIUS is confessing for his sins and so does not kill him.

b.       The reader/audience knows that CLAUDIUS has failed to confess.

c.        Mel Gibson claims that Hamlet’s failure to kill CLAUDIUS here triggers all the other deaths in the play (triggers the tragedy as such).

2.        Fitting deaths

a.        POLONIUS dies spying

b.       OPHELIA dies passively (& in water)

c.        GERTRUDE dies drinking to Hamlet (Her death triggers Hamlet to action vs. Claudius, no?)

d.       LAERTES (“I am justly killed by my own treachery.”)

e.        CLAUDIUS (by sword and drink)

f.         HAMLET (“the rest is silence”)

g.       ROSENCRANTZ AND GUILDENSTERN die as servants

3.        Is Fortinbras rewarded for

a.        Deception?

b.       Action?

C.       Imagery (Who or what is associated with these images?)

1.        water / liquids: Hamlet, Ophelia

2.        weeds / flowers: Hamlet, Ophelia

3.        snakes and other animals: Claudius (serpent), Polonius (rat), Rosencrantz and
Guildenstern (sponge, adders [snakes])

4.        painting / make-up: Claudius, Ophelia, Gertrude

5.        other: _____________________________________________________________

D.      Historical and Mythological Allusions

1.        Hyperion (Sun God) to Satyr (Goat Man) (1.2 soliloquy)):

King Hamlet and Claudius

2.        Priam and Hecuba (2.2 Player’s speech and Hamlet’s second soliloquy):

King Hamlet and (unlike) Gertrude

3.        Alexander the Great (5.1 graveyard scene) even great men end up dirt

4.        Julius Caesar (3.2 Murder of Gonzago/Mouse Trap scene) Polonius once performed the role of Julius Caesar. Later Hamlet kills Polonius.

5.        other: : ____________________

E.       Themes

1.        Fallen world

a.        Hamlet sees the world as corrupt.

aa.     “How weary, flat, stale, and unprofitable seem to me all the uses of this world.”

bb.    “tis an unweeded garden”

cc.     “Man delights not me nor woman neither”

b.       This view is triggered – it seems – by his mother’s overhasty marriage (and later by Ophelia’s lying).

aa.     “Frailty thy name is woman”

bb.    “Get thee to a nunnery.”

2.        Responses to corruption & trauma: Thought and Action

a.        Hamlet’s soliloquies are one response to trauma: 1.2, 2.2, 3.1, 4.4

b.       Laertes’s and Ophelia’s responses to trauma are revealed in these scenes: 4.5, 4.7

c.        Fortinbras’s response is revealed in these scenes: 1.2, 4.4, 5.2

3. Deception: Appearance and Reality, Seems and Is

WRITE DOWN FOUR EXAMPLES OF MOMENTS WHEN SOMETHING (A PERSON’S BEHAVIOR, A PERSON’S INTENTIONS, A PERSON’S WORDS, A PERSON’S REACTION) IN THE PLAY SEEMS TO BE ONE THING BUT IS ACTUALLY ANOTHER.

a.        ______________________________________

b.       ______________________________________

c.        ______________________________________

d.       ______________________________________              

How does the play illustrate the complexity and variety of human responses to corrupt acts, traumatic loss, and the realization of human mortality (including one’s own)? What does the play suggest about these responses?

The Midyear Exam and How to Prepare for It

The midyear exam consists of four parts.
1. Vocabulary words taken from Beowulf, Frankenstein, and Lord of the Flies.
2. Questions about characters, events, symbols, and themes in Beowulf, Frankenstein, and Lord of the Flies. (Questions are derived from notes and quizzes on these books. Click here for quizzes.)
3. SAT reading comprehension questions.
4. An SAT-style persuasive essay about human nature, monsters, and heroes. (Click here for the prompt.)

SAT-style Essay for Midyear Exam

Writing on the Midyear Exam

The SAT-Style Essay
During the first semester we have studied several works of literature and one film that explores heroism and monstrousness. (These works include an epic poem (Beowulf), a film (Mary Shelley's Frankenstein), a "monster" book of your choice, a novel (Lord of the Flies), and a short story ("The Demon Lover"). Below are two quotations that we discussed during the second term.

"I believe that man suffers from an appalling ignorance of his own nature."
William Golding

"Simon thought of the beast, there rose before his inward sight the picture of a human at once heroic and sick."
from Lord of the Flies by William Golding

Plan and write a well-organized essay in which you support, refute, or revise one of the quotations. Develop your position with reasoning and examples taken from two works we have studied in English during the first semester and from personal experience and/or observation.

Notes: Be careful. Take some time to understand the quotation you have chosen and the essay prompt. Plan your essay ahead of time. You must have notes. In your notes you might (1) write down your understanding of the quotation including key terms, (2) brainstorm reasoning and examples to support your opinion on the quotation, (3) organize the brainstorm into an outline. Doing this ahead of time will allow you to spend the exam time developing your ideas fully and writing with clarity and accuracy. Notes are worth five points.

Warning: Make sure you go beyond merely identifying “ignorance” or pointing out “heroes” and “sickness”. Make sure you develop an argument. Convince me you're right.

Reflective Personal Epilogue
Then, in an epilogue – an extra paragraph – use first person (I, me, my) to carefully explain and fully develop an insight into human nature you have had while studying heroes and monsters this semester. The epilogue is worth five points.

Lord of the Flies Vocabulary #2 and #3

Click here for Lord of the Flies Vocabulary #2 and #3.