Good Morning Folks!
As you sit here this morning, I am thousands of miles above the Earth, en route to Philadelphia, then Brussels, then The Gambia. I am so sorry to miss going through Act V with you, but I am confident in your temporary pilot. I am sure we will revisit Hamlet in January, though, so have no fear!
Today, your task is to read Act V with Mr. Winkelmann; remember to fill out your score cards, and help each other sort
out the meaning. Watching it Monday will help! Be aware, you'll be meeting poor Yorick, the Ghost Hamlet's old fool (his clown so-to-speak). Hamlet will come across him being dug up to make way for Ophelia (Yes, they actually did reuse graves).
With Yorick's re-emergence into the light, other topics are brought up (word play). Remember, the plague was at work in Elizabethan England. That meant that grave space was at a premium. Need a place to bury someone? For a fee, that lovely spot close to the churchyard could be purchased; even better, pay to have someone buried at night. Otherwise, it was off to the mass grave. Yorick was undertaking (word play) a process of being removed and taken to the charnel house where his bones, now clean of flesh, would be burned. Lovely, yes? Poor Yorick indeed. Some info on burial practices here: http://www.h-net.org/reviews/showrev.php?id=7688
One more gift: Here is a Wiki in Danish about Hamlet: http://da.wikipedia.org/wiki/Hamlet
Three versions of Act V (this may take two days): Tennant (Doran, Royal Shakespeare Company), Branagh (Branagh), and Gibson (Zefferelli). This should be fun! I would focus on the final scene for notes, don’t cha think? That
would be Act V, scene II.
Tennant: V.i http://www.youtube.com/watch?v=LLO5IdAl-q8
V.ii part 1 http://www.youtube.com/watch?v=j3kkKldrYvU
V.ii part 2 http://www.youtube.com/watch?v=W9VZp7IFfXQ
Branagh: V.i http://www.youtube.com/watch?v=W_GqWC_uIfs
Part 2 http://www.youtube.com/watch?v=wbRnOQmmZY0
End (terrible version, sorry) http://www.youtube.com/watch?v=jpNFvkizozI
Zeffirelli version only available in class.
Act V Quiz, complete comparisons, and do your character questions or work on memorization.
HW - MEMORIZE your soliloquy! Can't find it? Click "Hamlet Soliloquies" in the categories to the right. All posts related to that are available to you there.
Here are tips for Memorization:
I'll be checking to see that you have a printed copy of your soliloquy.
We will chat Act IV Scene 7, and watch it too. (You will read this with Mr. Winkelmann on Friday).
We will watch the Branagh insanity scene and the Zeffirelli insanity scene: Act IV, scene 5.
Respecting your need for class time, your task will be to gather with others working with the same characters, complete the character questions (if you can), and complete the Act IV quiz.
HW - Finish quiz and bring your Hamlet book, your scorecards, and your brains to class... :)
Chat through the Act III Quiz / For fun: poem in iambic pentameter in The NewYorker
Patrick Stewart's "A B, or not A B"
Today, we are finishing Act IV,
We may get to compare some film. If you miss class, some of them are available here. Feel free to search for the ones I did not find--Mel Gibson's Hamlet, for instance.
Hamlet Act 4 Scene 1 (2-3 minutes) Tennant Version & Branagh Version
Part 2 Tennant Version (Ophelia's Mad!) & Branagh Version
Hamlet Act 4 Scene 2 (2 minutes or so)Tennant Version & Branagh Version is unavailable online
Hamlet Act 4 Scene 3 Tennant Version (The King's plot to get rid of Ham)
Hamlet Act 4 Scene 4 Branagh (the distortion is intentional!)
HW - Print out your soliloquy for tomorrow's class.
Here are tips for Memorization:
To be or not to be work is due tomorrow: <To Be or Not to Be>
Remember to google: NO FEAR SHAKESPEARE for help--but use your own words and don't miss the metaphors.
Today we are completing our embedding lesson.
Embedding Hints Here
Also, your Soliloquies are available here: <SOLILOQUY MEMORIZATION CHOICES>.
Yes, they are the same length.
Soliloquies are worth 100 points and must be completed before January 20, 2012, either before school, during lunch,
or after school.
Bonus: 30 points extra credit points available for recitations the week of January 3-6
Full credit: recitations given during January 9-13 earn full credit.
90%: recitations given the third week of January receive 90%.
No recitations will be permitted past January 20, 2012.
We chatted about the need to read instructions...
We chatted about embedding.
HW- fix up your Act 1 quotes
finish your TBNTB
Embedding is the process of including who, what, and when (the situation in relationship to major plot events).
Please refer to this handout for help, but be aware, this embedding sheet does not provide as much context as I am asking you to include. However, useful information about ellipses use, bracket use, and sentence fluency is included.
Watched the end of Act III
To be or not to be: take it apart, find context, and start translating it.
HW - character q's due Friday
Today, we continue on in Act III.
For a discussion on the "Get thee to a nunnery" scene (Hamlet and Ophelia in Act III,i) look here:
HW - Character Qs
1. Read the letter below
2. Feel free to watch the Frankenstein youtube so that you understand my allusion to this great film
3. Complete the essay response handout
4. HOMEWORK TONIGHT: Go through the powerpoint summary of Act III
Essay letter: Frankenstein 1931
Dear Arts and Lit folks,
I am disappointed to report the death of the essay.
This genre, once held as the paragon of original thought, has devolved into clichéd phrases that like colored saran-wrap, merely obscure the argument. Clichés, my friends, only hint at original thought, before alluding to years of over-used images that no longer mean anything. So, when you (yes, I mean you specifically) use clichés you are proclaiming the death of original thought.
If only the cliché-fairy would come and steal all the clichés in the middle of the night. What would happen then? Then, perhaps the essay would rise like a Dr. Frankenstein’s monster from the operating table, ready to be electrified by lightning and live again; then we could all exclaim like director Robert Florey’s Dr. Frankenstein, that this monster to is also “aliiiiiiiiiiiive.”
Here’s the thing with monsters like Frankenstein. They need body parts from more than one source, connective tissue, stiches, and then something electric to make them go—like your (yes, I mean your) voice. This is true in synthesis essays also: what synthesis essay would stand without an essay with an opinion, at least two sources, some topic sentences that relate to the thesis, some strong CDs, closing sentences that sum up, and a final, illuminating conclusion that sums it all up and adds your insightful understanding of why we should care. Only with all the parts can your monsters live.
Some of your little monsters are still dead.
On a positive note, just think of the improvement that is possible! You (yes, you) can be the doctors here, providing the prescription for improvement for your writing.
Hint: embedding, it is rumored, is the skill of using quotes within paraphrased context in order to show events in
a text. This is done as the basis for logical argument, before writers attempt to interpret text. Your reader needs
to be able to locate your evidence within the context of: Who? What? When? Where? Provide it.
Hint: commentary. Get some. Find something about the text that you CARE about, and write something!
You will be faced with tasks your entire life, and you may not want to do any of them. But, if you do a “D”s worth out there, what will you have? No job, no driver’s license (D-level drivers get their licenses revoked), no home, no album deal, no donut, and no girl/boyfriend.
1. Get a significant CD = actions are the best, but words that a person says are okay
2. Explain the CD: what does it show? What are the further implications of that? Why? How?
3. Connect it to theme without using “you,” “we,” or any clichés.
Let’s give these monsters some life.