hamlet packet - university place primary school packet for the hamlet unit, ... 2) a short quote...

Hamlet Packet

For the Hamlet Unit, you will be responsible for several items. Besides reading, you will respond daily

to the progression of the play. For this you will complete daily reading observations, in class active

reading questions, act quotes and act applications.

You will use this packet for the following:

Reading Observations:

On the day of each reading, you are to bring the following:

1) an observation about something from one of the scenes and why you found it interesting

2) a short quote from the text that you found interesting and a brief explanation why (and

yes, you must copy the quote with parenthetical documentation – Act, scene, line –

e.g. I, ii, 25-26)

3) a question you have about what is going on.

4) List of where you see reference to the following motifs

a. GARDENS b. SERPENTS c. DISEASE/DECAY d. DEATH e. HEROISM f. SAVIOR

This reference should include line # and brief commentary about its use

5) List of where you see indications of pathetic fallacy, tragic flaw and/or the 4 complexions

These will be checked off for completion at the beginning of class. Later they will be used as a way

to jump-start class discussions. Use this as an opportunity to clarify anything that you find confusing in

the text before you are forced to move on. This is your chance to impact what we talk about and

how much you personally get out of this unit, so please make the most of it.

Although these will not be fully assessed for quality until the end of the unit, each day’s observation

must be checked off when due in order for it to be assessed at the end of the unit.

Act Active Reading Questions:

Active Reading questions should be completed for the sections read at home each night. They are

HOMEWORK. These will be checked off for completion at the beginning of each class day. NOTE –

Active reading questions are arranged in order by ACT, that does not mean that you will finish all of

an Act’s questions with each night’s reading, since each act has been broken down to cover several

days. It is YOUR RESPONSIBILITY to glean how many you can answer based on the night’s reading.

Although these will not be fully assessed for quality until the end of the unit, questions must be

stamped when due in order for it to be assessed at the end of the unit.

This packet will be turned in and completely assessed on Friday, April 24, 2015.

Act Analysis Questions:

To be done on your own paper. These will be due the day after we have finished reading the

complete Act in class. They are not to be held and submitted with the packet on 04/24/15.

AP English 12 – Ms. Arrowood

Packet Due

Friday,

04/24/15

Name:

Period

Hamlet – March – April 2015 – AP English 12 – Ms. Arrowood 03/13

Shakespeare Intro

HW? Read p. 7-25, Read

Ob & ?s

03/16 03/17 03/18 EARLY RELEASE 03/19 03/20 Check off homework

In Class – read Act I, sc i – ii

(p. 7-25)

HW: read p. 25-49, Read

Ob & ?s

Check off homework

In Class – read Act I, sc ii – iii

(p. 25-49)


Ob & ?s

Check off homework

In Class – read Act I, sc iv –

end of Act (p. 49-69)

HW: Begin Analysis ?s

Finish Act I

HW: Start Analysis ?s for

Act I

Possibly Finish Act I

WATCH ACT I

HW: Finish Analysis ?s AND

read p. 73-93, Read Ob &

?s

03/23 03/24 03/25 03/26 03/27 Assembly Sched Turn in Analysis ?s & Check

off homework

In Class – read Act II, sc i –ii

(p. 73-93)


Ob & ?s

Check off homework

In Class – read Act II, sc ii

(p. 93-111)


Ob & ?s

Check off homework

In Class – read Act II, sc ii –

end Act II (p. 111-119)


Act II

WATCH ACT II

HW: Finish Analysis ?s AND

Read p. 123-145, Read Ob

& ?s

Turn in Analysis ?s & Check

off homework

In Class – read Act III, sc i –ii

(p. 123-145)

HW: read p. 145-185, & ALL

Read Ob & ?s for all secs

03/30 SBAC Schedule 03/31 SBAC Schedule 04/01 EARLY RELEASE 04/02 SBAC Schedule 04/03 SBAC Schedule Check off homework

In Class – Read Act III, sc ii –

iv (p145-185)

In Class - Finish Act III (thru

p. 185)

HW: Study Vocab

Vocab V Test


Act III

04/06 04/07 04/08 04/09 04/10

WATCH Act III

HW: Analysis ?s for Act III

AND read p.189-205), read

ob & ?s

ALLUSION NTBK #6 DUE

Turn in Analysis ?

Check off reading ob

In Class – read Act IV, sc i -

iv (p. 189-205)

HW: Read p. 205-219, Read

Ob & ?s

Check off homework

In Class – read Act IV, sc v –

end sc v (p. 205-219)


Ob & ?s

Check off homework

In Class – read Act IV, sc vi

– end Act IV (p. 221-235)

HW; Read p. 239-251, Read

Ob & ?s

Check off homework

In Class – read Act V, sc i - i

(p. 239-251)


Ob & ?s

Hamlet to End of Year – April-June 2015 – AP English 12 – Ms. Arrowood 04/13 04/14 04/15 04/16 04/17

!!!Spring Break!!!


Ob & ?s

!!!Spring Break!!!


Ob & ?s

!!!Spring Break!!!


Ob & ?s

!!!Spring Break!!!


Ob & ?s

!!!Spring Break!!!


Ob & ?s

04/20 04/21 04/22 04/23 04/24 Check off reading ob

In Class – read Act V, sc ii –

end of play (p. 253-287)

HW: Act VI & V Analysis? &

5-Act Drama triangle

WATCH Act IV & V

HW: Ind Read #4 Essay

Finish Watching Act IV & V

Ind Read #4

RD Edit Day 1

HW: Ind Read #4 Essay

Hamlet AP Practice Multiple

Choice Test

HW: Finish Analysis ?s &

Drama Triangle

Turn in Analysis ?s &

PACKET

Hamlet Free Response

Essay

04/27 SBAC Schedule 04/28 SBAC Schedule 04/29 04/30 SBAC Schedule 05/01 SBAC Schedule

AP Review Short Stories

AP Review Novels

Ind Read #4 DUE

AP Review Drama

AP Review Poetry

05/03 05/04 05/06 Early Release 05/07 05/08

AP Review

AP Review

Breakfast in room 460

AP TEST

Rosencrantz &

Guildenstern…

Rosencrantz &

Guildenstern…

05/11 05/12 05/13 05/14 05/15

Rosencrantz &

Guildenstern…

Rosencrantz &

Guildenstern… Assign Final Project Final Project Work Final Project Work

05/18 05/19 05/20 05/21 05/22

Final Project Work

Final Project Work

Final Project Work

Final Project Work

!!Snow Day – No School!!

05/25 05/26 05/27 05/28 05/29 !!Memorial Day

No School!!

Final Project Work in

Computer Lab

Final Project Work in

Computer Lab

Final Project Presentation

Group #1


Group #2

06/01 06/02 06/03 06/04 Final Project Presentation

Group #3


Group #4

Last Day of Class

!Graduation!

READING OBSERVATIONS On the day of each reading, you are to bring the following:

1. an observation about something from one of the scenes and why you found it interesting

2. a short quote from the text that you found interesting and a brief explanation why (and yes,

you must copy the quote with parenthetical documentation – Act, scene, line – e.g. I, ii, 25-

26)

3. a question you have about what is going on.

These will be checked off at the beginning of class and later used as a way to jump-start class

discussions. Use this as an opportunity to clarify anything that you find confusing in the text before you

are forced to move on. This is your chance to impact what we talk about and how much you personally

get out of this unit, so please make the most of it.

Act I, sc. i – sc. ii, line 63 (p. 25 Polonius) Characters: Barnardo, Francisco, Horatio, Marcellus, King, Cornelius,

Voltemand, Laertes & Polonius

1.

2.

3.

Act I, sc. ii, line 64 (p.25) – sc. iii (end – p. 49) Characters: King, Hamlet, Queen, Horatio, Marcellus, Bernardo, Laertes,

Ophelia, Polonius

1.

2.

3.

READING OBSERVATIONS

Act I, sc. iv (p. 49)– end Act I (p. 69) Characters: Hamlet, Horatio, Marcellus, Ghost

1.

2.

3.

Motifs Seen in Act I

Act I – Pathetic Fallacy, Tragic Flaw and/or 4

complexions


Act II, sc. I (p. 73) – sc. ii, line 182 (p. 93) Characters: Polonius, Reynaldo, Ophelia, Kin, Queen, Rosencrantz,

Guildenstern, Voltemand

1.

2.

3.


Act II, sc. ii, line 184 (p. 93) – sc. ii, line 490 (p. 111) Characters: Queen, Hamlet, Polonius, Rosencrantz, Guildenstern, First

Player (lead actor)

1.

2.

3.

Act II, sc. ii, line 491 (p. 111) – end Act II (p. 119) Characters: Polonius, First Player, Hamlet, Rosencrantz

1.

2.

3.

Motifs Seen in Act II

Act II – Pathetic Fallacy, Tragic Flaw and/or 4

complexions


Act III, sc. I (p. 123) – sc. ii, line 169 (p. 145) Characters: King, Rosencrantz, Guildenstern, Queen, Polonius, Ophelia,

Hamlet, Player, Horatio

1.

2.

3.

Act III, sc. ii, line 170 (p. 145) – sc. ii (end - p.161) Characters: Prologue, Hamlet, Ophelia, Player King, Player Queen,

Queen, King, Lucianus, Polonius, Horatio, Guildenstern, Rosencrantz

1.

2.

3.


Act III, sc. iii (p. 163) – end Act III (p. 185) Characters: King, Guildenstern, Rosencrantz, Polonius, Hamlet, Queen,

Ghost

1.

2.

3.

Motifs Seen in Act III

Act III – Pathetic Fallacy, Tragic Flaw and/or 4

complexions


Act IV, sc. i (p. 189) – sc. iv (end – p. 205) Characters: King, Queen, Hamlet, Rosencrantz, Guildenstern, Fortinbras,

Captain, (Gentlemen – ALL)

1.

2.

3.


Act IV, sc. v (p. 205) – sc. v (end – p. 219) Characters: Queen, Gentleman, Horatio, Ophelia, King, Messenger,

Laertes, ALL

1.

2.

3.

Act IV, sc. vi (p. 221) – end Act IV (p. 235) Characters: Horatio, Gentleman, Sailor, King, Laertes, Messenger, Queen

1.

2.

3.

Motifs Seen in Act IV

Act IV – Pathetic Fallacy, Tragic Flaw and/or 4

complexions


Act V, sc. i (p. 239) – sc. i, line 229 (p. 251) Characters: Gravedigger, Other, Hamlet, Horatio

1.

2.

3.

Act V, sc. i (p. 253) – sc. ii, line 238 (p. 273) Characters: Laertes, Doctor, Hamlet, Queen, King, Horatio, Osric, Lord,

ALL

1.

2.

3.


Act V, sc. ii, line 239 (p. 273 ) – end PLAY (p. 287) Characters: King, Hamlet, Laertes, Osric, Queen, Horatio, Fortinbras,

Ambassador, ALL

1.

2.

3.

Motifs Seen in Act V

Act V – Pathetic Fallacy, Tragic Flaw and/or 4

complexions

End Play – Tragic Reconciliation - Explain

Hamlet

Act I Discussion/In-depth analysis questions

On your OWN paper, thoroughly answer the following questions. All answers MUST BE

HANDWRITTEN!

Scene i

1. As the play opens, what is the mood? Looking closely at the text, what words or

phrases can you find that Shakespeare uses to help set the tone and prepare us for

what's to come?

2. Look at what happens when the ghost appears for the first time. Notice that Horatio

addresses it as "thou." This is the form of address used with friends or inferiors.

Shakespeare's audience would have understood this familiar reference. What is the

effect of Horatio's addressing the ghost as "thou"?

3. What does Horatio suggest by his discussion of Julius Caesar's death? Why does he

choose the example of Rome? (think on several levels – i.e. pathetic fallacy;

symbolism; analogy)

Scene ii

4. From what is seen in I.ii, what kind of a king is Claudius?

5. Hamlet is in stark contrast to the festivity of the coronation. Compare and contrast

the physical, emotional, mental, and spiritual differences between young Hamlet

and Claudius's court.

6. Read Hamlet's first soliloquy carefully. How would you describe the tone of his feelings

detached, impassioned, rational, ironic, or what? Explain.

7. Notice the way Hamlet questions Horatio, Marcellus, and Bernardo. How much do we

know about how his mind works at this point of the play? What does he suspect as

the reason for the ghost's appearance?

Scene iii

8. How seriously can Polonius' precepts, spoken to Laertes, be taken? Especially

consider the last one. (look at the grander scheme of what is going on)

9. How willing is Ophelia to discuss with her father what she has discussed with Laertes?

What is her father’s response to Hamlet's interest in her and her response to him?

10. What do we know about Laertes, Polonius, and Ophelia by the end of 1.3? What sort

of people are they? What sort of family are they? Who is missing from this family? How

strong-willed in Ophelia? Cite specifics.

Scene iv

11. How does Hamlet respond to the ghost? If it is a "damned ghost," is he as safe as he

thinks he is? Why don't the others want him to go? Why can't/don't they stop him?

What does Marcellus still think the nature of the problem is?

Scene v

12. Is Hamlet surprised when he learns who murdered his father? Explain.

13. What are Hamlet and Hamlet – the elder’s, opinion of Claudius? Would others in the

court, NOT knowing about Claudius' crime, see Claudius as this?

14. Read Hamlet's second soliloquy carefully. Notice how quickly Hamlet moves from the

specific (Claudius) to the general ("one"). Compare the same movement he makes

from the specific person Gertrude to "frailty, thy name is woman". Addressing this issue

(specific to general), how can Hamlet be expected to go about his revenge?

Hamlet

Act II Discussion/In-depth analysis questions


HANDWRITTEN!!!!

Scene i

1. How much time has passed between Act 1 and Act 2? How do you know? (Keep

watching for evidence.)

2. Does Hamlet's appearance to Ophelia as a madman (a distracted lover) come as

a surprise after what we last heard him say (Act I)? Why/why not?

3. How well has Ophelia obeyed her father's orders in 1.3?

Scene ii

4. Why has Claudius called Rosencrantz and Guildenstern to court? Does Claudius’

intended use of Rosencrantz and Guildenstern reminiscent of Polonius' use for

Reynaldo? Are there any significant differences? If so, what?

5. We've now had several different explanations of Hamlet's madness: love, his

father's death, and that plus the king and queen’s "o'erhasty marriage". Are

people content with these explanations? Why/why not?

6. How does Hamlet behave initially with Rosencrantz and Guildenstern? Is it different

from the way he just acted with Polonius? Does Hamlet change when he realizes

that the two were sent for by Claudius and Gertrude?

7. How seriously should Hamlet's view of the world and of "man" be taken? How do

Rosencrantz and Guildenstern react to Hamlet's use of "generic" man?

8. What is the significance of Hamlet's referring to Polonius as Jephthah? Jephthah's

story is interesting in this context see Judges 11:30-40.

9. How is its style of Hamlet’s recited speech to the player different from that of the

surrounding lines of Hamlet? Why is its subject matter appropriate?

10. Do lines 461-64 echo anything from or about the play Hamlet?

11. When the players arrive, at Hamlet's request they reenact a selection from Aeneas

and Dido. Why this play? How does it echo Hamlet's main storyline.

12. Read Hamlet's third soliloquy carefully. How does he use the player's response to

show how different his own position is? Is the comparison justified by what has

been seen in the play?

13. In his third soliloquy, Hamlet complains that he has not acted on his vengeance.

Why hasn't he? Why does he need the play? What will he learn from it?

14. One of the play's major themes, illusion versus reality, begins to take center stage in

Act 2. Where do you find evidence of this theme being explored? What possible

messages could Shakespeare be trying to convey?

Hamlet

Act III Discussion/In-depth analysis questions


HANDWRITTEN!

Scene i

1. Closely examine Hamlet’s most famous “To be or not to be” soliloquy. Summarize the

arguments he is contemplating in this speech. How is this soliloquy different from the

first two? Think about the way Hamlet's mind works within the first two--is the same

thing happening here? What is the main idea of this third soliloquy?

2. After Polonius gives Ophelia something to read to “disguise her intention” what

response does his remark get (in an aside) from Claudius? Why is this speech of

Claudius' important? What do we learn that we have not learned before?

3. Act III has Hamlet saying some very harsh words to Ophelia. Why does he want her

to get to a nunnery? Does he say this out of love or hate or both? Does Hamlet

know that he's being watched? Does he determine that during the scene? Can you

spot a place where he might? (Remember how he changed his way of talking to

Rosencrantz and Guildenstern at 2.2). Who is the "one" referred to in "all but one"

(3.1.)?

4. How does Claudius respond to what he has seen and heard between Ophelia and

Hamlet? How does Polonius respond? Is he willing to give up his "love" answer? Why?

Scene ii

5. What advice does Hamlet have for the actors? Why? Think outside the play, too!!

6. Why does Hamlet say he especially likes Horatio (3.2.)? Does Hamlet see Horatio as

similar to him or different from him?

7. Read Hamlet's fifth soliloquy carefully. How is it different from the other soliloquies?

What is the mood of the soliloquy? What is happening to Hamlet?

Scene iii

8. What does Claudius admit in his attempt to pray? Has the play actually had an

effect on him? Why can't he ask for forgiveness?

9. What happens when Hamlet enters? Why doesn't Hamlet kill Claudius then? What is

ironic about Hamlet's decision?

10. Why does the Ghost appear during Hamlet’s exchange with his mother? How is his

appearance different from his appearances in Act 1? Who saw him then? Who sees

him now? What is his message to Hamlet?

Hamlet

Act IV Discussion/In-depth analysis questions


HANDWRITTEN!

Scene i

1. Does Gertrude tell Claudius the truth about what happened between her and

Hamlet? Is she following Hamlet's advice at the end of 3.4?

Scene iii

2. What do Claudius' letters tell England (i.e., the king of England) to do with Hamlet?

Why does Claudius expect to be obeyed? (The situation is more or less historical,

since England was ruled by a Danish king from 1016-1042.)

Scene iv

3. What sort of judgment does the Captain make about the place they are fighting for?

How does Hamlet describe it?

4. Read Hamlet's sixth soliloquy carefully (4.4). What is unusual about it given its position

in the play? Has Hamlet been delaying, as he says? What example does he compare

himself to? (And what other soliloquy does this one remind you of?)

Scene v

5. What do we learn about the state of Gertrude's soul in her aside? What does this say

about how she has responded to Hamlet's accusations and recommendations in 3.4?

6. The court assumes Ophelia's madness is caused by her father's death. Judging from

her songs, are they correct? Is that the only thing that has made her mad? What else

is on her mind and coming to the surface in her madness? Hamlet's questionable

madness is starkly contrasted with Ophelia's real madness in Act 4. Was it necessary

for her to go insane? What elements of the story are enhanced by her madness?

Could the story work without it?

7. What is Laertes' approach to revenging his father's death? How does it compare to

Hamlet's? How much support does he have? Whom does he initially blame?

Scene vi

8. Who brings Hamlet's letter to Horatio? What has happened to Hamlet?

Scene vii

9. What does Hamlet's letter tell Claudius? Why does Hamlet want to see him "alone"?

What seems to be Hamlet's plan?

10. What happened to Ophelia? Did she kill herself, or is her death accidental?

General ?s

11. As Act IV unfolds, Claudius is becoming more and more uncomfortable with having

Hamlet around. When/where is Claudius's fear is beginning to take over? How does

he try to get rid of Hamlet, while continuing to look innocent?

12. Hamlet shows a great deal of wit and cleverness in this act. Where can you find

examples of Hamlet's nimble brain?

Hamlet

Act IV Discussion/In-depth analysis questions


HANDWRITTEN!

Scene i

1. Why does this scene begin with two clowns trading jokes? Do their jokes make any

sense in the context of the play?

2. Does Hamlet realize that he might not come out of this fight alive? See V.ii.225-238.

3. What is the outcome of the fight scene at the end?

Scene ii

4. Where do Hamlet and Laertes fight in V.ii?

5. Who is Osric, and why is he included in the play?

6. When Gertrude drinks from the cup, Claudius asks her not to drink and she

refuses. Has she ever disobeyed Claudius before?

7. Why is Fortinbras's presence important?

Hamlet

Act V-End Play Discussion/In-depth analysis questions


HANDWRITTEN!

1. Describe Claudius. Is he purely evil, or is he merely a flawed human being? Could the

play also be called The Tragedy of Claudius, King of Denmark?

2. In Act IV, Claudius notes that “sorrows come…in battalions.” By the end of the play

these sorrows include the deaths of all the major characters except Horatio. To what

degree can Claudius be held responsible for all the sorrows of the play? Which

sorrows may be particularly traced to Hamlet?

3. Hamlet is full of conflicts that oppose people to other people, to society and to

themselves. List all the conflicts you can find in the play. Decide which of these is the

central conflict and explain your choice.

4. How does Shakespeare demonstrate that Hamlet is a tragedy of the state as well as

the individual ? Is the condition of Denmark better or worse at the end of the play

than at the beginning?

hamlet packet - university place primary school packet for the hamlet unit, ... 2) a short quote...

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