Day 2

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Reading: 3.6 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings. 3.7
Analyze recognized works of world literature from a variety of authors: a. Contrast the major literary forms, techniques, and characteristics of the major literary periods. b. Relate literary works and authors to the major themes and issues of their eras. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.
2.2 Write responses to literature: a. Demonstrate a comprehensive understanding of the significant ideas in works or passages. b.
Analyze the use of imagery, language, universal themes, and unique aspects of the text. c. Support important ideas and viewpoints through accurate and detailed references to the text and to other works. d. Demonstrate an understanding of the author's use of stylistic devices and an appreciation of the effects created. e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text 2.3
Write reflective compositions: a. Explore the 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.
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Students will be able to:
• identify, define, and utilize the literary terms associated with dramatic works.
• identify their opinions and beliefs on themes of the text both before and after reading.
• identify and record the writing style of Shakespearean text.
• compare and contrast the events, themes, and ideas of a text to themselves, the world, and other text.
• identify and analyze archetypes in works of fiction.

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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?
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Have your reading annotations ready to be checked.

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apparition: noun; a ghost or ghostlike image of a person, also a phantom
avouch: verb; affirm or assert, also to be responsible for someone or something; as in you avouch for someone as being trustworthy
dirge: noun; a lament for the dead, esp. one forming part of a funeral rite like a mournful song, piece of music, or poem.
emulate: verb; match or surpass (a person or achievement), typically by imitation, also when you model yourself after someone or something
mirth: noun; amusement, esp. as expressed in laughter, also being happy and in good humor
obsequious: adjective; obedient or attentive to an excessive or servile degree.
portentous: adjective; done in a pompously or overly solemn manner so as to impress, also to portend evil is coming; to be ominous

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Conflict in which the character faces a major decision or a physical or emotional struggle.
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Basically the man or woman is battling themselves and their issues within.

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Conflict in which a character faces the forces of nature, such as weather or environment.

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For each of the following situations from Act I, identify the type of conflict, then who or what is involved in the conflict. There may be more than one possible answer for each.
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1. Horatio tells Marcellus how old King Hamlet killed Fortinbras, and now
Fortinbras’s son wants his father’s land back.
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 a. Type of Conflict: ______________________________________ b. Conflicting Forces: ____________________________________
2. Hamlet is angry that his father is dead and his uncle has married his mother so quickly.
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 a. Type of Conflict: ______________________________________ b. Conflicting Forces: ____________________________________
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3. Hamlet considers suicide as an alternative to his grief.
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 a. Type of Conflict: ______________________________________ b. Conflicting Forces: ____________________________________
4. Polonius forbids Ophelia to see Hamlet.
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 a. Type of Conflict: ______________________________________ b. Conflicting Forces: ____________________________________
5. Polonius doesn’t trust Laertes with his money and warns him not to squander what he has given, or borrow for frivolous reasons.
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 a. Type of Conflict: ______________________________________ b. Conflicting Forces: ____________________________________
6. Hamlet learns that Claudius killed his father.
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 a. Type of Conflict: ______________________________________ b. Conflicting Forces: ____________________________________

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Answer the following in complete sentences:
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1. Why was the ghost of King Hamlet unable to rest in peace?
2. What did Hamlet mean when he said, “A little more than kin, and less than kind”?
3. What was Hamlet’s state of mind? Why?
4. Why did Polonius forbid Ophelia from seeing Hamlet? What was her response?
5. To whom did the ghost eventually speak? What did the ghost reveal?
Match the vocabulary words with the correct definition:
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6. avouch a. grim song or piece of music
7. emulate b. to be responsible for
8. obsequious c. ghostly phantom
9. dirge d. dutiful, servile
10. mirth e. foreshadowing evil; ominous
11. apparition f. to model or copy someone
12. portentous g. full of good humor and laughter

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1. arras: noun, a rich tapestry, typically hung on the walls of a room or used to conceal an alcove.
2. expostulate: verb, to plead with someone or express strong disapproval or disagreement
3. fain: adverb, with pleasure; gladly
4. malefactions: noun, crimes or wrongdoings
5. perusal: noun, the action of reading or examining something
6. pestilent: adjective, destructive to life; deadly
7. promontory: noun, a point of high land that juts out into a large body of water; a headland

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Character Act
Hamlet
Claudius
Gertrude
Polonius
Ophelia
Laertes
Feel Look Say

• if you have your own copy, annotate your readings marking important elements of setting, plot, and characters, write your comments, reactions, predictions, etc. in the margins.
• if you don’t have your own copy, take notes in a scene guide style, summarizing the setting, the plot (action), and the main characters involved in the plot and then writing your comments, reactions, predictions, etc.
Scene One
Summary: In this scene…
Comments/reaction: I think/feel/wonder/question/understand…
Scene Two
Summary:
Comments/reaction:
Scene Three
Summary:
Comments/reaction:
Scene Four
Summary:
Comments/reaction:

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