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.
2/5/13
Big 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.
2/6/13
Objectve:
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
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".
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.
What are some of the aspects of Shakespeare's
language that you need to be aware of?
Syntax
Archaic Words
Iambic Pentameter
Rhetorical Techniques
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
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:
/ - /
- /
- / - /
Good Hamlet cast thy nighted color off,
And let thine eye look like a friend on Denmark
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.
2/8/13
Objective:
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
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.
Nobles
Common People
Animals
Plants
Inanimate Objects
Something's Rotten
Iambs are choppy/ not full lines
Dictionusurp- suggest wrongful takeover
Old King Hamlet
of Denmark
Hamlet
King Fortinbras
of Norway
Young Fortinbras
Wrap UpHow 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.
2/11/13
Objective:
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 persevere
In obstinate condolement is a course
Of 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 common
As any the most vulgar thing to sense,
Why should we in our peevish opposition
Take it to heart? Fie! 'tis a fault to heaven,
A fault against the dead, a fault to nature,
To reason most absurd, whose common theme
Is 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.
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 lids
Seek for thy noble father in the dust.
Thou know'st 'tis common. All that lives must die,
Passing through nature to eternity.
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.
Psychological Perspective
and
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.
2/12/13
Objective:
Students will evaluate to what extent Hamlet's
thoughts and behaviors are reasonable reactions to
recent changes in his life.
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 melt
Thaw and resolve itself into a dew!
Or that the Everlasting had not fix'd
His 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 nature
Possess 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 mother
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth!
Must I remember? why, she would hang on him,
As if increase of appetite had grown
By 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 old
With 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 father
Than I to Hercules: within a month:
Ere yet the salt of most unrighteous tears
Had left the flushing in her galled eyes,
She married. O, most wicked speed, to post
With 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.
2/13/13
Objective:
Students will understand how examining
Act1 Scene3 from the Marxist perspective gives
us insight into societal norms.
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-UpWhat 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!
Compare and contrast what the ghost
and Hamlet have to say about
Claudius:
What the Ghost Says in Act 1 Sc 5:
Ay, that incestuous, that adulterate beast,
With witchcraft of his wit, with traitorous giftsO wicked wit and gifts, that have the power
So to seduce!- won to his shameful lust
The will of my most seeming-virtuous queen.
O Hamlet, what a falling-off was there,
From me, whose love was of that dignity
That it went hand in hand even with the vow
I made to her in marriage, and to decline
Upon a wretch whose natural gifts were poor
To 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 this
Hyperion to a satyr; so loving to my mother
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth!
Must I remember?
Compare and contrast what the ghost
and Hamlet have to say about Queen
Gertrude:
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 bed
And prey on garbage.
If thou hast nature in thee, bear it not.
Let not the royal bed of Denmark be
A couch for luxury and damned incest.
But, howsoever thou pursuest this act,
Taint not thy mind, nor let thy soul contrive
Against thy mother aught. Leave her to heaven,
And to those thorns that in her bosom lodge
To 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 him
As if increase of appetite had grown
By what it fed on; and yet, within a monthLet me not think on't! Frailty, thy name is woman!A little month, or ere those shoes were old
With which she followed 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 father
Than I to Hercules. Within a month,
Ere yet the salt of most unrighteous tears
Had left the flushing in her galled eyes,
She married. O, most wicked speed, to post
With such dexterity to incestuous sheets!
It is not, nor it cannot come to good.
But break my heart, for I must hold my tongue.
So......is the ghost really Hamlet's father or an evil spirit telling Hamlet
what he wants to hear?
Objective:
Coming Soon!
2/18/13
Do Now:
??????- This is where I have stopped planning for this year. More will be coming
soon!
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:
Get Started!!! - Performances will begin in 20 minutes!
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!
How does interpreting and acting out a scene
through one or more critical perspectives help you
better understand different aspects of the play?
4/10/12
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?
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 445-550
Sketch a visual representation of the three characters in
the player's speech: Phyrrus, Priam and Hecuba
2/11/12
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:
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.
4/12/12
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?
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.
4/12/12
Big Question:
What insight do we gain into Hamlet's mental state
his soliloquy at the end of Act 2?
Discussion Starter
What motivated Hamlet to ask the player to give that particular speech? What doe
this reveal about his mindset at this point in the play?
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?
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?
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.
Psychological
Historical
Feminist
Log 1 Due 4/13
Log 2 Due 4/18
Log 3 Due 4/20
Marxist
Formalist
Reader Response
Homework:
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).
4/13/12
Big 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.
4/16/10
Big 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.
"To Be or Not to Be" Film Analysis
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.
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.
Analyzing Text Variants
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?
Big Question:
What insight into Hamlet's mental state do you
gain from viewing 3.1 through the psychological
perspective?
4/16/10
Big 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.
in
4/17/10
Big Question:
How does Ophelia's madness compare to
Hamlet's madness?
Do Now:
Take out the sheet on Ophelia's flowers from last week.
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.
Hamlet's Madness
Ophelia's Madness
4/18/10
Big 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
4/18/10
Big 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.