Hamlet
Day 4
 Standards
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.
 Objectives
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.
Reading Check
•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?
•Have your reading annotations ready to be checked.
Act II Recap
 What happened?
 Reactions?
 Comments?
 Questions?
Tone
•the emotional quality of the
WORDS that the author has
chosen
•diction
•also the author’s attitude
and point of view toward a
subject
•reflects the feelings of the
writer and can affect the
emotional response of the
reader
 Tone can be:
 formal or informal
 humorous or serious
 personal or impersonal
 subjective or objective
 casual or passionate
 cynical or sentimental
 simple or elaborate
 etc.
Mood
•a general feeling that is
created by the tone
•what you as the reader
FEEL
•usually described in
expressions of feelings
and emotions
 Mood can be:
 fear
 surprise
 love
 hate
 joy
 sadness
 anger
 contentment
 jealousy
 confusion
 upset
 happy
 etc.
Mood, Tone, and Analysis
 Remember: tone is how the author says something and mood is
how it makes you feel.
 Identifying mood and tone can help your understanding and
analysis of what is happening in a piece of literature, just as the
mood and tone of people help you understand a situation in real
life.
 Examples: How would the following be said in each situation
 I have something to tell you
 A friend comes over smiling and looking excited
 A girlfriend or boyfriend is quiet and withdrawn
 Get over here
 A parent is frowning, arms crossed
 A sibling is looking out the window at something
Mood, Tone, and Analysis
 Now to look at literary examples. For the following excerpts list the
diction that contributes to the tone and mood, usually adjectives and
adverbs, then identify the tone and mood that has been created. Lastly,
analyze the excerpt, what is being revealed.
 Example: “Ay, that incestuous, that adulterate beast / With witchcraft of
his wit, with traitorous gifts- / O wicked wit and gifts, that have the
power / So to seduce! – won to his shameful lust / The will of my most
seeming virtuous queen.” (The ghost; Act I, scene v)
 With a partner, work on the following four excerpts from Act II:




scene ii; lines 299-305 in NFS, lines 327-334 in school copy
scene ii, lines 542-553 in NFS, lines 593-603 in school copy
scene i, lines 87-96 in NFS, lines 99-108 in school copy
scene ii, lines 93-106 in NFS, lines 99-113 in school copy
Act II Quiz
 Answer the following in complete sentences:
1. What task did Polonius give Reynaldo? Why?
2. What did Polonius decide was the reason Hamlet has gone mad?
3. What was Polonius’s trap to find out what is going on with Hamlet?
4. According to Gertrude, what is the source of Hamlet’s madness?
5. Explain how Hamlet plans to “catch the conscience” of the king.
 Choose the letter of the correct definition or synonym:
6. perusal: a. face the wrong direction b. raised platform c. deadly d. read
with care
7. expostulate: a. to perform wrongly b. pleased c. to plead with d. deadly
8. pestilent: a. deadly; serious b. perform wrongly c. bothersome d. with
pleasure
9. promontory: a. to read carefully b. raised landform c. wrongdoings d. a
disease
10. arras: a. curtain tapestry b. wrongdoings c. misgivings d. raised landform
11. fain: a. deadly b. with pleasure c. to fake d. to plead with
12. malefactions: a. vulgar words b. deadly c. wrongdoings d. pleads of protest
Act III Vocabulary Notes
1. beguile: verb, charm or enchant (someone), sometimes in a
deceptive way
2. calumny: noun, the making of false and defamatory
statements in order to damage someone's reputation;
slander.
3. contumely: adverb, behaving insolently or using insulting
language or treatment
4. galled: verb, annoyed ; irritated
5. knavish: adjective, dishonest, unscrupulous, or mischievous
6. lunacy: noun, the state of being a lunatic; insanity
7. orisons: noun, a prayer.
Character Analysis
 Remember: make sure that for the main characters you
are keeping track of how they act, feel, look, and what
they say for each act. Pay attention to how they change
and how they affect the plot.
Character
Hamlet
Claudius
Gertrude
Polonius
Ophelia
Laertes
Act
Feel
Look
Say
Reading
Notes/Annotations
•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:
Homework
 Enjoy your break 
 Eat some good food!
 Bring copy of Hamlet to next class when we get back
 Finish reading and annotating Act III