Day 6

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.
•Get
with a partner and discuss what
happened in scenes i-iv of Act IV. Once you
both agree on what happened, create four
questions (one for each scene) that someone
should be able to answer if he/she has read
scenes i-iv of Act IV.
•While you are working have your
annotations out to be checked.
Reading Recap and check
A randomly chosen student
will answer one of the other
student developed
questions.
 Any lingering questions?

Class Recap
1.
2.
3.
4.
5.
6.
7.
abatements: the ending, reduction, or
lessening of something
cicatrix: the scar of a healed wound
conjectures: an opinion or conclusion
formed on the basis of incomplete
information
cuckold: the husband of an adulteress,
often regarded as an object of derision
garrisoned: provide (a place) with a
body of troops
importunate: persistent, esp. to the
point of annoyance or intrusion
yield: give way to traffic or others in
debate or argument
Act IV Vocabulary Notes


We usually think of style as the way someone
dresses and we create first impressions based on
this because we feel style can reveal a lot about
a person.
It works the same way with literary style, only
authors use words and the arrangement of those
words to create their style.
◦ They use: diction, figurative language, imagery, rhythm,
rhyme, sentence structure, foreshadowing, symbolism,
dialect, and other literary devices
◦ This helps us understand and identify with literature and
it reveals an author’s biases and beliefs.
◦ Shakespeare is known for his mastery of the English
language, his use of double entendres, puns, imagery,
metaphor, simile, and irony, within both blank verse and
prose, makes his style very distinctive.

Based on style do you have a guess as to who
wrote the following?
Style
Take this kiss upon the brow!
And, in parting from you now,
Thus much let me avowYou are not wrong, who deem
That my days have been a
dream;
Yet if hope has flown away
In a night, or in a day,
In a vision, or in none,
Is it therefore the less gone?
All that we see or seem
Is but a dream within a dream.
I stand amid the roar
Of a surf-tormented shore,
And I hold within my hand
Grains of the golden sandHow few! yet how they creep
Through my fingers to the deep,
While I weep- while I weep!
O God! can I not grasp
Them with a tighter clasp?
O God! can I not save
One from the pitiless wave?
Is all that we see or seem
But a dream within a dream?
A Dream Within a Dream

How did it get so late so soon?
It’s night before it’s afternoon.
December is here before it’s June.
My goodness how the time has flewn.
How did it get so late so soon?

You have brains in your head.
You have feet in your shoes.
You can steer yourself in any direction
you choose.
You’re on your own.
And you know what you know.
You are the guy who’ll decide where to
go.
Once California belonged to Mexico and its land to Mexicans; and a
horde of tattered feverish Americans poured in. And such was
their hunger for land that they took the land--stole Sutter’s land,
Guerrero’s land, took the grants and broke them up and growled
and quarreled over them, those frantic hungry men; and they
guarded with guns the land they had stolen. They put up houses
and barns, they turned the earth and planted crops. And these
things were possession, and possession was ownership.
The Mexicans were weak and fled. They could not resist, because
they wanted nothing in the world as frantically as the Americans
wanted land.
Then, with time, the squatters were no longer squatters, but
owners; and their children grew up and had children on the land.
And the hunger was gone from them, the feral hunger, the
gnawing, tearing hunger for land, for water and earth and the
good sky over it, for the green thrusting grass, for the swelling
roots. They had these things so completely that they did not
know about them any more. They had no more the stomachtearing lust for a rich acre and a shining blade to plow it, for seed
and a windmill beating its wings in the air.

For each of the following excerpts from
Hamlet, identify the elements of style that
are being used and the effect they have.
◦
◦
◦
◦
Act
Act
Act
Act
I, scene ii, lines 64-69
I, scene v, lines 105-111
III, scene i, lines 146-151
III, scene ii, lines 129-141
Elements of style:
blank verse, prose, imagery, metaphor,
foreshadowing, double entendre, irony,
simile, symbolism, pun

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
Act
Feel
Look
Hamlet
Claudius
Gertrude
Polonius
Ophelia
Laertes
Character Analysis
Say
Reading
Notes/Annotati
ons
•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:
read and annotate Act IV, scenes v-vii
 bring copy of Hamlet next class
 schedule the remaining pages of your
outside reading book to be done before
Friday, December 9th
 begin working on/brainstorming for the
final outside reading project

Homework