February 21, 2018
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
EQ: Analyze how Shakespeare's choices impact character development.
Starter:
Compare this painting to what you imagined while we read.
Then, compare it to the BBC version that we watched.
Daniel Maclise's 1842 painting The Play-scene in Hamlet depicts the scene in which Hamlet has arranged for Claudius to watch a re-enactment of the murder of Hamlet's father. William Makepeace Thackeray reviewed Maclise's painting for Ainsworth's Magazine in 1842. He described the picture as follows:
Fancy Hamlet, ungartered, lying on the ground, looking into the very soul of King Claudius, who writhes under the play of Gonzago. Fancy the Queen, perplexed and sad, (she does not know of the murder,) and poor Ophelia, and Polonius, with his staff, pottering over the tragedy; and Horatio, and all sorts of knights and ladies, looking wondering on. Fancy, in the little theatre, the king asleep; a lamp in front casts a huge forked fantastic shadow over the scene--a shadow that looks like a horrible devil in the background that is grinning and aping the murder. Fancy ghastly flickering tapestries of Cain and Abel on the walls, and all this painted with the utmost force, truth, and dexterity--fancy all this, and then you will have not the least idea of the most startling, wonderful pictures that the English school has ever produced.*http://www.theatrehistory.com/british/art_of_hamlet.html
Vocabulary:
Lit Term: Foil
Part of Speech: Noun
Dictionary Definition: character that shows qualities that are in contrast with the qualities of another character with the objective to highlight the traits of the other character.
Your Definition:
Activity: Give an example of a foil.
Activity:
1. Sharing the Chalk Talk
With your tables, select one quote from this act that is significant in developing the story.
Write this quote on a large paper and post it somewhere in the room.
Then, individually comment on each poster.
Your comment should react to the quote and state why it is important to the story.
2. Read Act Three, Scene Three
Claudius
Rosencrantz
Guildenstern
Polonius
Hamlet
Discussion Question
Use indirect characterization to analyze Claudius.
Evaluate whether he is motivated by his id, ego, or superego.
Summarize Hamlet's reaction.
3. Claudius Analysis
With a partner, translate the lines into a language that is understandable to you.
You may use any sort of style that is suitable for you and your partner.
When complete, think about the overall mental state of Claudius.
Answer: What does this speech reveal about his mental state?
O, my offence is rank it smells to heaven;
It hath the primal eldest curse upon't,
A brother's murder. Pray can I not,
Though inclination be as sharp as will:
My stronger guilt defeats my strong intent;
And, like a man to double business bound,
I stand in pause where I shall first begin,
And both neglect. What if this cursed hand
Were thicker than itself with brother's blood,
Is there not rain enough in the sweet heavens
To wash it white as snow?
Whereto serves mercy
But to confront the visage of offence?
And what's in prayer but this two-fold force,
To be forestalled ere we come to fall,
Or pardon'd being down? Then I'll look up;
My fault is past. But, O, what form of prayer
Can serve my turn? 'Forgive me my foul murder'?
That cannot be; since I am still possess'd
Of those effects for which I did the murder,
My crown, mine own ambition and my queen.
May one be pardon'd and retain the offence?
In the corrupted currents of this world
Offence's gilded hand may shove by justice,
And oft 'tis seen the wicked prize itself
Buys out the law: but 'tis not so above;
There is no shuffling, there the action lies
In his true nature; and we ourselves compell'd,
Even to the teeth and forehead of our faults,
To give in evidence. What then? what rests?
Try what repentance can: what can it not?
Yet what can it when one can not repent?
O wretched state! O bosom black as death!
O limed soul, that, struggling to be free,
Art more engaged! Help, angels! Make assay!
Bow, stubborn knees; and, heart with strings of steel,
Be soft as sinews of the newborn babe! All may be well.
4. Act Three, Scene Four
Polonius
Gertrude
Hamlet
Ghost
Discussion Questions
Describe your reaction to the scene between Hamlet and Polonius.
Characterize Gertrude based on the conversation between her and Hamlet.
Evaluate Hamlet's current mental state.
Evaluate the role of the ghost.
Closure:
What is your opinion of Claudius?
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