Unit One B Week Nine: What Do Characters Reveal about Themselves? Hamlet
Lesson 2.8
Complete the following tasks; record your responses on this document which you will submit via Blackboard. You will need more space to record your answers; keep typing for the space to expand XXXXXXXXXXmarks
Before Comprehending and Responding
In Lesson 2.4, you defined the terms that follow. Reread and review the definitions you provided for the following terms:
1. Machiavelli
2. Tragic Hero
3. Tragedy
4. Foil
5. Soliloquy
6. Anagnorisis
7. Archetype
8. Hamartia
9. Irony
10. Imagery
11. Theme
12. Foreshadowing
13. Motif.
During Comprehending and Responding
As you view and read Act Three of Hamlet, pay particular attention to the soliloquies of Hamlet and Claudius:
· Hamlet’s soliloquy “To be or not to be…” (Act 3, Scene 1)
· Claudius’s soliloquy “Oh, my offence is rank…” (Act 3, Scene 2)
· Hamlet’s soliloquy “Now I might do it pat…” (Act 3, Scene 3)
After Comprehending and Responding
1. Now, based on Acts One, Two, and Three,
a. explain how the term relates to the play Hamlet
. support your explanations with direct references (quoted lines as well as the scene, and line numbers) from the play. /30 marks
Term
Act One
Act Two
Act Three
1. Machiavelli
2. Tragic Hero
3. Tragedy
4. Anagnorisis
5. Archetype
6. Hamartia
7. Irony
8. Theme
9. Foreshadowing
10. Motif
2. What do Hamlet’s soliloquies and Claudius’s soliloquy in Act Three reveal about the characters? Complete the template below. Use lines from the soliloquies (identified in the During Comprehending and Responding section of this lesson) to support your responses. /40 marks
Hamlet
Claudius
What is the character’s motivation?
Who is the character’s foil (refer to Acts One, Two, and Three to provide this information)?
What is the character’s conflict as revealed in the soliloquy (soliloquies)?
How does the character deal with the conflict?
What does the soliloquy (soliloquies) reveal about the character’s personality?
How does the character’s action or lack of action affect the character, the play, and/or other characters?
Is the character a positive or negative force? Explain.
What imagery does the character use in the soliloquy (soliloquies), and how is that imagery important to the action of the play?
Before Comprehending and Responding
1. Revisit lessons 2.2 and 2.3 to review the meanings of
· Tragedy
· Heroism/heroic/hero
· Tragic hero.
2. Before watching and reading Acts Four and Five of Hamlet, consider what you think is tragic thus far in the play and which characters you consider tragic.
During Comprehending and Responding
As you view and read Othello, Acts Four and Five, think about the inquiry questions you explored in Lesson 2.6:
a. What characteristics are admirable in a person?
· Honesty
· Kindness
· Committed/Assurance
· Open minded
. What characteristics do you admire in yourself?
· Loving
· Faithful
· Kindness
· Good manners
· Trustworthy
c. What admirable characteristics of other people have you tried to emulate?
· Patience
· Confidence
d. What is not-so-admirable in a person?
· Spreading rumors
· Lying
· Two faced
e. Does everyone agree on what is admirable and what is not admirable?
No, I believe everyone has different views about who is admirable while who is not. For a person, there may be different qualities that can create a difference between what a wonderful person is and who is not.
f. What doubts and fears are common among people? (consider doubts such as self-worth, uncertainty, distrust, etc., and fears such as betrayal, rejection, isolation, failure, etc.)
I think the majority of these fears in people are common. Other common fears could be mostly tragedy, rejection, failure, insecurity, and distrust.
g. What doubts and fears do you have?
I have doubts and fears: Uncertainty, mis confidence, losing faith treason, refusal and failing.
h. What are ways of dealing with doubts and fears?
· Feel the fear but use the opportunity to get it over.
· Go through your area of comfort.
· Think about what is better than what is worse.
· Do not overthink.
· Pray to God. The pain and suffering will be released.
i. How can our doubts and fears be an advantage?
· They can be of benefit, because of our doubt we could avoid doing something wrong.
· We have a chance to try to change them.
· It helped us to be strong in life and strategic. It can also strengthen your faith to God.
j. How can our doubts and fears be a disadvantage?
· You will lack confidence and have low self-esteem.
· Doubts can cause you to lose your relationship and friends.
· Doubts will make it difficult for you to trust others.
After Comprehending and Responding
Respond to the following questions.
1. What is tragic about the play Hamlet? Be specific. /10 marks
2. What elements and events make it tragic (refer to the elements you researched in lessons 2.2, 2.3, and 2.4)? /10 marks
3. Which characters are most tragic? Explain and show how they are tragic. /10 marks
4a. Select and respond one of the inquiry questions (listed in the During Comprehending and Responding).
I am responding to inquiry question # ____.
4b. In your response (one to three paragraphs), be sure to identify how the play Hamlet connects or relates to the inquiry question you selected. Provide specific lines (quotations) complete with the speaker’s name, the act and scene numbers, and the line numbers. /25 marks
To Be Banned or Not To Be Banned?
Complete the lesson; record your responses on this document; submit the lesson to Blackboard. You will need more space to record your answers; keep typing for the space to expand.
Before Composing and Creating
Hamlet abounds with difficult questions.
1. In this lesson, you will work through the stages of writing a position paper to respond to the following topic:
Shakespeare's Hamlet has been and continues to be taught in classrooms around the world. In a position paper (no fewer than 5 paragraphs), show that Hamlet should or should not remain part of high-school students’ education. In your position paper, you will use information from the play Hamlet and secondary sources to support your assertion.
NOTE: Do not base your response on the language Shakespeare uses to communicate his ideas. In your response to the topic, focus on the ideas Shakespeare presents; the language (due to the availability of modern translations) is not a basis for dismissing Hamlet.
A) As you begin thinking about and crafting your response to the above topic, be sure to consider the following (See Lesson 2.1):
· how the play does or does not relate to people now
· how the play does or does not relate to life
· how the play is or is not similar to cu
ent issues
· what is or is not interesting about the story
· what is or is not intriguing about the characters.
B) Consider what and who is tragic in the play (Lessons 2.2 and 2.3).
C) Consider your responses to the inquiry questions listed below (Lesson 2.6)
a. What characteristics are admirable in a person?
. What admirable characteristics do people try to emulate?
c. What is not-so-admirable in a person?
d. Does everyone agree on what is admirable and what is not admirable?
e. What doubts and fears are common among people? (consider doubts such as self-worth, uncertainty, distrust, etc., and fears such as betrayal, rejection, isolation, failure, etc.)
f. What are ways of dealing with doubts and fears?
g. How can people’s doubts and fears be an advantage?
h. How can people’s doubts and fears be a disadvantage?
2. As part of your pre-writing, share what you have learned via the play Hamlet in response to the inquiry questions (listed above in C a-g). Share your understandings and learnings in a video or audio presentation such as a song you write and perform, a podcast, an interview (e.g., you can interview the playwright, main characters…), or some other interesting format. /25 marks
3. Choose a focus for your position paper in response to the topic:
· will you focus on one or more of the inquiry questions 1 C a-g?
· will you focus on one or more of the bulleted statements in 1A?
· will you focus on something that resonated with you as you responded to the play (lessons XXXXXXXXXX)?
4. Use the online guide: Easy Steps to Write a Position Paper by Virginia Kearney https:
letterpile.com/writing/How-to-Write-a-Position-Paper-which-argues-a-claim.
5. Before you begin outlining and drafting your essay, visit these two sites to learn about the MLA format you must use for the final copy of your position paper:
· http:
www.easybib.com/guides/students/writing-guide/iv-write/a-formatting/mla-formatting-guide
· http:
www.easybib.com/guides/how-to-format-a-paper-in-mla8/.
6. Visit these websites that provide video tutorials for MLA format and MLA in-text citations (which you must use in this position paper):
· https:
www.youtube.com/watch?v=22CPQoLE4U0 (MLA Style Essay Format—Word Tutorial, 10 minutes)
· https:
www.youtube.com/watch?v=HTaUHS1mnvw (MLA In-Text Citations Step-by-Step Guide, 10 minutes).
7. You might find it useful to look at some examples of position papers:
· “Hunger Hurts” https:
hubpages.com/politics/Hunger-Hurts
· “The Death Penalty is Unjust” and “The Issue of Government Surveillance” https:
www.kibin.com/essay-writing-blog/2-position-paper-examples-stand-something/
8. What is your position in response to the prompt? /10 marks
· Should Hamlet remain part of high-school student’s education? Why?
· Where can you locate credible sources
esearch to support your position?
· How will you know the sources are credible (using sources that are not credible will weaken your position)?
· How will you keep track of the sources you use (whether you summarize, paraphrase, or quote directly) so you are not plagiarizing?
· How will you identify and respond to at least one opposing argument (to your position) in your position paper?
During Composing and Creating
1. Follow the Writing Steps outlined in the online guide (linked above); scroll