I was gone all last week, so I hope you enjoyed your extra TOK lessons and your time covering Act II with Mrs. Yuksel.
Here is what I understand happened… You worked on Act II and covered the study guide (I hope). You started, but did not finish, discussion on Hamlet’s soliloquy from Act I.
I understand we need to do some work with the soliloquies in act one and two. Please have reviewed these two passages (I.ii.129-159, and II.ii.558-614) so that we can really pull them apart tomorrow in class.
Friday there will be a quiz similar to the one from Act 1.
So it seems that you all have a good grasp of the soliloquy in Act I, so we moved into a discussion about Rosencrantz and Guildenstern– primarily why are they in the play? We learned some good things, thought about contrasts that are being set up, and looked forward to the thematic idea of appearance vs. reality that will be a larger discussion when we get into Act V.
Then we took some time to break apart Hamlet’s second soliloquy. We looked at it in a few ways. First, by chunking it into three parts. Then by categorizing these parts as to the purpose. Finally, we looked at the emotional development through the selection.
We broke up some of the reading by watching a few sections, one from the David Tennant version of Hamlet (Sol #2) and then from “Rosencrantz and Guildenstern are Dead” a few of the sections wherein the boys chat with Hamlet.
HW: Read the first to scenes of Act III for Friday, finish reading Act III for Monday. You will have a quiz Friday over Act II very similar to the quiz we had over Act I. Remember how you had a character ID section on the last quiz? Well, that will be different on Friday… What might I ask…? Order of events!
I would like to remind you that you should be working on your Hamlet paper. To help you out, here are some sample papers from my former students. Please keep in mind that none of these papers are perfect, but they are student final drafts and have a certain amount of refinement evident in thinking and development.
Of these four former students whose work I am sharing with you, I am in contact with all of them, so that says something.
To help with critical analysis skills, we will be using the SIFT/SQUID method for a few weeks.
For the SIFT you look at a passage of about 40 lines, sometimes a bit more as the scene is cut. Look at the whole passage for the above items keeping in mind that you need to have the “how do you know” clearly identified. That means you need to reference line numbers and give direct quotes. It is not enough to say, “There is a metaphor in the section”. You need to identify it- quote it- and then you can get credit for that aspect so long as you can explain it.
For the SQUID you look a a single line (5-10 words normally) and pull it apart in context of the SIFT passage. You may need to reference back to earlier in the entire work to make a connection, or think ahead to how it relates to action that occurs later in the play.
You all have a SIFT/SQUID to do for Monday, December 1. Please follow the following format (typed)
Bring 13 copies of your typed assignment to class on Monday. You will be giving one copy to each person in class and one to me. This will help you as you are all thinking about topics that may be of interest to you for the paper.
Here are the assigned passages:
Here are some samples for you to see if you missed the SIFT/SQUID work in class:
Additionally, Act 2 Quiz happened.
HW: Finish Figures of Speech Work Sheet for Act 1/2; Read the rest of Act 3; Complete your SIFT/SQUID and bring 13 copies to class Period 6 Monday afternoon. You need to have copies because I will not have time to make them for your classmates before class starts!
If you need some help with reading Act III- here is a handy study guide for you. Hamlet Act 3 Study Guide