Wednesday, June 11, 2008
Tuesday, June 10, 2008
Final Exam Review for "17th Century Poetry)
Post any questions/answers you have for "17th Century Poetry".
-lu-
-lu-
Final English Exam
These are the things that are going to be on the final exam:
1. Hamlet (Act II-End)
2. 17th century Poetry (English Civil War)
3. I am Legend
Final exam Essay: Demonstrate your understanding of the connection between all the works you covered sice september.
-Lu-
1. Hamlet (Act II-End)
2. 17th century Poetry (English Civil War)
3. I am Legend
Final exam Essay: Demonstrate your understanding of the connection between all the works you covered sice september.
-Lu-
Monday, June 9, 2008
I have been reviewing for the final by using previous tests i started with Hamlet could anyone help me with those quote for signifiance."Thus conscience make cowards of us all, And tus the native hue of resolution is sicklied o'er with the pale cast of thought, and enterprises of great pith and moment with this reguard their currents turn away and lose the name of action."
Any help?
Thanks
-Max Paluszynski
Any help?
Thanks
-Max Paluszynski
Friday, June 6, 2008
directions to Danielle's house
Directions to Danielle's house for the LOTR 12-hour Read-In:
From Main turn onto Mt Laurel Rd.(the hill with the light that goes to rt 38)
Make a right onto St. Anthony's Dr.
Follow St. Anthony's Dr toward a cul-de-sac at the end.
240 on the left.
From rt 38 turn onto Mt Laurel Rd
Left onto St Anthony's Dr.
240 on left.
See you all there!
From Main turn onto Mt Laurel Rd.(the hill with the light that goes to rt 38)
Make a right onto St. Anthony's Dr.
Follow St. Anthony's Dr toward a cul-de-sac at the end.
240 on the left.
From rt 38 turn onto Mt Laurel Rd
Left onto St Anthony's Dr.
240 on left.
See you all there!
Wednesday, June 4, 2008
I Am Legend Discussion Thread
Alright so lets start discussing this story.
I would like to start off by saying that Robert Neville is one of the most realistic and tangible characters that I have ever read about in a book, he isn't an immortal hero, he isn't a knight in shining armor, he has drunken fits of rage, a dry cynical sense of humor that one can only acquire by being in the man made apocalypse and he is just trying to survive, has anyone ever read about another character who is this real?
-Doug Z
I would like to start off by saying that Robert Neville is one of the most realistic and tangible characters that I have ever read about in a book, he isn't an immortal hero, he isn't a knight in shining armor, he has drunken fits of rage, a dry cynical sense of humor that one can only acquire by being in the man made apocalypse and he is just trying to survive, has anyone ever read about another character who is this real?
-Doug Z
Thursday, May 29, 2008
Here are your suggestions
The following are the text titles you suggested. To provide a greater degree of flexibility and potential interest, I have combined the suggestions of both classes. The list proceeds in order, starting with those texts mentioned by the most students.
Top Contenders:
I Am Legend
Jurassic Park
(both are excellent choices - I have frequently considered finding ways to work them into my teaching. And both have film versions that deviate significantly from the original work, which would give us even more to discuss. Matheson is hailed by modern horror writers--included King--as a major influence. Crichton has become a bit hackneyed in his choices of plotlines as of late, but I think JP stands as an excellent example of his style and most oft-used theme. I applaud both as potential texts)
Runner-Up:
Fight Club
(another excellent choice - but one I have yet to read, although it's on my Big List. I am certainly a fan of the film, and C.P. is certainly a popular and influential modern writer.)
The Pack:
Something Wicked This Way Comes
East of Eden
Aesop's Fables / Grimm's Fairy Tales
The Inferno (by Dante)
The Picture of Dorian Gray
1001 Arabian Nights
The Count of Monte Cristo
War of the Worlds
Dracula
Journey to the Center of the Earth
Angels and Demons
(These are all quality texts--literary classics, pulp classics, and fun stuff. The Inferno may be more than you want to handle right now...the fables and fairy tales would be much fun, but perhaps a little lighter than I'd like to go...we'd only be able to do selections from the Arabian Nights, I think. But otherwise, all worthy choices)
And the Rest
The Alchemist
The Last Lecture
Bless the Beasts and the Children
The Lovely Bones
The Perks of Being a Wallflower
The Five People You Meet in Heaven
Watership Down
Lolita
Water for Elephants
(again, phenomenal choices. I ADORE Watership Down--read it for the first time in my senior year, long ago--if you never thought a bunny could be a hero, think again! I also adore The Alchemist--a short novel, but so profoundly meaningful and inspirational--I have suggested its inclusion on the curriculum many times! The Lovely Bones is already making appearances on school curricula across the nation, so it's also a fine choice. It's brilliant, but I would likely be fired for teaching Lolita to high school students. Again, really great things to choose from here.
This post will be duplicated on both blogs. Record your comments, and let's achieve consensus! Once we have, you may get your copy, and commence reading immediately!
LAZ
Top Contenders:
I Am Legend
Jurassic Park
(both are excellent choices - I have frequently considered finding ways to work them into my teaching. And both have film versions that deviate significantly from the original work, which would give us even more to discuss. Matheson is hailed by modern horror writers--included King--as a major influence. Crichton has become a bit hackneyed in his choices of plotlines as of late, but I think JP stands as an excellent example of his style and most oft-used theme. I applaud both as potential texts)
Runner-Up:
Fight Club
(another excellent choice - but one I have yet to read, although it's on my Big List. I am certainly a fan of the film, and C.P. is certainly a popular and influential modern writer.)
The Pack:
Something Wicked This Way Comes
East of Eden
Aesop's Fables / Grimm's Fairy Tales
The Inferno (by Dante)
The Picture of Dorian Gray
1001 Arabian Nights
The Count of Monte Cristo
War of the Worlds
Dracula
Journey to the Center of the Earth
Angels and Demons
(These are all quality texts--literary classics, pulp classics, and fun stuff. The Inferno may be more than you want to handle right now...the fables and fairy tales would be much fun, but perhaps a little lighter than I'd like to go...we'd only be able to do selections from the Arabian Nights, I think. But otherwise, all worthy choices)
And the Rest
The Alchemist
The Last Lecture
Bless the Beasts and the Children
The Lovely Bones
The Perks of Being a Wallflower
The Five People You Meet in Heaven
Watership Down
Lolita
Water for Elephants
(again, phenomenal choices. I ADORE Watership Down--read it for the first time in my senior year, long ago--if you never thought a bunny could be a hero, think again! I also adore The Alchemist--a short novel, but so profoundly meaningful and inspirational--I have suggested its inclusion on the curriculum many times! The Lovely Bones is already making appearances on school curricula across the nation, so it's also a fine choice. It's brilliant, but I would likely be fired for teaching Lolita to high school students. Again, really great things to choose from here.
This post will be duplicated on both blogs. Record your comments, and let's achieve consensus! Once we have, you may get your copy, and commence reading immediately!
LAZ
Wednesday, May 28, 2008
May 28th Class
*Date for extra credit is set for June 8th and the time is 10 am. The section of text has also been set, but we still need a location.
*Test tomorrow, today was the last day for review. Test will have:
1. questions on the history of the time period
2. Bios. (look at quizzes for help)
3. excerpts from poems- name poem, poet, and answer questions
4. Paradise Lost
dates will be more for historical importance than bios.
about 45 questions
*we pretty much spent the day asking different questions about the test.
*for our next unit we have the choice of picking from the books the school has or picking a book to read, some ideas were; Clockwork Orange, a Steven King novel, one of the Bourne books, Great Gatesby, and other random books. Look for something you like and bring it up at least by Friday.
Jess
PS Don't forget to study!!!!!!
*Test tomorrow, today was the last day for review. Test will have:
1. questions on the history of the time period
2. Bios. (look at quizzes for help)
3. excerpts from poems- name poem, poet, and answer questions
4. Paradise Lost
dates will be more for historical importance than bios.
about 45 questions
*we pretty much spent the day asking different questions about the test.
*for our next unit we have the choice of picking from the books the school has or picking a book to read, some ideas were; Clockwork Orange, a Steven King novel, one of the Bourne books, Great Gatesby, and other random books. Look for something you like and bring it up at least by Friday.
Jess
PS Don't forget to study!!!!!!
Monday, May 19, 2008
Extra Credit: 12 hour read
Lazaro has decided to allow us to read a section of the Lord of the Rings. First everyone must agree on a date- majority rules: May 31st, June 4th/5th or 14th. Secondly, we must find a house to be volunteered for the 12 hours. Thirdly, when we decide which section we want to read, everyone must have a copy of that book either rented/borrowed/bought, just have a copy.
**The gamble for this is that the extra credit is all or nothing, so you must remain at the read for the whole 12 hours.
**For dinner, Laz wants us each to bring a themed dish to the read.
**(other things like dressing like a character or learning a LOTR song then singing it at the read will gain more "credit where the credit is due."
RC
**The gamble for this is that the extra credit is all or nothing, so you must remain at the read for the whole 12 hours.
**For dinner, Laz wants us each to bring a themed dish to the read.
**(other things like dressing like a character or learning a LOTR song then singing it at the read will gain more "credit where the credit is due."
RC
Saturday, May 17, 2008
Monday, May 12, 2008
Class for friday May 9th
1. We took a quiz on the John Milton bio.
2. We then talked about Paradise Lost, Paradise Regianed and Agunisitis and how Milton wrote all three of these while he was blind and he would just have people write down what he would say.
3. Next Lazarow took questions on Miltons bio and he told us Milton was a strong supporter of Cromwell.
4. Reminder that the paper on the things they carried is due on tuesday may 13. This tuesday coming up.
5. Lazarow then took questions on Sonnet xix: when i consider how my light is spent. We didnt get to many question though the bell rang.
Dylan Ketchel
2. We then talked about Paradise Lost, Paradise Regianed and Agunisitis and how Milton wrote all three of these while he was blind and he would just have people write down what he would say.
3. Next Lazarow took questions on Miltons bio and he told us Milton was a strong supporter of Cromwell.
4. Reminder that the paper on the things they carried is due on tuesday may 13. This tuesday coming up.
5. Lazarow then took questions on Sonnet xix: when i consider how my light is spent. We didnt get to many question though the bell rang.
Dylan Ketchel
Sunday, May 11, 2008
Milton- Paradise Lost
Post Questions for Paradise Lost here.
1. Can anyone derive a meaning from lines 153-155 when Beezlebulb is finishing speaking? I can't seem to figure out what "it" is in reference to.
R.C.
1. Can anyone derive a meaning from lines 153-155 when Beezlebulb is finishing speaking? I can't seem to figure out what "it" is in reference to.
R.C.
Thursday, May 8, 2008
Writing Assignment
This is for any questions reguarding the writint assignment due tuesday may 12th!
- k fahey
- k fahey
Tuesday, May 6, 2008
may 6th
i believe i missed my turn somehow so i'm just going to pick up with this day..
today laz discussed how the dance marathon didnt get the support that it was supposed to and that he wanted and brought up how basically nobody signed up when they said they would and he's really upset about it.
Then..he gave us our assignment for the short story The Things They Carried. We had to write down a list of everything we were currently carrying on us. That included everything in our wallets, pockets, extra papers in our backpacks, change, everything. Then, we have have to write about a few of the things that have another meaning besides the practical meaning. It should describe the signifcance of those items and how they make us the way we are etc. We can't write about things that we don't carry. It is due next Tuesday. He was generous.
Then we had about five or ten minutes left since it took a long time for everyone to compose their list of what they were carrying so we took questions on the Ben Jonson poem A Song Apologetick. We had very little time to discuss it so we didnt get too in depth with it.
We are continuing onward with the Robert Herrick bio and the two poems following that. We should be prepared for a quiz on the bio and the two poems tomorrow.
B.Fink
today laz discussed how the dance marathon didnt get the support that it was supposed to and that he wanted and brought up how basically nobody signed up when they said they would and he's really upset about it.
Then..he gave us our assignment for the short story The Things They Carried. We had to write down a list of everything we were currently carrying on us. That included everything in our wallets, pockets, extra papers in our backpacks, change, everything. Then, we have have to write about a few of the things that have another meaning besides the practical meaning. It should describe the signifcance of those items and how they make us the way we are etc. We can't write about things that we don't carry. It is due next Tuesday. He was generous.
Then we had about five or ten minutes left since it took a long time for everyone to compose their list of what they were carrying so we took questions on the Ben Jonson poem A Song Apologetick. We had very little time to discuss it so we didnt get too in depth with it.
We are continuing onward with the Robert Herrick bio and the two poems following that. We should be prepared for a quiz on the bio and the two poems tomorrow.
B.Fink
Monday, May 5, 2008
may 5
I'm not really sure where we are on this so I'm just going to post about today..
today we took a break from the poetry and discussed the short story that we read over the weekend, "the things they carried". laz asked if there were any questions and we talked a little about it. we didn't get too in depth about it but there will be an assignment tomorrow about it.
the people who were absent friday made up the quiz that we had and tomorrow we're going back into the poetry packet, starting with "Life of Herrick" (Robert Herrick's bio). I'm pretty sure we're having a quiz..
meg k
today we took a break from the poetry and discussed the short story that we read over the weekend, "the things they carried". laz asked if there were any questions and we talked a little about it. we didn't get too in depth about it but there will be an assignment tomorrow about it.
the people who were absent friday made up the quiz that we had and tomorrow we're going back into the poetry packet, starting with "Life of Herrick" (Robert Herrick's bio). I'm pretty sure we're having a quiz..
meg k
Tuesday, April 29, 2008
Man
In the third stanza i'm having trouble understanding the fourth line about man's home. I think that it means that man knows that his home is with god in heaven, but they don't know how to get there, and just makes excuses about not trying to find the way. I'm not sure if this is right so if i could get some feedback that would be great.
Chris C.
Sunday, April 27, 2008
The Collar - George Herbert
Anyone get some of the strange vocab in this? Like "abroad"- can only seem to find an adverb form of this. Also in this poem it seems that he likes to spell words how he wants to pronounce them because he uses "winde" (win-duh) instead of "wind" and "rode" instead of road.
R.C.
R.C.
Tuesday, April 22, 2008
April 22nd 2008
I don't know if we're still doing the order so i'll go ahead anyway...
Today we had a quiz comparing two similar stanzas one from Canonization and the other from valediction.
We dicussed the meaning of the peom. At first glance you would think it was about death and not mourn for it, but it clearly says in the title its the acceptance of saying goodbye. The first two stanzas are a similie bewtween two ways of saying good bye in the death sense. A virtuous man dies in peace, so peaceful in fact that some can't tell weather or not he has passed. The second dicussed the appropriatness of saying goodbye. Lovers should part similar to that of the deceased. We discussed the meaning of Trepidation of the Spheres. In the elizabethan times they beleived the earth was surronded by crystal spheres that vibrated giving off a sound waves/ soung of the universe. Those who were spiritually excelled could possibly hear the this song. This whole idea is showing how an earthquake's result matters less than that of the trepidation. Confusing eh?
k fahey
Today we had a quiz comparing two similar stanzas one from Canonization and the other from valediction.
We dicussed the meaning of the peom. At first glance you would think it was about death and not mourn for it, but it clearly says in the title its the acceptance of saying goodbye. The first two stanzas are a similie bewtween two ways of saying good bye in the death sense. A virtuous man dies in peace, so peaceful in fact that some can't tell weather or not he has passed. The second dicussed the appropriatness of saying goodbye. Lovers should part similar to that of the deceased. We discussed the meaning of Trepidation of the Spheres. In the elizabethan times they beleived the earth was surronded by crystal spheres that vibrated giving off a sound waves/ soung of the universe. Those who were spiritually excelled could possibly hear the this song. This whole idea is showing how an earthquake's result matters less than that of the trepidation. Confusing eh?
k fahey
Monday, April 21, 2008
Monday April 21, 2008
Today in class there was a quiz on The Canonization. We also got the quizes back from thursday. Todayin disscusion we said how the first stanza is talking about how he wants to love and not be criticized for it. The second stanza is a continuation of the first. In the third Donne uses the phoenix as a symbol of eternal love. And in the fourth stanza we talked about how the italian word for room is stanza so it makes the line concerrning that make sense. Throughout the poem there are also references to the balance of opposing forces. Tomorrow there will most likely be a quiz and i am guessing it is on A Valediction Forbidding Mourning.
-Chris C.-
-Chris C.-
Sunday, April 20, 2008
April 17
During class today we had a quiz on John Donne's "The Flea". (we will most likely have a quiz next time on "The Canonization". Then we discussed the Flea itself. The poem itself is a metaphor for sex. When the flea bites the two people their blood is combined (marriage). When the women kills the flea, she is committing suicide, murder, and destroying the marriage. ***A concept that is well understood in this time is that sex steals a bit of your life each time and therefore one that has sex a lot will die earlier. At the end of the poem, Donne makes the point that if the flea is like sex and the flea is dead and you don't feel any worse, then let's have sex. Another thing he makes mention at the end is you may lose honor, but it is only a flea's amount of honor (very little).
Ryan
Ryan
Wednesday, April 16, 2008
John Donne
Post any questions about John Donne or his poems here.
P.S. I figured out how to add team members so we don't have to use Laz's account to post, tell me if you want to be added.
JessO
P.S. I figured out how to add team members so we don't have to use Laz's account to post, tell me if you want to be added.
JessO
Class Blog Entry
Hola!
Here is the entry. Everyone got their grades back. Pretty much review for a possible quiz tomorrow on ALL the Jon Donne stuff. Plus have questions on his poetry ready for tomorrow for in class discussion.
~Heather C
Here is the entry. Everyone got their grades back. Pretty much review for a possible quiz tomorrow on ALL the Jon Donne stuff. Plus have questions on his poetry ready for tomorrow for in class discussion.
~Heather C
Saturday, April 5, 2008
Extra credit paper for tables
Just wanted to remind everyone that the paper for extra credit on the table is due on monday. The quote we have to respond to is, " the unexamined life is not worth living" If you have any questions or comments just post them.
Dylan Ketchel
Dylan Ketchel
Thursday, April 3, 2008
Class Wensday April 3
1. He started off talking about versions on Hamlet on video. He then asked for last questions for the test tomorrow. The test will count on the third marking period and to study, he said to study the themes and connections we made between them.
2. We then picked up where we left off yesterday with the year of 1649. In 1649 Oliver Cromwell took over and established a military dictatorship lasting until 1658 and in 1658 his son took over. After his son took over, the English people went to Charles II in France and asked him to come back to England to be their new king, he comes back to England and takes over from Cromwell's son.
3. He then started to talk about the Jacobean Period which was during James I rule. There were two groups of writers the Cavaliers and Puritans. They both used the metaphysical school of literature which is deep philosophical thinking on religion. The main thing in metaphysical literature was the use of the conceit which is a fanciful metaphor that is designed not just to compare things but to shock the audience. He also said that the Cavaliers did not agree with the Elizabetahen writers and their poetry was against them.
4. He then handed out a packet of readings and everything in the packet is fair game for a test. We are going to have a pop quiz when we come back and if the class average is lower than 60% then he will have a quiz everyday after that until the average goes over 60%. Once it is over 60% then we will just have regular pop quizzes on random days. But if on one of those quizzes the average is below 60% again then we keep getting quizzes everyday until we get above 60% again.
Dylan Ketchel
2. We then picked up where we left off yesterday with the year of 1649. In 1649 Oliver Cromwell took over and established a military dictatorship lasting until 1658 and in 1658 his son took over. After his son took over, the English people went to Charles II in France and asked him to come back to England to be their new king, he comes back to England and takes over from Cromwell's son.
3. He then started to talk about the Jacobean Period which was during James I rule. There were two groups of writers the Cavaliers and Puritans. They both used the metaphysical school of literature which is deep philosophical thinking on religion. The main thing in metaphysical literature was the use of the conceit which is a fanciful metaphor that is designed not just to compare things but to shock the audience. He also said that the Cavaliers did not agree with the Elizabetahen writers and their poetry was against them.
4. He then handed out a packet of readings and everything in the packet is fair game for a test. We are going to have a pop quiz when we come back and if the class average is lower than 60% then he will have a quiz everyday after that until the average goes over 60%. Once it is over 60% then we will just have regular pop quizzes on random days. But if on one of those quizzes the average is below 60% again then we keep getting quizzes everyday until we get above 60% again.
Dylan Ketchel
Tuesday, April 1, 2008
class march 31
so i meant to blog yesterday and completely forgot..
first he handed back out act 3 tests, there was a 14 point curve on them..
then we reviewed for the test at the end of this week. the structure is going to be just one essay question, probably from a thematic perspective.
some review topics we discussed:
- shakespeare's point in returning fortinbras in the end is the necessity of monarchy (reinforcement of social values from elizabethan perspectives), that the resumption of monarch is necessary for the well-being of the nation and its people
- fortinbras arguably "wins" because he loses the least. he gains the throne without losing too much and kept his honor
- hamlet also arguably "wins" because he accomplished his vengeance.. his life purpose was to set things right, which he does.
Meg K.
first he handed back out act 3 tests, there was a 14 point curve on them..
then we reviewed for the test at the end of this week. the structure is going to be just one essay question, probably from a thematic perspective.
some review topics we discussed:
- shakespeare's point in returning fortinbras in the end is the necessity of monarchy (reinforcement of social values from elizabethan perspectives), that the resumption of monarch is necessary for the well-being of the nation and its people
- fortinbras arguably "wins" because he loses the least. he gains the throne without losing too much and kept his honor
- hamlet also arguably "wins" because he accomplished his vengeance.. his life purpose was to set things right, which he does.
Meg K.
April Fools Day
In class we discussed Hamlet to prepare more for the test on friday. We discussed many themes in the play such as: appearance vs. reality, revenge, betrayal, life and death, men and women, etc.
The test on friday will be one essay most likely discussing some thematic aspect. Be sure to know characters, plot, and various themes very well.
Brittany M
The test on friday will be one essay most likely discussing some thematic aspect. Be sure to know characters, plot, and various themes very well.
Brittany M
Monday, March 31, 2008
Thursday, March 27, 2008
Achebe tonight!
Looking forward to seeing the great Achebe this evening--just wondering how many of you were going to be attending as well?
LAZ
LAZ
Wednesday, March 19, 2008
Wednesday March 19, 2008
I apologise for the confusion in the blogs!!
Today in class we continued to review Act 5.
For the majority of the period we had an open discussion about the Dance Marathon.
We dicussed the significance and relevance of the scene with Hamlet and Oric. Hamlets attitude towards Oric resembles that of Hamlet in the beginning of the play. He was immature and selfish. The reader would think Hamlet would have changed significantly after all he's been through. It just goes to show that there isn't always a complete revolution of character, some traits will never completely be eradicated. This scene is a result of many different compilations of Shakespeare's manuscripts. We came to the comclusion there is no major plot points in the scene, only character formation, so it is disposable.
- kim fahey
Today in class we continued to review Act 5.
For the majority of the period we had an open discussion about the Dance Marathon.
We dicussed the significance and relevance of the scene with Hamlet and Oric. Hamlets attitude towards Oric resembles that of Hamlet in the beginning of the play. He was immature and selfish. The reader would think Hamlet would have changed significantly after all he's been through. It just goes to show that there isn't always a complete revolution of character, some traits will never completely be eradicated. This scene is a result of many different compilations of Shakespeare's manuscripts. We came to the comclusion there is no major plot points in the scene, only character formation, so it is disposable.
- kim fahey
Thursday, March 13, 2008
class thursday, March 13
Ok well , the class blogging sort of dropped off since chris, so i'm just going to go now.
-We reviewed the rest of Act 4 scene 5
We covered topics including:
-The mob at the palace gates demanded that Laertes become king. We discussed why which was because of Polonious' death and the suspicious cover up that followed it. Since Laertes is of the nobility his return gave the people a reason to want him as king.
-We also discussed how Claudius was able to clam Laertes. He barraged Laertes with a series of questions to ease him out of his rage.
- we discussed the meaning of Ophelia's songs. One of the songs was about a guy using a girl to sleep with her, which represents Hamlets betrayel, yet she and Hamlet never slept together.
-Greg D.
-We reviewed the rest of Act 4 scene 5
We covered topics including:
-The mob at the palace gates demanded that Laertes become king. We discussed why which was because of Polonious' death and the suspicious cover up that followed it. Since Laertes is of the nobility his return gave the people a reason to want him as king.
-We also discussed how Claudius was able to clam Laertes. He barraged Laertes with a series of questions to ease him out of his rage.
- we discussed the meaning of Ophelia's songs. One of the songs was about a guy using a girl to sleep with her, which represents Hamlets betrayel, yet she and Hamlet never slept together.
-Greg D.
Thursday, March 6, 2008
Tuesday March 6, 2008
In Class today there was a sub. We continued to study for our test on Act 3 of Hamlet. The date for the test is still tomorrow and other than that there is no homework.
- Chris C
- Chris C
Wednesday, March 5, 2008
Act III Review Quotes
Here is a list of Act III quotes that I have compiled that seem useful. I emphasize that everyone should still know the text by heart because any quote that Laz can pull out of memory is likely to be on this test.
Warning: These are only my interpretations so there may be other ways of interpreting this. Also this is by no means a complete list and is subject to revision and editing. Please submit any other quotes along with additional significance to these quotes. (R.C.)
Chapter 3 Relative Quotes
ACT III
Scene I
1. “We are oft to blame in this (‘tis too much proved) that with devotion’s visage and pious action we do sugar o’er the devil himself” lines 52-55
a. Polonius, speaking to Claudius, preparing to spy on Hamlet
b. Appearance vs. Reality, by looking and acting the part we become the part but the underlying causes are still evil.
2. “How smart a lash that speech doth give my conscience”
a. Claudius, self (soliloquy- aside), preparing to spy on Hamlet
b. Seems almost like a confession but does not show what he is guilty for. This is put in to grab the audience’s attention and gives a possibility that Hamlet is correct and that the ghost is not a devil.
3. “The harlots cheek beautied with plast’ring art is not more ugly to the thing that helps it than is my deed to my most painted word. O heavy burden!” lines 56-62
a. Claudius, self (soliloquy- aside), preparing to spy on Hamlet
b. Claudius is trying to cover up for something. Lying only ends up making things worse, not better. Since Claudius is a usurper and is flawed, he thinks he is in control but will only end up making everything unravel.
4. “To be or not to be—that is the question:…” lines 64-98
a. Hamlet, speaking to self (soliloquy), walking around acting mad
b. Shows Hamlet’s cynical view of life again. Hamlet is rational in thought here, using his philosophical background to debate the topic of death. He states that because people are cowards and fear the unknown they will not take their own lives- thinking things through makes people not want to do them. This rational thought makes us respect Hamlet a little more.
5. “Where’s your father?” line 141
a. Hamlet to Ophelia (Claudius + Polonius eve’s dropping), Ophelia + Hamlet fighting
b. This is a response that catches Ophelia off guard which then prompts her to respond with her first lie to Hamlet. This is significant because it shows that Hamlet now definitely knows that he is being watched by someone (if he didn’t know before) and shifts Ophelia from being a friend to a foe.
6. “Thus set it down: he shall with speed to England for the demand of our neglected tribute.” Line 184
a. Claudius to Polonius, after observing Hamlet with Ophelia
b. Claudius wants Hamlet to practice his diplomatic skills. He also wants Hamlet out of the country so that he might become sane again.
Scene III
7. “O, my offense is rank, it smells to heaven;…” lines 40
a. Claudius, self-soliloquy, after he ran off from the play
b. Claudius is partially human because he feels remorse for what he has done but he will not give up what he gained from it. Against the Judeo/Christian belief of repentance – must believe in what you want to be forgiven for and must give up all that you have gained from it.
8. “My words fly up, my thoughts remain below; Words without thought never to heaven go”
a. Claudius- soliloquy, after he ran off from play and Hamlet was watching him
b. Claudius talks about repentance but does not wish it because he doesn’t believe in his own words. This is a significant part of the play because Hamlet could end the play right now but he chooses not to because he does not want Claudius to go to heaven.
9. “Come, come, and sit you down; you shall not budge. You go not till I set you up a glass where you may see the inmost part of you.” Line 23-25
a. Hamlet to Gertrude (Polonius spying), after Polonius makes another plan to spy on Hamlet
b. Another reference to appearance vs. reality because Hamlet wants to show Gertrude how she is viewed by him, not how she just normally views herself. This is also significant because it is misinterpreted as a threat instead of a philosophical look into one’s own soul which then results in the death of Polonius.
10. “Look here upon this picture and on this, The counterfeit presentment of two brothers…” line 63 onward.
a. Hamlet to Gertrude, after the death of Polonius, still inside Gertrude’s room
b. Shows how Hamlet views the two kings. Shows “divine right of kings” that old Hamlet is portrayed as a god while the usurper should be portrayed as a moldy ear. Usurpers are not normal and disrupt the “Great Chain of Being”.
11. “My pulse as yours doth temperately keep time and makes healthful music.” Line 161
a. Hamlet to Gertrude, after Ghost re-appears
b. Hamlet gives explanations for why he is not mad by saying his pulse is normal. The ghost may have appeared when the others could see it before, but this ghost could be a manifestation of his conscience warning him not to hurt his mother. Since he has to remind himself not to hurt someone it means that he is going partially insane.
12. “Let it work for ‘tis the sport to have the enginer hoist with his own petard; and ‘t shall go hard but I will delve one yard below their mines and blow them at the moon.”
a. Hamlet to Gertrude, after ghost leaves
b. Shows that Hamlet knows the repercussions of his actions and that he will be punished for killing Polonius. Also shows that he is smart enough to know that Claudius will make an attempt on his life, but since he is smart, he will outsmart the would be assassins and use their own tricks against them.
13. “The counselor is now most still, most secret, and most grave, who was in life a foolish prating knave.”
a. Hamlet to the body of Polonius, dragging Polonius away
b. Joking about Polonius showing that the only way he was ever able to be quiet and not intrude on anything is when he is dead. Basically, he states that because he was that way in life that’s what got him killed.
March 5th
Summary:
Act III Review+ Questions
A3 S1 Q18
During the fight between Hamlet and Ophelia, Hamlet is actually mad at Gertrude not so much Ophelia.
A3 S1 Q21
Neither of the two still love each other. Hamlet is focused on other things besides love and Ophelia doesn't mention anything about love only about Hamlet being the love of the state. Ophelia is emotional at this part because she takes her fathers mindset that she is saving the throne and Polonius convinced her that she is indirectly responsible for Hamlet's madness.
A3 S1 Q27
This quote shows that Claudius is concerned more with his own safety rather than that of the state's. He says that madness in "great minds" must not unwatched go- signifying that Hamlet is a force to be reckoned with. This quote is also ironic because he just finished a speech saying that it is not madness.
Last line of Act 4 Scene III
"Hidefox, and all after"
-makes reference to fox hunting in England (one fox vs a large number of hounds)
-Hamlet is the fox (but believes the outcome will be different than the normal game)
Progressing forward
Act IV Scene III
"Convocation of politic worms"
-a joke at Polonius' expense
-a convocation is a council
- this refers to a religious conference in Worms (pronounced Verms)
- in this case it is actually worms attending, and the policy is food
Hamlet is cynical about human nature
-we have the food chain backwards, maggots are at the top
-we are actually close to the bottom
-everyone around Hamlet betrayed him (reason for being so cynical)
AIV SIII Q 5
Hamlet recommends that Claudius send a messenger to heaven to find Polonius or he himself can go look for Polonius in hell, basically a polite way of saying "go to hell"
*First scene where Claudius and Hamlet meet face to face*
Test: Remember- Friday, Quotes 10 questions/100 points
Need Speaker, spoken to, when it occurred, and significance (pres,past,future)
Act III Review+ Questions
A3 S1 Q18
During the fight between Hamlet and Ophelia, Hamlet is actually mad at Gertrude not so much Ophelia.
A3 S1 Q21
Neither of the two still love each other. Hamlet is focused on other things besides love and Ophelia doesn't mention anything about love only about Hamlet being the love of the state. Ophelia is emotional at this part because she takes her fathers mindset that she is saving the throne and Polonius convinced her that she is indirectly responsible for Hamlet's madness.
A3 S1 Q27
This quote shows that Claudius is concerned more with his own safety rather than that of the state's. He says that madness in "great minds" must not unwatched go- signifying that Hamlet is a force to be reckoned with. This quote is also ironic because he just finished a speech saying that it is not madness.
Last line of Act 4 Scene III
"Hidefox, and all after"
-makes reference to fox hunting in England (one fox vs a large number of hounds)
-Hamlet is the fox (but believes the outcome will be different than the normal game)
Progressing forward
Act IV Scene III
"Convocation of politic worms"
-a joke at Polonius' expense
-a convocation is a council
- this refers to a religious conference in Worms (pronounced Verms)
- in this case it is actually worms attending, and the policy is food
Hamlet is cynical about human nature
-we have the food chain backwards, maggots are at the top
-we are actually close to the bottom
-everyone around Hamlet betrayed him (reason for being so cynical)
AIV SIII Q 5
Hamlet recommends that Claudius send a messenger to heaven to find Polonius or he himself can go look for Polonius in hell, basically a polite way of saying "go to hell"
*First scene where Claudius and Hamlet meet face to face*
Test: Remember- Friday, Quotes 10 questions/100 points
Need Speaker, spoken to, when it occurred, and significance (pres,past,future)
Tuesday, March 4, 2008
Monday, March 3rd
| Well Mr. Lazarow took a day off and didn't join us on Monday. Instead we had the lovely Mr. L remind us all to STUDY FOR THE ACT III TEST! It will be on Friday as you probably already know and we will most likely review more tomorrow. That's pretty much it seeing as how there weren't any notes in class. Goodnight and Good Luck. -Will Cosden |
Friday, February 29, 2008
What we did today on 2-29-08
We first started off with taking a survey on the Dance-a-thon. It was a 10 question survey on what we thought would be good idea's for the dance-a-thon. After we completed it we handed it in. After that we took last calls for act III Scene IV. There were no final questions to be asked. We proceeded on with a review layout for the test. It will all be done on Act III. There will be 10 questions worth 10 points a peice. All the questions will be based on quotes. We will have to name the speaker,whom spoken to, and the significance of the quote. The test will take place next friday. Finally we started to read Act IV and completed to the start of Scene II.
-Max Paluszynski
-Max Paluszynski
Thursday, February 28, 2008
Class Blog Entry
Hey everyone! We made it through one whole cycle! Here is what we talked about today...
- We got our Act III Scene ii quizzes back.
- We continued our discussion on Act III Scene iv
- We got our Act III Scene ii quizzes back.
- We continued our discussion on Act III Scene iv
- Is Hamlet asking his mother not to sleep with Claudius? - Yes he is but he is saying it in a weird way. Gertrude asks what should she do and Hamlet responds with don't do what I am telling you to do. There are two main requests he has, (1) Don't let the king tempt Gertrude and to stay clear of him (the longer you stay away from him the easier it gets) and (2) Don't tell anyone especially Claudius about the truth of his "madness". Hamlet wants Gertrude to go to Heaven and he wants to save her soul but she has to repent.
- Is Hamlet giving Gertrude a choice? - Yes, he is asking is she going to be the Queen, who is loyal to Claudius, or his Mother, who is loyal to Hamlet. So far throughout the play, she has been acting like the Queen, not his Mother. Her response is that she will be loyal to Hamlet but there is a high possibility that she could be lying to get out of the situation.
- "...Hoist with his own petard..." - it means to kill with one's own weapon. This is what Hamlet is planning on doing to Rosencrantz and Guildenstern in England or on the way to England since they are taking Hamlet there. Polonius has already been killed by his own weapon by spying and being in the wrong place in the wrong time. Claudius hasn't told R & G that Hamlet is not supposed to be coming back. Right now Claudius is more concerned with his self-preservation than what is best for the kingdom.
- What has Polonius achieved in death? - He has finally shut-up and he now can keep secrets since he can't tell anyone them because he is dead.
- Connection: 3 young men with dead fathers. Hamlet, Laertes, and Fortinbras
- Side note: Claudius must be in his 50s or 60s
- Going into Act IV...we are about to experience a government cover-up!
Last Questions tomorrow for Act III and talk of the test
Wednesday, February 27, 2008
Wednesday 2/27
First off today in class we finished up Act 3 Section 3 questions
-we talked about how Claudius's guilt is an example of human nature
We then began talking about Act 3 Scene 4
-we talked about how Hamlet wants Gertrude to see the nature of her own soul, but she interprets that as Hamlet is going to kill her
-explained how a mirror is a reflection of your soul and this part of the play reflects back onto the audience as in they see their own nature
-we talked about how Hamlet uses the medallions to Gertrude what she stands for (Hamlets is God, Gertrude's is a moldy ear)
-explained how Hamlet tells Gertrude she cannot be in love because she is too old and the passion is gone (the blood is tame)
-discussed how Gertrude thinks Hamlet is insane because he sees a ghost no one else sees, this means a couple of things, Hamlet is either truly insane because he sees this, and oh yeah he does kill Polonious, or that the ghost is a reflection of his conscience reminding him not to hurt his mother
-explained how Hamlet really wants his mom to repent and be saved
-discussed how Polonious screams when he thinks Hamlet is going to kill Gertrude which causes Hamlet to think it is Claudious and stab blindly, killing Polonious, and then how Hamlet knows he will pay for what hes done
-Finally we talked about how Hamlet tells Gertrude his pulse is normal so his passions aren't unbalanced so he isn't insane and he tells her that she is blaming others like him for her guilt about what has happened.
-Doug Z.
-we talked about how Claudius's guilt is an example of human nature
We then began talking about Act 3 Scene 4
-we talked about how Hamlet wants Gertrude to see the nature of her own soul, but she interprets that as Hamlet is going to kill her
-explained how a mirror is a reflection of your soul and this part of the play reflects back onto the audience as in they see their own nature
-we talked about how Hamlet uses the medallions to Gertrude what she stands for (Hamlets is God, Gertrude's is a moldy ear)
-explained how Hamlet tells Gertrude she cannot be in love because she is too old and the passion is gone (the blood is tame)
-discussed how Gertrude thinks Hamlet is insane because he sees a ghost no one else sees, this means a couple of things, Hamlet is either truly insane because he sees this, and oh yeah he does kill Polonious, or that the ghost is a reflection of his conscience reminding him not to hurt his mother
-explained how Hamlet really wants his mom to repent and be saved
-discussed how Polonious screams when he thinks Hamlet is going to kill Gertrude which causes Hamlet to think it is Claudious and stab blindly, killing Polonious, and then how Hamlet knows he will pay for what hes done
-Finally we talked about how Hamlet tells Gertrude his pulse is normal so his passions aren't unbalanced so he isn't insane and he tells her that she is blaming others like him for her guilt about what has happened.
-Doug Z.
Thursday, February 21, 2008
Wednesday, February 20, 2008
February 20, 2008
1. Handed in our movie analysis papers
2. Laz talked about "I" in papers and whether or not to use it. Usually only people with letters after their names can because they are considered important. But supposevly is slowly changing.
3. Anyone doing the extra credit assignment: those who reflected on the idea on the original assignment scored the highest. So reflecting is a good idea.
4. Talked about the point of drama, which is a way to show what life is like, representations of ourselves
5. We finished class talking about Hamlet act 3 scene 2. Specific points that were made were:
2. Laz talked about "I" in papers and whether or not to use it. Usually only people with letters after their names can because they are considered important. But supposevly is slowly changing.
3. Anyone doing the extra credit assignment: those who reflected on the idea on the original assignment scored the highest. So reflecting is a good idea.
4. Talked about the point of drama, which is a way to show what life is like, representations of ourselves
5. We finished class talking about Hamlet act 3 scene 2. Specific points that were made were:
- Horatio's response to Macbeth was bleak because Hamlet asked a rhetorical question regarding Claudious's reaction to the play, because Hamlet has already made up his mind.
- Horatio's job was to watch every reaction that the king made, Horatio is chosen because Hamlet trusts him
- Hamlet really respects and admires Horatio because he is consistant. He doesn't change based on fortune.( true to himself)
- Besides feeling guilty for his actions Claudious might also have left because he was offended that the players would show the death of a king on stage.
-Matt R
Tuesday, February 19, 2008
2/19/08 Class Discussion
1) We got back our tables with the grades (Laz didn't hit anyone). Unfortunately we were bested by the other class on the # of quotes. Their max was 72 quotes. People who wanted to are able to go for extra credit by wearing their tables for about a month. They have to write quotes just like before and remember to reflect on those quotes also. Same rules apply, if you're seen without your tables you're out of the game.
2)We discussed the upcoming dance marathon. A couple of other local schools are also having dance marathons but only for 6 hours, why so short? And apparently Penn State has a 48 hour marathon that makes people hallucinate and run. Laz is sending out spies for the other local marathons, but extra credit is not included. Sorry!
3)Last call for III.i questions. A few things that came up:
Claudius is not nesscessarily trying to justify his crimes, but his is feeling guilty about them.
"Get thee to a nunnery!" means go to a convent or a brothel, but either way don't get married.
Hamlet says that women are not trustworthy so marriage is then not trustworthy either. He also says that one marriage in perticular is not going to last.
Polonius is able to draw the conclusion at the end that Hamlet is not madly in love with Ophelia. He says that since this plan did not work, he will ask Gertrude to talk to Hamlet and spy on them.
4)Laz started talking about scene 2.
5)Hamlet Soliloquy papers due tomorrow. 3-4 pages still, not 5.
~Jess O.
2)We discussed the upcoming dance marathon. A couple of other local schools are also having dance marathons but only for 6 hours, why so short? And apparently Penn State has a 48 hour marathon that makes people hallucinate and run. Laz is sending out spies for the other local marathons, but extra credit is not included. Sorry!
3)Last call for III.i questions. A few things that came up:
Claudius is not nesscessarily trying to justify his crimes, but his is feeling guilty about them.
"Get thee to a nunnery!" means go to a convent or a brothel, but either way don't get married.
Hamlet says that women are not trustworthy so marriage is then not trustworthy either. He also says that one marriage in perticular is not going to last.
Polonius is able to draw the conclusion at the end that Hamlet is not madly in love with Ophelia. He says that since this plan did not work, he will ask Gertrude to talk to Hamlet and spy on them.
4)Laz started talking about scene 2.
5)Hamlet Soliloquy papers due tomorrow. 3-4 pages still, not 5.
~Jess O.
Sunday, February 17, 2008
Valentine's Day Class Discussion
We watched two renditions of the "to be or not to be" speech.
1) Mel Gibson in Franco Zeffirelli's version: In this version Hamlet said the soliloquoy after he encountered Ophelia and fought with her. This is a complete turn around of the text. Hamlet says it in the crypt looking at graves. In the fight with Ophelia he sees Claudius and polonuis hide and then approaches Ophelia. He does not seem too affectionate towards Ophelia but is enraged when she tries to return the gifts.
2) Branaw version:
All text is completely said and in the correct order. Though the "to be or not to be" soliloquoy is said in front of a two way mirror so Claudius and Polonius hear the whole thing. Then Hamlet sees Ophelia and they are very affectionate, but then Hamlet is very abusive with Ophelia.
Brittany M.
1) Mel Gibson in Franco Zeffirelli's version: In this version Hamlet said the soliloquoy after he encountered Ophelia and fought with her. This is a complete turn around of the text. Hamlet says it in the crypt looking at graves. In the fight with Ophelia he sees Claudius and polonuis hide and then approaches Ophelia. He does not seem too affectionate towards Ophelia but is enraged when she tries to return the gifts.
2) Branaw version:
All text is completely said and in the correct order. Though the "to be or not to be" soliloquoy is said in front of a two way mirror so Claudius and Polonius hear the whole thing. Then Hamlet sees Ophelia and they are very affectionate, but then Hamlet is very abusive with Ophelia.
Brittany M.
Friday, February 15, 2008
Class Discussion February 13, 2008
Today in class, we continued to discuss Act III, Hamlet's soliloquy. In the soliloquy, Hamlet went from his fear of the uncertainty of death to all the choices in life.
- The idea that thinking about things makes us not want to do things. We get all excited about doing something, but then when we think about the consequences, we do not want to do it anymore. It is the fear of making a bad decision, so it is better not to choose at all.
- In the soliloquy, Hamlet mention about suicide for the second time. Is he suicidal? Hamlet is unsure of what death may bring, and he fears possible damnation of suicide. Hamlet says that not only does each living person discover death for himself or herself, but also that no one can return from the dead to describe death. He says that suicide is the one way to find out, but he fears death might even be worse than all the sufferings in life.
Lu
- The idea that thinking about things makes us not want to do things. We get all excited about doing something, but then when we think about the consequences, we do not want to do it anymore. It is the fear of making a bad decision, so it is better not to choose at all.
- In the soliloquy, Hamlet mention about suicide for the second time. Is he suicidal? Hamlet is unsure of what death may bring, and he fears possible damnation of suicide. Hamlet says that not only does each living person discover death for himself or herself, but also that no one can return from the dead to describe death. He says that suicide is the one way to find out, but he fears death might even be worse than all the sufferings in life.
Lu
Tuesday, February 12, 2008
Class 2-12-08
1. He first made us look through our notebooks and write on a piece of paper which one we liked the most. Then he put them in the middle of the class and we all took one and he collected the notebooks. Then he explained the paper for the notebooks which is due on Thursday. We have to react to the quote that we received and we have to write if we agree with it or not, or if we like it. You can write if you understand it or don't understand it, if we respect it or don't respect it. The paper has to be 1-2 pages long, double spaced, with a intro, body and a conclusion.
2. He then told us that after we get the notebooks back we can wear them until we are done with Hamlet for extra credit, and there will be a paper at the end, and the same rules apply for it.
3. We started to talk about Hamlet act. 3 scene 1. We talked about when Claudius has his aside in lines 55-60. Mr. Lazarow said it has been interpreted as a confession for something and it could be a confession for the murder, but it is not made sure, and it just acts as a tension builder for the reader and makes them keep thinking. Also when he talks about the Harlot’s cheek, he just meant that you can change the outward appearance of someone but it doesn't change who they are on the inside and they still are bad. They also had to put make up on whores back then because they had syphilis.
4. When then talked about Hamlets "To be or not to be" speech. And it really is about weather or not he should kill himself or not. He says you can either suffer through life and just deal with it or you can try to fight it, but either way you do die. He then compares death with sleeping but you just don't wake up, and then he starts to think that he doesn't want to die anymore because he is unsure of what will happen to him after death and he is to afraid of it.
Dylan Ketchel
2. He then told us that after we get the notebooks back we can wear them until we are done with Hamlet for extra credit, and there will be a paper at the end, and the same rules apply for it.
3. We started to talk about Hamlet act. 3 scene 1. We talked about when Claudius has his aside in lines 55-60. Mr. Lazarow said it has been interpreted as a confession for something and it could be a confession for the murder, but it is not made sure, and it just acts as a tension builder for the reader and makes them keep thinking. Also when he talks about the Harlot’s cheek, he just meant that you can change the outward appearance of someone but it doesn't change who they are on the inside and they still are bad. They also had to put make up on whores back then because they had syphilis.
4. When then talked about Hamlets "To be or not to be" speech. And it really is about weather or not he should kill himself or not. He says you can either suffer through life and just deal with it or you can try to fight it, but either way you do die. He then compares death with sleeping but you just don't wake up, and then he starts to think that he doesn't want to die anymore because he is unsure of what will happen to him after death and he is to afraid of it.
Dylan Ketchel
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