Bellringer From Hamlets To be or not to
Bellringer From Hamlet’s “To be or not to be” soliloquy, discuss why Hamlet chooses NOT to commit suicide. Be as specific as you can without going back to the text.
AP Literature and Composition Mr. Houghteling “It’s a ‘Tossing Lines’ Wednesday! 4. 17. 13
Bellringer From Hamlet’s “To be or not to be” soliloquy, discuss why Hamlet chooses NOT to commit suicide. Be as specific as you can without going back to the text.
AGENDA Tossing Lines! Breaking down Claudius’s speech: Pick a number: 1, 2, 4, 5, or 6.
Tossing Lines I EVERYONE take out a sheet of paper and number the paper 1 through 8. We need nine volunteers; hopefully students who can catch. When you catch the ball, read your line LOUDLY and CLEARLY. Take multiple turns. The “audience” shall attempt to understand interpret the lines.
Tossing Lines II New volunteers! Now when we catch the ball and read our lines, the “audience” shall attempt to put the lines in their correct chronological order. Then we all shall try to understand the various conflicts or plot progression that may be happening in these lines.
Reading and Staging Act 1, Scene 1 Bernardo Francisco Horatio Marcellus Ghost
Reflecting on first 11 lines / Act 1, Scene 1 Who are these characters? What time of day is it? What is the temperature? Are the characters happy? Sad? Tense? Relaxed? WHY?
What is the resolution of Act 1, Scene 1? Summarize and keep in your notes for later review.
1. 2. 1 -38 / King Claudius speaks! You will read and paraphrase only ONE section of text: 1, 2, 4, 5, or 6. You may work with others who share the same number. Then meet with other classmates with different numbers to synthesize Claudius’s speech. What do we learn about Claudius—both politically and personally—from his speech?
King Claudius’s Speech Section 1 Section 2 I. II. 1 -7 I. II. 8 -16 (Act 1, Scene 2, Lines 8 1 -7) -16) Section 3 Section 4 I. II. 17 -25 I. II. 26 -39 (Act 1, Scene 2, Lines 17 -25) 26 -39)
Homework 1. What do we learn about Claudius— both politically and personally—from his speech? 2. Read and re-read through Act 1, Scene II (page 14).
- Slides: 12