To develop my understanding of the way that language has changed through time
Download
1 / 124

To develop my understanding of the way that language has changed through time - PowerPoint PPT Presentation


  • 125 Views
  • Uploaded on

Goal:. To develop my understanding of the way that language has changed through time. Starter: “All the world’s a stage and all the men and women merely players.” What technique has Shakespeare used to describe the world and what does it mean?. Write your own metaphor for the world.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' To develop my understanding of the way that language has changed through time' - asabi


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
To develop my understanding of the way that language has changed through time

Goal:

To develop my understanding of the way that language has changed through time

Starter:

“All the world’s a stage and all the men and women merely players.”

What technique has Shakespeare used to describe the world and what does it mean?


Write your own metaphor for the world
Write your own metaphor for the world

  • For example:

    • All the world’’s a tree and the men and women are merely the leaves and branches.

  • Now it’s your turn!

  • All the world’s a


Reading
Reading

  • Read “Jacques” by Shakespeare from the play “As You Like It”

  • List the 7 ages of man

    https://www.youtube.com/watch?v=ziXqEX6AwKA

    All the world's a stage,And all the men and women merely players:They have their exits and their entrances;And one man in his time plays many parts,His acts being seven ages.


As you like it
‘As you like it’

At first the infant,Mewling and puking in the nurse's arms.And then the whining school-boy, with his satchelAnd shining morning face, creeping like snailUnwillingly to school. And then the lover,Sighing like furnace, with a woeful balladMade to his mistress' eyebrow. Then a soldier,Full of strange oaths and bearded like the pard,Jealous in honour, sudden and quick in quarrel,Seeking the bubble reputationEven in the cannon's mouth. And then the justice,In fair round belly with good capon lined,With eyes severe and beard of formal cut,Full of wise saws and modern instances;And so he plays his part. The sixth age shiftsInto the lean and slipper'd pantaloon,With spectacles on nose and pouch on side,His youthful hose, well saved, a world too wideFor his shrunk shank; and his big manly voice,Turning again toward childish treble, pipesAnd whistles in his sound. Last scene of all,That ends this strange eventful history,Is second childishness and mere oblivion,Sans teeth, sans eyes, sans taste, sans everything.


As you like it1
‘As you like it’

At first the infant,Mewling and puking in the nurse's arms.And then the whining school-boy, with his satchelAnd shining morning face, creeping like snailUnwillingly to school. And then the lover,Sighing like furnace, with a woeful balladMade to his mistress' eyebrow. Then a soldier,Full of strange oaths and bearded like the pard,Jealous in honour, sudden and quick in quarrel,Seeking the bubble reputationEven in the cannon's mouth. And then the justice,In fair round belly with good capon lined,With eyes severe and beard of formal cut,Full of wise saws and modern instances;And so he plays his part. The sixth age shiftsInto the lean and slipper'd pantaloon,With spectacles on nose and pouch on side,His youthful hose, well saved, a world too wideFor his shrunk shank; and his big manly voice,Turning again toward childish treble, pipesAnd whistles in his sound. Last scene of all,That ends this strange eventful history,Is second childishness and mere oblivion,Sans teeth, sans eyes, sans taste, sans everything.


Shakespeare s 7 ages of man
Shakespeare’s 7 Ages of Man

  • Infant

  • School boy

  • Lover

  • Soldier

  • Justice

  • Old man (slipper'd pantaloon)

  • Senility / death (second childishness and mere oblivion)


The seven ages of man today
The seven ages of man TODAY

  • Are the seven ages of man still the same today?

  • Write down what you think are the modern seven ages of man and complete the following table.


Modern animation
Modern Animation

  • https://www.youtube.com/watch?v=-LwAsT76S84


To create a visual representation of the seven ages of man for display purposes

Goal:

To create a visual representation of the “Seven Ages of Man” for display purposes.

Talk for one minute to your partner about:

Shakespeare’s “Seven Ages of Man”

Your modern “Seven Ages of Man”




Boagey
Boagey

  • Pronunciation and Insults


This speech is said by Lord Capulet to his daughter Juliet. She has refused to obey her father’s wishes. He wants her to marry a gentleman called Paris who she does not love.

Romeo and Juliet: Act 3 Scene 5

Hang thee, young baggage, disobedient wretch!I tell thee what: get thee to church a' Thursday,Or never after look me in the face.Speak not, reply not, do not answer me!My fingers itch. Wife, we scarce thought us blestThat God had lent us but this only child,But now I see this one is one too much,And that we have a curse in having her.Out on her, hilding!

Try to say the speech as if his anger is:

  • quiet and still

  • loud and aggressive


Goal to explore shakespeare s use of pronouns to create your own language

Goal She has refused to obey her father’s wishes. He wants her to marry a gentleman called Paris who she does not love.: . To explore Shakespeare’s use of pronouns. To create your own language

Starter:

What is a pronoun?


A pronoun is
A pronoun is She has refused to obey her father’s wishes. He wants her to marry a gentleman called Paris who she does not love.

  • A pronoun replaces a noun and makes a sentence less cumbersome and repetitive.

    • For example:

      • He, she, them, you, they.


Log onto your computer
Log onto your computer. She has refused to obey her father’s wishes. He wants her to marry a gentleman called Paris who she does not love.

  • Access VLE 7R/En

  • Resources

  • Pronouns (link)

  • Read the fact sheets.

  • Complete the test.

  • Play the game

    http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/pronouns/quiz.shtml


Thou thine thee
Thou, She has refused to obey her father’s wishes. He wants her to marry a gentleman called Paris who she does not love.thine, thee

  • Don’t get too hung up over Shakespeare’s use of thee, thy, thine and thou.

  • Although these words were used in Shakespeare’s times these words have now been replaced with words:

    • Thou, thine – you, yours

    • Thee - you (to a friend)


Here are some more words that you will come across
Here are some more words that you will come across. She has refused to obey her father’s wishes. He wants her to marry a gentleman called Paris who she does not love.

canst - can hath - has

doth - does ist - is it

durst - dare to wilt - will

betwixt - between quoth- says

twain- two yon, yonder- there, over there


Read through list of words that you will come across
Read through list of words that you will come across. She has refused to obey her father’s wishes. He wants her to marry a gentleman called Paris who she does not love.

  • Select four words from your list and write them into a modern sentence.


Inventing words
Inventing words She has refused to obey her father’s wishes. He wants her to marry a gentleman called Paris who she does not love.

  • Shakespeare invented words to suit his writing, the tone and context of his plays.

  • For example, he invented a mock Russian in ‘All’s Well that Ends Well’

    Lord Dumaine: Throcamovousus, cargo, cargo, cargo

    Soldiers : Cargo, cargo, cargo, villianda par corbo, cargo


He also made up nonsense words that seemed to make sense in context
He also made up nonsense words that seemed to make sense in context.

  • For example:

    • Skimble-skamble, hugger-mugger, hurly burly, kickiewickie, michingmallecho


He made verbs out of adjectives
He made verbs out of adjectives context.

  • For example:

    • happies, bolds, gentle , pale

  • And making verbs out of adjectives:

    • ‘he childed as I fathered’


He added prefixes
He added prefixes context.

  • For example:

    • uncaught, unhair, undeaf, unfathered, unpeople, behowl, bespeak.


Now create your own
Now create your own! context.

  • Invent FOUR nonsense words.

    • Now write these words into TWO sentences.

  • Invent FOUR new words by adding prefixes.

    • Now write these words into TWO sentences.


Homework
Homework: context.

  • Write these sentences in 17th century English

    • Honestly, I think that your face has the look of a drawn out horse.

    • Go away! I have had enough of you two fighting.

    • Truly, I cannot drink this horrible orange juice.



Horrible histories
Horrible Histories context.

  • https://www.youtube.com/watch?v=Amp_Pf-vQMI



To familiarise myself with the plot of hamlet
To familiarise myself with the plot of http://www.bbc.co.uk/schools/primaryhistory/famouspeople/william_shakespeare/Hamlet

  • Starter:

    “Something is rotten in the state of Denmark.”

    What language device is used?

    What are its connotations/ what do you think this famous quotation from Hamlet means?


Hamlet plot
Hamlet plothttp://www.bbc.co.uk/schools/primaryhistory/famouspeople/william_shakespeare/

  • http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramahamlet/


Bbc animation
BBC Animationhttp://www.bbc.co.uk/schools/primaryhistory/famouspeople/william_shakespeare/

  • https://www.youtube.com/watch?v=j-S0M1PkNcQ&list=PLE2E5D997E00E171C

  • Watch the following and complete a 5-6 point summary (bullet point the ‘big ideas’)


Reading and performing the play
Reading and performing the playhttp://www.bbc.co.uk/schools/primaryhistory/famouspeople/william_shakespeare/



John marsden s hamlet

John Marsden’s http://www.slideshare.net/jvanengen/hamlet-lion-king-comparisonHamlet

Goal: to become familiar with the traditional plot of Hamlet


Starter what do the following have in common
Starter: what do the following have in common?http://www.slideshare.net/jvanengen/hamlet-lion-king-comparison


What do we know about
What do we know about….http://www.slideshare.net/jvanengen/hamlet-lion-king-comparison

HAMLET

SHAKESPEARE


Watch
Watchhttp://www.slideshare.net/jvanengen/hamlet-lion-king-comparison

http://www.youtube.com/watch?v=J_AgDHC6jBE

How does Marsden describe Hamlet?

What genre is the novel?

What does Marsden want from his readers?


Hamlet: extraordinary character, passionate, intense, hard to understand, is he mad or simply pretending?

Genre: tragedy, romance, ghost story, thriller,


Reflection
Reflection to understand, is he mad or simply pretending?

  • What have you learnt about Hamlet today?

  • Rate your understanding of the plot (1VL -5VH)


Goal to develop our understanding of characters
Goal to develop our understanding of characters to understand, is he mad or simply pretending?

  • Starter: Do you believe in ghosts? Why/not


What distinction does hamlet make about belief in ghosts what does this reveal of his character
What distinction does Hamlet make about belief in ghosts? What does this reveal of his character?


False spring
“false spring” What does this reveal of his character?

  • What is a false spring? (think Tuesday)

  • What is significant about this?


What do we learn about claudius on page 10
What do we learn about Claudius on page 10? What does this reveal of his character?


Goal to continue to develop our understanding of characters
Goal: to continue to develop our understanding of characters

  • Starter: The door “whinged and groaned”

    Is an example of:

  • Simile

  • Metaphor

  • Personification



21 22 24
21-22, 24

Hamlet’s Father

Killed by brother

dignified


Aim to continue developing our knowledge of characters
Aim: to continue developing our knowledge of characters

  • Starter:

  • What does red traditionally symbolise?

  • What does white traditionally symbolise?



Why do you think Marsden describes Ophelia as “in sunlight she was sunlight; in darkness she was shadow” (31)?



Reflection1
Reflection: she was sunlight; in darkness she was shadow” (31)?

  • What have you learnt about the characters today?


Task she was sunlight; in darkness she was shadow” (31)?

  • Drawing on the senses, create your own ghost scene.


Goal: she was sunlight; in darkness she was shadow” (31)?

  • Starter:

    Why would Hamlet’s mind be a “chaos of emotions”(44)?

    Thought-shower his emotions:

    Anxious

    Conflicted


  • Explain the symbolism: she was sunlight; in darkness she was shadow” (31)?

    “A low heavy layer of dark clouds sat in the east, glooming the sky” (43)


Visualisation
Visualisation she was sunlight; in darkness she was shadow” (31)?

  • Page 44.

    In what ways is Hamlet’s Father’s shadow split?

    Draw:

Comic character in pantomime, usually dressed in a costume of many colours and wearing a mask.


Page 44
Page 44 she was sunlight; in darkness she was shadow” (31)?

What is a continent?

Archipelago: a group of many islands


Imagery page 45
Imagery: Page 45 she was sunlight; in darkness she was shadow” (31)?

What do we learn about Hamlet and his father’s relationship?

How does Hamlet feel here?

“The charge his father had laid on him: the king had come back from death to rule his son, so that once again nothing existed in Hamlet’s life but the decrees of the father, one man using the boy to attack and destroy another man. It was a mammoth fighting a mammoth, using the boy as a weapon” (45)


What does hamlet realise
What does Hamlet realise? she was sunlight; in darkness she was shadow” (31)?

  • “….he tasted the knowledge that he would not survive this. He felt his mind becoming paper, then torn-up paper, then burnt paper, then ashes, and he sensed the coming annihilation of his body” (45)


Character table
Character Table she was sunlight; in darkness she was shadow” (31)?

  • Hamlet: “Alive and hopeless” (45)


Polonius page 46
Polonius Page 46 she was sunlight; in darkness she was shadow” (31)?

  • Find two quotations to add to your character table.

  • Why is Ophelia described as a “valuable broodmare”?


Why does ophelia want to fly
Why does Ophelia want to fly? she was sunlight; in darkness she was shadow” (31)?


  • Why the contrast between light and dark? (53) she was sunlight; in darkness she was shadow” (31)?

  • What does Ophelia mean when she says, “can we live at all”? (53)

  • Explain Hamlet’s “to live or not to live…” (54)

  • Do you agree that “action is courage and reflection is cowardly”? (55) How does this relate to Hamlet?


Compare and contrast ophelia and hamlet
Compare and contrast Ophelia and Hamlet she was sunlight; in darkness she was shadow” (31)?


Starter
Starter: she was sunlight; in darkness she was shadow” (31)?

  • What is the difference between these two questions: “Do you believe in ghosts?” and “Do you believe ghosts”?


Chapter eleven
Chapter Eleven she was sunlight; in darkness she was shadow” (31)?

  • What does page 62 reveal of Ophelia?

    Consider:

    “she disappeared into Hamlet”


Compare and contrast ophelia and hamlet1
Compare and contrast Ophelia and Hamlet she was sunlight; in darkness she was shadow” (31)?


What have we learned
What have we learned? she was sunlight; in darkness she was shadow” (31)?


Chapter fourteen
Chapter Fourteen she was sunlight; in darkness she was shadow” (31)?

Explain the significance of “Hamlet [standing] in the shadows” (73)

What is Hamlet’s plan?



Homework chapter fifteen sixteen and seventeen
Homework: Chapter Fifteen, Sixteen and Seventeen she was sunlight; in darkness she was shadow” (31)?

  • Imagine you watched the performance. Describe what you saw.

    Due Friday


To understand the term foreshadowing
To understand the term foreshadowing she was sunlight; in darkness she was shadow” (31)?

  • Starter: Who is the serpent?

  • Note: the King’s cause of death was poison poured into his ear while asleep


Write this in your books
Write this in your books she was sunlight; in darkness she was shadow” (31)?

  • Foreshadowing: Where we are given hints of what is to come.



Explain what these quotations foreshadow
Explain what these quotations foreshadow she was sunlight; in darkness she was shadow” (31)?

  • “Committed to an act that could not be recalled…Hamlet looked ready to precipitate a landslide, without a thought as to who might be buried in its path” (99)

  • “[Hamlet] felt that events were going to accelerate towards a terrible climax” (105)

  • “extreme darkness” (105)

    Foreshadowing: Where we are given hints of what is to come.


Explain hamlet s thoughts on page 106
Explain Hamlet’s thoughts on page 106 she was sunlight; in darkness she was shadow” (31)?


Chapter 19
Chapter 19 she was sunlight; in darkness she was shadow” (31)?

  • What do you know about badgers?

  • What do you think it might symbolise?



Character tables
Character Tables death had meant nothing more than the avoidance of pain; now the creature understood oblivion” (112)

  • Find a significant quotation about Horatio on page 109.

  • Find a significant quotation about Hamlet on page 113.

  • “Horatio…liked everything to have meaning and purpose”

  • “Hamlet could not do it in front of anyone, only on his own”


  • Killed in anger death had meant nothing more than the avoidance of pain; now the creature understood oblivion” (112)

  • Forced to kill it and didn’t want to, so did a terrible job

  • Also note, Ophelia, “nothing is such pain should live” (113). What does this foreshadow?

  • Additionally, disloyalty from Horatio (better swordsman)


Discussion
Discussion death had meant nothing more than the avoidance of pain; now the creature understood oblivion” (112)

  • How is anger different to revenge?

  • Why is it significant that Hamlet feels anger when he is killing the badger?

  • How does this foreshadow events?


To understand the term dramatic irony
To understand the term dramatic irony death had meant nothing more than the avoidance of pain; now the creature understood oblivion” (112)

STARTER:

  • “There was a time when Claudius dreamed of hearing such things, when he had imagined that the flattery of courtiers would be sweet to the ears like roses to the nose” (116)

  • What does this reveal of Claudius?

  • What language technique is highlighted in red?


Add these quotations to your character table
Add these quotations to your character table death had meant nothing more than the avoidance of pain; now the creature understood oblivion” (112)

  • “Hamlet dominated Elisnore tonight, as so often before, even during times when he hadn’t done much” (116)

  • “Claudius betrayed his wife without a second thought” (117)

  • “My crown, my queen, and the life I coveted” (118)

  • “He was sustained by his sense of righteousness” (123)


Chapter twenty
Chapter Twenty death had meant nothing more than the avoidance of pain; now the creature understood oblivion” (112)

  • Dramatic irony. Where the audience knows more than the characters do.

    What do we know that none of the other characters know?


Chapter twenty one
Chapter Twenty-One death had meant nothing more than the avoidance of pain; now the creature understood oblivion” (112)

  • “Relentless, boring in on her, grey eyes arctic”

    Is an example of:

  • Simile

  • Metaphor

  • Personification



Starter reread page 129
Starter: reread page 129 death had meant nothing more than the avoidance of pain; now the creature understood oblivion” (112)

  • How does Hamlet judge Gertrude?

  • What values are expressed here?

  • Do you agree with his judgement? Why/not?



Foreshadowing
Foreshadowing that my vision fails me”’ (130)

  • ‘“He may weigh more in death than he did in life”’ (133)

    In what ways will Polonius’ death “weigh more”?


Unpacking polonius death
Unpacking Polonius’ death that my vision fails me”’ (130)

  • Describe what happens to Polonius?

  • Does he contribute to his fate?

  • How does Ophelia take the news of her father’s death?


Who wears masks
Who wears masks? that my vision fails me”’ (130)

Hamlet

Horatio

Claudius

Gertrude

Ophelia

What is the nature of these masks?


Mask activity
Mask Activity that my vision fails me”’ (130)

  • Choose either Hamlet, Ophelia, Gertrude or Claudius and design a mask that illustrates the light and dark aspects of their personality.


Goal to examine the consequences of hamlet s actions
Goal: to examine the consequences of Hamlet’s actions that my vision fails me”’ (130)

“Committed to an act that could not be recalled…Hamlet looked ready to precipitate a landslide, without a thought as to who might be buried in its path” (99)

  • Starter: who has been “buried in [the] path” of the “landslide”?


Key quotations
Key Quotations that my vision fails me”’ (130)

  • “It was Hamlet, everything was Hamlet, he had turned every life in the castle upside down with his disregard for everyone but himself” (155)

  • “Everyone had problems, that was the way of it, and it was not good to let them weigh you down until they drowned you” (156)

    What do these reveal? (Hamlet and themes)


Summary
Summary that my vision fails me”’ (130)

  • Hamlet confronted his mother

  • Mistook Polonius for Claudius and killed him

  • Gertrude and Claudius are worried about the ramifications of Hamlet’s actions

  • Hamlet exiled to England with Guildenstern and Rosencrantz

  • Ophelia has gone mad (death of father, abandoned by Hamlet and according to Marsden, sexual frustration)


Chapter twenty five
Chapter Twenty Five that my vision fails me”’ (130)

  • Ensure that you have answered questions 1-7



Revenge
Revenge that my vision fails me”’ (130)

Claudius asks Laertes:

‘“…is your desire for revenge so overwhelming that you don’t care who you attack? Will both friend and foe fall to you avenging sword?”’

Laertes responds, ‘“Of course not. His enemies only.”

What do we, as the reader, know that Laertes doesn’t?

What have we learnt about revenge?



218 the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)


223 the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)


224 the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)


226 the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)


Revenge1
Revenge the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)

  • What is it?

  • What characters sought revenge? Why?

  • Were they successful? Why/not?

  • What did you learn?


Themes
Themes the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)

  • What do you think the other themes of the play are?


Watch1
Watch the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)

  • http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramahamlet/hamletthemesact.shtml


Read the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)

  • http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramahamlet/hamlet_themes1.shtml

  • Complete the quiz


Goal to form an interpretation of the text
Goal: to form an interpretation of the text the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)

  • Starter: what were the four themes identified on the BBC website?

  • Revenge

  • Madness

  • Deception

  • Family and sexuality


Watch2
Watch the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)

  • http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramahamlet/hamletthemesact.shtml


How many paragraphs should an essay have what are they
How many paragraphs should an essay have? the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)What are they?

Answers: a minimum of five

Introduction, Body (minimum of three paragraphs) and Conclusion

On a scale of 1-5, how confident do you feel about writing an essay? (5 v. confident)


What is t e e l an acronym for
What is T.E.E.L an acronym for? the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)

  • Topic Sentence

  • Explanation

  • Evidence

  • Linking Sentence

Remember with essay writing, you are to assume that your reader has a thorough understanding of the text. Do not recount plot instead ensure that all of your ideas are analytically focused.


  • Topic Sentence: the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)sums up the main point of the paragraph

  • Explanation: develops the point made in the topic sentence

  • Evidence: use relevant explanation, details and examples to support your topic sentence

  • Link: a sentence that rounds off the paragraph and links back to the topic sentence.


Topic john marsden s hamlet a novel is mainly a story about revenge discuss
Topic: ‘John Marsden’s the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)Hamlet: A Novel is mainly a story about revenge.’ Discuss

  • Step one: what is the topic asking you? Define key terms (mainly, revenge)

  • Step two: where is revenge illustrated in the text?

  • Step three: are other themes examined? What does the majority of the text focus on? Positive. Examine the text for evidence.

  • Step four: form your line of argument/contention.

    Solely about revenge, mainly about revenge but focuses on other themes, revenge is a minor theme


Prepare to explain your position
Prepare to explain your position the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)

  • ‘Hamlet: A Novel is mainly a story of revenge.’

No

Yes


Plan the deaths, in the same way that a Danish soldier kills a Norwegian foot-soldier, and at that moment, neither man thinks of the kings who started the war” (196)

  • Once you have decided your contention, examine the text for evidence and select your three-four arguments (these arguments must be theme based)


Goal to apply my knowledge and understanding of the text in an analytical essay
Goal: to apply my knowledge and understanding of the text in an analytical essay

  • http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramahamlet/hamletplotact.shtml

  • http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramahamlet/hamletcharact.shtml


Hamlet s choices cause his own downfall and the downfall of those around him discuss
“Hamlet’s choices cause his own downfall, and the downfall of those around him.” Discuss

  • Step one: what is the topic asking you? Define key terms (choice, cause, downfall, Hamlet’s fate, the fate of others)

  • Step two: what was Hamlet’s choice? How did it affect him? How did it affect others? Was anyone unaffected?

  • Step three: what theme does this focus on? What is Marsden’s overall message?

  • Step four: form your line of argument/contention.

    Hamlet’s quest for revenge caused his downfall, and the downfall of others.

    All characters were ruined, but Hamlet’s actions were dictated to him by his father and the code of conduct of the day.

    It wasn’t Hamlet’s actions, rather all characters are responsible for their own downfall.


  • Possible structure. downfall of those around him.” Discuss

    Hamlet’s quest for revenge caused his downfall.

    Deceit and subterfuge assisted in the downfall of…

    Anger and jealousy…

    Control and madness contributed to…


Revenge2
Revenge downfall of those around him.” Discuss


Madness
Madness downfall of those around him.” Discuss


Deception
Deception downfall of those around him.” Discuss


Family and sexuality
Family and Sexuality downfall of those around him.” Discuss


ad