To die, to sleep; To sleep: He pondered the prospect. To sleep — as simple as that. And with that sleep we end the heartaches and the thousand natural miseries that human beings have to endure.
Print or online dictionaries that include etymology information Two different film versions of Hamlet's soliloquy Chart paper, note cards, or post it notes What To Do Day One Have a large copy of the soliloquy posted by copying the text and pasting it onto a large chart tablet.
This will be the whole class close reading copy. Let students know that this soliloquy introduces and explains Hamlet's decisions and actions in Act 3 and will serve as a reference point as they continue to read. Have students read the soliloquy aloud by "reading around the room" with each student reading a line and stopping at a punctuation mark or end punctuation mark.
Assign students to work in pairs or small groups and complete the word study. Students should be encouraged to use the Folger notes whenever possible. Groups will place their word study notes onto the large class copy using post-its, sentence strips, or markers. Encourage the use of different colors as they highlight tone, character, or motivation.
Have students write other group notes onto their personal copy. Day Two In preparing to view the films, discuss which parts of the soliloquy may be the most important to focus on as the actor performs. Students will watch each performance twice. Once without taking notes, the second while taking notes.
Students will use a two column format to trace the soliloquy as it is read.
Notes for performance one on left, performance two on right. Day Three As a class, discuss their reactions to the performances.
Note if any lines were cut; did it matter?
Add any insights to your whole group close reading. You now have a completed close reading of the soliloquy for students to use on a written response.
How does Hamlet think through his question? What excuses does he use? What are his fears?
What are his options? What resolution does he come to?The second soliloquy concerns Hamlet's delay of action. He feels ashamed that he has not avenged his father's death with the speed and expression exhibited by the actors in the play.
Hamlet compares his inaction to the dramatic expression the actor exhibits for the death of his. Hamlet-Soliloquy 3 By capital responding to his ‘quest’ for revenge?
Upon examination, it is clear that Hamlet is ‘a divided mind’ due to his introspective way of thinking; a typical Renaissance demands him to exact revenge upon Claudia.
Hamlet’s diction is significant here, for the word divine connotes spiritual worthiness and contrasts with the spiritual unworthiness Hamlet admitted earlier in this soliloquy. He has not overcome his intent.
Students will analyze Hamlet’s soliloquy in by completing a close reading which will focus on word meaning and etymology.
Students will analyze two film versions of the soliloquy and track actor choices throughout using two column note-taking.
In addition to revealing Hamlet's plot to catch the king in his guilt, Hamlet's second soliloquy uncovers the very essence of Hamlet's true conflict. For he is undeniably committed to seeking revenge for his father, yet he cannot act on behalf of his father due to his revulsion .
Jul 11, · Hamlet’s second soliloquy occurs right after the ghost of the dead King, Hamlet’s father, leaves, having charged Hamlet with the duty of taking the revenge upon his murderer: “foul and most unnatural murder” The ghost of the dead king tells Hamlet that as he slept in his garden, a villain poured poison into his heartoftexashop.coms: