Level 8
14 years ago
Monday, December 14, 2009
Volleyball Players
Make sure you have finished study questions for following acts: 3.1-3.2, 3.3-3.4 and 5. Come to class with review questions for the final.
Act 5
HAMLET ACT 5: Questions
1) What do you feel is the point of the gravedigger’s riddles and song? How does it fit into the play?
2) In what ways do Hamlet’s reactions to the skulls in the graveyard seem to suggest a change in his outlook? Compare Hamlet’s attitude towards Yoric to Hamlet’s attitude to Ophelia or even his father? How is it different? How is it similar?
3) How old is Hamlet? How do you know this?
4) What does the violent argument between Hamlet and Laertes add to the play?
5) What developments in Hamlet’s character are presented through the story of what happened on the boat? (V.ii 1-62). How has Hamlet changed?
6) How do Hamlet’s motives in killing Claudius seem to have shifted according to his speech beginning “Does it not, think thee…” (V.ii.63)
7) What concerns of the play are reinforced in the Osric episode? (V.ii.80-170)
8) Why does Hamlet ‘defy augury’? (V.ii.192)
9) What does Laertes say is his motive in still resenting Hamlet? How has already lost this? How does this contribute to the presentation of revenge in the play? (V.ii216-223)
10) How might the dying lines of Gertrude, Claudius and Laertes be viewed as typical of the way their characters have been presented throughout the play?
11) Who “wins” in Hamlet? How and why do you think this?
1) What do you feel is the point of the gravedigger’s riddles and song? How does it fit into the play?
2) In what ways do Hamlet’s reactions to the skulls in the graveyard seem to suggest a change in his outlook? Compare Hamlet’s attitude towards Yoric to Hamlet’s attitude to Ophelia or even his father? How is it different? How is it similar?
3) How old is Hamlet? How do you know this?
4) What does the violent argument between Hamlet and Laertes add to the play?
5) What developments in Hamlet’s character are presented through the story of what happened on the boat? (V.ii 1-62). How has Hamlet changed?
6) How do Hamlet’s motives in killing Claudius seem to have shifted according to his speech beginning “Does it not, think thee…” (V.ii.63)
7) What concerns of the play are reinforced in the Osric episode? (V.ii.80-170)
8) Why does Hamlet ‘defy augury’? (V.ii.192)
9) What does Laertes say is his motive in still resenting Hamlet? How has already lost this? How does this contribute to the presentation of revenge in the play? (V.ii216-223)
10) How might the dying lines of Gertrude, Claudius and Laertes be viewed as typical of the way their characters have been presented throughout the play?
11) Who “wins” in Hamlet? How and why do you think this?
Thursday, December 10, 2009
Hamlet 3.3 and 3.4
Hamlet
1) In what respects is the ‘play scene’ a turning point in the play?
2) Explain in detail the following parts of plot
EXPOSITION:
INCITING EVENT:
RISING ACTION:
Scenes three and four
1) What does Claudius plan to do with Rosencrantz and Guildenstern and Hamlet?
2) What is Polonius going to do while Hamlet speaks with his mother?
3) List three important things about Claudius’ soliloquy.
a)
b)
c
4) Why is it odd that Hamlet sees the king praying?
5) Why doesn’t Hamlet take this opportunity for revenge?
Scene IV
1) Describe Polonius’ advice to Gertrude.
2) What is the significance of the following quote: “How now, a rat? Dead! For a ducat, dead!
3) What is odd about the following quote: A bloody dead; almost as bad, good mother, as kill a king and marry with his brother.
4) Why might Gertrude say, “What have I done, that thou dar’st wag thy tongue in noise so rude against me.”
5) What descriptions does Hamlet use to compare his father and his uncle?
King Hamlet
Claudius
6) What point does Hamlet make by comparing the men?
7) What is disturbing about the following: Nay, but to live in the rank sweat of an enseamed bed; stewed in corruption; honeying, and making love over the nasty sty.”
8) What stops Hamlet’s ranting and raving at Gertrude? What does this figure tell Hamlet?
9) By the end of the act, Hamlet has made many statements about humanity, in general. Explain a few of his points. Do his opinions reflect his madness.
10) Explain the differences between the ghost in Act I with the ghost in Act III. Why might these differences reflect Hamlet’s insanity?
1) In what respects is the ‘play scene’ a turning point in the play?
2) Explain in detail the following parts of plot
EXPOSITION:
INCITING EVENT:
RISING ACTION:
Scenes three and four
1) What does Claudius plan to do with Rosencrantz and Guildenstern and Hamlet?
2) What is Polonius going to do while Hamlet speaks with his mother?
3) List three important things about Claudius’ soliloquy.
a)
b)
c
4) Why is it odd that Hamlet sees the king praying?
5) Why doesn’t Hamlet take this opportunity for revenge?
Scene IV
1) Describe Polonius’ advice to Gertrude.
2) What is the significance of the following quote: “How now, a rat? Dead! For a ducat, dead!
3) What is odd about the following quote: A bloody dead; almost as bad, good mother, as kill a king and marry with his brother.
4) Why might Gertrude say, “What have I done, that thou dar’st wag thy tongue in noise so rude against me.”
5) What descriptions does Hamlet use to compare his father and his uncle?
King Hamlet
Claudius
6) What point does Hamlet make by comparing the men?
7) What is disturbing about the following: Nay, but to live in the rank sweat of an enseamed bed; stewed in corruption; honeying, and making love over the nasty sty.”
8) What stops Hamlet’s ranting and raving at Gertrude? What does this figure tell Hamlet?
9) By the end of the act, Hamlet has made many statements about humanity, in general. Explain a few of his points. Do his opinions reflect his madness.
10) Explain the differences between the ghost in Act I with the ghost in Act III. Why might these differences reflect Hamlet’s insanity?
Monday, December 7, 2009
Act 3 Scenes 1 and 2
Hamlet Act 3 Questions for Study
Act 3
Scene 1:
1. What do Rosencrantz and Guildenstern report to Polonius?
2. How does Claudius react when Polonius says, "…with devotion's visage, And pious action we do sugar o'er/ The devil himself"?
3. What plan do Polonius, Claudius and Ophelia now put into action?
4. What is the nature of Hamlet's soliloquy, lines 57-91?
5. What is Hamlet's main argument against suicide?
6. Why does Hamlet treat Ophelia as cruelly as he does? What has changed him?
7. What thinly veiled threat to Claudius does Hamlet voice, after he becomes of his hidden presence? (lines 148-150)
8. At the end of this scene, what does the King decide to do with Hamlet?
Scene 2:
9. What qualities in Horatio cause Hamlet to enlist his assistance?
10. What does Hamlet ask Horatio to do?
11. Summarize what happens in the play-within-a-play.
12. Why, in line 233, does Hamlet refer to the play-within-a-play as "The Mouse-trap"?
13. What is the King's reaction to the play?
14. In lines 354-363, to what object does Hamlet compare himself? Why?
15. As Hamlet goes to his mother at the end of this scene, what does he admonish himself
Act 3
Scene 1:
1. What do Rosencrantz and Guildenstern report to Polonius?
2. How does Claudius react when Polonius says, "…with devotion's visage, And pious action we do sugar o'er/ The devil himself"?
3. What plan do Polonius, Claudius and Ophelia now put into action?
4. What is the nature of Hamlet's soliloquy, lines 57-91?
5. What is Hamlet's main argument against suicide?
6. Why does Hamlet treat Ophelia as cruelly as he does? What has changed him?
7. What thinly veiled threat to Claudius does Hamlet voice, after he becomes of his hidden presence? (lines 148-150)
8. At the end of this scene, what does the King decide to do with Hamlet?
Scene 2:
9. What qualities in Horatio cause Hamlet to enlist his assistance?
10. What does Hamlet ask Horatio to do?
11. Summarize what happens in the play-within-a-play.
12. Why, in line 233, does Hamlet refer to the play-within-a-play as "The Mouse-trap"?
13. What is the King's reaction to the play?
14. In lines 354-363, to what object does Hamlet compare himself? Why?
15. As Hamlet goes to his mother at the end of this scene, what does he admonish himself
Wednesday, December 2, 2009
Study Questions for Act II
1) What does Polonius tell Reynaldo in the opening of Act II? How does he plan to trap his son?
2) What does this say about Polonius?
3) What particularly in Act II scene 1 has disturbed Ophelia?
4) Why have Rosencrantez and Guildenstern been sent to Denmark?
5) What does Hamlet ask the players to recite? How does the allusion mimic Hamlet’s position?
Identify the following speaker of the following lines and discuss to whom the lines are being delivered, and what the lines mean?
6) “No, my lord, but as you did command/ I did repel his letter, and denied his access to me”
7) “More matter less art”
8) “That I, the son of a dear father murdered,/ Prompted to my revenge by heaven and hell/ Must like a whore unpack my heart with words,
9) “Your bait of falsehood take this carp of truth/ And thus do we of wisdom and of reach,/ with windlasses and with assays of bias,/ By directions find directions out.”
10) “For if the sun breeds maggots in a dead dog, being a good kissing carrion-Have you a daughter?”
11) List three metaphors (1 direct, 1 implied, 1 extended) from the play.
12) What proof does Polonius have that he believe indicates Hamlet’s love for Ophelia?
13) Explain the quote, “There is nothing either good or bad, but thinking makes it so.” How does this relate to Hamlet.
14) What is a fishmonger?
15) Who was Jephthah?
2) What does this say about Polonius?
3) What particularly in Act II scene 1 has disturbed Ophelia?
4) Why have Rosencrantez and Guildenstern been sent to Denmark?
5) What does Hamlet ask the players to recite? How does the allusion mimic Hamlet’s position?
Identify the following speaker of the following lines and discuss to whom the lines are being delivered, and what the lines mean?
6) “No, my lord, but as you did command/ I did repel his letter, and denied his access to me”
7) “More matter less art”
8) “That I, the son of a dear father murdered,/ Prompted to my revenge by heaven and hell/ Must like a whore unpack my heart with words,
9) “Your bait of falsehood take this carp of truth/ And thus do we of wisdom and of reach,/ with windlasses and with assays of bias,/ By directions find directions out.”
10) “For if the sun breeds maggots in a dead dog, being a good kissing carrion-Have you a daughter?”
11) List three metaphors (1 direct, 1 implied, 1 extended) from the play.
12) What proof does Polonius have that he believe indicates Hamlet’s love for Ophelia?
13) Explain the quote, “There is nothing either good or bad, but thinking makes it so.” How does this relate to Hamlet.
14) What is a fishmonger?
15) Who was Jephthah?
Tuesday, December 1, 2009
Hamlet Review
HAMLET FINAL REVIEW:
1) Define dramatic foil
2) The following characters are dramatic foils for Hamlet. Discuss in detail how?
a) Claudius
b) Gertrude
c) Laertes
d) Ophelia
e) Polonius
f) Fortinbras
3) What do Fortinbras, Hamlet and Laertes have in common?
4) Define the following: soliloquy, monologue, implied metaphor, direct metaphor, extended metaphor
5) Be able to give at least three examples of – implied metaphors, direct metaphors, extended metaphors and discuss what is being compared
6) Be able to give three examples of symbols and discuss how they work in Hamlet.
7) Be able to give at least three examples of allusions.
8) Give the four elements of a sonnet
9) Give a description (mental, physical, emotional) of the following characters:
Ghost:
Hamlet:
Gertrude:
Claudius:
Ophelia:
Laertes:
Polonius:
Reynaldo:
Horatio:
Rosencrantz:
Guildenstern:
Osric:
Fransico:
Barnado:
Marcellus:
Fortinbras:
Gravedigger:
10) Outline the plot according to Exposition, Inciting Event, Rising Action, Climax, Falling Action and Resolution. Make sure you know where events fall.
11) Be able to summarize the following acts in vast detail:
ACT I:
ACT II:
ACT III:
ACT IV:
ACT V:
12) How is Polonius a meddling old fool? Think about how he buts in between Ophelia and Hamlet, How he sends Reynaldo to spy on his son Laertes, How he suggests spying on Hamlet three different times.
13) Do you think Ophelia loved Hamlet? Prove this with examples from the play.
14) In Act II what does Hamlet ask the players to recite? How does the allusion mimic Hamlet’s position?
15) What is a fishmonger? Who are fishmongers in the play? Why? Who are fishmongers in the senior class.
16) Who is Jephthah?
17) Explain the quote: “There is nothing either good or bad, but thinking makes it so.”
18) How is Hamlet rude to Ophelia? How is Ophelias rude to Hamlet?
19) What are some of the instructions Hamlet gives to the actors?
20) How is the “play within a play” scene a turning point in the story?
21) What are three important things about Claudius’ soliloquy?
22) What proof is there that Hamlet actually goes crazy in Act 3?
23) What is one thing Hamlet says that women do to men?
24) Discuss the meaning of the following soliloquys: ACT I SCENE ii lines 129-159
ACT III Scene 1 lines 57-91
ACT IV Scene iv lines 34-68
25) What characters are in the opening scene?
26) Describe Hamlet’s appearance in Act 1.
27) Why does Claudius need to justify him marriage in Act 1.
28) What is the continuous pun on sun? Discuss how Shakespeare and Hamlet are using it. Give some examples of its use.
29) How does Ophelia’s craziness in Act 4 reflect Hamlet’s in Act 2 and 3? How does it differ?
30) Why does Ophelia sing songs of sexual betrayal and death? What does it say about her character.
31) Why does Ophelia die? Do you think her death was accidental or suicide? Why?
32) What is the point of the gravedigger’s riddles and songs? How is the gravedigger a bit like Hamlet?
33) What is Osric’s role in the play. What concerns, Shakespeare’s concerns, does he reinforce.
34) Why does Hamlet ‘defy augury’?
35) How does the dying lines of Gertrude, Claudius and Laertes reflect the way their character has been presented throughout the play?
36) Who wins in Hamlet? Why?
37) What is the most disturbing element in Hamlet?
38) How does Hamlet reflect contemporary times?
39) What is odd about the following quote: “A bloody deed; almost as bad, good mother, as kill a king and marry with his brother.”
40) What is disturbing about the following: “Nay, but to live in the rank sweat of an enseamed bed; stewed in corruption; honeying, and making love over the nasty sty.”
41) What is one statement about Humanity that Hamlet makes.
42) What is important about the Pirates?
43) How does Hamlet change in Act 5?
44) Do you think Hamlet forsees his own end? Why do you think this?
45) How is Hamlet like Christ?
46) What is the purpose of Horatio?
47) What does the following quote mean:
“Alexander died, Alexander was buried/ Alexander returneth to dust; / dust is earth; of earth we make loam; and why of that loam whereto/ he was converted might they not stop a beer barrel?/ Imperious Caesar, dead and turned to clay,?/ Might stop a hole to keep the wind away.? O, that that earth which kept the world in awe/ Should patch a wall t’ expel the winter’s flaw.”
48) Quotations from all Acts from various individuals. Be able to state who is speaking, who they are speaking to, and what they are talking about. Look over quizzes and reread important acts.
51) Describe how Hamlet changes (moods and/or temperament) in every act
52) Essay question
1) Define dramatic foil
2) The following characters are dramatic foils for Hamlet. Discuss in detail how?
a) Claudius
b) Gertrude
c) Laertes
d) Ophelia
e) Polonius
f) Fortinbras
3) What do Fortinbras, Hamlet and Laertes have in common?
4) Define the following: soliloquy, monologue, implied metaphor, direct metaphor, extended metaphor
5) Be able to give at least three examples of – implied metaphors, direct metaphors, extended metaphors and discuss what is being compared
6) Be able to give three examples of symbols and discuss how they work in Hamlet.
7) Be able to give at least three examples of allusions.
8) Give the four elements of a sonnet
9) Give a description (mental, physical, emotional) of the following characters:
Ghost:
Hamlet:
Gertrude:
Claudius:
Ophelia:
Laertes:
Polonius:
Reynaldo:
Horatio:
Rosencrantz:
Guildenstern:
Osric:
Fransico:
Barnado:
Marcellus:
Fortinbras:
Gravedigger:
10) Outline the plot according to Exposition, Inciting Event, Rising Action, Climax, Falling Action and Resolution. Make sure you know where events fall.
11) Be able to summarize the following acts in vast detail:
ACT I:
ACT II:
ACT III:
ACT IV:
ACT V:
12) How is Polonius a meddling old fool? Think about how he buts in between Ophelia and Hamlet, How he sends Reynaldo to spy on his son Laertes, How he suggests spying on Hamlet three different times.
13) Do you think Ophelia loved Hamlet? Prove this with examples from the play.
14) In Act II what does Hamlet ask the players to recite? How does the allusion mimic Hamlet’s position?
15) What is a fishmonger? Who are fishmongers in the play? Why? Who are fishmongers in the senior class.
16) Who is Jephthah?
17) Explain the quote: “There is nothing either good or bad, but thinking makes it so.”
18) How is Hamlet rude to Ophelia? How is Ophelias rude to Hamlet?
19) What are some of the instructions Hamlet gives to the actors?
20) How is the “play within a play” scene a turning point in the story?
21) What are three important things about Claudius’ soliloquy?
22) What proof is there that Hamlet actually goes crazy in Act 3?
23) What is one thing Hamlet says that women do to men?
24) Discuss the meaning of the following soliloquys: ACT I SCENE ii lines 129-159
ACT III Scene 1 lines 57-91
ACT IV Scene iv lines 34-68
25) What characters are in the opening scene?
26) Describe Hamlet’s appearance in Act 1.
27) Why does Claudius need to justify him marriage in Act 1.
28) What is the continuous pun on sun? Discuss how Shakespeare and Hamlet are using it. Give some examples of its use.
29) How does Ophelia’s craziness in Act 4 reflect Hamlet’s in Act 2 and 3? How does it differ?
30) Why does Ophelia sing songs of sexual betrayal and death? What does it say about her character.
31) Why does Ophelia die? Do you think her death was accidental or suicide? Why?
32) What is the point of the gravedigger’s riddles and songs? How is the gravedigger a bit like Hamlet?
33) What is Osric’s role in the play. What concerns, Shakespeare’s concerns, does he reinforce.
34) Why does Hamlet ‘defy augury’?
35) How does the dying lines of Gertrude, Claudius and Laertes reflect the way their character has been presented throughout the play?
36) Who wins in Hamlet? Why?
37) What is the most disturbing element in Hamlet?
38) How does Hamlet reflect contemporary times?
39) What is odd about the following quote: “A bloody deed; almost as bad, good mother, as kill a king and marry with his brother.”
40) What is disturbing about the following: “Nay, but to live in the rank sweat of an enseamed bed; stewed in corruption; honeying, and making love over the nasty sty.”
41) What is one statement about Humanity that Hamlet makes.
42) What is important about the Pirates?
43) How does Hamlet change in Act 5?
44) Do you think Hamlet forsees his own end? Why do you think this?
45) How is Hamlet like Christ?
46) What is the purpose of Horatio?
47) What does the following quote mean:
“Alexander died, Alexander was buried/ Alexander returneth to dust; / dust is earth; of earth we make loam; and why of that loam whereto/ he was converted might they not stop a beer barrel?/ Imperious Caesar, dead and turned to clay,?/ Might stop a hole to keep the wind away.? O, that that earth which kept the world in awe/ Should patch a wall t’ expel the winter’s flaw.”
48) Quotations from all Acts from various individuals. Be able to state who is speaking, who they are speaking to, and what they are talking about. Look over quizzes and reread important acts.
51) Describe how Hamlet changes (moods and/or temperament) in every act
52) Essay question
Hamlet 1.3 - 1.4
Act 1 scenes 3-4
1) What is Laertes advice to Ophelia?
2) How does “The canker galls the infants of the spring/ too oft before their buttons be disclos’d” fit into the ideology of the decaying garden?
3) What analogy does Ophelia give to her brother as an answer to his advice? What does she mean?
4) List five of the “few precepts” that Polonius gives to Laertes.
5) In lines 105-109, what is the metaphor that Polonius uses to describe Hamlet’s words of love?
6) List and explain one metaphor found in the lines 115-135.
7) What is Polonius’ command to Ophelia?
8) In scene 4, what is Hamlet talking about in lines 13-38?
9) Why doesn’t Horatio want Hamlet to follow the ghost?
10) What is Hamlet’s command to the three guards?
1) What is Laertes advice to Ophelia?
2) How does “The canker galls the infants of the spring/ too oft before their buttons be disclos’d” fit into the ideology of the decaying garden?
3) What analogy does Ophelia give to her brother as an answer to his advice? What does she mean?
4) List five of the “few precepts” that Polonius gives to Laertes.
5) In lines 105-109, what is the metaphor that Polonius uses to describe Hamlet’s words of love?
6) List and explain one metaphor found in the lines 115-135.
7) What is Polonius’ command to Ophelia?
8) In scene 4, what is Hamlet talking about in lines 13-38?
9) Why doesn’t Horatio want Hamlet to follow the ghost?
10) What is Hamlet’s command to the three guards?
Prostitution in Hamlet
The extended metaphor, motif, of prostitution appears throughout Hamlet. It goes to reinforce the idea that everyone in the play is selling themselves for something else. In some instances, such as Ophelia, it reinforces the idea of control. Polonius uses Ophelia. This prostitution backs up the moral decay of the garden and the fall of mankind.
Monday, November 30, 2009
Hamlet ACT 1 Scene 1
HOMEWORK - Reread Act 1 Scene 1 and post the answers to the following questions:
1) How is interest created in the opening scene?
2) What information are we given to help us understand the situation?
3) What happens at the end of the scene to create suspense and keep up the reader’s interest?
4) What is the mood of the scene?
5) Why are the sentries apprehensive (there are two reasons)?
6) What reasons are suggested by Horatio for the appearance of the late King’s ghost?
7) Who are the characters present in the scene?
8) List one thing Horatio says about the former King?
9) Who is young Fortinbras?
10) What does Horatio say happened in Rome after Julius Caesar was murdered?
11) How does Horatio differ from Marcellus and Barnardo in scene 1?
12) What is Horatio’s purpose in scene 1 (why is he present)?
13) What past history (Denmark’s history) is revealed in scene 1?
1) How is interest created in the opening scene?
2) What information are we given to help us understand the situation?
3) What happens at the end of the scene to create suspense and keep up the reader’s interest?
4) What is the mood of the scene?
5) Why are the sentries apprehensive (there are two reasons)?
6) What reasons are suggested by Horatio for the appearance of the late King’s ghost?
7) Who are the characters present in the scene?
8) List one thing Horatio says about the former King?
9) Who is young Fortinbras?
10) What does Horatio say happened in Rome after Julius Caesar was murdered?
11) How does Horatio differ from Marcellus and Barnardo in scene 1?
12) What is Horatio’s purpose in scene 1 (why is he present)?
13) What past history (Denmark’s history) is revealed in scene 1?
Sunday, November 15, 2009
Character Projects - The Canterbury Tales
Here are the characters that each of you signed up for (Amanda and Elise I suggest either the Nun's Priest's Tale, the Knight's Tale, or the Squire's Tale).
Summoner - Quinn
Friar - John
Yeoman - Logan
Physician - Brandy and Sarah
Miller - Mickey
Reeve - Paige
Pardoner - Emily and Kayla
Nun - Sam
Shipman - Thomas
Nun's Priest
Knight's
Squire's
Pilgrim Chaucer
Your presentations will start on Monday 11/23
Summoner - Quinn
Friar - John
Yeoman - Logan
Physician - Brandy and Sarah
Miller - Mickey
Reeve - Paige
Pardoner - Emily and Kayla
Nun - Sam
Shipman - Thomas
Nun's Priest
Knight's
Squire's
Pilgrim Chaucer
Your presentations will start on Monday 11/23
Thursday, November 12, 2009
HOMEWORK
Begin your Expository Essays. The first draft will be due next week: 11/20 - Friday.
Also begin researching your characters for your character presentations. We will start these on 11/23.
The winner of the character presentations will receive 15 extra credit points.
GOOD LUCK!
Also begin researching your characters for your character presentations. We will start these on 11/23.
The winner of the character presentations will receive 15 extra credit points.
GOOD LUCK!
Wednesday, November 11, 2009
Canterbury Tales
Homework: Remember to outline the characters of the Prologue and post them.
Choose a character and begin to research their tale.
Wednesday, November 4, 2009
Sir Gawain and the Green Knight
Fit 4
1) Sir Gawain and the Green Knight can be viewed as a journey from life to death and back to life. Discuss how this works.
2) Sir Gawain is reborn both physically and spiritually at the end of the book how?
3) Whose Point of View are we suppose to exact at the end of the book? Why?
4) Is Gawain ruined as a knight or will we see great deeds from him again?
5) In your opinion who is really in control?
1) Sir Gawain and the Green Knight can be viewed as a journey from life to death and back to life. Discuss how this works.
2) Sir Gawain is reborn both physically and spiritually at the end of the book how?
3) Whose Point of View are we suppose to exact at the end of the book? Why?
4) Is Gawain ruined as a knight or will we see great deeds from him again?
5) In your opinion who is really in control?
Sunday, November 1, 2009
Sir Gawain and the Green Knight
FIT 3
1) Compare each of the hunting scenes with the bedroom scenes in the castle. Explain how the hunting scenes symbolize what is going on in the bedroom and explore how the differ animals hunted relate to the different tactics used by the lady each day.
2) What is your impression of Gawain during this section? How do you think he behaves? Does he uphold his honor while not dishonoring the lady and the lord?
3) What is the climax of the book?
4) What does the girdle symbolize?
5) There are a few allusions to Christ, Mary and faith (or failure of faith) can you pick a couple out and discuss why they are there?
1) Compare each of the hunting scenes with the bedroom scenes in the castle. Explain how the hunting scenes symbolize what is going on in the bedroom and explore how the differ animals hunted relate to the different tactics used by the lady each day.
2) What is your impression of Gawain during this section? How do you think he behaves? Does he uphold his honor while not dishonoring the lady and the lord?
3) What is the climax of the book?
4) What does the girdle symbolize?
5) There are a few allusions to Christ, Mary and faith (or failure of faith) can you pick a couple out and discuss why they are there?
Tuesday, October 27, 2009
Sir Gawain and the Green Knight
Fit 2 (or section 2).
1) Look at the progression of each stanza in this section and briefly list/discuss in order what every stanza is about.
2) Look at the motif of games and discuss how it works in this section.
3) Other than the pentangle describe a symbol in this section and relate it to a theme. Discuss how this symbol reinforces the theme.
4) How is Gawain different in this section as compared to the last?
5) Discuss the setting.
1) Look at the progression of each stanza in this section and briefly list/discuss in order what every stanza is about.
2) Look at the motif of games and discuss how it works in this section.
3) Other than the pentangle describe a symbol in this section and relate it to a theme. Discuss how this symbol reinforces the theme.
4) How is Gawain different in this section as compared to the last?
5) Discuss the setting.
Wednesday, October 21, 2009
Hrolf Kraki
On your blogs answer the following questions:
2. Explain how the following themes work and what characters can looked at as symbols of the theme:
Role of Kings:
Role of the warrior:
Role of women:
Concept of Magic:
Revenge:
Hospitality:
3. Discuss one event in the story that seems to represent what you believe the book to be about.
4. How do Hrolf and his Champions compare with King Arthur and the round table?
8. Compare Hrolf Kraki to Beowulf.
2. Explain how the following themes work and what characters can looked at as symbols of the theme:
Role of Kings:
Role of the warrior:
Role of women:
Concept of Magic:
Revenge:
Hospitality:
3. Discuss one event in the story that seems to represent what you believe the book to be about.
4. How do Hrolf and his Champions compare with King Arthur and the round table?
8. Compare Hrolf Kraki to Beowulf.
Tuesday, October 20, 2009
Sir Gawain and the Green Knight: Chivalry
THE THIRTEEN RULES OF CHIVALRY KNOWN AS THE QUEST
1. A TRUE KNIGHT must be a gentleman, yet not fail in duty.
2. A TRUE KNIGHT must uphold the Dignity of Men and Women,
remembering that all are born free and equal in Dignity and Rights.
3. A TRUE KNIGHT’s manner of living is an example to the young.
4. A TRUE KNIGHT shall at no time act outrageously nor do murder or be
cruel in any way to man or beast.
5. A TRUE KNIGHT respects and defends the rights of all men and women to
hold and practice religious beliefs other than his own.
6. A TRUE KNIGHT takes no part in wrongful quarrel, but at all times
supports the lawful rights of all men and women.
7. A TRUE KNIGHT’s word is his bond.
8. A TRUE KNIGHT must be honorable in all things and know good from evil.
9. A TRUE KNIGHT must be of modest demeanor and shall not seek worship
of himself.
10. A TRUE KNIGHT must seek out such Quests as lead to the protection of
the oppressed and never fail in Charity, Fidelity, and the Truth.
11. A TRUE KNIGHT speaks evil of no man. A slanderous tongue brings shame
and disgrace to an Honorable Knight.
12. A TRUE KNIGHT never betrays a trust of confidence given to him by a
brother Knight.
13. A TRUE KNIGHT must so order his life that by his contribution, the people
of the world may hope to live together in greater peace and tolerance.
1. A TRUE KNIGHT must be a gentleman, yet not fail in duty.
2. A TRUE KNIGHT must uphold the Dignity of Men and Women,
remembering that all are born free and equal in Dignity and Rights.
3. A TRUE KNIGHT’s manner of living is an example to the young.
4. A TRUE KNIGHT shall at no time act outrageously nor do murder or be
cruel in any way to man or beast.
5. A TRUE KNIGHT respects and defends the rights of all men and women to
hold and practice religious beliefs other than his own.
6. A TRUE KNIGHT takes no part in wrongful quarrel, but at all times
supports the lawful rights of all men and women.
7. A TRUE KNIGHT’s word is his bond.
8. A TRUE KNIGHT must be honorable in all things and know good from evil.
9. A TRUE KNIGHT must be of modest demeanor and shall not seek worship
of himself.
10. A TRUE KNIGHT must seek out such Quests as lead to the protection of
the oppressed and never fail in Charity, Fidelity, and the Truth.
11. A TRUE KNIGHT speaks evil of no man. A slanderous tongue brings shame
and disgrace to an Honorable Knight.
12. A TRUE KNIGHT never betrays a trust of confidence given to him by a
brother Knight.
13. A TRUE KNIGHT must so order his life that by his contribution, the people
of the world may hope to live together in greater peace and tolerance.
Monday, October 12, 2009
Hrolf Kraki
Saga translates to "what is said". It is the recording of an oral story in prose. The saga usually starts with the ancestral background of the main character, usually starting with a grandfather or great-grandfather and briefly telling the relatives story and bringing the narrative quickly forward. For background info on Hrolf Kraki go here
1. Characters
Halfdane
Frodi
Helgi
Hroar
Signy
Regin
Vifil
Heid
Olaf
Yrsa
Hrok
Adils
Skuld
Berserkers
Svipdag
Svip (his advice to his son)
Bjalki
Bera:
Bjorn:
Bodvar Bjarki:
Drifa:
Elk-Frodi:
Haki:
Hakland:
Hardrefil:
Hjalti:
Hott:
Hjorvard:
Hring:
Hromund:
Hvit:
Skuld:
Storolf:
Vogg:
Vott:
Yrsa:
2. Explain how the following themes work and what characters can looked at as symbols of the theme:
Role of Kings:
Role of the warrior:
Role of women:
Concept of Magic:
Revenge:
Hospitality:
Loyalty:
Pride:
Man alone in a hostile world:
3. Discuss one event in the story that seems to represent what you believe the book to be about.
4. How do Hrolf and his Champions compare with King Arthur and the round table?
5. Make a list of at least ten moments of magic in the book.
6. Who is your favorite character and why?
7. How is the Cult of Odin important to this book?
8. Compare Hrolf Kraki to Beowulf.
Wednesday, October 7, 2009
Battle of Maldon
Notes:
Epic Devices: Single combat between individuals
Use of Kennings – list some examples
Mention of Epic Boast or Boasting
Motifs – running away from battle or the cowardly warrior vs. the warrior who dies by their leader
The celebration of a loss. It’s not the victory that is important as much as it is the struggle and the sacrifice. There are victories in losses.
Wyrd, Christianity vs. Paganism, Loyalty, Pride (ofermod), Transitory nature of life, the Idea of Honor
Characters to know from Maldon
Byrhtnoth
Offa
Eadric
Ethelred
Wulfstan
Aelfnoth
Wulfmoer
Aelfwine
Godric
Godwine
Godwig
Leofsunu
Aescferth
Byrhtwold
Epic Devices: Single combat between individuals
Use of Kennings – list some examples
Mention of Epic Boast or Boasting
Motifs – running away from battle or the cowardly warrior vs. the warrior who dies by their leader
The celebration of a loss. It’s not the victory that is important as much as it is the struggle and the sacrifice. There are victories in losses.
Wyrd, Christianity vs. Paganism, Loyalty, Pride (ofermod), Transitory nature of life, the Idea of Honor
Characters to know from Maldon
Byrhtnoth
Offa
Eadric
Ethelred
Wulfstan
Aelfnoth
Wulfmoer
Aelfwine
Godric
Godwine
Godwig
Leofsunu
Aescferth
Byrhtwold
Thursday, September 24, 2009
Names
Names to study for Beowulf:
Beowulf poet Anonymous Christian scribe who wrote down the oral Beowulf narrative
Grendel Rapacious, man-eating monster
Grendel's mother Devious, vengeful monster
Danes, aka Shieldings, Shield-Danes
Shield Sheafson Famous Danish king described in the opening
Heorot Hrothgar's mead-hall
Beow Hrothgar's grandfather
Halfdane Hrothgar's father
Hrothgar King of the Danes
Wealtheow Hrother's queen
Hildeburh Danish princess married to a Frisian King, described in the minstrel's song
Freawaru Hrothgar's daughter. Married Ingeld, a Heathobard
Hrethric Hrothgar's son
Heorogar Hrothgar's older brother
Geats
Hygelac Beowulf's overlord and uncle
Hygd Hygelac's queen
Hrethel Hygelac's father
Ecgtheow Beowulf's father, brother-in-law of Hygelac
Handscio Geat killed by Grendel
Other
Geatland Tribal territory of the Geats in southern Sweden
Unferth Thane in Hrothgar's court. Name means mar-peace. Killed his own brother.
Wulfgar Thane of Hrothgar, also a Wendel chief
Breca Beowulf's opponent is swimming match,
Aeschere Hrothgar's good friend, killed by Grendel's mother
Modthryth Beautiful queen who behaved badly
Hrunting Famous sword that Unferth gives to Beowulf
Hnaef Danish king, Hildeburh's brother, killed by the Frisians
Sigemund Dragon-killing hero who helped King Heremod, described in a minstrel's song after Beowulf kills Grendel
Haethcyn A king of the Geats, Hrethel’s second son, who takes the throne after accidentally killing his older brother, Herebeald. He is eventually killed by Ongentheow, king of the Swedes, in a war in which Ongentheow is killed by a second band of Geats, led by Hygelac.
Heardred A king of the Geats, son of Hygelac and later killed by Onela of the Swedes.
Onela (also spelled Onla) A king of the Swedes and the youngest son of Ongentheow. He is married to the Danish king's (Halfdane’s) daughter and assumes the Swedish throne after the death of his older brother. He later invaded Geatland after his two nephews fled to join Heardred, the king of the Geats. Onela then killed the oldest nephew but the younger lived. Later, Beowulf ruled the Geats, and invaded Sweden with Onela’s younger nephew, who then killed Onela and ruled Sweden.
Wiglaf A young Waegmunding kinsman and retainer of Beowulf who helps him in the fight against the dragon while all of the other warriors run away. Wiglaf adheres to the heroic code better than Beowulf’s other retainers, thereby proving himself a suitable successor to Beowulf.
Eofor A Geat warrior who kills the Swedish king named Ongentheow, and is given Hygelac’s daughter as a reward.
Ongentheow A king of the Swedes, a famous warrior and father of Onela. He killed Hathcyn and was later killed by a group of Geats led by Hygelac.
Monday, September 21, 2009
Names
Here are some more names that you need to learn. Note: you need to get these names down ASAP.
Modthryth
Heremod
Hrethric
Hygd
Sigemund
Freawaru
NOTE: Modthryth's name. Thryth = strength.
Modthryth
Heremod
Hrethric
Hygd
Sigemund
Freawaru
NOTE: Modthryth's name. Thryth = strength.
Thursday, September 17, 2009
Characters
You should be able to discuss the following characters - who they are, what they do, what group they belong to (example: Danes, Swedes, Geats, etc) and what they symbolize.
Shield Sheafson
Beow
Halfdane
Hrothgar
Heorogar
Halga
Aeschere
Hrethic
Wealtheow
Freawaru
Unferth
Wulgar
Brecca
Handscio
Hrethel
Shield Sheafson
Beow
Halfdane
Hrothgar
Heorogar
Halga
Aeschere
Hrethic
Wealtheow
Freawaru
Unferth
Wulgar
Brecca
Handscio
Hrethel
Tuesday, September 15, 2009
Dialectical Journal
You will be keeping a dialectical journal for BEOWULF. Use the following guide:
The Dialectical Journal
Effective students have a habit of taking notes as they read. This note-taking can several forms: annotation, post it notes, character lists, idea clusters, and many others. One of the most effective strategies is called a dialectical journal. The word “dialectical” has numerous meanings, but the one most pertinent is the “art of critical examination into the truth of an opinion” or reworded “The art or practice of arriving at the truth by using conversation involving question and answer.” As you read, you are forming an opinion about what you are reading (or at least you are SUPPOSED to be forming an opinion). That opinion, however, needs to be based on the text – not just a feeling. Therefore, all of your opinions need to be based on the text.
The procedure is as follows:
1. Purchase a dedicated spiral notebook and draw a line down the center of each page of the notebook. NOTE: I expect you to publish these journal entries on your blogs nightly and number them as you go.
2. As you read, pay close attention to the text.
3. Whenever you encounter something of interest (this could be anything from an interesting turn of phrase to a character note), write down the word/phrase in the LEFT HAND COLUMN making sure that you NOTE THE PAGE NUMBER. If the phrase is especially long just write the first few words, use an ellipsis, then write the last few words.
4. In the RIGHT HAND COLUMN, WRITE YOUR OBSEVRATIONS ABOUT THE TEXT you noted in the left-hand column. This is where you need to interact in detail with the text. Make sure that your observations are THOROUGH, INSIGHTFUL, and FOCUSED CLEARLY ON THE TEXT.
Requirements:
1) For each novel we read you will need to complete a MINIMUM of 55 entries if you wish to be eligible for an “A”. 35 is the minimum for a passing grade. Make sure you number your entries.
2) A completed dialectical journal should be brought to class each day a reading assignment is due.
3) On some short fiction and poetry reading assignments I may ask you to keep a dialectic journal on the reading (usually I’ll ask for 5-10 entries for shorter works).
4) Dialectic journals will be used as part of class discussion and will be randomly collected and graded for homework.
When should you write things down?
• When certain details seem important to you
• When you have an epiphany
• When you learn something significant about a character
• When you recognize a pattern (overlapping images, repetitions of idea, details, etc.)
• When you agree or disagree with something a character says
• When you find an interesting or potentially significant quote.
• When you notice something important or relevant about the writer’s style.
• When you notice effective uses of literary devices.
• When you notice something that makes you think of a question
That is all there is to it. This way, once you have read your text you will already have a great set of notes on which to draw when you write your paper. You also should have gained a great deal of insight about your particular text.
Note: Should you rather type this, just use the COLUMN function in your tool bar and complete steps two-four electronically.
Grading (based on 55 entries, if you have 45 entries an A= B, B= C, 35 entries A=C)
A—Detailed, meaningful passages, plot and quote selections; thoughtful interpretation and commentary about the text; includes comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) and how these elements contribute to the meaning of the text; asks thought-provoking, insightful questions; coverage of text is complete and thorough; journal is neat, organized, numbered and readable.
B—Less detailed, but good selections; some intelligent commentary about the text; includes some comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) but less than how these elements contribute to the meaning of the text; asks some thought-provoking, insightful questions; coverage of the text is complete and thorough; journal is neat, organized, numbered and readable.
C—A few good details about the text; most of the commentary is vague, unsupported or plot summary/paraphrase; some listing of literary elements, but perhaps inadequate discussion, but not very thoroughly; journal is relatively neat.
D—Hardly any good or meaningful details from the story; notes are plot summary or paraphrase; few literary elements, virtually no discussion on meaning; no good questions; limited coverage of text, and/or too short.
The Dialectical Journal
Effective students have a habit of taking notes as they read. This note-taking can several forms: annotation, post it notes, character lists, idea clusters, and many others. One of the most effective strategies is called a dialectical journal. The word “dialectical” has numerous meanings, but the one most pertinent is the “art of critical examination into the truth of an opinion” or reworded “The art or practice of arriving at the truth by using conversation involving question and answer.” As you read, you are forming an opinion about what you are reading (or at least you are SUPPOSED to be forming an opinion). That opinion, however, needs to be based on the text – not just a feeling. Therefore, all of your opinions need to be based on the text.
The procedure is as follows:
1. Purchase a dedicated spiral notebook and draw a line down the center of each page of the notebook. NOTE: I expect you to publish these journal entries on your blogs nightly and number them as you go.
2. As you read, pay close attention to the text.
3. Whenever you encounter something of interest (this could be anything from an interesting turn of phrase to a character note), write down the word/phrase in the LEFT HAND COLUMN making sure that you NOTE THE PAGE NUMBER. If the phrase is especially long just write the first few words, use an ellipsis, then write the last few words.
4. In the RIGHT HAND COLUMN, WRITE YOUR OBSEVRATIONS ABOUT THE TEXT you noted in the left-hand column. This is where you need to interact in detail with the text. Make sure that your observations are THOROUGH, INSIGHTFUL, and FOCUSED CLEARLY ON THE TEXT.
Requirements:
1) For each novel we read you will need to complete a MINIMUM of 55 entries if you wish to be eligible for an “A”. 35 is the minimum for a passing grade. Make sure you number your entries.
2) A completed dialectical journal should be brought to class each day a reading assignment is due.
3) On some short fiction and poetry reading assignments I may ask you to keep a dialectic journal on the reading (usually I’ll ask for 5-10 entries for shorter works).
4) Dialectic journals will be used as part of class discussion and will be randomly collected and graded for homework.
When should you write things down?
• When certain details seem important to you
• When you have an epiphany
• When you learn something significant about a character
• When you recognize a pattern (overlapping images, repetitions of idea, details, etc.)
• When you agree or disagree with something a character says
• When you find an interesting or potentially significant quote.
• When you notice something important or relevant about the writer’s style.
• When you notice effective uses of literary devices.
• When you notice something that makes you think of a question
That is all there is to it. This way, once you have read your text you will already have a great set of notes on which to draw when you write your paper. You also should have gained a great deal of insight about your particular text.
Note: Should you rather type this, just use the COLUMN function in your tool bar and complete steps two-four electronically.
Grading (based on 55 entries, if you have 45 entries an A= B, B= C, 35 entries A=C)
A—Detailed, meaningful passages, plot and quote selections; thoughtful interpretation and commentary about the text; includes comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) and how these elements contribute to the meaning of the text; asks thought-provoking, insightful questions; coverage of text is complete and thorough; journal is neat, organized, numbered and readable.
B—Less detailed, but good selections; some intelligent commentary about the text; includes some comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) but less than how these elements contribute to the meaning of the text; asks some thought-provoking, insightful questions; coverage of the text is complete and thorough; journal is neat, organized, numbered and readable.
C—A few good details about the text; most of the commentary is vague, unsupported or plot summary/paraphrase; some listing of literary elements, but perhaps inadequate discussion, but not very thoroughly; journal is relatively neat.
D—Hardly any good or meaningful details from the story; notes are plot summary or paraphrase; few literary elements, virtually no discussion on meaning; no good questions; limited coverage of text, and/or too short.
Monday, September 14, 2009
Friday, September 11, 2009
Beowulf Study Guide
Today, in class, we are going to read J.R.R. Tolkien's "The Monster and the Critics". Your assignment is to post a blog entry outlining his arguments and then responding with your own thoughts about his ideas. I expect this blog posted by Monday. Take notes as you read- as in mark the text and have a reading journal next to you. Below is a study guide for Beowulf reading.
Go here to read an interesting essay on Anglo-Saxon heroes.
For Tuesday you'll need to post two more literary devices from your list.
BEOWULF STUDY GUIDE:
Answer the following questions on your own paper
1. Describe the following characters:
*Hrothgar
*Grendal
*Beowulf
*Shield Sheafson
*Wulfgar
*Ecgtheow
2. Describe Heorot
3. What is important about the descriptions of Shield Sheafson? What was his childhood like? What was has burial like?
4. Discuss the manner in which Beowulf addresses the sentinel guarding the coast? What is odd about it?
5. Give two reasons Beowulf comes to Denmark.
6. Why does Grendal attack Heorot?
7. How is Heorot symbolized before Grendal’s coming?
8. How long has Heorot remained empty?
9. What is the significance of Grendal being descended from Cain?
10. Give four examples of Kennings in the story.
11. Give four examples of Alliteration in the story.
12. Discuss wergild and how it has worked so far in the story.
13. Discuss how the following themes have appeared in the story: Loyalty, Reputation, good vs. evil, Christianity vs. Paganism, role of women, role of Kings, role of the Warrior, Beowulf as a anti-war poem. Give examples of scenes that back up each
14. How does Beowulf become king?
15. Who are the Geats sworn enemies?
16. What are some of Beowulf’s heroic exploits after Grendel and before the dragon?
17. How does Pride get the best of Beowulf?
18. Which of Hygelac’s sons was killed by his brother? What theme does this reinforced?
19. How does the role of the warrior vs. the role of the king work in these pages?
20. What purpose does the comparison between Beowulf and Siegmund serve? The comparison between Beowulf and Hermod?
21. Why is the story of Finn included just before Welthow appears?
22. Describe the lake.
23. What does Hrothgar warn Beowulf about in his speech?
24. Why are their ancestors so important to the warriors in Beowulf?
25. Identify and discuss the Christian influences on the poem.
26. Identify and discuss the Viking/Scandinavian elements in the poem.
27. Discuss the code of loyalty in Beowulf. How is the society structured? What is important to the warriors in Beowulf? What
qualities did they feel a good king should possess? What do they consider “courageous”?
28. Discuss the battle between good and evil in the poem. Who represents good? Who represents evil?
29. Discuss the role of women in this patriarchal world. Cite examples from the text.
30. Is Beowulf a hero? Why/why not?
31. Discuss the role of reputation in Beowulf. Cite examples from the text.
32. Compare and contrast the battles with Grendel and the dragon. Consider the cause of each monster’s attack, Beowulf ’s
motivation for countering the attack, Beowulf ’s battle preparations, and the conclusions of each battle.
33. Discuss the behavior of Beowulf ’s men in each of these battles.
34. What attitudes and actions lead to Beowulf ’s downfall? Defend your answer with examples.
Tuesday, September 8, 2009
Values in Beowulf
Revenge: The death of a kinsman must be avenged by his male relations, in blood or in money.
Wergild: The wergild is the law of vendetta, which specified that a person who had suffered damages through the killing of a relative might exact a sum of money from the murderer as an expiation of the crime. The value of the wergild was set depending on the social status of the person killed. An earl was assessed higher than a freeman, and a freeman higher than a commoner (or churl). Men were assessed higher than women of the same class.
Kinsmen: The Germanic tribe had an enlarged definition of kin, including friends and those to whom one owed favors, even over generations.
Burial Practices: Burial at sea is the most familiar form of Germanic tribal burial, but they also buried warriors and kings in mounds and in a stone barrow. Burials often included the weapons and wealth of the corpse. Sutton Hoo, the remains of a burial ship discovered in Suffolk, England, was discovered in 1939. This find proved that the ostentatious descriptions of the burial of kings at sea were not just descriptive language, but a true description of life during this time period.
Boasting: Boasting was considered an art and the prerogative of a warrior.
Fate: Pagan tradition depicts nature as hostile and the forces of death as uncontrollable. Blind fate picks random victims. It is sometimes referred to “wyrd” which could be pronounced as “word” or “weird.” Fate was out of human control, but man could control the way in which he met his fate.
Women: The female role in Beowulf is twofold. First it involves peacemaking biologically through a woman’s marital ties with foreign kings as a peace-pledge or a mother of sons. Secondly, it involves peacemaking socially and psychologically as a cup-passing and peace-weaving queen within a hall.
Comitatus: Germanic tribes which invaded Britain held strong beliefs in the basic family unit and were industrious and warlike. They chose their kings for birth and their generals for merit. Even poor tribal members could become rich and powerful if they were willing and able to prove themselves brave and adept in battle. The practice of comitatus (a term used by the early historian Tacitus) was an agreement by which a youth would attach himself to a strong leader for the purpose of gaining riches and prestige. This arrangement could have been the precursor of the lord-thane relationship of feudal institutions of the time, which can also be observed in Beowulf.
Christianity: The poet of Beowulf is Christian, but the society he describes is not. Sometimes the narrator’s voice comments from a Christian perspective on pagan values, beliefs, and customs.
Classes: There were two classes of people in Anglo-Saxon society: members of the aristocracy (the privileged ruling few) and the common people, including bondsmen and captives. Only a few exceptions were called “freemen,” a status held as some type of reward or special favor.
Warriors: Warriors kept their armor and weapons at their sides at all times. The Beowulf poet praises the Geats, “They were always prepared for war, whether at home or in the field, as their lord required” (1246-50). The warrior’s kit would include a helmet, shield, spear and chain main, and, if he had high status, a sword. They used crested or combed helmets from the 7th and 8th century, with a very sturdy all-iron construction. Mail shirts consisted of rows of riveted rings alternating with of butt-welded rings. The rings were of gray steel, skillfully formed into an intricate mesh, and they linked and jingled on the move. Shields and spears were part of the basic fighting kit of the war-band. Swords were powerful heirlooms to be prized for their power and might; they may have had names, or carried owner inscriptions and images of the mythic past. They had richly decorated hilts, and with their iron blades were fierce, double-edged weapons, which needed two hands to swing them. The seax, was a single-edged weapon, just as effective as the double-edged sword.
War: For Germanic tribes, war was considered a natural, desirable and constant part of life.
Wealth: One of the roles of the king was to share wealth. Part of the function of a hall was to provide a setting for the sharing of wealth with the king’s warriors and thanes.
Friday, September 4, 2009
Homework for Tuesday
A Modest Proposal to Increase the Student Population of Skagway School (2nd Draft).
Thursday, September 3, 2009
Character Research Projects
Character Research Project:
Choose one of the following characters and
1) Give a brief descript of who they are and what they do in life (relate them to a type – warrior/hero, king, etc)
2) Share a story about them – other than the one we have read
3) Give an analysis or interpretation of them (what they symbolize – to the society of the stories or the society that told the story)
4) Personal Reflection on the character (what do you think and why)
5) Find a drawing or photo that represents the character.
6) Find one literary device that is associated with the character and explain why.
Characters:
Conchobhar
Cet
Meis-Geghra
Brandigiefran
Branwen
Matholwch
Manawydan
Cu Chulainn
Efnisien
(You will present these to class as well as post them on your blogs w/photos)
Choose one of the following characters and
1) Give a brief descript of who they are and what they do in life (relate them to a type – warrior/hero, king, etc)
2) Share a story about them – other than the one we have read
3) Give an analysis or interpretation of them (what they symbolize – to the society of the stories or the society that told the story)
4) Personal Reflection on the character (what do you think and why)
5) Find a drawing or photo that represents the character.
6) Find one literary device that is associated with the character and explain why.
Characters:
Conchobhar
Cet
Meis-Geghra
Brandigiefran
Branwen
Matholwch
Manawydan
Cu Chulainn
Efnisien
(You will present these to class as well as post them on your blogs w/photos)
Wergild and Wyrd
Wergild, part of the warrior code and translated roughly as "man price", is the amount of money a person or family could accept in place of vengeance if a relative was killed. It was an agent of peacekeeping, a very important concept in a world ruled by honor, a world were the code meant that you needed some sort of retribution.
For more information on wergild go here.
Wyrd roughly means fate, as at some given time all men are doomed to die. But, fate is continually connected to past actions. The past influences the future, and the future influences the past. For more info. click here.
Wednesday, September 2, 2009
Medieval Literature
MEDIEVAL LITERATURE: HEROES, MONSTERS and POETS
The Medieval Period marked the transformation from oral to written literature, from pagan to Christian religion, from myth to recorded history, from political chaos to social order, from Old Roman power to the rise of Northern Europe, from Old English (a more Germanic Language) to the Modern English of Shakespeare. This period, roughly from the fall of Rome in 476 A.D. to the beginning of the Renaissance (which in England occurred during the Reign of Queen Elizabeth, who took power in 1558 A.D.), sees the formation of new World Order that is the foundation of Western Culture and the Americas. The literature produced during this time suggests a pre-historic warrior culture, but with a mix of Christian philosophy and satire. By studying this period we become more aware of where Europe came from and aware of how myths change to reflect the values of a culture. We also see glimpses of old myths that our society still clings to and holds dear.
This unit will explore medieval literature that revolves around warriors, heroes, monsters and the ideas of chivalry. We will look at the warrior culture and the roles of individuals in these cultures—particularly the roles of the King (and what makes a good king), the role of the warrior, the roles of women, and the roles of poets (skalds) or storytellers. We will look at the different ideas of afterlife, or the idea of Christianity vs. Paganism, the themes of loyalty, pride, magic and magic’s use in the world (especially in worlds associated with Christianity and/or paganism). We will look at the theme of man alone in a hostile world, why hospitality was important, banishment as a form of punishment and blood-money as a form of justice, and the concept of fate (as in “It’s a good day to die” mentality). We will also discuss the oral tradition and contrast it with the written, and we will view how the English language came to be what it is—meaning we will look at Old English and Middle English and Modern English.
We will read the following texts: “The Death of Concobar” – a story from the Ulster Hero Cycle; “Branwen” – the 2nd branch of the Mabinogion about the war between Wales and Ireland because of the mistreatment of a queen and bad hospitality. The old Anglo-Saxon poems: “The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “A Wife’s Lament”. “Beowulf”, “Sir Gawain and the Green Knight”, “The Death of King Arthur”, sections from the Canterbury Tales, possibly the Saga of King Hrolf Kraki and his Champions, J.R. Tolkien’s “Monsters and the Critics” and his sequel to “The Battle of Maldon” and others.
For this unit you will have a final project, a final test, an essay assignment, at least one creative writing assignment, and various quizzes on various books. We will view a bit of history and look into the humor and cruelty of an ancient world.
STUDY GUIDE and OBJECTIVES: Things you should know by end of Unit.
Note: Most importantly you should look back through your notes and returned quizzes, tests and assignments and read over them.
TEXTS that you will need to know (and I mean know beyond comprehension), be able to relate to themes, to other texts with similar themes (compare and contrast), be able to explain symbols, make arguments about actions of characters, etc.
“The Death of Conchobhar”
“Branwen, Daughter of Llyr”
“The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “The Wife’s Lament”
Beowulf
Sir Gawain and the Green Knight
The Canterbury Tales
THEMES: The Corruption of Power, Christianity vs. Paganism, Man Alone in a Hostile World, The Roles of Woman, The Role of Christianity, The Roles of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith, Bloody-Money as a form of Punishment, Banishment, Good vs. Evil, Hospitality, The Transitory Nature of Life, and any others we have talked about.
Some Definitions you’ll need to remember: Wergild, wyrd, kenning, alliteration, epic hero, epic poem, epic boast, romantic literature, chivalry
List of Characters that you will need to know: Conchobhar, Cet, Meis-Geghra, Finghin, Brandigiefran, Branwen, Maholwch, Manawydan, Efnisien, Nisien, Beowulf, Grendal, Hygelac, Hrothgar, Shield Sheafson, Wulfgar, Wiglaf, Unferth, Finn, Siegmund, Weltheow, Morgan Le Fay, Sir Gawain, King Arthur, The Green Knight, The Mistress, all the characters from “The Canterbury Tales”
For major characters (or protagonists) make sure you can discuss character flaws and what those flaws are meant to do – or how they inform us of someone larger idea.
Motifs: ambush, birds and horses, the mutilation of horses, betrayal while the king is away, divine protection, the troublemaker, beheading, kin killing, important of ancestors, reputation, the arming of the warrior, the fairy world, green
Symbols: the brain-ball, the cauldron of resurrection, Heorot, Grendal, the Dragon, the fiery lake (and Grendal’s mothers’ liar), hrunting, the giant’s sword, Gawain’s shield, the girdle (remember characters themselves can also be symbols)
Allusions: for each story or book be able to pick out some allusions and link them to a theme
Irony: For each story or book be able to pick out some ironies
Make sure you keep a list of events from any book or story that backs up a theme. You will need to use examples. Specific examples.
You will need to be able to compare and contrast the four poems – Battle of Muldon, The Seafarer, The Wanderer, The Wife’s Lament—with each other and/or be able to connect to a theme and used to back up a larger book (such as Beowulf).
Be able to generalize the differences between the following: Anglo-Saxon, Celtic, and Welsh literature, between Old English and Middle English, between the ideas of Sir Gawain and The Canterbury Tales.
Objectives: By the end of this unit some of the things students should be able to do include
1) Define wergild and give examples from various stories on how it works and why it was important as a form of justice
2) Define wyrd and give examples of heroes that followed this idea or code of life. Explain with examples why it was important to warrior society.
3) Define kenning and give examples
4) Define alliteration and give examples from alliterative poems
5) Define Epic Hero and Epic Poem
6) Keep a list of characters and be able to describe them and compare them to characters from other stories in relation to themes
7) Define chivalry and describe how certain characters followed the chivalric code.
8) Keep a list of symbols and relate these to major themes
9) Keep a list of motifs involving “types of stories” or events that reoccur in oral tradition
10) Be able to describe the rules and structure of warrior society
11) Define scop and discuss the important of poets in some of these stories
12) Discuss flaws of characters and how these flaws cause characters downfall
13) Compare the Seafarer, Wanderer, Wife’s Lament by relating them to warrior society
14) Discuss irony (and type) in each of these works
15) Define “Frame Story”
16) Define and give elements of a “saga”
17) Keep a list of events and descriptions that help you explore the following themes: Man Alone in A Hostile World, Paganism vs. Christianity, The Role of Kings, The Role of Warriors, The Role of Women, The Idea of Honor, Good vs. Evil, Loyalty, Pride, Hospitality, The transitory nature of life.
18) Define and give examples of allegory, allusion, personification, caesura, litotes, and aphorism
The Medieval Period marked the transformation from oral to written literature, from pagan to Christian religion, from myth to recorded history, from political chaos to social order, from Old Roman power to the rise of Northern Europe, from Old English (a more Germanic Language) to the Modern English of Shakespeare. This period, roughly from the fall of Rome in 476 A.D. to the beginning of the Renaissance (which in England occurred during the Reign of Queen Elizabeth, who took power in 1558 A.D.), sees the formation of new World Order that is the foundation of Western Culture and the Americas. The literature produced during this time suggests a pre-historic warrior culture, but with a mix of Christian philosophy and satire. By studying this period we become more aware of where Europe came from and aware of how myths change to reflect the values of a culture. We also see glimpses of old myths that our society still clings to and holds dear.
This unit will explore medieval literature that revolves around warriors, heroes, monsters and the ideas of chivalry. We will look at the warrior culture and the roles of individuals in these cultures—particularly the roles of the King (and what makes a good king), the role of the warrior, the roles of women, and the roles of poets (skalds) or storytellers. We will look at the different ideas of afterlife, or the idea of Christianity vs. Paganism, the themes of loyalty, pride, magic and magic’s use in the world (especially in worlds associated with Christianity and/or paganism). We will look at the theme of man alone in a hostile world, why hospitality was important, banishment as a form of punishment and blood-money as a form of justice, and the concept of fate (as in “It’s a good day to die” mentality). We will also discuss the oral tradition and contrast it with the written, and we will view how the English language came to be what it is—meaning we will look at Old English and Middle English and Modern English.
We will read the following texts: “The Death of Concobar” – a story from the Ulster Hero Cycle; “Branwen” – the 2nd branch of the Mabinogion about the war between Wales and Ireland because of the mistreatment of a queen and bad hospitality. The old Anglo-Saxon poems: “The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “A Wife’s Lament”. “Beowulf”, “Sir Gawain and the Green Knight”, “The Death of King Arthur”, sections from the Canterbury Tales, possibly the Saga of King Hrolf Kraki and his Champions, J.R. Tolkien’s “Monsters and the Critics” and his sequel to “The Battle of Maldon” and others.
For this unit you will have a final project, a final test, an essay assignment, at least one creative writing assignment, and various quizzes on various books. We will view a bit of history and look into the humor and cruelty of an ancient world.
STUDY GUIDE and OBJECTIVES: Things you should know by end of Unit.
Note: Most importantly you should look back through your notes and returned quizzes, tests and assignments and read over them.
TEXTS that you will need to know (and I mean know beyond comprehension), be able to relate to themes, to other texts with similar themes (compare and contrast), be able to explain symbols, make arguments about actions of characters, etc.
“The Death of Conchobhar”
“Branwen, Daughter of Llyr”
“The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “The Wife’s Lament”
Beowulf
Sir Gawain and the Green Knight
The Canterbury Tales
THEMES: The Corruption of Power, Christianity vs. Paganism, Man Alone in a Hostile World, The Roles of Woman, The Role of Christianity, The Roles of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith, Bloody-Money as a form of Punishment, Banishment, Good vs. Evil, Hospitality, The Transitory Nature of Life, and any others we have talked about.
Some Definitions you’ll need to remember: Wergild, wyrd, kenning, alliteration, epic hero, epic poem, epic boast, romantic literature, chivalry
List of Characters that you will need to know: Conchobhar, Cet, Meis-Geghra, Finghin, Brandigiefran, Branwen, Maholwch, Manawydan, Efnisien, Nisien, Beowulf, Grendal, Hygelac, Hrothgar, Shield Sheafson, Wulfgar, Wiglaf, Unferth, Finn, Siegmund, Weltheow, Morgan Le Fay, Sir Gawain, King Arthur, The Green Knight, The Mistress, all the characters from “The Canterbury Tales”
For major characters (or protagonists) make sure you can discuss character flaws and what those flaws are meant to do – or how they inform us of someone larger idea.
Motifs: ambush, birds and horses, the mutilation of horses, betrayal while the king is away, divine protection, the troublemaker, beheading, kin killing, important of ancestors, reputation, the arming of the warrior, the fairy world, green
Symbols: the brain-ball, the cauldron of resurrection, Heorot, Grendal, the Dragon, the fiery lake (and Grendal’s mothers’ liar), hrunting, the giant’s sword, Gawain’s shield, the girdle (remember characters themselves can also be symbols)
Allusions: for each story or book be able to pick out some allusions and link them to a theme
Irony: For each story or book be able to pick out some ironies
Make sure you keep a list of events from any book or story that backs up a theme. You will need to use examples. Specific examples.
You will need to be able to compare and contrast the four poems – Battle of Muldon, The Seafarer, The Wanderer, The Wife’s Lament—with each other and/or be able to connect to a theme and used to back up a larger book (such as Beowulf).
Be able to generalize the differences between the following: Anglo-Saxon, Celtic, and Welsh literature, between Old English and Middle English, between the ideas of Sir Gawain and The Canterbury Tales.
Objectives: By the end of this unit some of the things students should be able to do include
1) Define wergild and give examples from various stories on how it works and why it was important as a form of justice
2) Define wyrd and give examples of heroes that followed this idea or code of life. Explain with examples why it was important to warrior society.
3) Define kenning and give examples
4) Define alliteration and give examples from alliterative poems
5) Define Epic Hero and Epic Poem
6) Keep a list of characters and be able to describe them and compare them to characters from other stories in relation to themes
7) Define chivalry and describe how certain characters followed the chivalric code.
8) Keep a list of symbols and relate these to major themes
9) Keep a list of motifs involving “types of stories” or events that reoccur in oral tradition
10) Be able to describe the rules and structure of warrior society
11) Define scop and discuss the important of poets in some of these stories
12) Discuss flaws of characters and how these flaws cause characters downfall
13) Compare the Seafarer, Wanderer, Wife’s Lament by relating them to warrior society
14) Discuss irony (and type) in each of these works
15) Define “Frame Story”
16) Define and give elements of a “saga”
17) Keep a list of events and descriptions that help you explore the following themes: Man Alone in A Hostile World, Paganism vs. Christianity, The Role of Kings, The Role of Warriors, The Role of Women, The Idea of Honor, Good vs. Evil, Loyalty, Pride, Hospitality, The transitory nature of life.
18) Define and give examples of allegory, allusion, personification, caesura, litotes, and aphorism
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