Friday 12/21

 Ophelia's death

Journal:  Clauduis explains to Laertes why he could not "prosecute" Hamlet for the death of his father:

O, for two special reasons;
Which may to you, perhaps, seem much unsinew'd,
But yet to me they are strong. The queen his mother
Lives almost by his looks; and for myself--
My virtue or my plague, be it either which--
She's so conjunctive to my life and soul,
That, as the star moves not but in his sphere,
I could not but by her. The other motive,
Why to a public count I might not go,
Is the great love the general gender bear him;
Who, dipping all his faults in their affection,
Would, like the spring that turneth wood to stone,
Convert his gyves to graces; so that my arrows,
Too slightly timber'd for so loud a wind,
Would have reverted to my bow again,
And not where I had aim'd them.

Summarize Claudius' rationale for not imprisoning Hamlet.

1.   Review Fortinbras as a "foil" to Hamlet.  Anti-war themes?

2.  Discuss Journal.

3.  Identify the possible causes of Ophelia's mental collapse.

4.  What has happened to Ophelia at the conclusion of Act IV?  
--Was this intentional or an accident?

5.  **Explain how Hamlet arrives back in Denmark.  Believable?

6.  With a partner, list the various components of Claudius and Laertes plan
to kill Hamlet.  

Thursday 12/20

                                     Rest in Peace...     Polonius:  "Thou wretched, rash, intruding fool, farewell!"

Journal:  In Act IV, scene III, Hamlet proclaims to Claudius:

We fat all creatures else to fat us, and we fat ourselves for maggots.  Your fat king and your lean beggar is but variable service, two dishes, but to one table.  

Explain the context of this situation.  Examine what theme is generated by Hamlet's words.

Act IV Guide questions:

1.  What has Hamlet done with Polonius' body?  Why?

2.  With whom do Gertrude's loyalties lie?  How can you tell?

3.  Whom does Hamlet refer to as a sponge?  Why?


Scene 4:  (pg 93)  Analyze Fortinbras as a "Foil" to Hamlet.  Consider themes related to war. 

Wednesday 12/18

Journal:  In Act 3, Hamlet has an opportunity to kill Claudius, yet he contemplates:

Now might I do it pat, now he is praying;
And now I'll do't. And so he goes to heaven;
And so am I revenged. That would be scann'd:
A villain kills my father; and for that,
I, his sole son, do this same villain send
To heaven.

Explain Hamlet's decsion here.  Do you agree?  Consider a potential tragic flaw.  

1.  Discuss Journal

2.  Activity:  With a partner, Assume the point of view of Claudius and craft a letter to the royal
court of Denmark explaining why Hamlet has to depart for England.  Be creative!

3.  Read Act 3:  Polonius' Death

**Who kills him?  Why?  

**Is remorse shown?

4.  Complete reading Act 3.  

5.  Discuss:  Gertrudes' possible involvement in King Hamlet's death.  Examine Gertrude's support (or lack thereof) for Hamlet.

6.  View selected film clips:  Act 3.  

Tuesday 12/18

At the end of Act 3, scene 2, Hamlet broods over how he shall regard his mother:

Tis now the very witching time of night,
When churchyards yawn and hell itself breathes out
Contagion to this world: now could I drink hot blood,
And do such bitter business as the day
Would quake to look on. Soft! now to my mother.
O heart, lose not thy nature; let not ever
The soul of Nero enter this firm bosom:
Let me be cruel, not unnatural:
I will speak daggers to her, but use none;
My tongue and soul in this be hypocrites;
How in my words soever she be shent,
To give them seals never, my soul, consent!

Analyze Hamlet's feeling towards his mother here.  Consider what he has just learned and the
respective implications regarding Gertrude.

1.  Discuss Journal.

2.  Read Act 2, scene 3.

**Consider elements of Climax

3.  View Act 3:  Focus on "The Mousetrap"

Monday 12/17

Journal:  In Act III, Hamlet tells Claudius about the play the actors will peform:

The Mouse-trap. Marry, how? Tropically. This play
is the image of a murder done in Vienna: Gonzago is
the duke's name; his wife, Baptista: you shall see
anon; 'tis a knavish piece of work: but what o'
that? your majesty and we that have free souls, it
touches us not: let the galled jade wince, our
withers are unwrung.

** Analyze the significance of Hamlet's response.

1.  Review Hamlet's violent scene with Opehlia in Act 3
(Get Thee to a Nunnery)  

2.  Explore theme of misogyny.

3.  Discuss journal.  

Has Hamlet already made up his mind?
What might Claudius suspect about Hamlet's irrationality?

4.  Quiz:  Act II  

Friday 12/13

Journal:  In Act 3 scene 1, Hamlet confronts Ophelia and beckons her to "Get thee to a nunnery  Why wouldst thou be a breeder of sinners?"

Analyze the symbolism of these remarks.  Consider how Ophelia feels here.

1.  Review "To Be or Not To Be"

2.  Discuss Journal.

3.  Review/Workshop:  Senior Project - Outline and Introduction.  **Will be collected at end of class.

4.  HW:  Read Hamlet  Act III

Thursday 12/13

Journal:  Hamlet's emotions wreak havoc on him when he realizes that the actors are more passionate about their fiction than he is about his life: "Am I a coward...But I am pigeon-liver'd and lack gall..."  Describe a time when you doubted yourself and were disgusted by your "inaction." 


-->

Directions:  With a partner, read the most important soliloquy in all of Shakespearean literarure.   Analyze existential themes generated.  Explain Hamlet’s quandary regarding existence.

HAMLET
To be, or not to be: that is the question:                                                **To be what?
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;                            
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks         **1000 natural shocks?
That flesh is heir to, 'tis a consummation
Devoutly to be wish'd. To die, to sleep;                   
To sleep: perchance to dream: ay, there's the rub;
For in that sleep of death what dreams may come **What dreams may come?
When we have shuffled off this mortal coil,
Must give us pause: there's the respect                         **Respect for life?
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor's wrong, the proud man's contumely,
The pangs of despised love, the law's delay,
The insolence of office and the spurns
That patient merit of the unworthy takes,               **Pangs of despised love?
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover'd country from whose bourn
No traveller returns, puzzles the will                        **Undiscovered country?
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all;
And thus the native hue of resolution                     **We are cowards?  Why?
Is sicklied o'er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry,
And lose the name of action.

Wednesday 12/12

Journal:
At the conclusion of Act 2,  Hamlet's character begins to unravel:

O, what a rogue and peasant slave am I!
Is it not monstrous that this player here,
But in a fiction, in a dream of passion,
Could force his soul so to his own conceit
That from her working all his visage wann'd,
Tears in his eyes, distraction in's aspect,
A broken voice, and his whole function suiting
With forms to his conceit? and all for nothing!
For Hecuba!
What's Hecuba to him, or he to Hecuba,
That he should weep for her? What would he do,
Had he the motive and the cue for passion
That I have?

Explain why he is so upset.  Does he have a right to be?

1.  Discuss Journal

2.  Summarize his plan to gain clarity regarding Claudius.

3.  What doubts does Hamlet have concerning the ghost?

4.  Consider significance:  "The play's the thing wherein I'll catch the conscience of the King"

What does this mean?  Do you agree.

5.  Evaluate the wisdom of Hamlet's actions as Act 3 approaches.  Consider what can go wrong.  

Tuesday 12/11

Journal:  Explain why Hamlet refers to Polonius as a "fishmonger.  Describe someone you know who
is always meddling in others' affairs.

1.  Discuss journal

2.  Read Act 2, scene 2


 3.  Read pgs 51-55    Analyze interaction between Hamlet and Rosencrantz and Guildenstern.

 4.   Analyze Hamlet's speech on pg 53  "This goodly frame, the earth, seems to me a sterile promontory..."

5.  Read/Analyze Hamlet's sololiquy that concludes Act 2.  (pgs. 59-60)

Activity:  With a partner:

--Identify his fears

--Describe his emotional state

--Evaluate his feeling towards Claudius?  The Ghost?

--Summarize the plan he concocts.  

Monday 12/10

Journal:  In Act 2, scene 2, Polonius expresses to the Kind:  "Brevity is the soul of wit."
Explain what this means.  Consider how this is ironic?

1.  Discuss Journal

2.  Read Act 2, scene 2

--What do you think is Gertrude's opinion of Polonius?

--Why does Polonius read Hamlet's love letter?

--What is Polonius' new plan?  (Hint:  lines 174-179)  What might this reveal about his character?

Activity:  Read scene in which Polonius tries to match wits with Hamlet.  (pg. 50)

Questions:  Who wins?

What does Hamlet call Polonius?  Significance?  Explain.

3.  Read pgs 51-55    Analyze interaction between Hamlet and Rosencrantz and Guildenstern.

4.  Analyze Hamlet's speech on pg 53  "This goodly frame, the earth, seems to me a sterile promontory..."

Friday 12/7

Journal:

In Act 2, scene 1, after Ophelia tells her father that Hamlet visited her "with his doublet all ubraced, no hat upon his head, his stockings fouled, ungartered, and down-gyved to his ankle..." Polonius is very concerned and proclaims, "That hath made him mad". 

*Explain what he is referring to.   Consider how this generates dramatic irony.

1.  Discuss journal.

2.  Preview/Collect note cards.

3.  Quiz:  Act 1.

4.  View, Act 2, scenes 1 and 2. 

Journal:

In Act 1, scene 5, Hamlet confides to Horatio: "How strange or odd soe'er I bear myself-
As I perchance hereafter shall think meet
To put an antic disposition on-
That you, at such times seeing me, never shall... that you know aught of me..."

Describe Hamlet's plan here.  Why do you think he hopes to accomplish by this? 

1.  Discuss Journal

2.  Read Act 2, scene 1.

--What has "affrighted" Ophelia?
--Explain Polonius' reaction.

3.  Discuss:  Is Hamlet in control? 

Wednesday 12/5

Journal:  In Act 1, scene 5, the Ghost professes:

Ay, that incestuous, that adulterate beast,
With witchcraft of his wit, with traitorous gifts,--
O wicked wit and gifts, that have the power
So to seduce!--won to his shameful lust
The will of my most seeming-virtuous queen:

Identify the "adulterate beast" and analyze the ghost's feelings towards Gertrude.

1.  Discuss journal.

2.  Complete reading Act1, scene 5.

3.  Plot recognition:  Summarize what the Ghost has related to Hamlet.  (In notebook)

Examine what Hamlet is called to do?  Consider his current emotional state.

4.  Profile Act 2 as Rising Action.  

Tuesday 12/4

Journal:  In Act I, scene 3, Polonius advises his son, Laertes:  "Give every many thy ear, but few they voice...."  What do you think he means by this?  Describe a time when you may have followed similar advice.

1.  Discuss Journal

2.  Read Polonius' advice to his son.  With a partner, record as many "lessons" as you can and write them in your own words:  15 mins:  Share.

3.  *Consider the irony of this scene.

4.  Read the rest of scene 3.  What does Polonius instruct Ophelia to do?  Why?

5.  Read/view Scenes 4 & 5.  Discuss:

What does the Ghost relate to Hamlet?
What happened to King Hamlet?
Identify what the Ghost desires?
His feelings towards Gertrude?
Describe Hamlet's plan at the end of this act.

Monday 12/3

In Act 1, Hamlet delivers his first major sololiquy:

How weary, stale, flat and unprofitable,
Seem to me all the uses of this world!
Fie on't! ah fie! 'tis an unweeded garden,
That grows to seed; things rank and gross in nature
Possess it merely.

Analyze the metaphor Shakespeare employs here.  Consider what this reveals about Hamlet's character.  

1.  Outline and 2 pgs of introduction for  Senior paper:  Due:  Friday 12/14  (50 pts)

2.  Discuss Journal

3.  View Act 1 scene 3.

4.  Discuss What the Ghost has revealed to Hamlet.  Consider plot implications.

5.  With a partner, read/review scene 3.  Evaluate what Hamlet's fears are concerning the ghost.

HW:  Complete reading Act 1.  H.W. questions.  

Friday 11/30

In Act 1, scene 1, Hamlet laments, "Within a month, Ere yet the salt of the most unrighteous tears Had left flushing in her galled eyes, She married.  O, most wicked speed, to post with such dexterity to incestuous sheets!"

 *Analyze what we can learn about the plot here.  Consider what is revealed about Hamlet's character.

1.  Discuss Journal.  *Note Study Questions posting. 

2.  Read Act 1 scene 2.

--Describe Hamlet's reaction to Horatio's news.

--Evaluate Hamlet's concerns about this apparition.

3. Preview/Collect Hamlet H.W. questions.

4.  Workshop:

Note cards

Outline

Intro to Senior Paper (2 pgs)

H.W.  Act 1

Hamlet Study Questions

**For extra credit, record short answers for each question; turn in all 5 acts completed responses at the end of our literary unit. 

Hamlet  Homework Questions

Act I

1.            Identify Bernardo, Francisco, Marcellus, Horatio, and King Hamlet.

2.         What had Bernardo seen at a prior watch?

3.         Why does Marcellus think Horatio should speak to the ghost?

4.         What does young Fortinbras want to do?

5.         Who do the soldiers/guards want to tell about the ghost?

6.         Identify King Claudius, Queen Gertrude, Laertes, and Polonius.

7.      Where does Claudius send Cornelius and Voltimand?

8.      What does the King tell Hamlet?

9.      Hamlet is upset for two reasons.  What are they?

10.  What news does Horatio bring Hamlet?

11.  What does Hamlet decide to do after he hears Horatio’s news?

12.  What is Laertes’ advice to Ophelia?

13.  What is Polonius’ advice to Laertes?

14.  At the end of Scene III, Ophelia agrees to “obey.”  What will she do?

15.  What does the ghost tell Hamlet?

16.  Hamlet swears Horatio to two things.  What are they?

Act II

17. Where does Polonius send Reynaldo?  Why?

18. Why does Polonius think Hamlet is “mad”?

19. Why have Rosencrantz and Guildenstern come to the castle?

20. What is Polonius’ plan for testing his theory that Hamlet is love-crazy?

21. Rosencrantz and Guildenstern finally meet with Hamlet, and Hamlet discovers

they were sent for by the King.  How does Hamlet describe his personal problems to them?  What does he tell them?

22. What arrangement does Hamlet make with Player 1?

23. After Rosencrantz and Guildenstern leaven Hamlet, what does he basically say in his soliloquy?

Act III

24. What message do Rosencrantz and Guildenstern carry to the King?  What is the King’s response?

25. Hamlet’s famous “To be or not to be” soliloquy is in scene one.  In a sentence or two paraphrase his main points.

26. Describe Hamlet’s tone when he speaks to Ophelia.

27. What do the King and Polonius decide about Hamlet’s condition after eavesdropping on Hamlet and Ophelia?

28. Why does Hamlet give instructions to the players?

29. What was the King’s reaction to the play, and what did Hamlet and Horatio decide his reaction meant?

30. What message does Rosencrantz deliver from the Queen?

31. The King has Rosencrantz and Guildenstern prepare to do what?  Why?

32. Why doesn’t Hamlet kill the King when the King is kneeling?

33. How does Polonius die?

34. What would Hamlet have his mother do?

Act IV

35. What does Hamlet think of Rosencrantz and Guildenstern?

36. Why must the King “not put the strong arm on” Hamlet?

37. When the King asks Hamlet where Polonius is, what is Hamlet’s answer?

38. What is the content of the letters the King sends with Rosencrantz and Guildenstern to England with Hamlet?

39. What prompts Hamlet to say, “My thoughts be bloody or be nothing worth!”?

40. What has happened to Ophelia?

41. Why does Laertes force his way in?  What does he want?

42. What is the content of Hamlet’s letter to Horatio?

43. What plan do the King and Laertes discuss to kill Hamlet?

44. What news does the Queen bring Laertes?

Act V

45. Laertes thinks that Ophelia should have a better funeral service.  What is the priest’s answer?

46. Why does Hamlet jump into Ophelia’s grave?

47. What does the King say to Laertes to console him after Laertes and Hamlet are separated?

48. What did Hamlet do to Rosencrantz and Guildenstern?

49. What news does Osric bring Hamlet?

50. What happens to the King, Hamlet, Laertes, and the Queen?

51. Who does Hamlet recommend to the throne?

Thursday 11/29

Journal:  Respond to the following quote below:

The thing about family disasters is that you never have to wait long before the next one puts the previous one into perspective. 


1.  Discuss Journal

2.  Preview Act 1 as Exposition:

--Setting Established:  Denmark

Characters introduced:  Hamlet, Horatio, Claudius, Gertrude

3.  Read Act 1 scenes 1 & 2


4.  View Act 1 scene 1

5.  Work on Pre-Reading questions    Due Friday

Wednesday 11/28

Journal:

Describe a literary character whose qualities and attributes are opposite of yours.  Consider whether or not this character would envy or pity you.  Explain.

1.  Discuss journal.

2.  Group work:  Pre-Reading Hamlet Questions

3.  Whole Class Discussion:  Explore universal themes in Hamlet.

4.  Review:  Tragedy/ Tragic Hero/ Tragic Flaw

5.  View Act 1, scene 1 of Hamlet.

Tuesday 11/27

Journal:  Consider whether a son's relationship with his parents differs from a daughter's relationship with her parents.  Do father and son relationships contrast mother and daughter's?  Examine nuances of these familial complexities.

1.  Discuss Journal

2.  Profile Shakespeare website:  Identify 37 plays by genre.

3.  Activity:  Report out:  Shakespeare / Tragedy/Tragic Hero

Aristotlean Tragedy:
http://www2.cnr.edu/home/bmcmanus/poetics.html

4.  Pre- Reading Hamlet Questions:

Directions:  Discuss each question in small groups.  Everyone participates; gives information, shares responses, and records notes.  Each student is required to turn in individual responses by Friday 11/30.

View Act 1 scene, 1  Hamlet.

Monday 11/26

Journal:

"The mystery of death" is a major theme presented in Hamlet.  Describe your perspective concerning death.  Do you think about it ?  Has it ever impacted your family?  Consider how an individual can develop a "healthy" attitude towards death.

1.  Discuss Journal

2.  Review 5 Act Dramatic Structure

3.  Small Group:  Relate prior knowledge about:  (Make a chart or list details...)

Shakespeare

Tragedy

Notes on Shakespeare:

http://www.bl.uk/treasures/shakespeare/background.html

10 mins:  Share.


4.  Define Shakespearean Tragic Hero

5.   Complete Hamlet Powerpoint.

6.  View Act 1, scene 1.  Relate in terms of exposition.

**Consider possible themes generated.

Wednesday 11/20

Journal:  Respond to the following Thanksgiving quote:

"Reflect upon your present blessings, of which every man has many--not on your past misfortunes, 
of which all men have some."  
[Charles Dickens]

1.  Discuss Journal.

2.  Consider what you have to give thanks for.  Misfortune?

3.  Writing Workshops:  Introduction of Senior Essay (*See notes)

        Chaucer Essay:  Feminist Views; Social Justice; Relation to Feudalism

2 pgs:  Due Monday  11/26  (50 points for 2nd quarter.)

Tuesday 11/20

**Objectives:  Understand Existential Themes: Analyze Thesis Statements

Journal:

Describe the last time you were absolutely "certain" about something or someone.  Explore to what extent individuals can achieve "certainty" in this world.

1.  Discuss Journal

2.  Hamlet Powerpoint:   www.vusd.k12.ca.us/hs/vhs/jGrainger/Documents/Hamletpp.ppt

3. Review Essential Questions and Thesis Statements.

4.  Small Group Discussion:  Do you ponder your existence?  To what avail?

Monday 11/18

Journal:  Respond to the quote below:

“Seven Deadly Sins

Wealth without work
Pleasure without conscience
Science without humanity
Knowledge without character
Politics without principle
Commerce without morality
Worship without sacrifice.” 
― Mahatma Gandhi

1.  Discuss journal.

2.  Wife of Bath's Tale:  Do you think Chaucer's rich portrayal of the Wife of Bath is an indication that
he had progressive views of women for his time?  Explain.  (5 min. discussion w/ Partner)  Share.

3.  Review Wife of Bath Essay:  Social views; Feminist voice.

4.  Senior Project:  Introduction:

**Give context/background of important isssues related to essential question
**Consider a "narrative" or anecdote that "leads in" to essential question
**Articulate why this study is important to you and explain your choice of essential question
**Relate the importance of you project
**Detail what you would like to accomplish

5.  Workshop:  Write out clearly your essential question.  Craft a thesis statement (answer to the question)  10 mins:  Share.

Friday 11/16

Journal:

Examine the Wife of Bath's perspective on poverty.  Is this naive?
"The poor can dance and sing in the relief of having nothing  that will tempt a thief.  Though it be
hateful, poverty is good..."

1.  Discuss journal.

2.  Finish Reading "Wife of Bath's Tale"

3.  Activity:  10 mins:  Review Thinking Critically Questions w/ partner.  

Essay Quiz:  Examine the female perspective offered in Chaucer's "Wife of Bath's Tale".  Describe how Chaucer incorporates feminist views.  Additionally, address the narrator's views regarding social class.  Consider how this might refute the feudal hierarchy of Chaucer's Medieval Tale.  

50 points:  Due  Wed:  11/21

Thursday 11/15

Journal:  Do you think it is difficult for individuals from different social classes to become romantically involved?  What challenges might they face?  Explain.



1.  Identify at least 5 answers that the Wife of Bath offers as to what women most desire?  Why would
Chaucer include all of these perspectives? 

2.  Pg. 181   In lines 120-126, what criticism does not Wife of Bath offer here?  What do these comments reveal about her character?


3.  Finish Reading Wife of Bath's Tale.  With a partner, consider the following questions:

--Why is it ironic that the knight's answer saves his life?  Explain.
--What does the old woman request as her reward?
--What is your reaction to the knight's reluctance to grant her request?  
--Is he getting what he deserves or bing unduly penalized?  Explain.

4.  On pg. 184, lines 274-279, what is revealed about the knight's character?  Is this direct or indirect characterization?

5.  In lines 282-300 (pg 184) what value system does the old woman reject?  What values does she affirm?  

6.  Pg. 185... How might "temporal things hurt and maim"?  Explain.  

  HW:  Complete "Thinking Critically" Questions on pg. 188 in notebook.

Wednesday 11/14

Journal # 5

Consider what the most important "ingredients" of a marriage are today.  How can a couple ensure they have a successful marriage?  Explain.

1.  Vocabulary Crossword Puzzle
2.  Discuss Journal
3.  pg. 178  "The Wife of Bath's Prologue"    Focus:  Verbal Irony -  What may be ironic about the
Wife of Bath's claim that her views are "only offered to amuse"?

4.  pg. 179  What is the Wife of Bath's opinion of the friar's getting rid of the fairies?

5.  pg.  179  Examine how the chivalric code is presented in lines 65-70

6.  Paraphrase lines 78-82 on pg 180.

7.  pg.  180.  What other stories do you know that involve a riddle?

8.  Identify at least 5 answers that the Wife of Bath offers as to what women most desire?  Why would
Chaucer include all of these perspectives?

9.  Pg. 181   In lines 120-126, what criticism does not Wife of Bath offer here?  What do these comments reveal about her character?

10.  Complete reading story.  HW:  Complete "Thinking Critically" Questions on pg. 188 in notebook.

Tuesday 11/13

Journal:  What do you believe women want most in the 21st Century?  Explain.

1.Vocabulary Ch3.  Antonyms:  Quiz on Thursday

2.  Discuss Journal

3.  Begin "Wife of Bath's Tale"  Read for HW

4.  Quiz:  Pardoner's Tale

Friday 11/9

Journal # 3

What aspects of medieval society (and human nature in general) do you think Chaucer is satirizing in “The Pardoner’s Tale”?

1.  Vocabulary:   Complete The Sentence  11-20
-- Review Quizlet link:  HW -  Synonyms and Antonyms.

2.  Discuss Journal/ **** Review and Collect Research Cards.  

3.  Read end:  Pg 174  Audio of Pardoner's Tale

4.  Analyze Pardoner's comments that proceed his tale.

5.  Activity (pg. 176)  Make a character chart of Pardoner based on his:
appearance
 words and story
thoughts
actions... and the narrator's direct comments

Creative Project:  Select a picture (or creatively illustrate) that signifies/relates one of the seven deadly sins.  Due:  Tuesday  11/13

Thursday 11/8

Journal:  In Medieval times, people were keenly concerned about the seven deadly sins: pride, avarice,
lust, anger, gluttony, envy, and sloth.  According to the Church, these sins brought eternal damnation unless the sinner confesses and obtained a pardon.  Consider how this "medieval" belief and the seven deadly sins are viewed in today's society.  Do you think people still believe?  Have more or less faith?  Explain.

1.  Vocabulary: Ch. 3  Review Completing The Sentence

Preview link below:

http://quizlet.com/16115315/dunphy-vocab-3-flash-cards/

2.  Discuss Journal.

3.  Pg. 171.  What does personification of Death as a mother suggest?

4.  Pg. 171:  Read lines 135-144.  Consider what biblical Allusion is present?






Allusion:
"Therefore all things whatsoever ye would that men should do to you, do ye even so to them"  (Matthew 7:12)

5.  Complete reading "Pardoner's Tale"

6.  pg. 176  Thinking Critically Questions:  5-10.    HW  Answer in notebook.

Wednesday 11/7

In "The Pardoner's Tale", the Pardoner explains why he preaches:

“But let me briefly make my purpose plain;
I preach for nothing but for greed of gain
And use the same old text, as bold as brass,
Radix malorum est cupiditas.<sup>°  (The root of evil is desire)

Examine what these words reveal about the pardoner's character.

1.  Vocabulary:  Crossword Puzzle; Ch. 3 Handout.  
2.  Discuss Journal:  Consider latin quote.
3.  Read Pardoner's Tale.  
4.  Focus:  -- Personification of Death
                --  Foreshadowing
                --  Thematic relevance</sup>

Monday 11/5

Journal :  With just one day to go before election day, speculate which candidate will win and why.

1. Discuss Journal
2.  Vocabulary:  Ch. 3 Synonyms
3.  With a partner, answer "Thinking Critically" questions in your notebook.  (Journal Check)
4.  Creative Writing Assignment:  Craft a Frame Story.  Due Friday.


Thinking Critically Questions  pg. 165:

Chaucer is a master at using physical details—eyes, hair, complexion, body type, clothing—to revealcharacter. Describe at least three pilgrims whose inner natures are revealed by their appearance. Refer to your reading notes for help. 

Clearly Chaucer satirizes the Church of his time. Show how this is true by analyzing two characters connected with the Church. What “good,” or honorable, Church people does Chaucer include to balance his satire?

What aspects of medieval society does Chaucer satirize in his portrayals of the Merchant? of the Franklin? of the Doctor? of the Miller?
Which pilgrims do you think Chaucer idealizes?

 In describing the pilgrims, what has Chaucer as the pilgrim-narrator revealed about his own personality, biases, and values?

 Which of the pilgrims’ professions or trades have survived and exist in society today? Which of Chaucer’s character types can be seen today in airports, on pulpits, on farms, in classrooms, on city streets, or in small towns?

WRITING

A Frame Story

Write your own prologue to a modern frame story. Set your frame story in an airport or a bus station where people are waiting or on a tour or a pilgrimage like the ones described in the Closer Look on page 150. Or you might choose to establish your frame by using people stranded by a storm or waiting for rescue from an accident. You will have to decide who your narrator will be and who the travelers will be and what their professions are. Model your prologue on Chaucer’s, and describe your travelers in such a way that their inner natures are revealed.

Friday. 11/2

Journal:  11/2

If you were a satirist like Chaucer, which aspect of society would you criticize?  Why?

Ch. 3.  Review Definitions.  


Quiz:  The Prologue

1.  Examine the narrator's allusion to Austin.  Who is being described?  How is this depiction ironic?


2.  Define Frame Narrative.  Explain how The Canterbury Tales fits this description. 


3.  Read/Analyze "The Pardoner's Tale".

Thursday 11/1

Journal # 27

Analyze the Chaucer quote below:

“. . . if gold rust, what then will iron do?/ For if a priest be foul in whom we trust/ No wonder that a common man should rust. . . .” 
― Geoffrey Chaucer

1.  Discuss Journal

2.  Review character depiction of Friar.  Consider:

How does Friar meet ideal attributes of his profession?

What is the narrator's opinion?  Credible?

3.  Read/Analyze "The Pardoner" & "Wife of Bath"

Activity:  With a partner, compose a list of character traits.  Consider how Chaucer furthers his
satire of the church.

4.  Define:  Exemplum.  ***Reflect upon what "moral lesssons" you have learned in literature.

5.  Read "The Pardoner's Tale"

Wednesday 10/31 Happy Halloween!!

Respond to the quote below:

Joseph Conrad
: There is something haunting in the light of the moon; it has all the dispassionateness of a disembodied soul, and something of its inconceivable mystery.

1.  Discuss Journal
2.  Review/Collect Chaucer-Style Characterizations

Literary Focus

Imagery and Character

Chaucer is a master of imagery, language that appeals to the senses. Most images are visual, but imagery can also appeal to our sense of hearing, smell, taste, or touch. In a few vivid words, sometimes using figures of speech, Chaucer creates a cast of characters as real to us as the characters in the latest novel—more real, perhaps, because Chaucer’s pilgrims exhibit all the essentials of human nature.

Chaucer relies on his readers’ knowledge of physiognomy. Based on some of Aristotle’s treatises, physiognomy compares varieties of people with animals and asserts that certain physical characteristics reveal one’s true character. Thus, when Chaucer’s contemporaries read that the Wife of Bath had “gap-teeth, set widely, truth to say,” they knew that the physiognomists believed that a gap between a woman’s two front teeth indicated not only that she would travel far but also that she was bold and amorous.

** Physiognomy:

the face or countenance, especially when considered as an index to the character: a fierce physiognomy.

Analyzing Chaucer’s imagery. Below is a list of a few physical characteristics and their corresponding physiognomic interpretations. Choose a pilgrim who exhibits each characteristic. How does the physiognomic interpretation reinforce what you already know about the character’s nature?

	• ramlike appearance = strength
	• flaring nostrils = anger
	• foxlike appearance = slyness
	• high forehead = intelligence
	• infected sores = lechery *****Activity:  Describe your partner's face with crisp detail; be aware that this detail should reveal some aspect of their personality.  10 mins:  Share.  3.  Review depiction of Friar:  Consider his physicality and what it reveals about his character 4.  Read/Analyze "The Pardoner"