Common Core State Standards Covered With Assignment:
CC.9-10.R.L.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
C.9-10.R.L.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
CC.9-10.R.L.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme
CC.9-10.R.L.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Directions: Follow the directions below when doing your homework for Hamlet. The unit test(s) for this unit are in exactly the same format, so the practice you get each night will prepare you for the test. When you are confused about a possible device or interpretation/translation of the language, ask in class.
1. Pick a 15-30 line speech and "translate it" into everyday colloquial language. Who said it to whom in what context (=about what?)?
2. Analyze it for literary terms (vocab words that you are tested on every Friday)
3. Look at the speech for any motifs or themes that are going on in the play. In Act I you probably won't understand this yet, but by Act III, repetition of words, phrases, and/or symbols will begin to become obvious.
4. Analyze the speech for significance. How does it show character development, dramatize conflct, or reveal a theme for the play? Indicate in your notes.
5. Always record what you're having trouble with: archaic vocabulary, syntax, allusion you don't "get" or a figurative device you're unsure of.
2 But, soft! what light through yonder window breaks?
3 It is the east, and Juliet is the sun.
4Arise, fair sun, and kill the envious moon,
5Who is already sick and pale with grief,
6That thou, her maid, art far more fair than she.
7Be not her maid, since she is envious;
8Her vestal livery is but sick and green
9And none but fools do wear it; cast it off.
10It is my lady, O, it is my love!
11O, that she knew she were!
12She speaks yet she says nothing; what of that?
13Her eye discourses; I will answer it.
14I am too bold, 'tis not to me she speaks.
15Two of the fairest stars in all the heaven,
16Having some business, do entreat her eyes
17To twinkle in their spheres till they return.
18What if her eyes were there, they in her head?
19The brightness of her cheek would shame those stars,
20As daylight doth a lamp; her eyes in heaven
21Would through the airy region stream so bright
22That birds would sing and think it were not night.
23See, how she leans her cheek upon her hand!
24O, that I were a glove upon that hand,
25That I might touch that cheek!
5 Who is already sick and pale with grief,
6 That thou, her maid, art far more fair than she. (Still in the extended metaphor)
7 Be not her maid, since she is envious;
8 Her vestal livery is but sick and green
9 And none but fools do wear it; cast it off.
10 It is my lady, O, it is my love! Hyperbole
11 O, that she knew she were!
12 She speaks yet she says nothing; what of that? Paradox
13 Her eye discourses; I will answer it.
14 I am too bold, 'tis not to me she speaks.
15 Two of the fairest stars in all the heaven,
16 Having some business, do entreat her eyes
17 To twinkle in their spheres till they return. Personification
18 What if her eyes were there, they in her head? Rhetorical Question
19 The brightness of her cheek would shame those stars,
20 As daylight doth a lamp; her eyes in heaven Simile
21 Would through the airy region stream so bright
22 That birds would sing and think it were not night. Hyperbole
23 See, how she leans her cheek upon her hand! Imagery
24 O, that I were a glove upon that hand,
25That I might touch that cheek!
3. Motif: Love and beauty are compared to sources of light throughout the play. Sunlight provides warmth for people and ensures that plants grow for human sustenance. No life could be possible without sunlight; therefore, no life would be possible for Romeo without Juliet. His thoughts about love and Juliet are romantic but a little hyperbolic, as he has just met her a few hours before, not to mention his previous attraction to Rosaline even more recently.
4. Significance: This soliloquy shows Romeo's impulsive and romantic nature. He falls immediately head over heels in love with a girl of the "enemy camp" without a thought of the conflict this will cause them as well as their families. As we know that a tragedy by definition has a protagonist with a fatal flaw, perhaps Romeo's rashness will be his undoing.