AP 4 – Hamlet Act 1 Study Questions

Directions: This is to be typed and turned in on Monday, December 1. Be sure to cite the scene and line number(s) where applicable. For instance, scene two, lines fifteen to seventeen would be noted as (2.15-17) Of course your responses are to be written in complete sentences. (1-3 points each, forty-eight possible points)

 

  1. Identify Bernardo, Francisco, Marcellus, Horatio, and King Hamlet.
  2. What has 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 3, Ophelia agrees to “obey.” What will she do?
  15. What did the ghost tell Hamlet?
  16. Hamlet swears Horatio to two things. What are they?
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AP 4 – Essay Topics for Sula

Directions: Below are the actual prompts from past AP tests. Using Sula, please respond to one of them. You have today to prepare and this weekend to write. This essay is due Monday, November 17th. Typed, hard copies only at the beginning of class. NO EXCEPTIONS. Please note that on the AP test you would only have about sixty minutes to complete this essay and it is one of three on the test.

 

 

  1. “And, after all, our surroundings influence our lives and characters as much as fate, destiny or any supernatural agency.”   –Pauline Hopkins, Contending Forces
    Choose a novel or play in which cultural, physical, or geographical surroundings shape psychological or moral traits in a character. Then write a well-organized essay in which you analyze how surroundings affect this character and illuminate the meaning of the work as a whole. Do not merely summarize the plot.

 

  1. Palestinian American literary theorist and cultural critic Edward Said has written that “Exile is strangely compelling to think about but terrible to experience. It is the unhealable rift forced between a human being and a native place, between the self and its true home: its essential sadness can never be surmounted.” Yet Said has also said that exile can become “a potent, even enriching” experience. Select a novel, play, or epic in which a character experiences such a rift and becomes cut off from “home,” whether that home is the character’s birthplace, family, homeland, or other special place. Then write an essay in which you analyze how the character’s experience with exile is both alienating and enriching, and how this experience illuminates the meaning of the work as a whole. Do not merely summarize the plot.

 

  1. 2008. In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of the minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor character serves as a foil to a main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work.
  2. 2008, Form B. In some works of literature, childhood and adolescence are portrayed as times graced by innocence and a sense of wonder; in other works, they are depicted as times of tribulation and terror. Focusing on a single novel or play, explain how its representation of childhood or adolescence shapes the meaning of the work as a whole.
  1. In many works of literature, past events can affect, positively or negatively, the present activities, attitudes, or values of a character. Choose a novel or play in which a character must contend with some aspect of the past, either personal or societal. Then write an essay in which you show how the character’s relationship to the past contributes to the meaning of the work as a whole.
  2. Critic Roland Barthes has said, “Literature is the question minus the answer.” Choose a novel, or play, and, considering Barthes’ observation, write an essay in which you analyze a central question the work raises and the extent to which it offers answers. Explain how the author’s treatment of this question affects your understanding of the work as a whole. Avoid mere plot summary.

2004, Form B. The most important themes in literature are sometimes developed in scenes in which a death or deaths take place. Choose a novel or play and write a well-organized essay in which you show how a specific death scene helps to illuminate the meaning of the work as a whole. Avoid mere plot summary.

  1. Morally ambiguous characters — characters whose behavior discourages readers from identifying them as purely evil or purely good — are at the heart of many works of literature. Choose a novel or play in which a morally ambiguous character plays a pivotal role. Then write an essay in which you explain how the character can be viewed as morally ambiguous and why his or her moral ambiguity is significant to the work as a whole. Avoid mere plot summary.
  2. Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution the scene makes to the meaning of the work as a whole. You may choose a work from the list below or another novel or play of literary merit.

 

  1. In a novel or play, a confidant (male) or a confidante (female) is a character, often a friend or relative of the hero or heroine, whose role is to be present when the hero or heroine needs a sympathetic listener to confide in. Frequently the result is, as Henry James remarked, that the confidant or confidante can be as much “the reader’s friend as the protagonist’s.” However, the author sometimes uses this character for other purposes as well. Choose a confidant or confidante from a novel or play of recognized literary merit and write an essay in which you discuss the various ways this character functions in the work.

 

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AP 3 – Essay Topics for Their Eyes Were Watching God

Your essay will be done in two parts: PART ONE – After choosing one of the following topics, you will have this weekend to prepare for it by brainstorming your ideas, organizing them into paragraphs, finding supporting quotes and writing a rough draft. You will bring your work to class on Monday, November 17th for 50 points credit.

PART TWO – On Monday you will write your essay in class using your materials and the novel. The essay is due at the end of class Monday. However, if you choose to type it and/or revise it, you may but it can be turned in NO LATER THAN THE BEGINNING OF CLASS, TUESDAY, NOVEMBER 18TH. NO EXCEPTIONS. IF YOU ARE NOT HERE, YOU MUST EMAIL ME YOUR ESSAY ON TUESDAY, NOVEMBER 18TH. Here are your topics, choose one. Your essay is worth 200 points.

 

  1. What effect does Hurston’s third-person omniscient narrator have on the novel as a whole?
  2. Discuss Janie’s emergence as a person, and the roles that her three husbands have in her development.
  3. Support or refute the statement that none of the characters in the novel mean to hurt Janie.
  4. Examine and discuss the relationship between language and power in the novel.
  5. How does the specific setting of Eatonville contribute to the development of the novel’s plot?
  6. What is the significance of the title of the novel?
  7. How does Hurston’s use of irony lend meaning to the narrative?
  8. Give examples of symbolism that inform the central theme of the novel.
  9. In what ways does the narrator appear sympathetic toward the people and events in the novel?
  10. Identify and describe the major conflicts in the novel. How is each resolved?

 

REMINDERS:

  • You must have a very clear, specific thesis in your introduction
  • You must write in the present tense
  • You must avoid the passive voice as much as possible
  • You must use academic vocabulary and liven up your diction
  • You must have a topic sentence for each paragraph
  • Each paragraph must support your topic sentence
  • Your argument must be logical and well thought out
  • You must use specific information to support your argument
  • You must have a thoughtful conclusion
  • Perhaps most important, you must write a convincing argument that does support your thesis.
  • You must have an original title. Their Eyes Were Watching God essay will not cut it!

 

 

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AP 4 – Week of November 17, 2014

11/17 Monday -Sula essays are due. Another Vocabulary Monday: Vocabulary test. List #16 Hamlet Act 1 – entreaty, apparition, usurp, brazen, implement, emulate, vanquish, covenant, mettle, compulsatory, portentous, precursor, harbinger, privy, hallow, discretion, auspicious, mirth, dirge, valiant, gait, visage, obsequious, jocund, dexterity, besmirch, chaste, prodigal, bounteous, pernicious.

11/18 Tuesday – Textbook room – Hamlet; introduction, in class reading.

11/19 Wednesday (minimum day) – In preparation for our reading of Hamlet after the break, we are going to watch a screen version of the play.

11/20 Thursday – Hamlet film.

11/21 Friday – TBA.

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AP 3 – Week of November 17, 2014

11/17 Monday – No vocabulary this week; you will be tested on last week’s vocabulary on Friday. In class essay on Their Eyes Were Watching God. You are expected to use your rough draft and other notes from your work this weekend. Essay is due at the end of class unless you choose to revise and type it tonight. In that case, your typed essay is due tomorrow at the beginning of class.

11/18 Tuesday – Review of what to expect on the AP test, review of key terms and glossary assignment for Thanksgiving week.  Their Eyes Were Watching God film.

11/19 Wednesday (minimum day) – Their Eyes Were Watching God film.

11/20 Thursday – Their Eyes Were Watching God film.

11/21 Friday – Vocabulary test on last week’s and previous week’s words.

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AP 3 – Week of November 10, 2014

11/10 Monday – Their Eyes Were Watching God test (14-18) is due! Another Vocabulary Monday. Here’s this week’s words: List #9 Their Eyes Were Watching God – pelt, sufficient, crumple, jamb, hover, frenzy, joist, deft, instinct, gurgle, throb, supplication, sprawl, brawn, sullen, dishevel, slouch, turbulent, scurry.

Test on previous week’s words.

HW: Vocabulary flash cards are due Wednesday.

11/11 Tuesday (Veteran’s Day) – No school.

11/12 Wednesday (minimum day) – Their Eyes: listening to chapters 18 and 19, finish reading 19 for HW.

11/13 Thursday – Finish Their Eyes Were Watching God review of final three chapters (18, 19 and 20) of the novel. In class study/review questions on 19 and 20 in preparation for tomorrow’s test.

11/14 Friday: Their Eyes Were Watching God final test.

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AP 4 – Week of November 10, 2014

11/10 Monday – Another Vocabulary Monday. Here’s this week’s words: List #15 Sula 138-end – cumbersome, rein, blunt, timbre, billow, beckon, assail, renovation, onyx, pithy, malevolence, flaccid, haggle, ruckus, relinquish, gristle, respite, solicitous, excavation, vengeance, spite, rambunctious, tremor.

Test on previous week’s words

HW: Vocabulary flash cards are due Wednesday.

11/11 Tuesday (Veteran’s Day) – No school.

11/12 Wednesday (minimum day) – Sula presentations conclude this week!

1941 (150-162) 4th – Oceanna, Demaris, Jinghua;  5th – Sylvia, Calvin, Huy; 6th – Jonnette, Bertha, Ryan. IF PRESENTATIONS RUN OVER TIME AS THIS IS A MINIMUM DAY, THEY MAY CONTINUE TOMORROW.

11/13 Thursday – 1965 (163-174) AND BOOK WRAP-UP: 4th – Feng Ming, Marina, Sonia, 5th – Michelle, Vickie, Jonathan, 6th – Philmon, Mariana, Khalonii.

Quote analyses are due today – 20 quotes. Typed.

11/14 Friday: Sula essay assigned. Prep work in class; essay is due in class on Monday.

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