John F. Kennedy High School

Mrs. Marino ELW- 01, 02

Critical Reading and Interpretation through line analysis

from Act II of Hamlet and from 21st Century newsprint Introduction:

Introduction

Language at its best communicates thoughts and ideas that a speaker or a writer intended; however, those ideas do not exist in a vacuum. As readers and writers, we must analyze the meaning words express on more than one level, and consider the relevance those expressed ideas have within a broader context. The richness of language requires students and citizens alike to listen with an 'ear to the ground' so we may ascertain the full substance of the words expressed by the writers and speakers of both the classics of literature and current newsprint of our time.

Task:

As a member of the World Literature class this term, you have experienced first hand how the language of literature reaches across the man made boundaries of countries, customs, and times by bridging those distances through our humanity .Each of us is reminded of our strengths and vulnerabilities through the dynamics of characterization. We have identified with the external conflicts and felt the too familiar ache of the internal conflicts. You are also aware how these and other literary elements and techniques help language to communicate on more than one level.

Your task is to develop a Power Point Presentation of a line analysis from Act II of Hamlet and show the relevance of this procedure by choosing a quotation from a local, national, or international leader and evaluating its meaning and its broader context in an issue.

Process:

1. Choose a line from Act II of Hamlet. Give the Act, scene and lines.
2. For the chosen quotation, identify who is speaking and to whom each quotation is spoken .
3. Explain the literal and the figurative meaning of the line. How did the speaker intend it to be taken. How else can it be taken? What else does it indicate? Why?
4. Specify any literary techniques that are used such as metaphor, simile, personification, symbolism, pun, irony, imagery, assonance, or alliteration.
5. Explain how this line furthers your understanding of characterization, internal or external conflicts, plot development, or theme.
6. Choose a quotation from a newspaper article, editorial, or comic. Give the name of the newspaper, headline, reporter, and speaker of the line quoted.
7. For the chosen quotation, identify the speaker and who or what is the subject of discussion .
8. Explain the literal and figurative meanings of the line. How did the speaker intend it to be taken? How else can it be taken? What else does it indicate? Why?
9. Explain how this line furthers your understanding of the speaker, an issue, conflict or the world in which we live. Be sure to tell why.
10. Use Power Point tools to incorporate clip art and animation to enhance your presentation .
11. Access web sites to research quoted material, literary expressions, and news sources.
12. Conclude your presentation with a determination as to whether the skill of line analysis is as important for understanding language today as it is for the study of classic literature.
13. Following your conclusion should be a bibliography page labeled "Helpful Web Sites and/or Works Cited".
14. Be prepared to share the results of your work with the class.

Resources:

Here are some useful websites. These are only intended as possible starting points; you may and should find others.

www.google.com

www.maxwell.syr.edu/plegal/tips.htm

www.statistics.com

www.infoplease.com

www.newspapers.com

www.shakespeare.uiuc.edu/libraries/index.cgi

http://tech-two.mit.edu/shakespeare/works.html

http://www.teleport.com/~mgroves

http://shoga.wwa.com/~rgs/glossary.html