Assignment for Friday, Nov. 2

Update 2: Here are the assignments, but you don't have anything due for tomorrow. We'll go over them in class, and you'll have class time to work on it.
[Update: Some changes to the following are coming. Don't worry . . . ]
Prepare one page, or about a third, of your final assignment on Shakespeare's Henry IV, Part 1. If you're in Google Classroom, submit this work there, or email it to me. (If it's a visual assignment, turn in a picture of your work-in-progress.) Either way, bring it to class; you will have time to work on it.

Assignment for Wednesday, Oct. 31

In Shakespeare's Henry IV, Part 1, read Act 5, scenes 1 and 3; skip scene 2 (you're reading pp. 96-101 and 108-114). Prepare and turn in two potential culminating assignments for our reading of Henry IV, Part 1. Don't hesitate to think out of the box. If you're in Google Classroom, turn them in there; if not, email them to me.

Assignment for Monday, Oct. 29

In Shakespeare's Henry IV, Part 1, read Act 4, scenes 2 and 3 (pp. 87-94). Although Hal and Hotspur are essentially doppelgangers, Falstaff contrasts most strongly with Hotspur. In one efficient paragraph (4-6 sentences), compare Falstaff's and Hotspur's concerns about the impending battle in these scenes. Email your response by the start of class. If you're in Google Classroom, submit it there.

Assignment for Wednesday, Oct. 24

In Shakespeare's Henry IV, Part 1, read Act 3, scene 3. We will act out lines 74-158 (to the Hostess's exit). Act 3, scenes 2 and 3, show further stages in Hal's progress toward "glittering o'er [his] fault." Write a well-developed paragraph that explains whether Hal persuades you that he will indeed "throw off" his "loose behavior." Be sure to refer to both Act 3, scene 2 and scene 3. If you are in Google Classroom, submit your assignment there; otherwise, email it to me.

Assignment for Thursday, Oct. 18

Write two paragraphs comparing and contrasting Hal's and Falstaff's humor in the previous reading assignment (Act 2, scene 4, lines 1-300). Decide which structure works best for your analysis; you can do one paragraph on each character, or you can devote each paragraph to a specific aspect of their humor. If you aren't in Google Classroom, email your response to me by the start of class.  If you're in Google Classroom, only submit your response there; do not email it to me.

Assignment for Tuesday, Oct. 16

In Shakespeare's Henry IV, Part 1, read Act 2, scene 4, ll. 1-300 (pp. 38-50). As you read, pay attention to the differences between Hal's and Falstaff's humor. (Skip Act 2, scene 3; we will return to it when we encounter the rebels again.) Be sure to annotate, and pay close attention to rhetorical choices characters make given their audience and purpose.

Assignment for Friday, Oct. 12

In Shakespeare's Henry IV, Part 1, read Act 2, scenes 1-2 (pp. 27-34). Act 2, scene 1 might be  tricky to navigate. Gadshill is at an inn, and Chamberlain (the inn keeper; sometimes called the Chamberlain) helps him identify travelers who would be easy to rob. The main purpose of Act 2, scene 2 is to make the audience laugh. Some of the humor, especially toward the end, must be imagined in the actions, not words, of the characters. Remember: Think about the characters' audience and purpose as they speak to each other. 

Here is your writing assignment: Regardless of your sense of humor, identify and explain specific lines that aim to establish the humor in this scene. How does Shakespeare's language attempt to make the audience laugh? What makes the lines funny (or attempt to be funny). Write about one solid paragraph, two if you're feeling ambitious or you find it very funny. If you're in Google Classroom, submit it there; otherwise, email it to me by the start of class.

Last thing: Bring a printed copy of your college essay. On Friday and next Tuesday, we'll go over ways you can improve it.

Assignment for Wednesday, Oct. 10

Read this handout on classical rhetorical figures and Abraham Lincoln's Gettysburg Address. Then practice using some of these rhetorical figures by writing sentences for at least four of them. Label each rhetorical figure clearly, and write sentences that demonstrate them. For some of the rhetorical figures, you will need to write more than one sentence to demonstrate them. If you are not yet in Google Classroom, email your sentences to me. If you are in Google Classroom, submit your work there.

Class work for Friday, Oct. 5

I’m out sick, so here are some instructions for class.

An important part of oral rhetoric is making your words sound like you mean them, and adding perhaps some other movements and gestures to get your points across. This is very similar to—you guessed it—acting! Today, you’ll spend some trying to sound and behave like the characters in Henry IV, Part 1 as they engage in Act 1, scene 3’s shifting rhetorical situation. In other words, you will act, but I want you to think rhetorically while you do so. (The following exercises are from tbe Cambridge School Shakespeare edition of Henry IV, Part 1.)

First, in groups in groups of three or four, stage lines 1-21 (up to Worcestor’s exit) to greatest dramatic effect. Consider the following:

• How can the entrance be staged to express the conflict between King Henry and the Percies before the first line is spoken? Think of this as establishing the rhetorical situation for the audience. 
• Is Henry instantly angry and confrontational, or might he speak his first nine lines in a calm and controlled manner? 
• Worcestor claims that tbe Percy family (“Our house”) does not deserve harsh treatment from the king,  especially as they had helped him depose King Richard II and so become king himself. Suggest how Worcestor can make every word count. 
• Work out how Worcestor makes his exit. Does he show or conceal his true feelings? What is the rhetorical effect of either choice? 

Then, in your group, try to understand Hotspur’s character based on his opening monologue (lines 30-70). Work out the following questions, and then read together Hotspur’s monologue, taking turns sentence by sentence.

• Pick out all the comparisons Hotspur uses to describe the courtier. Many are similes. Dies Hotspur speak each line contemptuously? 
• Identify whee 
• Hotspur might mimic the courtier’s voice, e.g., “untaught knaves,” “unmannerly,” etc. 
• The king wants to know why Hotspur refused to give up his prisoners. Hotspur puts the blame on the courtier whose behavior irritated him. He says the courtier so exasperated him that he “Answered neglectingly” (without thinking). Think carefully about lines 53-54 to decide what kind if answer Hotspur gave, and how he might speak those lines. 
• Hotspur is a soldier. The courtier represents everything he detests. Identify all of the words Hotspur uses to express his irritation. Suggest why they represent the opposite of Hotspur’s values. 
• Now that you’ve worked through Hotspur's words, say them! Take turns going sentence by sentence through his monologue. 

More to come. When you finish these activities, refresh the page to see the next steps.

Okay, Hotspur wasn’t being candid about the Scottish prisoners. As King Henry reveals, Hotspur wants to use the prisoners to secure the release of Mortimer, “that Earl of March.” (Look for Mortimer in the character list in your book and the one I handed out to you. What is important about Mortimer?) That deception and Hotspur’s desire to free Mortimer enrage King Henry.

• In your group, look closely at lines 78-93. Identify a word or phrase in each line that King Henry soeaks that reveals the strength of his true feelings about Hotspur, Mortimer, or Glendower. 
• Then speak the lines to each other giving your chosen words special emphasis. For example, in line 78, King Henry might stress “Why” to show his exasperation and disbelief, and to express his rejection of Blunt’s peacemaking effort. 
• Now go to lines 114-124. Now King Henry is really angry as he accuses Hotspur of lying and again demands the Scottish prisoners. 
• Speak King Henry’s lines emphasizing each word or phrase he might intend as an insult or rebuke. For example, in this confrontation, Henry’s use of “sirrah” can express contempt. 
• In this reply, Henry shifts from using “I” and “me” to the style monarchs use to describe themselves: “we” and “us.” As you speak his lines, emphasize each pronoun, and discuss why he changes his style. 

Now, King Henry gets really mad, and he accuses Hotspur of lying and again demands the Scottish prisoners.

• Speak King Henry's lines emphasizing each word or phrase he might intend as a threat, insult, or rebuke. For example, in these lines, "sirrah" can express contempt. 
• I his angry reply, King Henry shifts from using "I" and "me" to the style monarchs use to describe themselves: "we" and "us." As you speak his lines, emphasize each pronoun, and discuss why he changes his style. 

Okay, we'll continue the rest of this scene in class next week. In the meantime, the weekend will give you a break from King Henry IV, Part 1 as we look at some more aspects of rhetorical figures by reading Abraham Lincoln's Gettysburg Address.  If you finish all of these class activities, you may start the homework posted above.

Assignment for Friday, Oct. 5

In Henry IV, Part 1, read and annotate Act 1, scene 3 (pp. 16-26). Be sure to annotate this reading; I will be checking your books on Friday.

Assignment for Wednesday, Oct. 3

In William Shakespeare's Henry IV, Part 1, read Act 1, scenes 1 and 2 (pp. 4-16).  While you're reading, pay attention to anything that stand out rhetorically. Then, identify a passage at least five lines in length (it could involve more than one character) and email to me a few sentences about what makes it rhetorically interesting. If you can, write about both the rhetorical effect and the meaning generated by the passage, but that might be hard to do at this stage. Be sure to identify the act, scene, and lines you are writing about.