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The Value of Life

The Value of Life. Please take out 6 pieces of paper and title it “The Value of Life” – you will need it to respond to the following Quickwrite and other questions in this unit. Adapted from CSU ERWC Material.

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The Value of Life

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  1. The Value of Life Please take out 6 pieces of paper and title it “The Value of Life” – you will need it to respond to the following Quickwrite and other questions in this unit Adapted from CSU ERWC Material

  2. (7-minute) Quickwrite: Now that we’ve discussed all of this, answer the question: What is the value of life?* How do you measure the value of your own life? * What makes it worth living? * What gives life meaning?* Note: Respond as thoroughly as you can to this prompt. You will continue to add notes and responses to this page, so don’t lose it!

  3. Life is only valuable if you have a family.  • Jot down whether you agree or disagree with this statement and WHY!  • Philosophical Chairs: Move to sides/duke it out.

  4. Create a Concept Map like this in your notes: • Concept: Life • Example sentence: • Synonyms: Contexts: • Examples: Non-examples:

  5. Here are some examples to get you started; add as many more examples as you can come up with • Concept: Life • Example sentence: It is difficult to place a precise value on human life. • Synonyms: Contexts: Vitality Medical EnergyEconomic • Examples: Non-examples: Lifestyle Death Life’s Work Inactivity

  6. Concept Map -- Life • Synonyms: Contexts: Living Legal/penal Viability Religious Human being Personal/private Existence Professional/public PresenceAutobiography • Examples: Non-examples: Life partner Inanimate objects The good life Afterlife The meaning of lifeNothingness Eternal life Non-existence Life sentence Sterility Life story Absence

  7. Hamlet Soliloquy – Surveying the Text. Continue adding to your notes: • Soliloquy: a convention used by playwrights to allow an audience to hear the thoughts of a character • What prior experiences have you had reading plays? • What do you notice about the text structure?

  8. Hamlet Soliloquy -- Predictions • Shakespeare’s Hamlet is a tragedy that was published in 1604. What is a tragedy? What themes and outcomes do you expect to find in a tragedy? • What do you know about the language in plays written by Shakespeare? What have you done in the past to help yourself read Shakespeare effectively?

  9. Hamlet Soliloquy -- Predictions • The soliloquy here begins with a famous quotation: "To be, or not to be--that is the question." • Make a prediction: What do you think "the question" is that Hamlet is asking? How do you think he might answer it? • Think about the primary meaning of the verb “be”

  10. Polar Opposites • An important rhetorical device Shakespeare uses in Hamlet’s soliloquy is antithesis, or a balance of opposites. Hamlet explores a series of oppositional relationships in his speech, beginning with the question of “to be, or not to be.”

  11. Polar Opposites • Brainstorm antonyms for the terms listed below Term Antonym 1. Oppression 2. Action 3. Endurance 4. Mystery 5. Life

  12. Polar Opposites • Brainstorm antonyms for the terms listed below Term Antonym Examples 1. Oppression Freedom, ease, democracy 2. Action Idleness, inactivity, apathy 3. Endurance Weakness, exhaustion 4. Mystery Certainty, knowledge 5. Life Death, loss, mortality

  13. Hamlet – Key VocabularyCreate a Vocabulary Chart (C-Note style) • fortune (n)fate, destiny or luck • opposition (n) • oppression (n) • mortality (n) • dread (v) • resolution (n) • antithesis (n) • pessimism (n) • optimism (n)

  14. Hamlet – Key VocabularyCheck your definitions. fortune (n)fate, destiny or luck opposition (n) resistance; hostility oppression (n) repression; domination mortality (n) subject to death dread (v) terror; fear resolution (n) conclusion or outcome antithesis (n) exact opposite or contrast pessimism (n) cynicism or negative outlook optimism (n) hopefulness or positive outlook

  15. 1st Reading • Focus on what you see as the "big picture" that Hamlet describes. • Based on this first reading, would you say that Hamlet is an optimist or a pessimist? What evidence do you have to support your opinion?

  16. Hamlet Background • At this point in the play, Hamlet feels that he is in a crisis. His father died a few months earlier under mysterious circumstances. Hamlet discovers that his father was secretly murdered—by Hamlet's uncle, Claudius. Making things even worse, Claudius then married Hamlet's mother. Hamlet doesn't know what to do about this knowledge. He wonders if he can trust anyone, or if perhaps he's going crazy.

  17. 2nd Reading – with a highlighter • Partners: Using a highlighter, mark the places in the text where Hamlet describes what it means to be alive. • Example: In lines 2-3, he describes life as "the slings and arrows of outrageous fortune," so you could highlight that phrase as an example of what Hamlet thinks it means "to be."

  18. Share with your Team Take a look at the parts of the soliloquy that you highlighted, and compare them with your teammates’ markings.

  19. Paraphrase • Choose 3 of your highlighted quotations and paraphrase them (one from the beginning, one from the middle, and one from the end). • For the "slings and arrows of outrageous fortune" example, a paraphrase might sound something like this: "Hamlet compares being alive to having destiny shoot arrows at him." • Consider the difference between having Hamlet say that life is like "the slings and arrows of outrageous fortune" and having him just say "life is unpleasant." • What are the effects of Shakespeare's stylistic choices as a writer?

  20. Reflect • Reflect again on the question asked earlier: We have clearly determined that Hamlet is a pessimist. What is troubling him? What are his greatest fears? Why? • Be specific and include textual references.

  21. Reflect • In the soliloquy, Hamlet is speaking thoughtfully and agonizingly to himself about the question of whether to commit suicide to end the pain of experience: “To be, or not to be: that is the question” (1). He says that the miseries of life are such that no one would willingly bear them, except that they are afraid of “something after death” (23). Because we do not know what to expect in the afterlife, we would rather “bear those ills we have,” Hamlet says, “than fly to others that we know not of” (26-27).

  22. Show Ethos, Pathos, Logos Powerpoint

  23. Rhetorical Appeals • How does Hamlet's soliloquy use pathos, or emotional appeals, to create a specific effect on the reader? Where is pathos used in the soliloquy?

  24. Rhetorical Appeals • How does Hamlet's soliloquy use logos, or logic, to create a specific effect on the reader? Where is logos used in the soliloquy? (Identify the line numbers) • When Hamlet speaks his soliloquy, he is in crisis. How do his circumstances position Hamlet to speak with authority (ethos) about the value of life? Does Hamlet seem to be speaking about his own life in particular or about the quality of life in general?

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