Hamlet Act Two, Scene Two-

February 20, 2018

CCSS.ELA-LITERACY.RL.11-12.3

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-LITERACY.RL.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

EQ: Analyze how Shakespeare's choices impact character development.

Starter: 

Summarize the events in act two of Hamlet.

Then, answer the question:  Why would Shakespeare include a play within a play? 

Vocabulary:

Lit Term: Foil

Part of Speech: Noun

Dictionary Definition: character that shows qualities that are in contrast with the qualities of another character with the objective to highlight the traits of the other character.

Your Definition:

Activity: Give an example of a foil.

Activity: 

1.  Finish Hamlet Act Three, Scene Two

BBC Production

Characters

Hamlet

First Player

Polonius

Rosencrantz

Guildenstern

Horatio

Claudius

Ophelia

Player King

Player Queen

Lucianus
Prologue
Gertrude

Discussion Questions

Analyze the interaction between Hamlet and Ophelia, and describe both of their mental, emotional, and physical states.

Summarize the play acted out for the king and queen.

Critique the effectiveness of Hamlet's plan.
Analyze what the recorder represents with Rosencrantz and Guildenstern.

2.  Chalk Talk

With your tables, select one quote from this act that is significant in developing the story.

Write this quote on a large paper and post it somewhere in the room.

Then, individually comment on each poster.

Your comment should react to the quote and state why it is important to the story.

3.   Read Act Three, Scene Three

Claudius

Rosencrantz

Guildenstern

Polonius 

Hamlet

Discussion Question

Use indirect characterization to analyze Claudius.

Evaluate whether he is motivated by his id, ego, or superego.

Summarize Hamlet's reaction.

5.  Claudius Analysis

With a partner, translate the lines into a language that is understandable to you.

You may use any sort of style that is suitable for you and your partner. 

When complete, think about the overall mental state of Claudius.

Answer: What does this speech reveal about his mental state?

O, my offence is rank it smells to heaven; 

 It hath the primal eldest curse upon't, 

A brother's murder. Pray can I not, 

Though inclination be as sharp as will: 

My stronger guilt defeats my strong intent;

 And, like a man to double business bound, 

I stand in pause where I shall first begin,

 And both neglect. What if this cursed hand 

Were thicker than itself with brother's blood, 

Is there not rain enough in the sweet heavens

 To wash it white as snow? 

Whereto serves mercy

 But to confront the visage of offence? 

And what's in prayer but this two-fold force, 

To be forestalled ere we come to fall, 

Or pardon'd being down? Then I'll look up; 

My fault is past. But, O, what form of prayer 

Can serve my turn? 'Forgive me my foul murder'? 

That cannot be; since I am still possess'd 

Of those effects for which I did the murder, 

My crown, mine own ambition and my queen. 

May one be pardon'd and retain the offence? 

In the corrupted currents of this world 

Offence's gilded hand may shove by justice,

 And oft 'tis seen the wicked prize itself 

Buys out the law: but 'tis not so above; 

There is no shuffling, there the action lies

 In his true nature; and we ourselves compell'd, 

Even to the teeth and forehead of our faults, 

To give in evidence. What then? what rests? 

Try what repentance can: what can it not? 

Yet what can it when one can not repent? 

O wretched state! O bosom black as death! 

O limed soul, that, struggling to be free, 

Art more engaged! Help, angels! Make assay! 

Bow, stubborn knees; and, heart with strings of steel, 

Be soft as sinews of the newborn babe! All may be well. 

Closure:

What is your opinion of Claudius?

Independent Reading Project

February 19, 2018

CCSS.ELA-LITERACY.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

EQ: Independently read and analyze a British author's literary work of your choice.

Starter: 

Create a SMART goal for what you would like to complete in class today.

Activity

1.  Independent Reading Project

All of the instructions are posted above.

Part A is due on March 2!

Closure

Evaluate yourself based on your SMART goal. 

Hamlet TPEQEA, Act Three

February 16, 2018

CCSS.ELA-LITERACY.RL.11-12.3

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-LITERACY.RL.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

EQ: Analyze how Shakespeare's choices impact character development.

Starter: 

Free Write Friday!

Vocabulary:

Term: Round Character

Part of Speech: Noun

Dictionary Definition: character in a novel, play or story with a complex personality.

Your Definition:

Activity: Give an example of a round character.

Term: Flat Character

Part of Speech: Noun

Dictionary Definition: character in fiction that does not change too much from the start of thenarrative to its end. Flat characters are often said not to have any emotional depths.

Your Definition: 

Activity: Give an example of a flat character.

Activity: 

1.  Independent Reading Check In 

2.  Hamlet's Soliloquy Presentations

With a partner, translate the lines into a language that is understandable to you.

You may use any sort of style that is suitable for you and your partner. 

When complete, think about the overall mental state of Hamlet.

Answer: What does this soliloquy reveal about his mental state?

To be, or not to be: that is the question: 

Whether 'tis nobler in the mind to suffer 

The slings and arrows of outrageous fortune, 

Or to take arms against a sea of troubles,

 And by opposing end them? 

To die: to sleep; No more; 

and by a sleep to say we end 

The heart-ache and the thousand natural shocks 

That flesh is heir to, 'tis a consummation 

Devoutly to be wish'd. 

To die, to sleep; To sleep: perchance to dream: 

ay, there's the rub;

 For in that sleep of death what dreams may come 

When we have shuffled off this mortal coil, 

Must give us pause: there's the respect 

That makes calamity of so long life;

 For who would bear the whips and scorns of time, 

The oppressor's wrong, the proud man's contumely, 

The pangs of despised love, the law's delay, 

The insolence of office and the spurns 

That patient merit of the unworthy takes,

 When he himself might his quietus make 

With a bare bodkin? who would fardels bear,

 To grunt and sweat under a weary life, 

But that the dread of something after death, 

The undiscover'd country from whose bourn 

No traveller returns, puzzles the will 

And makes us rather bear those ills we have 

Than fly to others that we know not of? 

Thus conscience does make cowards of us all; 

And thus the native hue of resolutions 

sicklied o'er with the pale cast of thought, 

And enterprises of great pith and moment

 With this regard their currents turn awry, 

And lose the name of action.-

Soft you now! The fair Ophelia! 

Nymph, in thy orisons Be all my sins remember'd

3.  TPEQEA

Psychoanalyze Hamlet.

Determine whether he is motivated by his id, ego, or superego, and support your claim using textual evidence. 

4.  Hamlet Act Three, Scene Two

Hamlet

First Player

Polonius

Rosencrantz

Guildenstern

Horatio

Claudius

Ophelia

Player King

Player Queen

Lucianus
Prologue
Gertrude

Discussion Questions

Analyze the interaction between Hamlet and Ophelia, and describe both of their mental, emotional, and physical states.

Summarize the play acted out for the king and queen.

Critique the effectiveness of Hamlet's plan.
Analyze what the recorder represents with Rosencrantz and Guildenstern.

Closure: 

Predict what Hamlet will do next based on the play. 

Hamlet Act Three, Scene One

February 15, 2018

CCSS.ELA-LITERACY.RL.11-12.3

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-LITERACY.RL.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

EQ: Analyze how Shakespeare's choices impact character development.

Starter: 

Reflect on Hamlet's character throughout the first two acts. 

Evaluate whether he listens predominately to his id, ego, or superego more.

Explain your reasoning.

Vocabulary:

Term: Round Character

Part of Speech: Noun

Dictionary Definition: character in a novel, play or story with a complex personality.

Your Definition:

Activity: Give an example of a round character.

Term: Flat Character

Part of Speech: Noun

Dictionary Definition: character in fiction that does not change too much from the start of thenarrative to its end. Flat characters are often said not to have any emotional depths.

Your Definition: 

Activity: Give an example of a flat character.

Activity: 

1.  BBC Production

We will finish watching act two today. 

As you watch, continue to observe Hamlet. 

Jot down notes about his speech, thought, effect, actions, and looks. 

2.  Hamlet Act Three, Scene One

Claudius

Rosencrantz

Guildenstern

Gertrude

Polonius

Ophelia

Hamlet

Discussion Questions

Evaluate the use of manipulation in Hamlet.

Evaluate the mental state of Hamlet.

3.  Hamlet's Soliloquy Analysis

With a partner, translate the lines into a language that is understandable to you.

You may use any sort of style that is suitable for you and your partner. 

When complete, think about the overall mental state of Hamlet.

Answer: What does this soliloquy reveal about his mental state?

To be, or not to be: that is the question: 

Whether 'tis nobler in the mind to suffer 

The slings and arrows of outrageous fortune, 

Or to take arms against a sea of troubles,

 And by opposing end them? 

To die: to sleep; No more; 

and by a sleep to say we end 

The heart-ache and the thousand natural shocks 

That flesh is heir to, 'tis a consummation 

Devoutly to be wish'd. 

To die, to sleep; To sleep: perchance to dream: 

ay, there's the rub;

 For in that sleep of death what dreams may come 

When we have shuffled off this mortal coil, 

Must give us pause: there's the respect 

That makes calamity of so long life;

 For who would bear the whips and scorns of time, 

The oppressor's wrong, the proud man's contumely, 

The pangs of despised love, the law's delay, 

The insolence of office and the spurns 

That patient merit of the unworthy takes,

 When he himself might his quietus make 

With a bare bodkin? who would fardels bear,

 To grunt and sweat under a weary life, 

But that the dread of something after death, 

The undiscover'd country from whose bourn 

No traveller returns, puzzles the will 

And makes us rather bear those ills we have 

Than fly to others that we know not of? 

Thus conscience does make cowards of us all; 

And thus the native hue of resolutions 

sicklied o'er with the pale cast of thought, 

And enterprises of great pith and moment

 With this regard their currents turn awry, 

And lose the name of action.-

Soft you now! The fair Ophelia! 

Nymph, in thy orisons Be all my sins remember'd

4.  TPEQEA

Psychoanalyze Hamlet.

Determine whether he is motivated by his id, ego, or superego, and support your claim using textual evidence. 

Closure: 

Predict what will happen with the play within a play.

Hamlet Act Two

February 14, 2018

CCSS.ELA-LITERACY.RL.11-12.3

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-LITERACY.RL.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

EQ: Analyze how Shakespeare's choices impact character development.

Starter: 

Insults by Shakespeare

How does this increase understanding from yesterdays reading.

Vocabulary:

Term: Round Character

Part of Speech: Noun

Dictionary Definition: character in a novel, play or story with a complex personality.

Your Definition:

Activity: Give an example of a round character.

Term: Flat Character

Part of Speech: Noun

Dictionary Definition: character in fiction that does not change too much from the start of thenarrative to its end. Flat characters are often said not to have any emotional depths.

Your Definition: 

Activity: Give an example of a flat character.

Activity: 

1.  Benchmark Remediation

We will go over the questions together.

The remediation is posted in usatestprep as 2 Remediation 2/5.

This is due by next Wednesday, February 21. 

2.  Graffiti Poster

You will get 5 minutes to collaborate with your table on a graffiti poster.

You will work on it at the same time, describing and illustrating ideas in the act two.

3.  BBC Production

As you watch, continue to observe Hamlet. 

Jot down notes about his speech, thought, effect, actions, and looks. 

Closure: 

Predict what will happen with the play within a play.