Monthly Archives: February 2015

Class Agenda #83 – “Hamlet” – Act 1.1 Continued

Class Agenda #83- Hamlet Act 1.1 Continued

Homework Check- Charles will come around and check. Just show him.

Opening Reading-

Horatio-
What art thou that usurp’st this time of night
Together with that fair and warlike form
In which the majesty of buried Denmark
Did sometimes march? By heaven, I charge thee, speak.

JOURNAL-  Why might the “majesty of buried Denmark” be in a “fair and warlike form”?

#1112- “Happy Feet” Cab Calloway (2:54  —  1929)

Standards

  •      

    RL.11-12.5

    I Can analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

    Agenda-

    1. Introduction of Lesson Agenda
    2. Homework Accountability
    3. Masterful Reading
    4. Act 1.1, Complete
    5. Quick Write
    6. Film Viewing
    7. Closing

     

  • Hamlet Vocabulary- 
  • late (adj.) – living comparatively recently, now deceased
  •   unfold (v.) – reveal or display
  •   apparition (n.) – a supernatural appearance of a person or thing, especially a ghost
  •   assail (v.) – attack vigorously or violently; assault
  •   fortified (adj.) – protected or strengthened against attack
  •   stalks (v.) – walks with measured, stiff, or haughty strides
  • harrows (v.) – disturbs keenly or painfully; distresses the mind or feelings

    Mini Lesson-

  • Attacking Critical Reading Questions- Think Aloud for the following question.
  • Describe Barnardo and Francisco’s tone in the first five lines. What words demonstrate their tone?

  • Steps
    1. Read the question and assess the verbs and nouns
    2. Form a plan in your head.
    3. If you need to, reread the lines and attack them with your plan.
  • Model-
    • Describe Barnardo and Francisco’s tone in the first five lines. What words demonstrate their tone?
  • Verbs -Describe, demonstrate
  • Nouns- tone, first five lines, words
  • Plan- I know a tone is being established in the first five lines; figure out what that tone is.
  • Reread-
    • Barnardo  Who’s there?
    • Francisco  Nay, answer me. Stand and unfold yourself.
    • Barnardo  Long live the King!
    • Francisco  Barnardo
    • Barnardo  He
  • Determine which words or punctuation are different and focus on them. (who’s there?, Nay, answer me, !)
  • Establish an answer- The tone of the opening 5 lines is worried or unsure. You can tell just from the first line of the play, “who’s there/Nay answer me” that both Barnardo and Francisco are on edge and unsure of their surroundings.

Part II – Reading!

“Hamlet” By William Shakespeare (1603).

  • 11.1.2_hamlet (1)
  • If you haven’t”
    • Save to Your Desktop and Title it with Your Name
    • Have the reading and your notebook accessible.

 Part III – Act 1.1, – Start from beginning and finish- Lines 1-61 Reading and Discussion

  • As you/we read-
    • Highlight and note some of the choices Shakespeare made to begin the play.
    • Underline unfamiliar words.
  • Part IV- Film Viewing. First 6:36 of the Film.

    What mood does the director create in the beginning of the play? How do his choices contribute to the meaning and aesthetic impact of Shakespeare’s words?

    Homework Review- Writing an objective summary using the Vocabulary from the text.

    Work in pairs to create/revise an objective summary of the scene using vocabulary from the text

  • Quick Write- Answer the following prompt in about a paragraph.What choices does Shakespeare make about how to begin the play? How do these choices contribute to meaning and aesthetic impact?

    Homework- Complete the following discussion questions from the first 61 lines of Act 1.1

  • Questions for lines 1-35 (Read and Answer in Your Notebook, before we share out).

Describe Barnardo and Francisco’s tone in the first five lines. What words demonstrate their tone?

– What is Barnardo doing in line 7?

-Given what you heard in the reading and read on the Character List, what is likely the “thing that Horatio asks whether is has “appeared again tonight” (line 26)?

-Reread lines 28-39. According to Marcellus, what does Horatio think of the Ghost?

-How many times have Barnardo and Marcellus seen the Ghost?

-Why is Horatio present in this scene?

Questions for Lines 36-46- Answer in your notebook before we share out.

-In lines 36-39, what does Barnardo suggest to Horatio?

-What mood does Shakespeare create through Barnado’s story? How does he accomplish this?

Questions for lines 47-61- Answer in your notebook before we share out.

-How does each of the men react to the appearance of the Ghost?

-Whom does the Ghost look like? Hint- use the character list to understand to whom the men refer.

-What is the cumulative impact of the men’s reactions on the mood of the text?

-Reread lines 54-58. Using the explanatory notes and context, paraphrase these lines. What is Horatio asking?

-How does the Ghost react to Horatio’s speech?

In addition to Barnardo’s story and the men’s reaction to the Ghost, how does Shakespeare create a mood in this act?

 

 

 

Class Agenda #82 – “Hamlet” – Intro

Class Agenda #82- Hamlet Intro

Opening Reading-

SLT- I Can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

  1. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’sposition or function in a sentence) as a clue to the meaning of a word or phrase.
  2. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
  3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

JOURNAL- In 1-2 sentences, self assess your capacity with this SLT. Give an example of a victory or a struggle with the target.

#1111- “Anything To Make You Happy” Bob Green’s Dance Orchestra (2:54  —  1923)

Standards

  •      

    RL.11-12.5

    I Can analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

    Agenda-

    1. Introduction of Lesson Agenda
    2. Homework Accountability
    3. Masterful Reading
    4. Act 1.1, Lines 1–61 Reading and Discussion
    5. Quick Write
    6. Film Viewing
    7. Closing

     

  1. Hamlet Vocabulary- 
  • late (adj.) – living comparatively recently, now deceased
  •   unfold (v.) – reveal or display
  •   apparition (n.) – a supernatural appearance of a person or thing, especially a ghost
  •   assail (v.) – attack vigorously or violently; assault
  •   fortified (adj.) – protected or strengthened against attack
  •   stalks (v.) – walks with measured, stiff, or haughty strides
  • harrows (v.) – disturbs keenly or painfully; distresses the mind or feelings

    Mini Lesson-

  • Reviewing the SLT-
  • I Can analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
  • What are some other words for the word “impact”?

    How can an author choose to create a certain impact with a text?

Part II – New Reading!

“Hamlet” By William Shakespeare (1603).

  • 11.1.2_hamlet (1)
  • Save to Your Desktop and Title it with Your Name
  • Have the reading and your notebook accessible.

 Begin Reading- The Title and The Dramatis Personae

What information do you gather from the title of the play:“The Tragedy of Hamlet, Prince of Denmark?”

What tragedies have we read in or out of high school?

What information do you gather from the first six lines (four names) on the Dramatis Personae or Character List?

Part III – Act 1.1, Lines 1-61 Reading and Discussion

  • As you/we read-
    • Highlight and note some of the choices Shakespeare made to begin the play.
    • Underline unfamiliar words.

Questions for lines 1-35 (Read and Answer in Your Notebook, before we share out).

Describe Barnardo and Francisco’s tone in the first five lines. What words demonstrate their tone?

– What is Barnardo doing in line 7?

-Given what you heard in the reading and read on the Character List, what is likely the “thing that Horatio asks whether is has “appeared again tonight” (line 26)?

-Reread lines 28-39. According to Marcellus, what does Horatio think of the Ghost?

-How many times have Barnardo and Marcellus seen the Ghost?

-Why is Horatio present in this scene?

Questions for Lines 36-46- Answer in your notebook before we share out.

-In lines 36-39, what does Barnardo suggest to Horatio?

-What mood does Shakespeare create through Barnado’s story? How does he accomplish this?

Questions for lines 47-61- Answer in your notebook before we share out.

-How does each of the men react to the appearance of the Ghost?

-Whom does the Ghost look like? Hint- use the character list to understand to whom the men refer.

-What is the cumulative impact of the men’s reactions on the mood of the text?

-Reread lines 54-58. Using the explanatory notes and context, paraphrase these lines. What is Horatio asking?

-How does the Ghost react to Horatio’s speech?

In addition to Barnardo’s story and the men’s reaction to the Ghost, how does Shakespeare create a mood in this act?

 

Quick Write- Answer the following prompt in about a paragraph.

What choices does Shakespeare make about how to begin the play? How do these choices contribute to meaning and aesthetic impact?

Part IV- Film Viewing. First 6:36 of the Film.

What mood does the director create in the beginning of the play? How do his choices contribute to the meaning and aesthetic impact of Shakespeare’s words?

Homework-

Reread all of Act 1.1 (lines 1–190) and write an objective summary, using any of the vocabulary words as appropriate (unfold, apparition, assail, fortified, harrows, dreaded, stalks).

As We Read the first time- Create:

  • Annotated List of Characters as we Read

Second Reading

“A Good Man is Hard to Find”

Discussion Questions

  1. How does the grandmother’s early apprehensions about the trip to Florida foreshadow the major crisis in the story?
  1. What does the grandmother’s relationship to her family tell us about her personality?
  1. If the old woman had kept her mouth shut, not revealing that she recognized The Misfit, would the family be alive at the end of the story? Or did The Misfit intend to kill all the family members when he pulled up alongside their car?
  1. What does the grandmother say to the Misfit to try to convince him not to kill her? Does the conversation alter his viewpoints in any way?
  1. What has The Misfit’s life been like? Why was he put in jail? He says he kills for pleasure. Is there another reason?
  1. Explain the problem the Misfit has with Jesus. How is his religious conviction different from the grandmother’s?
  1. How do The Misfit’s final words illustrate his attitude toward the events of the afternoon?
  1. What is the role of chance or fate in the story?

Exit Ticket- 

Homework- Respond to some readings from the #validus.