Class Agenda #92 – “Hamlet” – Act 1.3 and Start 1.4

Class Agenda #92- Hamlet Act 1.3-1.4 

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

Get Out: Your Notebook, Copy Of Hamlet

Opening Circle-

Clap and response UP to 10 beats.

Opening Reading-

New Learning Target

I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).

Journal-

  • What words stand out in this new learning target and why?
    • Bonus if you can make your sentence about Hamlet.
  • #914- “Fallin” Alicia Keys (5:10  —  2002)

    Review-Quiz

  • Standards
  •      

    I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).

    Assessment(s)

    Student learning will be assessed via a Quick Write at the end of the lesson. Students answer the following prompt, citing textual evidence to support analysis and inferences drawn from the text.

     

    Assessment –

     

 

  • Part II- Mini-Lesson- 
  • The importance of Chastity in Elizabethan England
  • Chastity was an important concept in Elizabethan social and religious life.

    Chastity was held to be particularly important for women; it was believed that a woman’s social and religious virtue was based on her chastity.

    Chastity did not simply mean abstinence from sexual intercourse; rather, it meant refraining from sexual intercourse that was not condoned by contemporary morality. A faithful married woman, for example, was considered chaste.

  • Part III Reading Act 1.3
  •  Laretes, Ophilia, Polonius 
    • Looking at The Text!
  • Group Work-
    • Read Act 1.3 in your Groups. Answer the following.
  • Lines 1-55 – Work in Groups to put these lines into common language.
  • Answer the following in your Notebook.

    What does Laertes mean when he uses the phrase “Hamlet, and the trifling of his favor” (line 6)?

    How does Laertes describe Hamlet’s affection in lines 6–11? How does Laertes tell Ophelia to react to the affection in these lines?

    What does Laertes mean when he says, “no soil nor cautel doth besmirch / The virtue of his will” (lines 18–19)?

    To what do the terms “the body” and “the head” refer on lines 26–27? What is the relationship between “the body” and “the head” in this context?

    How are Hamlet’s choices different from the choices of “unvalued persons” (line 22)? Whom do Hamlet’s choices affect?

    According to Laertes, why is it that Hamlet’s “will is not his own” (line 20)?

    What is Laertes’s concern for Ophelia? (27-48)

    What does Laertes say might happen to Ophelia if she gets too close to Hamlet?

    What metaphor for Hamlet’s pursuit of Ophelia does Laertes develop in his speech? What is the impact of the metaphor?

    49-55

    How does Ophelia respond to Laertes’s advice about chastity?

    What does Ophelia mean when she tells Laertes, “Do not as ungracious pastors do” (line 51)?

     

    Closing Quick Write-

    How does Shakespeare develop the characters of Laertes and Ophelia in relation to one another? Think about his use of language.

    Homework- 

 What does Act 1.3 show us about Gender Roles in the “Hamlet?”

Read Act 1.4 on your Own tonight. Summarize the scene in your notebook.

2 thoughts on “Class Agenda #92 – “Hamlet” – Act 1.3 and Start 1.4

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