Class Agenda #95- Hamlet Finishing Act 1
Homework- Charles will Check – Summarizing your findings on The Globe Theater. You can show him any other too.
Opening Circle- Opening Reading I
Say -“O all you host of heaven! O Earth! What else?”
1994 Hip Hop Week #5 – “Represent” Nas (4:12 — 1994)
pernicious (adj.) – causing insidious harm or ruin
adieu – (n.) goodbye
sinews – (n.) tendons (in your body)
0 bear – (v.) to hold up; support
Journal- Use all four vocabulary words in 1-2 sentences about Hamlet
- Mini-Lesson- Review Hamlet Central Ideas Tracking Sheet (Handed out on Thursday)
The Central Themes of This Play are:
Action Vs. Inaction:
Reading- Act 1.5
Group Discussions- 5 Minutes
1) What do the words of “heaven,” “earth,” and “hell” on lines 99–100 suggest about Hamlet’s understanding of the Ghost?
2) What is the “distracted globe” Hamlet refers to on line 104? What does Hamlet mean when he says “whiles memory holds a seat / In this distracted globe”?
3) How does Hamlet react to the Ghost in lines 101–102? What causes Hamlet to react this way?
4) What is the “commandment” Hamlet is referring to when he says, “thy commandment all alone shall live / Within the book and volume of my brain” in lines 109–110?
5) Refer to the Ghost’s final words on line 98. What do Hamlet’s responses to his own “remember thee?” questions (lines 102, 104) suggest about the role of mystical or supernatural forces in the play?
6) What impact does Hamlet’s repetition of “remember me” have on the tone of soliloquy?
7) What decision does Hamlet make in response to the Ghost’s visit? How does Hamlet’s decision develop a central idea of the play?
8) How does Hamlet understand revenge in this excerpt?
9) How does Hamlet develop as a character when he decides to take revenge?
10) Who is Hamlet describing on lines 112 and 113 (“O most pernicious woman! / O villain, villain, smiling, damnèd villain!”) What do these descriptions suggest about Hamlet’s perception of these characters?
Share and Review
Homework- Complete your Central Ideas Tracking Sheet as best you can. Consider what we’ve read in Act 1.5
1) 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).
2) 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.)
I can 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)
I can initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Hamlet full text-