Class Agenda #96 – “Hamlet” – Act 2

Class Agenda #96- Hamlet – Act 2

Homework- Charles will Check – Summarizing your findings on The Globe Theater. You can show him any other too.

Opening Circle- Opening Reading I

Whip Around-

  • What do you think is the most dominant theme of Hamlet so far??

  • 1 Word

  • 1994 Hip Hop Week #4 – “The Most Beautifulist Thing in This World ” Keith Murray (3:46  —  1994)

    SLT- I can analyze character and author decisions in Act 2.1 of Hamlet. 
  • Journal- Summarize the key aspects of Act 1 of Hamlet in 3-4 sentences
  • Share summary at table (whip around protocol) – Add on to yours if someone says something good.
  • Review Homework at Table (share 1 thing protocol)
  • Mini-Lesson – Reviewing The Dominant Themes of Hamlet so far-
  • Reading- Act 2.1 
    • Take out your copy of “Hamlet”
    • Command F- Act 2
      • Characters- Polonious, Reynaldo, Ophelia
  • http://www.youtube.com/watch?v=hN0DAxjw0z0
    • Discussion questions- Should be discussed at your tables
    • What is Lord Polonious asking his servant, Reynaldo to do?
    • What does this scene reveal about Polonious’s character?
    • What does Ophelia tell her father about?
    • How does this revelation apply to the dominant themes of Hamlet so far?
  • Share and Review

    Homework- Summarize Act 2.1 in your Summary Packet 

    Standards

    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-

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