Class Agenda #97- Hamlet – Act 2.2
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- Say 1 word from the list
rogue (n.) – a dishonest knavish person; scoundrel
- Hecuba (n.) – queen of Troy
- cue (n.) – anything that excites to action; stimulus
- pigeon-livered (adj.) – meek, mild
- gall (n.) – bitterness of spirit; rancor; spirit to resent insult or injury.
- visage (n.) – the face
- offal (n.) – the parts of a butchered animal that are considered inedible by human beings
1994 Hip Hop Week #3 – “Code of The Streets” Gang Starr (3:29 — 1994)
SLT- I can analyze character and author decisions in Act 2.2 of Hamlet.
Journal- Use the vocabulary words in a sentence or two about Hamlet.
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 – 2.2 is a long and pivotal scene!
- Reading- Act 2.1
- Take out your copy of “Hamlet”
- Command F- Act 2 Scene 2
- Characters- Claudius, Hamlet, Polonius, Rosencrantz, Guildenstern, Ophelia, Actors, Volitimand, Cornelius
- HOMEWORK– Put each section into your own words. This will summarize what’s going on.
- Discussion Questions–
- How does Polonius describe the player’s performance in lines 545–546? What does this suggest about the player’s emotions?
- What two requests does Hamlet make of the player in lines 563–569?
How does Hamlet describe himself in line 577? What image of Hamlet does this description create?
Hamlet compares himself to the player who recited a speech earlier in the scene. How does Hamlet describe the player in lines 578–584?
What tension does Shakespeare develop in the conversation between Hamlet and the player?
Paraphrase the two questions Hamlet asks about the player on lines 586–589 (from “What’s Hecuba to him, or he to Hecuba” to “the cue for passion / That I have”).
What figurative language does Hamlet use in line 589 to describe how the player would act if he had Hamlet’s passion? What does this language imply about the player?
Why does Hamlet say he is like “John-a-dreams, unpregnant of [his] cause” in line 595? How does this contrast with Hamlet’s description of the player?
How do Hamlet’s descriptions of himself and the player develop a central idea in the play? Cite evidence from the text.
What images does Hamlet use in lines 598–602 (from “Am I a coward? / Who calls me villain?” to “As deep as to the lungs. Who does me this?”) to illustrate that he is a coward?
How does Hamlet say in lines 603–604 that he should respond to the treatment described in lines 599–602? Why does Hamlet say he should respond this way?
Discussion questions- Share and Review
Homework- 1-2 PARAGRAPHS – AFTER WE FINISH
Choose one of the images Hamlet uses to describe himself in the “Now I am alone” soliloquy. How is this image related to the development of a central idea from another soliloquy?
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-