Class Agenda #101 – “Hamlet” – Act 2.2 V

Class Agenda #101- Hamlet – Act 2.2 V

Homework- Charles will Check – Multi-Paragraph response to Hamlet’s third soliloquy.

Opening Circle- Opening Reading I – 

  • I’ll have these players
  • Play something like the murder of my father
    Before mine uncle. I’ll observe his looks;;
    I’ll tent him to the quick. If he do blench,
    I know my course

Whip Around- Think about Iambic Pentameter and Say– You can get booed off the circle. (PASS IS AN OPTION)

    • Journal- Evaluate Hamlet’s plan.
      • What is the plan?
      • What do you think of a plan like this? Do you think it’s a good idea? Will work? Won’t work?
      • Which of the major themes does this plan represent and why?
  • Share your reading at your tables.

  • Review Homework at Table (share 1 thing protocol)
  • Ask The First 11th Grader I see in The Morning Week! – “Energy” Drake (3:01  — 2015)

  • SLT- 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).
  • Discussion Questions– Finish Discussion Questions.
    • In the first lines of the passage, “about” is used to mean “around.” Why does Hamlet say “Fie upon ’t! Foh! About, my brains!” lines 616–617?

      Look at the explanatory notes to determine what cunning means in the line “cunning of the scene” line 619. Why does Hamlet describe the scene as cunning?

      Use the context of the speech to determine the meaning of malefactions (line 621). Paraphrase Hamlet’s reasoning.

      What does Hamlet mean by, “For murder, though it have no tongue, will speak with most miraculous organ” (lines 622–623)? How does Shakespeare’s use of personification impact your understanding of these lines?

      What is Hamlet planning to do?

      Blench means “shrink; flinch; quail.” What does Hamlet mean by “if he do blench, I know my course” (lines 626–627)?

      What are Hamlet’s fears about the ghost of his father?

      How do lines 627–632 of this soliloquy develop a central idea of revenge, also addressed in lines 99– 102 of Act 1.5 (“shall I couple hell…”)?

      How do lines 627–632 change your understanding of Hamlet’s actions thus far in the play, specifically relating to his decision about whether to take revenge against Claudius?

      What does “this” mean in Hamlet’s statement: “I’ll have grounds / More relative than this” (lines 632– 633)? What does Hamlet mean by this statement?

      How does Shakespeare’s use of language make the final couplet more striking in lines 633–634?

      How does your work in this lesson shape your understanding of what might be in the lines that Hamlet is adding to the play?

      Discussion questions- Share and Review

  • Exit Ticket- 

    How does Hamlet’s decision to stage a play impact the action of the drama?

    Homework-  Iambic Pentameter. 2 Part Quiz Wednesday and Thursday. On Thursday- read this soliloquy in front of the class.

    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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