Class Agenda #112 – “Hamlet” – Act 3.3 –

Class Agenda #112- Hamlet – Act 3.3 – 

Homework- Charles will Check Your OPENING Journal

Opening Circle- Opening Reading I – KING Claudius 

    • Love? His affections do not that way tend;
      Nor what he spake, though it lacked form a little,

      Was not like madness. There’s something in his soul

      O’er which his melancholy sits on brood,
      And I do doubt the hatch and the disclose
      Will be some danger; which for to prevent,
      I have in quick determination

      Thus set it down: he shall with speed to England

      For the demand of our neglected tribute.
      Haply the seas, and countries different,
      With variable objects, shall expel

      This something-settled matter in his heart,

      Whereon his brains still beating puts him thus

      From fashion of himself. What think you on ’t?

      Journal- Based on What king Claudius says, what does he now feel about Hamlet and his madness? Analyze your evidence from the text.

      • Share at your tables.
  • Review Homework at Table (share 1 thing protocol)
  • Song- “Under My Thumb,” The Rolling Stones (1966, 3:43)

  • SLT-

    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.

    What stands out about this SLT again?

  • Is this scene a better reflection of Claudius’s guilt or Hamlet’s madness?
  • Begin Reading together Act 3.3
  • Homework- Finish Reading 3.3 on your own.

    Answer the following prompt-

    How are our CENTRAL THEMES of Mortality, Revenge, Madness and Action Vs. Inaction being used Act 3.3? Be sure to analyze your evidence.

     

    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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