Class Agenda #114 – “Hamlet” – Act 3.4 – Hamlet and Gertrude

Class Agenda #114- Hamlet – Act 3.4 – Hamlet and Gertrude

Homework- Charles will Check Your OPENING Journal

Opening Circle- Vocabulary (10 Minutes)

    • modesty (n.) – regard for decency of behavior, speech, dress, etc.
    •   virtue (n.) – goodness
    •   hypocrite (n.) – a person who pretends to have virtues, principles, or moral or religious beliefs that he or she does not actually possess, especially a person whose actions belie stated beliefs
    •   dicers (n.) – gamblers
    •   oaths (n.) – promises
    •   counterfeit presentment (n.) – representation in portraits
    •   Hyperion (n.) – the sun god, often said to be the most beautiful of the gods
      • Jove (n.) – also called Jupiter, the king of the gods
      •   Mars (n.) – the god of war
      •   station (n.) – position or way of standing
      •   Mercury (n.) – winged messenger of the gods
      •   ear (n.) – the seed-bearing part of a cereal plant, like wheat or corn
      •   batten (v.) – thrive by feeding; grow fat
      •   moor (n.) – broad area of open land that is not good for farming
      •   heyday (n.) – state of excitement
      •   sense (n.) – perception through sight, hearing, touch, etc.
      •   apoplexed (adj.) – paralyzed
      •   cozened (v.) – tricked
      •   hoodman-blind (n.) – a game in which one of the players is blindfolded and taunted (blind man’s bluff)
      •   sans (prep.) – without
      •   so mope (v.) – be so stunned
      •   mutine (v.) – incite rebellion
      •   grainèd (adj.) – indelible (grain was a “fast” or permanent dye)

      Journal- Use the vocabulary words in a sentence about Hamlet

    • Song- “Stand By Me” Otis Redding, 1964 (2:53)

     

    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?

  • Mini-Lesson – Hamlet Act 3.4
  • Read this scene together.
  • As We Read: Text Code
    • Put HighLight sections that connect to one of our major plot points
    • underline vocabulary words
    • Put Post It Notes on Any Questions You Have
  • Watch-https://www.youtube.com/watch?v=mOjpvNPr3JU

Discussion Questions-

  • What does the action of “wringing your hands” look like? What is Gertrude doing? (Act it out.) Why might she be doing this? Hint: What has Hamlet just done?

    Given the meaning of “wringing your hands,” what does Hamlet mean when he says he will “wring [Gertrude’s] heart” (line 43)?

    What familiar words or word parts are in the word penetrable (line 44)? How do these words or word parts help the reader define penetrable?

    Homework- 

    Answer the following prompt-

    How does Shakespeare develop Gertrude’s character in this scene? Be sure to analyze evidence from the text.

     

    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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