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) USE THE OTHER WORDS

    • 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- “Return of The Simba” J-Cole, 2011 (4:12)

     

    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?

Pair Work- Finish Packet. Teacher will circulate.

Continue Hamlet Film if more time.

Homework-

Finish Act 3. Read the First 3 Scenes of Act 4 on YOUR OWN.

Summarize this section.

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  • 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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