Class Agenda #120 – “Hamlet” – Act 4.7

Class Agenda #120- Hamlet – Act 4.7 

Homework- Charles will Check Your HW- Summarizing Scenes

Opener- Song- “Ya Mama” The Pharcyde (1992, 4:12)

Opener- 15 Minutes

  • Take Out Your Copy of Hamlet and Turn to Act 4.7 (Page 107-113)
  • In this scene, Hamlet decided not to go to England and returned to the palace. Therefore, Claudius is plotting to use Lartes to kill Hamlet and we learn of Ophelia’s suicide.
  • Begin Reading Independently
  • Text Code-
    • Highlight passages that relate to one of our Central Themes of mortality, revenge, madness, and action vs. inaction.

Whole Class- Focusing on a few sections- Here is the visual-

  • Lines 130-185
    • Think/Pair/Share- Is Claudius manipulating Lartes in this section? Explain.
  • Lines 188-215
    • Think/Pair/Share- What is strange or stands out about this section?
  •  Partner work- Work in groups of 2-3 to come to a common agreement on the following:
    • Which central ideas are most apparent in Act 4.7?
      •  What passages or lines best support your central ideas?
    • Evaluate Queen Gertrude’s description of Ophelia’s suicide-
      • What stands out as strange about this scene, and what are some possible explanations for Shakespeare making this scene the way it is?
  • 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.

  • 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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