Class Agenda #125 – “Hamlet” – Final Product Day 1

Class Agenda #125- Hamlet – Final Product Day 1

Opening Circle

Prompt-

Identify two central ideas from the play. How do these ideas interact and build on one another over the course of the play? In your response, identify and discuss at least one literary device that Shakespeare uses to develop or relate these central ideas.

  • Opener- Song- “How Will I Know?” Whitney Houston  (1985, 4:32)
  • You Need: Laptop, Hamlet, Notebook

Opener- 5 Min

  • SLT- I can analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.

 

  • Journal-
  • Identify two central ideas from the play. How do these ideas interact and build on one another over the course of the play? In your response, identify and discuss at least one literary device that Shakespeare uses to develop or relate these central ideas.

  • Partner Share
  • Try to spark a whole class discussion.

Group Work- 15 Minutes While teacher circulates.

Work in small groups to fill out the Central Idea Evidence Gather Tool to the best of your abilities.

BE sure to use evidence from the text and your annotations in your work.

Class Discussion-

Each group shares one of their central ideas and the evidence the group collected about the development of the central idea.

The Final Scene Of Hamlet

  •  

  • EXIT Ticket

    How does Hamlet’s downfall contribute to the tragic resolution of the play?

    Home Work-

    Review and synthesize the evidence you collected on the Central Idea Evidence Collection Tool and consider how to respond to the End-of-Unit Assessment prompt:

    Identify two central ideas from the play. How do these ideas interact and build on one another over the course of the play? In your response, identify and discuss at least one literary device that Shakespeare uses to develop or relate these central ideas.

    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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