Class Agenda #126 – “Hamlet” – Final Product Day 2

Class Agenda #126- Hamlet – Final Product Day 2

Opening Circle

“In literature, evil often triumphs but never conquers.” –  Anonymous 

Agree Or Disagree with the quote?

  • Opener- Song- “Who’s Loving You” Jackson 5 (1969, 4:00)
  • 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.

 

  • Opening Journal-“In literature, evil often triumphs but never conquers.” –  Anonymous 
    • Write a general opening statement that leads to the quote
    • restate the quote
    • Write whether or not you agree with the quote
    • State how the quote relates to Hamlet
    • Bonus- State how the quote applies to any other story or work that you read.
  • Share at tables.
  • Share as class.

Mini-Lesson- 5 Minutes 

Reviewing the Central Ideas in Hamlet-

Central Idea #1 ________revenge_________

Central Idea #2
___action versus inaction___

Central Idea #3 ______madness_________

Central Idea #4 ________mortality__________

Evidence from text

“Let not the royal bed of Denmark be a couch for luxury and damned incest.” (Act 1.5, lines 89–90)

“Thy commandment all alone shall live within the book and volume of my brain” (Act 1.5, lines 109–110)

“Like John-a-dreams, unpregnant of my cause” (Act 2.2, line 595)

Hamlet commits to kill Claudius while he is kneeling but then changes his mind and decides to wait. (Act 3.3)

The question of Hamlet’s madness endures throughout the play. Hamlet tells Horatio he might “put an antic disposition on” (Act 1.5, line 192) meaning that Hamlet may act as though he is mad.

“O that this too, too sullied flesh would melt” (Act 1.2, line 133)

“To be or not to be” (Act 3.1, line 64)

Ophelia drowns herself. (Act 4.7, line 188)

 

Think about some “literary elements” attached to this:

Literary devices Shakespeare uses:

Simile – Hamlet says he is “like John-a-dreams…”

Foil – Shakespeare uses Claudius, Laertes, and Fortinbras as foils to highlight Hamlet’s inaction.

Simile – Ophelia compares Hamlet’s lost reason to “sweet bells jangled, out of time and harsh” (Act 3.1, line 172)

Metaphor – In Act 3.1 Hamlet imagines death as sleep: “To die, to sleep” (line 68)

What role does this idea play in Hamlet?

Revenge drives Hamlet’s actions throughout the play as he struggles with how to kill Claudius.

Action versus inaction is central to Hamlet’s tragic flaw of indecision.

Hamlet acts mad at times in the play, but the reader is not certain if Hamlet is pretending to be mad or if he has actually gone mad.

Hamlet considers mortality throughout the play, and in the tragic resolution, three main characters die.

Distribute- Hamlet Final Essay.

Due on Friday.

Class Work-

Outline and begin your essay

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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