Hamlet 1.3

February 3, 2020

Standards: 

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly engaging.

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text. 

Obj: I can determine the meaning of words and phrases as they are used in Hamlet and analyze the impact of specific word choices and how they depict the human condition.

Starter: 

What does the play Hamlet reveal about the human condition?

Consider what you learned from the soliloquy.

Vocabulary: 

Word: Allusion

Part of Speech: Noun

Dictionary Definition: an implied or indirect reference especially in literature

Your Definition: 

Activity: Create or find another example of allusion. 

1. Hamlet 1.3

Characters

Narrator 

Laertes

Ophelia

Polonius

Discussion Questions

What is the relationship between Ophelia and Hamlet? Laertes and Ophelia? Polonius and Laertes? Polonius and Ophelia?

Analyze the advice Laertes and Polonius give Ophelia.

What are they really concerned about?

What advice does Polonius give to Laertes and what is the purpose of such advice?

Connect these ideas to your family.

What does this reveal about the human condition?

2.  BBC Hamlet Production

As a class, we will watch the scenes we read.

Pay close attention to the way Hamlet is characterized in the movie compared to the text.

Jot down notes about what is similar and different to what you imagined.

We will discuss this as a class.

3. Skits

Performance Prep Handout

Divide yourself into groups of three. 

You will have ten to fifteen minutes to prepare a modern version of this scene. 

Determine a parallel situation and create a script that portrays these ideas.

In your script you must include at least TWO examples of figurative language. 

Your skit should only be 1-2 minutes long. 

Every person should contribute to creating the dialogue and acting 

Closure

Create a second entry in your reading log. 

Hamlet 1.2

January 31, 2020

Standards: 

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly engaging.

Obj: I can determine the meaning of words and phrases as they are used in Hamlet and analyze the impact of specific word choices and how they depict the human condition.

Starter: 

Free Write Friday 

Vocabulary: 

Word: Allusion

Part of Speech: Noun

Dictionary Definition: an implied or indirect reference especially in literature

Your Definition: 

Activity: Create or find another example of allusion. 

Activity: 

1.   Read Hamlet

As a class, we will read Hamlet Act 1 1.1- Act 1 1.2

Characters

Narrator

Horatio

Hamlet

Marcellus

Barnardo

Discussion Questions

What is the setting and mood?
Why do you think the Ghost appears? Do you believe that this could be possible?

How does Horatio compare to the other guards?

What is the relationship between Claudius and Hamlet?

How would you characterize Hamlet?

What is revealed about the human condition?

2.  Hamlet Analysis

With a partner, complete the Hamlet Figurative Language 1.2 activity.

Make a copy of the document and move it to your assignment folder. 

First, annotate the soliloquy.  

Critical Reading Strategies 

Then, identify five different examples of figurative language used in the speech and analyze the meaning. 

When complete, think about the big idea.

Answer: What does this soliloquy reveal about his human condition?

Figurative Language 

Use the link above to help define unfamiliar terms.

Hamlet's Soliloquy

O, that this too too solid flesh would melt
Thaw and resolve itself into a dew!
Or that the Everlasting had not fix'd
His canon 'gainst self-slaughter! O God! God!
How weary, stale, flat and unprofitable,
Seem to me all the uses of this world!
Fie on't! ah fie! 'tis an unweeded garden,
That grows to seed; things rank and gross in nature
Possess it merely. That it should come to this!
But two months dead: nay, not so much, not two:
So excellent a king; that was, to this,
Hyperion to a satyr; so loving to my mother
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth!
Must I remember? why, she would hang on him,
As if increase of appetite had grown
By what it fed on: and yet, within a month--
Let me not think on't--Frailty, thy name is woman!--
A little month, or ere those shoes were old
With which she follow'd my poor father's body,
Like Niobe, all tears:--why she, even she--
O, God! a beast, that wants discourse of reason,
Would have mourn'd longer--married with my uncle,
My father's brother, but no more like my father
Than I to Hercules: within a month:
Ere yet the salt of most unrighteous tears
Had left the flushing in her galled eyes,
She married. O, most wicked speed, to post
With such dexterity to incestuous sheets!
It is not nor it cannot come to good:
But break, my heart; for I must hold my tongue.

3.  BBC Hamlet Production

As a class, we will watch the scenes we read.

Pay close attention to the way Hamlet is characterized in the movie compared to the text.

Jot down notes about what is similar and different to what you imagined.

We will discuss this as a class.

Closure: 

What was a similarity and difference between the play and the film?

1/29 Remediation

January 30, 2020

 Remediation

Log in to usatestprep.

You will see an assignment called Suggested Practice. 

There will be a set of ten different questions.  You must answer all questions.

You have two attempts to complete the questions.

I will average in your highest scores to help earn a higher score on your benchmark. 

Due: Thursday, February 6. 

Hamlet 1.1-1.2

January 30, 2020

Standards: 

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly engaging.

Obj: I can determine the meaning of words and phrases as they are used in Hamlet and analyze the impact of specific word choices and how they depict the human condition.

Starter: 

Figurative Language Flocabulary 

As you are listening, keep a list of the different types of figurative language described.

Vocabulary: 

Word: Figurative Language 

Part of Speech: Noun

Dictionary Definition: language that uses words in ways that deviate from their literal interpretation to achieve a more complex or powerful effect.

Your Definition: 

Activity: Complete the Google Form on Figurative Language.

Activity: 

1.  Reading Logs

For each ACT, you will be responsible for creating THREE entries for your reading log. 

Use the seven different options provided on the handout to develop your log. 

This will be collected and graded for credit at the end of the unit. 

2.   Read Hamlet

As a class, we will read Hamlet Act 1 1.1- Act 1 1.2

Characters
Bernardo
Francisco
Horatio
Marcellus
King Claudius
Queen Gertrude
Hamlet
Polonius
Laertes
Voltimand
Cornelius

Discussion Questions

What is the setting and mood?
Why do you think the Ghost appears? Do you believe that this could be possible?

How does Horatio compare to the other guards?

What is the relationship between Claudius and Hamlet?

How would you characterize Hamlet?

What is revealed about the human condition?

3.  Hamlet Analysis

With a partner, complete the Hamlet Figurative Language 1.2 activity.

Make a copy of the document and move it to your assignment folder. 

First, annotate the soliloquy.  

Critical Reading Strategies 

Then, identify five different examples of figurative language used in the speech and analyze the meaning. 

When complete, think about the big idea.

Answer: What does this soliloquy reveal about his human condition?

Figurative Language 

Use the link above to help define unfamiliar terms.

Hamlet's Soliloquy

O, that this too too solid flesh would melt
Thaw and resolve itself into a dew!
Or that the Everlasting had not fix'd
His canon 'gainst self-slaughter! O God! God!
How weary, stale, flat and unprofitable,
Seem to me all the uses of this world!
Fie on't! ah fie! 'tis an unweeded garden,
That grows to seed; things rank and gross in nature
Possess it merely. That it should come to this!
But two months dead: nay, not so much, not two:
So excellent a king; that was, to this,
Hyperion to a satyr; so loving to my mother
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth!
Must I remember? why, she would hang on him,
As if increase of appetite had grown
By what it fed on: and yet, within a month--
Let me not think on't--Frailty, thy name is woman!--
A little month, or ere those shoes were old
With which she follow'd my poor father's body,
Like Niobe, all tears:--why she, even she--
O, God! a beast, that wants discourse of reason,
Would have mourn'd longer--married with my uncle,
My father's brother, but no more like my father
Than I to Hercules: within a month:
Ere yet the salt of most unrighteous tears
Had left the flushing in her galled eyes,
She married. O, most wicked speed, to post
With such dexterity to incestuous sheets!
It is not nor it cannot come to good:
But break, my heart; for I must hold my tongue.

4.  BBC Hamlet Production

As a class, we will watch the scenes we read.

Pay close attention to the way Hamlet is characterized in the movie compared to the text.

Jot down notes about what is similar and different to what you imagined.

We will discuss this as a class.

Closure: 

Complete one task for your reading log. 

Benchmark 1/29

January 29, 2020

Standards

RL11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly engaging.

RL 11-12.7Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RI11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Obj: Demonstrate depth of knowledge through benchmark testing on standards posted above.

Starter: 

In a study published in the journal PLoS ONE, psychological scientists from Hiroshima University in Japan demonstrated that “cute” pictures of baby animals, including puppies and kittens, can have powerful effects on attention and concentration. (psychologicalscience.org)

Find an image to post in your starter and write yourself a positive note.

Activity: 

1.  Benchmark 1/29

usatestprep.com

Click on the link above.

The school ID is lee59.

If you need help with your username and password please let me know.

You will then see the assignment labeled benchmark 1/29.

Complete all the multiple choice questions and free response.

You have the entire class period to complete the test and it must be submitted before you leave.

You are required to receive a minimum score of 80%.

If you do not receive this the first time, please take it again.

If you do not receive an 80% the second time, remediation will be offered later this week.

Closure: 

Tomorrow we will start to read Hamlet. 

What is one thing you are curious about before you read?

Hamlet Introduction

January 28, 2020 

Standard

SL.11-12.1 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. 

Obj: I can initiate and participate effectively in a range of collaborative discussions on the human condition. 

Starter: 

Fill out the top two boxes on the gallery observation sheet.

What part of your project do you really want your peers to notice?

What part of your project could you have improved on?

Vocabulary: 

Word: Human

Part of Speech: Noun

Dictionary Definition: : a bipedal primate mammal (Homo sapiens) 

: a person : MAN sense 

Your Definition: 

Activity: How are humans different from machines?

Word: Artificial Intelligence 

Part of Speech: Noun

Dictionary Definition: the theory and development of computer systems able to perform tasks that normally require human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages.

Your Definition: 

Activity: What do you associate with artificial intelligence (AI)?

Activity: 

1.  Gallery Walk 

You will share you character sketches through a gallery walk.

Clearly display your final product at your seat. 

Use the handout provided for feedback.

You should provide feedback for a MINIMUM of FIVE people. 

2.  Hamlet Introduction

Investigating the Relationship between AI and Humanity

What is AI?

How Close are we to Computers?

Turing Test

AI vs AI 

3.  Five Minute Free Write

Respond to the prompt below: 

Explain whether or not AI is a force for good or if it is an existential threat to humanity.

DO NOT STOP TYPING FOR THE FULL FIVE MINUTES.

4. This or That Discussion 

As a class we will share the ideas you wrote about in response to the prompt.

This: AI is a force for good

OR

That: AI is an existential threat to humanity

Make sure to explain your ideas using real life examples.

Refer to the text and videos when appropriate. 

Closure

What are two things you found interesting from our class discussion?

Reminder

Tomorrow is our first benchmark.