Learning Goal: I will begin to examine the play Hamlet
Minds On: What do we already know about Shakespeare?
Action: Origins and ideas - note and handout, and yes, we can shout some insults at each other... Let out a little steam!
Consolidation: It is no question that Hamlet struggles with his indecisiveness. Help him choose an identity!
Learning Goal: I will continue to examine the introduction of Hamlet by exploring the first scene.
Minds On: "Who's there?"
Action: Act I scene i, ii analysis
Consolidation: Response Journal
Learning Goal: I will continue to examine Hamlet and Shakespearean language.
Minds On: No content quiz! We didn't get far enough! What is a bad omen? What might indicate something bad is about to happen? Analysis of...
"A mote it is to trouble the mind’s eye.
In the most high and palmy state of Rome,
A little ere the mightiest Julius fell,
The graves stood tenantless and the sheeted dead
Did squeak and gibber in the Roman streets
As stars with trains of fire and dews of blood,
Disasters in the sun, and the moist star
Upon whose influence Neptune’s empire stands
Was sick almost to doomsday with eclipse.
And even the like precurse of feared events,
As harbingers preceding still the fates
And prologue to the omen coming on,
Have heaven and earth together demonstrated
Unto our climatures and countrymen."
(Horatio I, i, 111-124)
Action: Act I, Scene i, ii, iii read and analysis
Consolidation: Response Journal time
Learning Goal: I will continue to examine the warnings and bad omens in Hamlet as it is Friday the 13th...
Minds On: Character quiz
Action: Read Act 1, Scene iv-v and analysis
Consolidation: video analysis
Setting – Description + two quotes
Characters – Description + two quotes
Motif – misogyny – explanation + two quotes
Echoes – “incest” Weird relationship btwn Laertes and Ophelia echoes Claudius and Gertrude - explanation + two quotes
Setting (same group as I ii)
Theme - uncertainty of truth in a world of spiritual ambiguity/indecisiveness – explanation + two quotes
Motif – Ill Health of Denmark (“Something is rotten in the state of Denmark” Marcellus I, iv, 67
explanation + two quotes
“Hercules” – Significance to two comparisons thus far?
Ghost - truly Hamlet’s father’s spirit or an evil demon come from hell to tempt him toward destruction?
Monday, 16th - Ghost story anyone? Meet me on the stage!
Learning Goal: I will continue to examine the feeling of dread and warning the ghost brings as I read Hamlet while examining stage and theater techniques.
Minds On: Can you tell me a ghost story? Lets make a ghost...
Action: Read scene iv and v - Death and decay and the making of a ghost. Examine evidence to suggest the ominous nature of the play.(Can we do this?...We are going to spend the next two days on the stage thinking about how this play would have been designed. You will have your group and a No Fear version of your scene. Read through it so you are sure you understand, then prepare to present your scene to your class tomorrow!)
Consolidation: Problems that might arise with a stage presentation of your scene are...?
Tuesday, 17th - scenes and questions discussion
Learning Goal: I will examine stage and theater in I,v
Minds On: Tableaux
1. Prince Hamlet is visited by the Ghost of his father as he and his friends stand guard outside the castle at night.
2. The Ghost reveals that he was murdered by his brother, Claudius (who is now king) and begs Hamlet to avenge his death.
3. The Ghost describes how he was murdered by Claudius/ Hamlet envisions the events as they unfold.
4. Hamlet tells Horatio and Marcellus that he may act like a madman and they must swear not to reveal what they have seen.
Action: Act 1, Scene v analysis
Consolidation: Film! We will watch up to the part that we have read to.
Wednesday, 18th - FILM!!!
Learning Goal: I will examine Act II, Scene i & ii plots, schemes, and secrets.
Minds On: Act II recap and chart
Action: Read Act III
Consolidation: Examining the most famous speech EVER!!!
"though this be madness, yet there is method in it."
Learning Goal: I will examine deception and secrets in Act II
Minds On:Voice in "To be" speech
Action: Read!!! Finish Act III and read as much of IV as we can! The rest is homework!
Consolidation: Discussion and sharing of predictions
"To be, or not to be: that is the question"
Learning Goal: I will examine literature's most famous quote (possibly...)
Minds On: Summary of III,i
Action: Act III, Scene i analysis
Examination of Hamlet's "To be, or not to be" speech and analysis of his feelings toward life and Ophelia
- In pairs, convert the soliloquy into an argument/two voices debating. Let us examine the different sides of Hamlet's inner debate!
Consolidation: In love, or not in love?
Learning Goal: I will continue to examine Hamlet and his discontent with the world around him by further examining "to be, or not to be" and "get thee to a nunnery"
Minds On: What's a nunnery anyway?
Action: Finish discussion
Watch up to III,i (maybe ii...)
Consolidation: Check in
Minds on: “My words fly up, my thoughts remain below” (III.iii.96) Insincerity of the new king...Does Hamlet completely overstep the bounds of Christian morality in not only wanting to kill but also wanting to damn a soul?
- Who says this? What does it mean? What is the context surrounding this quote?
Action: Brief note/discussion
Who wants to be Hamlet? Who Gertrude? In pairs, re-write the "conversation" between Hamlet and Gertrude. You will be presenting so write this as a modern-day version. You will need to paraphrase in order to cover the entire scene. You should prepare to act this scene without a ghost. We will try to view this interaction from Gertrude's perspective.
Consolidation: In your notes, compare Gertrude to Ophelia
Learning Goal: I will begin to examine my passage
Minds On: Quickly, lets see a couple volunteers perform their scene from yesterday!
Action: Context. For the next 15-20 minutes, examine context of your passage. Find it in the play and read the scene. Makes notes.
Meet with classmates with same passage choice and discuss meaning.
Consolidation: Reflect in your notes, any key points/revelations uncovered in your discussion
Minds On: Passage work period? Vote!
Action: I am assuming that you all will like the period to work on your passage and have the opportunity to conference with me. This is ok, however, you will be required to keep up with your reading. If you have been following the schedule, "Hamlet" needs to be complete by Monday! However, the gods have shined upon you and I only want you to have Act IV complete by Monday (Act V needs to be complete for Tuesday!)
Consolidation: If you are ready for a break, I will put in the film and we can pop some popcorn, Emma!
Monday, 23rd - ACt IV
Tuesday, 24th - Act V
Wed. 25th - Fri. 27th Essay Work Periods
Monday, 30th - Antigone
A Shakespearean sonnet has 14 lines and is written in iambic pentameter. This means that is has 3 quatrains (4 line sections) and one heroic couplet.
The rhyme scheme, therefore, is abab (quatrain 1), cdcd (quatrain 2), efef (quatrain 3), and gg (heroic couplet).
Like a Petrarchian sonnet, Shakespeare usually presents a problem in the first octet (8 lines) and a solution in the sestet (6 lines) with a volta (a turn) in line 9 which transitions from problem to solution.