Hamlet

1. Hamlet

2. Bellwork for April 17th • Fill out the anticipation guide sheet. Be sure to agree or disagree with each statement. Be sure to explain your opinion beneath the statement

3. Anticipation Guide:4 corners activity • Rules for sharing: • 1.) Listen as others speak. • 2.) Raise your hand to participate. • 3.) Transition respectfully from person to person. • To piggy back off of... • I agree with _______ because • I respectfully disagree because... • I’m not sure I understand. Could you please explain that again? • 4.) Be honest, but only share what you are comfortable sharing. Also, respect that people will have opinions that disagree with yours.

4. Anticipation Guide:4 corners activity • Order of events: • 1. The teacher will read the statement • 2. You will move to one of the 4 corners of the room. Be bold and choose. (Less than 15 sec) • 3. Students will share out in their corners by turning to a neighbor and explaining their opinion. (1 min) • 4. The class will hear from a few volunteers in varying corners. If you are not sharing out, then you are listening and thinking. (3-5 min)

5. Hamlet Supercut • Hamlet Mashup 2013 • Start at 4:10 • What do you know about “Hamlet”? • Why do you think “Hamlet” is timeless?

6. Hurling Insults • The teacher will separate you into two groups: The A’s and the B’s • With people in two lines, A’s facing B’s. All A’s step forward and insult B’s. Swap • Try saying the insult in different ways e.g., shouting, sarcastic, superior, snarling rage • Hear people insult each other two by two down the line • What phrases did we really enjoy hearing?

7. Hamlet Matching • You will create groups of 4 • You will receive 4 characters, 4 character descriptions, 4 character quotes, and 4 themes. • In your group of 4, you will match the character to his or her appropriate description and quote. Then, you will decide which theme matches the quote. • You will be given 10 minutes to complete this. Then, you must be ready to share out. One member of your group will explain how you matched them and why.

8. Hamlet Matching Answers

9. Hamlet

10. Do Now • Share out your research w/ a partner. • Where did you search? • Was there a wealth of knowledge or was there little information? • What piece of information did you find most interesting? • Brainstorm a strategy for today’s reading. • What will help you with the language? • What do you do if you don’t understand a large chunk of the text?

11. Learning to read Shakespeare is a bit like learning a foreign language, but it is well worth the effort. • Here are a few tricks to understanding Shakespeare – this will help you impress the ladies as well !

12. 1. Thou, thee and thy –These mean you, you, and your, respectively. These words dropped out of our language a couple centuries ago, but Shakespeare uses them. The verb that is used with “thou” changes as well. • Example: “ Thou wilt fall backward when thou hast more wit, • Wilt thou not Jule?” • Translation: You will fall backward • when you have more wit, • Will you not, Jule?

13. 2.Inversion – Sometimes Shakespeare will invert the verb and the subject. • For instance, he might write, “Went I to Bellarmine.” instead of “I Went to Bellarmine.” • Example: “Then dreams he of another’s benefice.” • Translation: He dreams of another’s benefice.

14. 3. Diction – There are three problems with Shakespeare’s word choice. • First - he uses words that no longer exist in the English we speak. • Second - he uses words that are in our language, but now have a different meaning to us. • Third – he uses words that are in our language, but we simply don’t know what these words mean – you should look them up.

15. Some translations to help you … • still = always • soft = slowly, gently • mark = listen • an = if • fell = cruel, fierce, deadly • to-night = last night • perforce = we must, you must • kind = true to one’s nature • ay = yes • fain = gladly • marry = swear word • anon = at once • plague, pox, ague = disease • wherefore= why • THESE ARE JUST A FEW OF THE DIFFICULT WORDS …

16. 4. Contractions – for purposes of rhythm Shakespeare uses contractions to cut out syllables. • Examples: • o’ = on • th’ = the • i’ = in • ‘t – it • ta’en = taken • ‘em = them • ‘a = he (often) • o’er = over

17. Copy these lines down and translate them on a separate piece of paper. • For I ne’er saw true beauty till this night. • Tickling a parson’s nose as a’ lies asleep. • O Romeo, Romeo! Wherefore art thou Romeo? • Do not swear at all/ or, if thou wilt, swear by thy gracious self … • A plague a both your houses. • Tybalt, liest thou there in thy bloody sheet?

18. Act 1, Scene 1 to 5 (through 11) • Claudius, King of Denmark • Hamlet, son to the late, and nephew to the present king • Polonius, Lord Chamberlain • Horatio, friend to Hamlet • Laertes, son to Polonius • Voltimand, Cornelius, Rosencrantz, Guildenstern, Osric, a Gentleman, courtiers • A Priest • Marcellus, Barnardo, officers • Francisco, a soldier • Reynaldo, servant to Polonius • Players • Two Clowns, grave-diggers • Fortinbras, Prince of Norway • A Captain • English Ambassadors • Gertrude, Queen of Denmark and mother to Hamlet • Ophelia, daughter to Polonius • Lords, Ladies, Officers, Soldiers, Sailors, Messengers, and other Attendants • Ghost of Hamlet's Father

19. Homework for April 22nd • Finish the questions for Act 1 of Hamlet

20. As we watch the Act 1 of the film... • Get out your Themes assignment. As you watch the film, record what actor’s say, why it’s important, and a possible theme that it connects to.

21. Bellwork for April 22nd, 2014 • Turn to page 10 and read lines 1 to 9. Translate this into your own words.

22. Post-Movie EssayAct 1 • Yo team, these are good moments. Now what? • Act 1, Scene 3 • 15 - 16 • Act 1, Scene 5 • 24 - 25

23. Tableau: ACT 1 • Create a tableau for each page and select a quote to explain it. • We need to combine our pictures with our quotes to create our Tableau Summary of Act 1

24. Hamlet Act II, scene i • Get into groups of 3. • Assign Ophelia and Polonius roles. Read pages 31-33 aloud. • Ophelia tells her dad about an encounter she has with Hamlet. Determine what happens, and explain what Hamlet looks like. • Then, stage the lines where Ophelia describes what happens. One person should read Ophelia’s lines, one person should act out Ophelia, and one person should act out Hamlet. Be ready to present your staging of the scene. • What is Polonius’ reaction to this info? What does he think is the cause of Hamlet’s crazy behavior? What does he plan to do with this info?

25. Homework for April 24th • Finish the questions for Act 2 of Hamlet

26. Bellwork for April 24th, 2014

27. As we watch the Act 2 of the film... • Get out your Themes assignment. As you watch the film, record what actor’s say, why it’s important, and a possible theme that it connects to.

28. Post-Movie EssayAct 2

29. Tableau: ACT 2 • Create a tableau for each page and select a quote to explain it. • We need to combine our pictures with our quotes to create our Tableau Summary of Act 1

30. Bellwork for April 25th, 2014

31. Act 3, Scene 1 to 2 • Claudius, King of Denmark • Hamlet, son to the late, and nephew to the present king • Polonius, Lord Chamberlain • Horatio, friend to Hamlet • Laertes, son to Polonius • Voltimand, Cornelius, Rosencrantz, Guildenstern, Osric, a Gentleman, courtiers • A Priest • Marcellus, Barnardo, officers • Francisco, a soldier • Reynaldo, servant to Polonius • Players • Two Clowns, grave-diggers • Fortinbras, Prince of Norway • A Captain • English Ambassadors • Gertrude, Queen of Denmark and mother to Hamlet • Ophelia, daughter to Polonius • Lords, Ladies, Officers, Soldiers, Sailors, Messengers, and other Attendants • Ghost of Hamlet's Father

32. Act 3, Scene 1Close Reading Activity

33. Homework for April 28th • Finish the questions for Act 3, scenes 1 - 2 of Hamlet

34. Hamlet

35. BellWork for April 28th, 2013

36. Tableau: ACT 3 • Create a tableau for each page and select a quote to explain it. • We need to combine our pictures with our quotes to create our Tableau Summary of Act 1

37. As we watch the Act 3, senes 1-2 of the film... • Get out your Themes assignment. As you watch the film, record what actor’s say, why it’s important, and a possible theme that it connects to.

39. Hamlet • Week 4 • May 5th - May 9th