Module 1 Unit 1 Lesson 2 By William Shakespeare Hamlet By William Shakespeare Module 1 Unit 2 Lesson 2

RL.11-12.3 Reading Literature 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). Module 1 Unit 2 Lesson 2

RL.11-12.4 Reading Literature 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.) Module 1 Unit 2 Lesson 2

Assessment Student learning will be assessed via a Quick Write at the end of the lesson. Students answer the following prompt, citing textual evidence to support analysis and inferences drawn from the text. How do specific word choices in Claudius’s monologue impact the development of Hamlet’s character? Module 1 Unit 2 Lesson 2

Vocabulary filial (adj.) – of, pertaining to, or befitting a son or daughter obsequious (adj.) – (in the Elizabethan context) obedient; dutiful Module 1 Unit 2 Lesson 2

Vocabulary obstinate (adj.) – firmly or stubbornly adhering to one's purpose, opinion impious (adj.) – not pious or religious; lacking reverence for God, religious practices, etc. Module 1 Unit 2 Lesson 2

Vocabulary condolement (n.) – sorrow vulgar (adj.) – characterized by ignorance of or lack of good breeding or taste; indecent; obscene; lewd; crude, coarse, unrefined; of, pertaining to, or constituting the ordinary people in a society; current, popular, common Module 1 Unit 2 Lesson 2