How has Hamlet’s character evolved from Act 1 to now? Use examples. Warm Up How has Hamlet’s character evolved from Act 1 to now? Use examples.

Agenda Warm Up Vocabulary: New PAVE strategy Review Hamlet, read, and begin Act 3: “To be, or not to be” Work with multiple interpretations of the soliloquy Continue Act 3 with the movie and guided questions CCSS.ELA-LITERACY.RL.11-12.1 I can cite 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. CCSS.ELA-LITERACY.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CCSS.ELA-LITERACY.RL.11-12.7 Analyze 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.)

Dictionary definition: PAVE Strategy Context sentence: It’s a paradox that my grandmother feels younger as she ages. Target word: paradox Predicted meaning: Dictionary definition: CCSS.ELA-LITERACY.L.11-12.6 I can use accurately general domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

Act III Vocabulary paradox (n.) something that seems absurd or against reason, but may nonetheless be true perceive (v.) notice; see pious (adj.) devout resolution (n.) firmness; resolve Visage (n.) face or facial expression CCSS.ELA-LITERACY.L.11-12.6 I can use accurately general domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

We’re going to start reading Act III. RL. 12.1 - I can cite strong textual evidence to support analysis of main idea of the conversations in Act III. Act 3 We’re going to start reading Act III. We will analyze and dissect Hamlet’s famous “To be, or not to be” soliloquy.

RL. 12.1 - I can cite strong textual evidence to support analysis of main idea of the conversations in Act III. Part 1: Breaking it down Line What Hamlet says people are willing to endure in life What I think it means: Act III, line 71 a Th’ oppressor’s wrong Act III, line 71b The proud man’s contumely Act III, line 72 The pangs of despised love The law’s delay Act III, line 73a The insolence of office Act III, line 73b The spurns that patient merit of th’ unworthy takes 2. Continue working through your handout with your neighbor. 3. Finish your constructed response by yourself.

RL.12.7: I can analyze multiple interpretations of Hamlet’s Act 2 soliloquy evaluating how each version interprets the source text. Act 3: Viewing Now, we will watch the beginning of Act 3 and Hamlet’s famous soliloquy. After, be prepared to look at multiple interpretations of the role.

Multiple Interpretations RL.12.7: I can analyze multiple interpretations of Hamlet’s Act 3 soliloquy evaluating how each version interprets the source text. Multiple Interpretations How does Kenneth Branagh's adaptation differ from Ethan Hawke’s Hamlet adaptation? What thoughts or feelings do you have toward the adaptations? Which one do you prefer and why? How do the different directorial choices contribute to your understanding of Hamlet? Do they? If so, how do the choices help? If they don’t, why?

Continue watching ACT 3 with your guided questions. Act 3: Viewing Continue watching ACT 3 with your guided questions.