Warm Up: Study your words!! CCSS.ELA-LITERACY.L.11-12.6 I can use domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. Warm Up: Study your words!! commission (n.) order firmament (n.) sky malefaction (n.) evil deed; crime pestilent (adj.) destructive; deadly promontory (n.) high land jutting into the sea sovereign (adj.) supreme in power tedious (adj.) dull and lifeless

11/1 Agenda Warm Up: Study your words! Vocabulary Quiz: Act 2 Do you have your homework? This would be a GREAT time to finish once your quiz is over!!! Act 2 Soliloquy and Analysis Act 3 Soliloquy and Analysis Multiple Interpretations (if time) Start Act 3: Hamlet (use guided question sheet) 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.) CCSS.ELA-LITERACY.RL.11-12.4 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.)

Do your best on the Act 2 vocabulary quiz! Do you have your homework? This would be a GREAT time to finish once your quiz is over!!! 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 2 Soliloquy and Analysis RL. 12.1 - I can cite strong textual evidence to support analysis of main idea of the conversations in Act II. RL. 12.4 - I can analyze the impact of specific word choices on meaning and tone. Act 2 Soliloquy and Analysis Using the analysis sheet, answer the following questions. Make sure you use the modern text and cite examples on your worksheet. Discuss as a class.

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. RL. 12.4 - I can determine the meaning of words and phrases as they are used in the text; including figurative meanings. 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.

On your own sheet of paper: RL.12.7: I can analyze multiple interpretations of Hamlet’s Act 3 soliloquy evaluating how each version interprets the source text. On your own sheet of paper: 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 does the staging contribute to your understanding of Hamlet? Does it? If so, how does the staging help? If not, how does it not?

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