R English 4 Hamlet Act 1 Scene 2 Rachel Lenkei

November 19, 2013

00Overview/Rationale: o This unit will focus on one of Shakespeares tragic plays, Hamlet. Through guided reading of the play in class,
and close reading of the text, students will be able to interpret and analyze Shakespeares writing structure and use of language. The students will also engage in discussions about the how the language of the play contributes to and helps to develop the plot, themes, characterization, and symbols. This unit is designed to enable students to more deeply comprehend Hamlets character and his transformation throughout the play, making connections to the course themes of image and identity construction in text.

Enduring Understandings:
o The language, words, and dialogue of a text are essential to understanding the progression of a plot and the development of characters

Essential Questions:
o How are images and identities of characters created in a text, and what are their similarities and differences? How is Hamlets decision making process shown throughout the play?

Objectives:
Students will be able to: o Recall characteristics of tragedy in drama o Understand the function of soliloquy in plays and how Shakespeare employs them in Hamlet o Apply knowledge of language analysis to close reading of text o Student copies of Hamlet

Materials: Procedures: Warm-up: o Ask students to recall definition of tragedy Tragedy depicts the downfall of a noble hero or heroine, usually through some combination of
hubris, fate, and the will of the gods. The tragic hero's powerful wish to achieve some goal inevitably encounters limits, usually those of human frailty (flaws in reason, hubris, society), the gods (through oracles, prophets, fate), or nature. Aristotle says that the tragic hero should have a flaw and/or make some mistake. The hero need not die at the end, but he/she must undergo a change in fortune. In addition, the tragic hero may achieve some revelation or recognition about human fate, destiny, and the will of the gods. Aristotle quite nicely terms this sort of recognition a change from ignorance to awareness of a bond of love or hate.

Ask students to identify elements of tragedy in Hamlet and make predictions about play based on prior knowledge of the play and the elements of tragedy Who is the tragic hero? What makes this character a tragic hero (flaws)?

Instruction: o Review events of Act I, answer questions from students, Edline questions o Give overview of the function of soliloquy in Shakespeares plays, specifically Hamlet A literary device or technique used in drama in which a character talks to themselves. The character is alone on stage, and usually alone in the context of the play Used to show inner thoughts of characters because there is no narrative description Characters can use soliloquies to sort our problems In class guided reading o Select students to read parts for Act 1.2 o Stop just before Hamlet enters (pg. 9) and check for comprehension o Stop after Hamlet O, that this too too solid flesh would melt soliloquy Independently, students will write reactions, thoughts, questions, points of confusion about

R English 4 Hamlet Act 1 Scene 2 Rachel Lenkei

November 19, 2013

o o

soliloquy, and its connection to 1.1 and 1.2 Watch video of Hamlet Act 1.2 soliloquy (Kenneth Branagh http://www.youtube.com/watch?v=U4kc88Z7ElQ ) Add new observations to writing How has this scene been staged? How is the actor portraying Hamlet? Ask students to share comments as a whole class; teacher will write student comments on white board and will help students dissect the passage Teacher will lead students to discussion on differences between Hamlets private self and public self, and how soliloquies reveal characteristics

Closure o Answer student questions about reading o Inform students of homework Homework: Finish reading Act 1.2; take/review notes on text for Act 1.2, answer guided reading questions Assessment: Participation in guided reading; responses to teachers questions

Standards:
o o CC.1.3.11-12.A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text. CC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an authors implicit and explicit assumptions and beliefs. CC.1.3.11-12.E: Evaluate the structure of texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole.

Reflections: