Sept. 19

September 19, 2016

E.Q: Characterize Hamlet using indirect characterization.

Evaluate Hamlet using literature circles.

Support your analysis with textual evidence.

Obj: I can characterize Hamlet using indirect characterization. 

I can evaluate Hamlet using roles in literature circles.

I can support my analysis with textual evidence.

Starter:

Reflect on Hamlet's character throughout the first two acts. 

Evaluate whether he listens predominately to his id, ego, or superego more.

Explain your reasoning.

Vocabulary:

Term: Round Character

Part of Speech: Noun

Dictionary Definition: character in a novel, play or story with a complex personality.

Your Definition:

Activity: Give an example of a round character.

Term: Flat Character

Part of Speech: Noun

Dictionary Definition: character in fiction that does not change too much from the start of thenarrative to its end. Flat characters are often said not to have any emotional depths.

Your Definition: 

Activity: Give an example of a flat character.

Use Hamlet Vocab for this element.

You should have 30 words by the end of the unit.

For each activity box use the word in a sentence.

It will go for a grade at the end of the unit.

* There are more than 30 boxes in this document.  You do not have to fill them all!

Activity

1. Literature Circles

You will discuss Act Two through the implementation of literature circles.

You will be placed in assigned groups and within your groups will select your roles from the following:

Director

Literary Luminary

Character Captain

Connector

Illustrator

You will receive the appropriate role sheet based on your decisions.

Every role is required to support their ideas with textual evidence.

Once each person has their role for the group, then all of the roles will meet with each other to collaborate.

Then, you will break out to your original groups to share your information.

2.  Hamlet Act Three, Scene One

Claudius

Rosencrantz

Guildenstern

Gertrude

Polonius

Ophelia

Hamlet

Discussion Questions

Evaluate the use of manipulation in Hamlet.

Evaluate the mental state of Hamlet.

3.  Hamlet's Soliloquy Analysis

With a partner, translate the lines into a language that is understandable to you.

You may use any sort of style that is suitable for you and your partner. 

When complete, think about the overall mental state of Hamlet.

Answer: What does this soliloquy reveal about his mental state?

To be, or not to be: that is the question: 

Whether 'tis nobler in the mind to suffer 

The slings and arrows of outrageous fortune, 

Or to take arms against a sea of troubles,

 And by opposing end them? 

To die: to sleep; No more; 

and by a sleep to say we end 

The heart-ache and the thousand natural shocks 

That flesh is heir to, 'tis a consummation 

Devoutly to be wish'd. 

To die, to sleep; To sleep: perchance to dream: 

ay, there's the rub;

 For in that sleep of death what dreams may come 

When we have shuffled off this mortal coil, 

Must give us pause: there's the respect 

That makes calamity of so long life;

 For who would bear the whips and scorns of time, 

The oppressor's wrong, the proud man's contumely, 

The pangs of despised love, the law's delay, 

The insolence of office and the spurns 

That patient merit of the unworthy takes,

 When he himself might his quietus make 

With a bare bodkin? who would fardels bear,

 To grunt and sweat under a weary life, 

But that the dread of something after death, 

The undiscover'd country from whose bourn 

No traveller returns, puzzles the will 

And makes us rather bear those ills we have 

Than fly to others that we know not of? 

Thus conscience does make cowards of us all; 

And thus the native hue of resolutions 

sicklied o'er with the pale cast of thought, 

And enterprises of great pith and moment

 With this regard their currents turn awry, 

And lose the name of action.-

Soft you now! The fair Ophelia! 

Nymph, in thy orisons Be all my sins remember'd

4.  Double Entry Journal

Reflect on Act Three, Scene One.

Select five quotes that resonate with you.

Make sure to record your response.

Closure:

How confident do you feel finding textual evidence to support your ideas?

Rate yourself using the learning target on a scale of 1-4.