HAMLET. Act 1 Scenes 1-5

Transcription

1 HAMLET Act 1 Scenes 1-5

2 BELL RINGER v Collecting Evidence Reader s Notebook record 3 more lines for each aspect of EXPOSITION: setting, character, conflict, tone Vocab Quiz (Act 1 and 2) FRIDAY

3 ACT 1 READING CHECK v On Half Piece of paper with your name on it, answer the following question You have 6 minutes to complete the assignment v There will be NO TALKING

4 ACT 1 READING CHECK 5 T H HOUR 1. What specific warning does the ghost give to Hamlet regarding his mother? Why do you think the ghost does this? Remember: You are proving that you read the scene so the more detail the better!

5 ACT 1 READING CHECK 3 R D HOUR 1. How did King Hamlet really die? Remember: You are proving that you read the scene so the more detail the better!

6 ACT 1 READING CHECK 2 N D HOUR 1. What does Laertes think of Ophelia s relationship with Hamlet? Remember: You are proving that you read the scene so the more detail the better!

7 ACT 1 READING CHECK 1 S T HOUR 1. What was one piece of advice that Polonius gave to Laertes before he left for France? Remember: You are proving that you read the scene so the more detail the better!

8 LEARNING TARGETS v Readers notice key lines and phrases that reveal author s intent. v Readers of Shakespearean dramas use their knowledge of Aristotelian dramatic structure to discover how tone, characters, setting, and conflict create the exposition, the foundation of the play. v Describe how Shakespeare explores themes of grief and loss and draw connections between own experiences and character s experiences. v Interpret a literary text by identifying the techniques used by the author and how they contribute to its meaning v Analyze themes, plot, and character in Hamlet

9 GRIEF AND LOSS IN HAMLET v What kinds of loss do people experience in real life? v How would this loss affect a person's mood, behavior, or thoughts? How might you see this change? v How might the loss impact the person's relationships with other people?

10 GRIEF AND LOSS IN HAMLET v How might the person express their feelings over the loss? v Are there any kinds of rituals people perform to help overcome their sense of loss? v How might the loss affect what the person decides to do next?

11 GRIEF AND LOSS IN HAMLET PBS Video

12 GRIEF AND LOSS IN HAMLET How is the theme of grief and loss introduced in the story of Hamlet? How has Hamlet's story touched others, such as the actors who have played him, or even the playwright who created the character?

13 MOVIE DIRECTOR ACT 1, SCENE 5 v In Reader s Notebook answer the following: What would this scene look like? Where would characters be standing in relation to each other? Why? What tone would the ghost take? What tone is Hamlet talking in? What does the setting look like? Describe in as much detail as possible. Cite textual evidence they have found that leads them to perform the scene in a particular way.

14 LEARNING TARGETS Students will be able to: v Understand and use new vocab words in everyday language v use close reading strategies to follow the RISING ACTION of the plot and to consider the character s motivations. v understand relationships between characters.

15 ACT 2 COLLECTING EVIDENCE Make a new 2-page spread in Reader s Notebook for Act 2 and answer: v How does the knowledge of Aristotelian dramatic structure contributed to your understanding of Act 1? v Make predictions about what will happen in Act 2, based on your understanding of the 5-act dramatic structure.

16 ARISTOTELIAN STRUCTURE v What is the function of Act 2? v Look back in your notes from last week if you can t remember

17 ACT 2, SCENE 1 v Read with purpose of discovering the deepening problem being established v Need a Polonius, Reynaldo and Ophelia to read out loud today

18 ACT 2, SCENE 1 v After reading the scene in Reader s Notebook: 1. Collect 3 key lines or passages from Act 2, Scene 1 (start a new section for Act 2) that reveal deepening conflict 2. Create a character web with the Main Character in the middle branches lead to other characters with descriptions of their roles

19 LEARNING TARGET Students will be able to v Understand and use new vocab words in everyday language v understand Act 2, Scene 2 v identify the rising action (building of the conflict) v play a part in a scene speaking, acting or as a prop

20 ACT 2, SCENE 2 v Performances: 6 different groups Perform a scene Prepare by marking the DRAMATIC MOVEMENTS, changes in volume or intonation, props that will enhance your portrayal of the scene

21 LEARNING TARGETS v Understand and use new vocab words in everyday language v understand Act 2, Scene 2 v identify the rising action (building of the conflict) v play a part in a scene speaking, acting or as a prop v Use close reading strategies to follow the RISING ACTION of the plot and to consider the character s motivations.

22 ACT 2, SCENE 2 v Iambic Pentameter vs. Blank Verse v What s the Difference?

23 ACT 2, SCENE 2 v Iambic Pentameter: A line (usually poetry) that has ten syllables in each line, but the alternate syllable is stressed duh-duh duh DUH duh DUH duh DUH duh DUH I read a book without a light tonight. v Blank Verse: unryhmed iambic pentameter v Prose: regular speech; no regular pattern or rhyme

24 HAMLET S 3 R D SOLILOQUY v Multi-Draft reading First, read for the gist (bullet points) Second, circle and look up unfamiliar words. Third, they re-read to notice the character s attitude (annotate) Finally, they read to clarify the author s intent (annotate), tone, dramatic structure

25 ACT 2, SCENE 2 v Identify 5 more lines from Act 2, Scene 2 in Reader s Notebook that reveal the deepening conflict

26 EXIT SLIP v On a half sheet of paper answer the following: What seems to be the worst problem the main character is dealing with? How could this possibly be resolved? Cite key lines that show the deepening problem.