ACT
TWO
February 11, 2015
Do Now
Summary of Act 1:
On page 23B of your
interactive notebook, write a
summary of each scene (1-5)
we have read so far. Be sure
to include:
 Characters involved in the
scene.
 Major event and conflicts that
are essential to your
understanding of each scene
and well as themes that are
seen throughout (ex. Sorrow,
death, power, betrayal,
revenge, love, truth.)

Target
I will be able to write an
objective summary of each
scene in Act 1.
 I will be able to analyze the
relationships in Hamlet by
creating a Socio-Gram.
Agenda
1. Do Now
2. Socio-Gram
3. Exit Slip
Socio-Gram
 You need to include all of the characters that we have
met so far in your socio-gram. If the character has a
nickname, please include it with the character’s name in
bold.
 Use the same colors to indicate family connection.
 Use symbols in your connecting line to show the
relationship between characters (ex. Hearts to connect
married people, lightning bolts to connect those in
conflict). Be creative with your connections!
 Show each characters qualities by creating a symbol for
them. (ex. Angel wings for someone super good or
angelic, a cape for a hero, devil horns for someone
evil/malicious.)
Target: I will be able to write an objective summary of each scene
in Act 1.I will be able analyze the relationships in Hamlet by
creating a Socio-Gram with my table group.
Target: I will be able to write an objective summary of each scene
in Act 1.I will be able analyze the relationships in Hamlet by
creating a Socio-Gram with my table group.
Exit Slip
Target: I will be able to write an objective summary of each
scene in Act 1.I will be able analyze the relationships in Hamlet
by creating a Socio-Gram with my table group.

On a 3x5 card evaluate your learning. WRITE IN
FULL SENTENCES!
1.
2.
3.
Do you feel you met the target today?
4.
How have the activities of yesterday and
today helped you understand the themes, plot
and characters in Hamlet?
What is your evidence?
How do you feel about reading Hamlet so
far?
HW: Go to sparknotes.com and read the summaries of each scene in act one. If
you were absent during the reading of act one, you need to at least have an
understanding of what went on before we move forward. If you are absent in the
future, it is your responsibility to use your seminar time to get caught up.
February 12, 2015
Do Now
Vocabulary
 Antic – 1. (n.) a ludicrous or
extravagant act; a caper. 2. A
buffoon esp. a clown. 3. (adj.)
Ludicrously odd; fantastic.
 Perturb (v.) – 1. To disturb
greatly; make uneasy or
anxious. 2. To throw into
great confusion or disorder
DOL
mr o’leary is a mystery fan, he
was eager to see agatha
christies long running play
mousetrap when he visited
london

Target
I will be able to create a
headline and article for Act 2,
Scene 1 that accurately and
creatively uses vocabulary
words, textual evidence, and
analysis.
Agenda
1. Do Now
2. Act 2, Scene 1
3. Exit Slip: HEADLINE!
DOL
 mr o’leary is a mystery fan, he was eager to
see agatha christies long running play
mousetrap when he visited london
 Because Mr. O’Leary is a mystery fan, he was
eager to see Agatha Christie’s long-running
play Mousetrap when he visited London.

Target: I will be able to create a headline and
article for Act 2, Scene 1 that accurately and
creatively uses vocabulary words, textual evidence,
and analysis.
Theme Analysis – 26A/B
Power, Betrayal, Death, Sorrow, Revenge,
Truth, Justice, (other themes?).
Theme -

Act.
Scene
.Lines
Textual Evidence
Target: I will be able to create a headline and
article for Act 2, Scene 1 that accurately and
creatively uses vocabulary words, textual evidence,
and analysis.
Analysis
Finish Act 1, Scene 5
Watch Act 2, Scene 2

Target: I will be able to create a headline and
article for Act 2, Scene 1 that accurately and
creatively uses vocabulary words, textual evidence,
and analysis.
Exit Task: HEADLINE!
 Create a headline and article for Act 2, scene
1.
 Be sure to use evidence from the text as
well as vocabulary words. You may use
words from your act 1 vocabulary list as well!
 Be creative! Start to incorporate the themes
into your analysis of each scene!
 Themes: Betrayal, Sorrow, Death,
Revenge, Love, Power, Truth…
 Do you see any new themes emerging in
the second act?

Target: I will be able to create a headline and
article for Act 2, Scene 1 that accurately and
creatively uses vocabulary words, textual evidence,
and analysis.
February 13, 2015
Do Now
Vocabulary:
 Forgery (noun)- an illegal copy
of a document, painting, etc. or
the crime of making illegal
copies
 Inclination (noun) – feeling or
fact that you prefer or are more
likely to do a particular thing
DOL:
 don’t add no more than one
half cup of the water and yeast
mixture to the flour louis if you
want the pizza dough to be a
success

Target
I will be able to finish a headline
and article for 2.1 and create a
headline and article for 2.2 that
accurately and creatively uses
vocabulary words, textual
evidence, and analysis.
Agenda
1. Do Now
2. Finish 2.1 Headline
3. Read and Analyze 2.2.1-167
4. Exit Slip
DOL
 don’t add no more than one half cup of the
water and yeast mixture to the flour louis if you
want the pizza dough to be a success
 Don’t add any more [Add no more] than onehalf cup of the water-and-yeast mixture to the
flour, Louis, if you want the pizza dough to be a
success.

Target: I will be able to create a headline and
article for Act 2, Scene 2 that accurately and
creatively uses vocabulary words, textual evidence,
and analysis.
Read Act 2, Scene 2
 Read 2.2.1-167 with your table
group, stopping to clarify meaning.
 Use your text evidence and theme
analysis graphic organizer on page
26 A/B.
 REMEMBER – the analysis column
is a space for you to develop your
understanding, not a place to
translate your textual evidence into
modern language.

Target: I will be able to create a headline and
article for Act 2, Scene 2 that accurately and
creatively uses vocabulary words, textual evidence,
and analysis.
Exit Task: HEADLINE!
 Begin brainstorming a headline and article for Act 2,
scene 2. Remember we started reading this last week and
will be finishing this scene today and tomorrow.
 Be sure to use evidence from the text as well as
vocabulary words. You may use words from your act 1
vocabulary list as well!
 Be creative! Start to incorporate the themes into your
analysis of each scene!
 Themes: Betrayal, Sorrow, Death, Revenge, Justice,
Love, Power, Truth, Madness, Conformity, Uncertainty…
 Do you see any new themes emerging in the second act?

Target: I will be able to read and analyze the
characters and themes in Act 2, scene 2 of
Hamlet.
February 17, 2015
Do Now
Target
 I will be able to read and
Vocabulary:
 Brevity (noun) – the use of few analyze the characters and
themes in Act 2, scene 2 of
words
Hamlet.
 Discretion (noun) – quality of
being discreet; being careful
about what to do or say so that
Agenda
people will not be embarrassed 1. Do Now
or offended
2. Read 2.2.168-319
1. Update page 26A/B
DOL on next slide…
3.
Begin 2.2 Headline and Article
4.
Exit Slip
ACCUPLACER Practice:
What does the second sentence do? Explain your answer.
1. Paris, France, is a city that has always been known as a center
of artistic and cultural expression. In the 1920s, Paris was home to
many artists and writers from around the world who became
famous, such as Picasso and Hemingway.
a) It reinforces the first.
b) It states an effect.
c) It draws a conclusion.
d) It provides a contrast.
2. The Midwest is experiencing its worst drought in 15 years. Corn
and soybean prices are expected to be very high this year.
a) It restates the idea found in the first.
b) It states an effect.
c) It gives an example.
d) It analyzes the statement made in the first.

Target: I will be able to read and analyze the
characters and themes in Act 2, scene 2 of
Hamlet.
Exit Task: HEADLINE!
 Keep brainstorming a headline and article for Act 2, scene
2. Remember we started reading this last week and will be
finishing this scene today and tomorrow.
 Be sure to use evidence from the text as well as
vocabulary words. You may use words from your act 1
vocabulary list as well!
 Be creative! Start to incorporate the themes into your
analysis of each scene!
 Themes: Betrayal, Sorrow, Death, Revenge, Justice,
Love, Power, Truth, Madness, Conformity, Uncertainty…
 Do you see any new themes emerging in the second act?

Target: I will be able to read and analyze the
characters and themes in Act 2, scene 2 of
Hamlet.
February 18, 2015
Do Now
Vocabulary:
 Celestial (adj.) – heavenly, or
from the sky above
 Solicit (verb) – to ask for
something in a persuasive
and determined way
DOL – on next slide…

Target
I will be able to
 practice vocabulary words.
 discuss and analyze the
themes in act 2, scene 2 of
Hamlet.
Agenda
1. Do Now
2. Finish reading 2.2
3. Create article for 2.2 using
textual evidence and
vocabulary words.
4. Exit Slip
Vocabulary Practice Quiz
1. Pick the synonym for antic
a. Attic
b. Collectible item
c. Prank
d. Prodigal
2. Pick the synonym for inclination
a. Disgust
b. Impulse
c. Slope
d. Temper
3. Pick the antonym for brevity
a. Lengthiness
b. Economy
c. Countenance
d. Tartness
4. Connect the following words in a sentence or two:
forgery/perterb

Target: I will be able to practice vocabulary
words as well as discuss and analyze the
themes in act 2, scene 2 of Hamlet.
Exit Task: HEADLINE!
 Create your headline and article for Act 2, scene 2.
 Be sure to use evidence from the text as well as
vocabulary words. You may use words from your act 1
vocabulary list as well!
 Be creative! Start to incorporate themes into your
articles for each scene!
 Themes: Betrayal, Sorrow, Death, Revenge, Justice,
Love, Power, Truth, Madness, Conformity,
Uncertainty…
 If you want to know why these themes are important to
think about, check out the essay prompts in your Hamlet
syllabus!

Target: I will be able to practice vocabulary
words as well as discuss and analyze the
themes in act 2, scene 2 of Hamlet.
February 19, 2015
Do Now
Vocabulary:
Take a moment to review
your vocabulary…
Get ready to rumble!
Target
 I will be able to:
 review act 2 vocabulary
words.
 use textual evidence to
analyze a character in
Hamlet.
Agenda
1. Do Now
2. Finish articles
3. Score articles
4. Character Development
Vocabulary Practice
For each of the following words, provide both a
association and explanation:
1.Celestial
2.Martial
3.Prodigal
4.Solicit
5.Brazen
6.Perturb
7.Jocund
Target: I will be able to review Act 2 vocabulary
words and use textual evidence and vocab to
analyze Hamlet.
Vocabulary Practice
1.Laura showed great [___________] when
speaking of the incident; she didn’t want to
embarrass her sister.
2.For the record, I do not eat sugar and have no
[__________] to eat sugar.
3.The painting looked exactly like the original.
Only an experienced art critic could tell that it
was a [___________].
4.I apologize for the [__________] of this email,
but there’s really nothing more to say.
5.After discovering my winning lottery ticket, bing
pulled over for speeding didn't [___________]
me at all.
Target: I will be able to review Act 2 vocabulary
words and use textual evidence and vocab to
analyze Hamlet.
Exit Task: HEADLINE!
 Finish your headline and article for Act 2, scene 2.
 Be sure to use evidence from the text as well as
vocabulary words from Act 2. You may use words from
your Act 1 vocabulary list as well!
 Be creative! Start to incorporate themes into your
articles for each scene!
 Themes: Betrayal, Sorrow, Death, Revenge, Justice,
Love, Power, Truth, Madness, Conformity,
Uncertainty…
 If you want to know why these themes are important to
think about, check out the essay prompts in your Hamlet
syllabus!
February 20, 2015
Do Now
Vocab
Quiz!

Target
I will be able to:
 ace my Act 2 vocabulary
quiz.
 analyze a character’s
connection to the themes in
Hamlet.
Agenda
1. Vocab Quiz
2. Character Analysis
1. Turn in character analysis.
3. Turn in Journals
Character and Theme
1.
Choose a character – for ideas, look at your socio-gram
on page 25B
2.
Target: I will be able
Decide what themes your character embodies*.
Remember that people aren’t one-dimensional (especially to analyze a
character’s
not Shakespeare’s characters). They are complex. You will connection to the
find connections between your character and multiple
themes in Hamlet.
themes!
3.
Fill out the worksheet with textual evidence that
reveals what your character wonders, knows, sees, and
cares about in relation to the themes they embody*.
4.
Once you’ve found sufficient evidence, turn your paper
over and write a theme/character analysis which
includes textual evidence and citation.
*Embody – to represent in bodily form or to bring together as a whole.
example: a person may embody the qualities of trust and honesty