Day 5
 Standards
Reading: 3.6 Analyze the way in which authors through
the centuries have used archetypes drawn from
myth and tradition in literature, film, political
speeches, and religious writings. 3.7 Analyze
recognized works of world literature from a variety
of authors: a. Contrast the major literary forms,
techniques, and characteristics of the major literary
periods. b. Relate literary works and authors to the
major themes and issues of their eras. c. Evaluate
the philosophical, political, religious, ethical, and
social influences of the historical period that
shaped the characters, plots, and settings.
2.2 Write responses to literature:
a. Demonstrate a comprehensive understanding of
the significant ideas in works or passages. b.
Analyze the use of imagery, language, universal
themes, and unique aspects of the text. c. Support
important ideas and viewpoints through accurate
and detailed references to the text and to other
works. d. Demonstrate an understanding of the
author's use of stylistic devices and an appreciation
of the effects created. e. Identify and assess the
impact of perceived ambiguities, nuances, and
complexities within the text 2.3 Write reflective
compositions: a. Explore the significance of
personal experiences, events, conditions, or
concerns by using rhetorical strategies. b. Draw
comparisons between specific incidents and
broader themes that illustrate the writer's important
beliefs or generalizations about life. c. Maintain a
balance in describing individual incidents and
relate those incidents to more general and abstract
ideas.
 Objectives
Students will be able to:
•identify, define, and utilize the
literary terms associated with
dramatic works.
•identify their opinions and beliefs
on themes of the text both before
and after reading.
•identify and record the writing
style of Shakespearean text.
•compare and contrast the events,
themes, and ideas of a text to
themselves, the world, and other
text.
•identify and analyze archetypes in
works of fiction.
•I
will number you off into groups and assign you
an act or scene to summarize on a poster.
•While you are working on the poster have your
reading annotations out to be checked.
•Once finished you will rotate randomly to the
other groups to get a full summary.
 What
happened?
 Reactions?
 Comments?
 Questions?
Reading: Answer the following in a complete sentence.
1. What contradicting statements about death did Hamlet give
in his “To be or not to be” speech?
2. Explain how Hamlet proposes to test Claudius’s guilt.
3. Explain why Hamlet did not take his revenge upon Claudius
while he was praying.
4. Why did the ghost appear when Hamlet and Gertrude were
alone? Why couldn’t Gertrude see the ghost?
5. What did Hamlet tell Gertrude at the end of this act?
Vocabulary: Write the correct vocabulary word which best fits
the questions below.
6. Which word best describes being dishonest or mischievous?
7. Which word best describes what is done in church?
8. Which word means “chaffed” or “irritated”?
9. If you are treating someone badly, you behaving in what way?
10. Someone who has gone insane suffers from what?
11. If someone says something that is untrue about you, they are
committing what?
12. Which word means to charm or delude?
Movie Posters
Create a movie poster for your book
including the following information:
1.
2.
3.
4.
Title
Author
Tagline
Image representing your
book- NOT a copy of what is
on the cover.
5. Cast of the main characters
(at least 4) with explanations
of why the actors were
chosen.
NONE of this can be the same
as a pre-existing movie
version of your book!
The following are
examples of movie
posters with some or all
of the elements you need
to include on yours.
1.
2.
3.
4.
5.
6.
7.
abatements: the ending, reduction, or
lessening of something
cicatrix: the scar of a healed wound
conjectures: an opinion or conclusion
formed on the basis of incomplete
information
cuckold: the husband of an adulteress, often
regarded as an object of derision
garrisoned: provide (a place) with a body of
troops
importunate: persistent, esp. to the point of
annoyance or intrusion
yield: give way to traffic or others in
debate or argument

Remember: make sure that for the main characters you
are keeping track of how they act, feel, look, and what
they say for each act. Pay attention to how they change
and how they affect the plot.
Character
Hamlet
Claudius
Gertrude
Polonius
Ophelia
Laertes
Act
Feel
Look
Say
Scene One
•if
you have your own copy,
annotate your readings
marking important elements
of setting, plot, and
characters, write your
comments, reactions,
predictions, etc. in the
margins.
•if you don’t have your own
copy, take notes in a scene
guide style, summarizing the
setting, the plot (action), and
the main characters involved
in the plot and then writing
your comments, reactions,
predictions, etc.
Summary: In this scene…
Comments/reaction: I
think/feel/wonder/question/understand…
Scene Two
Summary:
Comments/reaction:
Scene Three
Summary:
Comments/reaction:
Scene Four
Summary:
Comments/reaction:
 read
and annotate Act IV, scenes i-iv
 bring copy of Hamlet next class
 schedule the remaining pages of your
outside reading book to be done before
Friday, December 9th
 begin working on/brainstorming for the
final outside reading project