Hamlet
Bellwork for April 17th
Fill out the anticipation guide sheet. Be sure to
agree or disagree with each statement. Be sure
to explain your opinion beneath the statement
Anticipation Guide:
4 corners activity
Strongly Agree
Agree
Disagree
Strongly
Disagree
Rules for sharing:
1.) Listen as others speak.
2.) Raise your hand to participate.
3.) Transition respectfully from person to person.
To piggy back off of...
I agree with _______ because
I respectfully disagree because...
I’m not sure I understand. Could you please explain that again?
4.) Be honest, but only share what you are comfortable sharing. Also, respect
that people will have opinions that disagree with yours.
Anticipation Guide:
4 corners activity
Strongly Agree
Agree
Disagree
Strongly
Disagree
Order of events:
1. The teacher will read the statement
2. You will move to one of the 4 corners of the room. Be bold
and choose. (Less than 15 sec)
3. Students will share out in their corners by turning to a
neighbor and explaining their opinion. (1 min)
4. The class will hear from a few volunteers in varying
corners. If you are not sharing out, then you are listening
and thinking. (3-5 min)
Hamlet Supercut
Hamlet Mashup 2013
Start at 4:10
What do you know about “Hamlet”?
Why do you think “Hamlet” is timeless?
Hurling Insults
The teacher will separate you into two groups: The A’s and
the B’s
With people in two lines, A’s facing B’s. All A’s step forward
and insult B’s. Swap
Try saying the insult in different ways e.g., shouting,
sarcastic, superior, snarling rage
Hear people insult each other two by two down the line
What phrases did we really enjoy hearing?
Hamlet Matching
You will create groups of 4
You will receive 4 characters, 4 character descriptions, 4
character quotes, and 4 themes.
In your group of 4, you will match the character to his or her
appropriate description and quote. Then, you will decide
which theme matches the quote.
You will be given 10 minutes to complete this. Then, you
must be ready to share out. One member of your group will
explain how you matched them and why.
Hamlet Matching
Answers
Hamlet
Do Now
Share out your research w/ a partner.
Where did you search?
Was there a wealth of knowledge or was there little
information?
What piece of information did you find most interesting?
Brainstorm a strategy for today’s reading.
What will help you with the language?
What do you do if you don’t understand a large chunk of
the text?
• Learning to read Shakespeare is a bit
like learning a foreign language, but
it is well worth the effort.
• Here are a few tricks to
understanding Shakespeare – this
will help you impress the ladies as
well !
1. Thou, thee and thy – These mean you, you, and
your, respectively. These words dropped out of
our language a couple centuries ago, but
Shakespeare uses them. The verb that is used
with “thou” changes as well.
• Example: “ Thou wilt fall backward when thou
hast more wit,
• Wilt thou not Jule?”
• Translation: You will fall backward
• when you have more wit,
• Will you not, Jule?
2. Inversion – Sometimes Shakespeare will invert
the verb and the subject.
• For instance, he might write, “Went
I to Bellarmine.” instead of “I Went
to Bellarmine.”
• Example: “Then dreams he of
another’s benefice.”
• Translation: He dreams of
another’s benefice.
3. Diction – There are three problems with Shakespeare’s
word choice.
• First - he uses words that no longer
exist in the English we speak.
• Second - he uses words that are in
our language, but now have a
different meaning to us.
• Third – he uses words that are in our
language, but we simply don’t know
what these words mean – you should
look them up.
Some translations to help you …
•
still = always
•
soft = slowly, gently
•
mark = listen
•
an = if
•
fell = cruel, fierce, deadly
•
to-night = last night
•
perforce = we must, you must
•
kind = true to one’s nature
•
ay = yes
•
fain = gladly
•
marry = swear word
•
anon = at once
•
plague, pox, ague = disease
•
wherefore= why
•
THESE ARE JUST A FEW
OF THE DIFFICULT
WORDS …
4. Contractions – for purposes of rhythm
Shakespeare uses contractions to cut out syllables.
• Examples:
• o’ = on
• th’ = the
• i’ = in
• ‘t – it
• ta’en = taken
• ‘em = them
• ‘a = he (often)
• o’er = over
Copy these lines down and translate them on
a separate piece of paper.
1. For I ne’er saw true beauty till this night.
2. Tickling a parson’s nose as a’ lies asleep.
3. O Romeo, Romeo! Wherefore art thou Romeo?
4. Do not swear at all/ or, if thou wilt, swear by thy
gracious self …
5. A plague a both your houses.
6. Tybalt, liest thou there in thy bloody sheet?
Claudius, King of Denmark
Act 1, Scene 1 to 5 (through
11)
Hamlet, son to the late, and nephew to the present king
Polonius, Lord Chamberlain
Horatio, friend to Hamlet
Laertes, son to Polonius
Voltimand, Cornelius, Rosencrantz, Guildenstern, Osric, a Gentleman, courtiers
A Priest
Marcellus, Barnardo, officers
Francisco, a soldier
Reynaldo, servant to Polonius
Players
Two Clowns, grave-diggers
Fortinbras, Prince of Norway
A Captain
English Ambassadors
Gertrude, Queen of Denmark and mother to Hamlet
Ophelia, daughter to Polonius
Homework for April 22nd
Finish the questions for Act 1 of Hamlet
As we watch the Act 1 of the
film...
Get out your Themes assignment. As you watch
the film, record what actor’s say, why it’s
important, and a possible theme that it connects
to.
Bellwork for April 22nd,
2014
Turn to page 10 and read lines 1 to 9. Translate
this into your own words.
Post-Movie Essay
Act 1
Yo team, these are good moments. Now what?
Act 1, Scene 3
15 - 16
Act 1, Scene 5
24 - 25
Tableau: ACT 1
• Create a tableau for each page and select a
quote to explain it.
• We need to combine our pictures with our
quotes to create our Tableau Summary of Act
1
Hamlet Act II, scene i
 Get into groups of 3.
 Assign Ophelia and Polonius roles. Read pages 31-33
aloud.
 Ophelia tells her dad about an encounter she has with
Hamlet. Determine what happens, and explain what
Hamlet looks like.
 Then, stage the lines where Ophelia describes what
happens. One person should read Ophelia’s lines, one
person should act out Ophelia, and one person should act
out Hamlet. Be ready to present your staging of the scene.
 What is Polonius’ reaction to this info? What does he think
is the cause of Hamlet’s crazy behavior? What does he
plan to do with this info?
Homework for April 24th
Finish the questions for Act 2 of Hamlet
Bellwork for April 24th,
2014
As we watch the Act 2 of the
film...
Get out your Themes assignment. As you watch
the film, record what actor’s say, why it’s
important, and a possible theme that it connects
to.
Post-Movie Essay
Act 2
Tableau: ACT 2
• Create a tableau for each page and select a
quote to explain it.
• We need to combine our pictures with our
quotes to create our Tableau Summary of Act
1
Bellwork for April 25th,
2014
Claudius, King of Denmark
Act 3, Scene 1 to 2
Hamlet, son to the late, and nephew to the present king
Polonius, Lord Chamberlain
Horatio, friend to Hamlet
Laertes, son to Polonius
Voltimand, Cornelius, Rosencrantz, Guildenstern, Osric, a Gentleman, courtiers
A Priest
Marcellus, Barnardo, officers
Francisco, a soldier
Reynaldo, servant to Polonius
Players
Two Clowns, grave-diggers
Fortinbras, Prince of Norway
A Captain
English Ambassadors
Gertrude, Queen of Denmark and mother to Hamlet
Ophelia, daughter to Polonius
Act 3, Scene 1
Close Reading Activity
Homework for April 28th
Finish the questions for Act 3, scenes 1 - 2 of
Hamlet
Hamlet
BellWork for April 28th,
2013
Tableau: ACT 3
• Create a tableau for each page and select a
quote to explain it.
• We need to combine our pictures with our
quotes to create our Tableau Summary of Act
1
As we watch the Act 3, senes 1-2 of
the film...
Get out your Themes assignment. As you watch
the film, record what actor’s say, why it’s
important, and a possible theme that it connects
to.
Hamlet
Week 4
May 5th - May 9th