Lesson 2 Ms. Davis British Literature Jan. 22th (B) and Jan. 23th (A) Hamlet Lesson 2 Ms. Davis British Literature Jan. 22th (B) and Jan. 23th (A)

Text and Learning Outcomes In this lesson, students encounter the character of Hamlet for the first time through the eyes of his uncle and now stepfather Claudius. Following a masterful reading of the first part of the soliloquy, students continue to work with standards RL.11‐12.3 and RL.11‐12.4 by engaging in a discussion about how Claudius introduces and develops Hamlet. Specifically, they address the impact of Claudius’s word choices and the manner in which he introduces the audience to Hamlet as a character through Claudius’s accusations that Hamlet is showing an excessive amount of unmanly grief. In this reading, students acquire a preliminary understanding of the characters of Claudius and Hamlet through their communication with each other. At the same time, they begin to determine the emergence of concepts such as gender roles, the concept of duty, and mortality in this scene.

Standards RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Assessment 1 Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text. How do specific word choices in Claudius’s monologue show the reader how Claudius views Hamlet’s character?

High Performance Response A High Performance Response should: Determine aspects of Hamlet’s character that emerge from Claudius’s monologue (at least two) Identify specific word choices that develop these aspects of Hamlet’s character, as viewed by Claudius

Assessment 2 Student learning is assessed via a homework assignment. Students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text. To what kinds of standards does Claudius hold Hamlet? Cite at least two pieces of textual evidence to support your claim.

Vocabulary filial (adj.) – of, relating to, or befitting a son or daughter impious (adj.) – lacking reverence for God, religious practices, etc. obsequious (adj.) – dutiful condolement (n.) – sorrow vulgar (adj.) – of, pertaining to, or constituting the ordinary people in a society; current, popular, common commendable (adj.) – deserving praise and approval

Vocabulary mourning (n.) – great sadness felt for someone who has died survivor (n.) – a family member who remains alive after another person’s death obligation (n.) – something that you must do because of a law, rule, promise, etc. bound (v.) – required by law or duty to do something reason (n.) – ideas and opinions that are fair, sensible, and appropriate absurd (adj.) – extremely silly, foolish, or unreasonable

Activity 1: In lines 90–92, who is Hamlet mourning? What are the first two adjectives that the King, Claudius, uses to describe Hamlet’s nature? Evaluate Claudius’s sincerity about Hamlet’s “sweet and commendable” nature (line 90). What evidence from the text supports your position? How does Claudius view the loss of Hamlet’s father? How does Claudius emphasize his point in lines 89–91? What idea links the phrases “mourning duties” (line 88), “filial obligation” (line 91), and “obsequious sorrow” (line 92)?

Activity 1 cont. What is Claudius suggesting about grief and its relationship to duty? Of what fault does Claudius accuse Hamlet? What does Claudius mean when he calls Hamlet’s grief “unmanly”? In line 103, how does Hamlet’s grief appear “to reason,” according to Claudius? What is the reasonable attitude toward death, according to Claudius? Paraphrase Claudius’s monologue thus far into a single sentence.

Activity 2: Quick Write and Homework How do specific word choices in Claudius’s monologue impact the development of Hamlet’s character? Give at least 2 and make sure to include textual evidence. To what kinds of standards does Claudius hold Hamlet? Cite at least two pieces of textual evidence to support your claim.