1. Vocabulary Warm Up sovereign (adj.) supreme in power
L.12.6: I can use accurately general academic and domain-specific words and phrases from Shakespeare’s Hamlet.
Vocabulary Warm Up
WRITE A SENTENCE USING A CONTEXT CLUE FOR EACH OF THE WORDS LISTED BELOW:
sovereign (adj.) supreme in power
tedious (adj.) dull and lifeless

2. Agenda
Warm up
Announcements: Vocabulary quiz coming up! B-day: 11/1 A-day: 11/4
Kahoot! Vocabulary Review
Act 2: Guided Questions and Analysis/Group Work
RL I can cite strong textual evidence to support analysis of main idea of the conversations in Act II.
RL I can determine two or more central ideas of a text and analyze their development in Act II.
L.12.6: I can use accurately general academic and domain-specific words and phrases from Shakespeare’s Hamlet.

3. Vocab: Act 2... with a little of Act 1 Kahoot! Vocabulary Act 2
L.12.6: I can use accurately general academic and domain-specific words and phrases from Shakespeare’s Hamlet.
Kahoot! Vocabulary Act 2
Vocab: Act 2...
with a little of Act 1

4. What themes are starting to develop?
Look closer into Act 2...
What themes are starting to develop?

5. RL I can cite strong textual evidence to support analysis of main idea of the conversations in Act II.
RL I can determine two or more central ideas of a text and analyze their development in Act II.
Theme Review...
While we can’t come up with theme statements until closer to the end of the play, we can start to see the central ideas at work in Act II.
Revenge
Mortality (life and death)
Appearance vs. Reality (events seem a certain way, while in reality, they are not)
Corruption (physical and moral)
Madness (mental insanity)
Doubt (being unsure what’s going on and what to do next)

6. RL I can cite strong textual evidence to support analysis of main idea of the conversations in Act II.
RL I can determine two or more themes or central ideas of a text and analyze their development in Act II.
RL I can cite strong textual evidence to support analysis of main idea of the conversations in Act II.
RL I can determine two or more central ideas of a text and analyze their development in Act II.
Group Work
Group 1 - Polonius's conversation with Reynaldo  (Act II: scene 1)
Group 2 - Polonius's conversation with Ophelia (Act II: last part of scene 1)
Group 3 - The King and Queen's conversation with Rosencrantz and Guildenstern (Act II: scene 2)
Group 4 - King and Queen's conversation with Voltimand and Cornelius (Act II: scene 2)
Group 5 - King and Queen’s conversation with Polonius (Act 2: scene 2)
Group 6 - Hamlet's conversation with Polonius (Act II: scene 2)
Group 7 - Hamlet's conversation with Rosencrantz and Guildenstern (Act II: scene 2)

7. After 10 minutes, we will share as a class.
RL I can cite strong textual evidence to support analysis of main idea of the conversations in Act II.
RL I can determine two or more central ideas of a text and analyze their development in Act II.
Group Assignments
Because you’re a senior in high school, I’m not going to assign you a role. At each of your tables, you need to have people in the following roles:
1-2 readers
1-2 evidence finders
1 scribe
1-2 presenters
After 10 minutes, we will share as a class.

8. Finish Act 2 with the movie...
RL I can cite strong textual evidence to support analysis of main idea of the conversations in Act II.
RL I can determine two or more central ideas of a text and analyze their development in Act II.
Finish Act 2 with the movie...
Finish your Act 2 guided questions, as well as your analysis questions on the back.

9. Hamlet’s Act 2 Soliloquy: Exit Slip
RL I can cite strong textual evidence to support analysis of main idea of the conversations in Act II.
RL I can determine two or more central ideas of a text and analyze their development in Act II.
Hamlet’s Act 2 Soliloquy: Exit Slip
With your knowledge of the film adaptation or with the text, answer the following questions on your own sheet of paper.
Why is Hamlet so upset with himself at the end of Act 2? How do you know? Be specific and use an example from the text.
How does Hamlet feel about the ghost? How do you know? (show evidence)
What do the following lines mean and then explain :
... the play 's the thing / Wherein I'll catch the conscience of the king.