1. 11/9 and 11/10
No Warm Up
Kahoot! Vocabulary Review: Act 3…. Don’t forget: QUIZ NEXT CLASS
Review important parts of Act 3-- HIGHLIGHT REEL
Examining madness and Shakespeare’s choices
CCSS.ELA-LITERACY.RL
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).
CCSS.ELA-LITERACY.RL
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.L.6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

2. CCSS.ELA-LITERACY.L
I can use domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Kahoot!
We’ll review vocabulary words for ACT 3, as well as ACTS 1 and 2. Be prepared for a quiz next class!
Act 3 Vocab

3. RL.12.3: I can analyze the impact of the author's choices regarding how to develop and relate elements of Hamlet.
Examining Madness
We’ve talked briefly about CENTRAL IDEAS in Hamlet. One, being MADNESS. Hamlet not only ACTS mad, but shows the audiences of Elizabethan time how he speaks with madness, too.
You’ll notice that Hamlet speaks in iambic pentameter (stressed/unstressed syllables, right?). EXCEPT WHEN he speaks to other characters like Ophelia, Polonius, Claudius, R + G, etc. Then, he speaks in prose.
Prose would have signaled one of a few things to the actor speaking it and the audience hearing it :
the character speaking is crass and low born;
the character is a clown and the text is meant to be humorous;
the character is noble, but in a private, secret conversation;
the character is mad.
DISCUSSION: Why would Shakespeare do this? Why does he use language in this way? How does it contribute to the overall story?

4. RL. 12.10 - I can read and comprehend literature including Shakespeare’s tragedy: Hamlet.
Act 3… what do we know?
Watch the King’s reaction to the play in Act 3. Discuss events after the play leading into Claudius’ prayer. Create a timeline with the class of events in Act 3. SPOILERS AHEAD!

5. Claudius’ soliloquy in Act 3
RL.12.1: I can cite strong and thorough textual evidence to support analysis of what the text says.
Claudius’ soliloquy in Act 3
Work on the assignment with your table partner.
This assignment can serve as a remediation for something you’ve missed, or to replace a low grade on previous textual evidence assignments.

6. Watch/discuss Act 3 to the end...
Think about these questions: (WHICH COULD APPEAR ON A HAMLET TEST… 11/21 A or 11/22 B)
How does Hamlet feel about Ophelia at the end of Act 3?
How does Hamlet treat his mother in the bedroom scene?
How have Gertrude’s feelings changed over the course of the text?
How does Hamlet feel after what happens in his mother’s bedroom?
Do you feel like Hamlet is legitimately crazy? Why or why not?