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Model Lesson 1

Page history last edited by Lisa Huff 10 years, 6 months ago

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Learning Goals:

  • Analyze Hamlet's soliloquy to determine what it says and to draw inferences about the meaning. [RL.11-12.1]
  • Interpret Shakespeare's use of  figurative language and nuances of word meanings. [L.11-12.5]
  • Cite strong and thorough textual evidence from the soliloquy to support your analysis. [RL.11-12.1]
  • Prepare for and participate in a Socratic Seminar. [SL.11-12.1] 
  • Write a thesis sentence explaining the overarching idea of Hamlet's soliloquy. [W.11-12.5&6] 

Set a Purpose:

  • POLL
  • What BIG IDEA about the plight of man was Shakespeare sharing through Hamlet's soliloquy? Is it still relevant to us today? 

 


READ the Text:

First Reading: Hamlet's famous soliloquy rendered by Mel Gibson. Read along with your copy of the text: ToBeorNotToBe.docx.

 


THINK About the Text:

Work with your small group to re-read the text deeply and to determine what it means. Pay attention to HOW Shakespeare uses language to convey ideas. 

 


DISCUSS the Text:

To deepen our understanding of the text, we will discuss the text in a Socratic Seminar.

 

The outer circle will participate in the discussion simultaneously and silently via a Twitter Twub.  You can log in to Twitter from our Twub (You must have a Twitter account to participate.)

 


Write about the Text:

Revisit our opening questions:

  • What BIG IDEA about the plight of man was Shakespeare sharing through Hamlet's soliloquy?
  • Is it still relevant to us today?  

 

At the soliloquy opening, he asks a question, "To be or not be." At the close of the soliloquy, Hamlet gives his resolution, "Thus, conscience does make cowards of us all." Do you agree, disagree, or would you qualify his position?

 

Write a one-sentence claim that establishes your position. Consider it a first draft of a thesis for a paper you'll compose tomorrow. Publish your thesis in this Google Doc.


 

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