Lesson 3. Introduction. Standards

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NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 11.1.2 Lessn 3 Intrductin In this lessn, students read Act 1.

grief and remain at the curt f Denmark rather than return t his studies in Wittenberg. Students analyze the develpment f Claudius in this mnlgue.

1 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn Lessn 3 Intrductin In this lessn, students read Act 1.2, lines (frm We pray yu, thrw t earth / This unprevailing we t Our chiefest curtier, cusin, and ur sn ), the end f Claudius s mnlgue t Hamlet, in which he instructs Hamlet t thrw t earth his grief and remain at the curt f Denmark rather than return t his studies in Wittenberg. Students analyze the develpment f Claudius in this mnlgue. Students listen t a masterful reading and engage in small grup discussin fcused n Claudius s develpment. Then students wrk in pairs sharing their ntes and evidence n the characters f Claudius and Hamlet, which they revise in later lessns as they learn mre abut the characters develpment. Student learning is assessed via a Quick Write at the end f the lessn: Hw des Shakespeare develp the character f Claudius in lines ? Fr hmewrk, students reread Act 1.2, lines f Hamlet (frm We pray yu, thrw t earth / This unprevailing we t Our chiefest curtier, cusin, and ur sn ), and respnd briefly in writing t the fllwing prmpt: Hw des this sectin further develp Hamlet? Cite at least tw pieces f evidence frm the text t supprt yur claim. Als fr hmewrk, students cntinue t read their Accuntable Independent Reading (AIR) texts thrugh the lens f fcus standard RL r RI Standards Assessed Standard(s) RL Analyze the impact f the authr s chices regarding hw t develp and relate elements f a stry r drama (e.g., where a stry is set, hw the actin is rdered, hw the characters are intrduced and develped). Addressed Standard(s) SL a, c Initiate and participate effectively in a range f cllabrative discussins (ne-n-ne, in grups, and teacher-led) with diverse partners n grades tpics, texts, and issues, building n thers ideas and expressing their wn clearly and persuasively. a. Cme t discussins prepared, having read and researched material under study; explicitly draw n that preparatin by referring t evidence frm texts and ther research n the tpic r issue t stimulate a thughtful, well-reasned exchange f ideas. File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 1

2 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 c. Prpel cnversatins by psing and respnding t questins that prbe reasning and evidence; ensure a hearing fr a full range f psitins n a tpic r issue; clarify, verify, r challenge ideas and cnclusins; and prmte divergent and creative perspectives. L c Determine r clarify the meaning f unknwn and multiple meaning wrds and phrases based n grades reading and cntent, chsing flexibly frm a range f strategies. c. Cnsult general and specialized reference materials (e.g., dictinaries, glssaries, thesauruses), bth print and digital, t find the prnunciatin f a wrd r determine r clarify its precise meaning, its part f speech, its etymlgy, r its standard usage. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw des Shakespeare develp the character f Claudius in lines ? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify an imprtant aspect f Claudius s character (e.g., benevlence, arrgance, manipulativeness, r an authritative nature). Demnstrate hw Shakespeare develps this aspect in lines (e.g., Shakespeare develps Claudius s arrgance thrugh his attempt t replace Hamlet s father in advising and cntrlling Hamlet. Claudius asks Hamlet t think f him [a]s f a father (line 112) and says that he gives Hamlet advice with n less nbility f lve / Than that which dearest father bears his sn (lines ). In these lines, Claudius demnstrates that he thinks very highly f himself because he believes he can act like r be a replacement fr Hamlet s recently deceased father. Claudius als demnstrates his arrgance when he tells Hamlet that Hamlet shuld nt return t schl because ding s is retrgrade t, r against, Claudius s desire (line 118). In ther wrds, Claudius suggests that Hamlet leave schl because Claudius wants him t, which demnstrates Claudius s arrgance in believing thers shuld d what he desires.). File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 2

3 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 Vcabulary Vcabulary t prvide directly (will nt include extended instructin) beseech (v.) t beg eagerly fr; slicit Vcabulary t teach (may include direct wrd wrk and/r questins) unprevailing (adj.) futile, useless mst immediate (adj.) next in line f successin retrgrade (adj.) ppsite, cntrary chiefest (adj.) highest in rank r authrity; mst imprtant; principal curtier (n.) a persn wh is ften in attendance at the curt f a king r ther ryal persnage Additinal vcabulary t supprt English Language Learners (t prvide directly) we (n.) a feeling f great pain r sadness take nte (idim) t ntice r give special attentin t smene r smething intent (n.) the thing yu plan t d r achieve cheer (n.) a happy feeling r attitude Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RL , SL a, c, L c Text: Hamlet by William Shakespeare, Act 1.2: lines (Masterful Reading: lines ) % f Lessn In rder t prvide additinal cntext, the masterful reading extends beynd the lines students read and discuss during the lessn. File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 3

4 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Masterful Reading 4. Reading and Discussin 5. Grup Discussin 6. Quick Write 7. Clsing 1. 10% 2. 15% 3. 5% 4. 40% 5. 15% 6. 10% 7. 5% Materials Student cpies f the 11.1 Cmmn Cre Learning Standards Tl (refer t Lessn 1) Cpies f the Character Tracking Tl fr each student (ptinal) Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. Plain text indicates teacher actin. n Bld text indicates questins fr the teacher t ask students. symbl Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 10% Begin by reviewing the agenda and the assessed standard fr this lessn: RL In this lessn, students cntinue reading Claudius s mnlgue t Hamlet and cnsider hw the latter sectin f the mnlgue develps the character f Claudius. Students lk at the agenda. Instruct students t take ut their cpies f the 11.1 Cmmn Cre Learning Standards Tl. Remind students that they were intrduced t standard SL and substandard SL b in File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 4

5 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 Lessn 2. Infrm students that in this lessn they begin t wrk with tw new substandards: SL a, c. Instruct students t individually read these substandards n their tls and assess their familiarity with and mastery f them. Students read and assess their familiarity with substandards SL a, c. Instruct students t talk in pairs abut what they think the substandards mean. Lead a brief discussin abut the substandards. Student respnses may include: Students cme t discussins prepared. Students shw preparedness by prducing evidence gained frm reading and research. Students challenge their wn and thers thinking. Students ensure that different and interesting perspectives are heard. Activity 2: Hmewrk Accuntability 15% Instruct students t talk in pairs abut hw they applied fcus standard RL r RI t their AIR texts. Lead a brief share ut n the previus lessn s AIR hmewrk assignment. Select several students (r student pairs) t explain hw they applied fcus standard RL r RI t their AIR texts. Students (r student pairs) discuss and share hw they applied the fcus standard t their AIR texts frm the previus lessn s hmewrk. Instruct students t take ut their respnses t the previus lessn s hmewrk assignment. (Reread Act 1.2, lines and respnd briefly in writing t the fllwing prmpt: T what kinds f standards des Claudius hld Hamlet? Cite at least tw pieces f textual evidence t supprt yur claim.) Instruct student pairs t discuss their respnses t the hmewrk assignment. Student respnses may include: Claudius hlds Hamlet t a standard f filial duty: Claudius makes it clear that while a perid f bsequius srrw (line 96) is a filial bligatin (line 95), it is impius stubbrnness (line 98) t cntinue t murn in this way. Claudius hlds Hamlet t standards f manliness: Claudius implies that Hamlet is being less than a man when he speaks f unmanly grief (line 98). A man wh persists with his grief as Hamlet des is behaving childishly and nt as a man, shwing [a]n understanding simple and unschled (line 101). Claudius hlds Hamlet t standards f reasn, which present death as what we knw must be (line 102). File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 5

6 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 In lines , Claudius hlds Hamlet t the laws f religin and nature as well as t his duty t the dead. He argues that Hamlet s grief is a fault t heaven / A fault against the dead, a fault t nature (lines ). Activity 3: Masterful Reading 5% Have students listen t a masterful reading f lines (frm We pray yu, thrw t earth / This unprevailing we t the heaven shall bruit again / Respeaking earthly thunder. Cme away ). Instruct students t pay attentin t hw Shakespeare develps the character f Claudius. Students fllw alng, reading silently. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: What des the audience learn abut Claudius in this excerpt? Activity 4: Reading and Discussin 40% Instruct students t frm grups. Pst r prject each set f questins belw fr students t discuss. Instruct students t cntinue t anntate the text as they read and discuss. Instruct student grups t read Act 1.2, lines (frm We pray yu, thrw t earth / This unprevailing we t Our chiefest curtier, cusin, and ur sn ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitin: beseech means t beg eagerly fr; slicit. Students may be familiar with this wrd. Cnsider asking students t vlunteer a definitin befre prviding ne t the grup. Students write the definitin f beseech n their cpies f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Cnsider prviding students with the fllw definitins: we means a feeling f great pain r sadness, take nte means t ntice r give special attentin t smene r smething, intent means the thing yu plan t d r achieve, and cheer means a happy feeling r attitude. Students write the definitins f we, take nte, intent, and cheer n their cpies f the text r in a vcabulary jurnal. Direct students t the explanatry ntes fr the definitins f the fllwing wrds: unprevailing, mst immediate, and retrgrade. File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 6

7 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 Cnsider drawing students attentin t their applicatin f standard L c thrugh the prcess f using explanatry ntes t make meaning f a wrd. What des Claudius mean by the phrase unprevailing we (line 111)? The phrase unprevailing we means useless sadness, referring t Hamlet s grief fr his father. What des Claudius ask Hamlet t d in lines ? Claudius asks Hamlet t stp murning his father, t thrw t earth / This unprevailing we (lines ). What des We pray yu (line 110) mean? What is the impact f We pray yu upn Claudius s speech? We pray yu means we ask yu. The phrase sftens Claudius s request, making it less cmmanding in tne. Differentiatin Cnsideratin: T help scaffld students understanding f the impact f these wrds, cnsider asking them t remve We pray yu frm the sentence r substitute this phrase fr a wrd such as cmmand. Als, t further scaffld students understanding f Claudius s character, cnsider asking the fllwing questin: Why might Claudius refer t himself as we? Claudius may be emphasizing his wn pwer and authrity. Cnsider infrming students that the ryal we is used by mnarchs and ther figures f authrity as a marker f their status. Hw des Claudius develp the central idea f mrtality in line 111? Where des he make a similar argument in the beginning f his mnlgue? With the phrase unprevailing we, Claudius emphasizes the inevitability f mrtality and the flishness f refusing t accept it. Claudius makes a similar pint in the first part f his mnlgue, when he pints ut t Hamlet that his father lst a father (line 93) and Hamlet s grandfather als lst his father and s n. Lead a brief whle-class discussin f student respnses. Nte ideas n the bard. File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 7

8 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 Instruct student grups t answer the fllwing questins befre sharing ut with the class. What des it mean fr Hamlet t be the mst immediate t ur thrne (line 113)? By the mst immediate t ur thrne, Claudius means Hamlet is the heir t the thrne; he will becme king after Claudius. Hw des Claudius react t Hamlet s intentin t return t schl? Hw des the wrd retrgrade help yu t understand his reactin (line 118)? Claudius is displeased that Hamlet wants t return t schl. The wrd retrgrade indicates that he des nt want Hamlet t leave. What psitin des Claudius ffer Hamlet in line 121 ( Our chiefest curtier, cusin and ur sn )? He ffers him the highest psitin at curt as chiefest curtier, nbleman, and Claudius s sn. Explain the meaning f chiefest curtier (line 121). The phrase chiefest curtier means t be the mst imprtant persn in attendance at the curt f a king r ther ryal persnage. Differentiatin Cnsideratin: If students struggle with this questin, cnsider asking the fllwing questins: What wrd parts help define the phrase chiefest curtier in line 121? Student respnses may include: The wrd chief is in the wrd chiefest. Since chief can mean the mst imprtant and the suffix -est means the mst, then chiefest must mean the highest, mst imprtant. The wrd curt is in the wrd curtier. Since a curt can mean the family and helpers f a king, queen, r ther ryal persn, a curtier must be a persn wh wrks fr r helps in the curt f a king r ther ryal persn. Therefre, chiefest curtier must mean the mst imprtant persn in the king s curt. Explain that in Elizabethan times it was cmmn fr nblemen f the same r similar rank t address each ther as cusin. What is the impact f ending the mnlgue with the wrd sn (line 121)? The ending f the speech emphasizes the wrd sn and makes it the climax f the line, the sentence, and the entire speech. The impact f ending the speech with sn shws Claudius s arrgance: Claudius is nt Hamlet s father, but is attempting t take his place. File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 8

9 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 Hw des Claudius s use f language demnstrate his level f cmfrt with his new psitin as king? Student respnses may include: Claudius s use f the ryal we suggests he is a very authritative figure, cmfrtable in his rle as king. Claudius uses language f authrity; fr example, he says, let the wrld take nte (line 112). Claudius impart[s] lve t Hamlet (line 116), as thugh it were a privilege r hnr. Claudius ffers Hamlet a psitin as chiefest curtier (line 121), an imprtant psitin but still a servant t the king, which is a reminder f Claudius s wn pwer t place peple in psitins in the curt. What kind f relatinship des Claudius attempt t establish with Hamlet in lines ? Student respnses may include: Claudius asks Hamlet t think f him as a father and ffers Hamlet a psitin as chiefest curtier (line 121), which suggests Claudius wants a clse and affectinate relatinship. Claudius is being manipulative, trying t exercise pwer ver Hamlet: he beseech[es], r begs, him nt t g back t schl, ffering a psitin f pwer as a bribe (line 119). Als, Claudius is trying t take the place f Hamlet s father. Lead a brief whle-class discussin f student respnses. Activity 5: Grup Discussin 15% Instruct students t remain in their small grups and answer the fllwing questin: Hw des Claudius s mnlgue set up a cnflict between the characters f Hamlet and Claudius? Cite textual evidence t supprt yur respnse. Student respnses may include: Claudius criticizes Hamlet severely in his mnlgue. He calls Hamlet s cntinued murning fr his father bstinate cndlement (line 97), impius stubbrnness (line 98), and unmanly (line 98), suggesting that Hamlet is excessive, faithless, stubbrn, weak, and childish. Claudius is attempting t exert his authrity ver Hamlet. He uses authritarian language and tells Hamlet that his desire t return t Wittenberg is mst retrgrade t ur desire (line 118), r in ther wrds, against Claudius s wn wishes. Claudius is trying t take the place f Hamlet s father. He asks Hamlet t think f him [a]s f a father (line 112). File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 9

10 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 Claudius is manipulative. He ffers Hamlet a place at curt as chiefest curtier in return fr Hamlet s bedience (line 121). If students struggle, cnsider using the Character Tracking Tl as scafflding. Instruct students t fill in the Character Tracking Tl by nting characteristics. Fr each characteristic they nte, students must explain their bservatin and justify it with textual evidence. Activity 6: Quick Write 10% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw des Shakespeare develp the character f Claudius in lines ? Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Students will refer t Quick Writes frm this lessn in Lessn 4. Activity 7: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t reread Act 1.2, lines (frm We pray yu, thrw t earth / This unprevailing we t Our chiefest curtier, cusin, and ur sn ) and respnd briefly in writing t the fllwing prmpt: Hw des this sectin further develp Hamlet? Cite at least tw pieces f evidence frm the text in supprt f yur claim. Als fr hmewrk, instruct students t cntinue t read their AIR texts thrugh the lens f the fcus standard RL r RI and prepare fr a 3 5 minute discussin f their texts based n that standard. Students fllw alng. File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 10

11 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 Hmewrk Reread Act 1.2, lines (frm We pray yu, thrw t earth / This unprevailing we t Our chiefest curtier, cusin, and ur sn ) and respnd briefly in writing t the fllwing prmpt: Hw des this sectin further develp Hamlet? Cite at least tw pieces f evidence frm the text t supprt yur claim. Als, cntinue reading yur Accuntable Independent Reading text thrugh the lens f fcus standard RL r RI and prepare fr a 3 5 minute discussin f yur text based n that standard. File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 11

12 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 Character Tracking Tl Name: Class: Date: Directins: Use this tl t keep track f character develpment thrughut the mdule. Trace character develpment in the texts by nting hw the authr intrduces and develps characters. Cite textual evidence t supprt yur wrk. Text: Hamlet by William Shakespeare Character Trait Evidence File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 12

13 NYS Cmmn Cre ELA & Literacy Curriculum Grade 11 Mdule 1 Unit 2 Lessn 3 Mdel Character Tracking Tl Name: Class: Date: Directins: Use this tl t keep track f character develpment thrughut the mdule. Trace character develpment in the texts by nting hw the authr intrduces and develps characters. Cite textual evidence t supprt yur wrk. Text: Hamlet by William Shakespeare Character Trait Evidence Claudius Kind Claudius repeatedly ffers t be a father figure t Hamlet: think f us / As f a father (lines ); ffers Hamlet prminent place at curt as Our chiefest curtier, cusin, and ur sn (line 121). Authritative Arrgant Manipulative Claudius uses the ryal we, fr example we pray yu (line 110); he flaunts his pwer with the phrase let the wrld take nte (line 112). Claudius attempts t take the place f Hamlet s recently deceased father by asking Hamlet t think f [him] / As f a father (line 112). Claudius ffers Hamlet a psitin as chiefest curtier in return fr bedience (line 121). Hamlet Emtinal Hamlet is vercme by grief at the death f his father: Claudius describes him as sweet in nature (line 90) and having bth bsequius srrw (line 96) and unprevailing we (line 111). Stubbrn Childish/Weak Claudius criticizes Hamlet fr his persistence in murning his father, referring t his impius stubbrnness (line 98). Claudius criticizes Hamlet fr unmanly grief (line 98); his instinct is t flee back t schl in Wittenberg (line 117). File: Lessn 3, v2 Date: 4/30/15 Classrm Use: Starting 5/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 13

Lesson 7. Introduction. Standards

Lesson 7. Introduction. Standards NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 2 Lessn 7 11.2.2 Lessn 7 Intrductin In this lessn, students read and analyze paragraphs 13 14 f An Address by Elizabeth Cady Stantn