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Lesson 2

We will read the informational text “Hamlet: A Feminist Argument” to explore differing perspectives about feminist criticism. We will analyze the central ideas of the text and use a range of strategies to determine the meaning of unknown words in the text.

Lesson Goals

  • Can I determine multiple central ideas in a text?

  • Can I use a variety of strategies (e.g., context clues, word study, and vocabulary resources) to determine the meaning of unfamiliar words and phrases in a text?

Texts

Core

  • Tradebook
    • Hamlet, William Shakespeare, Simon and Schuster, 2003

Optional

  • Unit Reader
    • Excerpt from “Hamlet: A Feminist Argument,” Steve Henderson, ThoughtCo., 2019

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Read

We will read and annotate the informational text "Hamlet: a feminist argument.”

Read and annotate the informational text "Hamlet: A Feminist Argument." As you read, pay attention to the varying perspectives the author presents.

Annotate the text for unknown words. Reference the Vocabulary in Context Tool for unfamiliar words or phrases; add at least two words to your Vocabulary Journal.

Activity 2: Write – Discuss

To determine the meaning of an Unknown word or phrase in a text, we will decide when to use context clues and when to use other strategies.

Some of the vocabulary words or phrases in "Hamlet: A Feminist Argument" have enough context to determine their meaning. For example, the word prominent appears in Paragraphs 2 and 12. By using the context of the entire text, a reader can conclude that the word prominent means important and famous.

On the other hand, some of the words might not have enough context to define them, such as aesthetic in Paragraph 3.

Work with a partner to determine the meaning of the following words and phrases:

  • Western canon (Paragraph 2)

  • contention (Paragraph 2)

  • aesthetic (Paragraph 3)

  • assuage (Paragraph 3)

  • patriarchy (Paragraph 6)

  • scapegoat (Paragraph 7)

  • cipher (Paragraph 9)

  • resolution (Paragraph 11)

  • concede (Paragraph 12)

Write down your answers in your Vocabulary Journal. For each word, identify the vocabulary strategy (e.g., context, morphology, reference material) you used to determine its meaning. Use the questions in the Vocabulary in Context Tool as a guide.

Activity 3: Discuss

We will interact with the words we defined to cement our understanding of their meaning.

Work with a partner to respond to the vocabulary exercises directed by your teacher.

Activity 4: Read – Discuss

We will analyze the author’s use of the key term critic throughout the text.

The author of "Hamlet: A Feminist Argument" uses the term critic throughout the text.

The term critic is a multi-meaning word:

  • a person who expresses an unfavorable opinion of something

  • a person who judges the merits of literary, artistic, or musical works, especially one who does so professionally

Examine how these two sentences from the text use the term critic.

[Bloom] also spells out who, in his view, the canon's critics and enemies are. (Paragraph 1)

The most prominent feminist critics (including Showalter and Garber) already recognize the canon's aesthetic greatness, regardless of the male dominance of the past. (Paragraph 2)

Discuss the following questions with a partner:

  1. What is the connotation of the word critic in the first sentence? What evidence from the text supports this interpretation?

  2. What is the connotation of the word critic in the second sentence? What evidence from the text supports this interpretation?

Scan the article for more sentences using the word critic. Discuss the following questions with your partner:

  1. How does the connotation of the word critic change throughout the text? What textual evidence supports your answer?

  2. How does the refined meaning of critic contribute to the reader’s understanding of the author’s primary claim?

Activity 5: Read – Write – Discuss

We will reread "Hamlet: a feminist argument” more closely to examine the differing perspectives presented in the text.

Reread "Hamlet: A Feminist Argument." Respond to the following questions with a partner. For each question, provide textual evidence to support your answer.

  1. According to the text, what is Harold Bloom’s perspective on feminist criticism of the Western canon?

  2. What points does Harold Bloom make to develop his perspective?

  3. According to the text, what is Brenda Cantar’s perspective on feminist criticism of the Western canon?

  4. What points does Brenda Cantar make to develop her perspective?

  5. According to the text, what is Elaine Showalter’s perspective on feminist criticism of the Western Canon?

  6. What points does Elaine Showalter make to develop her perspective?

  7. What is author Steve Henderson’s perspective on the different schools of thought?

  8. How do Bloom’s, Cantar’s, and Showalter’s perspectives work together to provide a complex analysis of feminist criticism of the Western canon?

Write down your answers in your Learning Log.

Activity 6: Read – Discuss

We will reread "Hamlet: a feminist argument” more closely to determine the author’s primary claim.

Reread "Hamlet: A Feminist Argument" for a third time, annotating the text for its primary claim.

With a partner discuss the following questions:

  1. What is the primary claim made by the author?

  2. How does he develop his claim throughout the text?

  3. How reasonable is the claim the author makes?

As we continue reading Hamlet, pay close attention to how the play addresses gender roles in Act 4.

Activity 7: Read

For homework, we will read Act 4, Scene 1 and 2.

For homework, read Act 4, Scenes 1 and 2.

Verbal irony is a literary device where what is said is the opposite of what is meant.

As you read, pay attention to Gertrude’s revelation and Claudius’s use of verbal irony.

In your Learning Log, respond to the following questions:

  1. How do Gertrude’s actions in this scene contradict what she said in the previous scene? What evidence from the text supports this interpretation? What might be her reasons for this change? How do her actions confirm or defy Hamlet’s view of women?

  2. What is Claudius’s reaction to her news? What verbal irony does he use? What effect does it have on the meaning of the scene?

  3. What does Hamlet mean when he refers to Rosencrantz as a sponge (4.2.12 and 4.2.20)? What effect does this metaphor have on the meaning of the scene?

As you read for homework, write down new or interesting words you encounter in your Vocabulary Journal. If necessary, revisit the Vocabulary in Context Tool to assist you with words or phrases you struggle with.