Work Day

February 28, 2018

CCSS.ELA-LITERACY.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

EQ: Independently read and analyze a British author's literary work of your choice.

Starter: 

Create a SMART goal for what you would like to complete in class today.

Activity

1.  Independent Reading Project

All of the instructions are posted above.

Part A is due on March 2!

Closure

Evaluate yourself based on your SMART goal. 

Act Five, Scene One

March 1, 2018

CCSS.ELA-LITERACY.RL.11-12.3

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.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

EQ: Analyze how Shakespeare's choices impact character development.

Starter: 

Class Soundtrack 

Ophelia

How does the painter's treatment of the subject or scene compare with Shakespeare's?

Vocabulary: 

Lit Term: Tragic Hero

Part of Speech: Noun

Dictionary Definition: literary character who makes a judgment error that inevitably leads to his/her own destruction.

Your Definition:

Activity: Give an example of a tragic hero.

Activity: 

1.  Culture Connections

With a partner, create a mind map connecting ideas in Hamlet to society today.

These connections should be based off of plot points, conflict, characterization, and theme.

For each category, find at least two connections and explain how it relates to the idea in Hamlet.

Songs

Image/Painting

Conflict in Society

Public Figures

2.  Act Five Scene One

Characters 

First Clown

Second Clown

Horatio

Hamlet

Laertes

Priest

Gertrude

Discussion Questions

Interpret the conversation the gravediggers are having.

Explain Hamlet's behaviors in the graveyard based on your observations. 

Analyze the texts comment on death.

3.  BBC Production 

Closure: 

How did making connections to our world today help with your understanding of Hamlet?

Hamlet Act Four, Scenes Five-Seven

February 27, 2018

CCSS.ELA-LITERACY.RL.11-12.3

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.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

EQ: Analyze how Shakespeare's choices impact character development.

Starter: 

Class Soundtrack 

Listen to Bad Blood by Taylor Swift and Kendrick Lamar.

Connect the lyrics to the reading from yesterday.

Make sure to reference characters and plot points.

Vocabulary: 

Lit Term: Foil

Part of Speech: Noun

Dictionary Definition: character that shows qualities that are in contrast with the qualities of another character with the objective to highlight the traits of the other character.

Your Definition:

Activity: Give an example of a foil.

Activity: 

1.  Hamlet Act Four, Scenes Five- Seven

Gertrude

Gentleman

Ophelia

Claudius

Laertes

Danes

Horatio

Servant

Sailor

Messenger

 

Discussion Questions

Characterize Ophelia's mannerisms.

Interpret what Ophelia's songs mean.

Examine Laertes reaction compared to Ophelia's.

Analyze what the flowers symbolize.

Characterize Laertes.

Evaluate the meaning of the letter from Hamlet.

Predict how Laertes and Claudius' plan will go.

Explain the significance of what happened with Ophelia.

2.  BBC Production 

3.  Culture Connections

With a partner, create a mind map connecting ideas in Hamlet to society today.

These connections should be based off of plot points, conflict, characterization, and theme.

For each category, find at least two connections and explain how it relates to the idea in Hamlet.

Songs

Image/Painting

Conflict in Society

Public Figures

Closure: 

How did making connections to our world today help with your understanding of Hamlet?

Benchmark 2/26

February 26, 2018

CCSS.ELA-LITERACY.RL.11-12.1

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.RL.11-12.2

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.11-12.3
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.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

CCSS.ELA-LITERACY.W.11-12.1.B

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

Starter:

Write yourself a positive reminder for during the benchmark.

You can decorate an index card to keep for yourself!

Activity: 

1.  Benchmark 2/26

usatestprep.com

Click on the link above.

The school ID is lee59.

If you need help with your username and password please let me know.

You will then see the assignment labeled 2 benchmark 2/26

Complete all the multiple choice questions and free response.

You are required to receive a minimum score of 80%.

If you do not receive this the first time, please take it again.

If you do not receive an 80% the second time, remediation will be offered the following week.

These attempts must be completed by 3/8 and need to be supervised.

Make sure that you schedule time during your lunch or after school if you do not finish today.

Closure: 

What is your biggest strength and weakness in based off the benchmark?

Act Four, Scene One-Four

February 23, 2018

CCSS.ELA-LITERACY.RL.11-12.3

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.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

EQ: Analyze how Shakespeare's choices impact character development.

Starter: 

Class Soundtrack 

Free Write Friday 

Vocabulary: 

Lit Term: Foil

Part of Speech: Noun

Dictionary Definition: character that shows qualities that are in contrast with the qualities of another character with the objective to highlight the traits of the other character.

Your Definition:

Activity: Give an example of a foil.

Activity:

1.  Collaborative Annotations

Take out your annotations from yesterday.

Share the information that your classmates shared based on your statement or question.

2. Act Four, Scenes One-Four

Hamlet

Rosencrantz

Guildenstern

Claudius

Fortinbras

Gertrude

Captain

Discussion Questions

Describe Claudius' reaction to the news of Polonius' death.

Analyze the symbolic meaning of the sponge.

Characterize Hamlet using indirect characterization.

Consider his opinion of Fortinbras.

3.  BBC Production

Review the BBC production.

Compare and contrast it to Shakespeare's original.

4.   Character Trading Card

Select a character from the play to create a trading card about using the link above. 

Make sure that you answer all the pieces using evidence and inferences. 

Once it is complete, make sure that you share the link with me.

There will be an option for that at the very end.

Closure: 

What did you learn about your character through making the trading card?

Act Three, Scene Four

February 22, 2018

CCSS.ELA-LITERACY.RL.11-12.3

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.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

EQ: Analyze how Shakespeare's choices impact character development.

Starter: 

Reflect on the reading from yesterday.

What is one song that you can connect to Claudius?

Explain how the song relates to his character.

Vocabulary:

Lit Term: Foil

Part of Speech: Noun

Dictionary Definition: character that shows qualities that are in contrast with the qualities of another character with the objective to highlight the traits of the other character.

Your Definition:

Activity: Give an example of a foil.

Activity: 

1.  Act Three, Scene Four

Polonius

Gertrude

Hamlet

Ghost

Discussion Questions

Describe your reaction to the scene between Hamlet and Polonius.

Characterize Gertrude based on the conversation between her and Hamlet.

Evaluate Hamlet's current mental state.

Evaluate the role of the ghost.

BBC Production

2.    Collaborative Annotation

Follow the steps below:  

1.  Write 3-4 sentences to share with your group based on the reading.

What did you find interesting?

How does this relate to the major ideas?

2.  Sit in a circle with your group, so you can all see each other. 

3.  Pass your writing to the person on the left. 

4.  Read the writing from your peer and respond to the writing on the same piece of paper, expanding on what previous students wrote.

6. Repeat until you have your original piece of writing.

7. Read through the comments.

8.  Answer the question: What did I learn about the big idea through collaboration?

9.  Share ideas with the class. 

Closure:

What is one thing you found interesting from the collaborative annotation?

Act Three, Scene Three-Four

February 21, 2018

CCSS.ELA-LITERACY.RL.11-12.3

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.11-12.7

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

EQ: Analyze how Shakespeare's choices impact character development.

Starter: 

Compare this painting to what you imagined while we read.

Then, compare it to the BBC version that we watched. 

Daniel Maclise's 1842 painting The Play-scene in Hamlet depicts the scene in which Hamlet has arranged for Claudius to watch a re-enactment of the murder of Hamlet's father. William Makepeace Thackeray reviewed Maclise's painting for Ainsworth's Magazine in 1842. He described the picture as follows:

Fancy Hamlet, ungartered, lying on the ground, looking into the very soul of King Claudius, who writhes under the play of Gonzago. Fancy the Queen, perplexed and sad, (she does not know of the murder,) and poor Ophelia, and Polonius, with his staff, pottering over the tragedy; and Horatio, and all sorts of knights and ladies, looking wondering on. Fancy, in the little theatre, the king asleep; a lamp in front casts a huge forked fantastic shadow over the scene--a shadow that looks like a horrible devil in the background that is grinning and aping the murder. Fancy ghastly flickering tapestries of Cain and Abel on the walls, and all this painted with the utmost force, truth, and dexterity--fancy all this, and then you will have not the least idea of the most startling, wonderful pictures that the English school has ever produced.

*http://www.theatrehistory.com/british/art_of_hamlet.html

Vocabulary:

Lit Term: Foil

Part of Speech: Noun

Dictionary Definition: character that shows qualities that are in contrast with the qualities of another character with the objective to highlight the traits of the other character.

Your Definition:

Activity: Give an example of a foil.

Activity: 

1. Sharing the Chalk Talk

With your tables, select one quote from this act that is significant in developing the story.

Write this quote on a large paper and post it somewhere in the room.

Then, individually comment on each poster.

Your comment should react to the quote and state why it is important to the story.

2.   Read Act Three, Scene Three

Claudius

Rosencrantz

Guildenstern

Polonius 

Hamlet

Discussion Question

Use indirect characterization to analyze Claudius.

Evaluate whether he is motivated by his id, ego, or superego.

Summarize Hamlet's reaction.

BBC Production 

3.  Claudius Analysis

With a partner, translate the lines into a language that is understandable to you.

You may use any sort of style that is suitable for you and your partner. 

When complete, think about the overall mental state of Claudius.

Answer: What does this speech reveal about his mental state?

O, my offence is rank it smells to heaven; 

 It hath the primal eldest curse upon't, 

A brother's murder. Pray can I not, 

Though inclination be as sharp as will: 

My stronger guilt defeats my strong intent;

 And, like a man to double business bound, 

I stand in pause where I shall first begin,

 And both neglect. What if this cursed hand 

Were thicker than itself with brother's blood, 

Is there not rain enough in the sweet heavens

 To wash it white as snow? 

Whereto serves mercy

 But to confront the visage of offence? 

And what's in prayer but this two-fold force, 

To be forestalled ere we come to fall, 

Or pardon'd being down? Then I'll look up; 

My fault is past. But, O, what form of prayer 

Can serve my turn? 'Forgive me my foul murder'? 

That cannot be; since I am still possess'd 

Of those effects for which I did the murder, 

My crown, mine own ambition and my queen. 

May one be pardon'd and retain the offence? 

In the corrupted currents of this world 

Offence's gilded hand may shove by justice,

 And oft 'tis seen the wicked prize itself 

Buys out the law: but 'tis not so above; 

There is no shuffling, there the action lies

 In his true nature; and we ourselves compell'd, 

Even to the teeth and forehead of our faults, 

To give in evidence. What then? what rests? 

Try what repentance can: what can it not? 

Yet what can it when one can not repent? 

O wretched state! O bosom black as death! 

O limed soul, that, struggling to be free, 

Art more engaged! Help, angels! Make assay! 

Bow, stubborn knees; and, heart with strings of steel, 

Be soft as sinews of the newborn babe! All may be well. 

4.  Act Three, Scene Four

Polonius

Gertrude

Hamlet

Ghost

Discussion Questions

Describe your reaction to the scene between Hamlet and Polonius.

Characterize Gertrude based on the conversation between her and Hamlet.

Evaluate Hamlet's current mental state.

Evaluate the role of the ghost.

BBC Production

Closure:

What is your opinion of Claudius?