Junior Assignments, Spring Semester, 2015

Junior Assignments
Spring Semester, 2015

DateAgendaAIMHomework Assignment
Monday, June 15th, 2015: 1. Do Now: Using the sample resumes HERE, work on writing your own resume. What will you include in the work experience section? The extracurricular activities section? Honors/Awards? Skills? What do you need to impress the college of your choice? The employer of your choice?

2. Work Period: Peruse (check out) your classmates' websites. What are their strengths? What are your impressions? What do we need to work on for next year?

3. Reflections: What are you proud of from this semester? What were some of your personal achievements? What are your goals for next year? Share summer plans.

Common Core Standards:

  • 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.
  • How can we improve our writing skills in the resume writing process? Summer Recommendations: Get a job, volunteer, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more), work on your resume (sample high school resumes), write a draft of your college essay, prepare (check out: VocabSlam and Ms. Conn's vocabulary lists) and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications, and so much more!

    Read for pleasure and challenge!

    It was a great pleasure teaching you!

    FOR STUDENTS WHO ARE TAKING THE ENGLISH REGENTS (students who earned a 74 and below):

    HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS :

  • Part 1/Listening with Multiple-Choice Questions: Listen to a passage being read to you two times. Take notes both times. Listen and take notes on the 5 Ws (who, what, when, where and why) and 1 H (how). Preview the questions (circle key words in the questions) before, during and between the readings. The questions will ask about characterization of characters (personality traits, appearance, actions, thoughts/feelings, other people's points of view and dialogue/speech), speaker's point of view, tone (author's attitude toward the subject), and author's purpose (Why are we listening to this passage? What's the point? Why is it important to us? What should we learn?). Answer multiple-choice questions. Remember two important strategies--cover up the answer choices and determine the answer on your own, without the distraction of the answer choices (write your own answer in the margins) and then look at the answer choices, doing POE (process of elimination).
  • Part 2/Fiction Passage & Non-Fiction Passage with Multiple-Choice Questions: For the fiction passage, search for literary terms and their purpose. Preview the multiple-choice questions, circling key words and underlining line #s in the questions and in the passages. Write summary notes in the margin. Answer the multiple-choice questions. Remember two important strategies--cover up the answer choices and determine the answer on your own, without the distraction of the answer choices (write your own answer in the margins) and then look at the answer choices, doing POE (process of elimination). For the non-fiction passage, look for the 5 Ws and 1 H and the purpose for each. Preview the questions (circle key words and underline line #s in the questions and in the passage). Write summary notes in the margins of the passage. Always understand the author's purpose for writing the passage (WHY did he/she write it?!).
  • Part 3/Fiction Passage and Poem: Search for literary terms and author's purpose. Preview multiple-choice questions and two short-response (paragraph/one page) questions. Circle key words and underline line #s. Write summary notes in the margin (for the passage and the poem). Answer the multiple-choice questions. For the paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) for each paragraph. The first paragraph is focused on the controlling idea (whatever they provide; it's the main idea that connects the fiction passage and the poem). You MUST use plentiful details/specific examples from BOTH the passage and the poem. In the second paragraph (10-12sentences/ONE FULL PAGE), you choose ONE passage (either the fiction passage or the poem) to identify ONE literary element/technique and explain how the author uses that element/technique to develop the passage (refer to the author's purpose in using that element/technique). Use plentiful details/specific examples to support your choice.
  • Part 4/Critical Lens Essay: Use the B-REAL formula for the introductory paragraph. B: Write a big attention-grabber (a statement about the topic revealed in the quote that relates to you or people in society today). R: Restate the quote. E: Explain the quote in your own words. A: Agree or disagree (agreeing is easier!) with the quote and explain why. L: Introduce two works of literature and Literary Elements that support your opinion of the quote. For the rest of THIS LONG ESSAY, you should include at least two well-developed paragraphs (10-12 sentences each) with specific examples/details from two works of literature that support your opinion of the quote. Finish the essay with an outstanding conclusion that ties together the entire paper.


  • Use this great resource packet (it will be provided in class, too): English Regents Writing Resource Packet.
  • Friday, June 12th, 2015: 1. Do Now: Using the sample resumes HERE, work on writing your own resume. What will you include in the work experience section? The extracurricular activities section? Honors/Awards? Skills? What do you need to impress the college of your choice? The employer of your choice?

    2. Spring Semester Baseball: Divide into two teams. Divide students into two teams and draw a baseball diamond on the blackboard. Each team has three outs per inning (like regular baseball) and one player from each team goes at a time. Teacher asks a question about facts learned in this class during the spring semester. The student "at bat" has 30 seconds to answer. If he answers correctly in five seconds, the team gets a home run; within 10 seconds, it's a triple; within 15 seconds, it's a double; and just before the time limit, it's a single. If the student does not get the answer right, he's out. Draw a symbol for a base runner when a student gets a hit. When a player gets to home plate the team scores a run. The team with the most runs at the end of nine innings (or whenever time runs out) wins the game.

    Common Core Standards:

  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • 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.
  • How can we improve our writing skills in the resume writing process? Summer Recommendations: Get a job, volunteer, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more), work on your resume (sample high school resumes), write a draft of your college essay, prepare (check out: VocabSlam and Ms. Conn's vocabulary lists) and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications, and so much more!

    Read for pleasure and challenge!

    It was a great pleasure teaching you!

    FOR STUDENTS WHO ARE TAKING THE ENGLISH REGENTS (students who earned a 74 and below):

    HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS :

  • Part 1/Listening with Multiple-Choice Questions: Listen to a passage being read to you two times. Take notes both times. Listen and take notes on the 5 Ws (who, what, when, where and why) and 1 H (how). Preview the questions (circle key words in the questions) before, during and between the readings. The questions will ask about characterization of characters (personality traits, appearance, actions, thoughts/feelings, other people's points of view and dialogue/speech), speaker's point of view, tone (author's attitude toward the subject), and author's purpose (Why are we listening to this passage? What's the point? Why is it important to us? What should we learn?). Answer multiple-choice questions. Remember two important strategies--cover up the answer choices and determine the answer on your own, without the distraction of the answer choices (write your own answer in the margins) and then look at the answer choices, doing POE (process of elimination).
  • Part 2/Fiction Passage & Non-Fiction Passage with Multiple-Choice Questions: For the fiction passage, search for literary terms and their purpose. Preview the multiple-choice questions, circling key words and underlining line #s in the questions and in the passages. Write summary notes in the margin. Answer the multiple-choice questions. Remember two important strategies--cover up the answer choices and determine the answer on your own, without the distraction of the answer choices (write your own answer in the margins) and then look at the answer choices, doing POE (process of elimination). For the non-fiction passage, look for the 5 Ws and 1 H and the purpose for each. Preview the questions (circle key words and underline line #s in the questions and in the passage). Write summary notes in the margins of the passage. Always understand the author's purpose for writing the passage (WHY did he/she write it?!).
  • Part 3/Fiction Passage and Poem: Search for literary terms and author's purpose. Preview multiple-choice questions and two short-response (paragraph/one page) questions. Circle key words and underline line #s. Write summary notes in the margin (for the passage and the poem). Answer the multiple-choice questions. For the paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) for each paragraph. The first paragraph is focused on the controlling idea (whatever they provide; it's the main idea that connects the fiction passage and the poem). You MUST use plentiful details/specific examples from BOTH the passage and the poem. In the second paragraph (10-12sentences/ONE FULL PAGE), you choose ONE passage (either the fiction passage or the poem) to identify ONE literary element/technique and explain how the author uses that element/technique to develop the passage (refer to the author's purpose in using that element/technique). Use plentiful details/specific examples to support your choice.
  • Part 4/Critical Lens Essay: Use the B-REAL formula for the introductory paragraph. B: Write a big attention-grabber (a statement about the topic revealed in the quote that relates to you or people in society today). R: Restate the quote. E: Explain the quote in your own words. A: Agree or disagree (agreeing is easier!) with the quote and explain why. L: Introduce two works of literature and Literary Elements that support your opinion of the quote. For the rest of THIS LONG ESSAY, you should include at least two well-developed paragraphs (10-12 sentences each) with specific examples/details from two works of literature that support your opinion of the quote. Finish the essay with an outstanding conclusion that ties together the entire paper.


  • Use this great resource packet (it will be provided in class, too): English Regents Writing Resource Packet.
  • Thursday, June 11th, 2015: 1. Do Now: Read the sample resumes found HERE.
  • What qualities, in terms of categories, formatting, writing style, and word usage, are worth including in your own resume?
  • What impressions do you get from these young people?
  • What judgements have you made about them already?
  • Would you hire them or accept them to your college?

    2. Work Period: Work on writing your own resume. What will you include in the work experience section? The extracurricular activities section? Honors/Awards? Skills? What do you need to impress the college of your choice? The employer of your choice? Introduce the resume checklist. Exchange resumes with a classmate and do a peer edit, using the resume checklist.

    Common Core Standards:

  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • 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.
  • How can we improve our writing skills in the resume writing process? MAKE UP ALL OWED HOMEWORK BY TOMORROW, FRIDAY, JUNE 12th (the last day of the semester).

    MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:

  • MAY Book Review: It MUST be posted on your website before midnight (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -30 points; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.
  • Wednesday, June 10th, 2015: 1. Do Now: EXTRA CREDIT DAY introduced:
  • Take out your book reviews (with Ms. Conn's corrections) and response papers for Hamlet (with Ms. Conn's corrections). TODAY (ONLY!), you can rewrite those papers and earn 5 extra credit points on the Hamlet Paper (which is 50% of the 3rd marking period) for each rewritten paper!

    2. Work Period: Rewrite book reviews and response papers. Show the originals (with Ms. Conn's corrections) and your rewrites to earn 5 extra credit points per rewrite.

    Common Core Standards:

  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • 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.
  • How can we improve our writing skills in the revision process? MAKE UP ALL OWED HOMEWORK BY THIS FRIDAY, JUNE 12th (the last day of the semester).

    MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:

  • MAY Book Review: It MUST be posted on your website before midnight (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -30 points; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.
  • Tuesday, June 9th, 2015: 1. Do Now: Grade the "Sonnet 130" packet (questions 1-18); the questions can be found HERE. Identify five questions that you answered incorrectly, and write 1-2 sentences explaining the correct answer and including textual evidence from the poem to support the correct answer. Sentence starters include the following:
  • According to the poet...
  • The poem states...
  • To support this claim, the poem uses...

    TURN IN THE DO NOW.

    2. Work Period: Brainstorm the components of your own resume. What will you include in the work experience section? The extracurricular activities section? Honors/Awards? Skills? What do you need to impress the college of your choice? The employer of your choice? What qualities, in terms of categories, formatting, writing style, and word usage, are worth including in your own resume? How do we know what to include in our resumes and what to exclude? Begin composing your own resume.

    Common Core Standards:

  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • 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.
  • How can we understand the significance of the poetic structure and language in Shakespeare's "Sonnet 130"? EXTRA CREDIT DAY WILL BE TOMORROW, WEDNESDAY, JUNE 10th ONLY:
  • Bring in your book reviews (with Ms. Conn's corrections) and response papers for Hamlet (with Ms. Conn's corrections). TOMORROW (ONLY!), you can rewrite those papers and earn 5 extra credit points on the Hamlet Paper (which is 50% of the 3rd marking period) for each rewritten paper!

    MAKE UP ALL OWED HOMEWORK BY FRIDAY, JUNE 12th (the last day of the semester).

    MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:

  • MAY Book Review: It MUST be posted on your website before midnight (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -30 points; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.
  • Monday, June 8th, 2015: Work Period: GRADED CLASSWORK: Complete the "Sonnet 130" packet (questions 1-18); the questions can be found HERE. Be ready to turn in tomorrow!

    Common Core Standards:

  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • 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.
  • How can we understand the significance of the poetic structure and language in Shakespeare's "Sonnet 130"? DUE TOMORROW, TUESDAY, JUNE 9th:
  • Complete the "Sonnet 130" packet (distributed in class) and found HERE on pages 17-19. This WILL BE GRADED.

    MAKE UP ALL OWED HOMEWORK BY FRIDAY, JUNE 12th (the last day of the semester).

    MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:

  • MAY Book Review: It MUST be posted on your website before midnight (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -30 points; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.
  • Friday, June 5th, 2015: 1. Do Now: Read "Sonnet 130" and answer the questions that follow found HERE.

    2. Period 6 ONLY:
    1.) Review the answers to the "Sonnet 18" packet (distributed last week and returned today).

    Common Core Standards:

  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • 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.
  • How can we understand the significance of the poetic structure and language in Shakespeare's "Sonnet 18" and "Sonnet 130"? DUE THIS COMING TUESDAY, JUNE 9th:
  • Complete the "Sonnet 130" packet (distributed in class) and found HERE on pages 17-19. This WILL BE GRADED.

    MAKE UP ALL OWED HOMEWORK BY FRIDAY, JUNE 12th (the last day of the semester).

    MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:

  • MAY Book Review: It MUST be posted on your website before midnight (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -30 points; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.
  • Wednesday, June 3rd, 2015: 1. Do Now: Introduce Creative Activities for "Sonnet 18":
  • Activity #1: Poetry/Song Writing: Write a poem/song that emulates (imitates) "Sonnet 18" and includes the ababcdcdefefgg (14 lines) rhyme scheme, Shakespearean language (thou=you, thee=you, thy=your), imagery, and the analogy (comparison) of comparing a loved one to a perfect day. Your poem/song can be a personal experience, the poet's experience, a part 2 for the poem, a current event, etc.
  • Activity #2: Comic Strip: Create a comic strip for "Sonnet 18." You must draw 5 images (one image for every four lines, plus one image for the last two lines) with a caption for each image. The caption must be one sentence that summarizes every four lines.
  • Activity #3: Diary Entry: Write a diary entry for the poet, William Shakespeare, as he was writing "Sonnet 18." Your diary entry must be one, full, handwritten page. What is he thinking and feeling when writing each line? What is he thinking and feeling before writing the poem? What is he thinking and feeling after writing the poem?

    SHOW HOMEWORK: 15 post-it notes for the May non-fiction novel.

    2. Work Period: Choose one of the activities to complete for classwork. Do an extra activity for EXTRA CREDIT. Turn in the activity (individual work only) and the completed "Sonnet 18" packet (questions 1-23) at the end of class.

  • Activity #1: Poetry/Song Writing: Write a poem/song that emulates (imitates) "Sonnet 18" and includes the ababcdcdefefgg (14 lines) rhyme scheme, Shakespearean language (thou=you, thee=you, thy=your), imagery, and the analogy (comparison) of comparing a loved one to a perfect day. Your poem/song can be a personal experience, the poet's experience, a part 2 for the poem, a current event, etc.
  • Activity #2: Comic Strip: Create a comic strip for "Sonnet 18." You must draw 5 images (one image for every four lines, plus one image for the last two lines) with a caption for each image. The caption must be one sentence that summarizes every four lines.
  • Activity #3: Diary Entry: Write a diary entry for the poet, William Shakespeare, as he was writing "Sonnet 18." Your diary entry must be one, full, handwritten page. What is he thinking and feeling when writing each line? What is he thinking and feeling before writing the poem? What is he thinking and feeling after writing the poem?

    Common Core Standards:

  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • 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.
  • How can we understand the significance of the poetic structure and language in Shakespeare's "Sonnet 18"? MAKE UP ALL OWED HOMEWORK BY FRIDAY, JUNE 12th (the last day of the semester).

    MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:

  • MAY Book Review: It MUST be posted on your website before midnight (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -30 points; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.
  • Monday, June 1st, 2015: 1. Work Period: Finish questions 1-23 in the packet (this packet was already distributed in class last week) on "Sonnet 18." Be prepared to turn in the packet on Wednesday for classwork credit.

    2. Teacher reads this aloud: Test-Taking Tips for the Common Core Regents AND the SAT:

  • Preview the multiple-choice questions before reading the passages. Circle key words and underline line numbers in both the questions and the reading passages BEFORE reading.
  • Questions will ask about characterization, structure of the passage, the central/main idea of the passage, author's purpose/opinion, and vocabulary.
  • Take summary notes in the margins of the reading passages (this will prevent you from re-reading passages).
  • For the Common Core Regents ONLY: Write an argumentative essay (just like the Hamlet essay, though only 3-4 paragraphs) on three texts. Make sure that you include your thesis statement (the answer to the question) at the end of the introduction, and your entire essay MUST focus on that thesis statement.
  • For the Common Core Regents ONLY: Write a response paper (2-3 paragraphs) on ONE text provided. You MUST identify a central (main) idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central (main) idea.

    Common Core Standards:

  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • 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.
  • How can we understand the significance of the poetic structure and language in Shakespeare's "Sonnet 18"? FOR THOSE STUDENTS TAKING THE COMMON CORE ENGLISH REGENTS TOMORROW: REVIEW THE FOLLOWING TIPS:
  • Preview the multiple-choice questions before reading the passages. Circle key words and underline line numbers in both the questions and the reading passages BEFORE reading.
  • Questions will ask about characterization, structure of the passage, the central/main idea of the passage, author's purpose/opinion, and vocabulary.
  • Take summary notes in the margins of the reading passages (this will prevent you from re-reading passages).
  • Write an argumentative essay (just like the Hamlet essay, though only 3-4 paragraphs) on three texts. Make sure that you include your thesis statement (the answer to the question) at the end of the introduction, and your entire essay MUST focus on that thesis statement.
  • Write a response paper (2-3 paragraphs) on ONE text provided. You MUST identify a central (main) idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central (main) idea.

    DUE THIS WEDNESDAY, JUNE 3rd:

  • Turn in the "Sonnet 18" packet--show completed questions 1-23.

    DATE CHANGE: DUE WEDNESDAY, JUNE 3rd: Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.

    MAKE UP HOMEWORK: THIS WAS DUE SUNDAY, MAY 31st:

  • MAY Book Review: It MUST be posted on your website before midnight (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -30 points; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.
  • Friday, May 29th, 2015: 1. Do Now: Read the article "Key Shifts of the SAT Redesign" from Washington Post. Based on the shifts in the SAT (which project what you will be expected to study in college) from the article, should Shakespeare's "Sonnet 18" be studied in a college-preparatory class?

    2. Turn and Talk (using the Do Now question): With a partner, discuss the Do Now question and use the following sentence starters:

  • In the poem/article, it said...
  • From my prior knowledge of poetry, I know that...
  • According to the poem/article...
  • The poet/article's author wrote...

    3. Whole Class Sharing: Student volunteers will use the provided sentence starters to present their arguments whether or not "Sonnet 18" should be studied in a college-preparatory class. They will use textual evidence to support their claims.

    4. Whole Class Read-Aloud: In the packet provided, review the answers to questions 8-14 on quatrain 2, focusing on author's choices, denotations (dictionary definitions), connotations (interpretations) and figurative language in the handout.

    5. Work Period: Work on answering questions 15-22 on quatrain 3 in the packet provided.

    6. Exit Slip: With your table-mates, produce answers to the following:

  • 3 Tasks that you accomplished today.
  • 2 Tasks that you can predict we will be doing tomorrow.
  • 1 Question that you have about today's lesson. Common Core Standards:
  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • 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.
  • How can we understand the significance of the poetic structure and language in Shakespeare's "Sonnet 18"? DUE THIS COMING SUNDAY, MAY 31st:
  • MAY Book Review: It MUST be posted on your website before midnight (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    DUE MONDAY, JUNE 1st: Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -10 points each day late; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.
  • Thursday, May 28th, 2015: 1. Do Now: Review the poem: "Sonnet 18" by William Shakespeare. Why do you believe this poem (published in 1609) has been so famous for 400 years?

    2. Discuss the Do Now questions: Use the following sentence starters:

  • In the poem, it said...
  • From my prior knowledge of poetry, I know that...
  • According to the poem...
  • The poet wrote...

    3. Read-Aloud: Read "Sonnet 18" by William Shakespeare found HERE. Answer questions #1-6 on quatrain 1, focusing on author's choices, denotations and figurative language in the handout.

    4. Work Period: Work on answering #8-14 and #15-22 on quatrains 2 and 3.

    5. Exit Slip: With your table-mates, produce answers to the following:

  • 3 Tasks that you accomplished today.
  • 2 Tasks that you can predict we will be doing tomorrow.
  • 1 Question that you have about today's lesson. Common Core Standards:
  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • 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.
  • How can we understand the poetic structure and language in Shakespeare's "Sonnet 18"? Read your May non-fiction novel (at least 30 minutes per day).

    DUE THIS COMING SUNDAY, MAY 31st:

  • DUE MONDAY, JUNE 1st: Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -10 points each day late; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, May 27th, 2015: 1. Do Now: Imagine the perfect summer day. It is early summer with just the perfect mix of comfortable temperature and weather. List the details about that perfect day on the chart hand-out. Fill in the chart with images that appeal to the different senses. Write a general statement about the overall feeling created by this perfect day. Now think of a person you care about. How are this perfect summer day and this person alike? How are they different?

    2. Discuss the Do Now questions: Use the following sentence starters:

  • From my personal experience, I know that...
  • According to my prior knowledge...
  • I depicted...

    3. Read-Aloud: Read "Sonnet 18" by William Shakespeare found HERE. Begin answering the questions on author's choices, denotations and figurative language in the handout.

    Common Core Standards:

  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • 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.
  • How can we understand the poetic structure and language in Shakespeare's "Sonnet 18"? Read your May non-fiction novel (at least 30 minutes per day).

    DUE THIS COMING SUNDAY, MAY 31st:

  • DUE MONDAY, JUNE 1st: Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -10 points each day late; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Tuesday, May 26th, 2015: 1. Work Period/Film Viewing: As we view the film version of Hamlet, answer the following (TURN IN AT THE END OF CLASS):
  • How are Shakespeare's choices in the play similar to and different from the film version?
  • How does the film interpret Hamlet's insanity or sanity?
  • What evidence can you find in the film version that supports Hamlet's insanity? What evidence can you find in the film version that supports Hamlet's sanity?

    2. Discuss the film viewing questions: Use the following sentence starters:

  • In the text it said...
  • From the reading I know that...
  • According to the text...
  • The author wrote...

    Common Core Standards:

  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • Analyze multiple interpretations of a story, drama or poem, evaluating how each version interprets the source text.
  • 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.
  • How can we compare and contrast the play, Hamlet, with the film version, focusing on the interpretation of Hamlet's mental state? Read your May non-fiction novel (at least 30 minutes per day).

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -10 points each day late; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Friday, May 22nd, 2015: 1. Do Now: What were some challenges in composing your argumentative paper? What were some of your strengths in composing your argumentative paper?

    2. Work Period/Film Viewing: As we view the film version of Hamlet, answer the following:

  • How are Shakespeare's choices in the play similar to and different from the film version?
  • How does the film interpret Hamlet's insanity or sanity?
  • What evidence can you find in the film version that supports Hamlet's insanity? What evidence can you find in the film version that supports Hamlet's sanity?

    3. HW Reminders

    Common Core Standards:

  • RL.11-12.5: Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • Analyze multiple interpretations of a story, drama or poem, evaluating how each version interprets the source text.
  • 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.
  • How can we compare and contrast the play, Hamlet, with the film version, focusing on the interpretation of Hamlet's mental state? Read your May non-fiction novel (at least 30 minutes per day).

    MAKE UP OWED HOMEWORK:

  • ARGUMENTATIVE FINAL PAPER WAS DUE TODAY, FRIDAY, MAY 22nd (worth 25% of the 3rd marking period grade; it's -10 points each day late; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Thursday, May 21st, 2015: 1. Do Now: Review the contents of the Argumentative Essay Grading Rubric (page 3)

    SHOW OWED HW: Show your TEN index cards to prepare for the final paper on the following question: SHOULD HAMLET BE CONSIDERED INSANE? Decide on your THESIS STATEMENT (which is the answer to the question). Each index card MUST include the following (use the in-class sample provided): topic, act, scene, an introductory sentence, a direct quote, and an analytical sentence--this explains how the quote supports your thesis statement.

    2. Work Period: Work on the following:

  • Finishing your TEN index cards and your ONE counterclaim index card. Follow the sample:
    Sample Index Card:
  • Topic: Hamlet questioning his existence
  • Introductory Sentence: Hamlet appears mentally stable when he recites his famous soliloquy.
  • Direct Quote: "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1).
  • Analytical Sentence: When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

  • Work on composing the introduction of your paper.
  • Work on organizing your ideas in an outline (see samples provided in class yesterday) for your final argumentative paper, which is due TOMORROW.

    3. HW Reminders

    Common Core Standards:

  • W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • 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.
  • How can we effectively prepare to compose an argumentative paper? DUE TOMORROW, FRIDAY, MAY 22nd:
  • ARGUMENTATIVE FINAL PAPER (worth 25% of the 3rd marking period grade; it's -10 points each day late; you should print or e-mail the paper to Ms. Conn at hconn@schools.nyc.gov): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    Read your May non-fiction novel (at least 30 minutes per day).

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, May 20th, 2015: 1. Do Now:
  • Review the FINAL PAPER instructions.

    2. Read-Aloud/Discuss: Introduce Essay Outline handout, Common Core Essay Outline, and Argument Essay Outline Templates

    SHOW HW: Show your TEN index cards to prepare for the final paper on the following question: SHOULD HAMLET BE CONSIDERED INSANE? Decide on your THESIS STATEMENT (which is the answer to the question). Each index card MUST include the following (use the in-class sample provided): topic, act, scene, an introductory sentence, a direct quote, and an analytical sentence--this explains how the quote supports your thesis statement.

    3. Work Period: Work on composing the introduction and outline for your final argumentative paper.

    Common Core Standards:

  • W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • 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.
  • How can we effectively prepare to compose an argumentative paper? DUE THIS COMING FRIDAY, MAY 22nd:
  • ARGUMENTATIVE FINAL PAPER (worth 25% of the 3rd marking period grade; it's -10 points each day late): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    Read your May non-fiction novel (at least 30 minutes per day).

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Tuesday, May 19th, 2015: WORK PERIOD:
  • Review the FINAL PAPER instructions.
  • Finish your TEN index cards to prepare for the final paper on the following question: SHOULD HAMLET BE CONSIDERED INSANE? Decide on your THESIS STATEMENT (which is the answer to the question). Each index card MUST include the following (use the in-class sample provided): topic, act, scene, an introductory sentence, a direct quote, and an analytical sentence--this explains how the quote supports your thesis statement.

    Sample Index Card:

  • Topic: Hamlet questioning his existence
  • Introductory Sentence: Hamlet appears mentally stable when he recites his famous soliloquy.
  • Direct Quote: "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1).
  • Analytical Sentence: When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    Common Core Standards:

  • W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • 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.
  • How can we effectively prepare to compose an argumentative paper? DUE TOMORROW, WEDNESDAY, MAY 20th:
  • To earn full credit, compose TEN index cards to prepare for the final paper on the following question: SHOULD HAMLET BE CONSIDERED INSANE? Decide on your THESIS STATEMENT (which is the answer to the question). Each index card MUST include the following (use the in-class sample provided): topic, act, scene, an introductory sentence, a direct quote, and an analytical sentence--this explains how the quote supports your thesis statement. (You can find quotes if you scroll down to the April class assignments! Ms. Conn provided SO many quotes!)

    DUE THIS COMING FRIDAY, MAY 22nd:

  • ARGUMENTATIVE FINAL PAPER (worth 25% of the 3rd marking period grade; it's -10 points each day late): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT. Include ONE additional quote from the play that supports the counterclaim.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    Read your May non-fiction novel (at least 30 minutes per day).

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Monday, May 18th, 2015: WORK PERIOD:
  • Review the FINAL PAPER instructions.
  • Compose TEN (today, you should have a minimum of 5) index cards to prepare for the final paper on the following question: SHOULD HAMLET BE CONSIDERED INSANE? Decide on your THESIS STATEMENT (which is the answer to the question). Each index card MUST include the following (use the in-class sample provided): topic, act, scene, an introductory sentence, a direct quote, and an analytical sentence--this explains how the quote supports your thesis statement.

    Sample Index Card:

  • Topic: Hamlet questioning his existence
  • Introductory Sentence: Hamlet appears mentally stable when he recites his famous soliloquy.
  • Direct Quote: "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1).
  • Analytical Sentence: When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    Common Core Standards:

  • W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • 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.
  • How can we effectively prepare to compose an argumentative paper? DUE TOMORROW, TUESDAY, MAY 19th (at the end of class, which means you have class time to finish this assignment):
  • Compose TEN index cards to prepare for the final paper on the following question: SHOULD HAMLET BE CONSIDERED INSANE? Decide on your THESIS STATEMENT (which is the answer to the question). Each index card MUST include the following (use the in-class sample provided): topic, act, scene, an introductory sentence, a direct quote, and an analytical sentence--this explains how the quote supports your thesis statement. (You can find quotes if you scroll down to the April class assignments! Ms. Conn provided SO many quotes!)

    DUE THIS COMING FRIDAY, MAY 22nd:

  • ARGUMENTATIVE FINAL PAPER (worth 25% of the 3rd marking period grade; it's -10 points each day late): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Include one paragraph on the counterclaim and why it's wrong. For example, if you are arguing that Hamlet is insane throughout your paper, then your COUNTERCLAIM IS THE OPPOSITE OF YOUR PAPER'S ARGUMENT.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    Read your May non-fiction novel (at least 30 minutes per day).

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Friday, May 15th, 2015: 1. Do Now:
    PERIOD 6: Voting for Best Costume, Best Actor, Best Actress and Best Overall Performance
    PERIODS 8 and 9: Reflect on the experience of scene performance. Why was this performance assignment beneficial for you? What were your strengths? What do you need to work on (as far as presentation skills)?

    Show March book review rewrites.

    2. WORK PERIOD:

  • Introduce the FINAL PAPER instructions.
  • Compose TEN index cards to prepare for the final paper on the following question: SHOULD HAMLET BE CONSIDERED INSANE? Decide on your THESIS STATEMENT (which is the answer to the question). Each index card MUST include the following (use the in-class sample provided): topic, act, scene, an introductory sentence, a direct quote, and an analytical sentence--this explains how the quote supports your thesis statement.

    Sample Index Card:

  • Topic: Hamlet questioning his existence
  • Introductory Sentence: Hamlet appears mentally stable when he recites his famous soliloquy.
  • Direct Quote: "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1).
  • Analytical Sentence: When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    Common Core Standards:

  • 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.
  • 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.
  • How can we effectively prepare to compose an argumentative paper? DUE NEXT FRIDAY, MAY 22nd:
  • ARGUMENTATIVE FINAL PAPER (worth 25% of the 3rd marking period grade; it's -10 points each day late): ARGUMENTATIVE PAPER’S QUESTION/OBJECTIVE: SHOULD HAMLET BE CONSIDERED INSANE? You MUST do the following:
  • Answer this question "SHOULD HAMLET BE CONSIDERED INSANE?" as your THESIS STATEMENT (which is the last sentence of your introduction).
  • Include 6-8 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support Hamlet's insanity or Hamlet's sanity. Here's an example: "To be, or not to be, that is the question" (Act III, Scene 1).
  • Each quote must support your thesis statement (the answer to the question) and should only be 4 lines or less. Quotes should be properly inserted in your paper (YOU MUST FOLLOW THE INDEX CARDS). Remember, you must introduce the quote and analyze the quote after inserting it in your paper. Here's a sample (introducing the quote, direct quote, and analyzing the quote): Hamlet appears mentally stable when he recites his famous soliloquy. "To be, or not to be, that is the question: whether 'tis nobler in the mind to suffer the slings and arrows of outrageous fortune..." (Act III, Scene 1). When Hamlet contemplates whether he should live or die, it shows that he has discretion, and this supports his sanity.

    ADDITIONAL PAPER REQUIREMENTS:

  • Do NOT summarize the plot of the play.
  • Do NOT use any form of you (your, our, we, etc.)
  • Do NOT use any form of I (me, my, mine, etc.).
  • Your paper should follow this format: 4-5 pages, typed, double-spaced, 12 point font, in Times New Roman ONLY.
  • Include a proper heading (your name, date, teacher's name, class name and period, original title) and proper page formatting (PUT YOUR LAST NAME AND PAGE # on the top, right-hand side of each page). See sample MLA paper's heading and page formatting.
  • Your paper MUST address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper.
  • Use the Argumentative Essay Grading Rubric (page 3) to guide you in composing a successful paper.
  • INCLUDE VOCABULARY learned this semester: Hamlet Vocabulary, Academic Vocabulary, "Advice to Youth" Vocabulary, and SAT Vocabulary (which we will be focusing on now).
  • Include the Works Cited at the bottom of your paper. Just double-space at the end of your paper, and copy and paste the following:
    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    Read your May non-fiction novel (at least 30 minutes per day).

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Thursday, May 14th, 2015: 1. Do Now:
    PERIOD 6: Presentation groups prepare their introductions (connecting to the theme of their scenes). PERIODS 8 and 9: Voting for Best Costume, Best Actor, Best Actress and Best Overall Performance

    2. PERIOD 6 ONLY: Presentations:

  • Each group will present and will be graded on each category of the GRADING SHEET FOR YOUR HAMLET SCENE.
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")

    3. Show March book review rewrites

    4. Work Period: Compose FIVE index cards to prepare for the final paper on the following question: SHOULD HAMLET BE CONSIDERED INSANE? Decide on your THESIS STATEMENT (which is the answer to the question). Each index card MUST include the following (use the in-class sample provided): topic, act, scene, an introductory sentence, a direct quote, and an analytical sentence--this explains how the quote supports your thesis statement.

    Common Core Standards:

  • 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.
  • 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.
  • How can we effectively present scenes from Hamlet while addressing themes, characterization and major events? DUE TOMORROW, FRIDAY, MAY 15th:
  • I will accept the Rewrite of your March Book Review (you can post it on the comments under your March book review. Title: "Rewrite of March Book Review"). If you post it on your website, then you have to e-mail me and let me know. You can handwrite or type it and turn it in as well. You MUST include the teacher's corrections and rewrite the entire book review.

    Read your May non-fiction novel (at least 30 minutes per day).

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, May 13th, 2015: 1. Do Now: Presentation groups prepare their introductions (connecting to the theme of their scenes).

    2. Presentations:

  • Each group will present and will be graded on each category of the GRADING SHEET FOR YOUR HAMLET SCENE.
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")

    3. HW Reminders

    4. Voting on Best Costume, Best Actor, Best Actress and Best Overall Performance

    Common Core Standards:

  • 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.
  • 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.
  • How can we effectively present scenes from Hamlet while addressing themes, characterization and major events? PERIOD 6 ONLY=ACTS III AND V WILL PRESENT TOMORROW, THURSDAY:
    HAMLET SCENE PERFORMANCES: Students will present one of the following scenes:
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")
    ***Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), a clear scene location, lighting and/or sound. YOU WILL BE GRADED WITH YOUR PARTNER/GROUP (QUIZ GRADE: about 10% of the 3rd marking period) ON THE FOLLOWING: Grading Sheet for Hamlet Scenes.

    DUE TOMORROW, THURSDAY, MAY 14th:

  • Rewrite your March Book Review (you can post it on the comments under your March book review. Title: "Rewrite of March Book Review"). If you post it on your website, then you have to e-mail me and let me know. You can handwrite or type it and turn it in as well. You MUST include the teacher's corrections and rewrite the entire book review.

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Tuesday, May 12th, 2015: 1. Do Now: Show excerpts from your scenes (1-2 minutes). Audience/Classmates and teacher will offer suggestions for improvement and successful choices. FYI: There will be awards given for best costume, best actor, best actress, and best overall performance.

    2. WORK PERIOD:

  • PRACTICE YOUR CHOSEN SCENE (on your feet!) FROM HAMLET AND APPLY THE GRADING SHEET FOR YOUR HAMLET SCENE.
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")


  • All students must get up and incorporate the acting exercises (the ones we have practiced in previous days)--levels (low, medium and high) and physical interactions. Rehearse on your feet, incorporate a modern-day theme, add in stage directions (since Shakespeare had very few stage directions), and determine costumes and props. MAKE SURE YOU ADDRESS the Grading Sheet for Hamlet Scenes.

    3. HW Reminders

    Common Core Standards:

  • 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.
  • 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.
  • How can we effectively prepare for performance presentations of scenes from Hamlet? DUE TOMORROW WEDNESDAY, MAY 13th (FYI: This presentation will be graded. Bonus: There will be awards given for best costume, best actor, best actress, and best overall performance.); PERIOD 6 ONLY=ACTS III AND V WILL PRESENT ON THURSDAY:
    HAMLET SCENE PERFORMANCES: Students will present one of the following scenes:
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")
    ***Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), a clear scene location, lighting and/or sound. YOU WILL BE GRADED WITH YOUR PARTNER/GROUP (QUIZ GRADE: about 10% of the 3rd marking period) ON THE FOLLOWING: Grading Sheet for Hamlet Scenes.

    DUE THIS THURSDAY, MAY 14th:

  • Rewrite your March Book Review (you can post it on the comments under your March book review. Title: "Rewrite of March Book Review"). If you post it on your website, then you have to e-mail me and let me know. You can handwrite or type it and turn it in as well. You MUST include the teacher's corrections and rewrite the entire book review.

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Monday, May 11th, 2015: 1. WORK PERIOD:
  • READ YOUR CHOSEN SCENE (on your feet!) FROM HAMLET AND APPLY THE GRADING SHEET FOR YOUR HAMLET SCENE.
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")


  • Read your scenes on your feet. All students must get up and incorporate the acting exercises (the ones we have practiced in previous days)--levels (low, medium and high) and physical interactions. Rehearse on your feet, incorporate a modern-day theme, add in stage directions (since Shakespeare had very few stage directions), and determine costumes and props. MAKE SURE YOU ADDRESS the Grading Sheet for Hamlet Scenes.

    2. HW Reminders

    Common Core Standards:

  • 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.
  • 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.
  • How can we effectively prepare for performance presentations of scenes from Hamlet? DUE THIS WEDNESDAY, MAY 13th (rehearsal will be Tuesday, May 12th):
    HAMLET SCENE PERFORMANCES: Students will present one of the following scenes:
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")
    ***Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), a clear scene location, lighting and/or sound. YOU WILL BE GRADED WITH YOUR PARTNER/GROUP (QUIZ GRADE: about 10% of the 3rd marking period) ON THE FOLLOWING: Grading Sheet for Hamlet Scenes.

    DUE THIS THURSDAY, MAY 14th:

  • Rewrite your March Book Review (you can post it on the comments under your March book review. Title: "Rewrite of March Book Review"). If you post it on your website, then you have to e-mail me and let me know. You can handwrite or type it and turn it in as well. You MUST include the teacher's corrections and rewrite the entire book review.

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Friday, May 8th, 2015: 1. Do Now: What's your chosen, modern-day interpretation of your scene from Hamlet? Why is this modern-day interpretation relevant to your scene (consider the following: the characters' interactions and development throughout your scene; insights into your understanding of human behavior, as revealed in your scene)?

    SHOW OWED HOMEWORK (this is the last day of the 2nd marking period).

    2. Think/Pair/Share: Share your answer to the Do Now with your scene partner/group. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text, it said...
  • From act________, scene________(identify your act and scene), I know that...
  • According to the text...

    3. WORK PERIOD:

  • READ YOUR CHOSEN SCENE (on your feet!) FROM HAMLET AND APPLY THE GRADING SHEET FOR YOUR HAMLET SCENE.
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")


  • Read your scenes on your feet. All students must get up and incorporate the acting exercises (the ones we have practiced in previous days)--levels (low, medium and high) and physical interactions. Rehearse on your feet, incorporate a modern-day theme, add in stage directions (since Shakespeare had very few stage directions), and determine costumes and props. MAKE SURE YOU ADDRESS the Grading Sheet for Hamlet Scenes.

    4. HW Reminders

    Common Core Standards:

  • 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.
  • 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.
  • How can we effectively prepare for performance presentations of scenes from Hamlet? DUE NEXT WEDNESDAY, MAY 13th (rehearsal will be Tuesday, May 12th):
    HAMLET SCENE PERFORMANCES: Students will present one of the following scenes:
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")
    ***Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), a clear scene location, lighting and/or sound. YOU WILL BE GRADED WITH YOUR PARTNER/GROUP (QUIZ GRADE: about 10% of the 3rd marking period) ON THE FOLLOWING: Grading Sheet for Hamlet Scenes.

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Thursday, May 7th, 2015: 1. Do Now: Write a brief synopsis (summary of 3-4 sentences) of your chosen scene from Hamlet. Include main ideas, characters, major events and conflicts.

    SHOW HOMEWORK: Show May non-fiction novel.

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text, it said...
  • From act________, scene________(identify your act and scene), I know that...
  • According to the text...

    3. Midterm Exam Distribution and review of midterm rubric for argumentative essays (page 3).

    3. WORK PERIOD:

  • READ YOUR CHOSEN SCENE (on your feet!) FROM HAMLET AND APPLY THE GRADING SHEET FOR YOUR HAMLET SCENE.
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")


  • Read your scenes on your feet. All students must get up and incorporate the acting exercises (the ones we did yesterday)--levels (low, medium and high) and physical interactions. Rehearse on your feet, incorporate a modern-day theme, add in stage directions (since Shakespeare had very few stage directions), and determine costumes and props. Incorporate the acting exercises--levels (low, medium and high) and physical interactions. MAKE SURE YOU ADDRESS the Grading Sheet for Hamlet Scenes.

    4. HW Reminders

    Common Core Standards:

  • 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.
  • How can we effectively prepare for performance presentations of scenes from Hamlet? DUE TOMORROW, FRIDAY, MAY 8th:
  • Turn in ALL OWED HOMEWORK! It's the last day of the 2nd marking period.

    DUE NEXT WEDNESDAY, MAY 13th (rehearsal will be Tuesday, May 12th):
    HAMLET SCENE PERFORMANCES: Students will present one of the following scenes:
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")
    ***Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), a clear scene location, lighting and/or sound. YOU WILL BE GRADED WITH YOUR PARTNER/GROUP (QUIZ GRADE: about 10% of the 3rd marking period) ON THE FOLLOWING: Grading Sheet for Hamlet Scenes.

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, May 6th, 2015: 1. Do Now: What are your personal strengths and personal challenges in fulfilling the requirements in the GRADING SHEET FOR YOUR HAMLET SCENE.

    2. Think/Pair/Share: Share your answer to the Do Now with a neighboring student. Volunteers share their answers to the Do Now with the class. Students should use the following Sentence Starters:

  • In the text, it said...
  • From the grading rubric, I know that...
  • According to the text...

    3. WORK PERIOD:

  • READ YOUR CHOSEN SCENE (on your feet!) FROM HAMLET AND APPLY THE GRADING SHEET FOR YOUR HAMLET SCENE.
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")


  • Read your scenes on your feet. All students must get up and incorporate the acting exercises (the ones we did yesterday)--levels (low, medium and high) and physical interactions. Rehearse on your feet, incorporate a modern-day theme, add in stage directions (since Shakespeare had very few stage directions), and determine costumes and props. Incorporate the acting exercises--levels (low, medium and high) and physical interactions. MAKE SURE YOU ADDRESS the Grading Sheet for Hamlet Scenes.

    4. HW Reminders

    Common Core Standards:

  • 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.
  • How can we effectively prepare for performance presentations of scenes from Hamlet? DUE TOMORROW, THURSDAY, MAY 7th:
  • FIND AND SHOW YOUR MAY NOVEL: A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.

    DUE NEXT WEDNESDAY, MAY 13th (rehearsal will be Tuesday, May 12th):
    HAMLET SCENE PERFORMANCES: Students will present one of the following scenes:
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")
    ***Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), a clear scene location, lighting and/or sound. YOU WILL BE GRADED WITH YOUR PARTNER/GROUP (QUIZ GRADE: about 10% of the 3rd marking period) ON THE FOLLOWING: Grading Sheet for Hamlet Scenes.

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Tuesday, May 5th, 2015: 1. Do Now: Introduce GRADING SHEET FOR YOUR HAMLET SCENE.

    2. WORK PERIOD:
    READ YOUR CHOSEN SCENE FROM HAMLET AND APPLY THE GRADING SHEET FOR YOUR HAMLET SCENE.
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")

    3. HW Reminders

    How can we effectively prepare for performance presentations of scenes from Hamlet? DUE THIS THURSDAY, MAY 7th:
  • FIND AND SHOW YOUR MAY NOVEL: A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.

    DUE NEXT WEDNESDAY, MAY 13th (rehearsal will be Tuesday, May 12th):
    HAMLET SCENE PERFORMANCES: Students will present one of the following scenes:
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")
    ***Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), a clear scene location, lighting and/or sound. YOU WILL BE GRADED WITH YOUR PARTNER/GROUP (QUIZ GRADE: about 10% of the 3rd marking period) ON THE FOLLOWING: Grading Sheet for Hamlet Scenes.

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Monday, May 4th, 2015: 1. Do Now: Review Hamlet EXAM answers.

    SHOW HOMEWORK: 15 post-it notes for your April novel. 2. Introduce GRADING SHEET FOR YOUR HAMLET SCENE.

    3. INTRODUCE AND CHOOSE SCENES FROM HAMLET:
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")

    4. HW Reminders

    How can we effectively prepare for performance presentations of scenes from Hamlet? DATE CHANGE: DUE TONIGHT (before midnight), MONDAY, MAY 4th:
  • DATE CHANGE: DUE MONDAY, MAY 4th (post on your website before midnight): APRIL Book Review MUST be posted on your website before midnight (each day late is -10 points). This is about 15% of the 2nd marking period grade. YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY and MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    DUE THIS THURSDAY, MAY 7th:

  • FIND AND SHOW YOUR MAY NOVEL: A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Friday, May 1st, 2015: 1. Do Now: What SAT strategies would you like to know to earn a high score on the critical reading section? (See a sample critical reading section of the SAT as your guide)

    SHOW OWED HOMEWORK..

    2. SAT Strategy Note-Taking (Critical Reading section only):

  • Prepare for the SAT. Here are GREAT SAT VOCABULARY WORDS. 3. Acting Exercises: Choose a partner. Begin tableaus--Statues (acting exercise to show relationships: Hamlet and Gertrude and Hamlet and Laertes). Statues will include archetypes in literature (pretty princess, greedy elf, opera diva, valiant knight) and characters as animals in Hamlet. Tableaus (statues) for some of the following emotions and situations--anger, lonely, brave, jealous, loyal, two-faced, crazy, in love, drunk, revenge, forgiveness, king/queen, ghost, monster, you forgot your homework, and you just won the lottery. Tableaus will include one person, two persons, and three persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible.

    4. Introduce GRADING SHEET FOR YOUR HAMLET SCENE. Student performers will stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: Angels and Demons, Vampires, Super heroes), make the scene location come to life, add lighting and/or sound.

    INTRODUCE AND CHOOSE SCENES FROM HAMLET:
    1.) Act I, Scene V (2 characters: Hamlet and the Ghost--stop when Horatio and Marcellus enter)
    2.) Act II, Scene II (2 characters: Hamlet and Polonius--stop when Rosencrantz and Guildenstern enter)
    3.) Act III, Scene I (2 characters: Hamlet and Ophelia--begin with Hamlet's "To Be or Not to Be" soliloquy" and end when Claudius enters)
    4.) Act V, Scene II (4 characters: Claudius, Hamlet, Gertrude and Laertes; begin when Claudius enters and says "come, Hamlet, come and take this hand from me" and end when Hamlet says "Heaven make thee free of it. I follow thee--I am dead, Horatio.")

  • How can we effectively prepare for performance presentations of scenes from Hamlet and prepare for the SAT critical reading section? GOOD LUCK ON THE SAT! Review and REMEMBER the SAT strategies! Here are GREAT SAT VOCABULARY WORDS.

    DATE CHANGE: DUE THIS MONDAY, MAY 4th:

  • Finish reading your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.
  • DATE CHANGE: DUE MONDAY, MAY 4th (Show in class): Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • DATE CHANGE: DUE MONDAY, MAY 4th (post on your website before midnight): APRIL Book Review MUST be posted on your website before midnight (each day late is -10 points). This is about 15% of the 2nd marking period grade. YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY and MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    DUE THIS THURSDAY, MAY 7th:

  • FIND AND SHOW YOUR MAY NOVEL: A NON-FICTION NOVEL OR MEMOIR. You CAN choose your own non-fiction novel or memoir (you MUST SHOW MS. CONN FOR APPROVAL) OR find a novel taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.

    DUE MAY 31st:

  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • MAY Book Review: It MUST be posted on your website (each day late is -10 points). This is about 10% of the 3rd marking period grade. YOUR MAY BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY, MARCH AND APRIL BOOK REVIEWS (look at the February, March and April grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following SAT Vocabulary Lists.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Thursday, April 30th, 2015: 1. Do Now: EXAM (25% of the 2nd marking period) on ALL OF HAMLET. It will include multiple-choice questions (bring a #2 pencil).

    SHOW OWED HOMEWORK..

    2. Work Period:

  • Read your April novel.
  • Work on your homework (post-its, book review, etc.).
  • Work on owed homework.
  • Prepare for the SAT. Here are GREAT SAT VOCABULARY WORDS. 3. HW Reminders & SAT Strategies

    4. Fist to Five: Reflect on today's lesson.

  • How can we be effectively assessed on the content of Hamlet? GOOD LUCK ON THE SAT! Here are GREAT SAT VOCABULARY WORDS.

    DATE CHANGE: DUE THIS MONDAY, MAY 4th:

  • Finish reading your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.
  • DATE CHANGE: DUE MONDAY, MAY 4th (Show in class): Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • DATE CHANGE: DUE MONDAY, MAY 4th (before midnight): APRIL Book Review MUST be posted on your website before midnight (each day late is -10 points). This is about 15% of the 2nd marking period grade. YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY and MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, April 29th, 2015: 1. Do Now: With a partner, interpret your assigned direct quote (1-2 sentences are acceptable) from each scene of Act V. Interpret each quote in your own words. Explain WHY the quote support Hamlet's insanity OR sanity (1-2 sentences).

    1.) Laertes says to Hamlet: “The devil take thy soul!” (V, I, 239).
    2.) Claudius says: (To Laertes) "Strengthen your patience in our last night's speech. We'll put the matter to the present push. Good Gertrude, set some watch over your son. This grave shall have a living monument" (V, I, 277-279).
    3.) Hamlet tells Laertes: "What I have done, that might your nature, honor, and exception roughly awake, I here proclaim was madness. Was it Hamlet wronged Laertes? Never Hamlet...his madness is poor Hamlet's enemy" (V, II, 200-209).
    4.) Gertrude says: "No, no, the drink, the drink! O my dear Hamlet! The drink, the drink! I am poisoned" (V, II, 286-287).
    5.) Hamlet (to Claudius) says: "Here, thou incestuous, damned Dane. Drink of this potion. Is the union here? Follow my mother" (V, II, 301-303).
    6.) Hamlet tells Horatio: "Horatio, I am dead. Thou livest. Report me and my cause aright to the unsatisfied" (V, II, 314-316).
    7.) Fortinbras says: "Bear Hamlet like a soldier to the stage, for he was likely, had he been put on, to have proved most royal..." (V, II, 373-375).

    SHOW OWED HOMEWORK..

    2. Note-Taking/Discuss/Analyze: Finish sharing/interpreting (in your own words) each of the following Act V Quotes (in the Do Now section). Then, for each quote, write your answers on the following argumentative question: SHOULD HAMLET BE CONSIDERED INSANE? (Begin by stating your thesis statement: Hamlet should be considered insane because... OR Hamlet should be considered sane because...)

    3. Work Period: Compose two multiple-choice questions (with five answer choices; circle the correct answer) for the Hamlet Exam. Use the HAMLET EXAM STUDY GUIDE IS HERE to assist you in creating the questions. 4. HW Reminders

    5. Fist to Five: Reflect on today's lesson.

    What are your argumentative claims and supporting evidence on Hamlet as an insane/sane character in all of Act V of Hamlet? DUE TOMORROW, THURSDAY, APRIL 30th:
  • EXAM (25% of the 2nd marking period) on ALL OF HAMLET. It will include multiple-choice questions (bring a #2 pencil). You MUST know all of the major events of the plot, characterization of the major characters (Prince Hamlet, King Claudius, Polonius, Queen Gertrude, Polonius, Horatio, Rosencrantz and Guildenstern), interpretations of the quotes, and more. HAMLET EXAM STUDY GUIDE IS HERE. In the meantime, make sure that you've read the entire play and completed the homework assignments (Response Papers).

    DATE CHANGE: DUE MONDAY, MAY 4th:

  • Finish reading your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.
  • DATE CHANGE: DUE MONDAY, MAY 4th (Show in class): Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • DATE CHANGE: DUE MONDAY, MAY 4th (before midnight): APRIL Book Review MUST be posted on your website before midnight (each day late is -10 points). This is about 15% of the 2nd marking period grade. YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY and MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Tuesday, April 28th, 2015: 1. Do Now: With a partner, interpret your assigned direct quote (1-2 sentences are acceptable) from each scene of Act IV. Interpret each quote in your own words. Explain WHY the quote support Hamlet's insanity OR sanity (1-2 sentences).

    1.) Gertrude says: “Mad as the sea and wind when both contend which is the mightier. In his lawless fit, behind the arras hearing something stir, whips out his rapier, cries, "A rat, a rat!" And in this brainish apprehension kills the unseen man” (IV, I, 7-12).
    2.) Claudius says: "But we will ship him hence...Hamlet in madness hath Polonius slain, and from his mother's closet hath he dragged him" (IV, I, 30-35).
    3.) Hamlet says: "The body is with the King, but the King is not with the body. The King is a thing--" (IV, II, 23-24).
    4.) Hamlet says: “Not where he eats, but where ‘a is eaten. A certain convocation of politic worms are e’en at him. Your worm is your only emperor for diet” (IV, III, 19-22).
    5.) Claudius says (in a soliloquy): "By letters conjuring to that effect, the present death of Hamlet. Do it, England, for like the hectic in my blood he rages, and thou must cure me" (IV, III, 60-64).
    6.) Hamlet says (in a soliloquy): "How all occasions do inform against me and spur my dull revenge. What is a man if his chief good and market of his time be but to sleep and feed? A beast, no more" (IV, IV, 29-32).
    7.) Hamlet says (in a soliloquy): "Oh, from this time forth, my thoughts be bloody or be nothing worth" (IV, IV, 62-63).
    8.) Gentleman says: "She speaks much of her father, says she hears there's tricks in the world, and hems, and beats her heart, spurns enviously at straws, speaks things in doubt that carry but half sense" (IV, V, 3-7).
    9.) Claudius says: "Poor Ophelia divided from herself and fair judgment, without the which we are pictures, or mere beasts..."(IV, V, 83-85).
    10.) Claudius tells Laertes: "Requite him for your father" (IV, VII, 137).

    SHOW OWED HOMEWORK: Response Paper on Shakespeare's Choices for Acts IV and V of Hamlet and anything else owed..

    2. Note-Taking/Discuss/Analyze: Finish sharing/interpreting (in your own words) each of the following Act IV Quotes (in the Do Now section). Then, for each quote, write your answers on the following argumentative question: SHOULD HAMLET BE CONSIDERED INSANE? (Begin by stating your thesis statement: Hamlet should be considered insane because... OR Hamlet should be considered sane because...)

    3. Discuss/Share: Share Do Now findings (quotes from Act IV that support Hamlet's insanity OR sanity).

    4. Work Period: With a partner, find a direct quote (1-2 sentences are acceptable) from each scene of Act V that supports Hamlet's insanity OR sanity. Interpret each quote in your own words. 5. HW Reminders

    6. Fist to Five: Reflect on today's lesson.

    What are your argumentative claims and supporting evidence on Hamlet as an insane/sane character in all of Act IV of Hamlet? DUE THIS THURSDAY, APRIL 30th:
  • EXAM (25% of the 2nd marking period) on ALL OF HAMLET. It will include multiple-choice questions (bring a #2 pencil). You MUST know all of the major events of the plot, characterization of the major characters (Prince Hamlet, King Claudius, Polonius, Queen Gertrude, Polonius, Horatio, Rosencrantz and Guildenstern), interpretations of the quotes, and more. HAMLET EXAM STUDY GUIDE IS HERE. In the meantime, make sure that you've read the entire play and completed the homework assignments (Response Papers).

    EVERY DAY:

  • Read (a minimum of 30 minutes every day) your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.
  • DUE APRIL 30th: Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • DUE APRIL 30th: APRIL Book Review MUST be posted on your website (each day late is -10 points). This is about 15% of the 2nd marking period grade. YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY and MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Monday, April 27th, 2015: 1. Do Now: With a partner, interpret your assigned direct quote (1-2 sentences are acceptable) from each scene of Act IV. Interpret each quote in your own words. Explain WHY the quote support Hamlet's insanity OR sanity (1-2 sentences).

    1.) Gertrude says: “Mad as the sea and wind when both contend which is the mightier. In his lawless fit, behind the arras hearing something stir, whips out his rapier, cries, "A rat, a rat!" And in this brainish apprehension kills the unseen man” (IV, I, 7-12).
    2.) Claudius says: "But we will ship him hence...Hamlet in madness hath Polonius slain, and from his mother's closet hath he dragged him" (IV, I, 30-35).
    3.) Hamlet says: "The body is with the King, but the King is not with the body. The King is a thing--" (IV, II, 23-24).
    4.) Hamlet says: “Not where he eats, but where ‘a is eaten. A certain convocation of politic worms are e’en at him. Your worm is your only emperor for diet” (IV, III, 19-22).
    5.) Claudius says (in a soliloquy): "By letters conjuring to that effect, the present death of Hamlet. Do it, England, for like the hectic in my blood he rages, and thou must cure me" (IV, III, 60-64).

    SHOW OWED HOMEWORK: Response Paper on Shakespeare's Choices for Acts IV and V of Hamlet and anything else owed..

    2. Note-Taking/Discuss/Analyze: Begin sharing/interpreting (in your own words) each of the following Act IV Quotes (in the Do Now section). Then, for each quote, write your answers on the following argumentative question: SHOULD HAMLET BE CONSIDERED INSANE? (Begin by stating your thesis statement: Hamlet should be considered insane because... OR Hamlet should be considered sane because...)

    3. Discuss/Share: Share Do Now findings (quotes from Act IV that support Hamlet's insanity OR sanity). HW Reminders

    4. Fist to Five: Reflect on today's lesson.

    What are your argumentative claims and supporting evidence on Hamlet as an insane/sane character in all of Act IV of Hamlet? DUE THIS THURSDAY, APRIL 30th:
  • EXAM (25% of the 2nd marking period) on ALL OF HAMLET. It will include multiple-choice questions (bring a #2 pencil). You MUST know all of the major events of the plot, characterization of the major characters (Prince Hamlet, King Claudius, Polonius, Queen Gertrude, Polonius, Horatio, Rosencrantz and Guildenstern), interpretations of the quotes, and more. STUDY GUIDE WILL BE PROVIDED SOON. In the meantime, make sure that you've read the entire play and completed the homework assignments (Response Papers).

    EVERY DAY:

  • Read (a minimum of 30 minutes every day) your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.
  • DUE APRIL 30th: Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • DUE APRIL 30th: APRIL Book Review MUST be posted on your website (each day late is -10 points). This is about 15% of the 2nd marking period grade. YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY and MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Friday, April 24th, 2015: 1. Do Now: With a partner, find a direct quote (1-2 sentences are acceptable) from each scene of Act IV that supports Hamlet's insanity OR sanity. Interpret each quote in your own words.

    SHOW HOMEWORK: Response Paper on Shakespeare's Choices for Acts IV and V of Hamlet.

    2. Note-Taking/Discuss/Analyze: Finish interpreting (in your own words) each of the following Act III Quotes (below). Then, for each quote, write your answers on the following argumentative question: SHOULD HAMLET BE CONSIDERED INSANE? (Begin by stating your thesis statement: Hamlet should be considered insane because... OR Hamlet should not be considered insane because...)
    1.) Gertrude says, "And for your part, Ophelia, I do wish that your good beauties be the happy cause of Hamlet's wildness" (III, I, 38-40).
    2.) Claudius says, "How smart a lash that speech doth give my conscience! The harlot's cheek, beauties with plastering art, is not more ugly to the thing that helps it than is my deed..." (III, I, 48-53).
    3.) Hamlet's "To be or not to be" soliloquy (III, I, 55-87)
    4.) Hamlet tells Ophelia: “Get thee to a nunnery” (III, I, 120), “Go thy ways to a nunnery” (III, I, 128-129), “Get thee to a nunnery” (III, I, 136), “To a nunnery go, and quickly too” (III, I, 139), and “To a nunnery, go” (III, I, 148).
    5.) Ophelia speaks about Hamlet in her soliloquy: “Oh, what a noble mind is here o’erthrown!” (III, I, 148).
    6.) Polonius says about Hamlet: "The origin and commencement of his grief sprung from neglected love" (III, I, 176-177).
    7.) Claudius says about Hamlet: "It shall be so. Madness in great ones must not unwatched go" (III, I, 187-188).
    8.) Hamlet says to Horatio: "There is a play tonight before the king; one scene of it comes near the circumstance which I have told thee of my father's death...observe my uncle" (III, II, 71-76).
    9.) Claudius, after having watched Hamlet's play, says: "Give me some light, away" (III, II, 253).
    10.) Hamlet speaks about his mother (in a soliloquy): “I will speak daggers to her but use none” (III, II, 374).
    11.) Claudius says (in a soliloquy): “Oh my offence is rank…a brother’s murder…my stronger guilt…what if this cursed hand were thicker than itself with brother’s blood…O wretched state! O bosom black as death…” (III, III, 36-72).
    12.) Hamlet says (in a soliloquy): “Now might I do it, but now he is a-praying. And now I’ll do ‘t, and so ‘a goes to Heaven, and so am I revenged…” (III, III, 73-96).
    13.) Hamlet says to his mother: "A bloody deed? Almost as bad, good mother, as kill a king and marry with his brother” (III, IV, 24-28).
    14.) Hamlet tells his mother: “Nay, but to live in the rank sweat of an enseamed bed, stewed in corruption, honeying and making love over the nasty sty—“ (III, IV, 92-95).
    15.) Gertrude tells Hamlet: "Alas, how is it with you that you do bend your eye on vacancy and with the incorporal air do hold discourse?" (III, IV, 117-119).
    16.) Hamlet tells his mother: “My pulse as yours doth temperately keep time and makes as healthful music. It is not madness that I have uttered…madness…madness…(III, IV, 140-146).
    17.) Hamlet tells his mother: “Good night—but go not to my uncle’s bed, assume a virtue if you have it not…refrain tonight, and that shall lend a kind of easiness to the next abstinence, the next more easy” (III, IV, 159-167).

    3. Discuss/Share: Share Do Now findings (quotes from Act IV that support Hamlet's insanity OR sanity). HW Reminders

    4. Fist to Five: Reflect on today's lesson.

    What are your argumentative claims and supporting evidence on Hamlet as an insane/sane character in all of Act III and Act IV of Hamlet? DUE NEXT THURSDAY, APRIL 30th:
  • EXAM (25% of the 2nd marking period) on ALL OF HAMLET. It will include multiple-choice questions (bring a #2 pencil). You MUST know all of the major events of the plot, characterization of the major characters (Prince Hamlet, King Claudius, Polonius, Queen Gertrude, Polonius, Horatio, Rosencrantz and Guildenstern), interpretations of the quotes, and more. STUDY GUIDE WILL BE PROVIDED SOON. In the meantime, make sure that you've read the entire play and completed the homework assignments (Response Papers).

    EVERY DAY:

  • Read (a minimum of 30 minutes every day) your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.
  • DUE APRIL 30th: Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • DUE APRIL 30th: APRIL Book Review MUST be posted on your website (each day late is -10 points). This is about 15% of the 2nd marking period grade. YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY and MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Thursday, April 23rd, 2015: 1. Do Now: Why is Shakespeare considered The Bard (the greatest poet that ever lived)? Use specific evidence from Hamlet to support your argument.

    2. Work Period/Note-Taking: With a partner, you will be assigned two of the following quotes. Interpret (in your own words) each of the following Act III Quotes (below). Then, for each quote, write your answers on the following argumentative question: SHOULD HAMLET BE CONSIDERED INSANE? (Begin by stating your thesis statement: Hamlet should be considered insane because... OR Hamlet should not be considered insane because...)
    1.) Gertrude says, "And for your part, Ophelia, I do wish that your good beauties be the happy cause of Hamlet's wildness" (III, I, 38-40).
    2.) Claudius says, "How smart a lash that speech doth give my conscience! The harlot's cheek, beauties with plastering art, is not more ugly to the thing that helps it than is my deed..." (III, I, 48-53).
    3.) Hamlet's "To be or not to be" soliloquy (III, I, 55-87)
    4.) Hamlet tells Ophelia: “Get thee to a nunnery” (III, I, 120), “Go thy ways to a nunnery” (III, I, 128-129), “Get thee to a nunnery” (III, I, 136), “To a nunnery go, and quickly too” (III, I, 139), and “To a nunnery, go” (III, I, 148).
    5.) Ophelia speaks about Hamlet in her soliloquy: “Oh, what a noble mind is here o’erthrown!” (III, I, 148).
    6.) Polonius says about Hamlet: "The origin and commencement of his grief sprung from neglected love" (III, I, 176-177).
    7.) Claudius says about Hamlet: "It shall be so. Madness in great ones must not unwatched go" (III, I, 187-188).
    8.) Hamlet says to Horatio: "There is a play tonight before the king; one scene of it comes near the circumstance which I have told thee of my father's death...observe my uncle" (III, II, 71-76).
    9.) Claudius, after having watched Hamlet's play, says: "Give me some light, away" (III, II, 253).
    10.) Hamlet speaks about his mother (in a soliloquy): “I will speak daggers to her but use none” (III, II, 374).
    11.) Claudius says (in a soliloquy): “Oh my offence is rank…a brother’s murder…my stronger guilt…what if this cursed hand were thicker than itself with brother’s blood…O wretched state! O bosom black as death…” (III, III, 36-72).
    12.) Hamlet says (in a soliloquy): “Now might I do it, but now he is a-praying. And now I’ll do ‘t, and so ‘a goes to Heaven, and so am I revenged…” (III, III, 73-96).
    13.) Hamlet says to his mother: "A bloody deed? Almost as bad, good mother, as kill a king and marry with his brother” (III, IV, 24-28).
    14.) Hamlet tells his mother: “Nay, but to live in the rank sweat of an enseamed bed, stewed in corruption, honeying and making love over the nasty sty—“ (III, IV, 92-95).
    15.) Gertrude tells Hamlet: "Alas, how is it with you that you do bend your eye on vacancy and with the incorporal air do hold discourse?" (III, IV, 117-119).
    16.) Hamlet tells his mother: “My pulse as yours doth temperately keep time and makes as healthful music. It is not madness that I have uttered…madness…madness…(III, IV, 140-146).
    17.) Hamlet tells his mother: “Good night—but go not to my uncle’s bed, assume a virtue if you have it not…refrain tonight, and that shall lend a kind of easiness to the next abstinence, the next more easy” (III, IV, 159-167).

    3. Discuss/Share: Discuss and take notes on the work period notes on Act III.

    4. HW Reminders

    5. Fist to Five: Reflect on today's lesson.

    What are your argumentative claims and supporting evidence on Hamlet as an insane/sane character in all of Act III of Hamlet? DUE TOMORROW, FRIDAY, APRIL 24th:
  • READ ACTS IV and V in Hamlet.
  • Response Paper on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act IV and Act V (include details from BOTH ACTS AND ALL SCENES) in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? USE KEY WORDS FROM THE QUESTIONS ABOVE: SHAKESPEARE'S CHOICES IN CHARACTERIZATION, IMPACTS ON THE MOOD, CHOICES IN LANGUAGE, IMPACTS ON THE STORY'S MOOD. Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Acts IV and V of Hamlet
    

    DUE NEXT THURSDAY, APRIL 30th:

  • EXAM (25% of the 2nd marking period) on ALL OF HAMLET. It will include multiple-choice questions (bring a #2 pencil). You MUST know all of the major events of the plot, characterization of the major characters (Prince Hamlet, King Claudius, Polonius, Queen Gertrude, Polonius, Horatio, Rosencrantz and Guildenstern), interpretations of the quotes, and more. STUDY GUIDE WILL BE PROVIDED SOON. In the meantime, make sure that you've read the entire play and completed the homework assignments (Response Papers).

    EVERY DAY:

  • Read (a minimum of 30 minutes every day) your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.
  • DUE APRIL 30th: Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • DUE APRIL 30th: APRIL Book Review MUST be posted on your website (each day late is -10 points). This is about 15% of the 2nd marking period grade. YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY and MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, April 22nd, 2015: 1. Work Period: MIDTERM (20% of the 2nd marking period): You will read two articles and write a well-developed paragraph (10-12 sentences) on an argumentative question (something similar to the following argumentative question: Should Hamlet be considered insane?). You will be give two texts to read and use as evidence in your argumentative paragraph. You MUST follow the exemplary writing rubric requirements: FOCUS on the argumentative question throughout your writing, DEVELOP your writing with A LOT of evidence, use COHESION (transition words such as: in addition, therefore, however, furthermore, etc.), LANGUAGE AND STYLE (use sophisticated vocabulary well), and CONVENTIONS (use proper grammar--spelling, punctuation, capitalization and detailed sentences).

    2. HW Reminders

    What is your argumentative claim and supporting evidence (as can be revealed in the Midterm Exam)? DATE CHANGE: DUE THIS FRIDAY, APRIL 24th:
  • READ ACTS IV and V in Hamlet. Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act IV and Act V (include details from BOTH ACTS AND ALL SCENES) in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? USE KEY WORDS FROM THE QUESTIONS ABOVE: SHAKESPEARE'S CHOICES IN CHARACTERIZATION, IMPACTS ON THE MOOD, CHOICES IN LANGUAGE, IMPACTS ON THE STORY'S MOOD. Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Acts IV and V of Hamlet
    

    EVERY DAY:

  • Read (a minimum of 30 minutes every day) your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.
  • DUE APRIL 30th: Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • DUE APRIL 30th: APRIL Book Review MUST be posted on your website (each day late is -10 points). This is about 15% of the 2nd marking period grade. YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY and MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Tuesday, April 21st, 2015: 1. Do Now: With a partner, you will be assigned two of the following quotes. Interpret (in your own words) each of the following Act III Quotes (below). Then, for each quote, write your answers on the following argumentative question: SHOULD HAMLET BE CONSIDERED INSANE? (Begin by stating your thesis statement: Hamlet should be considered insane because... OR Hamlet should not be considered insane because...)
    1.) Gertrude says, "And for your part, Ophelia, I do wish that your good beauties be the happy cause of Hamlet's wildness" (III, I, 38-40).
    2.) Claudius says, "How smart a lash that speech doth give my conscience! The harlot's cheek, beauties with plastering art, is not more ugly to the thing that helps it than is my deed..." (III, I, 48-53).
    3.) Hamlet's "To be or not to be" soliloquy (III, I, 55-87)
    4.) Hamlet tells Ophelia: “Get thee to a nunnery” (III, I, 120), “Go thy ways to a nunnery” (III, I, 128-129), “Get thee to a nunnery” (III, I, 136), “To a nunnery go, and quickly too” (III, I, 139), and “To a nunnery, go” (III, I, 148).
    5.) Ophelia speaks about Hamlet in her soliloquy: “Oh, what a noble mind is here o’erthrown!” (III, I, 148).
    6.) Polonius says about Hamlet: "The origin and commencement of his grief sprung from neglected love" (III, I, 176-177).
    7.) Claudius says about Hamlet: "It shall be so. Madness in great ones must not unwatched go" (III, I, 187-188).
    8.) Hamlet says to Horatio: "There is a play tonight before the king; one scene of it comes near the circumstance which I have told thee of my father's death...observe my uncle" (III, II, 71-76).
    9.) Claudius, after having watched Hamlet's play, says: "Give me some light, away" (III, II, 253).
    10.) Hamlet speaks about his mother (in a soliloquy): “I will speak daggers to her but use none” (III, II, 374).
    11.) Claudius says (in a soliloquy): “Oh my offence is rank…a brother’s murder…my stronger guilt…what if this cursed hand were thicker than itself with brother’s blood…O wretched state! O bosom black as death…” (III, III, 36-72).
    12.) Hamlet says (in a soliloquy): “Now might I do it, but now he is a-praying. And now I’ll do ‘t, and so ‘a goes to Heaven, and so am I revenged…” (III, III, 73-96).
    13.) Hamlet says to his mother: "A bloody deed? Almost as bad, good mother, as kill a king and marry with his brother” (III, IV, 24-28).
    14.) Hamlet tells his mother: “Nay, but to live in the rank sweat of an enseamed bed, stewed in corruption, honeying and making love over the nasty sty—“ (III, IV, 92-95).
    15.) Gertrude tells Hamlet: "Alas, how is it with you that you do bend your eye on vacancy and with the incorporal air do hold discourse?" (III, IV, 117-119).
    16.) Hamlet tells his mother: “My pulse as yours doth temperately keep time and makes as healthful music. It is not madness that I have uttered…madness…madness…(III, IV, 140-146).
    17.) Hamlet tells his mother: “Good night—but go not to my uncle’s bed, assume a virtue if you have it not…refrain tonight, and that shall lend a kind of easiness to the next abstinence, the next more easy” (III, IV, 159-167).

    2. Discuss/Share: Share do now answers with a neighbor. Share with the class. Take notes.

    3. HW Reminders

    4. Fist to Five: Reflect on today's lesson.

    What are your argumentative claims and supporting evidence on Hamlet as an insane/sane character in Act III, Scene I of Hamlet? MIDTERM TOMORROW, WEDNESDAY, APRIL 22nd:
  • MIDTERM (20% of the 2nd marking period): You will write a well-developed paragraph (10-12 sentences) on an argumentative question (something similar to the following argumentative question: Should Hamlet be considered insane?). You will be give two texts to read and use as evidence in your argumentative paragraph. You MUST follow the exemplary writing rubric requirements: FOCUS on the argumentative question throughout your writing, DEVELOP your writing with A LOT of evidence, use COHESION (transition words such as: in addition, therefore, however, furthermore, etc.), LANGUAGE AND STYLE (use sophisticated vocabulary well), and CONVENTIONS (use proper grammar--spelling, punctuation, capitalization and detailed sentences).

    DATE CHANGE: DUE THIS FRIDAY, APRIL 24th:

  • READ ACTS IV and V in Hamlet. Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act IV and Act V (include details from BOTH ACTS AND ALL SCENES) in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? USE KEY WORDS FROM THE QUESTIONS ABOVE: SHAKESPEARE'S CHOICES IN CHARACTERIZATION, IMPACTS ON THE MOOD, CHOICES IN LANGUAGE, IMPACTS ON THE STORY'S MOOD. Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Acts IV and V of Hamlet
    

    EVERY DAY:

  • Read (a minimum of 30 minutes every day) your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.
  • DUE APRIL 30th: Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • DUE APRIL 30th: APRIL Book Review MUST be posted on your website (each day late is -10 points). This is about 15% of the 2nd marking period grade. YOUR APRIL BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY and MARCH BOOK REVIEWS (look at the February and March grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Monday, April 20th, 2015: 1. Do Now: Using the Act III Quotes (below) as evidence, write your answers on the following argumentative question: SHOULD HAMLET BE CONSIDERED INSANE? (Begin by stating your thesis statement: Hamlet should be considered insane because... OR Hamlet should not be considered insane because...)
  • Gertrude says, "And for your part, Ophelia, I do wish that your good beauties be the happy cause of Hamlet's wildness" (III, I, 38-40).
  • Claudius says, "How smart a lash that speech doth give my conscience! The harlot's cheek, beauties with plastering art, is not more ugly to the thing that helps it than is my deed..." (III, I, 48-53).
  • Hamlet's "To be or not to be" soliloquy (III, I, 55-87)
  • Hamlet tells Ophelia: “Get thee to a nunnery” (III, I, 120), “Go thy ways to a nunnery” (III, I, 128-129), “Get thee to a nunnery” (III, I, 136), “To a nunnery go, and quickly too” (III, I, 139), and “To a nunnery, go” (III, I, 148).
  • Ophelia speaks about Hamlet in her soliloquy: “Oh, what a noble mind is here o’erthrown!” (III, I, 148).
  • Polonius says about Hamlet: "The origin and commencement of his grief sprung from neglected love" (III, I, 176-177).
  • Claudius says about Hamlet: "It shall be so. Madness in great ones must not unwatched go" (III, I, 187-188).

    2. Discuss/Share: Share do now answers with a neighbor. Share with the class.

    3. HW Reminders

    4. Fist to Five: Reflect on today's lesson.

  • What are your argumentative claims and supporting evidence on Hamlet as an insane/sane character in Act III, Scene I of Hamlet? MIDTERM THIS WEDNESDAY, APRIL 22nd:
  • MIDTERM (20% of the 2nd marking period): You will write a well-developed paragraph (10-12 sentences) on an argumentative question (something similar to the following argumentative question: Should Hamlet be considered insane?). You will be give two texts to read and use as evidence in your argumentative paragraph. You MUST follow the exemplary writing rubric requirements: FOCUS on the argumentative question throughout your writing, DEVELOP your writing with A LOT of evidence, use COHESION (transition words such as: in addition, therefore, however, furthermore, etc.), LANGUAGE AND STYLE (use sophisticated vocabulary well), and CONVENTIONS (use proper grammar--spelling, punctuation, capitalization and detailed sentences).

    EVERY DAY:

  • Read (a minimum of 30 minutes every day) your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.

    DUE THIS THURSDAY, APRIL 23rd (Shakespeare's birthday):

  • READ ACTS IV and V in Hamlet. Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act IV and Act V (include details from BOTH ACTS AND ALL SCENES) in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? USE KEY WORDS FROM THE QUESTIONS ABOVE: SHAKESPEARE'S CHOICES IN CHARACTERIZATION, IMPACTS ON THE MOOD, CHOICES IN LANGUAGE, IMPACTS ON THE STORY'S MOOD. Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Acts IV and V of Hamlet
    

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Friday, April 17th, 2015: 1. Do Now: How can you characterize (describe personality traits, thoughts, feelings and actions) the following characters? How can these characters contribute to the insanity or sanity of Hamlet? Refer ONLY to evidence in Act II. Take notes.
  • Polonius (scene 1: his interactions with Reynaldo and his description of Hamlet to Ophelia)
  • Ophelia (scene 1: her interactions with Hamlet)
  • Claudius and Gertrude (scene 2: their requests of Rosencrantz and Guildenstern)
  • Polonius (scene 2: his interactions with Claudius and Gertrude)
  • Hamlet (scene 2: his interactions with Polonius, his interactions with Rosencrantz and Guildenstern, and his interactions with the players (actors))

    SHOW OWED HOMEWORK AND CLASSWORK.

    2. Review Do Now answers.

    3. Discuss/Debate: Using the Act II Quotes as evidence, discuss/share your answers on the following argumentative question: SHOULD HAMLET BE CONSIDERED INSANE? (Begin by stating your thesis statement: Hamlet should be considered insane because... OR Hamlet should not be considered insane because...)

  • Ophelia says, “Lord Hamlet…as if he had been loosed out of Hell…” (II, I, 74-80).
  • When Polonius asks Hamlet what he’s reading, Hamlet says, “Words, words, words” (II, II, 188).
  • Polonius says, “Though this be madness, yet there is method in’t” (II, II, 201-202).
  • Hamlet says, “The play’s the thing wherein I’ll catch the conscience of the King” (II, II, 530-531).

    4. HW Reminders

    5. Exit Slip (white board):
    3 Tasks that you accomplished today.
    2 Skills that you developed and can apply in the future.
    1 Question that you have about today's lesson.

  • What are your argumentative claims and supporting evidence on Hamlet as an insane/sane character in Act II of Hamlet? MIDTERM ON WEDNESDAY, APRIL 22nd:
  • MIDTERM (20% of the 2nd marking period): You will write a well-developed paragraph (10-12 sentences) on an argumentative question (something similar to the following argumentative question: Should Hamlet be considered insane?). You will be give two texts to read and use as evidence in your argumentative paragraph. You MUST follow the exemplary writing rubric requirements: FOCUS on the argumentative question throughout your writing, DEVELOP your writing with A LOT of evidence, use COHESION (transition words such as: in addition, therefore, however, furthermore, etc.), LANGUAGE AND STYLE (use sophisticated vocabulary well), and CONVENTIONS (use proper grammar--spelling, punctuation, capitalization and detailed sentences).

    EVERY DAY:

  • Read (a minimum of 30 minutes every day) your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.

    DUE THURSDAY, APRIL 23rd (Shakespeare's birthday):

  • READ ACTS IV and V in Hamlet. Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act IV and Act V (include details from BOTH ACTS AND ALL SCENES) in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? USE KEY WORDS FROM THE QUESTIONS ABOVE: SHAKESPEARE'S CHOICES IN CHARACTERIZATION, IMPACTS ON THE MOOD, CHOICES IN LANGUAGE, IMPACTS ON THE STORY'S MOOD. Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Acts IV and V of Hamlet
    

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Thursday, April 16th, 2015: 1. Do Now: How can you characterize (describe personality traits, thoughts, feelings and actions) of the following characters? How can these characters contribute to the insanity or sanity of Hamlet? Refer ONLY to evidence in Act II.
  • Polonius (scene 1: his interactions with Reynaldo and his description of Hamlet to Ophelia)
  • Ophelia (scene 1: her interactions with Hamlet)
  • Claudius and Gertrude (scene 2: their requests of Rosencrantz and Guildenstern)
  • Polonius (scene 2: his interactions with Claudius and Gertrude)
  • Hamlet (scene 2: his interactions with Polonius, his interactions with Rosencrantz and Guildenstern, and his interactions with the players (actors))

    SHOW YESTERDAY'S CLASSWORK: Well-developed paragraph on SHOULD HAMLET BE CONSIDERED INSANE? You MUST use the following evidence:

  • Ophelia says, “Lord Hamlet…as if he had been loosed out of Hell…” (II, I, 74-80).
  • When Polonius asks Hamlet what he’s reading, Hamlet says, “Words, words, words” (II, II, 188).
  • Polonius says, “Though this be madness, yet there is method in’t” (II, II, 201-202).
  • Hamlet says, “The play’s the thing wherein I’ll catch the conscience of the King” (II, II, 530-531).

    2. Review Do Now answers.

    3. Discuss/Debate: Using the Act II Quotes as evidence, discuss/share your answers on the following argumentative question: SHOULD HAMLET BE CONSIDERED INSANE? (Begin by stating your thesis statement: Hamlet should be considered insane because... OR Hamlet should not be considered insane because...)

  • Ophelia says, “Lord Hamlet…as if he had been loosed out of Hell…” (II, I, 74-80).
  • When Polonius asks Hamlet what he’s reading, Hamlet says, “Words, words, words” (II, II, 188).
  • Polonius says, “Though this be madness, yet there is method in’t” (II, II, 201-202).
  • Hamlet says, “The play’s the thing wherein I’ll catch the conscience of the King” (II, II, 530-531).

    4. Exit Slip (white board):
    3 Tasks that you accomplished today.
    2 Skills that you developed and can apply in the future.
    1 Question that you have about today's lesson.

  • What are your argumentative claims and supporting evidence on Hamlet as an insane/sane character in Act II of Hamlet? EVERY DAY:
  • Read (a minimum of 30 minutes every day) your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.

    MAKE UP HOMEWORK:

  • ALL OWED WORK (see previous days' assignments).
  • THIS WAS DUE TUESDAY, MARCH 31st: Book Review MUST be posted on your website (each day late is -10 points; -30 points will be the most points deducted). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, April 15th, 2015: 1. Do Now: Finish yesterday's Peer Grading of Book Review. With your table-mates, read and analyze an exemplary (outstanding) book review from March. Provide a grade (according to each category) using the Common Core grading rubric (informative). Provide evidence from the exemplary book review to support for the grade for each category.
  • Period 6: Logan's March Book Review
  • Period 8: Stephanie's March Book Review
  • Period 9: Bryan's March Book Review

    2. Work Period: Using the Act II Quotes as evidence, write a well-developed paragraph (10-12 sentences in your LA section) in which you answer the following argumentative question: SHOULD HAMLET BE CONSIDERED INSANE? (Begin by writing your thesis statement: Hamlet should be considered insane because... OR Hamlet should not be considered insane because...)

  • Ophelia says, “Lord Hamlet…as if he had been loosed out of Hell…” (II, I, 74-80).
  • When Polonius asks Hamlet what he’s reading, Hamlet says, “Words, words, words” (II, II, 188).
  • Polonius says, “Though this be madness, yet there is method in’t” (II, II, 201-202).
  • Hamlet says, “The play’s the thing wherein I’ll catch the conscience of the King” (II, II, 530-531).

    SHOW HOMEWORK: Response Paper on Acts II and III in Hamlet (one typed page or two handwritten pages).

    3. Exit Slip: 3-2-1 Exit Slip:
    3 Tasks that you accomplished today.
    2 Skills that you developed and can apply in the future.
    1 Question that you have about today's lesson.

  • What are the components of exemplary writing (our peer's March book review and argumentative writing on Hamlet as an insane/sane character)? DUE TOMORROW, THURSDAY, APRIL 16th:
    FINISH TODAY'S CLASSWORK: Using the Hamlet Act II Quotes (below) as evidence, write a well-developed paragraph (10-12 sentences in your LA section) in which you answer the following argumentative question: SHOULD HAMLET BE CONSIDERED INSANE? (Begin by writing your thesis statement: Hamlet should be considered insane because... OR Hamlet should not be considered insane because...)
  • Ophelia says, “Lord Hamlet…as if he had been loosed out of Hell…” (II, I, 74-80).
  • When Polonius asks Hamlet what he’s reading, Hamlet says, “Words, words, words” (II, II, 188).
  • Polonius says, “Though this be madness, yet there is method in’t” (II, II, 201-202).
  • Hamlet says, “The play’s the thing wherein I’ll catch the conscience of the King” (II, II, 530-531).

    EVERY DAY:

  • Read (a minimum of 30 minutes every day) your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.

    MAKE UP HOMEWORK: THIS WAS DUE TUESDAY, MARCH 31st:

  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Tuesday, April 14th, 2015: 1. Do Now: VOCABULARY QUIZ on Hamlet Vocabulary

    2. Work Period: In your LW section, write the following: Exemplary (outstanding) writing demonstrates focus, development, appropriate audience, cohesion, language, style and conventions. First, define all of these skills. How does exemplary writing demonstrate all of these skills?

    3. Work Period SHARING: With your table-mates, read and analyze an exemplary (outstanding) book review from March. Provide a grade (according to each category) using the Common Core grading rubric (informative). Provide evidence from the exemplary book review to support for the grade for each category.

  • Period 6: Logan's March Book Review
  • Period 8: Stephanie's March Book Review
  • Period 9: Bryan's March Book Review

    4. HW Reminders

    5. Exit Slip: 3-2-1 Exit Slip:
    3 Tasks that you accomplished today.
    2 Skills that you developed and can apply in the future.
    1 Question that you have about today's lesson.

  • What are the components of exemplary writing (our peer's March book review)? DUE TOMORROW, WEDNESDAY, APRIL 15th:
  • READ ACTS II AND III in Hamlet.
  • TWO HOMEWORK ASSIGNMENTS (20 points): Response Paper on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act II and Act III (include details from BOTH ACTS AND ALL SCENES) in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Acts II and III of Hamlet
    

    EVERY DAY:

  • Read (a minimum of 30 minutes every day) your April novel--a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. You should obtain a copy from the library OR an electronic copy.

    MAKE UP HOMEWORK: THIS WAS DUE TUESDAY, MARCH 31st:

  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Monday, April 13th, 2015: 1. Do Now: Read "9 Things You Can Learn From Hamlet". According to this article, what are the three most compelling (convincing) reasons to read Hamlet?

    SHOW HOMEWORK (AND OWED HOMEWORK): April novel (hard copy or electronic version).

    2. Think/Pair/Share: Share your Do Now answers with a neighbor. Volunteers share with the class.

    3. Work Period: With your table-mates, read and analyze an exemplary (outstanding) book review from March. Provide a grade (according to each category) using the Common Core grading rubric (informative). Provide evidence from the exemplary book review to support for the grade for each category.

  • Period 6: Logan's March Book Review
  • Period 8: Stephanie's March Book Review
  • Period 9: Bryan's March Book Review

    4. HW Reminders

    5. Exit Slip: 3-2-1 Exit Slip:
    3 Tasks that you accomplished today.
    2 Skills that you developed and can apply in the future.
    1 Question that you have about today's lesson.

  • What are the components of exemplary writing (Hamlet and our peers' March book reviews)? DUE TOMORROW, TUESDAY, APRIL 14th:
  • QUIZ on Hamlet Vocabulary

    DUE THIS WEDNESDAY, APRIL 15th:

  • READ ACTS II AND III in Hamlet.

  • Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act II and Act III (include details from BOTH ACTS AND ALL SCENES) in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Acts II and III of Hamlet
    

    MAKE UP HOMEWORK: THIS WAS DUE TUESDAY, MARCH 31st:

  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Thursday, April 2nd, 2015: 1. Do Now: Read Act II, Scene 1 of Hamlet. Answer the following questions by using SPECIFIC evidence from the play (use direct quotes):
  • How does Polonius characterize his son, Laertes?
  • How does this characterization of Laertes impact the story's mood?
  • What does Polonius want from Reynaldo and why?
  • How does Ophelia characterize Hamlet and why?
  • How does Ophelia's characterization of Hamlet impact the story's mood?
  • What does Polonius think is the reason for Hamlet's characterization?
  • How does Polonius characterize all teenagers? How does this characterization of all teenagers impact the story's mood?

    SHOW HOMEWORK: Advice to Newbie Poem and Hamlet Vocabulary Flashcards. Return March novels.

    2. Think/Pair/Share: Share your poems and flashcards with a neighbor. Which lines from the poem show great insight about Info Tech High School and why? Which vocabulary flashcards demonstrate sophisticated, complex sentences and why? Share with the class.

    3. Read-Aloud and Cornell Note-Taking: Answer the Do Now questions and take Cornell Notes.

    4. Exit Slip: 3-2-1 Exit Slip:
    3 Tasks that you accomplished today.
    2 Tasks that you can predict we will be doing tomorrow.
    1 Question that you have about today's lesson.

  • How are Polonius, Hamlet, and Ophelia characterized in Act II, Scene I and why are their characterizations significant to the story's mood? DUE MONDAY, APRIL 13th:
  • Find a chosen biography/memoir taken from the following list: Amazon.com: 100 biographies and memoirs to read in your lifetime. Begin reading your April book. BRING IT IN (a copy from the library OR an electronic copy)! Be ready to share specific details from the exposition (beginning) of the biography.

    MAKE UP HOMEWORK: THIS WAS DUE TUESDAY, MARCH 31st:

  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    DUE TUESDAY, APRIL 14th:

  • QUIZ on Hamlet Vocabulary

    DUE WEDNESDAY, APRIL 15th:

  • READ ACTS II AND III in Hamlet.

  • Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act II and Act III (include details from BOTH ACTS AND ALL SCENES) in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Acts II and III of Hamlet
    
  • Wednesday, April 1st, 2015: 1. Do Now: ADVICE TO A NEWBIE POEM: Using Polonius' speech in Act I, Scene III, write an advice poem to a new student at your school. How do you navigate the social scene? What foods should you avoid in the cafeteria? Example: "Neither a slacker nor an overachiever be…" Add in "thy" or "thine" (your), "thou" or "thee" (you), "oft" (often), and more. Write in iambic pentameter (unrhymed, 10 syllables per line). Write 14 lines. Include at least 5 vocabulary words from the Hamlet Vocabulary. Finish for homework. Use the grading rubric provided in class.

    2. Finish Cornell Note-Taking and Discussion on Act I, Scenes 3, 4 and 5:

  • Scene 3: What advice does Laertes give his sister, Ophelia, about Hamlet? What does this advice reveal about Laertes' character and Hamlet's character?
  • Scene 3: What advice does Polonius give Laertes and Ophelia? What does this advice reveal about Polonius' character?
  • Scene 4: How does Hamlet describe King Claudius? What does this portrayal reveal about Hamlet's character?
  • Scene 4: How does Hamlet respond to the Ghost's request to follow him? What does Hamlet's response reveal about Hamlet's character?
  • Scene 5: What does the Ghost tell Hamlet? How does Hamlet respond to the Ghost's significant revelation?

    3. Read-Aloud and Cornell Note-Taking: Begin reading Act II, Scene 1 of Hamlet. What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? Be specific to Ophelia, Hamlet, and Polonius.

    4. Exit Slip: 3-2-1 Exit Slip:
    3 Tasks that you accomplished today.
    2 Tasks that you can predict we will be doing tomorrow.
    1 Question that you have about today's lesson.

  • How does advice and the Ghost's revelation impact the characters in the end of Act I and the beginning of Act II?

    DUE TOMORROW, THURSDAY, APRIL 2nd:

  • FLASHCARDS for Hamlet Vocabulary. Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence on the back of the card. You may use an electronic flashcard app.
  • ADVICE TO A NEWBIE POEM: Using Polonius' speech in Act I, Scene III, write an advice poem to a new student at your school. How do you navigate the social scene? What foods should you avoid in the cafeteria? Example: "Neither a slacker nor an overachiever be…" Add in "thy" or "thine" (your), "thou" or "thee" (you), "oft" (often), and more. Write in iambic pentameter (unrhymed, 10 syllables per line). Write 14 lines. Include at least 5 vocabulary words from the Hamlet Vocabulary. Use the grading rubric provided in class.
  • RETURN YOUR MARCH NOVEL.

    MAKE UP HOMEWORK: DUE YESTERDAY, TUESDAY, MARCH 31st:

  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    DUE TUESDAY, APRIL 14th:

  • QUIZ on Hamlet Vocabulary

    DUE WEDNESDAY, APRIL 15th:

  • READ ACTS II AND III in Hamlet.

  • Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act II and Act III (include details from BOTH ACTS AND ALL SCENES) in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Acts II and III of Hamlet
    
  • Tuesday, March 31st, 2015: 1. Do Now: Read and identify unknown words (mark a ?) and familiar words (mark a check) Hamlet Vocabulary. Begin creating flashcards (HW due Thursday). Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence on the back of the card. You may use an electronic flashcard app.

    Show Homework: 15 post-it notes for your March novel.

    2. Discuss/Share: Review the contents of the Hamlet Vocabulary.

    3. Finish Cornell Note-Taking-Act I, Scenes 3, 4 and 5:

  • Scene 3: What advice does Laertes give his sister, Ophelia, about Hamlet? What does this advice reveal about Laertes' character and Hamlet's character?
  • Scene 3: What advice does Polonius give Laertes and Ophelia? What does this advice reveal about Polonius' character?
  • Scene 4: How does Hamlet describe King Claudius? What does this portrayal reveal about Hamlet's character?
  • Scene 4: How does Hamlet respond to the Ghost's request to follow him? What does Hamlet's response reveal about Hamlet's character?
  • Scene 5: What does the Ghost tell Hamlet? How does Hamlet respond to the Ghost's significant revelation?

    4. Reflection: Summarize Act I (briefly, in 3-4 sentences).

  • How does advice and the Ghost's revelation impact the characters in Act I, Scenes 3, 4 and 5? DUE TONIGHT, TUESDAY, MARCH 31st (before midnight!):
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    DUE THIS THURSDAY, APRIL 2nd:

  • FLASHCARDS for Hamlet Vocabulary. Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence on the back of the card. You may use an electronic flashcard app.

    DUE TUESDAY, APRIL 14th:

  • QUIZ on Hamlet Vocabulary
  • Monday, March 30th, 2015: 1. Do Now: Why is Shakespeare a universal (applying to all time periods and all locations) playwright (writer of plays)? Refer to evidence from Act I, especially scenes 3, 4 and 5.

    2. Discuss/Share: Discuss your Do Now answers with a partner. Volunteers share with the class.

    3. Cornell Note-Taking-Act I, Scenes 3, 4 and 5:

  • Scene 3: What advice does Laertes give his sister, Ophelia, about Hamlet? What does this advice reveal about Laertes' character and Hamlet's character?
  • Scene 3: What advice does Polonius give Laertes and Ophelia? What does this advice reveal about Polonius' character?
  • Scene 4: How does Hamlet describe King Claudius? What does this portrayal reveal about Hamlet's character?
  • Scene 4: How does Hamlet respond to the Ghost's request to follow him? What does Hamlet's response reveal about Hamlet's character?
  • Scene 5: What does the Ghost tell Hamlet? How does Hamlet respond to the Ghost's significant revelation?

    4. Reflection: Summarize Act I (briefly, in 3-4 sentences).

  • How does advice and the Ghost's revelation impact the characters in Act I, Scenes 3, 4 and 5? DUE TOMORROW, TUESDAY, MARCH 31st (before midnight!):
  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Thursday, March 26th, 2015: 1. Do Now: Translate the following words of advice (from Polonius to his son, Laertes) in Act I, Scene 3:
    A.) "Give every man thy ear but few thy voice."
    B.) "Take each man's censure but reserve thy judgment."
    C.) "Neither a borrower nor a lender be."
    D.) "This above all: to thine own self be true."

    Translate the following famous lines from Act I, Scene 4:
    E.) "I do not set my life at a pin's fee" (Hamlet).
    F.) "Something is rotten in the state of Denmark" (Marcellus).

    Translate the following famous lines from Act I, Scene 5:
    G.) "The serpent that did sting thy father's life now wears his crown" (Ghost).
    H.) "The time is out of joint. O cursed spite that ever I was born to set it right" (Hamlet).

    SHOW HOMEWORK: RESPONSE PAPER ON ACT I, SCENES 2-5.

    2. Discuss/Share: Review the Do Now translations.

    How does advice and the Ghost's revelation impact the characters in Act I, Scenes 3, 4 and 5? DUE THIS COMING TUESDAY, MARCH 31st (before midnight!):
  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. YOUR MARCH BOOK REVIEW SHOULD BE BETTER THAN YOUR FEBRUARY BOOK REVIEW (look at the February grading rubric comments from Ms. Conn). YOU NEED TO PROVE THAT YOU READ THE ENTIRE NOVEL (refer to specific evidence from the beginning, middle and end of the novel). In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, March 25th, 2015: 1. Do Now:
  • Make a flashcard for your assigned vocabulary word from the Academic Vocabulary List. Fold over the blank piece of paper. On the front, write the assigned vocabulary word and part of speech (noun, verb, adjective or adverb). On the inside, write the definition and an original sentence (using that vocabulary word correctly). On the back, write your name and class period.
  • In your LA section, write the following questions and answer them: What universal experiences (experiences applying to all people throughout the world) are introduced in Act I of Hamlet? Why are these universal experiences? Think about experiences by Prince Hamlet, Horatio (the scholar), guardsmen (Marcellus, Barnardo and Francisco), King Claudius, and Queen Gertrude.

    SHOW YESTERDAY'S CLASSWORK: QUESTIONS ON ACT I, SCENES 1 AND 2.

    2. Review the answers to the following questions for Act I, Scenes 1 and 2:
    ACT I QUESTIONS
    Scene 1:
    1.) Describe the prevailing atmosphere of the scene. How is that atmosphere created?
    2.) What is the irony of one of the first lines in the play--"Long live the king"?
    3.) What is ironic about the guard who is coming on to duty challenging the one who is already on duty?
    4.) Identify images of sickness or disease. What do these suggest?
    5.) Why does Marcellus bring Horatio to the ramparts of the castle?
    6.) What background information does Horatio give about Denmark and about the reasons for the ghost‘s appearance?
    7.) What is the political situation in Denmark? What are the present relations with Norway and how did they come about?
    8.) What reasons does Horatio suggest for the appearance of the ghost?
    9.) What is the importance of the actual appearance of the ghost in this scene? Explain how the central contrasts between appearance and reality become evident in this scene.
    Scene 2:
    10.) How does Claudius reveal himself to be a capable monarch in this scene? Consider his handling of the explanation of the situation in Denmark (including his justification of the marriage to Gertrude), the Norway affair, Laertes‘ request, and his interaction with Hamlet. Consider also Claudius‘s advice to Hamlet about grieving for his dead father.
    11.) What qualities of Hamlet‘s character are evident
    a) in his first words of the play?
    b) in his soliloquy?
    c) in his comments on his mother‘s marriage in his soliloquy and his later comments on that marriage to Horatio
    d) in his general conversation with Horatio and the guardsmen?

    3. Read Act I, Scene 3 of Hamlet. What advice does Laertes give his sister, Ophelia, about Hamlet? What does this advice reveal about Laertes' character and Hamlet's character? What advice does Polonius give Laertes and Ophelia? What does this advice reveal about Polonius' character?

  • How does the advice of Laertes and Polonius reveal their characters and the characters of Hamlet and Ophelia in Act I, Scene 3? DUE TOMORROW, THURSDAY, MARCH 26th:
  • Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act I, Scenes 2, 3, 4 and 5 (include details from ALL scenes) in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Act I, Scene 2-5 of Hamlet
    

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Tuesday, March 24th, 2015: Work Period: ACT I QUESTIONS
    Scene 1:
    1.) Describe the prevailing atmosphere of the scene. How is that atmosphere created?
    2.) What is the irony of one of the first lines in the play--"Long live the king"?
    3.) What is ironic about the guard who is coming on to duty challenging the one who is already on duty?
    4.) Identify images of sickness or disease. What do these suggest?
    5.) Why does Marcellus bring Horatio to the ramparts of the castle?
    6.) What background information does Horatio give about Denmark and about the reasons for the ghost‘s appearance?
    7.) What is the political situation in Denmark? What are the present relations with Norway and how did they come about?
    8.) What reasons does Horatio suggest for the appearance of the ghost?
    9.) What is the importance of the actual appearance of the ghost in this scene? Explain how the central contrasts between appearance and reality become evident in this scene.
    Scene 2:
    10.) How does Claudius reveal himself to be a capable monarch in this scene? Consider his handling of the explanation of the situation in Denmark (including his justification of the marriage to Gertrude), the Norway affair, Laertes‘ request, and his interaction with Hamlet. Consider also Claudius‘s advice to Hamlet about grieving for his dead father.
    11.) What qualities of Hamlet‘s character are evident
    a) in his first words of the play?
    b) in his soliloquy?
    c) in his comments on his mother‘s marriage in his soliloquy and his later comments on that marriage to Horatio
    d) in his general conversation with Horatio and the guardsmen?
    What are the detailed events and characterization of characters in Act I, Scenes 1 and 2? DUE TOMORROW, WEDNESDAY, MARCH 25th:
    FINISH TODAY'S CLASSWORK (in your LA section):
    ACT I QUESTIONS
    Scene 1:
    1.) Describe the prevailing atmosphere of the scene. How is that atmosphere created?
    2.) What is the irony of one of the first lines in the play--"Long live the king"?
    3.) What is ironic about the guard who is coming on to duty challenging the one who is already on duty?
    4.) Identify images of sickness or disease. What do these suggest?
    5.) Why does Marcellus bring Horatio to the ramparts of the castle?
    6.) What background information does Horatio give about Denmark and about the reasons for the ghost‘s appearance?
    7.) What is the political situation in Denmark? What are the present relations with Norway and how did they come about?
    8.) What reasons does Horatio suggest for the appearance of the ghost?
    9.) What is the importance of the actual appearance of the ghost in this scene? Explain how the central contrasts between appearance and reality become evident in this scene.
    Scene 2:
    10.) How does Claudius reveal himself to be a capable monarch in this scene? Consider his handling of the explanation of the situation in Denmark (including his justification of the marriage to Gertrude), the Norway affair, Laertes‘ request, and his interaction with Hamlet. Consider also Claudius‘s advice to Hamlet about grieving for his dead father.
    11.) What qualities of Hamlet‘s character are evident
    a) in his first words of the play?
    b) in his soliloquy?
    c) in his comments on his mother‘s marriage in his soliloquy and his later comments on that marriage to Horatio
    d) in his general conversation with Horatio and the guardsmen?

    DATE CHANGE: DUE THIS THURSDAY, MARCH 26th:

  • Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act I, Scenes 2, 3, 4 and 5 in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Act I, Scene 2-5 of Hamlet
    

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Monday, March 23rd, 2015: 1. Do Now: Should you pass English this semester? Use at least three pieces of evidence to support your argument.

    2. Work Period: Write a well-developed paragraph (10-12 sentences) regarding whether you should pass English this semester. Clearly establish your claim (argument), distinguish your claim from alternate or opposing claims, and use specific, relevant, and sufficient evidence to develop your argument. Organize your ideas in a cohesive and coherent manner. Use sophisticated vocabulary. Use proper grammar (follow the conventions of standard written English).

    *When finished, create a vocabulary flashcard.

    What is your argument for passing English class this semester and what evidence supports your claim? DUE THIS WEDNESDAY, MARCH 25th:
  • Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act I, Scenes 2, 3, 4 and 5 in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Act I, Scene 2-5 of Hamlet
    

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Friday, March 20th, 2015: 1. Do Now: What are typical behaviors of a person who has lost a loved one?

    2. Read-Aloud: Finish reading Act I, Scene II of Hamlet. In your Cornell notes, ask and answer the following questions:

  • How does Shakespeare characterize Hamlet?
  • How does Shakespeare characterize Horatio?
  • How do their characterizations affect (influence) the mood of the play's setting and the moods of other characters?
  • What's the language (word choice) of these characters and their influence on the mood of the play's setting and the moods of other characters?

    3. Review the Shakespeare and making of Hamlet EXAM.

    4. Fist to Five (Class Assessment): Rate your level of understanding of today's lesson (1-5). Be ready to verbally explain your rating.

  • What revelation is presented to Hamlet in Act I, Scene II and how does this revelation affect Hamlet's mood? DUE NEXT WEDNESDAY, MARCH 25th:
  • Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act I, Scenes 2, 3, 4 and 5 in Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Act I, Scene 2-5 of Hamlet
    

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Thursday, March 19th, 2015: 1. Do Now: EXAM on Shakespeare and the making of Hamlet (25% of the 1st marking period)

    2. Read your independent novel for March, work on post-its, and work on owed homework (last day of 1st marking period is TOMORROW).

    2. Read-Aloud: Continue reading Act I, Scene II of Hamlet. In your Cornell notes, ask and answer the following questions:

  • How does Shakespeare characterize Claudius?
  • How does Shakespeare characterize Hamlet?
  • How does Shakespeare characterize Laertes and his father, Polonius?
  • How does Shakespeare characterize Horatio?
  • How do their characterizations affect (influence) the mood of the play's setting and the moods of other characters?
  • What's the language (word choice) of these characters and their influence on the mood of the play's setting and the moods of other characters?

    3. Fist to Five (Class Assessment): Rate your level of understanding of today's lesson (1-5). Be ready to verbally explain your rating.

  • What new characters are introduced in Act I, Scene II and how do they affect the mood of the setting and the mood of other characters? DUE TOMORROW, FRIDAY, MARCH 20th: MAKE UP OWED HOMEWORK. THE LAST DAY OF THE 1ST MARKING PERIOD IS TOMORROW!

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, March 18th, 2015: 1. Do Now: How do you characterize yourself today (personality traits, actions, thoughts, feelings, speech, physical appearance, and other people's points of view)? How does your characterization affect the mood (attitude, tone, feeling) of your environment and the mood of other people with whom you interact?

    2. Read-Aloud: Continue reading Act I, Scene II of Hamlet. In your Cornell notes, ask and answer the following questions:

  • How does Shakespeare characterize Claudius?
  • How does Shakespeare characterize Hamlet?
  • How does Shakespeare characterize Laertes and his father, Polonius?
  • How does Shakespeare characterize Horatio?
  • How do their characterizations affect (influence) the mood of the play's setting and the moods of other characters?
  • What's the language (word choice) of these characters and their influence on the mood of the play's setting and the moods of other characters?

    3. Fist to Five (Class Assessment): Rate your level of understanding of today's lesson (1-5). Be ready to verbally explain your rating.

  • What new characters are introduced in Act I, Scene II and how do they affect the mood of the setting and the mood of other characters? DUE TOMORROW, THURSDAY, MARCH 19th: EXAM ON SHAKESPEARE AND THE HISTORY BEHIND HAMLET. 25% of the 1st marking period. Multiple-choice questions. Bring a #2 pencil. STUDY THE FOLLOWING:
    1.) SHAKESPEARE'S INSPIRATION TO WRITE HAMLET: What inspired Shakespeare to write Hamlet? READ SHAKESPEARE-ONLINE.COM to find out Shakespeare's inspiration.

    2.) THE PUBLICATION OF HAMLET: When was Hamlet written? READ BRITANNICA.COM to find out the year Hamlet was published.

    3.) CONNECTION BETWEEN SHAKESPEARE'S SON (HAMNET) AND HAMLET: What's the connection between Shakespeare's son and the play? READ NYBOOKS.COM to find out the connection between Shakespeare's son and the play

    4.) DEBATE OVER SHAKESPEARE'S AUTHORSHIP: Why is there a debate over Shakespeare's authorship (origin as a writer)? READ BBCAMERICA.COM to read about the debate over Shakespeare, the writer.

    5.) SHAKESPEARE'S WORKS: How many plays did Shakespeare write? What genres (categories) of plays did Shakespeare write? READ HERE TO LEARN ABOUT SHAKESPEARE'S WORKS. What are the facts about Shakespeare being accused of not writing his plays? READ HERE TO LEARN ABOUT SHAKESPEARE AS THE AUTHOR OF HIS PLAYS: TRUTH OR FICTION.

    6.) SHAKESPEARE'S LIFE: Describe school life for Shakespeare as a child. Did he attend college? READ HERE TO LEARN ABOUT SHAKESPEARE'S SCHOOL EXPERIENCE AND OTHER FAQ'S. What country did Shakespeare live in? What were the two cities in which he spent his life? When was he born? Describe his parents, siblings, his wife and his children. Was there any evidence that Shakespeare was unfaithful to his wife? What were significant events that shaped Shakespeare's life? What were Shakespeare's jobs as an adult? When did he die? Why did he die? READ HERE TO LEARN ABOUT SHAKESPEARE'S LIFE.

    7.) SHAKESPEARE'S LANGUAGE: How many words does Shakespeare get credit for creating? READ HERE TO LEARN ABOUT SHAKESPEARE'S LANGUAGE.

    8.) SHAKESPEARE'S THEATER: What were unique qualities of the theater? What were unique qualities of the actors? How much were the tickets to attend his plays? What was the audience's experience in watching his plays? READ HERE TO LEARN ABOUT SHAKESPEARE'S THEATER.

    9. NOTES ON SHAKESPEARE'S LIFE, TIMES AND WORKS

    10. WHAT IS IAMBIC PENTAMETER?

    MAKE UP OWED HOMEWORK. THE LAST DAY OF THE 1ST MARKING PERIOD IS NEXT FRIDAY!

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Tuesday, March 17th, 2015: 1. Work Period: Topic: Should William Shakespeare's life and works of literature be studied in high school? Your Task: Carefully review your notes on Shakespeare and the making of Hamlet (websites provided below). Then, using evidence from at least three of the websites, WRITE THREE PARAGRAPHS (4-6 sentences for the introduction, 10-12 sentences for the body paragraph and 4-6 sentences for the conclusion) in which you write a well-developed argument (1-2 full, handwritten pages) regarding whether Shakespeare's life and works of literature should be studied in high school. Clearly establish your claim, distinguish your claim from alternate or opposing claims (sentence starters: On the other hand..., One might object that..., or An opposing claim is...), and use specific, relevant, and sufficient evidence from at least three of the websites to develop your argument. Do not simply summarize each website.
    Guidelines:
    Be sure to:
    • Establish your claim regarding whether Shakespeare's life and works of literature should be studied in high school.
    • Distinguish your claim from alternate or opposing claims.
    • Use specific, relevant, and sufficient evidence from at least three of the websites to develop your argument
    • Identify each source that you reference by specific name of the website (for example: In Britannica.com...)
    • Organize your ideas in a cohesive and coherent manner
    • Maintain a formal style of writing
    • Follow the conventions of standard written English

    TURN IN AT THE END OF THE CLASS FOR EXTRA CREDIT (ONE EXTRA HOMEWORK CREDIT IF COMPLETED CORRECTLY!).

    1.) SHAKESPEARE'S INSPIRATION TO WRITE HAMLET: What inspired Shakespeare to write Hamlet? READ SHAKESPEARE-ONLINE.COM to find out Shakespeare's inspiration.

    2.) THE PUBLICATION OF HAMLET: When was Hamlet written? READ BRITANNICA.COM to find out the year Hamlet was published.

    3.) CONNECTION BETWEEN SHAKESPEARE'S SON (HAMNET) AND HAMLET: What's the connection between Shakespeare's son and the play? READ NYBOOKS.COM to find out the connection between Shakespeare's son and the play

    4.) DEBATE OVER SHAKESPEARE'S AUTHORSHIP: Why is there a debate over Shakespeare's authorship (origin as a writer)? READ BBCAMERICA.COM to read about the debate over Shakespeare, the writer.

    5.) SHAKESPEARE'S WORKS: How many plays did Shakespeare write? What genres (categories) of plays did Shakespeare write? READ HERE TO LEARN ABOUT SHAKESPEARE'S WORKS. What are the facts about Shakespeare being accused of not writing his plays? READ HERE TO LEARN ABOUT SHAKESPEARE AS THE AUTHOR OF HIS PLAYS: TRUTH OR FICTION.

    6.) SHAKESPEARE'S LIFE: Describe school life for Shakespeare as a child. Did he attend college? READ HERE TO LEARN ABOUT SHAKESPEARE'S SCHOOL EXPERIENCE AND OTHER FAQ'S. What country did Shakespeare live in? What were the two cities in which he spent his life? When was he born? Describe his parents, siblings, his wife and his children. Was there any evidence that Shakespeare was unfaithful to his wife? What were significant events that shaped Shakespeare's life? What were Shakespeare's jobs as an adult? When did he die? Why did he die? READ HERE TO LEARN ABOUT SHAKESPEARE'S LIFE.

    7.) SHAKESPEARE'S LANGUAGE: How many words does Shakespeare get credit for creating? READ HERE TO LEARN ABOUT SHAKESPEARE'S LANGUAGE.

    8.) SHAKESPEARE'S THEATER: What were unique qualities of the theater? What were unique qualities of the actors? How much were the tickets to attend his plays? What was the audience's experience in watching his plays? READ HERE TO LEARN ABOUT SHAKESPEARE'S THEATER.

    9. NOTES ON SHAKESPEARE'S LIFE, TIMES AND WORKS

    10. WHAT IS IAMBIC PENTAMETER?

    2. Read your independent reading novel for March.

    What are arguments for why Shakespeare's life and works of literature should be studied in high school? DUE THIS THURSDAY, MARCH 19th: EXAM ON SHAKESPEARE AND THE HISTORY BEHIND HAMLET. 25% of the 1st marking period. Multiple-choice questions. Bring a #2 pencil. STUDY THE FOLLOWING:
    1.) SHAKESPEARE'S INSPIRATION TO WRITE HAMLET: What inspired Shakespeare to write Hamlet? READ SHAKESPEARE-ONLINE.COM to find out Shakespeare's inspiration.

    2.) THE PUBLICATION OF HAMLET: When was Hamlet written? READ BRITANNICA.COM to find out the year Hamlet was published.

    3.) CONNECTION BETWEEN SHAKESPEARE'S SON (HAMNET) AND HAMLET: What's the connection between Shakespeare's son and the play? READ NYBOOKS.COM to find out the connection between Shakespeare's son and the play

    4.) DEBATE OVER SHAKESPEARE'S AUTHORSHIP: Why is there a debate over Shakespeare's authorship (origin as a writer)? READ BBCAMERICA.COM to read about the debate over Shakespeare, the writer.

    5.) SHAKESPEARE'S WORKS: How many plays did Shakespeare write? What genres (categories) of plays did Shakespeare write? READ HERE TO LEARN ABOUT SHAKESPEARE'S WORKS. What are the facts about Shakespeare being accused of not writing his plays? READ HERE TO LEARN ABOUT SHAKESPEARE AS THE AUTHOR OF HIS PLAYS: TRUTH OR FICTION.

    6.) SHAKESPEARE'S LIFE: Describe school life for Shakespeare as a child. Did he attend college? READ HERE TO LEARN ABOUT SHAKESPEARE'S SCHOOL EXPERIENCE AND OTHER FAQ'S. What country did Shakespeare live in? What were the two cities in which he spent his life? When was he born? Describe his parents, siblings, his wife and his children. Was there any evidence that Shakespeare was unfaithful to his wife? What were significant events that shaped Shakespeare's life? What were Shakespeare's jobs as an adult? When did he die? Why did he die? READ HERE TO LEARN ABOUT SHAKESPEARE'S LIFE.

    7.) SHAKESPEARE'S LANGUAGE: How many words does Shakespeare get credit for creating? READ HERE TO LEARN ABOUT SHAKESPEARE'S LANGUAGE.

    8.) SHAKESPEARE'S THEATER: What were unique qualities of the theater? What were unique qualities of the actors? How much were the tickets to attend his plays? What was the audience's experience in watching his plays? READ HERE TO LEARN ABOUT SHAKESPEARE'S THEATER.

    9. NOTES ON SHAKESPEARE'S LIFE, TIMES AND WORKS

    10. WHAT IS IAMBIC PENTAMETER?

    MAKE UP OWED HOMEWORK. THE LAST DAY OF THE 1ST MARKING PERIOD IS THIS FRIDAY!

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Monday, March 16th, 2015: 1. Work Period: Compose three multiple-choice questions (with four answer choices; CIRCLE the correct answer) for any of the categories below. Your questions should address Shakespeare's purpose for writing, his writing style, ideas that he'd agree with and disagree with, and general facts about his life, times and works. Write in "fill in the blank" format. Include four answer choices for each question. TURN IN AT THE END OF THE CLASS.

    1.) SHAKESPEARE'S INSPIRATION TO WRITE HAMLET: What inspired Shakespeare to write Hamlet? READ SHAKESPEARE-ONLINE.COM to find out Shakespeare's inspiration.

    2.) THE PUBLICATION OF HAMLET: When was Hamlet written? READ BRITANNICA.COM to find out the year Hamlet was published.

    3.) CONNECTION BETWEEN SHAKESPEARE'S SON (HAMNET) AND HAMLET: What's the connection between Shakespeare's son and the play? READ NYBOOKS.COM to find out the connection between Shakespeare's son and the play

    4.) DEBATE OVER SHAKESPEARE'S AUTHORSHIP: Why is there a debate over Shakespeare's authorship (origin as a writer)? READ BBCAMERICA.COM to read about the debate over Shakespeare, the writer.

    5.) SHAKESPEARE'S WORKS: How many plays did Shakespeare write? What genres (categories) of plays did Shakespeare write? READ HERE TO LEARN ABOUT SHAKESPEARE'S WORKS. What are the facts about Shakespeare being accused of not writing his plays? READ HERE TO LEARN ABOUT SHAKESPEARE AS THE AUTHOR OF HIS PLAYS: TRUTH OR FICTION.

    6.) SHAKESPEARE'S LIFE: Describe school life for Shakespeare as a child. Did he attend college? READ HERE TO LEARN ABOUT SHAKESPEARE'S SCHOOL EXPERIENCE AND OTHER FAQ'S. What country did Shakespeare live in? What were the two cities in which he spent his life? When was he born? Describe his parents, siblings, his wife and his children. Was there any evidence that Shakespeare was unfaithful to his wife? What were significant events that shaped Shakespeare's life? What were Shakespeare's jobs as an adult? When did he die? Why did he die? READ HERE TO LEARN ABOUT SHAKESPEARE'S LIFE.

    7.) SHAKESPEARE'S LANGUAGE: How many words does Shakespeare get credit for creating? READ HERE TO LEARN ABOUT SHAKESPEARE'S LANGUAGE.

    8.) SHAKESPEARE'S THEATER: What were unique qualities of the theater? What were unique qualities of the actors? How much were the tickets to attend his plays? What was the audience's experience in watching his plays? READ HERE TO LEARN ABOUT SHAKESPEARE'S THEATER.

    9. NOTES ON SHAKESPEARE'S LIFE, TIMES AND WORKS

    10. WHAT IS IAMBIC PENTAMETER?

    2. Read your independent reading novel for March.

    What were Shakespeare's inspiration, personal experience and connections to Hamlet? DUE THIS THURSDAY, MARCH 19th: EXAM ON SHAKESPEARE AND THE HISTORY BEHIND HAMLET. 25% of the 1st marking period. Multiple-choice questions. Bring a #2 pencil. STUDY THE FOLLOWING:
    1.) SHAKESPEARE'S INSPIRATION TO WRITE HAMLET: What inspired Shakespeare to write Hamlet? READ SHAKESPEARE-ONLINE.COM to find out Shakespeare's inspiration.

    2.) THE PUBLICATION OF HAMLET: When was Hamlet written? READ BRITANNICA.COM to find out the year Hamlet was published.

    3.) CONNECTION BETWEEN SHAKESPEARE'S SON (HAMNET) AND HAMLET: What's the connection between Shakespeare's son and the play? READ NYBOOKS.COM to find out the connection between Shakespeare's son and the play

    4.) DEBATE OVER SHAKESPEARE'S AUTHORSHIP: Why is there a debate over Shakespeare's authorship (origin as a writer)? READ BBCAMERICA.COM to read about the debate over Shakespeare, the writer.

    5.) SHAKESPEARE'S WORKS: How many plays did Shakespeare write? What genres (categories) of plays did Shakespeare write? READ HERE TO LEARN ABOUT SHAKESPEARE'S WORKS. What are the facts about Shakespeare being accused of not writing his plays? READ HERE TO LEARN ABOUT SHAKESPEARE AS THE AUTHOR OF HIS PLAYS: TRUTH OR FICTION.

    6.) SHAKESPEARE'S LIFE: Describe school life for Shakespeare as a child. Did he attend college? READ HERE TO LEARN ABOUT SHAKESPEARE'S SCHOOL EXPERIENCE AND OTHER FAQ'S. What country did Shakespeare live in? What were the two cities in which he spent his life? When was he born? Describe his parents, siblings, his wife and his children. Was there any evidence that Shakespeare was unfaithful to his wife? What were significant events that shaped Shakespeare's life? What were Shakespeare's jobs as an adult? When did he die? Why did he die? READ HERE TO LEARN ABOUT SHAKESPEARE'S LIFE.

    7.) SHAKESPEARE'S LANGUAGE: How many words does Shakespeare get credit for creating? READ HERE TO LEARN ABOUT SHAKESPEARE'S LANGUAGE.

    8.) SHAKESPEARE'S THEATER: What were unique qualities of the theater? What were unique qualities of the actors? How much were the tickets to attend his plays? What was the audience's experience in watching his plays? READ HERE TO LEARN ABOUT SHAKESPEARE'S THEATER.

    9. NOTES ON SHAKESPEARE'S LIFE, TIMES AND WORKS

    10. WHAT IS IAMBIC PENTAMETER?

    MAKE UP OWED HOMEWORK. THE LAST DAY OF THE 1ST MARKING PERIOD IS THIS FRIDAY!

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Friday, March 13th, 2015: 1. Do Now: What can you predict Shakespeare will include in the tragic play, Hamlet, now that you know more historical facts on the making of Hamlet?

    2. Review/Take Notes on Yesterday's Work Period: Write the following questions and answers about HAMLET in the LA SECTION of your notebook.

    1.) SHAKESPEARE'S INSPIRATION TO WRITE HAMLET: What inspired Shakespeare to write Hamlet? READ SHAKESPEARE-ONLINE.COM to find out Shakespeare's inspiration.

    2.) THE PUBLICATION OF HAMLET: When was Hamlet written? READ BRITANNICA.COM to find out the year Hamlet was published.

    3.) CONNECTION BETWEEN SHAKESPEARE'S SON (HAMNET) AND HAMLET: What's the connection between Shakespeare's son and the play? READ NYBOOKS.COM to find out the connection between Shakespeare's son and the play

    4.) DEBATE OVER SHAKESPEARE'S AUTHORSHIP: Why is there a debate over Shakespeare's authorship (origin as a writer)? READ BBCAMERICA.COM to read about the debate over Shakespeare, the writer.

    *FUN FACT: Hamlet is Shakespeare's longest play, with 4,042 lines.

    3. Read-Aloud: Read Act I, Scene II of Hamlet. In your Cornell notes, ask and answer the following questions: How does Shakespeare characterize Claudius? How does Shakespeare characterize Hamlet? How does Shakespeare characterize Laertes and Polonius? How does Shakespeare characterize Horatio? How do their characterizations affect (influence) the mood of the play's setting and the moods of other characters? What's the language (word choice) of these characters and their influence on the mood of the play's setting and the moods of other characters?

    4. Fist to Five (Class Assessment): Rate your level of understanding of today's lesson (1-5). Be ready to verbally explain your rating.

    What were Shakespeare's inspiration, personal experience and connections to Hamlet? DUE NEXT THURSDAY, MARCH 19th: EXAM ON SHAKESPEARE AND THE HISTORY BEHIND HAMLET. 25% of the 1st marking period. Multiple-choice questions. Bring a #2 pencil. STUDY THE FOLLOWING:
    1.) SHAKESPEARE'S INSPIRATION TO WRITE HAMLET: What inspired Shakespeare to write Hamlet? READ SHAKESPEARE-ONLINE.COM to find out Shakespeare's inspiration.

    2.) THE PUBLICATION OF HAMLET: When was Hamlet written? READ BRITANNICA.COM to find out the year Hamlet was published.

    3.) CONNECTION BETWEEN SHAKESPEARE'S SON (HAMNET) AND HAMLET: What's the connection between Shakespeare's son and the play? READ NYBOOKS.COM to find out the connection between Shakespeare's son and the play

    4.) DEBATE OVER SHAKESPEARE'S AUTHORSHIP: Why is there a debate over Shakespeare's authorship (origin as a writer)? READ BBCAMERICA.COM to read about the debate over Shakespeare, the writer.

    5.) SHAKESPEARE'S WORKS: How many plays did Shakespeare write? What genres (categories) of plays did Shakespeare write? READ HERE TO LEARN ABOUT SHAKESPEARE'S WORKS. What are the facts about Shakespeare being accused of not writing his plays? READ HERE TO LEARN ABOUT SHAKESPEARE AS THE AUTHOR OF HIS PLAYS: TRUTH OR FICTION.

    6.) SHAKESPEARE'S LIFE: Describe school life for Shakespeare as a child. Did he attend college? READ HERE TO LEARN ABOUT SHAKESPEARE'S SCHOOL EXPERIENCE AND OTHER FAQ'S. What country did Shakespeare live in? What were the two cities in which he spent his life? When was he born? Describe his parents, siblings, his wife and his children. Was there any evidence that Shakespeare was unfaithful to his wife? What were significant events that shaped Shakespeare's life? What were Shakespeare's jobs as an adult? When did he die? Why did he die? READ HERE TO LEARN ABOUT SHAKESPEARE'S LIFE.

    7.) SHAKESPEARE'S LANGUAGE: How many words does Shakespeare get credit for creating? READ HERE TO LEARN ABOUT SHAKESPEARE'S LANGUAGE.

    8.) SHAKESPEARE'S THEATER: What were unique qualities of the theater? What were unique qualities of the actors? How much were the tickets to attend his plays? What was the audience's experience in watching his plays? READ HERE TO LEARN ABOUT SHAKESPEARE'S THEATER.

    9. NOTES ON SHAKESPEARE'S LIFE, TIMES AND WORKS

    10. WHAT IS IAMBIC PENTAMETER?

    MAKE UP OWED HOMEWORK. THE LAST DAY OF THE 1ST MARKING PERIOD IS NEXT FRIDAY!

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Thursday, March 12th, 2015: 1. Do Now: Access a computer (turn in your student ID to access a computer).

    SHOW HW: RESPONSE ON SHAKESPEARE'S CHOICES IN ACT I, SCENE I of HAMLET.

    2. Work Period: Write the following questions about HAMLET in the LA SECTION of your notebook. Then, find the answers when you read the websites below.

    1.) SHAKESPEARE'S INSPIRATION TO WRITE HAMLET: What inspired Shakespeare to write Hamlet? READ SHAKESPEARE-ONLINE.COM to find out Shakespeare's inspiration.

    2.) THE PUBLICATION OF HAMLET: When was Hamlet written? READ BRITANNICA.COM to find out the year Hamlet was published.

    3.) CONNECTION BETWEEN SHAKESPEARE'S SON (HAMNET) AND HAMLET: What's the connection between Shakespeare's son and the play? READ NYBOOKS.COM to find out the connection between Shakespeare's son and the play

    4.) DEBATE OVER SHAKESPEARE'S AUTHORSHIP: Why is there a debate over Shakespeare's authorship (origin as a writer)? READ BBCAMERICA.COM to read about the debate over Shakespeare, the writer.

    *FUN FACT: Hamlet is Shakespeare's longest play, with 4,042 lines.

    3. Fist to Five (Class Assessment): Rate your level of understanding of today's lesson (1-5). Be ready to verbally explain your rating.

    What were Shakespeare's inspiration, personal experience and connections to Hamlet? DUE TOMORROW, FRIDAY, MARCH 13th:
  • Finish today's classwork. Be ready to share in class for credit.

    MAKE UP OWED HOMEWORK. THE LAST DAY OF THE 1ST MARKING PERIOD IS NEXT FRIDAY!

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves).
  • Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, March 11th, 2015: 1. Do Now: What can you predict will happen at the end of Scene I and throughout the rest of the play? What do you want to know about the play, Hamlet (e.g. anything about the making of the play, the characters, the setting, etc.)?

    SHOW OWED HW.

    2. Read-Aloud: Finish reading aloud Act I Scene I of the tragic play, Hamlet. Take Cornell Notes on the following:

  • Author's choices in characterization for beginning the play and the impact (effect) of these choices on the story's mood (emotional state of the reader)
  • Author's word choice in the opening scene of the play and the impact (effect) on the story's mood

    3. HW Reminder.

    4. Fist to Five (Class Assessment): Rate your level of understanding of today's lesson (1-5). Be ready to verbally explain your rating.

  • What's the significance of the minor characters, their language and their impacts on mood in Act I, Scene I of Hamlet? DUE TOMORROW--THURSDAY, MARCH 12th:
  • Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act I, Scene I of Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) of characters (such as Barnado, Francisco, Horatio, the ghost, and Marcellus) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choices) and what are their impacts on the story's mood? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Act I, Scene I of Hamlet
    

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves). Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Tuesday, March 10th, 2015: 1. Do Now: What are the definitions of characterization and mood? How can these two literary terms affect each other?

    SHOW OWED HW.

    2. Read-Aloud: Continue reading aloud Act I Scene I of the tragic play, Hamlet. Take Cornell Notes on the following:

  • Author's choices in characterization for beginning the play and the impact (effect) of these choices on the story's mood (emotional state of the reader)
  • Author's word choice in the opening scene of the play and the impact (effect) on the story's mood

    3. Introduce HW.

    4. Exit Slip: Rate your level of understanding of today's lesson (1-10). Explain your rating.

  • What's the significance of author's choices in characterization and language and their impacts on mood in Act I, Scene I of Hamlet? DATE CHANGE: DUE THIS THURSDAY, MARCH 12th:
  • Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act I, Scene I of Hamlet. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Act I, Scene I of Hamlet
    

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves). Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Monday, March 9th, 2015: 1. Do Now: Based on our newly acquired (obtained) knowledge of William Shakespeare from Folger Shakespeare Library, how will Shakespeare's life experiences and background affect the content and style of his play, The Tragedy of Hamlet, Prince of Denmark?

    SHOW OWED HW.

    2. Read-Aloud/Analyze/Take Notes: Finish reading aloud and note-taking on Notes on Shakespeare's Life, Times and Works.

    3. Read-Aloud: Begin reading aloud Act I Scene I of the tragic play, Hamlet. Take Cornell Notes on the following:

  • Author's choices in characterization for beginning the play and the impact (effect) of these choices on the story's mood (emotional state of the reader)
  • Author's word choice in the opening scene of the play and the impact (effect) on the story's mood

    4. Exit Slip: Rate your level of understanding of today's lesson (1-10). Explain your rating.

  • How can we determine the significance of author's choices in characterization and language and their impacts on mood in Act I, Scene I of Hamlet? DUE THIS WEDNESDAY, MARCH 11th:
  • Response on Shakespeare's Choices: In your HW section: Write two pages (handwritten) OR one page (typed) on Shakespeare's Choices in Act I, Scene I of Julius Caesar. You should answer the following questions: What are Shakespeare's choices in characterization (actions, thoughts, feelings, personality traits, dialogue, and appearance) and their impacts (effects) on the mood (emotional state of the reader)? What are Shakespeare's choices in language (refer to specific word choice) and what are their impacts on the story's mood? Include the following heading:
    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Response
          
                         Title: Response on Shakespeare's Choices in Act I, Scene I of Hamlet
    

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves). Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Friday, March 6th, 2015: 1. Do Now: Quiz on Academic Vocabulary and "Advice to Youth" Vocabulary

    SHOW HW: VOCABULARY FLASHCARDS. READ THE INDEPENDENT NOVEL FOR MARCH.

    2. Finish reviewing Shakespeare's Life, Times and Works handout.

    How can we improve our vocabulary and determine the significance of Shakespeare's life, societal experiences, and his works of literature? MAKE UP OWED HOMEWORK (ESPECIALLY THE FEBRUARY BOOK REVIEW! RETURN FEBRUARY BOOKS.

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves). Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Thursday, March 5th, 2015: 1. Do Now: Why should young people read Shakespeare's works of literature? Write a minimum of 6-8 sentences arguing favorably in your response. Include at least 5 vocabulary words in your response.

    2. Discuss/Share: Discuss the Do Now and share responses.

    3. Introduce Shakespeare's Life, Times and Works handout.

    How can we determine the significance of Shakespeare's life, societal experiences, and his works of literature? CHOOSE YOUR MARCH BOOK TOMORROW IN CLASS.

    MAKE UP OWED HOMEWORK (ESPECIALLY THE FEBRUARY BOOK REVIEW! RETURN FEBRUARY BOOKS.

    DUE TOMORROW, FRIDAY, MARCH 6th:

  • QUIZ (about 10% of the 1st marking period grade) on Academic Vocabulary List and "Advice to Youth" Vocabulary (know the definitions and how to use each word in a detailed sentence)
  • Flashcards for Academic Vocabulary List and "Advice to Youth" Vocabulary: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence on the back of the card. You may use an electronic flashcard app.
  • Choose a new independent novel for the month of March (do this in class).

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves). Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, March 4th, 2015: 1. Do Now: Why is Shakespeare's life and experience significant to his works of literature? Provide three reasons (using yesterday's research) to support your answer.

    2. Discuss/Share: Discuss the Do Now answers. In your LA section, review the answers in the "L" section of your K/W/L chart.


    1.) SHAKESPEARE'S WORKS: How many plays did Shakespeare write? What genres (categories) of plays did Shakespeare write? READ HERE TO LEARN ABOUT SHAKESPEARE'S WORKS. What are the facts about Shakespeare being accused of not writing his plays? READ HERE TO LEARN ABOUT SHAKESPEARE AS THE AUTHOR OF HIS PLAYS: TRUTH OR FICTION.

    2.) SHAKESPEARE'S LIFE: Describe school life for Shakespeare as a child. Did he attend college? READ HERE TO LEARN ABOUT SHAKESPEARE'S SCHOOL EXPERIENCE AND OTHER FAQ'S. What country did Shakespeare live in? What were the two cities in which he spent his life? When was he born? Describe his parents, siblings, his wife and his children. Was there any evidence that Shakespeare was unfaithful to his wife? What were significant events that shaped Shakespeare's life? What were Shakespeare's jobs as an adult? When did he die? Why did he die? READ HERE TO LEARN ABOUT SHAKESPEARE'S LIFE.

    3.) SHAKESPEARE'S LANGUAGE: How many words does Shakespeare get credit for creating? READ HERE TO LEARN ABOUT SHAKESPEARE'S LANGUAGE.

    4.) SHAKESPEARE'S THEATER: What were unique qualities of the theater? What were unique qualities of the actors? How much were the tickets to attend his plays? What was the audience's experience in watching his plays? READ HERE TO LEARN ABOUT SHAKESPEARE'S THEATER.

    *RETURN FEBRUARY BOOKS. CHECK OUT MARCH BOOKS.

    3. Introduce Shakespeare's Life, Times and Works handout.

    How can we determine the significance of Shakespeare's life and experience to his works of literature? MAKE UP OWED HOMEWORK (ESPECIALLY THE FEBRUARY BOOK REVIEW! RETURN FEBRUARY BOOKS.

    DUE THIS FRIDAY, MARCH 6th:

  • QUIZ (about 10% of the 1st marking period grade) on Academic Vocabulary List and "Advice to Youth" Vocabulary (know the definitions and how to use each word in a detailed sentence)
  • Flashcards for Academic Vocabulary List and "Advice to Youth" Vocabulary: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence on the back of the card. You may use an electronic flashcard app.
  • Choose a new independent novel for the month of March (do this in class).

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves). Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Tuesday, March 3rd, 2015: 1. Do Now: Access a computer (turn in your student ID to access a computer).

    2. Work Period: Write the following questions in the "W" (what you want to know) section of the K/W/L chart in your LA section of your notebook: Identify the answers in the "L" section of your K/W/L chart.


    1.) SHAKESPEARE'S WORKS: How many plays did Shakespeare write? What genres (categories) of plays did Shakespeare write? READ HERE TO LEARN ABOUT SHAKESPEARE'S WORKS. What are the facts about Shakespeare being accused of not writing his plays? READ HERE TO LEARN ABOUT SHAKESPEARE AS THE AUTHOR OF HIS PLAYS: TRUTH OR FICTION.

    2.) SHAKESPEARE'S LIFE: Describe school life for Shakespeare as a child. Did he attend college? READ HERE TO LEARN ABOUT SHAKESPEARE'S SCHOOL EXPERIENCE AND OTHER FAQ'S. What country did Shakespeare live in? What were the two cities in which he spent his life? When was he born? Describe his parents, siblings, his wife and his children. Was there any evidence that Shakespeare was unfaithful to his wife? What were significant events that shaped Shakespeare's life? What were Shakespeare's jobs as an adult? When did he die? Why did he die? READ HERE TO LEARN ABOUT SHAKESPEARE'S LIFE.

    3.) SHAKESPEARE'S LANGUAGE: How many words does Shakespeare get credit for creating? READ HERE TO LEARN ABOUT SHAKESPEARE'S LANGUAGE.

    4.) SHAKESPEARE'S THEATER: What were unique qualities of the theater? What were unique qualities of the actors? How much were the tickets to attend his plays? What was the audience's experience in watching his plays? READ HERE TO LEARN ABOUT SHAKESPEARE'S THEATER.

    *RETURN FEBRUARY BOOKS. CHECK OUT MARCH BOOKS.

    How can we determine research questions and answers on Shakespeare, which will enable success as we begin our new unit on Shakespeare's Hamlet? MAKE UP OWED HOMEWORK (ESPECIALLY THE FEBRUARY BOOK REVIEW! RETURN FEBRUARY BOOKS.

    DUE THIS FRIDAY, MARCH 6th:

  • QUIZ (about 10% of the 1st marking period grade) on Academic Vocabulary List and "Advice to Youth" Vocabulary (know the definitions and how to use each word in a detailed sentence)
  • Flashcards for Academic Vocabulary List and "Advice to Youth" Vocabulary: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence on the back of the card. You may use an electronic flashcard app.
  • Choose a new independent novel for the month of March (do this in class).

    DUE MARCH 31st (before midnight!):

  • Read your independent novel (book selections are taken from our class bookshelves). Compose 15 post-it notes (you'll obtain the post-it notes on your own OR make them!). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note. Be specific to the events and characterization of characters.
  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 2nd marking period grade. In your book review, you must use at least TEN of the following Hamlet Vocabulary.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Monday, March 2nd, 2015: 1. Do Now:
  • What are three facts that you know about William Shakespeare (consider his works of literature, his life, time period, other people's perspectives about him)?

    2. Share Do Now answers with a neighbor. Share Do Now answers with the class.

    3. Work Period: In your LA section, create a K/W/L chart on William Shakespeare. Write what you know about Shakespeare in the "K" column (consider what makes Shakespeare a literary genius), what you want to know about him (write in question form) in the "W" column, and leave the "L" section blank for what you're going to learn about him.

    *Return your February independent novels. Begin to choose a March independent novel.

    4. Discuss/Share: Share the "W" column with a neighbor and with the class.

    5. HW Reminders

  • How can we recall prior knowledge and determine research questions on Shakespeare, which will enable success as we begin our new unit on Shakespeare's Hamlet? MAKE UP OWED HOMEWORK (ESPECIALLY THE FEBRUARY BOOK REVIEW! RETURN FEBRUARY BOOKS.

    DUE THIS FRIDAY, MARCH 6th:

  • QUIZ (about 10% of the 1st marking period grade) on Academic Vocabulary List and "Advice to Youth" Vocabulary (know the definitions and how to use each word in a detailed sentence)
  • Flashcards for Academic Vocabulary List and "Advice to Youth" Vocabulary: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence on the back of the card. You may use an electronic flashcard app.
  • Friday, February 27th, 2015: 1. Do Now: Identify five words that you never use from the Academic Vocabulary List.

    2. Introduce Academic Vocabulary List and "Advice to Youth" Vocabulary.

    3. Book Group Discussion: Discuss the following Book Review questions (include page numbers with real evidence):

  • How are the events or characters from your novel from the past still relevant today?
  • How are the events or characters from your novel relevant to your life?
  • How have you learned more about your life from the events or characters in your novel?
  • Have you learned more about yourself and your society by reading your novel?

    Here are some example sentence starters:

  • I noticed on page ______that...because...
  • Page _______ makes me think about...
  • It occurs to me on page _______that...
  • I have learned more about myself and my society on page _______by...
  • The events or characters on page ______ are still relevant today because...

    4. Reflections: What did you accomplish today? What did you learn from your peers in your book group discussion? What do you need to work on for homework?

  • How can we understand the significance of academic vocabulary and book group discussion to enable our success on the book review? YOU NEED TO BE FINISHED WITH YOUR NOVEL BY TONIGHT! READ AS MUCH AS YOU CAN EVERY DAY WITH THAT GOAL IN MIND.

    DUE TOMORROW, SATURDAY, FEBRUARY 28th (before midnight!):

  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 1st marking period grade. In your book review, you must use at least TEN of the following Academic Vocabulary List.

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    DUE NEXT FRIDAY, MARCH 6th:

  • QUIZ (about 10% of the 1st marking period grade) on Academic Vocabulary List and "Advice to Youth" Vocabulary (know the definitions and how to use each word in a detailed sentence)
  • Flashcards for Academic Vocabulary List and "Advice to Youth" Vocabulary: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence on the back of the card. You may use an electronic flashcard app.
  • Thursday, February 26th, 2015: 1. Do Now: What is academic vocabulary? Why is academic vocabulary important?

    2. Discuss students' answers and read aloud professional answers here.

    3. Work Period: Using our Grading Rubric for the Book Review (p. 4; informative rubric), define (using your prior knowledge) each of the academic vocabulary words: 1. Address, 2. Anticipate, 3. Clause, 4. Cohesion, 5. Compelling, 6. Competent, 7. Complexity, 8. Concrete, 9. Consistently, 10. Discipline, 11. Engaging, 12. Enhance, 13. Impede, 14. Implication, 15. Intentionally, 16. Mechanics, 17. Objective, 18. Precise, 19. Relevant, 20. Significant, 21. Sophisticated, 22. Strategically, 23. Suitably, 24. Sufficiently, 25. Syntax, 26. Unidentifiable, 27. Usage

    4. Reflections: What did you accomplish today? What do you need to work on for homework?

    How can we understand the significance of academic vocabulary contained in our book review grading rubric? YOU NEED TO BE FINISHED WITH YOUR NOVEL BY TOMORROW! READ AS MUCH AS YOU CAN EVERY DAY WITH THAT GOAL IN MIND.

    DUE THIS SATURDAY, FEBRUARY 28th (before midnight!):

  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 1st marking period grade. In your book review, you must use at least TEN of the following academic vocabulary (taken from the rubric below): 1. Address, 2. Anticipate, 3. Clause, 4. Cohesion, 5. Compelling, 6. Competent, 7. Complexity, 8. Concrete, 9. Consistently, 10. Discipline, 11. Engaging, 12. Enhance, 13. Impede, 14. Implication, 15. Intentionally, 16. Mechanics, 17. Objective, 18. Precise, 19. Relevant, 20. Significant, 21. Sophisticated, 22. Strategically, 23. Suitably, 24. Sufficiently, 25. Syntax, 26. Unidentifiable, 27. Usage

    **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

  • Wednesday, February 25th, 2015: 1. Do Now: What is a rubric? What is the purpose a rubric? What is your current view of rubrics? Why are rubrics important?

    2. Read-Aloud: Read What are Rubrics and Why are They Important?

    3. Work Period: Using our Common Core Writing Rubric (Informative), define the following academic vocabulary (taken from the rubric) with a partner: compelling, unidentifiable, concepts, significant, concrete, insight, implications, relevant, anticipate, address, consistently, clause, cohesion, strategically, transition, clarify, engaging, objective, sophisticated, complexity, intentionally, demonstrate, standard, usage, mechanics, discipline, inaccuracy, illustrate, precise, claim, merely

    4. Reflections: What did you accomplish today? What do you need to work on for homework?

    How can we understand the significance of grading rubrics and the academic vocabulary contained in our book review grading rubric? YOU NEED TO BE FINISHED WITH YOUR NOVEL BY FRIDAY! READ AS MUCH AS YOU CAN EVERY DAY WITH THAT GOAL IN MIND.

    DUE THIS SATURDAY, FEBRUARY 28th (before midnight!):

  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 1st marking period grade. In your book review, you must use at least TEN of the following academic vocabulary (taken from the rubric below): compelling, unidentifiable, concepts, significant, concrete, insight, implications, relevant, anticipate, address, consistently, clause, cohesion, strategically, transition, clarify, engaging, objective, sophisticated, complexity, intentionally, demonstrate, standard, usage, mechanics, discipline, inaccuracy, illustrate, precise, claim, merely **You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59
  • Tuesday, February 24th, 2015: 1. Do Now: Access a computer (turn in your student ID to access a computer). Listen to the review of computer rules:
  • No eating or drinking near the computer.
  • Be on task (only do the assignments and be on the websites that Ms. Conn has required).
  • Handle the computer properly and respectfully.

    2. Read aloud Book Review Instructions and Requirements and Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59

    3. Work Period: On your website (click on "create post"), title your posting: Book Review.

    SHOW HW: 15 post-it notes answering the homework questions that are relevant to your novel.

    3. Reflections: What did you accomplish today? What do you need to work on for homework?

  • How can we begin to understand and apply the instructions for our book review? YOU NEED TO BE FINISHED WITH YOUR NOVEL BY FRIDAY! READ AS MUCH AS YOU CAN EVERY DAY WITH THAT GOAL IN MIND.

    DUE THIS SATURDAY, FEBRUARY 28th (before midnight!):

  • Book Review MUST be posted on your website (each day late is -10 points). This is 25% of the 1st marking period grade. You will be graded by the following Common Core Writing Rubric (Informative), 5=90-100, 4=80-89, 3=70-79, 2=60-69, 1=50-59
  • Monday, February 23rd, 2015: 1. Do Now: Write the following Book Review questions (you will use these questions for today's discussion and for your Book Review posting that's due on the last day of February).
  • How are the events or characters from the past still relevant today?
  • How are the events or characters relevant to your life?
  • How have you learned more about your life from the events or characters?
  • Have you learned more about yourself and your society by reading it?

    2. Book Group Discussion: You will discuss the Do Now questions in small book groups. Here are some example sentence starters:

  • I noticed that...because...
  • This makes me think about...
  • It occurs to me that...
  • I have learned more about myself and my society by...
  • The events or characters are still relevant today because...

    3. Reflections: What did you learn from your peers in your book group discussion? What did you accomplish today? What do you need to work on for homework and for future classes?

  • How can we effectively engage in book group discussion, focusing on our book review questions? DUE TOMORROW, TUESDAY, FEBRUARY 24th:
  • Read your independent novel and be up to p. 100 (if you're ahead, that's great, too!).
  • Compose 15 post-it notes (you'll receive the post-it notes in class). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note.

    *Make up any owed HW (see previous days' assignments).

    YOU NEED TO BE FINISHED WITH YOUR NOVEL BY FRIDAY! READ AS MUCH AS YOU CAN EVERY DAY WITH THAT GOAL IN MIND.

  • Friday, February 13th, 2015: 1. Do Now: Listen to HW instructions. Begin one sample post-it for the HW. Here's the HW: Compose 15 post-it notes (you'll receive the post-it notes in class). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note.

    *Show your HW: "Advice to Youth" (1882) questions.

    2. Discuss/Share:

  • Review the answers to the "Advice to Youth" (1882) questions and the answers to the following questions:
  • How is this essay a product of its time period?
  • How does the essay reveal a truth?
  • How is this essay from the past still relevant today?
  • How can this essay from the past be relevant to your life today?
  • How can this essay from the past reflect our society today?
  • How can you learn about yourself from this essay?
  • How can this essay from the past help you become successful on the SAT?
  • How can we effectively analyze why the following essay qualifies as a satire: "Advice to Youth"--an essay by Mark Twain (1882)? DUE TUESDAY, FEBRUARY 24th:
  • Read your independent novel and be up to p. 100 (if you're ahead, that's great, too!).
  • Compose 15 post-it notes (you'll receive the post-it notes in class). Fill in all the space of the post-it notes by answering any of the following questions: How are the events or characters from the past still relevant today? How are the events or characters relevant to your life? How have you learned more about your life from the events or characters? Please include page numbers at the bottom of each post-it note.

    *Make up any owed HW (see previous days' assignments).

  • Thursday, February 12th, 2015: 1. Do Now: Access a computer (turn in your student ID to access a computer). Review the rules of computer use.

    2. Work Period:

  • On your website, write a well-developed paragraph of 10-12 sentences in which you expand on one of yesterday's in-class questions or these "Advice to Youth" questions. You must provide two examples from the essay (include quotation marks) and one personal/societal/literary example. Title your posting: My Analysis of "Advice to Youth" by Mark Twain

    Here are the "Advice to Youth" (1882) questions OR choose one of the following questions to expand on in a well-developed paragraph of 10-12 sentences.

  • How is this essay a product of its time period?
  • How does the essay reveal a truth?
  • How is this essay from the past still relevant today?
  • How can this essay from the past be relevant to your life today?
  • How can this essay from the past reflect our society today?
  • How can you learn about yourself from this essay?
  • How can this essay from the past help you become successful on the SAT?

    3. Work on the other homework (due tomorrow): Answer all of the "Advice to Youth" questions in your LA section.

  • How can we effectively begin our satire unit by reading and analyzing "Advice to Youth"--an essay by Mark Twain (1882)? DUE TOMORROW, FRIDAY, FEBRUARY 13th:
  • Re-read "Advice to Youth"--an essay by Mark Twain (1882).
  • Answer all of the "Advice to Youth" questions in your LA section.
  • On your website, write a well-developed paragraph of 10-12 sentences in which you expand on one of the "Advice to Youth" by Mark Twain (1882) questions OR one of the in-class questions below. You must provide two examples from the essay (include quotation marks) and one personal/societal/literary example. Title your posting: My Analysis of "Advice to Youth" by Mark Twain

    Here are the "Advice to Youth" (1882) questions OR choose one of the following questions to expand on in a well-developed paragraph of 10-12 sentences.

  • How is this essay a product of its time period?
  • How does the essay reveal a truth?
  • How is this essay from the past still relevant today?
  • How can this essay from the past be relevant to your life today?
  • How can this essay from the past reflect our society today?
  • How can you learn about yourself from this essay?
  • How can this essay from the past help you become successful on the SAT?

    *Read your independent novel every day (even just a few pages before you go to sleep!).

  • Wednesday, February 11th, 2015: 1. Do Now: What were your initial impressions of "Advice to Youth"--an essay by Mark Twain (1882)? What's your prior knowledge of Mark Twain and the time period in which he composed this essay, 1882?

    2. Do Now Sharing: Discuss the Do Now questions with a neighbor. Volunteers share/discuss with the class.

    3. Work Period: Answer the following "Advice to Youth" (1882) questions in your LA section.

  • How is this essay a product of its time period?
  • How does the essay reveal a truth?
  • How is this essay from the past still relevant today?
  • How can this essay from the past be relevant to your life today?
  • How can this essay from the past reflect our society today?
  • How can you learn about yourself from this essay?
  • How can this essay from the past help you become successful on the SAT?

    4. Work Period Sharing: Discuss the Work Period questions with a neighbor. Volunteers share/discuss with the class.

    5. Reflections: Reflect on the significance of the today's Do Now and Work Period questions.

  • How can we effectively begin our satire unit by reading and analyzing "Advice to Youth"--an essay by Mark Twain (1882)? DUE THIS FRIDAY, FEBRUARY 13th:
  • Re-read "Advice to Youth"--an essay by Mark Twain (1882).
  • Answer all of the "Advice to Youth" questions in your LA section.

    *Read your independent novel every day (even just a few pages before you go to sleep!).

  • Tuesday, February 10th, 2015: 1. Do Now: Access a computer (turn in your student ID to access a computer). Discuss rules of computer use.

    2. Read-Aloud: Read "Advice to Youth"--an essay by Mark Twain (1882).

    3. Work Period: Begin answering the following "Advice to Youth" questions in your LA section. Finish the questions for homework.

    How can we effectively begin our satire unit by reading and analyzing "Advice to Youth"--an essay by Mark Twain (1882)? DUE THIS FRIDAY, FEBRUARY 11th:
  • Re-read "Advice to Youth"--an essay by Mark Twain (1882).
  • Answer all of the "Advice to Youth" questions in your LA section.

    *Read your independent novel every day (even just a few pages before you go to sleep!).

  • Monday, February 9th, 2015: 1. Do Now:
    1.) Refer to the current novel you have just begun to read (use a specific example from that novel for each question below and include a page number for each). These questions come up in the book review.
  • How is this novel a product of its time period?
  • How does the novel reveal a truth?
  • How is this novel from the past still relevant today?
  • How can this novel from the past be relevant to your life today?
  • How can this novel from the past reflect our society today?
  • How can you learn about yourself from this novel?
  • How can this novel from the past help you become successful on the SAT?

    SHOW HW: Binder/5-subject notebook (with pockets) with dividers that have the following labeled sections: Do Nows and Aims (DNA), Literary Analysis (LA), Vocabulary (VOC), College Writing (CW), and Homework (HW). Turn in the last page of the syllabus.

    2.) Work Period: Continue reading your independent novel.

  • How can we be prepared to do the February book review? Read your independent novel every day (even just a few pages before you go to sleep!). Bring your novel to school every day. MAKE UP ANY OWED HOMEWORK (SEE PREVIOUS DAYS' ASSIGNMENTS).
    Friday, February 6th, 2015: Work Period:
    1.) Refer to the last novel you read (use a specific example from that novel for each question below). These questions come up in the book review.
  • How is a novel a product of its time period?
  • How does a novel reveal a truth?
  • How is a novel from the past still relevant today?
  • How can a novel from the past be relevant to your life today?
  • How can a novel from the past reflect our society today?
  • How can you learn about yourself from a novel?
  • How can a novel from the past help you become successful on the SAT?

    2.) Begin reading your independent novel. Answer one of the questions above for this new novel.

  • How can we be prepared to do the February book review? BRING IN YOUR INDEPENDENT NOVEL EVERY DAY (BRING IT IN ON MONDAY!). BE READY TO SHARE TODAY'S CLASSWORK ON MONDAY.

    DUE MONDAY, FEBRUARY 9th:

  • Bring in Binder/5-subject notebook (with pockets) with dividers that have the following labeled sections: Do Nows and Aims (DNA), Literary Analysis (LA), Vocabulary (VOC), College Writing (CW), and Homework (HW)
  • Turn in the last page of the 11th Grade Spring Syllabus (Include both Student's and Parent's Signatures on the last page)
  • Thursday, February 5th, 2015: 1. Do Now: Turn in the take-home quiz: Literary Term Quiz.

    2. Introduce Book Reviews.

    3. Book Selections & Brainstorming: Choose your independent novels for the first book review. Brainstorm (at your tables) your TOP THREE METHODS for choosing an appropriate book. Choose an independent book, check out, and begin reading.

    4. Whole Class and Table Discussion:

  • Q & A on the editorial (opinion) article "Are kids getting more virtuous?" from the Washington Post. Earn homework credit for the Q & A session.
  • Discuss the editorial (opinion) article "Are kids getting more virtuous?" from the Washington Post. Share one piece of evidence (you must identify a direct quote) from the article that you strongly agree with. Explain why you agree, using personal experience.
  • How can we improve our written, literary and college readiness skills this spring semester? BRING IN YOUR INDEPENDENT NOVEL EVERY DAY (STARTING TOMORROW!

    Due TONIGHT (before midnight), Thursday, February 5th:

  • Create a website. Go to Blogger (you need a gmail account) or find your own free webspace. Your website MUST include your FULL NAME (for example: John Smith's English Blog). Your website MUST be appropriate for school (I will be checking your website regularly). Send your URL (website) to hconn@schools.nyc.gov (include your FULL NAME AND CLASS PERIOD IN THE SUBJECT OF THE MESSAGE) BEFORE MIDNIGHT.

    DUE MONDAY, FEBRUARY 9th:

  • Bring in Binder/5-subject notebook (with pockets) with dividers that have the following labeled sections: Do Nows and Aims (DNA), Literary Analysis (LA), Vocabulary (VOC), College Writing (CW), and Homework (HW)
  • Turn in the last page of the 11th Grade Spring Syllabus (Include both Student's and Parent's Signatures on the last page)
  • Wednesday, February 4th, 2015: 1. Do Now: Distribution of Ms. Conn's Expectations: 11th Grade Spring Syllabus.

    2. Read-Aloud: Review contents of 11th Grade Spring Syllabus.

    How can we improve our written, literary and college readiness skills this spring semester? Due Thursday, February 5th:
  • Take home quiz: Literary Term Quiz.
  • Create a website. Go to Blogger (you need a gmail account) or find your own free webspace. Your website MUST include your FULL NAME (for example: John Smith's English Blog). Your website MUST be appropriate for school (I will be checking your website regularly). Send your URL (website) to hconn@schools.nyc.gov (include your FULL NAME AND CLASS PERIOD IN THE SUBJECT OF THE MESSAGE) BEFORE MIDNIGHT.
  • Read the editorial (opinion) article "Are kids getting more virtuous?" from the Washington Post. Find one piece of evidence (you must identify a direct quote) from the article that you strongly agree with. Explain why you agree, using personal experience. Be ready to share in group discussion.

    DUE MONDAY, FEBRUARY 9th:

  • Bring in Binder/5-subject notebook (with pockets) with dividers that have the following labeled sections: Do Nows and Aims (DNA), Literary Analysis (LA), Vocabulary (VOC), College Writing (CW), and Homework (HW)
  • Turn in the last page of the 11th Grade Spring Syllabus (Include both Student's and Parent's Signatures on the last page)
  • Tuesday, February 3rd, 2015: 1. Do Now: Take out a piece of looseleaf. Write the following Heading to be used on all work. The class is College Writing. The assignment is Expectations. The title is an original title that you decide, based on the assignment.

    Ms. Conn                                 Your Name
    Class, Period                            Date
    Assignment: Expectations
          
                         Title
    

    2. Work Period: For your first assignment (Expectations) of the spring semester, you will write THREE Expectations that you have for yourself this semester, THREE Expectations that you have for me, your teacher, and THREE Expectations that you have for your peers. Here are some questions to fuel answers: What do you hope to accomplish this semester? What do you hope that I, your teacher, will offer you in English class? What do you hope to gain or learn from your peers? What do you hope to have in a productive classroom?

    3. Think/Pair/Share: Share your answers with a neighbor that you don't know well.

    4. Whole Class Sharing: Volunteers share with the class.

    5. Introduce HW.

    6. Extra Time Ice Breaker: Ask another unfamiliar neighbor the following questions: What extra-curricular activities are you involved in and why? What academic skills do you want to improve this semester?

    How can we improve our written, literary and college readiness skills this spring semester? Due Thursday, February 5th:
  • Take home quiz: Literary Term Quiz.
  • Create a website. Go to Blogger (you need a gmail account) or find your own free webspace. Your website MUST include your FULL NAME (for example: John Smith's English Blog). Your website MUST be appropriate for school (I will be checking your website regularly). Send your URL (website) to hconn@schools.nyc.gov (include your FULL NAME AND CLASS PERIOD IN THE SUBJECT OF THE MESSAGE) BEFORE MIDNIGHT.
  • Read the editorial (opinion) article "Are kids getting more virtuous?" from the Washington Post. Find one piece of evidence (you must identify a direct quote) from the article that you strongly agree with. Explain why you agree, using personal experience. Be ready to share in group discussion.