Friday, April 15, 2016
Objective: To make thematic connections to a cinematic hero's journey
What we did: Students turned in their projects. Students were assigned final journal for their Personal Quest - a creative written piece of their choosing. The presentation's outline was also delivered.
Homework: Santiago's Journey Project due Friday; continue working on your Personal Quest (documenting along the way)
Thursday, April 14, 2016
Objective: To create a culminating project on Santiago's journey
What we did: Students continued worked on their Santiago projects due tomorrow.
Homework: Santiago's Journey Project due Friday; continue working on your Personal Quest (documenting along the way)
Wednesday, April 13, 2016
Objective: To create a culminating project on Santiago's journey
What we did: Students worked on their Santiago projects - either a map depicting his journey with evidence to prove the lessons he has learned OR a "How-to Guide" from the perspective of Santiago, helping the reader find his/her personal legend.
Homework: Santiago's Journey Project due Friday; continue working on your Personal Quest (documenting along the way)
Monday, April 11, 2016
Objective: To assess students' understanding of conclusion of text
What we did: Reading quiz on the conclusion of The Alchemist; we reviewed the remaining plot points and how events fit into the hero's journey format. Creative project for text was assigned (due Friday, we will work on both in class and for HW)
Homework: Santiago's Journey Project due Friday; continue working on your Personal Quest (documenting along the way)
Friday, April 8, 2016
Objective: To assess students' understanding of vocabulary from text; to review the plot developments after Santiago makes it to the oasis
What we did: Vocabulary Quiz; we then discussed plot developments since Santiago arrived at the oasis - Fatima, hawk omens, becoming counselor, the tribesmen and the wind
Homework: Finish text for Monday; continue working on your Personal Quest (documenting along the way)
Thursday, April 7, 2016
Objective: To review the plot structure of a hero's journey and its connection to the text
What we did: Vocab; Motif projects were posted around the room. Groups went around and reviewed each poster, creating a thematic statement for each motif. Groups then shared their favorite themes provided by their peers. It was a great activity!
Homework: Read to pg. 142; continue working on your Personal Quest (documenting along the way)
Wednesday, April 5, 2016
Objective: To review the plot structure of a hero's journey and its connection to the text; to identify motifs within
What we did: Vocab; students learned/reviewed the last 3 stages of the hero's journey, making connections to other works they are familiar with. We then shifted to a quotation analysis activity. Students worked in groups of 2 or 3 to identify a common motif among given quotations, choose the most powerful quotation, analyze it fully and create a visual representation.
Homework: Finish Motif Project; Read to pg. 132; continue working on your Personal Quest (documenting along the way)
Monday, April 4, 2016
Objective: To review the plot structure of a hero's journey and its connection to the text
What we did: Vocab; students learned/reviewed the first 7 stages of the hero's journey, making connections to texts/movies they would label as "hero stories," as well as to The Alchemist.
Homework: Read to pg. 132; continue working on your Personal Quest (documenting along the way)
Friday, April 1, 2016
Objective: To discuss and make connections to novels theme of destiny
What we did: Vocab; finished presentations on Divination and had good discussion on why cultures have such beliefs in fortunetelling. Finally, we viewed a scene from Discovery's Africa Series, Episode: Sahara. We viewed a short scene on the Resurrection Tree, making connections to The Alchemist's line that “when you want something, all the universe conspires in helping you to achieve it.”
Homework: Read to pg. 116; continue working on your Personal Quest (documenting along the way)
Thursday, March 31, 2016
Objective: To present research and critical thinking on divination topic
What we did: Vocab; students presented their Slides on Divination Types, explaining its origin, use for making decisions and connection to The Alchemist
Homework: Read to pg. 104
Wednesday, March 30, 2016
Objective: To research and think critically on divination topic from the text
What we did: Vocab; students worked in groups to research a specific type of divination (a topic has come up a few times recently in the text). They learned the origin and use of given divination and connected it to the text.
Homework: Read to pg. 104 for Friday
Monday, March 28, 2016
Objective: To discuss text's exemplification of allegory
What we did: Vocab; students were broken up into two smaller groups and teachers facilitated discussion to review understanding of the term "allegory."
Homework: Read to pg. 104 for Friday
...
Friday, March 11, 2016
Objective: To assess student understanding of vocabulary words from text
What we did: Journal: What obligation do we have to determine and manage our personal destiny? What role does fate or free will play in determining who we become (our destiny)? What would you like your destiny to be? Great, insightful discussion ensued.
Homework: None
Thursday, March 10, 2016
Objective: To analyze artistic depictions of scenes from Act 4; to compare and contrast Laertes and Hamlet
What we did: Capstone discussion; we then viewed an alternate version of Hamlet that was a bit more true to the play. Students compared and contrasted the characters' actions in each version - interesting discussion
Homework: None
Wednesday, March 9, 2016
Objective: To assess students' understanding of unit's focus: the importance of Shakespeare
What we did: Students wrote argumentative essay on the importance of Shakespeare. They were tasked with backing up their claims with evidence from the articles they researched in a well-organized essay.
Homework: None
Monday, March 7, 2016
Objective: To analyze Shakespeare's stylistic and symbolic choices for props
What we did: Do now: Create the citation for each of the articles found for HW; Reading Quiz on Final Scene; We viewed the final scene from Hamlet and discussed the conclusion.
Homework: Annotate the articles you have found, highlighting significant quotations and paraphrasing points.
Friday, March 4, 2016
Objective: To assess student understanding of vocabulary words from text
What we did: Vocabulary Quiz; we discussed Act 5 Scene 1 and then viewed the film version; students made predictions about the conclusion of the text
Homework: Find 2 articles regarding the importance of Shakespeare (one positive, one negative), read them and print them out for class; finish Hamlet
Thursday, March 3, 2016
Objective: To analyze artistic depictions of scenes from Act 4; to compare and contrast Laertes and Hamlet
What we did: Do Now: Re-read pg. 254-256 where Queen Gertrude reveals to the King and Laertes that Ophelia has drowned. What do you think was the cause of her drowning? Students gave their interpretations and supported them with evidence from the plot. We then analyzed 3 different artistic depictions of Ophelia (the most depicted scene in literature). Students had some very insightful points of analysis. We then began the grave-digger scene, Act 5 Scene 1
Homework: Vocab Quiz Friday; Finish reading Act 5 Scene 1
Monday, February 29, 2016
Objective: To analyze Shakespeare's stylistic and symbolic choices for props
What we did: Vocab; students shared their analyses of Ophelia's flowers. We discussed the concept of Dues Ex Machina and the pirates that "saved" Hamlet. It was obvious students had not read the final scene of Act 4 when addressing Claudius' plan for Laertes
Homework: Vocab Quiz Friday; Read Act 4 Scene 7 - compare and contrast Hamlet and Laertes given all we now know about the two men (venn diagram)
Friday, February 26, 2016
Objective: To analyze Shakespeare's choice of props for Ophelia's mad scene
What we did: Vocab; students viewed the scene where Ophelia goes crazy - distraught over the loss of yet another male figure in her life. She passes out different types of flowers to characters in the castle. Students analyzed the different flowers Ophelia passed around and confirmed whether or not the choice was appropriate for the character she delivered it to.
Homework: Finish Act 4
Thursday, February 25, 2016
Objective: To view and analyze a film adaptation of The Scarlet Letter
What we did: Vocab; discussed important lines from Act 4 Scene 4
Homework: Read Act 4 Scene 5 for Friday
Wednesday, February 24, 2016
Objective: To analyze the text for character motivation
What we did: Vocab; students worked in pairs analyzing the motivation of Gertrude, Hamlet and Claudius given their dialogue and actions in Act 3 Scene 4 and Act 4 Scene 1. Students shared their analyses. We then performed Act 4 Scene 2
Homework: Read Act 4 Scene 3 & 4
Monday, February 22, 2016
Objective: To assess student understanding of text
What we did: Vocab; students took an analysis quiz on Act 3 Scene 3 - analyzing the text for understanding (conflict, character motivation, etc). We discussed the same, then acted out Scene 4.
Homework: Read Act 4 Scenes 1&2; Quotation Notation due Wednesday
Friday, February 19, 2016
Objective: To assess student understanding of vocabulary words from text
What we did: Students took vocabulary quiz. We then viewed Act 3 Scene 2, the play within the play scene. We discussed the implications of the play (nephew poisons king...how might Claudius interpret this?). We took a closer look at the player's dialogue - specifically the Player King. What is Hamlet's message to his mother?
Homework: Read Act 3 Scenes 2 & 4
Wednesday, February 17, 2016
Objective: To analyze the secondary characters
What we did: Vocab; We read "6 Legendary Acts of Revenge" and had a great discussion on why revenge is so desirable, as well as why it is an intriguing topic for stories. Students named stories/films that they knew of that dealt with this topic. We concluded that revenge is a topic that all humans can relate to on a personal level (righting wrong that has been done), and that it makes for a suspenseful story. We then performed Act 3 Scene 1.
Homework: Read Act 3 Scene 2 for Friday; Vocabulary Quiz Friday
Monday, February 15, 2016 - NO SCHOOL - Presidents' Day
Friday, February 12, 2016
Objective: To analyze a timeless quotation from the text
What we did: Students used Google Classroom to respond to the following prompt: Lines from Shakespeare’s plays are often quoted with the thought that an essential truth has been perfectly expressed in the line. Take one or more of the quotations listed below and discuss their validity by citing examples from your own experience that either support or refute the validity of the statements. (min. 500 words)
Homework: Essay due Wednesday, 2/17 to Google Classroom
Thursday, February 11, 2016
Objective: To
What we did: Vocab; We viewed the end of Scene 2, when Hamlet decides upon a plan to confirm the ghost's accusation that Claudius killed King Hamlet. We analyzed his emotional soliloquy, identifying what is truly plaguing him at this moment.
Homework:
Wednesday, February 10, 2016
Objective: To analyze the secondary characters
What we did: Vocab; We viewed the exchange between Polonius and Reynaldo, as well as Polonius and Ophelia. Students analyzed his characters based on these exchanges. We then began Act 2 Scene 2 in class - what reasons do Polonius, Claudius and Gertrude provide for Hamlet's unusual behavior? How does Hamlet treat Polonius?
Homework: Finish Act 2 Scene 3
Monday, February 8, 2016
Objective: To assess student's understanding of vocabulary words from text.
What we did: Students took vocabulary quiz; collected Act 1 Quotation Notation and distributed Quotation Notation for Acts 2 & 3.
Homework: Read Act 2 Scene 1 for Wednesday and Scene 2 for Friday.
Friday, February 5, 2016 - Snow Day!
Thursday, February 4, 2016
Objective: To make connections to the text and modern day relationships.
What we did: Do Now: Identify all instances of an "ear" or "ears" in Scene 5 of Act 1. What could this motif symbolize with each usage? What might the underlying message of all 3 be? Very good discussion on this literary device. We looked more closely at the Ghost's words and the conflict unfolding. We then viewed the film version of the final scene - including Hamlet's soliloquy. We discussed Hamlet's emotional turmoil and the ongoing debate about whether or not Hamlet truly feigns insanity.
Homework: Vocab Quiz Friday; Quotation Notation due Friday
Wednesday, February 3, 2016
Objective: To make connections to the text and modern day relationships.
What we did: Vocab; we viewed Hamlet's first soliloquy and students analyzed the tone shifts - what emotions must he be dealing with based on the situation he walked into (father has died and mother has remarried her dead husband's brother). Students broke into groups and were given an improv scene to generate and perform (all relative to relationships established thus far in Act 1). Great performances! Groups were then responsible for answering analytical questions relative to the characters in their scene, supporting their conclusions with evidence from the text.
Homework: Finish Act 1 Scene 5; Vocab Quiz Friday; Quotation Notation due Friday
Monday, February 1, 2016
Objective: To analyze the text to reveal characterization of main players.
What we did: Vocab; we viewed Claudius' speech to his kingdom at the start of Scene 2. Students analyzed his words and came up with 3 adjectives to describe his character based on those words. Some included: deceiving, calculated, and comical.
Homework: Read Act 1 Scene 3 for Wednesday; Vocab Quiz Friday
Friday, January 29, 2016
Objective: Discuss scene 1 and perform scene 2
What we did: Vocab; we reviewed the end of scene 1 and discussed the implications of the ghost's appearance. Then, we performed Act 1 Scene 2.
Homework: Finish Act 1 Scene 2; Capstone Essay Final Draft due Monday, February 1, 2016 to TurnItIn.com
Thursday, January 28, 2016
Objective: To introduce the next text and begin performing the play.
What we did: Vocab; we reviewed what students already knew about Shakespearean tragedies, given that they have read Romeo & Juliet as well as Julius Caesar. Students provided some good insight into common elements and themes. We then introduced the setting, characters and plot of Hamlet. We distributed books and began acting out Act 1 Scene 1.
Homework: Finish Act 1 Scene 1; Capstone Essay Final Draft due Monday, February 1, 2016 to TurnItIn.com
Wednesday, January 27, 2016
Objective: To recite poetry with intention and conviction; to continue revision process of Capstone Research Paper
What we did: Vocab; We finished our classroom competition of Poetry Out Loud. We then headed to the library media center to work on Capstone Essay final drafts. Students were able to ask questions and polish their final drafts to be submitted by Monday, February 2, 2016
Homework: Capstone Essay Final Draft due Monday, February 1, 2016 to TurnItIn.com
Monday, January 25, 2016
Objective: To recite poetry with intention and conviction
What we did: Vocab; We began our classroom competition of Poetry Out Loud. Students took turns reciting their chosen poem or song with drama and emotion.
Homework: Capstone Essay Final Draft due Monday, February 1, 2016 to TurnItIn.com
Friday, January 22, 2016
Objective: To review midterm questions and took a closer look at the speech they analyzed
What we did: We reviewed the speech that they were expected analyze on the midterm to see how everyone fared on the same. Students were able to provide their understanding of the author's purpose and means of reaching the audience using proof from the text. Lastly, students broke into small groups to practice their POL poems - reading poem once very fast without attention to tone or cadence, and then a second time including all of the drama they want to put into the performance.
Homework: Be ready to recite poems on Monday
MIDTERMS 01/15-01/21/2016
Objective: To make thematic connections to a cinematic hero's journey
What we did: Students turned in their projects. Students were assigned final journal for their Personal Quest - a creative written piece of their choosing. The presentation's outline was also delivered.
Homework: Santiago's Journey Project due Friday; continue working on your Personal Quest (documenting along the way)
Thursday, April 14, 2016
Objective: To create a culminating project on Santiago's journey
What we did: Students continued worked on their Santiago projects due tomorrow.
Homework: Santiago's Journey Project due Friday; continue working on your Personal Quest (documenting along the way)
Wednesday, April 13, 2016
Objective: To create a culminating project on Santiago's journey
What we did: Students worked on their Santiago projects - either a map depicting his journey with evidence to prove the lessons he has learned OR a "How-to Guide" from the perspective of Santiago, helping the reader find his/her personal legend.
Homework: Santiago's Journey Project due Friday; continue working on your Personal Quest (documenting along the way)
Monday, April 11, 2016
Objective: To assess students' understanding of conclusion of text
What we did: Reading quiz on the conclusion of The Alchemist; we reviewed the remaining plot points and how events fit into the hero's journey format. Creative project for text was assigned (due Friday, we will work on both in class and for HW)
Homework: Santiago's Journey Project due Friday; continue working on your Personal Quest (documenting along the way)
Friday, April 8, 2016
Objective: To assess students' understanding of vocabulary from text; to review the plot developments after Santiago makes it to the oasis
What we did: Vocabulary Quiz; we then discussed plot developments since Santiago arrived at the oasis - Fatima, hawk omens, becoming counselor, the tribesmen and the wind
Homework: Finish text for Monday; continue working on your Personal Quest (documenting along the way)
Thursday, April 7, 2016
Objective: To review the plot structure of a hero's journey and its connection to the text
What we did: Vocab; Motif projects were posted around the room. Groups went around and reviewed each poster, creating a thematic statement for each motif. Groups then shared their favorite themes provided by their peers. It was a great activity!
Homework: Read to pg. 142; continue working on your Personal Quest (documenting along the way)
Wednesday, April 5, 2016
Objective: To review the plot structure of a hero's journey and its connection to the text; to identify motifs within
What we did: Vocab; students learned/reviewed the last 3 stages of the hero's journey, making connections to other works they are familiar with. We then shifted to a quotation analysis activity. Students worked in groups of 2 or 3 to identify a common motif among given quotations, choose the most powerful quotation, analyze it fully and create a visual representation.
Homework: Finish Motif Project; Read to pg. 132; continue working on your Personal Quest (documenting along the way)
Monday, April 4, 2016
Objective: To review the plot structure of a hero's journey and its connection to the text
What we did: Vocab; students learned/reviewed the first 7 stages of the hero's journey, making connections to texts/movies they would label as "hero stories," as well as to The Alchemist.
Homework: Read to pg. 132; continue working on your Personal Quest (documenting along the way)
Friday, April 1, 2016
Objective: To discuss and make connections to novels theme of destiny
What we did: Vocab; finished presentations on Divination and had good discussion on why cultures have such beliefs in fortunetelling. Finally, we viewed a scene from Discovery's Africa Series, Episode: Sahara. We viewed a short scene on the Resurrection Tree, making connections to The Alchemist's line that “when you want something, all the universe conspires in helping you to achieve it.”
Homework: Read to pg. 116; continue working on your Personal Quest (documenting along the way)
Thursday, March 31, 2016
Objective: To present research and critical thinking on divination topic
What we did: Vocab; students presented their Slides on Divination Types, explaining its origin, use for making decisions and connection to The Alchemist
Homework: Read to pg. 104
Wednesday, March 30, 2016
Objective: To research and think critically on divination topic from the text
What we did: Vocab; students worked in groups to research a specific type of divination (a topic has come up a few times recently in the text). They learned the origin and use of given divination and connected it to the text.
Homework: Read to pg. 104 for Friday
Monday, March 28, 2016
Objective: To discuss text's exemplification of allegory
What we did: Vocab; students were broken up into two smaller groups and teachers facilitated discussion to review understanding of the term "allegory."
Homework: Read to pg. 104 for Friday
...
Friday, March 11, 2016
Objective: To assess student understanding of vocabulary words from text
What we did: Journal: What obligation do we have to determine and manage our personal destiny? What role does fate or free will play in determining who we become (our destiny)? What would you like your destiny to be? Great, insightful discussion ensued.
Homework: None
Thursday, March 10, 2016
Objective: To analyze artistic depictions of scenes from Act 4; to compare and contrast Laertes and Hamlet
What we did: Capstone discussion; we then viewed an alternate version of Hamlet that was a bit more true to the play. Students compared and contrasted the characters' actions in each version - interesting discussion
Homework: None
Wednesday, March 9, 2016
Objective: To assess students' understanding of unit's focus: the importance of Shakespeare
What we did: Students wrote argumentative essay on the importance of Shakespeare. They were tasked with backing up their claims with evidence from the articles they researched in a well-organized essay.
Homework: None
Monday, March 7, 2016
Objective: To analyze Shakespeare's stylistic and symbolic choices for props
What we did: Do now: Create the citation for each of the articles found for HW; Reading Quiz on Final Scene; We viewed the final scene from Hamlet and discussed the conclusion.
Homework: Annotate the articles you have found, highlighting significant quotations and paraphrasing points.
Friday, March 4, 2016
Objective: To assess student understanding of vocabulary words from text
What we did: Vocabulary Quiz; we discussed Act 5 Scene 1 and then viewed the film version; students made predictions about the conclusion of the text
Homework: Find 2 articles regarding the importance of Shakespeare (one positive, one negative), read them and print them out for class; finish Hamlet
Thursday, March 3, 2016
Objective: To analyze artistic depictions of scenes from Act 4; to compare and contrast Laertes and Hamlet
What we did: Do Now: Re-read pg. 254-256 where Queen Gertrude reveals to the King and Laertes that Ophelia has drowned. What do you think was the cause of her drowning? Students gave their interpretations and supported them with evidence from the plot. We then analyzed 3 different artistic depictions of Ophelia (the most depicted scene in literature). Students had some very insightful points of analysis. We then began the grave-digger scene, Act 5 Scene 1
Homework: Vocab Quiz Friday; Finish reading Act 5 Scene 1
Monday, February 29, 2016
Objective: To analyze Shakespeare's stylistic and symbolic choices for props
What we did: Vocab; students shared their analyses of Ophelia's flowers. We discussed the concept of Dues Ex Machina and the pirates that "saved" Hamlet. It was obvious students had not read the final scene of Act 4 when addressing Claudius' plan for Laertes
Homework: Vocab Quiz Friday; Read Act 4 Scene 7 - compare and contrast Hamlet and Laertes given all we now know about the two men (venn diagram)
Friday, February 26, 2016
Objective: To analyze Shakespeare's choice of props for Ophelia's mad scene
What we did: Vocab; students viewed the scene where Ophelia goes crazy - distraught over the loss of yet another male figure in her life. She passes out different types of flowers to characters in the castle. Students analyzed the different flowers Ophelia passed around and confirmed whether or not the choice was appropriate for the character she delivered it to.
Homework: Finish Act 4
Thursday, February 25, 2016
Objective: To view and analyze a film adaptation of The Scarlet Letter
What we did: Vocab; discussed important lines from Act 4 Scene 4
Homework: Read Act 4 Scene 5 for Friday
Wednesday, February 24, 2016
Objective: To analyze the text for character motivation
What we did: Vocab; students worked in pairs analyzing the motivation of Gertrude, Hamlet and Claudius given their dialogue and actions in Act 3 Scene 4 and Act 4 Scene 1. Students shared their analyses. We then performed Act 4 Scene 2
Homework: Read Act 4 Scene 3 & 4
Monday, February 22, 2016
Objective: To assess student understanding of text
What we did: Vocab; students took an analysis quiz on Act 3 Scene 3 - analyzing the text for understanding (conflict, character motivation, etc). We discussed the same, then acted out Scene 4.
Homework: Read Act 4 Scenes 1&2; Quotation Notation due Wednesday
Friday, February 19, 2016
Objective: To assess student understanding of vocabulary words from text
What we did: Students took vocabulary quiz. We then viewed Act 3 Scene 2, the play within the play scene. We discussed the implications of the play (nephew poisons king...how might Claudius interpret this?). We took a closer look at the player's dialogue - specifically the Player King. What is Hamlet's message to his mother?
Homework: Read Act 3 Scenes 2 & 4
Wednesday, February 17, 2016
Objective: To analyze the secondary characters
What we did: Vocab; We read "6 Legendary Acts of Revenge" and had a great discussion on why revenge is so desirable, as well as why it is an intriguing topic for stories. Students named stories/films that they knew of that dealt with this topic. We concluded that revenge is a topic that all humans can relate to on a personal level (righting wrong that has been done), and that it makes for a suspenseful story. We then performed Act 3 Scene 1.
Homework: Read Act 3 Scene 2 for Friday; Vocabulary Quiz Friday
Monday, February 15, 2016 - NO SCHOOL - Presidents' Day
Friday, February 12, 2016
Objective: To analyze a timeless quotation from the text
What we did: Students used Google Classroom to respond to the following prompt: Lines from Shakespeare’s plays are often quoted with the thought that an essential truth has been perfectly expressed in the line. Take one or more of the quotations listed below and discuss their validity by citing examples from your own experience that either support or refute the validity of the statements. (min. 500 words)
Homework: Essay due Wednesday, 2/17 to Google Classroom
Thursday, February 11, 2016
Objective: To
What we did: Vocab; We viewed the end of Scene 2, when Hamlet decides upon a plan to confirm the ghost's accusation that Claudius killed King Hamlet. We analyzed his emotional soliloquy, identifying what is truly plaguing him at this moment.
Homework:
Wednesday, February 10, 2016
Objective: To analyze the secondary characters
What we did: Vocab; We viewed the exchange between Polonius and Reynaldo, as well as Polonius and Ophelia. Students analyzed his characters based on these exchanges. We then began Act 2 Scene 2 in class - what reasons do Polonius, Claudius and Gertrude provide for Hamlet's unusual behavior? How does Hamlet treat Polonius?
Homework: Finish Act 2 Scene 3
Monday, February 8, 2016
Objective: To assess student's understanding of vocabulary words from text.
What we did: Students took vocabulary quiz; collected Act 1 Quotation Notation and distributed Quotation Notation for Acts 2 & 3.
Homework: Read Act 2 Scene 1 for Wednesday and Scene 2 for Friday.
Friday, February 5, 2016 - Snow Day!
Thursday, February 4, 2016
Objective: To make connections to the text and modern day relationships.
What we did: Do Now: Identify all instances of an "ear" or "ears" in Scene 5 of Act 1. What could this motif symbolize with each usage? What might the underlying message of all 3 be? Very good discussion on this literary device. We looked more closely at the Ghost's words and the conflict unfolding. We then viewed the film version of the final scene - including Hamlet's soliloquy. We discussed Hamlet's emotional turmoil and the ongoing debate about whether or not Hamlet truly feigns insanity.
Homework: Vocab Quiz Friday; Quotation Notation due Friday
Wednesday, February 3, 2016
Objective: To make connections to the text and modern day relationships.
What we did: Vocab; we viewed Hamlet's first soliloquy and students analyzed the tone shifts - what emotions must he be dealing with based on the situation he walked into (father has died and mother has remarried her dead husband's brother). Students broke into groups and were given an improv scene to generate and perform (all relative to relationships established thus far in Act 1). Great performances! Groups were then responsible for answering analytical questions relative to the characters in their scene, supporting their conclusions with evidence from the text.
Homework: Finish Act 1 Scene 5; Vocab Quiz Friday; Quotation Notation due Friday
Monday, February 1, 2016
Objective: To analyze the text to reveal characterization of main players.
What we did: Vocab; we viewed Claudius' speech to his kingdom at the start of Scene 2. Students analyzed his words and came up with 3 adjectives to describe his character based on those words. Some included: deceiving, calculated, and comical.
Homework: Read Act 1 Scene 3 for Wednesday; Vocab Quiz Friday
Friday, January 29, 2016
Objective: Discuss scene 1 and perform scene 2
What we did: Vocab; we reviewed the end of scene 1 and discussed the implications of the ghost's appearance. Then, we performed Act 1 Scene 2.
Homework: Finish Act 1 Scene 2; Capstone Essay Final Draft due Monday, February 1, 2016 to TurnItIn.com
Thursday, January 28, 2016
Objective: To introduce the next text and begin performing the play.
What we did: Vocab; we reviewed what students already knew about Shakespearean tragedies, given that they have read Romeo & Juliet as well as Julius Caesar. Students provided some good insight into common elements and themes. We then introduced the setting, characters and plot of Hamlet. We distributed books and began acting out Act 1 Scene 1.
Homework: Finish Act 1 Scene 1; Capstone Essay Final Draft due Monday, February 1, 2016 to TurnItIn.com
Wednesday, January 27, 2016
Objective: To recite poetry with intention and conviction; to continue revision process of Capstone Research Paper
What we did: Vocab; We finished our classroom competition of Poetry Out Loud. We then headed to the library media center to work on Capstone Essay final drafts. Students were able to ask questions and polish their final drafts to be submitted by Monday, February 2, 2016
Homework: Capstone Essay Final Draft due Monday, February 1, 2016 to TurnItIn.com
Monday, January 25, 2016
Objective: To recite poetry with intention and conviction
What we did: Vocab; We began our classroom competition of Poetry Out Loud. Students took turns reciting their chosen poem or song with drama and emotion.
Homework: Capstone Essay Final Draft due Monday, February 1, 2016 to TurnItIn.com
Friday, January 22, 2016
Objective: To review midterm questions and took a closer look at the speech they analyzed
What we did: We reviewed the speech that they were expected analyze on the midterm to see how everyone fared on the same. Students were able to provide their understanding of the author's purpose and means of reaching the audience using proof from the text. Lastly, students broke into small groups to practice their POL poems - reading poem once very fast without attention to tone or cadence, and then a second time including all of the drama they want to put into the performance.
Homework: Be ready to recite poems on Monday
MIDTERMS 01/15-01/21/2016
