January 9th

Today you need to continue to memorize your poem for the POETRY OUT LOUD competition.  

The POL competition is on Wednesday 1/19 at 6 pm on the school stage.  This is a requirement.  You must have a poem memorized and ready to perform.  This is also an easy grade:

50 points for the memorization
30 points for showing up to the performance
20 points for the acting of the poem.

The winner of POL receives a $50 gift certificate to Radio Shack and has a chance to go the State Championship in March.

Here is a link to the POL judging guidelines
This rubric is also how you will be graded on the "acting" portion.

Poetry Out Loud website can be found here

Tips for performance can be found here

Unit Learning goal: Students will demonstrate an understanding of Hamlet by choosing a prompt from below, developing a thesis statement out of it, and answering the thesis statement by analyzing and using direct evidence from the text.  

QUESTIONS TO DEVELOP THESIS STATEMENTS ABOUT AND ANSWER

1. Polonius is sometimes played as a senile old fool, sometimes as a shrewd and worldly old man.  Which interpretation do you agree with and why?
2. Pick one character who could, at some point, have changed the whole chain of events.  Discuss.
3. Analyze the three appearances of the ghost seen in the play.  Where did he appear; to whom did he appear?  How does the third appearance differ from the first two?  What is the significance of this?
4. Discuss the reasons for Hamlet’s apparent delay in seeking revenge for his father.  What is your opinion regarding his procrastination?
5. Compare and contrast Hamlet, Laertes, and Fortinbras as avengers.
6. What is Hamlet’s attitude towards life and people?  How does it affect his actions?
7. Apply the following quote to Hamlet: “A man who wishes to make a profession of goodness in everything must necessarily come to grief among so many who are not good.  Therefore, it is necessary for a prince, who wishes to maintain himself, to learn how to not to be good, and to use this knowledge and not use it, according to the necessity of the case.”  -- THE PRINCE, Machiavelli
8. Examine the reoccurring pun on sun and son.  How does this symbol work in the overall meaning of the play.
9. Was Ophelia pregnant with Hamlet’s child?
10. Did Hamlet slip into madness?
11. It is Hamlet who causes the downfall of Denmark.
12. What is the meaning of the pirates?
13. Is Hamlet Jesus Christ?  How is Horatio either John the Baptist or an apostle.
14. Why or how is Denmark the Garden of Eden?
15. Gertrude knows about the murder?
16. The meaning of prostitution in Hamlet?
17. Can Hamlet be compared to our current society?  If so, how?
18. Perhaps others—as we read or when we finish
    

    
    Scale/Rubric relating to learning goal:

    
    4 – The student is able to combine more than one question into a thesis statement, and answer it by evaluating the text and using specifics to back up his/her position.

    3 – The student can choose a question, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

    2 – With some direction/help from the teacher the student can choose a question, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

    1 – Even with help from the teacher the student is unable to choose a question, or develop it into a thesis statement, and analyze the text using specific evidence to back up their position.

    
    
    
    
    
    

    Objectives (smaller chunks of overall goal) and suggested time periods

    
    

    OBJECTIVES:  At the end of this unit students will be able to

    
    

    Knowledge:

    
    

    1. List the five elements of tragedy
    2. List the five elements of a tragic hero
    3. Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor (direct, implied, extended), symbol, simile, pun
    4. Give the four elements of a sonnet and a brief description of traditional sonnet themes
    5. Define various vocabulary words from the play

    
    

          

    Comprehension:

    
    

    6. Identify a metaphor (direct, implied, extended), simile, pun or symbol within the play
    7. Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
    8. Give a brief description of all the characters and their roles in the play
    9. Given a line of dialogue identify the speaker

    
    

    1. Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
    2. Summarize each scene into a headline
    3. Answer various discussion questions and come to class prepared to discuss/jutify/argue answers in a group setting

    
    

    Application

    
    

    4. Demonstrate an understanding of a scene in a drawing
    5. Demonstrate a relation of characters to contemporary times through a simulation
    6. Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
    7. Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Denmark, personal responses, and in-class presentations on characters.   
    8. Demonstrate an understanding of parts of the play by translation Shakespeare’s lines into contemporary English
    9. Write a poem or a rap about Hamlet
    10. Research a character: the different critical views and present findings to class

    
    

    Analysis

    
    

    11. Write a analysis paper on some element or question of Hamlet and present the paper to class as an

    oration

    12. Students will view different versions of the same scene and describe the interpretation of the characters

    And ideas that have taken by the actors/director.  

    13. Students will take a question and prepare an extemporaneous commentary speech based Hamlet.

    
    

    Synthesis

    
    

    14. Write a sonnet
    15. Write Shakespearean Insults

Friday and Monday

POETRY OUT LOUD:

1) You need to pick out the poem you will present in January.  Make sure that it is something that you are interested in.

Go HERE for POETRY OUT LOUD

2) Once you have a poem picked out, you will need to read it three times and think about and answer the following questions:

A) Who is the speaker?  What is the setting and action going on?  Where is the speaker to whom is he or she talking to?
B)  What is the conflict and/or theme of the poem?
C)  Is the a particular form or rhyme scheme to the poem?
D) List important images and discuss what they may mean?
E) Write a summary of the poem.

Thursday

Today - we are going to hear Sienna's story and then go over what will be on the final next week.

Tomorrow you will be looking over POETRY OUT LOUD and choosing poems to perform.

GO HERE FOR REVIEW

Go HERE for POETRY OUT LOUD

Chaucer Assignment

Canterbury Tales

Objective: To Demonstrate a thorough understanding of a character and literary devices used in Chaucer by dressing up as one of the characters from The Canterbury Tales and presenting their story.

REQUIREMENTS:

Part 1: You must dress up as the character as described in the Prologue of the poem (note: you should also read very closely the character’s prologue to their own story for it will give you insight into how the character acts, thinks, and relates to the other characters). As part of the presentation you’ll need to discuss what you are wearing and why (or what it represents)? You will also need to present your character traits. What your character is like—what do they believe, how do think of themselves, how do they act towards others or towards God. You may wish to do some research on your character or your character type (example you might wish to look at Friars and what Friars where about and how they where suppose to act and compare those ideas with how your character acts and believes).

Part 2: You’ll need to present your tale to the class. You can do it in one of two ways: 1) D.I. or Dramatic Interpretation of the story (this means you pick the highlights, write a script based on the highlights and act it out). 2) Rewrite the story in your own words and language and present it as a transcript—meaning you read it, but give a dramatic reading
(not just a reading like we do in class)

Part 3: Teach the class the following: 1) what type of literary tale is your story? 2) What does the tale mean (if anything). Connect the tale to a THEME? What does the tale reveal about you character and who your character is? What—if any—kinds of literary devices does your tale use?

Part 4: Make a brief argument why your character won the bet: Who can tell the best story.