Reading Schedule

Reading Schedule - Hamlet • Act 1, scenes 1 – 3 by Monday, January 14th • Act 1, scenes 4 – 5 by Tuesday, January 15th • Act 2, all (1-2) scenes by Friday, January 18th • Act 3, scenes 1 – 2 by Monday, January 21st (MLK No School) • Act 3, scenes 3 – 4 by Tuesday, January 22nd • Act 4, scenes 1 – 5 by Thursday, January 24th • Act 4, scenes 6 – 7 by Friday, January 25th • Act 5, all (1-2) = finish the play by Monday, January 28th

Hook, Housekeeping & Homework MONDAY TURN IN Folger’s Introduction on Language with responses completed How was your weekend? Have out a new sheet of paper for a new week – Week 2 What is… 1 positive you want to remember from your weekend and carry with you throughout this week? 1 thing for which you are grateful? 1 thing you are looking forward to this week or will do to make this week great?

Hook, Housekeeping & HomeworkContinued MONDAY HMWK: Plan your time wisely Read Act 1, Scenes 4-5 (for Tuesday) - IF YOU ARE NOT READING IT ON YOUR OWN, THE MULTIPLE CHOICE (AND, THEREFORE, THE EXAM WILL BE THAT MUCH MORE DIFFICULT) – USE THE SIDE NOTES & READING GUIDE QUESTIONS! + Independent Reading Inquiry Project Proposal + AP Novel

Past, Present, Future MONDAY • Independent Reading Inquiry Project • Hamlet: New Unit Guide + Build some anticipation + Check out and preview the text + Hear about the plot and learn about the author +Learn about the theater of the time + Act 1, scene 1 • Hamlet:A production • Independent Reading Inquiry Project • Hamlet: Read Act 1 • Multiple Choice Practice

Shakespearean Tragedy Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Unit Objectives: You will be able to. . . • Analyze passages (literary devices, characterization, diction, plot, and theme) • Practice and apply multiple choice question strategies • Identify and apply the elements of tragedy, specifically a revenge tragedy • Analyze and explain the play in terms of a universal theme Essential/Inquiry Questions • What are the essential characteristics of tragedy? What similarities or differences exists in Hamlet to the definitions of tragedy - classic or modern?How do hubris or hamartia play roles in this drama? What ingredients of a “revenge tragedy” does Hamlet contain? How does the genre contribute to the meaning of the work as a whole? • How does the use of language effect meaning? What literary techniques contribute to the meaning, purpose, effect of the text? • What strategies are useful in a multiple choice exam?

Activity: Develop Purpose: you will be able to view and think critically about a movie version of Hamlet. Tasks: Plays were meant to be performed… Let’s watch a little Hamlet! To get a grip on the plot and language of the play, we’re going to start by watching a movie version, directed by Franco Zefferelli and starring Mel Gibson. BUT, as you watch, keep in mind… (see next slide) Outcome: What do you notice about the way some scenes are rearranged and the plot is compressed as compared to your reading thus far?What questions can you (or can’t you) respond to on your reading guide? • Your exam is in two weeks!

Instruction: Obtain • Not all version are created equal… • 5.0 out of 5 starsGood Movie, But... • Not everyone's cup of tea. • Zeferellitakes great liberties with the play, omitting vast swaths of dialogue, several scenes, and the character of Fortinbras altogether. He also rearranges the order of several critical scenes, and makes mighty interpretive leaps such as having Hamlet overhear Polonius's instructions to Ophelia that she must not have any further contact with the prince--an understanding that of course colors our view of Hamlet's actions toward Ophelia for the rest of the play. Knowing that Hamlet KNOWS the poor girl is in a hopeless position, acting under her father's direct orders, makes his treatment of her seem wantonly cruel as the play moves forward, rather than justifiable as a manifestation of his paranoia. One failure of this interpretation is that Zeferelli doesn't do much with that knowledge--Hamlet's having overheard Polonius--once having established it. He seems to go on courting our sympathy for the character as if he'd done nothing to lessen it.On the other hand, the director does deliver a film just over two hours long--compared to Kenneth Branagh's four-hour-plus rendition--that is well-acted, properly atmospheric, successful at differentiating critical passages and performances from those which are meant merely to flesh out the plot, and relaxed enough en route that the necessarily intense scenes stand out as they should. (Branagh's version, while great in its own way, is acted by every character in every scene as if he or she were the MAIN character, and the scene itself the very climax of the play--a greater gathering of famous hams, each determined to make the most of his moment in the sun, has rarely graced the silver screen, if ever. Every one of the performances is marvelous--but taken as a whole, the play is exhausting.)My students tend to prefer Zeferelli's film over Branagh's--but add the reservation that if they hadn't already known the play, they probably wouldn't have understood this one as a stand-alone drama. Some of the aforementioned liberties with the play leave holes in the plot--the viewer familiar with the play is kind enough to fill them in, but Branagh's version doesn't require such helpfulness.

Review and Release The end of the month may seem like a long time away, but it is really only 2 ½ weeks (and only 13 school days) • What do you need to focus on? • What it your schedule or plan? Where/how are you keeping track of this? • What distractions do you need to be aware of? How will you combat these? • What habits do you need to cultivate this month to be successful? Keep in mind, … • Homework: READ all of Act 1 • Independent Inquiry Project

Hook, Housekeeping & HomeworkTUESDAY How are you today? Have out your new Week 2 notebook sheet from yesterday. Consider… • Have you read all of Act 1, scenes 1-5 of Hamlet? Have you worked on your Independent Inquiry Project? If you can say “yes,” jot down what you’ve accomplished and give your self a “Hell, yes”  • If not, give yourself “kudos” for some other school accomplishment and then jot down a plan to attack Hamlet and Independent Inquiry. HMWK: Plan your time wisely HAVE YOU Read ALL OF Act 1, Scenes 1-5? • IF YOU ARE NOT READING IT ON YOUR OWN, THE MULTIPLE CHOICE (AND, THEREFORE, THE EXAM WILL BE THAT MUCH MORE DIFFICULT) • USE THE SIDE NOTES & READING GUIDE QUESTIONS! + Independent Reading Inquiry Project Proposal + AP Novel

Past, Present, Future TUESDAY • Independent Reading Inquiry Project • Hamlet: Act 1, scene 1, A production • What have you noticed about Complex Plotting? • Ghost of King Hamlet – murder • Young Fortinbras – army, etc. • Ophelia – Hamlet’s interest • Hamlet: Multiple Choice Strategies, I Do, We do, You Do • Independent Reading Inquiry Project • Read Act 2 by Friday • Hamlet: A production +Multiple Choice Practice

Instruction: Obtain = I DoActivity: Develop = We Do Purpose: to review a specific passage for a close reading & multiple choice practice for the exam Tasks: MC Strategies in Action • Keep in mind, vocabulary is a “big part” of doing well on the test (see next slides) – Are you keeping a vocab. list? • Review Multiple Choice strategies (handout & see slide) • I Do: Passage 1, (I, ii) • Skim Packet: Select 1 to do 1st, 1 to do last X • Preview MC questions quickly for hints • Use POE - Cross our “except” etc. - Roman numerals 1st, then letters • ½ Bad = All Bad, Consistence of Answers, Context • Start We Do: Passage 1 (I, ii – King & Hamlet) • Small group • Coach you through – select next, preview questions (discuss), read quietly Outcome:See last slide… Pick up where we left off…

Instruction: ObtainDo you know these terms? • Alliteration (L’s consonants repeat) • Allusion • Analogy • Anaphora • Aphorism • Apostrophe • Chiasmus • Euphemism • Hyperbole (hyperactive-over the top) • Hypotheticals • Inversion • Irony • Litotes • Metaphor • Metonymy • Oxymoron • Paradox (pair of ducks) • Personification (person fiction) • Pun (fun) • Simile (L’s = like) • Syllepsis • Symbol • Synechdoche

Alliteration—the repetition of initial sounds in successive or neighboring words • Allusion—a reference to something literary, mythological, or historical that the author assumes the reader will recognize • Analogy—a comparison of two different things that are similar in some way • Anaphora (a-naf-ra)—the repetition of words or phrases at the beginning of consecutive lines or sentences • Aphorism—a concise statement that expresses succinctly a general truth or idea, often using rhyme or balance • Apostrophe—a figure of speech in which one directly addresses an absent or imaginary person, or some abstraction • Chiasmus—a statement consisting of two parallel parts in which the second part is structurally reversed - Let us never negotiate out of fear, but let us never fear to negotiate; We ran away quickly; speedily, we fled. (ABBA) • Euphemism—an indirect, less offensive way of saying something that is considered unpleasant • Hyperbole—intentional exaggeration to create an effect • Hypothetical question—a question that raises a hypothesis, conjecture, or supposition • Inversion – the syntactic reversal of the normal order of the words and phrases in a sentence, as, in English, the placing of an adjective after the noun it modifies (“the form divine”), a verb before its subject (“Came the dawn”) • Irony—the use of words to convey the opposite of their literal meaning; or, incongruity between what is expected and what actually occurs

Litotes (lie-ta-tease) —a type of understatement in which an idea is expressed by negating its opposite (describing a particularly horrific scene by saying, “It was not a pretty picture”) • Metaphor—a direct comparison of two different things • Metonymy—substituting the name of one object for another object closely associated with it (“The pen [writing] is mightier than the sword [war/fighting]”) • Oxymoron—an expression in which two words that contradict each other are joined • Paradox—an apparently contradictory statement that actually contains some truth • Personification—endowing non-human objects or creatures with human qualities or characteristics • Pun—a play on words, often achieved through the use of words with similar sounds but different meanings • Simile—a comparison of two using “like,” “as,” or other specifically comparative words • Syllepsis—a construction in which one word is used in two different sense (“After he threw the ball, he threw a fit.”) • Symbol—an object that is used to represent something else • Synecdoche—using part of an object to represent the entire object (for example, referring to a car simply as “wheels”)

Instruction: ObtainMultiple-Choice Strategies • Pick a passage to do first: Look for your strengths • Pick a passage to do last: Look for your weaknesses; Put an “X” there to remind yourself to do it last • Work the passage; write in the booklet • Preview the questions, not answers (optional) • Prose: Skim (read 1st sentence /line, glance at rest, read last sentence/line) and read for main idea; several questions and the right answers often have to do with the main idea • Poetry: Read at least twice: 1. Basic sense of it (read like a prose passage, punctuation and idea development); 2. Understanding (speaker, tone, shifts, purpose), visualization • Answer all the question in the order that youchose • Read the questions carefully! • Time spent on a question = guess! • Use POE: Process of Elimination • Eliminate the wrong answers, then look at what is left • Half bad = All bad • “Except,” “Not” and “Least” questions – try crossing that word out and eliminate any choice that fits the remaining question • Roman Numeral Choices = Similar Strategy • Consistence of Answers • Read for Context

Review and Release CONSIDER: What did you accomplish today in class? What new understanding do you have about… literary terminology – the passages – and/or – the multiple choice strategies? Homework: Read Act 2 + Independent Inquiry Proposal & Novel

Hook, Housekeeping & Homework WEDNESDAY Have out your Multiple Choice packet for Act 1. Homework: You Do (finish packet) • Read Act 2, with Reading Guide • Independent Reading Inquiry Project Proposal and novel due a week from today!

Past, Present, Future WEDNESDAY • Independent Reading Inquiry Project • Hamlet: Act 1, scene 1, A production • Hamlet: Multiple Choice Strategies, I Do, We Do • Hamlet: Multiple Choice Strategies - We Do, You Do • Independent Reading Inquiry Project • Read Act 2 by Friday • Hamlet: A production +Multiple Choice Practice

Activity: Develop = We Do Activity: Develop = You Do Purpose: to review a specific passage for a close reading & multiple choice practice for the exam Tasks: We Do: Passage 2 or 3, Act 1 = Apply Multiple Choice Strategies As a small group… • Re-read chosen passage, using the text side notes as supplement; discuss what you know and understand (who, what, when, were, why, why, so what) • Apply the strategies to determine the best answers • How did you do? • Don’t argue with them; discover why they are considered the “best” Outcome: You Do: Final passage for scene v

Instruction: ObtainMultiple-Choice Strategies • Workthe passage; write in the booklet • Answer all the question in the order that youchose • Read the questions carefully! • Time spent on a question = guess! • Use POE: Process of Elimination • Eliminate the wrong answers, then look at what is left • Half bad = All bad • “Except,” “Not” and “Least” questions – try crossing that word out and eliminate any choice that fits the remaining question • Roman Numeral Choices = check off/cross out first, then find matching letter • Consistence of Answers – look for it • Read (before/after) for Context

Review and Release CONSIDER: What new understanding do you have about… the play, the passages, literary terminology, and/or the multiple choice strategies? Homework: Did you finish You Do: Final passage for Act 1? Read Act 2 + Independent Inquiry Proposal & Novel

Hook, Housekeeping & Homework THURSDAY Have out your notebook paper for Hook/Review. Consider1 positive thing you can say to or about yourself today. I am…. I will… I like… Have out your Multiple Choice packet for Act 1. Homework: Read Act 2, with Reading Guide • Independent Reading Inquiry Project Proposal and novel due a week from today!

Past, Present, Future THURSDAY • Independent Reading Inquiry Project • Hamlet: Act 1, scene 1, A production • Hamlet: Multiple Choice Strategies, I Do, We Do • Hamlet: Multiple Choice – Discussion • Hamlet: A production • Independent Reading Inquiry Project • Read Act 2 by Friday • Hamlet: A production +Multiple Choice Practice

Activity: Develop = We Do Activity: Develop = You Do Purpose: to review a specific passage for a close reading & multiple choice practice for the exam Tasks: Consider the Answers - We Do: Passage 2 & 3- Big circle • Don’t argue with them; discover why they are considered the “best” Outcome: What did your discover… about the play, the strategies, the passage? How did someone help you “re-think” an answer?

Review and Release RE-VISIST: Consider 1 positive thing you can say to or about yourself today. I am…. I will… I like… Homework: Read Act 2 + Independent Inquiry Proposal & Novel

If Time Allows…

Hook, Housekeeping & Homework FRIDAY I hope you are doing well today?! Special Assembly Schedule = We will start right away with the film version of Hamlet, so settle in with your copy of the text and Reading Guide, and let’s watch! • Act 3, scenes 1 – 2 by Monday, January 21st (MLK No School) • Act 3, scenes 3 – 4 by Tuesday, January 22nd • Remember: You exam is Multiple Choice (knowledge of the play PLUS an AP-style passage analysis) as well as 2 Short Constructed Responses (Revenge Tragedy & Theme)

Reading Schedule - Hamlet