MLK Day = No School

1. MLK Day = No School

2. SNOW DAY • TUESDAY

3. Hook, Housekeeping & Homework WEDNESDAY How was your FOUR day weekend?! Independent Reading Inquiry Project Proposal and novel due! Place the Proposal in the basket and have the novel out ready share… • Subject • inquiry question • Title Homework: Finish reading the play with Reading Guide Your exam will be next week; we will move Independent Novel time to the end of the week next week and take the exam Wednesday/Thursday…. Hmmm… maybe not… looking at test Thursday/Friday!

4. Past, Present, Future WEDNESDAY • Hamlet: Act 1 • Act 1 Review • Multiple choice • Independent Inquiry Project - Proposal + Book • Hamlet: Reading • Hamlet: Act 2 & 3 • Independent Reading Inquiry Project

5. Final Independent Reading and Inquiry Project Standard 2: Reading for All Purposes 1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objectives: You will be able to. . . • Prepare for the AP Exam by reading a novel of literary merit • To identify, explore, and synthesize an subject of personal interest • Proposal • In-class Essay • Conference • MLA Annotated Works Cited Page • Presentation & Project (with paragraph) • Brief Reflective Paper Essential/Inquiry Questions: Determined by you! Relevance: This is up to you… In general, interpretation of text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings. Many careers require the ability to examine multiple sources and create products from these. Today’s world caters to visual information, graphics and photo images.

6. Instruction: Obtain Purpose: to engage in a text of literary merit Task: Have you previewed your text?! Share = What is your Subject & Inquiry question? What novel are you reading first? Now let’s…

7. Review & Release Outcome: What do you know about your novel thus far… • Characters? • Setting? • Conflicts? • Writing style? Homework: Finish reading the play with Reading Guide Your exam will be next week; we will move Independent Novel time to the end of the week next week and take the exam Wednesday/Thursday…. Maybe not..

8. Hook, Housekeeping & Homework TUESDAY = SNOW DAY = THURSDAY Having read Acts 1- 3, what (new) common ingredients of a revenge tragedy do you see in Hamlet? • A hesitating revenger • A villain • Complex plotting • Murders • Characters of noble birth • A play within a play • A ghost • A suffering heroine • Madness, real & feigned • Lust • Physical horrors, such as torture & poisoning Homework: Finish reading the play with Reading Guide Your exam will be the end of next week! + Independent Reading Inquiry

9. Past, Present, Future SNOW DAY = TUESDAY - THURSDAY • MLK + Snow Days • Independent Reading Inquiry Project – Proposal Due • Hamlet: Act 2 Passage + Act 3 “To Be or Not to Be” • AP Exam Registration • Hamlet: Act 2 MC QUICK Review • Hamlet: Act 3 Close Reading • Act 3 and 4 MC Practice – You Do • Final Hamlet exam is the end of next week! • Independent Reading Inquiry Project

10. Activity: Review Large Group Quick Review Outcome: Act 2Multiple Choice You Do homework Receive answers – Why are the answers the best/correct? Look for support and clarification in the text.

11. Activity: DevelopClose Reading Ritual Purpose: to review Hamlet’s famous soliloquy and the examine Shakespeare’s use of the following literary devices: soliloquy, syntax, figurative language, simile, metaphor, personification, imagery, and tone Tasks: If time… Re-readthe first 10 lines of the “To be or not to be…” soliloquy. An audio version can be found Lit2Go. "To be or not to be" begins at 3:05 http://etc.usf.edu/lit2go/94/hamlet/1674/act-3-scene-1/ 1. Text Marking Task #1 with Read Aloud:punctuation that elicits a pause or a stop in the soliloquy Read Aloud: In small groups read the entire soliloquy aloud, switching to a new reader each time you hit the pause/stop punctuation marks. 2. Text Marking Task #2:mark any unfamiliar words or phrases in the soliloquy • Go into the play itself and look at the note page to see if it helps you understand some of the words you’ve highlight. Feel free to use a dictionary, too. Note these ideas in the margins. Re-read with this new understanding from the side notes. • Re-read the soliloquy aloud, switching at end stops (. ; ! ?), and inserting the definitions and explanatory phrases in place of the unknown words/phrases 3. Text Marking Task #3:mark figurative language Shakespeare uses, including imagery, metaphors, and personification. • Reread aloud the highlighted figurative language in order only. Outcome: Be prepared to analyze Shakespeare's use of figurative language in the soliloquy. Which of these devices most effectively communicates Hamlet's emotions in this soliloquy? --- #1, #4, #5, #6 - 7, #9 - 10 What new understanding do you have about literary terminology, the passages, and/or the multiple choice strategies?

12. Review and Release Having read Acts 1- 3, what (new) common ingredients of a revenge tragedy do you see in Hamlet? Give SPECIFIC exampleS • A hesitating revenger • A villain • Complex plotting • Murders • Characters of noble birth • A play within a play • A ghost • A suffering heroine • Madness, real & feigned • Lust • Physical horrors, such as torture & poisoning Homework: • Independent Reading Inquiry –Read your Novel! • Finish the play, with Reading Guide, for homework – Exam is next week! • AP Exam Registration

13. Hook, Housekeeping & Homework FRIDAY The play reaches its climax, or turning point, in Act 3 Take a moment to review your Reading Guide Questions for Act 3 & 4. Homework: • Independent Reading Inquiry –Read your Novel! • Finish the playwith Reading Guide– Exam is next week! • AP Exam Registration

14. Past, Present, FutureFRIDAY • MLK + Snow Days • Independent Reading Inquiry Project – Proposal Due • Hamlet: Act 2 Passage + Act 3 “To Be or Not to Be” • AP Exam Registration! • Hamlet: Act 3 Passages • Review • Close Reading - Multiple Choice • Hamlet: Act 4 and Act 5 • Final Hamlet exam is the end of next week!

15. Activity: Review “To be or not…” • Use of personification, metaphor, imagery --- Comparison/Contrast: • Life=battle/beatings, endless attack, turbulent storm, shocks/disruption, troubling/weary, toil/work --- (Thematic argument - complaints of public against those in public office) After “list” = Who would suffer when there is a choice? Who wants to suffer when one could end it with a dagger? • Death = sleep, dreams(? – could be unpleasant), release (easy), undiscovered/unknown land, journey of life into no return (what if death is not oblivion?) – he feels negative aspects again; this time for death • The unknown (too much thought on consequences) paralyzes one out of action to take it - Antithesis of healthy determination (consider others – actor, Laertes, Fortinbras in contrast) = dramatic problem – Is this Hamlet’s “flaw”? • Inaction = frustrated tone (his own weakness) + Introspective tone (meditative, objective calm) • Irony – his own indecision causes deaths

16. Activity: ConsiderIs Hamlet truly mad? Sanity Versus Madness • Hamlet’s sanity is a point of discussion throughout the play. Today, readers, theatergoers, and literary critics continue to debate this topic. Some critics believe that Hamlet’s actions in Act 3 support the idea that he has slipped into insanity. As you read, judge Hamlet’s state of mind for yourself. Critics say… • Imagery makes what Hamlet and others say more vivid and convincing • That imagery goes to the “very heart of the reality of the thing described.” • How do you read the images of Hamlet? • For example… as vivid descriptions of reality or as a powerful attempts to make a particular version of reality convincing? • Specifically with the “To be or not to be” speech, some say Hamlet explores the role of “Malcontent” whereas Hamlet the “Revenger” is silent. • Do you agree or disagree? What is your support? • Others say, the opening question becomes no longer a confession of personal feelings of doubt, but a proposition of debate, a theatrical experience inviting the audience into the debate. • What is your reading? Do you have any questions about Hamlet's “To be or not to be” speech from yesterday?

17. BBC Bitesize “Beliefs and superstitions”Do you know about…? Ghosts (afterlife) = Motif To be or not to be” Soliloquy Religion • “Almost everyone in England in Shakespeare’s day was Christian. Everyone would go to church on a Sunday, or even more often. Most people believed in Hell as a very real place, and that the Devil was a specific person. • Queen Elizabeth I’s father, Henry VIII, broke away from the Catholic Church in Rome and became head of the Church in England. Across Northern Europe at this time groups of people ‘protested’ against the Roman Catholic Church - they were known as ‘Protestants’. They did not obey the Pope. In England people were martyred on both sides. They were often burnt at the stake. • Religion was a big political issue – being the wrong religion at home could get you imprisoned, tortured or executed. It also affected relations with other countries. Spain, a Catholic country, wanted England to return to Catholicism and the Spanish king sent an Armada – a fleet of ships - which tried to invade. Because religion was so closely associated with politics, playwrights had to be very careful. Shakespeare avoids talking directly about Christianity, but throughout his plays we see references to Heaven and Hell. Hamlet, for example, can’t bring himself to kill his uncle while he is praying, because he will go straight to Heaven – the opposite of what Hamlet wants! (Act 3, scene 3) – [ Also, consider the gravedigger’s discussion of Ophelia's death & burial - moral legitimacy of suicide under theological law – and Hamlet’s own contemplation] • There were a few small Jewish communities too. King Edward I expelled the Jews in 1290, but some Jews had returned to England. Outwardly they had to pretend to be Elizabethan Christians and go to church. There was a lot of prejudice against Jews. This is reflected in The Merchant of Venice which features a law case between a Jew and a Christian at its centre. The case is settled with the Jew being punished by being forcibly converted to Christianity.

18. Activity: DevelopWe Do Purpose: to review specific passages to practice our multiple choice strategies Tasks: Act 3 Multiple Choice Practice & Review Workthe passage; write in the booklet • Pre-view packet, select a passage to do first AND X mark X one to do last • Pre-view questions for passage you selected to do first – annotate key ideas • Re-read it – annotate (sections, ideas) • Mark answers - USE THE STRATEGIES (next slide) • Move to 2nd passage • Time to do last passage…?! Apply 7 Minute Strategies (question types) Outcome: If time allows… As small groups, discuss your responses to the passage you selected first; otherwise, receive answers and conclude next class. Questions?

19. Multiple-Choice Strategies • Answer all the question in the order that youchose. Question Types: • Factual Knowledge (language, grammar, terminology) • Detail (specific places in passage) – majority of questions • General Comprehension (overall: purpose of passage, character, characterization) • 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 – Look for consistency of answers (in and among) • Half bad = All bad • “Except,” “Not” and “Least” questions – try crossing that word out and eliminate any choice that fits the remaining question • Roman numerals = find what works, then find letter answer

20. Review and Release Outcome: What new understanding do you have about… literary terminology – the passages – and/or – the multiple choice strategies? Homework: • Independent Reading Inquiry –Read your Novel! • Finish the play with Reading Guide – Exam is next week! • AP Exam Registration