Monday. October 24 Hamlet final project information

Important: Missing work

Quite a few folks are missing the last two Hamlet graphic organizers. These are: from last Tuesday, the one entitled Ophelia and Gertrude / Laertes and King Claudius AND handed out on Thursday for Friday, the character debriefing. Also some of you did not take the vocabulary quiz on Friday. 

I am passing back all the work I have received. This has been recorded in parent connect. Please check what you are missing. As of this time, there are zeros in for missing work. Any questions? Please see me outside of class time.

Coming up: vocabulary power point review on                           Thursday

                    vocabulary quiz on Friday

Learning Targets: 

I can introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

I can use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons

I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Essential question: How does Shakespeare employ literary elements and figurative language devices to develop a unified theme in Hamlet? 

You are receiving a class handout with this information

Final Project Details:

Congratulations! You’ve finished Hamlet! As a final project, each of you will hand in an assignment that reflects your understanding of the play in both analytical and creative ways. These will count for two writing grades.

Please read through the time line carefully.

See attached sheet for details and the essay outline organizer.

              Time line:

              Monday, September 24…..creative choice….The attached sheet is due at the close of class.(classroom participation grade) 

                Monday / Tuesday (9/24-9/26)…complete graphic organizer for in class essay (writing grade)

              Monday through Friday (9/24-9/28)…work on your creative choice OUTSIDE of class.

              Wednesday- Friday (9/26-9/28) in class essay. This is due at the close of day on Friday, 9/ 28, with the exception of those who receive extended time. Theirs is due on Monday, October 31 at the start of class, after which it will be worth a maximum of 50 points.

On Monday, October 31, all projects are due. We will have a gallery walk, with written critiques. Any projects not ready to go on the Monday will also only be worth 50 points after that time.

We begin a new unit on Tuesday, November 1

Part 1 Analytical essay for Hamlet

Directions: You are to write a minimum of a five paragraph essay that demonstrates how Shakespeare has developed one theme through the play Hamlet. Your essay should include a clear thesis statement, which will be developed through a minimum of three subsequent paragraphs that refer to three different occasions within the play that support your thesis. Each paragraph must have textual evidence from the play. This may be woven into your sentences or added after your sentence. Each paragraph must contain a controlling idea, evidence and an analysis statement. You will conclude your essay with an analysis of the overall significance of your theme’s development in relation to either the plot or characterization.

1.   Select the theme from the following list that you would enjoy or feel most comfortable writing about. Your task is to write how your theme is developed throughout the play.

Themes to consider:

1. appearance vs. reality

2. action and inaction

3. revenge / honor / religion

4. women

5. poison, corruption, death

2.      Begin your formal essay with an MLA heading. The following goes in the top left of your essay. Follow it exactly.

          Your name

Instructor’s name (Ms. Parker)

English III (put in the period 3 or 7 or 8)

31 October 2016    (note there are no commas and the day is first!)

                                        Essay Title (…..your theme) in Hamlet

3.     Once you have selected your theme, complete the outline graphic organizer. The more details you have within your outline, the easier and better written will be your essay.

4.     General instructions

·        I am using the ELA Common Core rubric for grading. See the blog for a copy.

·        There a no “I think, I believe, etc. in this essay. It is fact based.

·        Try using “one” in lieu of you. Keep this factual and impersonal

·        Remember to use transitions between paragraphs: however, in addition, moreover, furthermore, not only, on the other hand, alternately, in fact, including, regarding, considering, specifically, in other words, more importantly, nonetheless, conversely, as a result of, consequently

·        Proof read: avoid contractions! Check your spelling! Careful with punctuation. Remember that semicolons join two complete sentences

Name_________________  Hamlet thematic essay outline  (graded assignment)

This will serve as your rough draft and must be completed- and utilized- with your essay.

Introduction:

           Hook? This is your general, universal statement about the play. It should not be biographical information on Shakespeare. This may be 2-3 sentences.

 Write your hook here: __________________________________________________________

_____________________________________________________________________________
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 Thesis statement: What is your essay about?

__________________________________________________________________________________________________________________________________________________________

Paragraph 1: Where in the play is your theme first shown? You’ll have to find the place in the text. Include the setting and the characters.

____________________________________________________________________________

____________________________________________________________________________

Textual evidence: write down 2-3 examples from this section of the play as evidence that supports your theme.  Look at dialogue and figurative language. Is there a metaphor? Pun? Simile? Synecdoche? Oxymoron?  

 __________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Analysis statement: Why or how is this scene that shows (your theme) significant in the overall development of the play?

___________________________________________________________________________

___________________________________________________________________________

_____________________________________________________________________________

Paragraph 2: Where in the play is your theme first shown? You’ll have to find the place in the text. Include the setting and the characters.

____________________________________________________________________________

____________________________________________________________________________

Textual evidence: write down 2-3 examples from this section of the play as evidence that supports your theme.  Look at dialogue and figurative language. Is there a metaphor? Pun? Simile? Synecdoche? Oxymoron?  

 __________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Analysis statement: Why or how is this scene that shows (your theme) significant in the overall development of the play?

___________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Paragraph 3: Where in the play is your theme first shown? You’ll have to find the place in the text. Include the setting and the characters.

____________________________________________________________________________

____________________________________________________________________________

Textual evidence: write down 2-3 examples from this section of the play as evidence that supports your theme.  Look at dialogue and figurative language. Is there a metaphor? Pun? Simile? Synecdoche? Oxymoron?  

 __________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Analysis statement: Why or how is this scene that shows (your theme) significant in the overall development of the play?

___________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Conclusion: (Do not begin in conclusion!)

This is where you bring together in summary and analysis your essay. This is not a restatement of your introduction. Ask yourself what is the larger significance of your theme? How does it connect to the characters and beyond? What does one take away from this as a lesson or awareness in being human? Write your notes below.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Part 2: Creative Hamlet (This will count as a writing grade.)

In addition to the writing component, everyone will have an opportunity to demonstrate their understanding of the play creatively.

Select one of the following:

Writing: letter from Hamlet to his friend Horatio, explaining the Prince’s personal anxiety, frustration over Claudius’ behavior and his relationship with Ophelia. (minimum 200 words; must refer to play details and use some of the language from the text to establish a 17^th century tone.)

           Letter from Ophelia to Hamlet, questioning his behavior and explaining her own feelings. (minimum 200 words; must refer to play details)

          

Visual: draw, paint, sculpt…scene: Hamlet meets ghost on ramparts

                                                        Hamlet sees ghost with Gertrude

                                                        Hamlet seeing Claudius pray and wants to kill him

                                                        Hamlet rejecting Ophelia’s returning the items he gave her

                                                        Laertes and Hamlet fighting

                                                        Laertes lecturing Ophelia

                                                        Polonius hiding behind the arras

                                                        King Claudius and Polonius spying on Hamlet and Ophelia

                                                        

You may also create the poison cup, rapier, pile of love letters.

Note that you must specifically identify the scene with the lines you are illustrating.

Music: play a renaissance tune from the 17^th century that one might have heard during

             Shakespeare’s time. This should be no more than 2 minutes (recorder?)

             Sing a tune that one might have heard during the 17^th century or sing a more contemporary

             song that reflects a particular character’s feelings. (Must identify a specific time in the play.)

Theatre: memorize 10 lines from the play to perform.

               Create an original character who performs a commentary on an aspect of the play

Dance: you may work with others to create an interpretive evocation of a particular scene. This must

             be filmed to present in class on the Monday.

See me with any other ideas you have; the above list is not exhaustive.

Name_______________________________

For the creative part of my Hamlet post assessment, I have decided to (be specific)

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           new vocabulary....

Hamlet Vocabulary 7
Quiz October 28th, 2016

1. augury (noun) - an event indicating something important will happen

2. palpable (adjective) - capable of being perceived 

3. to carouse (verb) - to engage in boisterous behavior; partying 

4. havoc (noun) - violent and needless disturbance 

5. to edify (verb) - to make someone understand

6. canker (noun) - a pernicious (very harmful) and malign influence one cannot get rid of

7. changeling (noun) - a child switched at birth

8. flagon (noun) - a large pottery vessel with a handle and a spout

9. pestilence (noun) - a serious infection of rodents transmitted to humans

10. heathen (noun) - a person who does not acknowledge your belief system