Day 4 HAMLET

Do Now: What are your first impressions of Hamlet?

Today's Learning Target:
I will be able to define soliloquy and explain how Hamlet's first soliloquy establishes his character.

I will know that I have hit the learning target when...
-I can point to lines in Hamlet's soliloquy that establish his character.
-I can make inferences about these lines to begin constructing a profile of young Hamlet at the play's beginning.

1. Monologues and Soliloquies (Horatio, Claudius, Hamlet)
2. I.ii (Branagh and Tennant)
3. Synthesis 
4. Exit Ticket: What do we wonder about by the end of I.ii?

HW: Look over your posts on PS2 and PS3. What are some shared methods/meanings you could explore? Bring in a list. When submitting your TP1 final drafts (online or hard copy), please also hand back the rubric and marked-up draft. 

Links to some online versions of Hamlet:

Folger: http://www.folgerdigitaltexts.org/html/Ham.html
MIT: http://shakespeare.mit.edu/hamlet/
Shakespeare Online: http://www.shakespeare-online.com/plays/hamletscenes.html

Day 3 HAMLET

Do Now: "We read to reflect and to be reflected. You can make of the play Hamlet and the protagonist pretty much what you will, whether you are playgoer or reader, critic or director, actor or ideologue; push any stance or quest into it and the drama will illuminate what you have brought with you." -Harold Bloom

Revisit the brief discussion from the end of Friday's class. What "stance or quest" will you bring with you to your reading of the play?

1. Character Maps
2. I.i
3. Horatio's speech
4. Exit Ticket: What is happening in Denmark?

HW: PS3 journals due 25 November. When submitting your TP1 final drafts (online or hard copy), please also hand back the rubric and marked-up draft.

Links to some online versions of Hamlet:

Folger: http://www.folgerdigitaltexts.org/html/Ham.html
MIT: http://shakespeare.mit.edu/hamlet/
Shakespeare Online: http://www.shakespeare-online.com/plays/hamletscenes.html

Day 2 HAMLET

Do Now: "Who's there?"

Hamlet opens with this question. It isn't part of a knock-knock joke (unless it's a very drawn-out cosmic one). What does a question like this one make us think about?

Today's Learning Target:
I will be able to explain how Shakespeare establishes mood through speech.
I will know that I have hit the learning target when...
-I can point to features of the language in the opening scene of Hamlet that reveal what the setting is like.
-I can explain how a line's length and punctuation suggest a scene's atmosphere.

Agenda: 

1. Who/what is Hamlet?
2. I.i
3. independent work time
4. Exit Ticket: What aspect of Hamlet most intrigues you? Why?

HW: Continue working on PS3 posts. 

Day 1 HAMLET

Do Now: What are your opinions (for/against) of Shakespeare's plays?  

Today's Learning Target:
I will be able to explain how Shakespeare establishes mood through speech.
I will know that I have hit the learning target when...
-I can point to features of the language in the opening scenes of Romeo and Juliet and Macbeth that reveal what the setting is like.
-I can explain how a line's length and punctuation suggest a scene's atmosphere.

Agenda: 

1. Our thoughts on Shakespeare
2. Opening scenes: Tragedies
3. Exit Ticket: When we begin Hamlet, what will you look for in the opening scene that you might not have paid attention to before today's lesson?

HW: Begin working on PS3 posts. 

Day 10 NO EXIT

Do Now: Please share your synthesis statement about No Exit and "Five Characters in Search of an Exit" with your group. Discuss the challenges of drafting such a claim.

Today's Learning Target:
I will be able to define synthesis and practice crafting synthesis assertion based on No Exit and "Five Characters in Search of an Exit."
I will know that I have hit the learning target when...
-I can list similarities and differences between the two texts.
-I can draw a conclusion based on these similarities and differences and express it in the form of a synthesis statement.

Agenda:

1. Synthesis practice
2. Creative Project Continued (LINK TO NOTES SHEET IS HERE)
3. Drafting and Rehearsing
4. No exit ticket: What would you like to add or remove from the scene you've drafted?

HW: Make sure you have selected SS2 and SS3 by Thursday. Entries on those two articles are now due on 17 November.

Day 9 NO EXIT

Do Now: Compare and contrast No Exit and "Five Characters in Search of an Exit." Can you draw any conclusions from your discussion of the two texts?

Today's Learning Target:
I will be able to define synthesis and practice crafting synthesis assertion based on No Exit and "Five Characters in Search of an Exit."
I will know that I have hit the learning target when...
-I can list similarities and differences between the two texts.
-I can draw a conclusion based on these similarities and differences and express it in the form of a synthesis statement.

Agenda:

1. Comparisons
2. Creative Project
3. Brainstorming
4. No exit ticket: What existentialist concept will you address in your scene? 

HW: Using the handout from today's class, please write a synthesis claim about No Exit and "Five Characters in Search of an Exit."

Day 8 NO EXIT

"You're traveling through another dimension, a dimension not only of sight and sound but of mind. A journey into a wondrous land of imagination. Next stop, the Twilight Zone!"

Do Now: Please take out the packet from Friday. Finish your claim about character and write one about symbolism.

Today's Learning Target:
I will be able to compare and contrast No Exit with "Five Characters in Search of an Exit" and use the two texts to draw a conclusion about a big idea.
I will know that I have hit the learning target when...
-I can list similarities and differences between the two texts.
-I can make an inference about what the two texts suggest about a big idea.

Agenda: 

1. "Five Characters in Search of an Exit"
2. Making Connections
3. No Exit Ticket: The two texts make me think about...

HW: Continue looking for secondary sources.