AP Literature &
Composition
Week 14
Kick-Off: Monday, Nov.
th
30
2015
• Welcome back!
• In your notebook:
– For each word or phrase, do a WORD ASSOCIATIONwhat do you think of immediately? What other words
or phrases come to mind?
Parents & children
Muchin
Affluent communities
Achievement
A Look at Week 14
• Monday - “The Silicon Valley Suicides”
• Tuesday - Review Hamlet Act II
» Intro to the Hamlet Fever Chart
• Wednesday - *85 minute classes
• Act III Scene I “To be or Not to be”
• Thursday – Act III Scene 4 & 5 in-class performance
• Friday - Act II & Act III QUIZ
– Fever Chart work time
*Participation Grade (5 points per class period)
Objective
• SWBAT judge the culture of meritocracy
– Meritocracy – the idea that worth should be
assigned to people based off of their merit or
achievement.
Palo Alto, CA
“The Silicon Valley Suicides”
• Why are so many kids killing themselves
in Palo Alto?
By Hanna Rosin
The Atlantic, December 2015
EVERYBODY WRITES (6 minutes)
• In narrative format, respond to the following
question in your notebook– 1. Do you believe in the culture of meritocracy? If
not, how do you think society should measure
someone’s worth?
OR
-2. Do you empathize with the teenagers in Palo
Alto? In what ways?
Homework
• Hamlet Act II reading & questions due
tomorrow!
Kick-Off: Tuesday, Dec.
st
1
2015
• Compare your answers to the Hamlet Act
II questions with your group mates
• You have 10 minutes to discuss and
change/add to your answers before I quiz
you whole group…
Objective
• SWBAT review Hamlet Act II
• SWBAT review the Hamlet Fever Chart
assignment
Hamlet Act II Review!
Hamlet Clips
• https://www.youtube.com/watch?v=lvwXf
daFv-Y
The Hamlet Fever Chart
• Read through the Hamlet Fever Chart
assignment
• Annotate for questions or concerns!
The Fever Chart
Tracking
argumentative
ideas throughout
the play
Brainstorming Issues in Hamlet:
Developing a Research focus
•
Hamlet’s questionable madness
– “Though this be madness, yet there is method in it.” – Polonius
•
Ophelia’s lack of voice
•
Polonius’s eagerness to meddle
•
Use of foils to show hesitation vs. action
– Hamlet, Horatio, Fortinbras, Laertes
•
Hamlet’s capacity to love – and hate
•
Endless secrets and deception (Claudius, Gertrude, R & G, Hamlet)
•
Claudius – regretful or satisfied?
•
Gertrude – guilty or not?
•
Foreshadowing to the ending …
Steps to the Fever Chart
Step 1: Choose a focus – try to be original!
Step 2: Collect as many quotes as possible from Act 1 and 2 (and 3) that
argue your focus.
*Look for symbols and motifs:
Symbol – an object that represents something else; this can
change depending on context
Motif – a recurrent image, idea or a symbol that develops or
explains a theme
Step 3: Create an original design to visually represent your focus.
Step 4: Start to compile quotes on the visual representation (the “fever”
diagram can be added at the end).
Step 5: Design thesis and theme statements.
Homework
• Read Hamlet Act III Scene 1 + questions
Kick-Off: Wednesday, Dec. 2nd, 2015
• In your groups, create a timeline of the
events of Act III Scene 1
• ONE timeline will go on the Elmo cam for
the class to critique – get creative!
Objective
• SWBAT question Hamlet’s “To Be or Not
to Be” soliloquy
A Close Read of “To be or not to
be”
(5) Article: Many Hamlets
•
This scene, in which he appears to be talking to himself, is a deep philosophical
reflection on life and death.
•
"You might think 'I'm a very thoughtful, philosophical person and I'm very private,
therefore I want my Hamlet to be alone in existential despair.'
•
"Or you might, like me, say 'I like being in a public sphere, I like the idea of
embracing audience. We shouldn't pretend they're not there and I want to turn the
lights on and talk to them as if I want to ask for their help or indeed interrupt.'"
•
Few theatre roles explore the emotional range of humanity as fully in three hours as
Hamlet.
•
You're calling your girlfriend a whore, your father's been murdered, you
want to kill your mother, you might want to sleep with her. All of these
things. There are no dark corners of yourself that this play won't hold
your hands in, if you want to explore them. You can't say: 'He's not going
there.' He really is. Shakespeare is absolutely interested in those things."
(30) Hamlet: Multiple Interpretations
•
We will watch
SIX interpretations of Hamlet speaking this soliloquy.
– As we watch, take notes on each one – how are they different? Consider the SETTING
and perspective of the camera. Look for symbolism, mood, attitude, tone of delivery,
choice of actor’s physical characteristics, etc. Consider how each approaches the idea
of suicide. TAKE LOTS OF NOTES!
• Kenneth Branaugh (1996)
• Laurence Olivier's (1948)
• Richard Burton (1954)
• David Tennant (2009)
• Michael Almereyda (2000 – Ethan Hawke)
• Franco Zeffirelli (1990 – Mel Gibson)
•
Prepare for Discussion – How and why did each director make the choices that they
made? What does this tell us about the interpretation of theater?
(15) Write
Choose one of the representations of Hamlet’s “To be or not to
be” soliloquy. Some are philosophical. Some are self-pitying.
Some are mad. Question your Hamlet’s thinking. Is it nobler to
die or live?
Reference textual evidence from your own analysis. Choose a theme that you wrote down and saw
portrayed.
You must: Embed two quotes, include a theme statement,
reference the BBC article once, and address at least three of the
filmmaker’s/actor’s choices.
Homework
• Read Act III Scene 2 and answer questions
for tomorrow!
Kick-Off: Thursday, Dec.
rd
3 ,
2015
• Act III Scene 2 Reading Check
• Complete the following questions on a half-sheet to turn in.
We’ll trade and grade after!
• 1. Why does Hamlet say he likes Horatio?
• 2. How does Hamlet treat Ophelia at the play?
• 3. How does Claudius react to the play?
• 4. How does Gertrude react to the play?
• 5. How does the scene end?
Objective
• SWBAT dramatize Hamlet Act III Scenes 3
and 4
Act III Scene 3 & 4 Roles
Homework
• Review for your quiz on Hamlet Act II &
Act III tomorrow!
– Study questions
– Watch the scenes
– No Fear Shakespeare skimming
– Quiz a partner!
Kick-Off: Friday, Dec.
th
4 ,
2015
• Prepare for Hamlet Act II & III quiz
• This quiz is open book, but not open note!
• We’ll trade and grade after.
Objective
• SWBAT demonstrate understanding and
knowledge of Hamlet Act II & Act III
Homework
• Read Hamlet Act IV and answer
questions!