February 2, 2015
Do Now: grab vocab cards
Vocabulary
• Brazen (adj.) – bold and
unashamed or made of
brass.
• Martial (adj.) – warlike
DOL – Correct the sentence:
• it says here on the bottle
label that the baddest
reaction to this here
medicine would be
drowsiness so your
alright
Target:
• I will complete my first
DOL & Vocabulary entries.
• I will analyze a text about
the history of Shakespeare
and discuss/take notes on
my findings.
W.4, L.2/4, SL.1b/d
Agenda:
1. Do Now
2. Read/Jigsaw/Notes
3. Exit Task
Target: I will complete my first DOL & Vocabulary entries. I will analyze a text about the history of
Shakespeare and discuss/take notes on my findings.
T4
• Circle words, terms, and names you don’t know – then
find more information and write it down where the term
appears.
• Write question marks AND write the question you have so
you don’t forget later.
o “I wonder if…?”
o “What does the author mean when he/she says…?”
• Make connections to your life –
o “This reminds me of…”
• Underline important details – comment on why they seem
important.
• Summarize confusing sentences or paragraphs in your
own words or in a single word to try and make sense of
what is being said.
Target: I will complete my first DOL & Vocabulary entries. I will analyze a text about the history of
Shakespeare and discuss/take notes on my findings.
Epilogue
• Update your table of contents in
both the DOL and Hamlet sections.
• Paste your Vocabulary list into
page 22A of your interactive
notebook.
Target: I will complete my first DOL & Vocabulary entries. I will analyze a text about the history of
Shakespeare and discuss/take notes on my findings.
February 3, 2015
Do Now: grab vocab cards
Vocabulary
• Compulsory – Obligatory;
required
• Portentous – Full of
wonder and significance;
exciting wonder and awe
• Harbinger – one that
indicates or foreshadows
what is to come
DOL – Correct the sentence:
• nathaniel dont have no
interest in learning mai and i
to use that there computer
yet hes willing to learn the
to of us how to load that
there new software
Target:
I will read the first scene of
Hamlet and analyze the text
in order to predict themes.
RL.2 – RL.4 – L.4
Agenda:
1. Do Now
2. Grab a copy of Hamlet
3. Read 1.1
4. Thematic Webs
5. Exit Task – Log Entry 1.1
DOL
• nathaniel dont have no interest in learning
mai and i to use that there computer yet hes
willing to learn the to of us how to load that
there new software
Nathaniel (doesn’t have any or has no) interest
in teaching Mai and me to use that computer,
yet he’s willing to teach the two of us how to
load that new software.
4th Period - Still need video permission form from:
• Cee Cee
• Trevonte
• William
• Zach
• Janette
I.i or 1.1
Bernardo – 19____________________
Francisco – 8 ____________________
Horatio – 16 _____________________
Marcellus – 16 ___________________
Stage Direction - __________________
Epilogue
• Update your table of contents in both the
DOL and Hamlet sections.
• Log 1.1 should be on page 23A. Remember
you need to
February 4, 2015
Do Now:
Vocabulary
• Filial - of children
to parents, familial
• Jocund - jolly
Come up with synonyms
and antonyms with your
table group.
Finish Reading
Log for 1.1
Target:
I will read and analyze
Act1.Scene 2 of Hamlet.
Agenda:
1. Do Now
1. Vocabulary/Finish
Reading Log
2. ACCUPLACER Q’s
2. Read 1.2
3. Exit Task:
Reading Log 1.2
Write this number on the front of your notebook
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Ben
Bryan
Cameron
CeeCee
Dehonta
Elijah
Janette
Jason
Jonte
Jorge
Joseph
Jusstis
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Leonel
Marcus
Nina
Patrick
Richard
Ryan
ThanTuan
Teddy
Trevonte
Tyler
William
Zach
Write this number on the front of your notebook
1.
2.
3.
4.
5.
6.
7.
8.
Amanda
Brandi
Deven
Gunnar
Jasmine
Jerred
Jonathan
Kadi
9.
10.
11.
12.
13.
Manu
Moises
Steven
Tristan
Vitaliy
Which type of story most appeals to you?
a)
b)
c)
d)
Romance
Action
Drama
Comedy
ACCUPLACER Practice
To walk, biking, and
driving are Pat’s favorite
ways of getting around.
a) To walk, biking, and
driving
b) Walking, biking, and
driving
c) To walk, biking, and to
drive
d) To walk, to bike, and
also driving
When you cross the street in the
middle of the block, this is an
example of jaywalking.
a) When you cross the street in
the middle of the block, this
b) You cross the street in the
middle of the block, this
c) Crossing the street in the
middle of the block
d) The fact that you cross the
street in the middle of the
block
4th Period - Still need video permission form from:
• Trevonte
• William
I.ii or 1.2 – Hamlet’s Fam
Claudius – 7 (longer passages)____________
Gertrude – 3 _____________________
Laertes – 1 ______________________
Polonius – 1 _____________________
Hamlet – 33 ______________________
Horatio – 25 _____________________
Marcellus – 7 ____________________
Epilogue (aka HW)
Finish your reading log for 1.1 and 1.2
on pages 23A and 23B.
Choose 3 options for each scene from the Reading Log
Guide on page 16A!
February 5, 2015
ThanTuan
Cameron
Jonte
Leonel
William
Dehonta
Bryan
Teddy
Jusstis
Patrick
Richard
Janette
Trevonte
Jorge
CeeCee
Marcus
Ben
Ryan
Jayson
Zach
Elijah
Tyler
Nina
Joseph
February 5, 2015
Do Now: Vocabulary Practice
Connect the following vocabulary
words in a sentence or two. Make
it work! (make this your 2/5 DOL
entry)
Filial/Jocund
Compulsory/Brazen
Target:
• I will practice using my
Act 1 vocabulary words.
• I will be able to read and
analyze Act 1 scene 2 of
Hamlet with my group.
L.4 – RL.1 – RL.4
Example: Portentous/Martial
• The group of martial looking
men was a portentous sight
which made me scared for the
war.
Agenda:
1. Do Now
2. News Competition
3. Read 1.2
4. Exit Task - Create Headline
Elsinore Daily News: A
Reporter’s Point of View
You are newspaper reporters, reporting on the news of Elsinore,
Denmark. Write a front page article using only the information found
in Hamlet.
• Select an appropriate newspaper name.
• Answer the questions who, what, when, where, and why. Base your
answers on what you find in the text.
• Get your “why” from reading closely. It may be hard to find.
• Write your findings as if you are composing an article for the front page
of the newspaper.
• Include quotes in your article. For example, you can “interview”
someone and use his/her lines from the play as quotes for your article.
• Create a title for your article that will create interest and attract readers.
• Work together and focus on your tasks.
EXAMPLE. 1.1
Ghostly Sighting; a Harbinger of
Doom for Elsinore?
Last night, at midnight, a “portentous figure”(1.1.113)
appeared to security’s graveyard shift. Horatio, a
student and friend to prince Hamlet, who is in town for
the late King’s funeral and the new King’s coronation
and marriage, predicted that this “bodes some strange
eruption to our state.” (1.1.73) Marcellus, Bernardo and
Francisco - experienced security team members - all
confirm the sighting on the guard platform. This has left
Elsinore with one big question. What does this mean?
We think, as Horatio said, that the sighting of this silent
martial figure does not bode well for Elsinore.
February 6, 2015
Do Now: grab vocab cards
Vocabulary
• Prodigal – extravagantly
wasteful; producing
generous amounts
• Countenance – face,
expression, or
composure
DOL – 5A (7 mistakes)
• at the beginning of class
Ms Kenney took
attendance assigns new
work and homework was
checked
Target:
I can use my own intuition
as well as textual evidence
to analyze the Act 1,
Scene 3 of Hamlet.
Agenda:
1. Do Now
2. Read 1.3
3. Advice Column
4. Exit Task – turn in journals
DOL
• at the beginning of class Ms Kenney took
attendance assigns new work and homework
was checked
• At the beginning of class, Ms. Kenney took
attendance, assigned new work, and
checked the homework.
Target:
I can use my own intuition as well as textual evidence to analyze the Act 1,
Scene 3 of Hamlet.
Target:
I can use my own intuition as well as textual evidence to analyze the Act 1,
Scene 3 of Hamlet.
February 6, 2015
Do Now: grab vocab cards
Vocabulary
• Prodigal – extravagantly
wasteful; producing
generous amounts
• Countenance – face,
expression, or
composure
DOL – 5A (7 mistakes)
• at the beginning of class
Ms Kenney took
attendance assigns new
work and homework was
checked
Target:
I can use my own intuition as
well as textual evidence to
analyze the relationships of the
major characters that have
been introduced in the first
three scenes of Hamlet.
Agenda:
1. Do Now
2. Read 1.3
3. Character Windows
4. Exit Task – Log 1.3
DOL
• at the beginning of class Ms Kenney took
attendance assigns new work and homework
was checked
• At the beginning of class, Ms. Kenney took
attendance, assigned new work, and
checked the homework.
Target:
I can use my own intuition as well as textual evidence to analyze the relationships of the major
characters that have been introduced in the first three scenes of Hamlet.
Character Windows
Grab a piece of paper and get ready to do
some folding, cutting, and finding of textual
evidence!
Once complete, your character windows
will go on page 24A. Double check that
your journal and table of contents are up to
date and then turn them in to Ms. Larson.
Target:
I can use my own intuition as well as textual evidence to analyze the relationships of the major
characters that have been introduced in the first three scenes of Hamlet.
February 9, 2015
Do Now: Vocabulary
• Take a moment to make
sure your vocab is up-todate and that you have
synonyms and antonyms
for each word. Providing
synonyms will be part of
your vocab quiz.
DOL – tony was to have gave
we boys the movie reviews to
right for the school
newspaper however some
other students writed it
Target: I
will be able to
predict themes of
Hamlet by analyzing
language.
Agenda:
1. Do Now
2. Watch 1.4
3. Read 1.5 - DIDLS
4. Exit Task
Target: I will be able to predict themes of Hamlet by analyzing
language.
DOL
• tony was to have gave we boys the movie
reviews to right for the school newspaper
however some other students writed it
• Tony was to have given us boys the movie
reviews to write for the school newspaper;
however, some other students wrote them.
Target: I will be able to predict themes of Hamlet by analyzing
language.
Act 1 . Scene 4
• Follow along in your text.
• Number 1 thru 3 on page 24A
1. Event or information 1
2. Event or information 2
3. Event or information 3
Target: I will be able to predict
themes of Hamlet by analyzing
language.
Act 1 . Scene 5
Diction
Imagery
Details
Language
Style/Syntax
&
Tone Shifts
Target: I will be able to predict themes of Hamlet by analyzing
language.
Epilogue
• On a 3x5 card.
o Predict at least 3 THEMES of Hamlet?
o Find a piece of textual evidence from the first Act
to support each theme prediction.
Target: I will be able to predict themes of Hamlet by analyzing
language.
February 10, 2015
Do Now:
VOCAB
QUIZ
Target:
I will be able to analyze the
themes in Hamlet using
textual evidence and
commentary.
Agenda:
1. Vocab Quiz
2. Theme Carousel
3. Graphic Organizer
4. Exit Task
Theme Brainstorm
From yesterday:
Betrayal
Sorrow
Death
Love
Revenge
Power
Truth
Carousel
Norms:
1.
You may confer with your group, but most of the talking
should be done with the pen.
2.
Every group must provide at least 2 additions to each new
poster.
3.
Groups are looking in their books and helping group
members find and copy down textual evidence or
commentary.
4.
Respond in respectful, intelligent and academic ways.
5.
When you don’t have the pen you should be looking for
textual evidence, reflecting, thinking and considering how
you can contribute to the work on the poster.
22A and 22B
A.S.L
Textual Evidence
1.2.129-134 Oh, that this too, too sullied
flesh would melt,
Thaw, and resolve itself into a
dew,
Or that the Everlasting had not
fixed
His canon 'gainst self-slaughter!
O God, God!
Analysis
Hamlet is so sad that he
doesn’t even see the point
of life anymore. He wishes
he could melt into a puddle
because being a human and
being able to feel is too
unbearable for him. He
knows that he cannot
actually “dissolve into a
dew”, so instead he turns
his thoughts to suicide.
How can someone who is
so wrapped up in their own
emotions possibly hope to
take any action on behalf of
someone else?
Epilogue
• On a 3x5 card.
o Write a paragraphs in which you analyze how a
theme has emerged over the course of the first
act.
• Don’t forget to use and properly cite textual
evidence! (Act.Scene.Lines)
• Use a formal tone – no “I believe”/”I think”.
• Include commentary.
• Write a topic sentence and a concluding
sentence.