Hamlet Review Fourth Block

February 27, 2015

E.Q: Summarize what has happened in Hamlet.

Obj: I can summarize the first two acts of Hamlet.

Starter:

Watch The Simpsons.

0:00-3:30

 Compare and Contrast the two versions.

Activity:

1.  Parody

As a class, you will come up with a parody of the first two acts of Hamlet.

What do you need to keep the same?

What needs to be changed?

Closure:

Time Permitting

Free Write Friday

Act Three, Scene One

February 24, 2015

 

E.Q: Analyze and classify Hamlet's behaviors through Freud's idea of id, ego, and superego.

Obj: I can analyze Hamlet through a Freudian lens.

Starter:

Think back to Hamlet prep.

Recall the information presented to you on id, ego, and superego.

Define these terms to the best of your ability.

 

Vocabulary:

Copy both of these documents.

We will review 5 words as a class, and you will also create your own unique set of terms.

Use Viva Vocab for this element.

It will go for a grade at the end of the unit.

 

 

Hamlet Vocab 

 

Activity:

 

1.  Recap from two Friday's ago.

Finish watching the clip.

Royal Shakespeare Company

BBC Production

1:05-1:26

While you are watching consider what is similar and what is different to the original version.

How does it compare to our modern remakes?

  

2.  Act Three Scene One

Electronic Copy    

Characters

Claudius

Rosencrantz

Guildenstern

Gertrude

Polonius

Ophelia

Hamlet

 

Discussion

What does Claudius's aside reveal about his conscious?

Analyze Hamlet's soliloquy.  

What does his speech reveal about his inner feelings?

Explain what message Hamlet is saying in the nunnery scene.

 

3. Id. Ego. Superego

Read the article and take notes when necessary.

Focus on how each component impacts the results of our choices.

 

Simply Psychology

4.  TPEQEA Time

Go back to Hamlet's "To be or not to be" speech.

Reflect on his ideas and classify his thoughts as part of his id, ego, or superego.

Explain how that aspect drives Hamlet's behaviors.  

Closure:

How well do you understand id, ego and superego based on the learning target (1-4)?

Explain your understandings and misunderstandings.

REMINDERS

By the end of the day you should have 20 viva vocab words.

Finish TPEQEA if not completed in class. 

Benchmark must be complete by Wednesday!

Benchmark 2

February 23, 2015

E.Q: Identify textual evidence and determine word meanings.

Obj: I can identify textual evidence and and determine word meanings. 

Starter:

Choose one of the four images to respond to.

Write approximately a 1/2 page.

Double spaced.

Activity:

1.  Benchmark 2

Please go to usatestprep.com

Click on Benchmark 2/18

Answer all of the questions!

MULTIPLE CHOICE

PERFORMANCE TASK

FREE RESPONSE

You are required to earn an 80%.

The benchmark needs to be completed by Wednesday evening.

2.  Graded Assignment Checklist

Please review the graded assignment list at the front of the room.

Have you submitted all assignments since benchmark one?

Do you have MINIMUM 15 starters in your Google Folder?

Do you have 20 Viva Vocab words?

Is there anything you would like to revise?

Use the time after the benchmark to make sure all of these tasks are complete.

Closure:

Self-Evaluation

The quarter ends on March 16th.

What can you do to finish strong?

Act Three Scene One

February 16, 2015

E.Q: Analyze and classify Hamlet's behaviors through Freud's idea of id, ego, and superego.

Obj: I can analyze Hamlet through a Freudian lens.

Starter:

Think back to Hamlet prep.

Recall the information presented to you on id, ego, and superego.

Define these terms to the best of your ability.

 

Vocabulary:

Copy both of these documents.

We will review 5 words as a class, and you will also create your own unique set of terms.

Use Viva Vocab for this element.

It will go for a grade at the end of the unit.

 

 

Hamlet Vocab 

 

Activity:

 

1.  Recap from Friday

Finish watching the clip.

Royal Shakespeare Company

BBC Production

1:05-1:26

While you are watching consider what is similar and what is different to the original version.

How does it compare to our modern remakes?

  

2.  Act Three Scene One

Electronic Copy    

Characters

Claudius

Rosencrantz

Guildenstern

Gertrude

Polonius

Ophelia

Hamlet

 

Discussion

What does Claudius's aside reveal about his conscious?

Analyze Hamlet's soliloquy.  

What does his speech reveal about his inner feelings?

Explain what message Hamlet is saying in the nunnery scene.

 

3. Id. Ego. Superego

Read the article and take notes when necessary.

Focus on how each component impacts the results of our choices.

 

Simply Psychology

4.  TPEQEA Time

Go back to Hamlet's "To be or not to be" speech.

Reflect on his ideas and classify his thoughts as part of his id, ego, or superego.

Explain how that aspect drives Hamlet's behaviors.  

Closure:

How well do you understand id, ego and superego based on the learning target (1-4)?

Explain your understandings and misunderstandings.

REMINDERS

By the end of the day you should have 20 viva vocab words.

Wednesday is our Benchmark!

All work needs to be submitted before benchmark.

Finish TPEQEA if not completed in class.

Act Two Skits

February 13, 2015

E.Q: How does Shakespeare allow room for interpretation?

Obj: I can compare and contrast different adaptations of Hamlet.

Starter:

 

1.  Skit Writing

With your literature circles, you will create a skit for act two scene two.

In your groups, create your own adaptation of Hamlet.

\You must have the following roles:

Creative Director

Co-Creative Director

Script Writer

Co-Script Writer

Movement Master

Actors

Be mindful of props, stage directions, exits, entrances, and tone.

2. Act it Out

Present your skits to the class.

3.  Royal Shakespeare Company

BBC Production

1:05-1:26

While you are watching consider what is similar and what is different to the original version.

How does it compare to our modern remakes?

Closure:

How did creating a modern play help you understand the original?

Finishing Act Two Scene Two

February 12, 2015

 

E.Q: How do allusions strengthen our understanding of the context?

Obj: I can connect and relate allusions to the text.

Starter:

Look back over your material from yesterday.

Make sure that you have all the appropriate information for your role.

 

 

Activity:

 

1.  Literature Circle Discussion

Share with your group members the information you gathered yesterday and today.

 

 

Vocabulary:

 

Copy both of these documents.

We will review 5 words as a class, and you will also create your own unique set of terms.

Use Viva Vocab for this element.

It will go for a grade at the end of the unit.

 

 

Hamlet Vocab 

 

 2.  Hamlet Act Two Scene Two

 

Electronic Copy   

 

Characters

Rosencrantz

Hamlet

Guildenstern

Polonius

First Player

 

 What is the story of Pyrrhus and Priam?

Relate this story to Hamlet.

How would you characterize Hamlet at the end of this act?

 

 

 

2.  Act it Out

With your literature circles you will create a skit for this part of act two.

In your groups, create your own adaptation of Hamlet.

You must have the following roles:

Creative Director

Co-Creative Director

Script Writer

Co-Script Writer

Movement Master

Actors

Be mindful of props, stage directions, exits, entrances, and tone.

3.  Skits

Closure:

Predict what will happen when Claudius sees the play.

Act Two Scene Two

February 11, 2015

E.Q:  How are other characters characterized?

Obj: I can articulate to small groups how Hamlet is characterized.

 

starter:

What questions were left unanswered in the first act?

What are you unsure about?

Generate at least 1-2 questions to clarify any misunderstandings from what we have read thus far.

 

Vocabulary

Copy both of these documents.

We will review 5 words as a class, and you will also create your own unique set of terms.

Use Viva Vocab for this element.

It will go for a grade at the end of the unit.

 

By the end of today you should have at least 15 examples.

 

Hamlet Vocab 

Activity:

1.  Act Two Scene Two

Electronic Copy   

2. Lit Circle Meeting

Begin by determining which people will be in your group and decide on role.

Based on your role, break out from your group and meet with the people that have the same role.

Discuss what you will talk about when you formally meet with group.

Discussion Director

Literary Luminary

Illustrator

Prophet

Summarizer

Connector

3.  Discussion

Closure:

What did you learn about the text from your specific lit role?

Act Two

February 10, 2015

E.Q: How is Hamlet characterized by other characters?

Obj: How does indirect characterization impact our understanding of characters.

Starter:

Summarize the end of Act One.

 

Vocabulary:

Copy both of these documents.

We will review 5 words as a class, and you will also create your own unique set of terms.

Use Viva Vocab for this element.

It will go for a grade at the end of the unit.

Hamlet Vocab 

Activity:

1.  Characterization Recap

At your tables, share the examples you included in your chart.

2.  Act Two

Electronic Copy   

Character

 Claudius

Polonius

Reynaldo

Ophelia

Gertrude

Guildenstern

Voltimand

Discussion

What do Polonius and Reynaldo discuss?

How does this impact other characters?

Analyze Hamlet's behavior.

What do you make of Hamlet's advances?

 

Electronic Copy

 

Closure:

Has your initial impression of Hamlet changed?

Why or why not?

Finishing Act One

February 9, 2015

E.Q: How would you characterize Hamlet?

Obj: I can identify key elements of the characterization of Hamlet and analyze the impact it has in Hamlet.

Starter:

How was the Royal Shakespeare Company's production similar or different to what you imagined?

How did it compare to the original play?

 

Vocabulary:

Direct Characterization- how an author tells his or her reader about a character.

Indirect Characterization- show things that reveal the personality of a character.

1.  Finish Act One

Listen to the audio version for the rest of Act One.
25:30- end

Act One Audio

Electronic Copy   

Characters

Laertes

Ophelia

Polonius

Hamlet

Horatio

Marcellus

Ghost

What is the relationship between Ophelia and Hamlet?

Analyze the advice Laertes and Polonius give.

What are they really concerned about?

What does the ghost reveal?

At the end of Act One, do you believe the ghost is real or make believe?

2.  Characterization Review
What is characterization?
How are characters characterized in the play Hamlet?

3.   Hamlet Characterization 

What is your initial impression of Hamlet?

Fill out both columns of the chart.

Make sure to include line numbers and explain your reasoning.

Find at least 5 examples.

Closure:

How well did you understand Act One based on the Learning Target?

Explain why.

Act 1 Continued

February 6, 2015

E.Q: How would you characterize Hamlet?

Obj: I can identify key elements of the characterization of Hamlet and analyze the impact it has in Hamlet.
 

Starter:

 

Vocabulary:

Copy both of these documents.

We will review 5 words as a class, and you will also create your own unique set of terms.

Use Viva Vocab for this element.

Don't forget the requirements for your vocab!
WORD
DICTIONARY DEFINITION
PART OF SPEECH
YOUR DEFINITION
CONTEXT

Hamlet Vocab 

 Activity:

1.  Read Hamlet

As a class, we will finish reading Hamlet Act 1 1.1- Act 1 1.2

Electronic Copy

 

What is the relationship between Claudius and Hamlet?

How would you characterize Hamlet?

2.  Watch Hamlet

BBC Production

While you are watching consider what is similar and what is different.

3.  Characterization Review
What is characterization?
How are characters characterized in the play Hamlet?

4.   Hamlet Characterization 

What is your initial impression of Hamlet?

Fill out both columns of the chart.

Make sure to include line numbers and explain your reasoning.

Closure:

 What scenes were easier to understand after watching the clip?

What made it helpful?

VIVA VOCAB

Don't forget to add your vocab words!

You should have 10 by Monday.

Hamlet Act 1.1-1.2

February 5, 2015

E.Q: How would you characterize Hamlet?

Obj: I can identify key elements of characterization.

Starter:

Do you believe in ghosts?

Watch the video clip.

What is your opinion on ghosts?

Predict how this connects to Hamlet.

 

Vocabulary:

Copy both of these documents.

We will review 5 words as a class, and you will also create your own unique set of terms.

Use Viva Vocab for this element.

It will go for a grade at the end of the unit.

Hamlet Vocab 

Activity:

1.  Finish the Presentations

2.  Read Hamlet

As a class, we will read Hamlet Act 1 1.1- Act 1 1.2

Electronic Copy

Why do you think the Ghost appears?

Do you believe that this could be possible?

What is the relationship between Claudius and Hamlet?

How would you characterize Hamlet?

3. Hamlet Characterization 

What is your initial impression of Hamlet?

Fill out both columns of the chart.

Make sure to include line numbers and explain your reasoning.

Closure:

Seriously, what do you think of Hamlet as a person?

Hamlet Prep

February 4, 2015

E.Q: What background information do we need to understand Hamlet?

Obj: I can understand background information that is essential to the big idea of Hamlet.

Starter:

Watch the Apple Think Different ad.

 

How does this ad make you think differently?

Activity:

1.  Switch Seats

2.  Expert groups

At your new tables you will become experts on a designated topic.

Partner read the articles that correlate with your topic.

Take Cornell notes as you read.

Create a HaikuDeck to use as an aid.

William Shakespeare

Biography

Poets

Theories

Freud and the Oedipus Complex
Biography
Academic Journals

 Britannica

Changing Minds

 Psychology Today

Education Portal

Id. Ego. Superego.

Simply Psychology

Educational Portal

Psychopaths

Psychology Today

Scientific American

Smithsonian

3.  Presentations

Closure:

Predict how this information connects to Hamlet.

Presentations

February 3, 2015

E.Q:  How are heroes portrayed throughout history?

What do you know about William Shakespeare?

Obj: I can identify qualities and characteristics of heroes throughout history.

Starter:

You have 30 minutes until you have to begin your presentations.

What do you need to finish and how can you successfully complete your project in the time allotted?

Activity:

1.  Final Project 

Beowulf Final Project

Review the requirements. 

Make sure that you have everything ready to go.

2.  Presentations

In small groups you will present the following information:

1.  Your definition of a hero.

2.  Verdict of Beowulf and why.

3.  Three examples

Don't forget to share your images.

3.  Reflection/ Self-Evaluation

How did you do overall?

What would you do differently?

What would you keep the same?

What are you proud of.

In a Google Doc write a page reflection.

4.  Shakespeare Prior Knowledge

Please answer the questions in the form linked above as honest as possible.

Closure:

What are three things you learned from your informal presentations?

Work Day

February 2, 2015

E.Q:  How are heroes portrayed throughout history?

Obj: I can identify qualities and characteristics of heroes throughout history.

Starter:

 

  S.MA.R.T. goals
Fill out the Google form.

1.  Final Project 

Beowulf Final Project

THIS PROJECT WILL BE DUE TUESDAY!

YOU WILL HAVE FRIDAY AND MONDAY TO WORK ON IT.

 

Closure:

What do you need to do to complete your project for tomorrow?

 

Don't forget to get your progress report signed!

Socratic Seminar Alternate Assignment due Friday.