MONDAY, FEBRUARY 26

BELL RINGER

•Act 5 opens with the clowns (gravediggers) discussing the death of the person who’s grave they’re digging. What is the issue they are discussing? Why is this important? Andwhy do you think Shakespeare makes this a comedic moment?

AGENDA

•Act 5 quiz

•Funeral fight

DO: Demonstrate understanding/recall of Act 5 of Hamlet

Identify and analyze literary devices in significant passages.

Evaluate and analyze character reveals to determine meaning.

ACT 5 QUIZ

•20 minutes

•Remember: • Summarize = tell me

what’s happening (no need to translate)

• Significance = what does this mean NOW (think characterization or conflict)

DENMARK DRAMA

ACT 5 SCENE 1

•At the end of 5.1, we see Ophelia’s funeral, and… it does not go well.

• In your squads, determine the different fights and revelations between the characters.

•Consider:

•How do they feel about Ophelia’s death?

•Hamlet’s return?

EXAMPLE: 5.1.246

SECRETS AND REVEALS

•How is Laertes grieving?

•How does everyone respond to Hamlet’s return?

•What does Hamlet proclaim/declare?

TUESDAY, FEBRUARY 27

BELL RINGER

•Why do you think Hamlet finally gets revenge on Claudius? What has happened that finally leads to Hamlet killing him?

AGENDA

•Act 5 Scene 2 aka “The one where everyone dies at the end”

DO: Demonstrate understanding/recall of Act 5 of Hamlet

Identify and analyze literary devices in significant passages.

Evaluate and analyze character reveals to determine meaning. Compare and contrast your own reading and another to determine meaning.

HAMLET AT THE CLOSE 5.2.220-225• Before the fencing match, Hamlet tells

Horatio: “Not a whit, we defy augury. There's a special providence in the fall of a sparrow. If it be now, 'tis not to come; if it be not to come, it will be now; if it be not now, yet it will come. The readiness is all: since no man has aught of what he leaves, what is't to leave betimes?”

• What augury (or fortune telling/prophecy) is Hamlet trying to ignore?

• What is his attitude about death?

ACT 5 SCENE 2AKA “THE ONE WHERE

EVERYONE DIES AT THE END”

• Hamlet and Laertes shake hands at the start of their match (Hamlet apologizes, and Laertes “accepts”), and choose foils (fencing swords).

• Claudius announces he will have Hamlet drink from the cup if he wins.

• As the match progresses, keep track of where the poison Is (in the cup and on Laertes’s sword) and ignore Fortinbras’s army invading & Laertes falling (this is a directorial choice, but one that makes sense).

What causes each character to die?

DAVID BALL ON THE END OF HAMLET

•Read the excerpt from Backwards and Forwards, and consider Ball’s thesis.

•According to Ball, why does Hamlet finally get his revenge? Do you agree or disagree?

DO YOU THINK HAMLET REGRETS WHAT HAPPENED?

•Review what Hamlet and Horatio discuss in Act 5 Scene 1 (both at the beginning and while he’s dying); do you think he regrets what has happened? Why or why not?

•Support with a piece of evidence, and identify the literary/rhetorical device.

WEDNESDAY, FEBRUARY 28

BELL RINGER

•After reading the entire play, how would you characterize Hamlet? What are his strengths/weaknesses? Do you feel he changes over the course of the play?

•Explain in at least 3-5 sentences.

AGENDA

• Evaluate and grade sample Benchmark 3s

• Review Grammar rules

GRAMMAR

WAIT, WHY GRAMMAR AGAIN?

•A strong way to improve your overall writing

•Help you score higher on Benchmark 3

•And the SAT

ACTIVE VS. PASSIVE VOICE

•Active voice: The subject of the sentence is taking action (the noun does the verb). •Subject does the action

•Passive voice: More reflective; something was done to the noun. •Action happens to the subject

ACTIVE VS. PASSIVE VOICE

EXAMPLES

• The cat knocked over the water glass.

• The water glass was knocked over by the cat.

•My car was cut off by another driver.

• I cut off someone in traffic.

• Tacos were made by Allie for dinner.

•Allie made tacos for dinner.

DASHES – AND HYPHENS

Reasons to use a dash/hyphen

•Numbering (thirty-five)

•Put stress on a subordinate clause (stronger than a comma)• The crazy weather – 70 degrees one day and

snowing the next – frustrated many people.

•Emphasize later clause (stress the end of a sentence)• Mari won the lottery - $96,000 total!

PRACTICE – ADD A HYPHEN

• Seth really loved Back to the Future it was the best movie he ever saw.

• John Wick is a great movie the currency system makes no sense though.

• Jenny the neighbor my brother has a crush on let Garrus out while I was at work.

• The out of the way neighborhood had thirty six mailboxes along the street.

THURSDAY,MARCH 1

BELL WORK

•What activities have helped you as we studied Hamlet? What activities did you like? Not like? If you had to do this unit again, what would you do differently? How can I make this unit better for next year?

AGENDA

•Review scores of Benchmark 3 sample essays

•Benchmark 3 practice (due at the end of class for a grade)

DO: Analyze literary/rhetorical devices to determine meaning.

HW: Look at grades; decide if you will be retaking Quiz 4/5 or B2

GRADING BENCHMARK 3

• In your squads, compare your justifications for each essay, and come to a squad wide determination.

•You must mark each rubric accurately; don’t just say “I’d give it a B”, be specific with the exact scores.

ESSAY 1

• This essay is incredibly vague, and does not address specifics

• As a result, it does not demonstrate effective command of any skills.

ESSAY 2• This essay is good, but

can be improved.

• The author can be more specific than “Revenge is important”, but they really understand what the prompt is asking and how to explain it; they could just add more specifics.

ESSAY 3• This essay is poor. The

lack of capitalization and proper grammar shows an utter lack of command of language.

• The author appears to understand the piece, but their writing prevents them from scoring higher.

ESSAY 4• This essay has

potential, but the writing is not very sophisticated (note how he says Hamlet is talking about “important stuff”)

ESSAY 5• This essay is the best.

• Note their use of sophisticated language (including transitions) and specific details in analysis.

WHAT ARE HAMLET’S FEELINGS ABOUT OPHELIA’S DEATH?

•Using 5.2.271-286, analyze how Hamlet uses rhetorical and/or literary devices to show his beliefs on Ophelia’s death.

STEPS TO TAKE

•Read through the speech, and annotate for literary/rhetorical devices.

•Then, determine Hamlet’s feelings on the subject. Consider: •Positive/negative/neutral

• Intensity (how strong those feelings are)

• Specific label of emotion

THESIS

•[Character] uses [literary/rhetorical device] to [reveal feelings].

•Example: Claudius uses similes and diction to demonstrate his anger and resentment towards Hamlet’s recent behavior.

WRITE IT OUT

Remember to ICE your quotes

• Introduce: provide context (what is happening right before your quotation)

• Cite: Remember to blend your sentence

• Explain: • What device is being used?

• What is the effect?

• How does this convey the character’s feelings?

BUT WHAT DO I DO IF I CAN’T FIND EVIDENCE?!?!

• If no evidence with literary/rhetorical devices stands out at you, focus on what you feel is the best evidence.

• Then, ask yourself why: what connections are here? Why does this really show his feelings on the subject? This can then be diction (but be wary: in order to accurately analyze diction you need to talk about connotations very clearly).