We're nearing the end of the semester, and you will now prepare for an exit interview. You and I will sit down and discuss your big takeaways from this course. In order to help you prepare, you will reorganize your Shakespeare Portfolio to represent your growth in the areas of Reading, Writing, Speaking/Listening, and Thinking. Copy and paste two of the following standards on each of the respective pages of your portfolio.
Exit Interview Schedule
Monday - 4.25: Gavin, Xavier, Caden, Hriana, Dakota, Tylor, Aiyana, Trent
Wednesday - 4.28: Robby, Kaia, Matt, Abbi, Angel, Maddy, Tad, Ikem, Emma, August
Thinking & Learning
Analyze the meaning and cumulative impact of words and phrases on meaning and tone, including figurative, connotative meanings, word relationships, and nuances in word meanings.
Analyze a theme or central idea of a text and its development over the course of the text, including how it emerges and is shaped and refined by specific details.
Analyze how complex characters (e.g., Hamlet, Polonius, Claudius, Ophelia and others with multiple or conflicting motivations) develop over the course of the play, interact with other characters, and advance the plot or develop the theme.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Initiate and participate in collaborative discussions (one-on-one, in groups, and teacher-led), building on others’ ideas and expressing your own ideas.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Once these are on your Digication, begin reorganizing your portfolio to provide evidence of your growth towards these standards.
The Hamlet section will go away and you will build a showcase portfolio of your work under the main headings of the skills that the class is designed to help you work on.
Using the Organize option, you can move pages from one section to another. You will use your Digication as a guide to your exit interview. In preparation for the interview, be prepared to speak to the following questions:
1. What did you learn?
2. What about this class is most useful to you?
3. What would you recommend to others about finding success in this class?
4. What area in your life was strengthened or improved by this class?
5. List the ways you have grown as a result of this course?
6. What problems did you encounter? What risks did you take?
7. What experience of this course demonstrated your strengths and talents and why?
8. If you had it to do all over again, would you? Why?
Choose a thesis statement from below (or craft your own) around which you will compose an introductory paragraph. Make sure that your paragraph resembles the diagram (left).
In addition to composing a beautiful and sophisticated introductory paragraph, list at least three quotes from Hamlet that you would employ to support your thesis statement. Post this to your Digication before you come to Tuesday's class.
As Always, let me know if you have any questions or concerns.
Student-Generated Thesis Statements
Decay and Corruption
Submit your supporting material, the video of your presentation, a 200 word self-reflection using the rubric as a guide, and teacher feedback.
This is due on your Digication on Wednesday, April 13th.
4.1 - Matt, Xavier, Gavin (Be prepared to present on Tuesday)
4.2 - Tad, Dakota (Be prepared to present on Tuesday)
4.3 - Hriana, Maddy, Aiyana
4.4 - Abbi, Angel
4.5 - Kaia, Emma, Tylor
4.6 - Caden, August, Robby
4.7 - Birch, Trent, Ikem
You are responsible for a portion of Act IV. You will be assigned a scene for which you will respond to the following questions in preparation for a short presentation for the class with the goal of heightening their understanding of your scene. Your entire presentation should be 15 minutes.
Perform a portion or the entirety of your scene (see rubric). After your performance, paraphrase the action of the scene. What are the critical occurrences, and how do they relate to and influence the play as a whole?
Select two (2) significant quotes. Share the quotes and then discuss the significance of each quote. Pay attention both to what they reveal about the characters and the story, as well as the language itself.
Bring in a solid object that expresses in symbolic form one of the significant ideas contained in the scene. Please don’t be obvious (e.g. a sponge for R&G because Hamlet calls them a sponge) – get symbolic.
Explain how these lines fit into the play as a whole. What would be lost if they were omitted?
Going the Extra Mile
If there is anything else your group can do to help the class understand your lines, do it!
For Thursday's class
Read the remaining in Act 3. This will allow us to make a great deal of headway on Thursday's class. We will begin class with ten minutes to group up and get on the same page. Then, you'll present to the class.
About 1/3 of our class was missing today, so please talk with me about what you missed.
The class decided that it wouldn't be a good idea to move full speed ahead in the text with so many people absent. As a result, the class was given 20 minutes to complete the last part of the Third Quarter Reflection assignment. Be sure that you go online and make sure that the goals you set for 3rd quarter are appropriate for 4th quarter.
Read “the sonnet-ballad” by Gwendolyn Brooks.
What stands out to you about the poem? What do you remember, feel, question, and see when you read and hear the poem? There are no wrong answers. Record your thoughts on Digication.
Point to specific words and lines in the poem that are particularly strong in creating an emotion in you.
Point out the poetic features that you notice.Write about any details you recall about the sonnet form from previous classes.
Complete the first column of the Sonnet Characteristics Chart.
Post all of this work and thinking, with your annotated poem to Digication before our next class.
Let me know if you have any questions.
Over the break, share your portfolio, self-reflections, and teacher feedback with your parents. Ask them to write a star and a step for you to focus on in 4th quarter.
Other than this, make sure that your portfolio is 100% up to date. Enjoy your break!
By the end of Act II, Hamlet has created a plan to accumulate
some evidence to confirm the ghost's message. What should Hamlet do now ? Explain why you feel your course of action is appropriate.
Be prepared to work through 2.2 during the whole class on Friday. In preparation, complete the soliloquy analysis.
Also, begin working on your 3rd quarter reflections. All of the material that you need can be found on Digication. Please let me know if you have any questions.
Comparing Film Adaptations - Post your answers and analysis to Digication
What to look for
Sound effects, background noise in the scene (e.g., doors creaking, animal noises);
Soundtrack, music, voiceovers and other sounds put on over the scene.
What lines are emphasized? How are emotions conveyed?
What lines are noticeably cut or included?
(Settings, props, and costumes) Where is the scene taking place physically?
What do props and costumes tell us about the time period, about the characters and their
How long does the director stay with shots?
How often are there cuts and transitions?
When does the camera take the view of a character?
When are there close ups, long shots? To what effect?
The Big Questions:
What is the effect of each of these aspects on the scene?
How does each director establish a tone for the rest of the play?