Tues. Mar. 31, 2015: Hamlet Act III and IV

Today, we finished reading Act III of Hamlet and moved on to Act IV. If you were not here, you will need to complete the following questions:

Act III

8. What is ironic about Hamlet's failure to kill Claudius while the King is kneeling in prayer?
9. What is Hamlet's reaction when he realizes ha has killed Polonius rather than Claudius, whom he had presumed to be the one hiding behind the curtain?
10. What is the apparent purpose of the Ghost's appearance in the Queen's bedroom while Hamlet speaks with his mother?

Act IV

1. What is Claudius' response when Gertrude tells him that Hamlet has murdered Polonius?
2. What does Claudius direct Rosencrantz and Guildenstern do?
3. Why does Hamlet hid Polonius' corpse and then dash away when Rosencrantz and Guildenstern question him about it?
4. Why does Hamlet call Claudius "dear Mother"?
5. Why does Fortinbras send word to the Danish king (Claudius)?
6. How does Hamlet contrast himself (all men) to beasts?

Mon. Mar. 30, 2015: Hamlet Act 3, scene 3

Today, we reviewed the first part of Act III and then continued. We read up to Act III, Scene 3, (page 95 for those in period 3 and page 93 for those in period 2). If you were not here, answer the following:

1. What is the purpose of inserting the conversation between the player king and player king (lines 148 - 215)?
2. What does Gertrude say about the preamble? How does her reaction mirror her own experiences? Explain.
3. How has the name of the play been changed? Why has it been changed?
4. How have the actions in the play been changed from the death scene as described earlier by the ghost?
5. Why does Hamlet make these changes?
6. What do these changes indicate about Hamlet's feelings about his mother's involvement?
7. Hamlet uses the analogy of the recorder... what is the purpose of this analogy? What is he trying to tell Guildenstern by using it?
8. Why does Hamlet spare Claudius' life?
9. Why does Hamlet kill Polonius?

Thurs and Fri March 26 and 27 Hamlet Film

On these days, you will be watching Hamlet. The version is Kenneth Branagh. It will match up to the first two acts we have studied in class.
You were also given a one month independent novel study check in that must be completed for Monday.

Wed. Mar. 25, 2015: Act II Quiz Hamlet

Today, you wrote your Act II quiz for Hamlet. We then went on to reading Act III. We finished reading to the end of page 79. The Player King has just reminded his wife that they have been married for thirty years (Act 3, Scene 2).

I reminded the class that they need to have their independent novels here for Thursday and Friday as I have to get them to do a reflection activity (you have had your novels for more than a month now; I need to check in and see how you are doing).

If you were not here, you need to do the following questions. Be sure to label them as "Questions for Act III Scenes 1 and 2":

1. Why does Ophelia agree to engage in a conversation with Hamlet?
2. Why might Hamlet be suspicious of Ophelia being in the lobby?
3. After Hamlet leaves her, why is Ophelia embarrassed (be detailed)?
4. What was the end result of this encounter (what is the plan for Hamlet)?
5. Who has Hamlet told about what the ghost said?
6. How is Hamlet going to monitor the King's reactions to the extra lines inserted in the play?
7. What is Hamlet doing to Ophelia that is unexpected after their last encounter?
8. If you were Ophelia, how would this encounter make you feel?

Tues. Mar. 24, 2015: Hamlet Act Two

Today, we read to the end of Act II. You will have a quiz on this act tomorrow. If you miss it, you will have to do an alternative.

If you were not here today, You need to answer the following questions:

1. Why does Polonius speak to Hamlet in the lobby?
2. What reasons do Rosencrantz and Guildenstern give Hamlet for their arrival at Elsinore?
3. Why are the players coming to Elsinore?
4. What problems have the players had to deal with back in London? List them.
5. What play does Hamlet want the players to play?
6. What does Hamlet ask of the lead player?
6. What is Hamlet's true purpose in having the players perform a play?

Fri. Mar. 20, 2015: Act Two: Hamlet

Today, we read Act Two scene 1 of Hamlet and part of Act Two scene 2 of Hamlet. We ended at the point where Polonius is going to meet up with Hamlet (Hamlet is walking and reading a book). We stopped at the end of page 46 and will start on page 47 on Monday.
If you were not here, you will need to answer the following questions. These need to be handed in on the day you return.

1. What act does Polonius assign Reynaldo to do in Paris?
2. Why is Ophelia so upset when she speaks to her father?
3. How does Polonius change his mind in regard to Hamlet and his relationship to Ophelia?
4. What task does Claudius assign to Rosencrantz and Guildenstern?
5. What news does Voltemand bring back from Norway?
6. What does Polonius suggest to do as a way of finding out the real reason for Hamlet's madness?

Thurs. Mar. 19, 2015: Act One Completion: Hamlet

Today, we finished reading Act One of Hamlet. You then wrote a quiz on this act and on terms. If you were not here, you need to come in at lunch and write the alternative.

Wed. Mar. 18, 2015: Hamlet, Act 1 Cont.

Today, we continued reading Act I of Hamlet. We finished reading scene 2 and scene 3. We read scene 4 up to the point in which the ghost has finished telling Hamlet what happened to him (how he died) and what Hamlet must not do in relation to his mother (page 31, line 91). Keep in mind that there will be a quiz after every Act (so there will be one tomorrow).
If you were not here, you need to answer the following questions. These need to be handed in on the day you return.

1. Using everyday language, state the advice that Polonius gives to his son.
2. What does Laertes tell Ophelia to do in relation to Hamlet? Why might Laertes be giving her this advice?
3. What does Polonius tell Ophelia to do in relation to Hamlet? Why might Polonius be giving her this advice?
4. How realistic is Ophelia's final response to her father about what he is demanding of her? What choices does she have if this was happening in a household today?
5. What do the people of Denmark believe when it comes to King Hamlet's death?
6. What does the ghost say happened to King Hamlet?
7. What does the ghost want Hamlet to do to Claudius?
8. What does the ghost want Hamlet to do to Gertrude?

Tues. Mar. 17, 2015: Act One: Hamlet

Today, we began to read Hamlet. We read all of Act I, scene 1, and part of Act I, scene 2. We stopped on page 15, line 160. If you do not have the text, you can find this play online and read up to the part where Hamlet has just finished his soliloquy. Horatio and the guards have just come on stage to talk to Hamlet about the ghost they saw.
If you were not here, you also must answer the following questions. These need to be submitted on the day you get back:

1. What is the atmosphere or mood at the opening of this act? How does the audience come to understand that it is evening (find three examples)?

2. What is the political situation with which the country of Denmark is concerned? Who is Fortinbras and what is his problem?

3. What solution does Claudius come up with to stop Fortinbras?

4. List all of the reasons that Hamlet might be unhappy.

5. Why wouldn't the ghost talk to anyone?

6. Why does Horatio want to tell Hamlet about the ghost? List all possible logical reasons.

Mon. Mar. 16, 2015: Shakespeare Intro. Cont.

Today, we finished reading the introduction to Shakespeare booklet handed out last week. If you were not here, you need to read pages 6 to the end actively and answer questions 4 - 6 of the Shakespeare introductory questions. Both of these then need to be handed in to get the mark.

Fri. Mar. 13, 2015: Shakespeare Introduction Cont.

Today, I addressed the question: Why would anyone go and see these plays? We know the language is hard, many of the plays are long, and the conditions of the time didn't make viewing, at least for the groundlings comfortable. Yet, those who ran public playhouses not only managed to eke out a living, but some, such as Shakespeare, became financially comfortable. The theatre had to offer up entertainment not easily available in other forms of entertainment. Unlike the other vices, one was not participating in any debauchery, simply viewing it. The puns were funny, the insinuations were often titillating, and the characters were, while not of the same "rank" as most of the audience, at least capable of the frailties the average viewer also was dealt. In other words, plays were escapism from the everyday, yet still appealed to the emotions and realities of everyman/woman.
If you were not here, I have not been able to find a reading that is appropriate for this lecture. As such, if you missed it, you missed it. Too bad, as it provided the context. If you want to discuss it with me, come in and I will go over it with you. This is NOT a unit to miss as it is hard to catch up. Also, this is the ONLY lecture you will miss and not have additional work to complete.

Thurs. Mar. 12, 2015: Shakespeare Introduction

Today, we as a class actively read the booklet I gave you introducing Shakespeare and his tragedies. If you were not here, the booklet is in your portfolio. Those not here will also have to demonstrate that they have read the information in the booklet by reading pages 1 to 5 actively (and submitting) and answering questions 1 to 3 from the sheet that is now in your portfolio.

Wed. Mar. 11, 2015: Unit One: Heroes Comprehension (m.C.) Exam

Students wrote their unit exam today. If you were not here, you need to make arrangements with me to write the alternative.
I also instructed you to take the play Hamlet out from the library and read the introduction at the front of the book, followed by the reading on leading characters.

Tues. Mar. 10, 2015: Assmbly or sentences and run ons

Today, one class went to an assembly and another class was given a review on parts of the sentence and how to eliminate comma splices.
Keep in mind that you have a comprehension exam tomorrow. If you miss it, you will have to make arrangements to write the alternative (no one spoke with me in advance indicating he or she would not be here).

Mon. Mar. 9, 2015: Test Prep and Process of Elimination

Today, I gave you an overview of the reading comprehension exam (multiple choice) that you will be writing on Wednesday of this week. Keep in mind: if you know you are going to miss this exam, contact me in advance for an alternate time; if you miss it without notifying me first, you will write an alternative exam.
The information I presented you with today gives specifics about the exam (number of readings, questions, and marking expectations). I have put a copy of this information in your portfolio.
There are a couple of changes to the marking: The multiple choice questions are worth 48 points and the marks for meeting the time expectations add up to 2.

I also gave you a handout (blue) on how to answer multiple choice questions (using process of elimination). Most of you are already familiar with this approach: this was just a refresher. I also went over some of the meanings of terms often seen in the stem of multiple choice questions. If you were not here, you will have to define them on your own.

Fri. March 6, 2015: Paper Completion and Submission

Today, your multi-source paper was due. These are to be handed in with all components indicated in the instructions. If you have not handed it in, it will be recorded as an NHI. If you want to discuss these, see me at lunch to do so. An alternative can be arranged if necessary.
I also informed the class that you will have a reading comprehension (M.C.) exam on Tuesday. It will be discussed on Monday.

Thurs. Mar. 6, 2015: Writing Class

Today, you continued to work on your essays. Some of you are in the rough copy stage and others are already proofing (first revision). If you have not started typing this paper in, you should consider coming in at lunch or in the morning as you are falling behind. It is due at the end of the day tomorrow.

Wed. Mar. 4, 2015: Writing Class

Today, you worked on creating an outline for your multi-source essay, which is due at the end of class on Friday (the essay) with the outline attached.
I also handed out "How to "Write and Introductory Paragraph" and "Attention-Getters." These should help you when creating your final copy.

Tues. Mar. 3, 2015: Major Assignment Essay

Today, you were given essay questions for your first major essay assignment. This is a multi-source essay in which you have to refer to three of the texts we have studied thus far. I discussed approaches to this essay (how to chart ideas to arrive at a thesis), which should have already been addressed last semester, regardless of which teacher you had (we both teach it in the other class).
You also have to create a Works Cited Page.
The assignment needs to be typed into the system using proper layout and formatting. It needs to be labeled "Multi Source Essay One." It is due at the end of the day on Friday, March 6 (or earlier).
This is still much more time than should be needed. I expect a hand-written outline to be attached to your paper (both then submitted into the "In" box), and I will expect copy that is virtually error-free and proofed for clarity.

The Texts we have studied are as follows:

Beowulf
from Sir Gawain and the Green Knight
"Robin Hood and the Three Squires"
"What Men Live By"
"Man in the Water"

Notes from board

Types of Heroes
Epic
* Roman hero
* Christian hero
* Chivilrous hero
* Underdog hero
______________________
Modern
* Societal hero
* Everyday hero

The characteristics of the hero types change over time, as do their motivations.

* Everyday hero

Mon. Mar. 2, 2015: Heroes Reading Cont.

Today, I checked your active reading on Friday's assignment. Those who did not complete the assignment were given alternative questions. If you were not here today, those questions are in your portfolio.
I then gave out the reading "The Man in the Water," by Roger Rosenblatt. This reading can be found online. Students are to have it read for tomorrow. If you cannot find it, the reading is in your portfolio. It is a 15 minute reading, so if you come up and get it before classes, you should be caught up.
Those who don't have it read (active reading, summary and purpose written on back) will have to do alternative questions.