Benchmark

February 28, 2014

 

Starter:

Use Hamlet to complete the starter.

 

 

 

Activity:

 

1.  Go to usatestprep.com, and take English 4 Benchmark.

 

2.  When complete begin working on paper again.

 

Closure:

 

Look at what you have accomplished with your paper so far.  What is one way you can take it a step further?



Let's Begin the Research!

February 27, 2014

E.Q. How does force/manipulation influence change in Hamlet?

 

Obj: I can identify credible sources

I can formulate an argument.

Starter:

In your opinion, which side won the debate yesterday? 

Why did they deserve to win?

Activity:

Today we will begin working on the research paper for Hamlet.

Below you will find the instructions and rubric for the paper.

The time has come!

After completing Hamlet, you will be constructing a formal argumentative research paper based on the reading.  Argumentative research papers provide a format for writers to introduce a topic and inform the intended audience on his/her stance on it.  In class, we will be working on creating a thesis and conducting research for this paper.  In crafting such a paper, we will be working on critical thinking skills, determining credible sources, and constructing composition. 

The prompt for this essay stems from our overarching big idea: 

How does force/manipulation influence change in Hamlet? 
**If you have a desire to research another topic feel free to talk to me about it.  I am open to suggestions if you have another idea in mind for your paper. I only ask that you talk to me before getting started.

While reading the play, it would be very beneficial to keep this idea in mind.  Jot down information that relates to this idea and evidence from the text, so when it comes time to begin researching you already have a solid foundation. 

Requirements for the Paper:

3-5 pages

12 pt. Times New Roman Font

Double Spaced

MLA format

Supporting evidence from text and at least one other source

Thesis

Work Cited

Rubric:

	100	92	84	Revise
Introduction  (15 points)	The introduction is inviting, states the thesis and previews the structure of the paper.	The introduction clearly states the thesis and may preview the structure of the paper.	The introduction states the thesis, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.	There is no clear introduction of the main topic or structure of the paper.
Focus on Topic (10 points)	There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.	Main idea is clear but the supporting information is general.	Main idea is somewhat clear but there is a need for more supporting information.	The main idea is not clear. There is a seemingly random collection of information.
Support for Topic (20 points)	Relevant, telling, quality details give the reader important information and uses quotes appropriately and effectively.	Supporting details and information are relevant, and there is an appropriate use of quotes.	Supporting details and information are relevant, but quotes are absent or used ineffectively.	Supporting details and information are typically unclear or not related to the topic.
Conclusion (10 points)	The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."	The conclusion is recognizable and ties up almost all the loose ends.	The conclusion is recognizable, but does not tie up several loose ends.	There is no clear conclusion, the paper just ends.
Sources (15 points)	All sources used for quotes are appropriate, well integrated and cited correctly.	The sources used for quotes are mostly appropriate and cited correctly.	Most sources used for quotes are appropriate, but may not be cited correctly or well integrated.	An outside source may be lacking, and/or there are few if any relevant quotes.
Grammar & Spelling (10 points)	Writer makes few or no errors in grammar or spelling that distract the reader from the content.	Writer makes a few errors in grammar or spelling that distract the reader from the content.	Writer makes several errors in grammar or spelling that distract the reader from the content.	Writer makes many errors in grammar or spelling that distract the reader from the content.
Sentence Structure (10 points)	All sentences are well-constructed with varied structure.	Most sentences are well-constructed with varied structure.	Most sentences are well-constructed but have a similar structure.	Sentences lack structure and appear incomplete or rambling.
Works Cited (10 points)	Works Cited is accurately constructed. Sources are used in the essay.	Works Cited is accurate for the most part. sources are used in the essay.	Works Cited has several errors in format. Sources may not be addressed in the essay.	Works Cited has many errors in format and/or is missing.

 

Closure:

Create a S.M.A.R.T goal to help you work on your paper this week. 

Manipulation Debate

February 26, 2014

Starter:

What side do you support in the debate and why?

Activity:

Debate Topic Revamped:

Is society benefited or hindered by media manipulation?

At random you will draw a card to determine which side you will argue for.

Then, within your sides review the material.

Share your examples and sources.

Determine an opening argument.

Find a partner from the opposing side.

You will be evaluating each other based on the attached rubric

Closure:

Were you manipulated by the debate? Why or why not?

Can everyone be manipulated? Explain.

 

Media Manipulation

February 25, 2014

E.Q:  How does media manipulate society?

Obj: I can find credible sources.

I can formulate an argument based on textual evidence.

Starter:

Think about all of the advertisements you are exposed to.  Find one that is particularly powerful and describe it.

Example:

 

Activity:

1.  Prepare for the debate tomorrow.

TOPIC: Media Manipulation: Explain whether or not we are all susceptible.

With a partner, come up with pro's and con's on how media impacts or influences our lives.

Find research to support ideas.

Use the following websites as a guide, and then find at least one source of your own.

Forbes

Global Issues

Media-Alliance

Find examples that support both sides!

Discuss with the people at your table what your initial thoughts are. 

2.  Time Permitting

1 minute Hamlet

Closure:

Write down 4 things you learned about media manipulation.

What are 3 advantages or disadvantages to it.

What 2 facts really shocked you.

Think about 1 time you have been influenced and explain.

Act 5, Scene 2

February 24, 2014

 

Starter:

Let's pretend Hamlet has a happy ending.  What would happen? Write a 1/2 page alternate ending.

 

Activity:

1.  Read through Act 5, Scene 2

 

What role does Oscric play?

What happens during the fight scene?

What does this outcome mean?

 

 

2.  Turn the entire play into a 3-5 minute comedy.

What type of manipulation must be made?

 

Closure:

How does force/manipulation influence change?

Act Five

February 21, 2014

Starter:

 

Respond to the prompt above!!

Activity:

1.  Together we will read through Act Five, Scene One.

2.  In groups create a five minute skit based on the reading in class.

Closure:

Predict what will happen in the final scene!

Flower Power

February 20, 2014

E.Q. How does Shakespeare use symbolism.

Obj: I can identify symbolism in Hamlet.

 

Starter:

Recap Act Four.

Write a one sentence summary for each scene that we read in class tomorrow.

 

Activity:

 

1.  Pull out those index cards, while we listen to the audio version Hamlet write down at least three more words that you are unfamiliar with.

 

2.  Listen to the rest of Act Four.

Please follow along with the digital version.

 

3.  Look at the following pictures. 

Write down what types of emotions and feelings each picture evokes in you.

 

A. Rosemary

 

B.  Pansies

 

 

C.  Fennel

 

 

D.  Columbines

 

 

E.  Rue

 

 

F.  Daisies

 

 

G.  Violets

 

 

Look back to Act 4, Scene 5 when Ophelia is speaking of these flowers.

Does what you read connect to what you felt when you saw the picture?

Do a little research.  Find an article that explains its symbolism and what it represents.

How does this relate to what Shakespeare intended?

Write this in a TPEQEA paragraph.

 

Closure:

Think of a symbol that represents you. Tell me about it.



Line Presentations!

February 19, 2014

E.Q. How does each character use to force or manipulation to gain a desired result?

Obj: I can identify specific passages in the text where force or manipulation is depicted

I can create a symbol based on that line.

Literary Term: Symbol

Starter:

Take 5-10 minutes to decide what you are going to present to your classmates.

What is your symbol? 

What is your poem really about?

Representation?

How does it relate to the line you pulled?

Please ask any questions you may have.

Activity:

1.  Present your creation to the people you are sitting with!

*While your peers are presenting pay attention. 

You could possibly use one of those lines in the paper that is coming up.

**You also must reflect on each of your peers at your table.

Write down one positive and one delta.

I will collect these at the end of the class.

2.  When everyone is done presenting, share your thoughts with each other.

3.  Begin reading Act Four.

Closure:

Reflect back on the presentations seen today in class.

How do symbols function in Hamlet.