February Week 1

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Computer Lab Work-Day Expectations Be here on time – if late, out of respect to your peers and me, come in quietly and be seated. No food/drink– water bottles ARE allowed. Lab days are scored for your ability to stay on task academically, to be self-directed in assigned work, and to use time wisely. /20. We will establish a routine for lab days. If you are absent on a lab day, it is your responsibility to check Google Classroom, get the work, and get it completed.

Today’s Work: 1. Turn in your annotated “Introduction to Shakespeare” article 2. Use the code below to join my Google Classroom [GC] 3. Take the “Comma Quiz” in GC – Return to GC and click “Mark as done” after you submit your answers. 4. NOW, you may come get your assigned topic for the CAPSTONE 5. In-class work and homework: Locate, print, read, and begin to annotate a LENGTHY article on your topic. MLA source citation required. Must be from a reputable source: .edu / .gov /or a trusted news organization. Bring article to class tomorrow: We will finish annotating it and write an annotated bibliography summary. Due Monday, Feb. 13. 4th Hour: h4lqx19

Today’s Work: 1. Turn in your annotated “Introduction to Shakespeare” article 2. Use the code below to join my Google Classroom [GC] 3. Take the “Comma Quiz” in GC – Return to GC and click “Mark as done” after you submit your answers. 4. NOW, you may come get your assigned topic for the CAPSTONE 5. In-class work and homework: Locate, print, read, and begin to annotate a LENGTHY article on your topic. MLA source citation required. Must be from a reputable source: .edu / .gov /or a trusted news organization. Bring article to class tomorrow: We will finish annotating it and write an annotated bibliography summary. Due Monday, Feb. 13. 6th Hour: qg99syp

Today’s Work: 1. Turn in your annotated “Introduction to Shakespeare” article 2. Use the code below to join my Google Classroom [GC] 3. Take the “Comma Quiz” in GC – Return to GC and click “Mark as done” after you submit your answers. 4. NOW, you may come get your assigned topic for the CAPSTONE 5. In-class work and homework: Locate, print, read, and begin to annotate a LENGTHY article on your topic. MLA source citation required. Must be from a reputable source: .edu / .gov /or a trusted news organization. Bring article to class tomorrow: We will finish annotating it and write an annotated bibliography summary. Due Monday, Feb. 13. 7th Hour: i5ij8p

Today’s Work: 1. Turn in your annotated “Introduction to Shakespeare” article 2. Use the code below to join my Google Classroom [GC] 3. Take the “Comma Quiz” in GC – Return to GC and click “Mark as done” after you submit your answers. 4. NOW, you may come get your assigned topic for the CAPSTONE 5. In-class work and homework: Locate, print, read, and begin to annotate a LENGTHY article on your topic. MLA source citation required. Must be from a reputable source: .edu / .gov /or a trusted news organization. Bring article to class tomorrow: We will finish annotating it and write an annotated bibliography summary. Due Monday, Feb. 13. 8th Hour: i89bcd

Grammar & CAPSTONE Work Tuesday, Feb. 7: Grammar & CAPSTONE Work

Annotating the “Intro to Shakespeare” Article Returning Shakespeare – some of you may have to redo this if it was incomplete. B. Reminder: 60% of the article needs to have notes / mark-up with only 1-2 sentences per paragraph highlighted. Please see example for junior-level work “Redos” of Assignment: Due: Friday, Feb. 10

Annotating an Article [ Work time in a few minutes  ] Completing CAPSTONE Note Sheet #1 Rule of thumb: 60% of article is marked up, MOSTLY with notes in the margin B. Note Sheet #1: Summarizes the highlights of your source Assignment: Complete annotation and “Note Sheet #1” Due: Monday, Feb. 13 in the library computer lab

Title 3 lines between title and first source Sources are alphabetized by the MLA citation Type the summary single-spaced Double-space between sources

Sample format of how to write MLA article summaries for your “Annotated Bibliography” CAPSTONE Requirement

Writing the summary for your article for use in the “Annotated Bibliography” Handout Notes: “Writing an Annotated Bibliography” Draft an MLA annotated summary for article #1 w/citation. Open a Word Doc titled …. Annotated Bibliography Create & type a 4-6 sentence MLA summary of the article to upload next Monday on GC. Include the following in your summary: Begin with the MLA citation [ see handout ] Why the source/author is credible Type of info in article Strengths & weaknesses of the information Biases you believe may be present, if any *** Each week, you will add another source alphabetically to your “Annotated Bib” page *** Assignment: Your first typed source in your Annotated Bibliography Due: Monday, Feb. 13 to upload in GC

Annotated Bibliography Article #1 Summary Work Time: Article #1 Shakespeare Article Create your citation Draft your paragraph Type it on a Word Document for uploading. Due Monday, 2/13 Annotate the article Work on the Note sheet Due 2/13 Finish and turn in Redo if needed Due Friday

Grammar #2- Last 8 minutes of Class Colons and Semi-colons

Semi-Colons to pay it off once he graduates and has a full-time job. Rule A: Semi-colons are used to join complete sentences together which are closely connected by topic/idea/meaning. Example: Sentence #1: Richard took out a student loan for $15,000. Sentence #2: He plans to pay it off once he graduates and has a full-time job. Combined: Richard took out a student loan for $15,000; he plans to pay it off once he graduates and has a full-time job.

Semi-Colons pleasure, he later cooked the fish he caught. Rule B: Semi-colons are used to join complete sentences together which have similar structures & which on related in topic. Example: Sentence #1: With enthusiasm, he cast his line out into the lake. Sentence #2: With pleasure, he later cooked the fish he caught. Combined: With enthusiasm, he case his line out into the lake; with pleasure, he later cooked the fish he caught.

the Sondelskis, our closest friends in Wisconsin; the Webers, Semi-Colons Rule D: Semi-colons are used to join items in a list in order to avoid any confusion commas might create. Example: Sentence #1: On our trip this summer, we visited the Murrays, who live in Kansas. List item #2: the Sondelskis, our closest friends in Wisconsin List item #3: the Webers, relatives in Michigan List item #4: and the Johnsons, our former neighbors in Minnesota. Combined: On our trip this summer, we visited the Murrays, who live in Kansas; the Sondelskis, our closest friends in Wisconsin; the Webers, relatives in Michigan; and the Johnsons, our former neighbors in Minnesota.

In-class Quick Review / Practice Page 354: 1-5 Page 357: 1-5

In-class Quick Review / Practice Pages 372-373: 1-10

(2) Sets of partners per table group Find your partner (2) Sets of partners per table group [ 4 people ] Wednesday, Feb. 8: Hamlet: Act 1 Group Day

[I was] Sleeping within my orchard…thy uncle stole with juice of cursed hebona in a vial and in the porches of my ears did pour the leporous distilment…” (1:5:66-70). The ghost of Hamlet’s father, King Hamlet, tells how he was murdered by Claudius.

Hamlet: Small Group Read-Aloud to Class Group 1: Horatio 1:1:91-119 Group 2: King Claudius 1:2:1-16 King, Queen, Hamlet 1:2:64-79 Group 3: Laertes, Ophelia 1:3:1-27 Polonius, Ophelia 1:3:98-113 {Everyone: Change “Hamlet” to “Ophelia” for FEVER CHART in Scene 3 } Group 4: Horatio, Hamlet 1:4:63-82 Group 5: Ghost, Hamlet 1:5:30-47 Ghost 1:5:66-93 Hamlet: Small Group Read-Aloud to Class

First: Skim-read the whole scene you are assigned within Act 1. Your group is the “expert” on THIS scene  Second: Talk about the ENTIRE scene - understand it: Who’s in it and what seems to be going on? If Hamlet and/or Ophelia are in it, what seems to be their EMOTIONAL status? Does his/her emotional state vary? If so, why? What causes this? Third: Reread the SPECIFIC lines assigned to your group: Act: Scene: Lines Ex.: 1:2:1-16 *Divide up & practice reading the lines aloud Fourth: Summarize your scene for the class, read your lines, and explain why your lines MIGHT be important info in this scene.

Please sit with your group from yesterday  Thursday, Feb. 9: Hamlet: Act 1, Continued

Reminder: Re-done Shakespeare Article Annotations due TOMORROW

Due Monday: Article #1 : Annotated Article #1: Blue “Note Sheet #1” completed Annotated Bibliography Document: Article #1 Summary typed

Pronunciation Helps for Hamlet “…’ere the break of day” ‘ere = pronounced “air” Meaning: BEFORE

Aye or Ay: [yes] Say it like a pirate! Pronunciations: Aye or Ay: [yes] Say it like a pirate!

Modern: gaged / vailed / damned If you see an ‘ed: gage’ed /vail’ed / damn’ed 1600s: gage-ed / vail-ed / damn-ed Pronunciations:

Blending the first two letter sounds when two words are combined with missing letters: ‘tis [ …it is ] ‘twas [ …it was ] ‘twill […it will ] ‘twere [ …it were ] Pronunciations:

Hamlet: Small Group Read-Aloud to Class Group 1: Horatio 1:1:91-119 Group 2: King Claudius 1:2:1-16 King, Queen, Hamlet 1:2:64-79 Group 3: Laertes, Ophelia 1:3:1-27 Polonius, Ophelia 1:3:98-113 Group 4: Horatio, Hamlet 1:4:63-82 Group 5: Ghost, Hamlet 1:5:30-47 Ghost 1:5:66-93 Hamlet: Small Group Read-Aloud to Class

Finish Read-alouds & Analysis of Scenes: Act 1 8 min. Prep Finish Read-alouds & Analysis of Scenes: Act 1 First: Sum up the KEY action for the entire scene Next: Read aloud your lines – everyone reads  Finally: Explain possible importance of the lines read to the plot

Hamlet: Small Group Read-Aloud to Class Group 1: Horatio 1:1:91-119 Group 2: King Claudius 1:2:1-16 King, Queen, Hamlet 1:2:64-79 Group 3: Laertes, Ophelia 1:3:1-27 Polonius, Ophelia 1:3:98-113 Group 4: Horatio, Hamlet 1:4:63-82 Group 5: Ghost, Hamlet 1:5:30-47 Ghost 1:5:66-93 Hamlet: Small Group Read-Aloud to Class

Fever Chart: Act 1

Everyone: Cross out “Hamlet” for Scene 3 Write in “Ophelia” Hamlet: Fever Chart Everyone: Cross out “Hamlet” for Scene 3 Write in “Ophelia”

Directions for Group Work Today: 1. Return to your assigned scene. Using the ENTIRE scene, locate 2-3 places in the scene where Hamlet/or/Ophelia’s emotional state can be determined . 2. Plot a DOT on the Fever Chart for each moment. For each dot, provide PROOF of the mental state: Include the textual evidence and the page number. Ex.: 1:4:10-15 pg.49

Directions for Group Work Today: 3: Share your evidence with the class— Tape (1) of your group’s charts to the yellow sheet. When available, send (1) group member to take a pic of each “scene’s evidence.” Copy their work to your own “Fever Chart.” Connect the dots! [Only connect Hamlet to Hamlet dots. Ophelia won’t be connected  ] 7. You now have your first “Fever Chart” and a list of possible quotes for a future quiz/test  Directions for Group Work Today:

Hamlet Mini Discussion, Fever Chart, & Kahoot Review- Act 1 Friday, Feb. 10: Hamlet Mini Discussion, Fever Chart, & Kahoot Review- Act 1

Reminder: Re-done Shakespeare Article Annotations due TOMORROW

Due Monday: Article #1 : Annotated Article #1: Blue “Note Sheet #1” completed Annotated Bibliography Document: Article #1 Summary typed

Fever Chart: Act 1

Everyone: Cross out “Hamlet” for Scene 3 Write in “Ophelia” Hamlet: Fever Chart Everyone: Cross out “Hamlet” for Scene 3 Write in “Ophelia”

Directions for Group Work Today: 1. Return to your assigned scene. Using the ENTIRE scene, locate 2-3 places in the scene where Hamlet/or/Ophelia’s emotional state can be determined . 2. Plot a DOT on the Fever Chart for each moment. For each dot, provide PROOF of the mental state: Include the textual evidence and the page number. Ex.: 1:4:10-15 pg.49

Directions for Group Work Today: 3: Share your evidence with the class— Tape (1) of your group’s charts to the yellow sheet. When available, send (1) group member to take a pic of each “scene’s evidence.” Copy their work to your own “Fever Chart.” Connect the dots! [Only connect Hamlet to Hamlet dots. Ophelia won’t be connected  ] 7. You now have your first “Fever Chart” and a list of possible quotes for a future quiz/test  Directions for Group Work Today:

Hamlet: Mini Group Discussion

#1 Discuss: What was your initial reaction to the language of the play? How about now, after watching it & reading it aloud?

#2 Examine the image below and connect it to Act 1:

#3 Discuss: What was your favorite scene from Act 1 and why? What was your least favorite scene and why?

#4 Read the quote below and connect it to Act 1:

#5 Discuss: What is something you’d ask Shakespeare about the play, Act 1, if he were here today?

#6 Examine the image below and connect it to Act 1:

Love Interest Ophelia Best Friend Horatio #7 Discuss the type of relationship you believe Hamlet has or might have with each of these characters. King Hamlet/Ghost Uncle & King Claudius Queen Gertrude Love Interest Ophelia Best Friend Horatio

#8 Read the quote below and connect it to Act 1:

#9 Discuss: Is the ghost real, imaginary, or a form of trickery by a demon or the devil, as feared by Horatio?

#10 Examine the image below and connect it to Act 1:

How does he “position” in the court impact these relationships? #11 Discuss the type of relationship you believe Polonius has or might have with each of these characters. How does he “position” in the court impact these relationships? Laertes Claudius Gertrude Ophelia Hamlet

#12 Discuss: Do you believe Hamlet will attempt to carry out the wishes of the ghost? If no, why? If so, will he be successful?

#13 How does the quotes below connect to Act 1: Create a newspaper headline for Act 1: Winning group from all four classes gets a treat on Monday 

#12 How does the quotes below connect to Act 1:

Hamlet: Act 1 Kahoot Team Review Challenge Form a team of 2-4 people ** Choose a cartoon character for your team name ** Winner gets +2 pnts added to their quiz score next week 

Fill out a chart on Hamlet’s relationships with other characters Thursday, February 16 On your own OR with a partner Fill out a chart on Hamlet’s relationships with other characters (8) short answer questions Hamlet: Act 1 Quiz