Day 41 Agenda Literature IV May 2, 2013
Bell Ringer
Hamlet study packet
Write about it---
“This above all: to thine own self be true…” Polonius
Is this good advice? Why?
Are you always true to yourself?
Are you ever conflicted within yourself? Explain
Write at least a half page!
Learning targets:
I can interpret drama.
I can summarize the main action of the play.
I can identify character traits, make inferences, and identify cause and effect.
I can read actively and determine how CONFLICT shapes the play.
I can select a novel of literary merit to read.
http://www.goodreads.com/shelf/show/british-literature
I must approve the book you choose.
Agenda:
Continue from yesterday:
Act III, Scene III
Hamlet study guide
For Friday:
Double Journal Entry
Continue working on guided reading packet
View the play and continue to add to your response packet
http://utminers.utep.edu/ajkline/hamlet.htm
http://www.enotes.com/hamlet-text/act-i-scene-i
Homework: Finish the play and the packet for Act V,
due Monday
I can select a novel of literary merit to read.
http://www.goodreads.com/shelf/show/british-literature
I must approve the book you choose.
A tragic hero is the main character in a tragedy who makes an error in his or her actions that leads to his or her downfall.
For Friday: Begin Act IV
Formative Assessment:
What is your tragic flaw?
Hamartia(Ancient Greek:ἁμαρτία) is a word most famously used inAristotle'sPoetics,[1]where it is usually translated as a mistake or error in judgment. In modern discussions of tragedy, hamartia has often been described as a hero's "tragic flaw."[2]The word hamartia is rooted in the notion of missing the mark (hamartanein) and covers a broad spectrum that includes ignorant, mistaken, or accidental wrongdoing,[3]as well as deliberate iniquity, error, orsin.[4]
For Friday’s Assessment: Ticket Out—Revenge is a common theme in movies today. With a partner, make a list of movies that feature a revenge theme. Discuss the motives for revenge and the conclusion of each movie.
Double Journal Entry for Shakespeare's Hamlet
Quotations / Reflections and Analysis"If there be any good think to be done/That may to thee do ease, and grace to me,/Speak to me." (I, i, 130-2) / Horatio; he doubted the existence of the King's ghose, but then he sees the ghost himself and begs the ghost to explain his presence. The ghost leaves, and Horatio wants Hamlet to see the ghost because he thinks the ghost will speak to Hamlet. Horatios seems like the ghost is a good friend.
"...But to perservere/In obstinate condolement is a course/Of impoius stubborness, 'tis unmanly grief,/(I, ii, 92-4) / The King; he thinks that Hamlet has been mourning his father's death too long. He wants Hamlet to recongnize him as the new King and Hamlet's mother as the King's wife. This seems strange. Why would the king rush Hamlet's mourning? I don't think a child can take too long in mourning a parent's death.
"Within a month,/Ere yet the salt of most unrighteous tears/Had left the flushing in her galled eyes,/She married--O most wicked speed..." (I, ii, 153-6) / Hamlet; he is disgusted and angry that his mother remairried his father's brother so quickly after his father's death. I can't blame Hamlet. That would make me angry, too. I wonder if Hamlet will do anything about that?
"Let not the royal bed of Denmark be/A couch for luxury and damned incest./But howsom ever thou pursues this act,/Tain not thy mind, not let they sould contrive/Against thy soul contrive/Against thy mother aught." (I, v, 82-6) / Ghost; Hamlet meets his father's ghost. The ghost tells Hamlet that his brother (Hamlet's uncle) fell in love with his wife (Hamlet's mother) and killed him. The ghost tells Hamlet to avenge his death, but that he shouldn't do anythign against his wife (Hamlet's mother).
Why Is It Important?
Double-entry journals give students a way to interact personally with the text, by reflecting on and writing about their understanding of the material they are reading. Students can use the text to form an opinion and then use pieces of text to support their opinions. Students process the information and relate to the text, increasing reading comprehension.
Research by Marzano (1988) emphasizes the importance of metacognition and student learning. By writing about what they are thinking, students show their thinking process as they read, allowing teachers to redirect or encourage students to be more effective readers.
How Can You Make It Happen?
Double-entry journals can be used effectively for expression or for more concrete purposes. For example, if students are reading material in class that they can personally react to, then they can use the double-entry journal to express their feelings and opinions about the material. On the other hand, students may need to learn specific information such as new vocabulary words or historical events. In this instance, students can use the double-entry journal as a study guide.
google.com/site/spurlockspreapenglish1/summer-reading-assignment