English 12
Homework and Assignments
Welcome to the 2020 – 2021 Academic School Year!
FYI: Senior Midterm exam is typically given in mid-January.
NO SPIRAL OR MARBLE NOTEBOOKS, PLEASE! OUR CLASS REQUIRES A THREE-RING BINDER.
A blue or black pen is a MUST in Ms. Carota's class.
We RARELY use a pencil, but please have a few available for Scantrons.
Thank you!
A blue or black pen is a MUST in Ms. Carota's class.
We RARELY use a pencil, but please have a few available for Scantrons.
Thank you!
HELPFUL HINTS:
- For the most part, we will use Schoology, but I may sometimes ask you to navigate to this class website.
- Frequently check Schoology AND Parent Portal to monitor your own academic progress. If you or your parent/guardian has not set up a portal, take the necessary steps to do this. These are the first steps to embracing the “real world” and taking responsibility for yourself and your actions. This link will take you to directions on how to set up the Parent Portal: https://www.pmschools.org/grades
- Do NOT let the work pile up!
Before we begin our remote learning experience:
Here is a Patchogue-Medford School District link to some helpful Schoology technology tips, instructions, and videos in English and Spanish: https://www.pmschools.org/Page/9593
PLEASE READ this important information regarding Office365 and Schoology: During remote learning in the spring, many students had difficulty uploading Word docs to Schoology. Here's a trick that appeared to work for MOST of my students: Before logging into Schoology, log into Office365; then, open up a NEW TAB and log into Schoology. This allows you to access Office365 and maintains formatting, etc. You can toggle between the two tabs for convenience.
- Take initiative!
- Log into Schoology EVERY DAY, so you can see what assignments are posted, balance your workload, and manage your time appropriately.
- Don't let the work pile up. You MUST DO THE WORK, following specifics of each course assignment: instructions, due dates, etc., because logging into Schoology WITHOUT doing the work WILL guarantee one thing - no course credit, therefore NO GRADUATION.
- Take advantage of this remote learning experience. It WILL PREPARE YOU for college and/or career using a digital platform similar to what many colleges and/or businesses use on a daily basis. It will also help you to learn how to better manage your time--you are in the driver's seat, so be sure to address assignments in a timely manner, balancing work and rest, and understanding your ultimate goal: GRADUATION! PLEASE embrace this opportunity!
- Ask teachers for help sooner rather than later, and know that Carota is always here if you need assistance.
Here is a Patchogue-Medford School District link to some helpful Schoology technology tips, instructions, and videos in English and Spanish: https://www.pmschools.org/Page/9593
PLEASE READ this important information regarding Office365 and Schoology: During remote learning in the spring, many students had difficulty uploading Word docs to Schoology. Here's a trick that appeared to work for MOST of my students: Before logging into Schoology, log into Office365; then, open up a NEW TAB and log into Schoology. This allows you to access Office365 and maintains formatting, etc. You can toggle between the two tabs for convenience.
Homework and Class Work Assignments Handouts for Uploading and Printing
This column has class work and homework assignment explanations and due dates.
|
This column has all class work and homework assignments handouts.
|
Week of 9/7/20 - Course Overview and Ice Breaker
Please do not go ahead as assignments and dates are subject to change from year to year. Thank you!
Course Outline/ContractAfter you and your Parent(s)/Guardian(s) read the Classroom Goals and Expectations, please sign and return only page 2 by taking a picture and uploading to the appropriate Schoology assignment page. This may ultimately count as a homework (HW) grade.
Due Mon. 9/14/20 Keep the first page of the sheet in your binder and refer to throughout the year. NOTE: Please note that your three-ring binder and all other supplies should be brought in ASAP, but no later than Mon., 9/14/20. |
|
Trading Card
The beginning of the year is about getting to know one another, especially as we will be spending a great deal of time together before you reach your graduation goal.
It is my privilege to help you attain that goal! Trading Card Completed trading card DUE DATE: Tomorrow, Fri., 9/6/19 Finish 5x8 trading card you began in class today, OR if absent, today print model in the right column and place your image over the one supplied. How will you represent yourself to our learning community? I challenge you to make a sincere effort with this card, both in writing and visually. Remember: If you are NOT an artist, DO NOT DRAW. Drawing "stick people", for example, implies lack of effort or care in preparation. I supply you with magazines and other materials to ensure you make your best visual effort. I also allow you to take this card home, so that you might print an image from the Internet, or bring in a personal picture for your trading card. Make the effort! NOTE: If using the attached sample, please replace the picture with an image that represents YOU! |
|
Remind 101 Class Codes
Remind 101 Sign-Up: Enter Code for your specific class. THIS is MANDATORY. Counts as QUIZ GRADE Due Monday, 9/9/19
Since our aim is for us to always show ourselves in our BEST LIGHTS, I am asking that when you enter your first name AND last name into Remind 101 you use your name and not a nickname, and you CAPITALIZE the FIRST LETTER of your FIRST NAME and LAST NAME. Thank you!
|
Remind Instructions/Code - BE SURE you use YOUR CLASS CODE
|
Week of 9/9/19 - English 12: Life 101 Essay & Six-Word Memoir
English 12 - Life 101 Essay
Mon., 9/9/19: Life 101 essay: Today, we read and began annotating an essay entitled "English 12 - Life 101" in anticipation of discussion tomorrow.
I will give you a FEW MINUTES at the beginning of class tomorrow to finish annotating AND complete the Socratic Seminar Inquiry Observation sheet, but you must be prepared to share tomorrow. If you are a slow reader and/or writer, you should complete this for HW tonight. Remember Carota's expectations in connection to effective annotation, active communication, and effective participation. Think of the essay as though it is a person who is actually speaking to you, rather than as simply a written piece. When you are listening to a person while having a conversation, you often have questions of the speaker, and/or you may want to ask for clarification, or make a comment. These are the things you will write as your annotations. Of course, if you notice any literary devices, be sure to annotate them as well. Lastly, come to class on Tues., 9/10/19, prepared to further discuss the piece. |
Inside Circle: be prepared for Carota to possibly collect Socratic Seminar Inquiry Observation Sheet.
Outside Circle: be prepared for Carota to possibly collect Socratic Seminar Observation Checklist (found within materials packet above). Inside AND Outside Circles: be prepared for Carota to possibly collect Socratic Seminar Self-Reflection Sheet (found within materials packet above). |
Annotation Tips
ANNOTATING: Remember that thorough and engaged reading calls for between 20-30 annotations of quality.
There are seven bullet points on the rubric in the lower left hand corner (Margin Notes - a.k.a. Annotations) that provide you with choice and variety when you are annotating. Moving forward, QUANTITY and QUALITY are what are expected for EVERY ANNOTATED TEXT. Remember: THIS is Carota's expectation; YOU MEET ME THERE! :) |
|
Your annotations should include but are not limited to
- identification of author’s purpose
- insightful observations
- thoughtful questions
- recognition and thoughtful explanation of literary devices
Tues., 9/10/19: Life 101 essay continued: Today, we began sharing our annotations on an essay entitled "English 12 - Life 101" and will wrap up this discussion tomorrow. Great job today! See above right column for handouts and details.
Six-Word Memoir
Began on Thurs., 9/12/19
IMPORTANT: Bring in color pictures and/or images that you WILL USE in six-word memoir creation. You MUST use ONE image in your creation. Obj: I can create a six-word memoir that demonstrates who I am, an experience I have had, or a summary of my life... 1. Tomorrow, we will wrap up with the Leslie Allen Prezi below, answering GUIDED NOTES fill-ins in the packet to the right. of course, you MAY complete now. :) NOTE: Be sure you have reviewed those slides covered in class and addressed the appropriate questions. Tomorrow, we will complete the Prezi and questions in the guided notes packet. Of course, you MAY complete them now to give yourself more time to work on your memoir in class. Click on the Prezi below to answer the Six-Word Memoir Guided Notes. Be sure to open and view the Prezi below in "Full Screen" mode. |
SAMPLE WORD LIST for rectangular box (pg. 1 of SIX-WORD MEMOIRS 6WM explanation handout above:
Singer, writer, happy, tired, overworked, camping, colorful, shoes, sea shore, dragons, faeries, teacher, Spanish, Internet, laughing, cartoons, 70s, rock music, Jeep, teddy bears, church, baths, jingles, gum, crayons, super heroes, technology, legos, reading, Saturday morning, dancing, weight lifting, Ziggy, more shoes, sunrises, mother, daughters, snakes, dogs, mythology, thinking, dreamer, fries… Now BRAINSTORM YOUR OWN list to help you create your 6WM.
|
Fri., 9/13/19:
Use our class discussion, the handouts, and the below video for inspiration to create your own six-world memoir. Remember: This is one slim section of your life: a moment that defined you, a person who inspired or changed you, or an event or passion of yours. Compose the six-word memoir to "sum up your life". Have fun and be creative! The assignment details and rubric are to the right. NOTE: Six-Word Memoir with AT LEAST ONE IMAGE due WEDNESDAY, 9/18/19. (I will most likely give you some in-class time on Tuesday to work on your memoir.) |
BE SURE TO READ IMPORTANT GUIDELINES and RUBRIC below.
Carefully read ALL the bullet points and incorporate in your six-word memoir. Remember: Do not put quotation marks around your six-word memoir.
|
Six-Word Memoirs Video - Use for inspiration!
Week of 9/16/19 Email Etiquette, Six-Word Memoir, and Personal Essay
Student Office365 Email Address and Email Etiquette
Mon., 9/16/19: Today we were in the library making sure each of you has a working high school email account and are able to send an attachment. Moving forward, teachers, guidance counselors, club advisors, etc., are no longer permitted to accept emails from students' personal email addresses. You MUST use your Patchogue Medford school email address when corresponding with teachers, guidance counselors, etc.
CLASS WORK ASSIGNMENT: By the end of your class period, you must email Ms. Carota an email with an attachment, preferably a PDF, from your SCHOOL email account, using Office365.
If you were absent and you need assistance, it is your responsibility to ask one of our librarians, Mrs. Lukemire or Mrs. Warga. If you have questions, please send me a Remind 101 text.
NOTE: Tomorrow, Tues., 9/17/19, we are back in Room 167. You will have in-class time to work on six-word memoir. Due Wed., 9/18/19, at the beginning of class.
CLASS WORK ASSIGNMENT: By the end of your class period, you must email Ms. Carota an email with an attachment, preferably a PDF, from your SCHOOL email account, using Office365.
If you were absent and you need assistance, it is your responsibility to ask one of our librarians, Mrs. Lukemire or Mrs. Warga. If you have questions, please send me a Remind 101 text.
NOTE: Tomorrow, Tues., 9/17/19, we are back in Room 167. You will have in-class time to work on six-word memoir. Due Wed., 9/18/19, at the beginning of class.
9/17/19: Given in-class time to work on six-word memoir. Six-word memoirs. DUE Wed., 9/18/19, at the beginning of class.
Personal Essay for College and Career Assignments
Wed., 9/18/19 (Tues., 9/24/19 Period 5 ONLY)
Obj: I can brainstorm ideas about who I am, an obstacle I have overcome, a unique experience I have had, my passions, my fears, and/or influences in my life that have made me the person I am today as evidenced by bulleted list. Today we will begin to work through a series of brainstorming activities that focus on college and career essay composition, as well as preparation for the college/career application process. Whether attending college, or entering the workforce, preparation, time management, and communication skills are beneficial. Class work/HW:
|
Personal Essay Packet
Remember: At some point, this Personal Essay for College and Career packet will be collected and sections counted as a QUIZ GRADE upon completion of the unit.
ALL sections MUST be thoroughly *completed for full credit. *thoroughly means 3-5 sentences, NOT ONE sentence. :) |
NOTE / Please READ: I collected six-word memoir final copy.
PLEASE make sure your first name, last name, and period is on BACK of memoir AND rubric front AND back; then staple your rubric behind your memoir, with the rubric chart facing the back of the memoir. If you need clarification, ASK BEFORE you staple it. Thanks! :)
PLEASE make sure your first name, last name, and period is on BACK of memoir AND rubric front AND back; then staple your rubric behind your memoir, with the rubric chart facing the back of the memoir. If you need clarification, ASK BEFORE you staple it. Thanks! :)
Thurs., 9/19/19
Obj: I can explore my college and/or career expectations as evidenced by oral and written responses.
Class work/HW: Complete pg. 1 of College Expectations in Personal Essay for College and Career packet* (5-6 sentences for each response; you MAY write them on lined paper if you prefer and attach in your packet later.); complete for Fri., 9/20/19.
NOTE: Six-Word Memoir WAS DUE today, 9/18/19 (TEST GRADE), make your BEST effort, take extreme pride in your work.
Fri., 9/20/19
Obj: I can identify how my personal experiences have made me the person I am today as evidenced by answers to my short response questions.
Class work/HW: Complete pg. 3, Short Response Questions, in Personal Essay for College and Career packet* (5-6 sentences for each response; you MAY write them on lined paper if you prefer and attach in your packet later.); complete for Mon., 9/23/19.
NOTE: Six-Word Memoir WAS DUE today, 9/18/19 (TEST GRADE), make your BEST effort, take extreme pride in your work.
Obj: I can explore my college and/or career expectations as evidenced by oral and written responses.
Class work/HW: Complete pg. 1 of College Expectations in Personal Essay for College and Career packet* (5-6 sentences for each response; you MAY write them on lined paper if you prefer and attach in your packet later.); complete for Fri., 9/20/19.
NOTE: Six-Word Memoir WAS DUE today, 9/18/19 (TEST GRADE), make your BEST effort, take extreme pride in your work.
Fri., 9/20/19
Obj: I can identify how my personal experiences have made me the person I am today as evidenced by answers to my short response questions.
Class work/HW: Complete pg. 3, Short Response Questions, in Personal Essay for College and Career packet* (5-6 sentences for each response; you MAY write them on lined paper if you prefer and attach in your packet later.); complete for Mon., 9/23/19.
NOTE: Six-Word Memoir WAS DUE today, 9/18/19 (TEST GRADE), make your BEST effort, take extreme pride in your work.
Week of 9/23/19 - Personal and College Essay
Personal Essay for College and Career Assignments cont.
Mon., 9/23/19
Obj: I can identify how my personal experiences have made me the person I am today as evidenced by my answers to short response questions.
Class work/HW: In small groups, share pg. 3, Short Responses in Personal Essay for College and Career packet.
Closure: Journal Section: Reflecting upon the last few days of brainstorming activities and today’s small discussions, write down some initial thoughts on Who you were, who you became, and who you wish to become...
HW: Anticipate 10-question multiple-choice quiz on pg. 4 College Essay Dos and Don'ts section late this week/early next week.
REMINDER: It is YOUR RESPONSIBILITY to find out and complete missing class work/HW using class website and/or Remind 101.
Six-Word Memoir WAS DUE today, 9/18/19 (TEST GRADE), make your BEST effort, take extreme pride in your work.
Tues., 9/24/19
Journal #3: Write down and discuss one thing you believe you should do to prepare for college/career, and one thing thing you should not do …
Class work: As group, read pg. 4, 5, & 6 (sample essay)
Today we explored some helpful pointers in personal essay writing. Pg. 4 of your packet includes The Dos and Don'ts of College Essay Writing. Be sure to study this page in preparation for a College Essay Dos and Don'ts quiz; Thurs., 9/26/19
HW: 10-question multiple-choice quiz on pg. 4 material, College Essay Dos and Don'ts, on Thurs., 9/26/19.
Wed., 9/25/19 -
HW: 10-question multiple-choice quiz on pg. 4 material, College Essay Dos and Don'ts, on Thurs., 9/26/19.
Obj: I can identify how my personal experiences have made me the person I am today as evidenced by my answers to short response questions.
Class work/HW: In small groups, share pg. 3, Short Responses in Personal Essay for College and Career packet.
Closure: Journal Section: Reflecting upon the last few days of brainstorming activities and today’s small discussions, write down some initial thoughts on Who you were, who you became, and who you wish to become...
HW: Anticipate 10-question multiple-choice quiz on pg. 4 College Essay Dos and Don'ts section late this week/early next week.
REMINDER: It is YOUR RESPONSIBILITY to find out and complete missing class work/HW using class website and/or Remind 101.
Six-Word Memoir WAS DUE today, 9/18/19 (TEST GRADE), make your BEST effort, take extreme pride in your work.
Tues., 9/24/19
Journal #3: Write down and discuss one thing you believe you should do to prepare for college/career, and one thing thing you should not do …
Class work: As group, read pg. 4, 5, & 6 (sample essay)
Today we explored some helpful pointers in personal essay writing. Pg. 4 of your packet includes The Dos and Don'ts of College Essay Writing. Be sure to study this page in preparation for a College Essay Dos and Don'ts quiz; Thurs., 9/26/19
HW: 10-question multiple-choice quiz on pg. 4 material, College Essay Dos and Don'ts, on Thurs., 9/26/19.
Wed., 9/25/19 -
HW: 10-question multiple-choice quiz on pg. 4 material, College Essay Dos and Don'ts, on Thurs., 9/26/19.
Thurs., 9/26/19: 10-question College Essay Dos and Don'ts quiz
After quiz, read and thoughtfully annotate pp. 7 and 8 essay.
REMEMBER: Annotating "looks like" you are having a "conversation" with the text: ask it questions, make comments or observations about it, ask for clarification, identify, provide examples for, and explain literary devices.
Today we looked at a sample essay: "The Beard" on pp. 7-8 of the Personal Essay College and Career packet, along with a breakdown of what makes "The Beard" a well-written essay.
Try to look at this essay from the perspective of the college admissions people, all adults, who read it.
I hope you have gleaned something about yourself as you explored who you are as a human being: your hopes, dreams, fears, and goals. I was honored to be part of the conversations, and it is my hope to continue to challenge you to step outside your comfort zone.
Life can be a truly glorious journey, filled with trials and tribulations, but also joys and positive personal growth.
As you begin your rough draft and outline, keep exploring my seniors!
Fri., 9/27/19: Today's Do Now asked you to read through Common App essay prompts on pg. 13; choose ONE and discuss with a partner your ideas in connection to your personal essay.
Remember that these topics should be personal and reveal something about the person you were, who you became, and the person you wish to become.
After quiz, read and thoughtfully annotate pp. 7 and 8 essay.
REMEMBER: Annotating "looks like" you are having a "conversation" with the text: ask it questions, make comments or observations about it, ask for clarification, identify, provide examples for, and explain literary devices.
Today we looked at a sample essay: "The Beard" on pp. 7-8 of the Personal Essay College and Career packet, along with a breakdown of what makes "The Beard" a well-written essay.
Try to look at this essay from the perspective of the college admissions people, all adults, who read it.
- On the surface it may seem simple or cliche, but at closer look Altman's essay demonstrates his use of language and literary devices.
- He uses imagery to paint a picture of his summer and the sights and sounds of the school hallway that allow readers to feel as though we are there with him.
- He demonstrates cultural awareness with allusions to Charles Dickens' classic novel Great Expectations as well as his reference to the Argentine Marxist revolutionary Che Guevara.
- He shows humor in his confrontation with the administrator who he refers to as "a fellow beardy",
- and in his word play pun at the essay's conclusion: "But as long as I put forth the patience and determination that have gone into my beard, I'll be ready for almost any hairy situation."
- Lastly, these last lines of Altman's essay reveal his insight both using the beard as a symbol for maturity and his revelation that growing up does not happen merely with the growth of facial hair, but will take patience and determination, much like his experience in waiting to grow his beard.
I hope you have gleaned something about yourself as you explored who you are as a human being: your hopes, dreams, fears, and goals. I was honored to be part of the conversations, and it is my hope to continue to challenge you to step outside your comfort zone.
Life can be a truly glorious journey, filled with trials and tribulations, but also joys and positive personal growth.
As you begin your rough draft and outline, keep exploring my seniors!
Fri., 9/27/19: Today's Do Now asked you to read through Common App essay prompts on pg. 13; choose ONE and discuss with a partner your ideas in connection to your personal essay.
Remember that these topics should be personal and reveal something about the person you were, who you became, and the person you wish to become.
Be sure to review the (2) videos below: 8 Tips for Crafting Your Best College Essay AND College Essay Tips as you begin to craft your own personal essay.
Helpful Videos and Additional URLs for Personal Essay for College and Career Writing
NOTE: You should also anticipate collection of Personal Essay for College and Career Assignment packet. Remember, this counts as a quiz grade. ALL assignments MUST BE CORRECTLY and COMPLETED IN FULL to receive credit.
See prior assignment dates above for assignment specifics, and when in date, ASK CAROTA!
See prior assignment dates above for assignment specifics, and when in date, ASK CAROTA!
Week of 9/30/19 - Personal College and Career Essay
IMPORTANT NOTE: As we begin the writing portion of the essay I need to stress that I am one person, teaching four sections of English 12. To that end, if you require personal one-on-one assistance in any way fleshing out or editing your essay, you must arrange extra help time, as it is impossible for me to meet with each of you during class time. Thank you!
Wed., 10/2/19: Compose a handwritten ROUGH DRAFT of your college/career essay OUTLINE for YOUR CHOSEN PROMPT (pg. 13 of Personal Essay packet)
Obj: I can construct an essay outline for my personal essay as evidenced by my handwritten outline rough draft.
Ultimately, you are typing this outline in the Library tomorrow, Thurs., 10/3/19; it will be due by the end of the period tomorrow!
Be sure you have thoroughly completed pp. 1-3 in Personal Essay for College & Career packet by Thurs. 10/3/19, as I WILL BE COLLECTING very soon! :)
Obj: I can construct an essay outline for my personal essay as evidenced by my handwritten outline rough draft.
Ultimately, you are typing this outline in the Library tomorrow, Thurs., 10/3/19; it will be due by the end of the period tomorrow!
Be sure you have thoroughly completed pp. 1-3 in Personal Essay for College & Career packet by Thurs. 10/3/19, as I WILL BE COLLECTING very soon! :)
Personal Essay Outline
Thurs., 10/3/19: Complete a TYPED college/career essay OUTLINE for YOUR CHOSEN writing prompt (pg. 13 of packet) using MLA 8 (Modern Language Association 8 guidelines: Times New Roman, 12 pt. font). Again, you are ONLY writing the outline NOT the essay.
Outline MUST BE typed and follow MLA 8 heading and format (see examples in the right-hand column)** NOTE: This outline is another part of your overall Personal Essay for College & Career packet - ** MLA 8 heading: Times New Roman, 12 pt. font Your First Name Your Last Name Ms. Carota English 12 - Period 1 3 Oct. 2019 I. Introduction a. hook (your specific hook idea) b. introduce topic choice (your specific idea) c. transition sentence for body paragraph details II. Body (your essay may have two body paragraphs, or three; it depends on your approach) a. detail #1 b. detail #2 c. detail #3 (etc. - your body may have only two details, or maybe it has four details; it depends on your approach) III. Conclusion a. restate introduction opening b. recap of who you are and what you want to become (or what you did become as a result of your experience) c. clincher |
Here are two essay outline examples to use as guidelines:
NOTE: You should also anticipate collection of Personal Essay for College and Career Assignment packet. Remember, this counts as a quiz grade. ALL assignments MUST BE CORRECTLY and COMPLETED IN FULL to receive credit.
See prior assignment dates above for assignment specifics, and when in date, ASK CAROTA! |
Personal Essay Rough Draft
10/4/19: Use your outline to compose a personal essay rough draft. Ultimately, you will compose a TYPED college/career essay using MLA 8 (Modern Language Association 8) guidelines: Times New Roman, 12 pt. font, double-space).
IMPORTANT: Report directly to the Library where you will begin typing your personal essay rough draft, which is due Tues, 10/8/19. NOTE: You should also anticipate collection of Personal Essay for College and Career Assignment packet. Remember, this counts as a quiz grade. ALL assignments MUST BE COMPLETED to receive full credit. See prior assignment dates above for assignment specifics, and when in doubt, ASK CAROTA! |
Compare Carota's college essay outline sample above (Thurs., 10/3/19) to her college final essay examples below. Be sure to follow MLA 8 formatting guidelines.
Purdue Online Writing Lab, sponsored by Purdue University, is a great resource for MLA 8 formatting guidelines. See the link below.
|
Week of 10/7/19 - Personal College and Career Essay Final Copy
MLA 8 (Modern Language Association 8th Edition)
REPORT to LIBRARY until further notice.
10/7/19: Typed rough draft of personal essay due Tues., 10/8/19, using MLA 8 (Modern Language Association 8 guidelines: Times New Roman, 12 pt. font, double-space).
NOTE: Final copy, following MLA 8 formatting Due Fri., Oct. 11th.
10/7/19: Typed rough draft of personal essay due Tues., 10/8/19, using MLA 8 (Modern Language Association 8 guidelines: Times New Roman, 12 pt. font, double-space).
NOTE: Final copy, following MLA 8 formatting Due Fri., Oct. 11th.
Sample Personal Essays
Here are some personal essay student samples you can use as models.
REMEMBER: Your essay can be NO MORE THAN 650 words and MUST FOLLOW MLA 8 guidelines: Times New Roman, 12 pt. font, double-space. |
|
REPORT to LIBRARY until further notice.
10/10/19: Reviewed essay rubric (last page of packet) and then exchanged essays with a partner, each reader completing top portion of pg. 14 of writer's packet (both categories, a total of six points, being sure to be specific and clear).
Today, you had a classmate read, edit, and complete the top portion of pg. 14, Peer Editing sheet. If you wish, you can have another classmate or person outside the classroom read and complete the bottom portion of pg. 14. Check below for Basic Writing Tips that we reviewed today.
IMPORTANT: Typed final copy of personal essay due Fri., 10/11/19, using MLA 8 (Modern Language Association 8 guidelines: Times New Roman, 12 pt. font, double-space).
10/10/19: Reviewed essay rubric (last page of packet) and then exchanged essays with a partner, each reader completing top portion of pg. 14 of writer's packet (both categories, a total of six points, being sure to be specific and clear).
Today, you had a classmate read, edit, and complete the top portion of pg. 14, Peer Editing sheet. If you wish, you can have another classmate or person outside the classroom read and complete the bottom portion of pg. 14. Check below for Basic Writing Tips that we reviewed today.
IMPORTANT: Typed final copy of personal essay due Fri., 10/11/19, using MLA 8 (Modern Language Association 8 guidelines: Times New Roman, 12 pt. font, double-space).
Basic Writing Tips
View the handout for some simple and helpful writing pointers that will make your essay stand out from the rest.
|
|
10/9/18: We have been in the Library since Thurs., 10/3/19 typing your outline, rough draft, AND final copy of personal essay.
IMPORTANT: You should look to see that your essay's verb tenses are consistent (present tense OR past tense, NOT both), intelligent but appropriate vocabulary is incorporated, smooth transitions are used, and that your essay CLEARLY SHOWS who I was, who I became, and who I long to become.
You should have MULTIPLE partners read your paper; the more feedback you obtain the better, BUT the top portion of your Peer Evaluation sheet (pg. 14 of packet) MUST BE COMPLETED by at least one person and MUST include your reader's first name and last name.
10/10/19: Final day in Library tomorrow, Fri., 10/11/19.
IMPORTANT: Your typed essay Final copy, following MLA 8 heading and paper format, as well as your completed packet (pp. 1, 2, 3, & top of 14 - be sure your reader has written his or her first name and last name) are DUE FRI., 10/11/19. Thank you!
IMPORTANT: You should look to see that your essay's verb tenses are consistent (present tense OR past tense, NOT both), intelligent but appropriate vocabulary is incorporated, smooth transitions are used, and that your essay CLEARLY SHOWS who I was, who I became, and who I long to become.
You should have MULTIPLE partners read your paper; the more feedback you obtain the better, BUT the top portion of your Peer Evaluation sheet (pg. 14 of packet) MUST BE COMPLETED by at least one person and MUST include your reader's first name and last name.
10/10/19: Final day in Library tomorrow, Fri., 10/11/19.
IMPORTANT: Your typed essay Final copy, following MLA 8 heading and paper format, as well as your completed packet (pp. 1, 2, 3, & top of 14 - be sure your reader has written his or her first name and last name) are DUE FRI., 10/11/19. Thank you!
Week of 10/15/19 - Literary Devices
Literary Devices Introduction
It is not enough to simply know the definitions of the literary devices, you must also be able to provide examples and identify them in literary works.
Tues., 10/15/19: Complete the Literary Terms Survey. Try to define AND provide at least ONE EXAMPLE for each.
Continue exploration of literary devices. View the PowerPoint (PPT) to the right for review.
|
Literary Devices Survey & PPT
|
Wed., 10/16/19: Continue literary devices review using above PPT. Received literary devices and tone handouts. You should create a literary devices section in your 3-ring binder and keep these handouts there.
Here is a partial list of important literary devices and genres. They are not only crucial to your understanding of the year’s curriculum, but also important to your understanding of literary analysis in general. Anticipate that exploration of literary works, as well as exams will include these devices, and be sure you are able to implement these terms in our class discussions.
Remember: It is not enough to simply define literary devices; you MUST be able to recognize them in literary works and always be able to include an explanation for each in connection to the author’s intention in your responses. In other words, what is the author attempting to emphasize through his or her use of this device? |
Literary Devices & Tone Handouts
|
Thurs., 10/17/19: Wrap up literary devices review using above PPT. Received poetic devices and oxymoron handouts. To reiterate, you should create a literary devices section in your 3-ring binder and keep all of these handouts there.
|
|
|
Fri., 10/18/19:
1. Take practice exam (Lit Test With Graph): complete 1-10 ONLY; we will continue another day. 2. With your group, view the Pixar short film For the Birds and complete both handouts below. (If you were absent Fri., Oct. 18th, you must complete and bring in Mon., 10/21/19) Remind 101 Carota with questions. Challenge Questions:
NOTE: Our exploration will culminate in an exam, so be sure to review all literary devices handouts in anticipation of exam. Exam will be both short response and visual.
|
Week of 10/21/19 - Literary Devices
Mon., 10/21/19: Finish practice exam (Lit Test With Graph) from Friday: complete 11-20 ONLY; we will review another day. Groups shared their For the Birds findings. I will be collecting these handouts shortly. See Carota in extra help to see what you missed on charts.
IMPORTANT: Friday, 10/25/19 is the last day I will collect personal essay and/or Personal Essay packet (pp. 1, 2, 3, & top section of 14)
IMPORTANT: Friday, 10/25/19 is the last day I will collect personal essay and/or Personal Essay packet (pp. 1, 2, 3, & top section of 14)
Tues., 10/22/19:
Obj: I can provide examples of how society might be affected by self-interested behavior as opposed to altruistic behavior as evidenced by class discussion and exit slip. Read and thoroughly annotate pg. 1 of All My Sons Companion Packet, considering today's Obj.: is any society affected by the self-interested (selfish) behavior or altruistic (selfless) behavior of an individual? What evidence from the text supports your response. |
Companion Packet for Arthur Miller's All My Sons
|
Wed., 10/23/19: Pre-reading activity for Arthur Miller's All My Sons
Research the nine (9) topics and complete America in the 1940s handout to the right by tomorrow, Thurs. 10/24/19. You should be ready to
Essay rough draft, final, outline, and Personal Essay packet: Last day to hand in is Fri., 10/25/19. |
|
Thurs., 10/23/19: Socratic Seminar for Arthur Miller's All My Sons conducted. (see Wed., 10/23/19) Please have your All My Sons research handout for tomorrow's class.
Fri., 10/25/19: Complete pg. 3 (Anticipation Guide) of All My Sons Companion packet; discussion and received full text of drama.
As a group, we discussed:
Additional items we discussed:
American journalist Tom Brokaw coined the phrase the Greatest Generation to describe those men and women who were born approximately 1910-1924 and had lived through monumental events, such as the Great Depression and WW II, as well as one of the most prosperous eras in America’s history. They are the parents of the Baby Boomers.
Here are the factors Brokaw attributes to the formation of his coining his term the Greatest Generation:
Four Factors:
This generation lived through the Great Depression, World War II, and then on into one of the most the prosperous eras in the history of our nation. The newfound prosperity contrasted sharply with previous decades of austerity.
The changes this generation witnessed will forever be marked as some of the most pivotal moments in history.
Combined, these two factors result in one very strong work ethic among members of the Greatest Generation.
Frugality for them isn’t a badge of honor nor is it anything to be ashamed of. It was simply a way of dealing with life in those times.
Back home, people made due with less in order to contribute to the war effort. That meant rationing and doing without some of the staples of daily living.
United as a country in the face of evil, the greatest generation came together to sacrifice what they could to make the world a better place.
(excerpted from http://legacysl.net/blog/call-greatest-generation/)
As a group, we discussed:
- Social responsibility is an ethical (decent, moral, virtuous, honorable) framework and suggests that an entity, be it an organization or individual, has an obligation to act for the benefit of society at large. Social responsibility is a duty every individual has to perform so as to maintain a balance between the economy and the ecosystems.
Additional items we discussed:
American journalist Tom Brokaw coined the phrase the Greatest Generation to describe those men and women who were born approximately 1910-1924 and had lived through monumental events, such as the Great Depression and WW II, as well as one of the most prosperous eras in America’s history. They are the parents of the Baby Boomers.
Here are the factors Brokaw attributes to the formation of his coining his term the Greatest Generation:
Four Factors:
- Momentous Changes
This generation lived through the Great Depression, World War II, and then on into one of the most the prosperous eras in the history of our nation. The newfound prosperity contrasted sharply with previous decades of austerity.
The changes this generation witnessed will forever be marked as some of the most pivotal moments in history.
- Work Ethic
Combined, these two factors result in one very strong work ethic among members of the Greatest Generation.
- Frugality
Frugality for them isn’t a badge of honor nor is it anything to be ashamed of. It was simply a way of dealing with life in those times.
- Sacrifice & Honor
Back home, people made due with less in order to contribute to the war effort. That meant rationing and doing without some of the staples of daily living.
United as a country in the face of evil, the greatest generation came together to sacrifice what they could to make the world a better place.
(excerpted from http://legacysl.net/blog/call-greatest-generation/)
Arthur Miller's Drama All My Sons Full Text
ALSO, handed out full text of Arthur Miller's All My Sons
IMPORTANT: When you are ABSENT you are STILL RESPONSIBLE to read and COMPLETE ALL WORK. Download the full text and read what you have missed. DO NOT print out entire play, as I have distributed one to each of the English 12 students. |
|
Week of 10/28/19 - All My Sons
Arthur Miller's All My Sons Companion Packet / Drama
10/28/19: Began reading* All My Sons and analyzed how diction (word choice) and dialogue impact understanding of setting and characterization.
Completed graphic organizer: ONE example for characterization and ONE example for setting** * Reading (All My Sons full text just above) Period 1: pp. 1-4 (left column just before Chris' entrance) Period 6: pp. 1-3 (right column just before Lydia's entrance) Period 8: pp. 1-3 (left column just before Sue's entrance) ** Carota has attached some sample models. Pay careful attention to how to phrase response - remember: address the task Things to consider: Denotation refers to the literal, dictionary definition of a word. Connotation refers to the figurative notion, the feelings and emotions that are associated with words and phrases. We must understand the denotation of a word in order to understand the connotation. |
All My Sons graphic organizers: blank copy AND samples
In the "Words/Phrases" section of above chart, pull out exact words and phrases directly from text and place in that box; in the "What they mean to me" section, you will explain in your own words what your chosen text means.
In other words, you will show how Miller's words have impacted your understanding of characters and setting. example: Words/Phrases = "The back yard of the Keller home in the outskirts of an American town." "What they mean to me" The setting is the Keller home, which is located on the outer edge of town. Perhaps this implies that the Keller's are somehow outsiders. Want privacy? |
PowerPoint (PPT) - Pre-Reading for Arthur Miller's Drama All My Sons
10/29/19: View the PowerPoint below, slides 1-13, (Slide #1 is titled America in the 1940s American Industry During WWII) and consider predictions as to plot line for Arthur Miller's All My Sons.
10/30/19: Continue reading* and exploration of All My Sons, analyzing how diction (word choice) and dialogue impact understanding of setting and characterization. Literary devices quiz Fri., 11/1/19.
You should be annotating your script, noting important items in connection to character, plot developments, and/or questions you have.
Review graphic organizer: characterization and setting**: remember, there is a difference between paraphrasing and analysis.
* Reading (All My Sons full text just above)
Period 1: up to pg. 6 (bottom of right column)
Period 6: up to pg. 6 (middle of right column, just before Mother's entrance)
Period 8: up to pg. 7 (bottom of left column)
** Carota has attached some sample models above. See me for extra help if you have questions.
You should be annotating your script, noting important items in connection to character, plot developments, and/or questions you have.
Review graphic organizer: characterization and setting**: remember, there is a difference between paraphrasing and analysis.
* Reading (All My Sons full text just above)
Period 1: up to pg. 6 (bottom of right column)
Period 6: up to pg. 6 (middle of right column, just before Mother's entrance)
Period 8: up to pg. 7 (bottom of left column)
** Carota has attached some sample models above. See me for extra help if you have questions.
10/31/19: Continue reading* and exploration of All My Sons, analyzing how diction (word choice) and dialogue impact understanding of characterization.
Discussed pp. 10-11 (graphic organizer/study guide questions; answer on separate piece of paper -I will not collect but this is your gauge on your understanding f the piece.) of All My Sons Companion packet (character relationships) and received Themes Activities packet. Literary devices quiz Fri., 11/1/19. You should be annotating your script, noting important items in connection to character, plot developments, and/or questions you have. * Reading (All My Sons full text just above) Period 1: up to pg. 10 (top of left column, right after Chris exits) Period 6: up to pg. 10 (top of right column) Period 8: up to pg. 9 (bottom of right column) |
Theme Activities packet for Arthur Miller's All My Sons
When analyzing you must consider what we know about the character(s) so far, the relationship he or she has to the other characters, and what his or her motivation might be in connection to the big ideas discussed (characterization, themes, etc.)
|
11/1/19: Literary devices quiz
After quiz
After quiz
- complete applicable study guide questions on pg. 11 of All My Sons Companion packet (answer on separate piece of paper); I will not collect BUT expect that you are answering questions. You do NOT need to rewrite question, just number them accordingly and answer in a way that will assist you in testing your knowledge of the play in anticipation of quiz after each act and literary analysis essay at play’s conclusion.
- complete theme activities beginning on pg. 1 of All My Sons Theme Activities packet. You can respond to the first 6 (six) quotations. Reminder: add the page number to each quotation as you find them in anticipation of essay evidence.
The Themes Activities packet below has some examples of how to complete the six boxes in your packet. Check the Family and Familial Obligation theme organizer for the examples.
|
|
Week of 11/4/19 - All My Sons
11/4/19: * Reading (All My Sons full text above-10/25/19)
Period 1: up to pg. 16 (bottom of right column, right after Keller's exit)
Period 6: up to pg. 15 (top of left column)
Period 8: up to pg. 13 (top of right column)
REMEMBER: You should be answering study guide questions AND Theme Activities packet quotations in anticipation of Act I quiz and essay at play’s conclusion.
11/6/19: * Reading (All My Sons full text above-10/25/19)
Period 1: up to pg. 18 (bottom of left column, right after Chris' monologue[speech]))
Period 6: up to pg. 16 (bottom of right column, right after Keller's exit)
Period 8: up to pg. 16 (bottom of right column, right after Keller's exit)
REMEMBER: Answer study guide questions AND Theme Activities packet quotations in anticipation of Act I quiz, Socratic Seminar, and essay at play’s conclusion.
Period 1: up to pg. 16 (bottom of right column, right after Keller's exit)
Period 6: up to pg. 15 (top of left column)
Period 8: up to pg. 13 (top of right column)
REMEMBER: You should be answering study guide questions AND Theme Activities packet quotations in anticipation of Act I quiz and essay at play’s conclusion.
11/6/19: * Reading (All My Sons full text above-10/25/19)
Period 1: up to pg. 18 (bottom of left column, right after Chris' monologue[speech]))
Period 6: up to pg. 16 (bottom of right column, right after Keller's exit)
Period 8: up to pg. 16 (bottom of right column, right after Keller's exit)
REMEMBER: Answer study guide questions AND Theme Activities packet quotations in anticipation of Act I quiz, Socratic Seminar, and essay at play’s conclusion.
Thurs. AND Fri., 11/7/19-11/8/19: * Reading (All My Sons full text above-10/25/19)
Period 1: up to pg. 20 (end of Act I)
Period 6: up to pg. 20 (end of Act I)
Period 8: up to pg. 20 (end of Act I)
REMEMBER: Answer study guide questions AND Theme Activities packet quotations in anticipation of Act I quiz, Socratic Seminar, and essay at play’s conclusion.
Socratic Seminar Tuesday, 11/12/19: ALL MUST BE PREPARED to share insights on how our understanding of characters' motivations and actions/inactions connect to our six themes, those in the Theme Activities packet, as well as social responsibility. Think in terms of one major character and how he or she is intrinsically motivated. Why does he or she take a particular action and how do they justify their actions?
Below is an example of the kinds of connections that are expected. You should be using your study guide responses, Theme Activities packet
Sample response: Key Quotation #1
Universal Connection: General Connection to the World
This quotation reveals the theme of family and familial obligation as a family member feels obligated to hold onto hope that another family member might not be “lost”, whether it be the result of war, illness, or tragedy, even in the face of having that hope be discouraged. Unfortunately, one’s inability to accept a loved one’s loss can often create tension among living family members and can be emotionally, intellectually, and physically harmful to those unwilling to accept life’s harsh realities.
Text Analysis Connection: Specific Text-Based Evidence Supporting Universal Connection
Kate Keller is looking to Frank’s astrological chart as a way to hold out hope that her son Larry might still be alive. Kate, as Larry’s mother, feels an obligation to keep her son alive, despite the odds. Frank appears to feel obligated as a close neighbor and friend to reassure Kate and support her in her belief that Larry is still alive. However, as readers we learn that Joe and Chris, Larry’s father and brother respectively, as well as Ann, Larry’s former girlfriend, and the rest of Kellers’ neighbors, have already accepted the idea that Larry has most likely died in the war, and all believe that the Keller family must make its way in the world with only one of its two sons. Sadly, Frank’s horoscope is a heartbreaking reminder of Kate’s refusal to accept the loss of her son, which is clearly affecting her relationships with her love ones who are still living.
Period 1: up to pg. 20 (end of Act I)
Period 6: up to pg. 20 (end of Act I)
Period 8: up to pg. 20 (end of Act I)
REMEMBER: Answer study guide questions AND Theme Activities packet quotations in anticipation of Act I quiz, Socratic Seminar, and essay at play’s conclusion.
Socratic Seminar Tuesday, 11/12/19: ALL MUST BE PREPARED to share insights on how our understanding of characters' motivations and actions/inactions connect to our six themes, those in the Theme Activities packet, as well as social responsibility. Think in terms of one major character and how he or she is intrinsically motivated. Why does he or she take a particular action and how do they justify their actions?
Below is an example of the kinds of connections that are expected. You should be using your study guide responses, Theme Activities packet
Sample response: Key Quotation #1
Universal Connection: General Connection to the World
This quotation reveals the theme of family and familial obligation as a family member feels obligated to hold onto hope that another family member might not be “lost”, whether it be the result of war, illness, or tragedy, even in the face of having that hope be discouraged. Unfortunately, one’s inability to accept a loved one’s loss can often create tension among living family members and can be emotionally, intellectually, and physically harmful to those unwilling to accept life’s harsh realities.
Text Analysis Connection: Specific Text-Based Evidence Supporting Universal Connection
Kate Keller is looking to Frank’s astrological chart as a way to hold out hope that her son Larry might still be alive. Kate, as Larry’s mother, feels an obligation to keep her son alive, despite the odds. Frank appears to feel obligated as a close neighbor and friend to reassure Kate and support her in her belief that Larry is still alive. However, as readers we learn that Joe and Chris, Larry’s father and brother respectively, as well as Ann, Larry’s former girlfriend, and the rest of Kellers’ neighbors, have already accepted the idea that Larry has most likely died in the war, and all believe that the Keller family must make its way in the world with only one of its two sons. Sadly, Frank’s horoscope is a heartbreaking reminder of Kate’s refusal to accept the loss of her son, which is clearly affecting her relationships with her love ones who are still living.
Week of 11/11/19 - All My Sons
Arthur Miller's Drama All My Sons Socratic Seminar and Literary Analysis
Tues., 11/12/19: Obj: I can share insights on characters’ motivations (actions/inactions) in connection to theme development as evidenced by my group’s shared analysis.
Socratic Seminar using study guide responses, Theme Activity packet, and insights you've formed based on our shared reading of Act I.
Consider:
- Characters' motivations for taking action and/or inaction, and how these may connect to our six themes, those in the Theme Activities packet, as well as social responsibility.
- Think in terms of one major character and how he or she is intrinsically motivated. Why does he or she take a particular action and how do they justify their actions?
Sample Responses: Key Quotation Analysis #1 and #2
- Family and Familial Obligation
“Well, a favorable day for a person is a fortunate day, according to his stars. In other words, it would be practically impossible for him to have died on his favorable day.”
Clear and Thorough Explanation:
This quotation connects to the theme of family and familial obligation because of Kate’s fierce loyalty and maternal obligation to prove to herself and others that her son Larry is alive. Kate is attempting to hold onto the hope that her son Larry is alive, through Frank’s horoscope, even in the face of having that hope discouraged by other members of her family. Sadly, her inability to accept the loss of Larry, causes her emotional instability and tension between herself and her other family members. For example, Kate expects Joe to uphold his fatherly obligation by believing with her that Larry is alive, and she demands that Chris maintain his brotherly obligation to Larry by sacrificing his own happiness by not marrying Annie.
- Family and Familial Obligation
“It’s so strange - - Annie’s here and not even married. And I’ve got three babies. I always thought it’d be the other way around.”
Clear and Thorough Explanation: (how quotation connects to theme)
This quotation relates to the theme of family and familial obligation as Lydia, fulfilling her obligation as a typical woman of the 1940s, is comparing herself to Annie and how strange it is for her to be the one who marries first, especially since Annie and Larry were already promised to one another; Annie would have been obligated to marry Larry since they were already dating before he went to war. It also relates to the theme of family and familial obligation not only historically, because a woman of the 1940s would have been expected to marry and have a family, but also because Annie is the atypical 1940s woman: independent, unmarried, without children, and working as opposed to becoming a homemaker.
Wed., 11/13/19: Continue Socratic seminar; All My Sons Act I quiz tomorrow, Thurs., 11/14/19.
Arthur Miller's Drama All My Sons: Literary Analysis
Thurs., 11/14/19: Act I quiz. After quiz, begin work on literary analysis short responses. See above AND below key quotation analysis samples to use as guidelines.
Directions: On a separate piece of loose leaf paper address the following:
First, choose ONE quotation from EACH PAGE of All My Sons Theme Activities packet; there are three pages of quotations, so you will end up choosing a TOTAL of THREE QUOTATIONS, one from each page.
Act I key quotation analysis
Fri., 11/15/19: Continue work on literary analysis short responses. See above AND below key quotation analysis samples to use as guidelines.
Sample Written Response: Key Quotation pg. 2, Quotation #2 Period 1/AB
“But I’ll always love that girl. She’s one that didn’t jump into bed with somebody else as soon as it happened with her fella.”
Clear and Thorough Explanation: (how quotation connects to theme)
This quotation relates to the theme of loss and memory because it demonstrates how Kate Keller still strives to not only prove to herself that Larry still lives on, but also demonstrates to the rest of the Keller household that Larry could still be alive. While Chris and Joe Keller are more realistic in that they believe Larry is truly not coming back, Kate does not let the memory of Larry diminish. Kate Keller has these expectations of everyone in the fact that she believes that Annie hasn’t married or dated anyone since Larry’s disappearance, further fueling Kate’s ongoing battle to keep Larry’s memory alive and hope that he will soon come home to fill the void within her. As a result, this causes turmoil within the Keller home in regards to Larry’s absence which by now is three years.
Sample Written Response: Key Quotation pg. 2, Quotation #2
Period 8 / MN
“Well, a favorable day for a person is a fortunate day according to his stars. In other words, it would be practically impossible for him to have died on his favorable day.”
Clear and Thorough Explanation: (how quotation connects to theme)
This quote applies to the theme of family and familial obligation. Although the speaker of this quote is Frank, his purpose was to give hope to Larry’s mother, Kate. Kate is drastically disturbed by her son’s disappearance. Deliberately, she convinces Frank to construct a horoscope for her own satisfaction to ensure that her son is still alive. It relates to the theme because Kate feels obligated to fulfill her duties of being a mother and still tries to maintain hope of Larry’s returning. Moreover, her hope demonstrates her strong connection with her son and her responsibilities to her family. Unfortunately, in her efforts to keep the improbable idea that her son Larry is alive, Kate is causing tension among her other family members, as she demands that they, like she, uphold their familial obligations to Larry. For example, she expects her husband Joe to believe with her that their son will return, and she expects Chris to sacrifice his own happiness by not marrying Annie out of obligation to his younger sibling.
Directions: On a separate piece of loose leaf paper address the following:
First, choose ONE quotation from EACH PAGE of All My Sons Theme Activities packet; there are three pages of quotations, so you will end up choosing a TOTAL of THREE QUOTATIONS, one from each page.
Act I key quotation analysis
- IDENTIFY chosen theme by page # AND quotation #, and then complete a thorough analysis that demonstrates how ONE CHARACTER connects to your chosen theme. IMPORTANT: Since you are working towards an essay, it is to your benefit to USE the SAME CHARACTER for EACH ANALYSIS.
- CLEARLY and THOROUGHLY explain your reasoning. In other words, explain HOW this quotation connects to your character and chosen theme, using specific language that supports your analysis.
- Remember that we are ultimately working towards a LITERARY ANALYSIS essay where you will discuss how Arthur Miller’s dialogue (writing strategy) is used to develop theme. Don't worry about this element now; we will add this into the mix as we continue to explore the play.
Fri., 11/15/19: Continue work on literary analysis short responses. See above AND below key quotation analysis samples to use as guidelines.
Sample Written Response: Key Quotation pg. 2, Quotation #2 Period 1/AB
- Loss and Memory
“But I’ll always love that girl. She’s one that didn’t jump into bed with somebody else as soon as it happened with her fella.”
Clear and Thorough Explanation: (how quotation connects to theme)
This quotation relates to the theme of loss and memory because it demonstrates how Kate Keller still strives to not only prove to herself that Larry still lives on, but also demonstrates to the rest of the Keller household that Larry could still be alive. While Chris and Joe Keller are more realistic in that they believe Larry is truly not coming back, Kate does not let the memory of Larry diminish. Kate Keller has these expectations of everyone in the fact that she believes that Annie hasn’t married or dated anyone since Larry’s disappearance, further fueling Kate’s ongoing battle to keep Larry’s memory alive and hope that he will soon come home to fill the void within her. As a result, this causes turmoil within the Keller home in regards to Larry’s absence which by now is three years.
Sample Written Response: Key Quotation pg. 2, Quotation #2
Period 8 / MN
- Family and Familial Obligation
“Well, a favorable day for a person is a fortunate day according to his stars. In other words, it would be practically impossible for him to have died on his favorable day.”
Clear and Thorough Explanation: (how quotation connects to theme)
This quote applies to the theme of family and familial obligation. Although the speaker of this quote is Frank, his purpose was to give hope to Larry’s mother, Kate. Kate is drastically disturbed by her son’s disappearance. Deliberately, she convinces Frank to construct a horoscope for her own satisfaction to ensure that her son is still alive. It relates to the theme because Kate feels obligated to fulfill her duties of being a mother and still tries to maintain hope of Larry’s returning. Moreover, her hope demonstrates her strong connection with her son and her responsibilities to her family. Unfortunately, in her efforts to keep the improbable idea that her son Larry is alive, Kate is causing tension among her other family members, as she demands that they, like she, uphold their familial obligations to Larry. For example, she expects her husband Joe to believe with her that their son will return, and she expects Chris to sacrifice his own happiness by not marrying Annie out of obligation to his younger sibling.
Reminder: EVEN when you're absent, WORK IS DUE upon return. The ONUS (a.k.a. responsibility) is on YOU to check website and reach out to me if you have questions.
YOU must show missing work to me rather than my asking you to hand it in. Thank you!
YOU must show missing work to me rather than my asking you to hand it in. Thank you!
Week of 11/18/19 - All My Sons
Mon., 11/18/19: Reading (All My Sons full text above-10/25/19)
Period 1: up to pg. 23 (bottom of right column, right after Sue's exit)
Period 6: up to pg. 23 (bottom of right column, just before Sue's exit)
Period 8: up to pg. 23 (bottom of right column, just before Sue's exit)
REMEMBER: You should be answering applicable study guide questions and highlighting quotations (dialogue) that connect to your chosen character and theme as we continue reading All My Sons.
Tues., 11/19/19: Reading (All My Sons full text above-10/25/19)
Period 1: up to pg. 29 (bottom of left column)
Period 6: up to pg. 26 (bottom of left column; Jim's entrance)
Period 8: up to pg. 29 (bottom of left column)
REMEMBER: You should be answering applicable study guide questions and highlighting quotations (dialogue) that connect to your chosen character and theme as we continue reading All My Sons.
Wed., 11/20/19: Reading (All My Sons full text above-10/25/19)
Period 1: up to pg. 34 (top of right column)
Period 6: up to pg. 30 (top of left column; just before Mother's entrance)
Period 8: up to pg. 34 (top of right column)
REMEMBER: Anticipate Act II quiz early next week; you should be answering applicable study guide questions and highlighting quotations (dialogue) that connect to your chosen character and theme as we continue reading All My Sons.
Thurs., 11/21/19: Reading (All My Sons full text above-10/25/19)
Period 1: finished Act II
Period 6: finished Act II
Period 8: finished Act II
REMEMBER: Act II quiz Mon.; 11/25/19; finish Act II study guide questions and highlighting quotations (dialogue) that connect to your chosen character and theme.
Period 1: up to pg. 23 (bottom of right column, right after Sue's exit)
Period 6: up to pg. 23 (bottom of right column, just before Sue's exit)
Period 8: up to pg. 23 (bottom of right column, just before Sue's exit)
REMEMBER: You should be answering applicable study guide questions and highlighting quotations (dialogue) that connect to your chosen character and theme as we continue reading All My Sons.
Tues., 11/19/19: Reading (All My Sons full text above-10/25/19)
Period 1: up to pg. 29 (bottom of left column)
Period 6: up to pg. 26 (bottom of left column; Jim's entrance)
Period 8: up to pg. 29 (bottom of left column)
REMEMBER: You should be answering applicable study guide questions and highlighting quotations (dialogue) that connect to your chosen character and theme as we continue reading All My Sons.
Wed., 11/20/19: Reading (All My Sons full text above-10/25/19)
Period 1: up to pg. 34 (top of right column)
Period 6: up to pg. 30 (top of left column; just before Mother's entrance)
Period 8: up to pg. 34 (top of right column)
REMEMBER: Anticipate Act II quiz early next week; you should be answering applicable study guide questions and highlighting quotations (dialogue) that connect to your chosen character and theme as we continue reading All My Sons.
Thurs., 11/21/19: Reading (All My Sons full text above-10/25/19)
Period 1: finished Act II
Period 6: finished Act II
Period 8: finished Act II
REMEMBER: Act II quiz Mon.; 11/25/19; finish Act II study guide questions and highlighting quotations (dialogue) that connect to your chosen character and theme.
Fri., 11/22/19: Review Act II and introduce literary analysis essay; see below body paragraph sample response
Act II quiz Mon.; 11/25/19
Literary Analysis (sample): Arthur Miller’s expert use of dialogue demonstrates Joe Keller’s attitude about family and familial obligations in that regardless of what Steve Deever may have done, Annie must stand by her father because of her obligation as a daughter. Miller emphasizes this theme through Keller’s conversation on pg. 25 with Chris and Ann as he argues, “a daughter is a daughter, and a father is a father”. Miller, through his protagonist's dialogue, highlights this obligation, as Joe tells Annie she must be willing to forgive what her father has done, regardless of the circumstances, and be there to support him. CLEAR & SPECIFIC EXPLANATION IN CONNECTION TO QUOTE AND THEME: This may seem like a noble pursuit by Joe; however, readers come to understand the reasoning behind Joe’s plea, as his part in the tragic deaths of the twenty-one pilots comes to light: Joe wants his own son, Chris, to support him regardless of the disastrous circumstances: the pilots’ deaths and allowing Steve Deever to take the blame for the faulty plane parts. THEMATIC LESSON: Sadly, Joe’s fierce loyalty to protect and support his family has not only cost people’s lives, but also destroyed his most treasured “accomplishment”: a relationship with his son Chris.
Act II quiz Mon.; 11/25/19
Literary Analysis (sample): Arthur Miller’s expert use of dialogue demonstrates Joe Keller’s attitude about family and familial obligations in that regardless of what Steve Deever may have done, Annie must stand by her father because of her obligation as a daughter. Miller emphasizes this theme through Keller’s conversation on pg. 25 with Chris and Ann as he argues, “a daughter is a daughter, and a father is a father”. Miller, through his protagonist's dialogue, highlights this obligation, as Joe tells Annie she must be willing to forgive what her father has done, regardless of the circumstances, and be there to support him. CLEAR & SPECIFIC EXPLANATION IN CONNECTION TO QUOTE AND THEME: This may seem like a noble pursuit by Joe; however, readers come to understand the reasoning behind Joe’s plea, as his part in the tragic deaths of the twenty-one pilots comes to light: Joe wants his own son, Chris, to support him regardless of the disastrous circumstances: the pilots’ deaths and allowing Steve Deever to take the blame for the faulty plane parts. THEMATIC LESSON: Sadly, Joe’s fierce loyalty to protect and support his family has not only cost people’s lives, but also destroyed his most treasured “accomplishment”: a relationship with his son Chris.
Arthur Miller's Drama All My Sons: Act II Quiz & Literary Analysis
Mon., 11/25/19: Act II quiz AND begin rough draft of literary analysis essay organizer in Theme Activities packet. Remember, ultimately you will need one quotation from Act I, one quotation from Act II, and one quotation from Act III. For now, you are working on drafting body paragraphs for each of the quotations you have gathered. See below body paragraph sample response
Literary Analysis (sample): Arthur Miller’s expert use of dialogue demonstrates Joe Keller’s attitude about family and familial obligations in that regardless of what Steve Deever may have done, Annie must stand by her father because of her obligation as a daughter. Miller emphasizes this theme through Keller’s conversation on pg. 25 with Chris and Ann as he argues, “a daughter is a daughter, and a father is a father”. Miller, through his protagonist's dialogue, highlights this obligation, as Joe tells Annie she must be willing to forgive what her father has done, regardless of the circumstances, and be there to support him. CLEAR & SPECIFIC EXPLANATION IN CONNECTION TO QUOTE AND THEME: This may seem like a noble pursuit by Joe; however, readers come to understand the reasoning behind Joe’s plea, as his part in the tragic deaths of the twenty-one pilots comes to light: Joe wants his own son, Chris, to support him regardless of the disastrous circumstances: the pilots’ deaths and allowing Steve Deever to take the blame for the faulty plane parts. THEMATIC LESSON: Sadly, Joe’s fierce loyalty to protect and support his family has not only cost people’s lives, but also destroyed his most treasured “accomplishment”: a relationship with his son Chris.
Literary Analysis (sample): Arthur Miller’s expert use of dialogue demonstrates Joe Keller’s attitude about family and familial obligations in that regardless of what Steve Deever may have done, Annie must stand by her father because of her obligation as a daughter. Miller emphasizes this theme through Keller’s conversation on pg. 25 with Chris and Ann as he argues, “a daughter is a daughter, and a father is a father”. Miller, through his protagonist's dialogue, highlights this obligation, as Joe tells Annie she must be willing to forgive what her father has done, regardless of the circumstances, and be there to support him. CLEAR & SPECIFIC EXPLANATION IN CONNECTION TO QUOTE AND THEME: This may seem like a noble pursuit by Joe; however, readers come to understand the reasoning behind Joe’s plea, as his part in the tragic deaths of the twenty-one pilots comes to light: Joe wants his own son, Chris, to support him regardless of the disastrous circumstances: the pilots’ deaths and allowing Steve Deever to take the blame for the faulty plane parts. THEMATIC LESSON: Sadly, Joe’s fierce loyalty to protect and support his family has not only cost people’s lives, but also destroyed his most treasured “accomplishment”: a relationship with his son Chris.
Tues., 11/26/19: Review more literary analysis sample body paragraphs
Liability, Culpability, and Guilt
(Act I): In a conversation with Kate, Chris, and Ann, Joe boasts about his return from prison and the day he proudly walked from his car to his home as his neighbors judgmentally looked on from their porches. On pg. 15 he brags, "None of them believed I was innocent. The story was I pulled a fast one getting myself exonerated.” CLEAR & SPECIFIC EXPLANATION IN CONNECTION TO QUOTE AND THEME: At first, Miller would have his readers believe in Joe’s innocence regarding the faulty cylinder heads, as Keller places blame on his partner Steve Deever. Later in Act II, however, when Joe’s guilt is revealed, readers realize Joe’s arrogance may only be to compensate for his guilty conscience and to protect what he has built for and intends to leave to his son Chris. Additionally, Joe repeatedly attempts to offset his guilt by telling Annie of his desire to offer Steve a job in the factory when his prison term is up, as well as providing George with better legal opportunities. Miller effectively uses dialogue to show how Joe’s refusal to accept culpability for the defective plane parts not only causes Steve Deever to accept the full blame and pay the consequences, but also results in Joe grappling with his own guilt and Chris turning his back on his father. THEMATIC LESSON: Sadly, because Joe does not initially accept responsibility, everything he has worked for is destroyed.
Liability, Culpability, and Guilt
(Act I): In a conversation with Kate, Chris, and Ann, Joe boasts about his return from prison and the day he proudly walked from his car to his home as his neighbors judgmentally looked on from their porches. On pg. 15 he brags, "None of them believed I was innocent. The story was I pulled a fast one getting myself exonerated.” CLEAR & SPECIFIC EXPLANATION IN CONNECTION TO QUOTE AND THEME: At first, Miller would have his readers believe in Joe’s innocence regarding the faulty cylinder heads, as Keller places blame on his partner Steve Deever. Later in Act II, however, when Joe’s guilt is revealed, readers realize Joe’s arrogance may only be to compensate for his guilty conscience and to protect what he has built for and intends to leave to his son Chris. Additionally, Joe repeatedly attempts to offset his guilt by telling Annie of his desire to offer Steve a job in the factory when his prison term is up, as well as providing George with better legal opportunities. Miller effectively uses dialogue to show how Joe’s refusal to accept culpability for the defective plane parts not only causes Steve Deever to accept the full blame and pay the consequences, but also results in Joe grappling with his own guilt and Chris turning his back on his father. THEMATIC LESSON: Sadly, because Joe does not initially accept responsibility, everything he has worked for is destroyed.
Arthur Miller's Drama All My Sons: Literary Analysis Essay
Week of 12/2/19 - All My Sons
Important tips and a sample essay
writing_a_well_developed_literary_analysis_essay.doc | |
File Size: | 231 kb |
File Type: | doc |
literary_analysis_response_sample_all_my_sons.docx | |
File Size: | 176 kb |
File Type: | docx |
Mon., 12/2/19: Completed Act III; Act III quiz Wednesday AND anticipate literary analysis essay. Remember, ultimately you will need one quotation from Act I, one quotation from Act II, and one quotation from Act III, as well as an intro and conclusion. For now, you should have drafted body paragraphs for each of the quotations you have gathered. See below for sample essay response.
Tues., 12/3/19: Review for Act III quiz and begin essay rough draft. Rough draft due Thurs., 12/5/19 and final copy due Wed., 12/11/19. Act III quiz Mon., 12/9/19.
This is a sample text analysis response, a five-paragraph essay.
Use it as a guideline to fully flesh out your chosen theme.
NOTE: You MUST type your essay using Office365. Be sure you open up the MLA Paper Style Word doc. template for easy formatting. This is NOT formatted for MLA 8. Please adjust your final copy accordingly. Thank you!
Elements of a well-written text analysis response:
Wed., 12/4/19: Rough draft due Thurs., 12/5/19 and final copy due Wed., 12/11/19. Act III quiz Mon., 12/9/19.
Mary Smith
Ms. Carota
English 12 Period 5 (fill in appropriate class period)
15 December 2017 (correct day, month, and year)
Arthur Miller’s riveting play All My Sons tells the thought-provoking story of Joe Keller, a successful self-made man dedicated to his family, or so it would seem. Joe has built up his factory thanks to the manufacturing of plane parts for the military during WWII. At the start of the play, the audience is drawn in by Joe and his devotion to his wife Kate and son Chris. We see him as a moral and dedicated husband and father. Keller and Kate have suffered the loss of their younger son Larry, who is reported M.I.A. shortly before WWII concludes, and this tragedy sets the wheels in motion for the audience’s dark revelation at the play’s conclusion. One theme Miller brings to light in his drama is that of family and familial obligation and the author’s brilliant use of dialogue helps unfold this important message.
One instance in which Miller implements dialogue in the development of the theme is found in Act I on pg. 7 when Joe says, "From Mother's point of view he [Larry] is not dead and you have no right to take his girl." As a father figure, Joe not only feels an obligation to his wife Kate, but also a family allegiance to protect his son Larry. Chris' marriage to Ann threatens Joe's ideal notion of family, so he feels obligated to protect that ideal, even if it means going along with Kate's inability to accept that Larry is dead. Because of Miller’s expert use of dialogue, the audience is truly sympathetic to Joe’s dilemma, as he is caught between honoring his wife’s inability to accept Larry’s death and supporting his son Chris’ desire to accept his brother’s death and move forward with his life by marrying Larry’s girl.
In Act II, pg. 25 Miller again uses dialogue to advance the theme when Joe attempts to explain to Ann and Chris the responsibility family has to one another. Ann’s father and Keller’s business partner, Steve Deever, has been serving prison time, liable for shipping out defective plane parts from Joe’s factory, resulting in the death of twenty-one pilots. Ann refuses to show sympathy for her father not only because she believes her father’s actions are morally wrong, but also because she emphasizes the possible connection between the twenty-one pilots and Larry Keller. Joe then tries to convince Ann that family must be held above all things. Joe pleads, “And I don’t understand why she [Ann] has to crucify the man.” Here Keller begs Ann to again see Steve as her father, a man who made a mistake, true, but someone who needs his daughter’s forgiveness and love to raise him up. Joe also explains to Chris and Ann how he has worked his entire life to provide for his family, especially Chris, expecting that he will succeed him in the company when he states, "You get older, you want to feel that you…accomplished something. My only accomplishment is my son.” Joe’s conversation with Chris and Ann reinforces Miller’s theme of family and familial obligation by showing the reader Joe’s dedication to his family, and his willingness to even put aside his possible hard feelings for Steve Deever’s poor moral choice, which could have not only taken down Joe’s factory, but also ruined Keller’s reputation.
Finally, in Act III, pg. 37 Arthur Miller skillfully employs the dialogue of his characters to culminate his theme of family and familial obligation as the reader not only discovers Joe’s involvement in the defective plane parts shipment that killed the twenty-one pilots, but also how he has allowed his partner, Steve Deever, to take the fall for it. In one of Chris’ final moments, he attacks his father’s family values demanding, “For me! Where do you live, where do you come from? For me? I was dying every day and you were killing my boys and you did it for me? What the hell do you think I was thinking of, the Goddam business?” Chris’ moral speech calls into question Joe’s fatal decision making in the name of his family. Miller’s dialogue here brings to light for the reader that one cannot lose sight of their obligation to all members of society in pursuit of providing their loved ones. As human beings living together we all morally and socially bound to one another.
Arthur Miller’s tragic play All My Sons is a reminder to all of us the social responsibility we all have, not just to our blood families but to our communities and our country. Miller explores this important theme through his skillful use of dialogue to show us Joe Keller’s betrayal to his family and his ultimate downfall. No one can fault Keller for loving his family and being driven to provide for and protect them. However, in his quest to be the model family man, he sadly lost sight of his moral obligation to the world. Once Chris forces his father to see this harsh reality, Joe realizes how he has not only been disloyal to his family, but also to society, and now sees no choice but to take his own life; he may not have been directly responsible for his son Larry’s death, but Joe’s failure to protect the lives of the twenty-one P-40 pilots is a direct reflection of who he is as a contributing member of society.
This is a sample text analysis response, a five-paragraph essay.
Use it as a guideline to fully flesh out your chosen theme.
NOTE: You MUST type your essay using Office365. Be sure you open up the MLA Paper Style Word doc. template for easy formatting. This is NOT formatted for MLA 8. Please adjust your final copy accordingly. Thank you!
Elements of a well-written text analysis response:
- TAG IT: (title, author, genre, AND short summary connected to YOUR character and theme)
- Identify theme and literary device, in this case dialogue, and how it is used to develop theme:
- Follow rules of good mechanics, punctuation, capitalization, and spelling
- Use three pieces of evidence (one from each act of the play) PLUS their explanations to show how author uses dialogue to develop chosen theme
- Follow MLA 8 heading guidelines: proper heading, 12-point font, Times New Roman, double space
Wed., 12/4/19: Rough draft due Thurs., 12/5/19 and final copy due Wed., 12/11/19. Act III quiz Mon., 12/9/19.
Mary Smith
Ms. Carota
English 12 Period 5 (fill in appropriate class period)
15 December 2017 (correct day, month, and year)
Arthur Miller’s riveting play All My Sons tells the thought-provoking story of Joe Keller, a successful self-made man dedicated to his family, or so it would seem. Joe has built up his factory thanks to the manufacturing of plane parts for the military during WWII. At the start of the play, the audience is drawn in by Joe and his devotion to his wife Kate and son Chris. We see him as a moral and dedicated husband and father. Keller and Kate have suffered the loss of their younger son Larry, who is reported M.I.A. shortly before WWII concludes, and this tragedy sets the wheels in motion for the audience’s dark revelation at the play’s conclusion. One theme Miller brings to light in his drama is that of family and familial obligation and the author’s brilliant use of dialogue helps unfold this important message.
One instance in which Miller implements dialogue in the development of the theme is found in Act I on pg. 7 when Joe says, "From Mother's point of view he [Larry] is not dead and you have no right to take his girl." As a father figure, Joe not only feels an obligation to his wife Kate, but also a family allegiance to protect his son Larry. Chris' marriage to Ann threatens Joe's ideal notion of family, so he feels obligated to protect that ideal, even if it means going along with Kate's inability to accept that Larry is dead. Because of Miller’s expert use of dialogue, the audience is truly sympathetic to Joe’s dilemma, as he is caught between honoring his wife’s inability to accept Larry’s death and supporting his son Chris’ desire to accept his brother’s death and move forward with his life by marrying Larry’s girl.
In Act II, pg. 25 Miller again uses dialogue to advance the theme when Joe attempts to explain to Ann and Chris the responsibility family has to one another. Ann’s father and Keller’s business partner, Steve Deever, has been serving prison time, liable for shipping out defective plane parts from Joe’s factory, resulting in the death of twenty-one pilots. Ann refuses to show sympathy for her father not only because she believes her father’s actions are morally wrong, but also because she emphasizes the possible connection between the twenty-one pilots and Larry Keller. Joe then tries to convince Ann that family must be held above all things. Joe pleads, “And I don’t understand why she [Ann] has to crucify the man.” Here Keller begs Ann to again see Steve as her father, a man who made a mistake, true, but someone who needs his daughter’s forgiveness and love to raise him up. Joe also explains to Chris and Ann how he has worked his entire life to provide for his family, especially Chris, expecting that he will succeed him in the company when he states, "You get older, you want to feel that you…accomplished something. My only accomplishment is my son.” Joe’s conversation with Chris and Ann reinforces Miller’s theme of family and familial obligation by showing the reader Joe’s dedication to his family, and his willingness to even put aside his possible hard feelings for Steve Deever’s poor moral choice, which could have not only taken down Joe’s factory, but also ruined Keller’s reputation.
Finally, in Act III, pg. 37 Arthur Miller skillfully employs the dialogue of his characters to culminate his theme of family and familial obligation as the reader not only discovers Joe’s involvement in the defective plane parts shipment that killed the twenty-one pilots, but also how he has allowed his partner, Steve Deever, to take the fall for it. In one of Chris’ final moments, he attacks his father’s family values demanding, “For me! Where do you live, where do you come from? For me? I was dying every day and you were killing my boys and you did it for me? What the hell do you think I was thinking of, the Goddam business?” Chris’ moral speech calls into question Joe’s fatal decision making in the name of his family. Miller’s dialogue here brings to light for the reader that one cannot lose sight of their obligation to all members of society in pursuit of providing their loved ones. As human beings living together we all morally and socially bound to one another.
Arthur Miller’s tragic play All My Sons is a reminder to all of us the social responsibility we all have, not just to our blood families but to our communities and our country. Miller explores this important theme through his skillful use of dialogue to show us Joe Keller’s betrayal to his family and his ultimate downfall. No one can fault Keller for loving his family and being driven to provide for and protect them. However, in his quest to be the model family man, he sadly lost sight of his moral obligation to the world. Once Chris forces his father to see this harsh reality, Joe realizes how he has not only been disloyal to his family, but also to society, and now sees no choice but to take his own life; he may not have been directly responsible for his son Larry’s death, but Joe’s failure to protect the lives of the twenty-one P-40 pilots is a direct reflection of who he is as a contributing member of society.
Thurs. and Fri., 12/5/19-12/6/19: Work on rough draft in class AND final copy in Library on Thurs. and Fri.. Final copy due Wed., 12/11/19. Act III quiz Mon., 12/9/19.
NOTE: You MUST type your essay using Office365. Be sure you open up the MLA Paper Style Word doc. template for easy formatting. This is NOT formatted for MLA 8. Please adjust your final copy accordingly. Thank you!
IMPORTANT: I am available for essay extra help during Periods 2 (in Room 109/Refocus Room; obviously, we can only work on written rough draft, as we won't have access to your laptop), 4, and/or 7 (meet me in upstairs Library on Thursday/Friday).
NOTE: You MUST type your essay using Office365. Be sure you open up the MLA Paper Style Word doc. template for easy formatting. This is NOT formatted for MLA 8. Please adjust your final copy accordingly. Thank you!
IMPORTANT: I am available for essay extra help during Periods 2 (in Room 109/Refocus Room; obviously, we can only work on written rough draft, as we won't have access to your laptop), 4, and/or 7 (meet me in upstairs Library on Thursday/Friday).
Week of 12/9/19 - All My Sons Quiz / Hamlet Pre-Reading
Mon., 12/9/19: Thoughtfully and thoroughly annotate "A Poison Tree" by William Blake in preparation for answering attached questions.
|
Consider the following as you annotate:
wrath: intense anger often coupled by violent and vengeful action; expresses itself in a desire to punish someone What can wrath make one do? Why is the poet, William Blake, calling his poem "A Poison Tree"? Think about the literal and figurative meanings within the poem when annotating and write both down. |
Wed., 12/11/19: Collected essay. Annotations for "A Poison Tree" by William Blake in anticipation of future quiz.
Thurs., 12/12/19: Complete annotations and 5 short responses for "A Poison Tree" by William Blake.
NOTE: My original thought was to count your the 5 responses as a quiz grade, but instead you should anticipate a future quiz on Blake's poem and tomorrow's article. :) |
|
Fri., 12/13/19:
Obj: I can… demonstrate understanding of rhetorical devices and central idea as evidenced by thoroughly annotated text. As a small group (on individually, if you were absent) you will read, annotate “The Futility of Vengeance” identifying rhetorical devices: Remember to
Read these rhetorical (art of speaking/persuading) definitions: Ethos (appeal to ethics) influencing audience of argument via authority or credibility of persuader, be it an experienced figure in the field or even a popular celebrity. (We are persuaded by these people because they are trustworthy, educated, reliable, credible, honest, and/or fair.) Examples: We are influenced to vote for a particular political candidate because of his or her trustworthy reputation or ability to fulfill promises made. Pathos (appeal to emotion/ convincing audience of an argument by creating an emotional response to a heartfelt or an impassioned plea or convincing story. (We are persuaded because an impassioned plea may have been made, and/or our emotions have been played upon, so we have an emotional response.) Examples: We clearly see a visual representation of pathos in advertising: think about the commercials where we see animals suffering in cages and we are persuaded to support an animal agency through donations, OR a manufacturer wants to convince us to buy their home-alone medical alert system, so they show us an elderly person (played by an actor, of course) who has fallen and may end up lying on the fall for hours, maybe even dying but could have been sent emergency care and/or saved if only they had this home-care alert system. Logos (appeal to logic) persuading an audience with reason (wisdom/good sense), using facts and figures. (We are persuaded because case studies, statistics, cause-and-effect, anecdotes (real-world stories) and/or analogies are used.) Examples: We buy a particular aspirin and/or cleaning product because of the statistics in the products' efficiency. Read and annotate “The Futility of Vengeance” identifying rhetorical devices AND central idea: Remember to
|
Sample Response:
Logos: In paragraph 2, Kate Murphy uses a logical argument to point out the fact that glitter bombs may seem unimportant but common use of vengeance in media and real world situations proves the idea that many human beings feel the need to seek revenge on those who have wronged them. |
Week of 12/16/19 - Hamlet Pre-Reading
Mon., 12/16/19: Obj: I can… demonstrate understanding of rhetorical devices and central idea as evidenced by Socratic Seminar and thoroughly annotated text.
Today we conducted a Socratic Seminar, discussing “The Futility of Vengeance” NY Times article: identifying rhetorical devices ethos, pathos, and logos, as well as its central idea.
IMPORTANT: You MUST hand in five (5) questions for "A Poison Tree" AND Socratic Seminar handout from today's seminar* If you were absent today, be sure to bring in! *I do not expect the Socratic Seminar handout if you were absent.
Today we conducted a Socratic Seminar, discussing “The Futility of Vengeance” NY Times article: identifying rhetorical devices ethos, pathos, and logos, as well as its central idea.
IMPORTANT: You MUST hand in five (5) questions for "A Poison Tree" AND Socratic Seminar handout from today's seminar* If you were absent today, be sure to bring in! *I do not expect the Socratic Seminar handout if you were absent.
Tues., 12/17/19: Target: I can… deepen my understanding of Shakespeare as evidenced by completed note-taking handouts
Over the next couple of days use the note-taking info sheets to complete the note-taking packet (note-taking blanks) in preparation for note-taking quiz. HW: “A Poison Tree” & “The Futility of Vengeance” quiz Thurs., 12/19/19 – BRING IN ARTICLE & POEM! |
|
Wed., 12/18/19: Target: I can… state and defend a position, considering the opinions of others as evidenced by participation in live debate.
IMPORTANT: Hamlet Anticipation Guide: Write Agree OR Disagree for ALL 10 STATEMENTS; then CHOOSE 5 and WRITE EXPLANATION. Be ready to defend your position. HW: “A Poison Tree” & “The Futility of Vengeance” quiz Thurs., 12/19/19 – BRING IN ARTICLE & POEM! |
|
Week of 12/30/19 (1/2/20) - Hamlet Pre-Reading
Thurs., 1/2/20: Target: I can… deepen my understanding of Shakespeare as evidenced by completed note-taking handouts.
HW: Open notes Shakespeare Note-Taking quiz tomorrow, Fri., 1/3/20 – BRING IN ALL NOTES; View Shakespeare Note-Taking slides at right for definitions: allusion-verse, as these will also be on quiz. |
|
Week of 1/6/20 - Midterm Review
Day 1 Wed., 1/15/19: Multiple-Choice ONLY; cannot revisit multiple-choice
Day 2 Thurs., 1/16/19: Two Short Responses
You need a Pen AND Pencil!
Literary Devices: Midterm Review
1/6/20: Target: I can identify examples of irony as evidenced by annotations and constructed responses using specific text-based evidence.
View literary analysis response at right to see how to create a well-developed literary response. Notice the writer identifies paragraph and line numbers, provides specific text-based support, as well as a thorough explanation as to the author's purpose in using the literary device, in this case, the literary technique irony. |
Today was a practice assessment whereby you effectively and thoroughly annotated and responded to tasks for a piece of text. Moving forward, you should feel confident about responding, using responses such as the one below:
Example of a well-developed literary analysis response for irony: One example of dramatic irony is found in paragraph 1, lines 3 and 4, as well as in paragraph 3, line 14 where the reader learns that Mrs. O’Hara works long hours and makes “more money than her grandson realized”, while her grandson Jimmy believes that “she work[s] long hard, hours and for no return”. The author’s use of dramatic irony here emphasizes Jimmy’s lack of attentiveness towards his grandmother and his incorrect belief that she is a “useless old woman”. In reality, Mrs. O’Hara has worked very hard and saved her money to secure Jimmy’s future. In the end, the author characterizes Jimmy as “arrogant and ambitious”, illegally pursuing his fortune in the big city and failing to pay attention to his grandmother or her thriftiness. Had Jimmy shown his grandmother some kindness, he would have ended up a wealthy man. |
1/8/20: Today, we explored the poem "View with a Grain of Sand", answering the below questions, as well as the multiple-choice questions:
Write your responses directly on the poem handout. 1. There is a relationship within this poem: What two things make up that relationship? 2. Identify two prominent literary devices AND clearly explain them. 3. Define at least two unknown words. You may use your phone. 4. Identify central idea of text. Consider the first question in your analysis. Be prepared to discuss multiple-choice responses tomorrow. NOTE: 2-Day in-class Midterm: Wed. 1/15/20–Thurs. 1/16/20 BRING Pen & Pencil |
|
1/10/20: Discussed foreshadowing and its purpose. Read, annotate and answer questions on foreshadowing passage for Mon., 1/13/20.
BE SURE TO READ TEXT ANALYSIS RESPONSE --------------------> that connects to the foreshadowing passage we reviewed in class. |
|
Week of 1/13/20 -
Midterm Review and 2-day In-Class Midterm
Day 1 Wed., 1/15/19: Multiple-Choice ONLY; cannot revisit multiple-choice
Day 2 Thurs., 1/16/19: Two Short Responses
You need a Pen AND Pencil!
Day 2 Thurs., 1/16/19: Two Short Responses
You need a Pen AND Pencil!
1/13/20-1/14/20: Identify literary devices and explain author’s emphasis for EACH of the TEN poetry phrases.
Complete ALL TEN items 2. Be prepared to share examples. |
|
1/14/20: Review literary/poetry devices for tomorrow.
|
|
Figurative language review: USE the FORMULA
Look at the two lines of poetry and then read the analysis response samples.
RED = sentence starter thesis statement
GREEN = identification of literary device AND clear and thorough explanation, typically the two things being compared
MAGENTA = analysis of how writer uses literary device to emphasize or draw attention to point
1. He would write, but his hours are as busy / As bees in the sun.
Well-Developed Analysis Response
The poet employs a simile using the long hours the man spends doing things other than writing in comparison to the many hours the bees spend gathering pollen. This simile effectively emphasizes the long hours that keep the man from doing what he truly wishes to do: write.
2. Like burnt-out torches by a sick man’s bed.
Well-Developed Analysis Response
The poet incorporates a simile using a torch whose flames have died out in comparison to the man’s illness. This comparison brilliantly emphasizes the serious nature of the man’s illness and that, just like the torch, the sickness may cause the man to “burn-out”.
Look at the two lines of poetry and then read the analysis response samples.
RED = sentence starter thesis statement
GREEN = identification of literary device AND clear and thorough explanation, typically the two things being compared
MAGENTA = analysis of how writer uses literary device to emphasize or draw attention to point
1. He would write, but his hours are as busy / As bees in the sun.
Well-Developed Analysis Response
The poet employs a simile using the long hours the man spends doing things other than writing in comparison to the many hours the bees spend gathering pollen. This simile effectively emphasizes the long hours that keep the man from doing what he truly wishes to do: write.
2. Like burnt-out torches by a sick man’s bed.
Well-Developed Analysis Response
The poet incorporates a simile using a torch whose flames have died out in comparison to the man’s illness. This comparison brilliantly emphasizes the serious nature of the man’s illness and that, just like the torch, the sickness may cause the man to “burn-out”.
Wednesday, 1/15/20 AND Thursday, 1/16/20: In-class Midterm. If you're absent on either of these days, YOU MUST ARRANGE A MAKE-UP WITH CAROTA! :)
1/17/20: And so begins our journey through Shakespeare's tragedy-- “For Hamlet nothing is simple, everything raises questions.”
Target: I can… make connections and gather important information as evidenced by completed handout. After reading Synopsis, Plot Summary, and Character breakdown, complete the Quickwrite AND fill-in-the-blanks. Hand in upon return. IMPORTANT: Print ONLY the Quickwrite handout; I will provide you with hard copies of the remaining items. |
|
Midterm Pointers
Helpful Midterm Hints - First, and most importantly, breathe... :) Get a good night's sleep and eat a good breakfast!
Multiple-Choice Strategies:
Text Analysis Response Outline Framework: out line and sentence starters
I. Introduction
a. TAG (title, author, genre) and short summary
b. transition sentence and state theme (An important theme found in John Smith's short story is...)
c. transition sentence and literary device (One way in which the author develops the theme is through the use of foreshadowing...)
II. Body
a. detail #1 (quote exactly the text-based evidence with paragraph #, line #) (One example in which Smith develops the theme through the use of foreshadowing is found in paragraph 2, line #s 2-6...)
b. detail #2 (quote exactly the text-based evidence with paragraph #, line #) (Another example where Smith develops the theme through the use of foreshadowing is found in paragraph 2, line #s2-6...)
III. Conclusion
a. restate introduction opening
b. summary of body paragraph and how the author uses chosen literary device to develop theme
c. clincher
Multiple-Choice Strategies:
- read multiple-choice questions and responses first; then read text; this way you have an idea what to pay special attention to in text
- use elimination strategy, crossing out responses you know are not correct
- remember there is ALWAYS a distractor, so be sure to go back into text and reread before choosing your final response
- Be sure to READ writing prompt task(s) CAREFULLY
- Use task guidelines, often listed in bullet form, as a checklist to be sure you address the task
- Often times, multiple-choice questions and responses may help with theme/central idea hints, so go back to them for help if you need
- Typically, 2-3 paragraphs: introduction, body, and conclusion (see below for outline)
Text Analysis Response Outline Framework: out line and sentence starters
I. Introduction
a. TAG (title, author, genre) and short summary
b. transition sentence and state theme (An important theme found in John Smith's short story is...)
c. transition sentence and literary device (One way in which the author develops the theme is through the use of foreshadowing...)
II. Body
a. detail #1 (quote exactly the text-based evidence with paragraph #, line #) (One example in which Smith develops the theme through the use of foreshadowing is found in paragraph 2, line #s 2-6...)
b. detail #2 (quote exactly the text-based evidence with paragraph #, line #) (Another example where Smith develops the theme through the use of foreshadowing is found in paragraph 2, line #s2-6...)
III. Conclusion
a. restate introduction opening
b. summary of body paragraph and how the author uses chosen literary device to develop theme
c. clincher
Week of 1/27/20 - Hamlet
1/27/20: Read pp. 1-6 of William Shakespeare's Hamlet. We will follow Hamlet's character closely to see how he develops throughout the story.
Hamlet Full Text: Do NOT print but refer to if absent and/or without hard copy. |
Hamlet Full Text: Below are Acts 1-5 of Shakespeare's drama Hamlet. DO NOT PRINT but use this digital copy whenever you are at home without a hard copy to keep on top of reading and assignments.
|
1/28/20: Complete pg. 13 in Hamlet's Glencoe Activity Packet (see above); character break down: write down relationship Hamlet has to each character AND feeling he has for each.
hamlet_activity_packet_glencoe.pdf | |
File Size: | 152 kb |
File Type: |
1/29/20: Continue exploration Shakespeare's Hamlet: Be sure you know the answers to all of the guiding questions in anticipation of Act I Hamlet test.
The Guiding Questions below focus on WHAT YOU NEED TO KNOW for Hamlet quizzes/tests, pp. 1-9.
Page numbers referenced below are found in the UPPER RIGHT HAND CORNER of the Hamlet text.
Act I
Guiding Questions: (Opening pages pp. 1-7)
pp. 1-5: What words/phrases/actions does Shakespeare use to create the ominous (warning) mood in the opening scene of the film? Words and phrases such as “’Tis now struck twelve.”, “What, has this thing appeared again tonight?”, “…‘tis but our fantasy…”, “Touching this dreaded sight twice seen by us...”, “…That if this apparition [ghost] come…” “In the same figure like the king that’s dead…”, and “It harrows me with fear and wonder” are used by Shakespeare to create a foreboding mood. Also, the appearance of the ghost, according to the guards and Horatio, is ominous enough!
(pp. 1-5) What event has taken place outside the castle gates? A ghost who looks exactly like Old King Hamlet appears to Marcellus, Barnardo, and Horatio.
pg. 3: What does Horatio mean on pg. 3 when he says, “In what particular thought to work I know not but in the gross and scope of my opinion this bodes some strange eruption to our state.” Horatio does not know exactly how to explain the ghost’s appearance, but he predicts it means something terrible will happen for the country of Denmark. What literary device is this? (lines 66-68) This quotation demonstrates foreshadowing.
pg. 4: Horatio’s speech: What is King Fortinbras’ reason for challenging King Hamlet in battle? (lines 79-83) King Fortinbras challenges King Hamlet because of his excessive pride (arrogance, hubris). “Fortinbras dared him to battle…”
pg. 4: What literary device is employed by Shakespeare in Horatio’s speech about Julius Caesar at the bottom of pg. 4? (lines 112-124) The literary device illustrated is allusion, referencing the strange occurrences that took place just before Julius Caesar’s assassination: corpses rose from the dead and started speaking gibberish, shooting stars, blood mixed with morning dew, eclipse, etc. Shakespeare uses this allusion to compare these odd happenings to Old King Hamlet’s ghost appearing and what the apparition’s presence might foretell for the country of Denmark.
pg. 6: Who is Claudius and what does he reveal in his opening speech on pg. 6 to his subjects? (lines 1-26) Claudius is King Hamlet’s brother, Hamlet’s uncle, and now Gertrude’s husband, and Hamlet’s stepfather. In his opening speech Claudius discusses three important things: the sadness Denmark feels over King Hamlet’s recent death ["Though yet of Hamlet our dear brother's death/The memory be green..."] , his hasty marriage to Queen Gertrude, and his communications with Fortinbras. Young Fortinbras has declared that he will avenge his father's death and gain back Norway, as well as other lands won by King Hamlet.
The Guiding Questions below focus on WHAT YOU NEED TO KNOW for Hamlet quizzes/tests, pp. 1-9.
Page numbers referenced below are found in the UPPER RIGHT HAND CORNER of the Hamlet text.
Act I
Guiding Questions: (Opening pages pp. 1-7)
pp. 1-5: What words/phrases/actions does Shakespeare use to create the ominous (warning) mood in the opening scene of the film? Words and phrases such as “’Tis now struck twelve.”, “What, has this thing appeared again tonight?”, “…‘tis but our fantasy…”, “Touching this dreaded sight twice seen by us...”, “…That if this apparition [ghost] come…” “In the same figure like the king that’s dead…”, and “It harrows me with fear and wonder” are used by Shakespeare to create a foreboding mood. Also, the appearance of the ghost, according to the guards and Horatio, is ominous enough!
(pp. 1-5) What event has taken place outside the castle gates? A ghost who looks exactly like Old King Hamlet appears to Marcellus, Barnardo, and Horatio.
pg. 3: What does Horatio mean on pg. 3 when he says, “In what particular thought to work I know not but in the gross and scope of my opinion this bodes some strange eruption to our state.” Horatio does not know exactly how to explain the ghost’s appearance, but he predicts it means something terrible will happen for the country of Denmark. What literary device is this? (lines 66-68) This quotation demonstrates foreshadowing.
pg. 4: Horatio’s speech: What is King Fortinbras’ reason for challenging King Hamlet in battle? (lines 79-83) King Fortinbras challenges King Hamlet because of his excessive pride (arrogance, hubris). “Fortinbras dared him to battle…”
pg. 4: What literary device is employed by Shakespeare in Horatio’s speech about Julius Caesar at the bottom of pg. 4? (lines 112-124) The literary device illustrated is allusion, referencing the strange occurrences that took place just before Julius Caesar’s assassination: corpses rose from the dead and started speaking gibberish, shooting stars, blood mixed with morning dew, eclipse, etc. Shakespeare uses this allusion to compare these odd happenings to Old King Hamlet’s ghost appearing and what the apparition’s presence might foretell for the country of Denmark.
pg. 6: Who is Claudius and what does he reveal in his opening speech on pg. 6 to his subjects? (lines 1-26) Claudius is King Hamlet’s brother, Hamlet’s uncle, and now Gertrude’s husband, and Hamlet’s stepfather. In his opening speech Claudius discusses three important things: the sadness Denmark feels over King Hamlet’s recent death ["Though yet of Hamlet our dear brother's death/The memory be green..."] , his hasty marriage to Queen Gertrude, and his communications with Fortinbras. Young Fortinbras has declared that he will avenge his father's death and gain back Norway, as well as other lands won by King Hamlet.
1/29/20: Paraphrase Hamlet's first soliloquy (DO NOT do Tweet YET!): Each of you has been assigned a group. NOTE: If you were absent today, Wed., 1/29/20, see me tomorrow for your group # AND then it is YOUR JOB to pick up MORE responsibility from those of your group members who did work today. I cannot give you full credit IF YOU DO NOT SHARE the WORKLOAD.
Do Now: Consider your list of possible attributes (traits) and actions of a grieving person soliloquy – character speaking thoughts and emotions aloud to him/herself, thereby allowing audience to hear and gain insight into character. Each Group: On your Group paper AND poster write (you will present posters)
|
|
Thurs., 1/30/20: Continue exploration of Shakespeare's first soliloquy in Hamlet, as spoken by Prince Hamlet:
Short response test tomorrow, Fri., 1/31/20, on soliloquy; you may use your handout ONLY, so be sure you have good notes. Be sure you understand the paraphrase, as well as the literary devices and their emphasis. See below for helpful responses.
Hamlet's First Soliloquy: Use the below information to help with your understanding of Hamlet's soliloquy, but also be able to elaborate and clearly connect to each using Hamlet's actions and/or inactions throughout the play by using your own explanations.
Lines 131-134
O that this too too solid flesh would melt,
Thaw, and resolve itself into a dew! (imagery: readers can see Hamlet's flesh melting and evaporating; emphasizes Hamlet's pain over the death of his father, King Hamlet, and the hasty marriage of his mother, Gertrude, to his Uncle Claudius, as well as his frustration and despair over the fact that he wants to kill himself but cannot because it is against God's church law.)
Or that the Everlasting had not fix'd
His canon 'gainst self-slaughter! O God! God!
Lines 135-140
How weary, stale, flat, and unprofitable
Seem to me all the uses of this world!
Fie on't! ah, fie! 'Tis an unweeded garden (metaphor: Shakespeare compares an "unweeded garden" to the kingdom of Denmark-- one overrun with weeds and the other corrupt as a result of Claudius' marriage to Gertrude, therefore dooming Denmark; emphasizes Hamlet's feelings that his world no longer makes sense, his life is chaotic, and his kingdom will fall to pieces. Highlights his anger and confusion at both his mother and his uncle's actions.)
That grows to seed; things rank and gross in nature
Possess it merely. That it should come to this!
But two months dead! Nay, not so much, not two.
Lines 141-144
So excellent a king, that was to this
Hyperion to a satyr; so loving to my mother (allusion: Shakespeare compares his father, King Hamlet, to Hyperion, the beloved sun god, who is strong and mighty, like his father--whereas, Claudius, is compared to a satyr, a mythological creature that is half-man, half-goat, who is associated with inappropriate sexual pleasure -- sexual desire is stronger than a sense of decency; emphasizes Hamlet's feelings of respect for his father, a beloved and righteous king, and feelings of disgust for Claudius, a seemingly deceitful man who has disrespected his brother by marrying his father's wife.)
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth!
Lines145-153
Must I remember? Why, she would hang on him
As if increase of appetite had grown
By what it fed on; and yet, within a month-
Let me not think on't! Frailty, thy name is woman!- (personification: Shakespeare has Hamlet address the trait, frailty (weakness) as though a person; emphasizes Hamlet's displeasure and low opinion of women, especially his mother Gertrude and her hasty marriage to Claudius rather than remaining strong in her fidelity to King Hamlet.)
A little month, or ere those shoes were old
With which she followed my poor father's body
Like Niobe, all tears- why she, even she (allusion: compares his mother, Gertrude, to Niobe, a woman from mythology who was inconsolable over the death of her children, crying uncontrollably; emphasizes Hamlet's feelings of confusion and betrayal over his mother's seemingly overwhelming grief at her husband's death but her hasty marriage to Claudius less than two months later.)
(O God! a beast that wants discourse of reason
Would have mourn'd longer) married with my uncle;
Lines 154-159
My father's brother, but no more like my father
Than I to Hercules. Within a month, (allusion: a woman from Hamlet compares himself to Hercules, stating he is no more like Hercules than Claudius is to King Hamlet; emphasizes the complete difference in King Hamlet's and Claudius' personalities, one a righteous and mighty king and the other a weak opportunist.)
Ere yet the salt of most unrighteous tears
Had left the flushing in her galled eyes,
She married. O, most wicked speed, to post
With such dexterity to incestuous sheets!
Lines 161-162
It is not, nor it cannot come to good. (foreshadowing: this marriage between Claudius and Gertrude cannot come to any good; emphasizes the doomed future of Denmark and its subjects.)
But break my heart, for I must hold my tongue!
Short response test tomorrow, Fri., 1/31/20, on soliloquy; you may use your handout ONLY, so be sure you have good notes. Be sure you understand the paraphrase, as well as the literary devices and their emphasis. See below for helpful responses.
Hamlet's First Soliloquy: Use the below information to help with your understanding of Hamlet's soliloquy, but also be able to elaborate and clearly connect to each using Hamlet's actions and/or inactions throughout the play by using your own explanations.
Lines 131-134
O that this too too solid flesh would melt,
Thaw, and resolve itself into a dew! (imagery: readers can see Hamlet's flesh melting and evaporating; emphasizes Hamlet's pain over the death of his father, King Hamlet, and the hasty marriage of his mother, Gertrude, to his Uncle Claudius, as well as his frustration and despair over the fact that he wants to kill himself but cannot because it is against God's church law.)
Or that the Everlasting had not fix'd
His canon 'gainst self-slaughter! O God! God!
Lines 135-140
How weary, stale, flat, and unprofitable
Seem to me all the uses of this world!
Fie on't! ah, fie! 'Tis an unweeded garden (metaphor: Shakespeare compares an "unweeded garden" to the kingdom of Denmark-- one overrun with weeds and the other corrupt as a result of Claudius' marriage to Gertrude, therefore dooming Denmark; emphasizes Hamlet's feelings that his world no longer makes sense, his life is chaotic, and his kingdom will fall to pieces. Highlights his anger and confusion at both his mother and his uncle's actions.)
That grows to seed; things rank and gross in nature
Possess it merely. That it should come to this!
But two months dead! Nay, not so much, not two.
Lines 141-144
So excellent a king, that was to this
Hyperion to a satyr; so loving to my mother (allusion: Shakespeare compares his father, King Hamlet, to Hyperion, the beloved sun god, who is strong and mighty, like his father--whereas, Claudius, is compared to a satyr, a mythological creature that is half-man, half-goat, who is associated with inappropriate sexual pleasure -- sexual desire is stronger than a sense of decency; emphasizes Hamlet's feelings of respect for his father, a beloved and righteous king, and feelings of disgust for Claudius, a seemingly deceitful man who has disrespected his brother by marrying his father's wife.)
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and earth!
Lines145-153
Must I remember? Why, she would hang on him
As if increase of appetite had grown
By what it fed on; and yet, within a month-
Let me not think on't! Frailty, thy name is woman!- (personification: Shakespeare has Hamlet address the trait, frailty (weakness) as though a person; emphasizes Hamlet's displeasure and low opinion of women, especially his mother Gertrude and her hasty marriage to Claudius rather than remaining strong in her fidelity to King Hamlet.)
A little month, or ere those shoes were old
With which she followed my poor father's body
Like Niobe, all tears- why she, even she (allusion: compares his mother, Gertrude, to Niobe, a woman from mythology who was inconsolable over the death of her children, crying uncontrollably; emphasizes Hamlet's feelings of confusion and betrayal over his mother's seemingly overwhelming grief at her husband's death but her hasty marriage to Claudius less than two months later.)
(O God! a beast that wants discourse of reason
Would have mourn'd longer) married with my uncle;
Lines 154-159
My father's brother, but no more like my father
Than I to Hercules. Within a month, (allusion: a woman from Hamlet compares himself to Hercules, stating he is no more like Hercules than Claudius is to King Hamlet; emphasizes the complete difference in King Hamlet's and Claudius' personalities, one a righteous and mighty king and the other a weak opportunist.)
Ere yet the salt of most unrighteous tears
Had left the flushing in her galled eyes,
She married. O, most wicked speed, to post
With such dexterity to incestuous sheets!
Lines 161-162
It is not, nor it cannot come to good. (foreshadowing: this marriage between Claudius and Gertrude cannot come to any good; emphasizes the doomed future of Denmark and its subjects.)
But break my heart, for I must hold my tongue!
Week of 2/3/19 - Hamlet
Monday., 2/3/20: Read pp. 10-17, continuing exploration of William Shakespeare's Hamlet, Act I / REMEMBER: Test after after Act I
Additional Important Act I Notes:
pp. 8-9: What is the meaning of Hamlet’s line “A little more than kin and less than kind.”? Hamlet’s meaning here is that there are too many close family ties [kin= one's family and relations] his uncle is now his step-father); his Uncle Claudius is now married to his mother Gertrude, making him his step-father, and Hamlet is unhappy ("less than kind") about this turn of events.
What do Claudius and Gertrude ask of Hamlet? Claudius and Gertrude question Hamlet about his mood and sadness.
pp. 9-10: Analysis of Hamlet’s 1st soliloquy using separate handout (see above)
Frailty, thy name is woman!” Shakespeare personifies the trait frailty [weakness] and calls women weak, especially his mother Gertrude to emphasize Hamlet’s displeasure at how easily his mother Gertrude married Claudius rather than remaining faithful to the memory of King Hamlet.
Additional Important Act I Notes:
pp. 8-9: What is the meaning of Hamlet’s line “A little more than kin and less than kind.”? Hamlet’s meaning here is that there are too many close family ties [kin= one's family and relations] his uncle is now his step-father); his Uncle Claudius is now married to his mother Gertrude, making him his step-father, and Hamlet is unhappy ("less than kind") about this turn of events.
What do Claudius and Gertrude ask of Hamlet? Claudius and Gertrude question Hamlet about his mood and sadness.
pp. 9-10: Analysis of Hamlet’s 1st soliloquy using separate handout (see above)
Frailty, thy name is woman!” Shakespeare personifies the trait frailty [weakness] and calls women weak, especially his mother Gertrude to emphasize Hamlet’s displeasure at how easily his mother Gertrude married Claudius rather than remaining faithful to the memory of King Hamlet.
Guiding Questions: (pp. 10-17, just before Ghost enters)
pg. 13: How does Horatio describe the ghost’s countenance (face) to Hamlet? Horatio says that the ghost's face is one of sorrow rather than anger.
pg. 13: What does Hamlet make Horatio and the guards promise? Hamlet makes Horatio and the guards promise that they will not share anything about what they have seen regarding the ghost.
pg. 14: Who are Laertes and Ophelia to one another? What reason does Laertes give Ophelia for Hamlet’s being unable to commit to a relationship with her? Laertes and Ophelia are siblings, brother and sister, and have a genuine affection for one another. Laertes warns his sister about her relationship with Hamlet, telling Ophelia that Hamlet's "will is not his own", meaning that his responsibility lies with his country, Denmark, above everything else. in other words, his royal obligation as prince and future king of Denmark will be guided by his country's needs.
pp. 14-15: What is the relationship between Polonius and Laertes? Polonius, King Claudius' advisor (right hand man), and Laertes are father and son. Polonius offers fatherly advice to Laertes before he returns to France. Polonius loves both his children, Laertes and Ophelia, and as a father wishes to protect them. It would seem that Shakespeare is using Polonius' and Laertes' loving and close relationship to contrast the difficult and strained relationship between Claudius and Hamlet.
pp. 16-17: What is Polonius’ attitude about Hamlet’s affections towards his daughter? Polonius’ attitude is one of disappointment in his daughter Ophelia. He demands that she “tender [herself] more dearly” and have more respect for her virtue. He forbids Ophelia to see Hamlet.
REMEMBER: You are responsible for completing reading AND assignments, even when you are absent. Attend extra help for support.
pg. 13: How does Horatio describe the ghost’s countenance (face) to Hamlet? Horatio says that the ghost's face is one of sorrow rather than anger.
pg. 13: What does Hamlet make Horatio and the guards promise? Hamlet makes Horatio and the guards promise that they will not share anything about what they have seen regarding the ghost.
pg. 14: Who are Laertes and Ophelia to one another? What reason does Laertes give Ophelia for Hamlet’s being unable to commit to a relationship with her? Laertes and Ophelia are siblings, brother and sister, and have a genuine affection for one another. Laertes warns his sister about her relationship with Hamlet, telling Ophelia that Hamlet's "will is not his own", meaning that his responsibility lies with his country, Denmark, above everything else. in other words, his royal obligation as prince and future king of Denmark will be guided by his country's needs.
pp. 14-15: What is the relationship between Polonius and Laertes? Polonius, King Claudius' advisor (right hand man), and Laertes are father and son. Polonius offers fatherly advice to Laertes before he returns to France. Polonius loves both his children, Laertes and Ophelia, and as a father wishes to protect them. It would seem that Shakespeare is using Polonius' and Laertes' loving and close relationship to contrast the difficult and strained relationship between Claudius and Hamlet.
pp. 16-17: What is Polonius’ attitude about Hamlet’s affections towards his daughter? Polonius’ attitude is one of disappointment in his daughter Ophelia. He demands that she “tender [herself] more dearly” and have more respect for her virtue. He forbids Ophelia to see Hamlet.
REMEMBER: You are responsible for completing reading AND assignments, even when you are absent. Attend extra help for support.
Tuesday/Wednesday., 2/3/20: Continue Hamlet Act II, pp. 17-25, and be sure you have responses to all Guiding Questions / REMEMBER: Test after after Act I
Guiding Questions: (pp. 17-26, end of Act I) / Anticipate Act I TEST this week. :)
pg. 18: What disrespectful remark does Hamlet make about Claudius’ behavior and how it might be judged by other diplomats or kingdoms? Hamlet does not agree with Denmark's tradition or custom of drinking and carousing because he believes other countries look down on Denmark as a result and any worthy deeds done by Denmark are discounted because of this rowdy behavior.
Guiding Questions: (pp. 17-26, end of Act I) / Anticipate Act I TEST this week. :)
pg. 18: What disrespectful remark does Hamlet make about Claudius’ behavior and how it might be judged by other diplomats or kingdoms? Hamlet does not agree with Denmark's tradition or custom of drinking and carousing because he believes other countries look down on Denmark as a result and any worthy deeds done by Denmark are discounted because of this rowdy behavior.
pp. 22-23: What does King Hamlet’s ghost ask of Hamlet? Old King Hamlet's ghost wants Hamlet to avenge his "foul murder" (death). Detail the differences in the ghost’s treatment of Claudius and Gertrude. Implication is that Hamlet should avenge his father's murder by killing Claudius but that Hamlet should leave Gertrude “to heaven”; in other words, Hamlet should not seek revenge on Gertrude but let her be punished in purgatory upon her death when she will have to atone for her sins.
pg. 25: What does Hamlet ask of Horatio and Marcellus? Hamlet asks Horatio and Marcellus to swear secrecy. At this point, some interpretations of Hamlet question whether or not Horatio and the guards have seen the ghost this time because Hamlet talks with the ghost alone out of earshot of anyone else.
pg. 25: What does Hamlet ask of Horatio and Marcellus? Hamlet asks Horatio and Marcellus to swear secrecy. At this point, some interpretations of Hamlet question whether or not Horatio and the guards have seen the ghost this time because Hamlet talks with the ghost alone out of earshot of anyone else.
Thurs., 2/6/20: Continue Hamlet Act II, to pg. 26, and be sure you have responses to all Guiding Questions /
REMEMBER: Test after after Act I
pg. 26: What does Hamlet’s plan for revenge seem to include? Hamlet’s plan will include him acting strangely or crazily ["How strange or odd soe'er I bear myself / (As I perchance hereafter shall think meet to put on an antic disposition on..."] and he again reminds Horatio and Marcellus not to tell anyone of what they know, regardless of how “off” Hamlet’s behavior becomes in future.
REMEMBER: Test after after Act I
pg. 26: What does Hamlet’s plan for revenge seem to include? Hamlet’s plan will include him acting strangely or crazily ["How strange or odd soe'er I bear myself / (As I perchance hereafter shall think meet to put on an antic disposition on..."] and he again reminds Horatio and Marcellus not to tell anyone of what they know, regardless of how “off” Hamlet’s behavior becomes in future.
Week of 2/10/20 - Hamlet
2/10/20:
Read pp. 26-39 (We summarized a great deal of the action, so be sure to see me if you were absent.)
Do Now: Complete # 4 on pg. 15 of Hamlet Study Guide
foil (literary device): Shakespeare creates foil for Prince Hamlet in Prince Fortinbras; both are princes, both are dealing with father's death, and both are desiring revenge. Their differences are in how they act upon their need to avenge their respective father's death.
Guiding Questions: (Begin Act II, pp. 27-39)
pp. 27-28: What does Polonius ask of Reynaldo? On pg. 28, Polonius asks Reynaldo to spy on Laertes by “finding out things [about his son Laertes’ behavior in France] by roundabout means.”
pg. 29: What does Ophelia reveal to her father Polonius about Hamlet’s behavior? On pg. 29, Ophelia tells Polonius that Hamlet appeared in her room with his shirt unbuttoned (“doublet unbraced”), no hat on his head, his stockings dirty, undone, and down around his ankles, (“his stockings fouled, ungartered, and down-gyvèd to his ankle”) Hamlet also strongly grabbed Ophelia by the wrist, intensely stared at her face, and agonizingly sighed, all the while never speaking to her but backed out of her bedroom, finding his way out without looking, since his eyes were on Ophelia the entire time.
pg. 30: What does Polonius believe is the reason for Hamlet’s odd behavior? Polonius believes he may have misjudged Hamlet’s intentions of love and that Ophelia’s following his orders not to associate with Hamlet has caused the prince to become “mad for love”; in other words, Ophelia’s refusal to see Hamlet caused him to become emotionally unstable. Polonius apologizes for not watching Hamlet more closely before he demanded Ophelia no longer to see Hamlet.
pg. 30: What does Claudius ask of Hamlet’s college friends Rosencrantz and Guildenstern? On pg. 30, Claudius asks Rosencrantz and Guildenstern, childhood friends of Hamlet, to spy on Hamlet, attempting to discover the reason behind Hamlet’s strange and unstable behavior.
pg. 32: What does Voltemand reveal about Young Fortinbras? On pg. 32, Voltemand reveals the acting Norwegian king [Uncle Fortinbras] reprimands (yells at) Young Fortinbras for attempting to make war on Denmark and makes him swear he will never attack Denmark, awards him an annuity (allowance) and asks him to use it to fight the Polish army, and finally requests safe passage for Young Fortinbras from Claudius through Denmark on his way to fight the Polish army. Readers should have their suspicions about Fortinbras' true intentions.
pg. 34: How does Polonius describe Hamlet’s behavior to Claudius and Gertrude? Polonius describes Hamlet’s behavior by saying that the prince has become depressed and stopped eating, stopped sleeping, got weak, got dizzy, and as a result lost his mind, all to illustrate Hamlet’s reaction and behavior to Ophelia’s refusal to love him.
pp. 34-35: What is Polonius’ plan to discover the reason for Hamlet’s behavior? Polonius’ plan is to have Claudius and he hide behind the arras, have Ophelia approach Hamlet, so that Polonius can prove that Hamlet’s madness is due to Ophelia’s refusal to love him.
pg. 35: What is the real meaning of Hamlet’s “fishmonger” euphemism (synonym, typically with negative connotation: i.e. someone “passing away” rather than “died” or “growing a little thin on top” instead of “going bald”) to Polonius? On pg. 35, Hamlet uses the euphemism fishmonger as a negative comment to compare Polonius to a pimp to imply that Polonius is “using his daughter Ophelia”.
Catch up: Have you read and/or completed? Hamlet Study Guide pp. 12, 13, 14, and 15 (#4).
Be sure you are up to date on Guiding Questions as they are your key to understanding key elements to the play, as well as success on assessments.
Read pp. 26-39 (We summarized a great deal of the action, so be sure to see me if you were absent.)
Do Now: Complete # 4 on pg. 15 of Hamlet Study Guide
foil (literary device): Shakespeare creates foil for Prince Hamlet in Prince Fortinbras; both are princes, both are dealing with father's death, and both are desiring revenge. Their differences are in how they act upon their need to avenge their respective father's death.
Guiding Questions: (Begin Act II, pp. 27-39)
pp. 27-28: What does Polonius ask of Reynaldo? On pg. 28, Polonius asks Reynaldo to spy on Laertes by “finding out things [about his son Laertes’ behavior in France] by roundabout means.”
pg. 29: What does Ophelia reveal to her father Polonius about Hamlet’s behavior? On pg. 29, Ophelia tells Polonius that Hamlet appeared in her room with his shirt unbuttoned (“doublet unbraced”), no hat on his head, his stockings dirty, undone, and down around his ankles, (“his stockings fouled, ungartered, and down-gyvèd to his ankle”) Hamlet also strongly grabbed Ophelia by the wrist, intensely stared at her face, and agonizingly sighed, all the while never speaking to her but backed out of her bedroom, finding his way out without looking, since his eyes were on Ophelia the entire time.
pg. 30: What does Polonius believe is the reason for Hamlet’s odd behavior? Polonius believes he may have misjudged Hamlet’s intentions of love and that Ophelia’s following his orders not to associate with Hamlet has caused the prince to become “mad for love”; in other words, Ophelia’s refusal to see Hamlet caused him to become emotionally unstable. Polonius apologizes for not watching Hamlet more closely before he demanded Ophelia no longer to see Hamlet.
pg. 30: What does Claudius ask of Hamlet’s college friends Rosencrantz and Guildenstern? On pg. 30, Claudius asks Rosencrantz and Guildenstern, childhood friends of Hamlet, to spy on Hamlet, attempting to discover the reason behind Hamlet’s strange and unstable behavior.
pg. 32: What does Voltemand reveal about Young Fortinbras? On pg. 32, Voltemand reveals the acting Norwegian king [Uncle Fortinbras] reprimands (yells at) Young Fortinbras for attempting to make war on Denmark and makes him swear he will never attack Denmark, awards him an annuity (allowance) and asks him to use it to fight the Polish army, and finally requests safe passage for Young Fortinbras from Claudius through Denmark on his way to fight the Polish army. Readers should have their suspicions about Fortinbras' true intentions.
pg. 34: How does Polonius describe Hamlet’s behavior to Claudius and Gertrude? Polonius describes Hamlet’s behavior by saying that the prince has become depressed and stopped eating, stopped sleeping, got weak, got dizzy, and as a result lost his mind, all to illustrate Hamlet’s reaction and behavior to Ophelia’s refusal to love him.
pp. 34-35: What is Polonius’ plan to discover the reason for Hamlet’s behavior? Polonius’ plan is to have Claudius and he hide behind the arras, have Ophelia approach Hamlet, so that Polonius can prove that Hamlet’s madness is due to Ophelia’s refusal to love him.
pg. 35: What is the real meaning of Hamlet’s “fishmonger” euphemism (synonym, typically with negative connotation: i.e. someone “passing away” rather than “died” or “growing a little thin on top” instead of “going bald”) to Polonius? On pg. 35, Hamlet uses the euphemism fishmonger as a negative comment to compare Polonius to a pimp to imply that Polonius is “using his daughter Ophelia”.
Catch up: Have you read and/or completed? Hamlet Study Guide pp. 12, 13, 14, and 15 (#4).
Be sure you are up to date on Guiding Questions as they are your key to understanding key elements to the play, as well as success on assessments.
2/11/20:
Do Now: Complete # 5 on pg. 15 of Hamlet Study Guide
Continue Hamlet Act II; read pp. 37-45 (We did summarize some pages, but if you were absent you should read all the pages to get your bearings.)
Guiding Questions:
pg. 39: Why is Hamlet’s purpose in the quotation “But let me conjure/you by the rights of our fellowship, by the/consonancy of our youth, by the obligation of our/everpreserved love, and by what more dear a better/proposer can charge you withal: be even and direct/with me whether you were sent for or no." The purpose of this quotation is for Hamlet to remind Rosencrantz and Guildenstern of their friendship and Hamlet’s desire for the truth from his childhood friends about why they are in Elsinore.
pg. 39: What is the purpose of Hamlet’s speech at the bottom of pg. 39 which includes “…it goes so heavily with my disposition that this goodly frame, the/Earth, seems to me a sterile promontory; this most/excellent canopy, the air, look you, this brave o’er-/hanging firmament, this majestical roof, fretted/with golden fire--why, it appeareth nothing to me/but a foul and pestilent congregation of vapors.” Hamlet’s purpose is to illustrate that despite the earth and sky being so beautiful and majestical, his feelings about his current situation are those of hopelessness (despair) and isolation. In short--he is extremely depressed and despondent.
Do Now: Complete # 5 on pg. 15 of Hamlet Study Guide
Continue Hamlet Act II; read pp. 37-45 (We did summarize some pages, but if you were absent you should read all the pages to get your bearings.)
Guiding Questions:
pg. 39: Why is Hamlet’s purpose in the quotation “But let me conjure/you by the rights of our fellowship, by the/consonancy of our youth, by the obligation of our/everpreserved love, and by what more dear a better/proposer can charge you withal: be even and direct/with me whether you were sent for or no." The purpose of this quotation is for Hamlet to remind Rosencrantz and Guildenstern of their friendship and Hamlet’s desire for the truth from his childhood friends about why they are in Elsinore.
pg. 39: What is the purpose of Hamlet’s speech at the bottom of pg. 39 which includes “…it goes so heavily with my disposition that this goodly frame, the/Earth, seems to me a sterile promontory; this most/excellent canopy, the air, look you, this brave o’er-/hanging firmament, this majestical roof, fretted/with golden fire--why, it appeareth nothing to me/but a foul and pestilent congregation of vapors.” Hamlet’s purpose is to illustrate that despite the earth and sky being so beautiful and majestical, his feelings about his current situation are those of hopelessness (despair) and isolation. In short--he is extremely depressed and despondent.
Hamlet's second soliloquy; blank handout; use for note-taking
|
|
Wed., 2/12/20: Began group exploration of Shakespeare's second soliloquy in Hamlet, as spoken by Prince Hamlet: Quiz on 2nd Soliloquy on Fri., 2/14/20.
Thurs., 2/13/20 and Fri., 2/14/20: Continue exploration of Shakespeare's second soliloquy in Hamlet, as spoken by Prince Hamlet:
Short response quiz tomorrow, Fri., 2/14/20, on second soliloquy; you may use your test on Hamlet's first soliloquy, as well as today's second soliloquy handout, so be sure you have good notes. Be sure you understand the paraphrases for both, as well as the literary devices and their emphasis on the second soliloquy. See below for helpful information.
Hamlet's Second Soliloquy/Important Points: Use the below information to help with your understanding of Hamlet's soliloquy, but also be able to elaborate and clearly connect to each using Hamlet's actions and/or inactions throughout the play by using your own explanations.
Lines 517-525
and all for nothing –
For Hecuba*!
What's Hecuba to him, or he to Hecuba,
That he should weep for her? What would he do,
Had he the motive and the cue for passion
That I have? He would drown the stage with tears
And cleave* the general ear with horrid speech,
Make mad the guilty and appal* the free,
Confound the ignorant, and amaze indeed
The very faculties of eyes and ears.
Hamlet purpose in referencing Hecuba in connection to the First Player here is to emphasize two points: 1. Hamlet's amazement over the fact that the actor could have and convey such strong emotion over a fictional character. "...and all for nothing-- / For Hecuba! / What's Hecuba to him, or he to Hecuba?"
2. Hamlet questions, "What would he do, / Had he the motive and the cue for passion / That I have?" Here Hamlet wonders how the actor might behave if he were dealing with the same motive and intense feelings that Hamlet is grappling with.
Lines 517-525
and all for nothing –
For Hecuba*!
What's Hecuba to him, or he to Hecuba,
That he should weep for her?
allusion: Hamlet's purpose in mentioning this allusion to Queen Hecuba and King Priam is two-fold:
1. One emphasis is on Pyrrhus' avenging his father Achilles' death at the hands of Priam, which correlates to Hamlet's desire to avenge his own father's death, yet Hamlet, unlike Pyrrhus, is unable to follow through with his mission and continues to act indecisively;
2. An additional emphasis is Hamlet comparing Hecuba to his mother Gertrude and their differences in grieving their husbands' deaths: where Hecuba’s cries of agony and despair are appropriate in Hamlet's eyes, Gertrude’s temporary grief is quickly followed by her hasty marriage to Claudius.
Lines 560-565
The spirit that I have seen
May be the devil: and the devil hath power
To assume a pleasing shape; yea, and perhaps
Out of my weakness and my melancholy,
As he is very potent with such spirits,
Abuses me to damn me:
There are many reasons Hamlet vacillates (goes back and forth) between action and inaction in this second soliloquy. For example, in the above section, he worries that the ghost of his father may actually be Satan disguising himself as his father's ghost so that he might persuade Hamlet to kill Claudius, thus damning Hamlet to suffer in Hell for eternity. This thought makes Hamlet indecisive and causes inaction in connection to following through with avenging his father's death.
Lines 544-549
Why, what an ass am I! This is most brave,
That I, the son of a dear father murder'd,
Prompted to my revenge by heaven and hell,
Must, like a whore, unpack my heart with words,
And fall a-cursing, like a very drab,
A scullion!
Additionally, Hamlet calls himself a coward, begging someone to "snap him out of it" because he cannot commit to following through with his plan for revenge.
Hamlet sarcastically calls himself brave for knowing that his father was murdered by his uncle and strongly urged to avenge King Hamlet's death by the powers of heaven and hell, has sworn to take revenge on Claudius, yet all he can do is "curse like a whore in the streets", talking about revenge but not acting upon it.
This soliloquy is an exercise in talk of action versus inaction--indecisiveness in following through with avenging his father's death.
Lines 566-567
...the play 's the thing
Wherein I'll catch the conscience of the king.
rhyming couplet: Shakespeare's use of the rhyming couplet here emphasizes Hamlet's renewed purpose in following through with the plan to have the actors perform a scene composed by Hamlet, which will be inserted in The Murder of Gonzago and mimics Claudius' poisoning of his brother, King Hamlet. Prince Hamlet will watch Claudius' expression for a reaction, which will solidify to Hamlet that his uncle is, in fact, guilty of his father's murder.
Comparing Hamlet’s first and second soliloquies:
Similarities:
Hamlet is clearly emotional and distraught.
Hamlet shows his deep love for his father, King Hamlet.
Hamlet references his mother in both, one overtly and one using the allusion to Hecuba.
Differences:
In the first soliloquy, he expresses the desire to kill himself, whereas in the second soliloquy he relays the desire to kill Claudius.
In the first, Hamlet’s disgust and anger is directed at Claudius for seducing his mother Gertrude into a hasty marriage less than two months after his father dies, while in the second these emotions are directed at himself for not fulfilling his promise to exact revenge against Claudius.
Short response quiz tomorrow, Fri., 2/14/20, on second soliloquy; you may use your test on Hamlet's first soliloquy, as well as today's second soliloquy handout, so be sure you have good notes. Be sure you understand the paraphrases for both, as well as the literary devices and their emphasis on the second soliloquy. See below for helpful information.
Hamlet's Second Soliloquy/Important Points: Use the below information to help with your understanding of Hamlet's soliloquy, but also be able to elaborate and clearly connect to each using Hamlet's actions and/or inactions throughout the play by using your own explanations.
Lines 517-525
and all for nothing –
For Hecuba*!
What's Hecuba to him, or he to Hecuba,
That he should weep for her? What would he do,
Had he the motive and the cue for passion
That I have? He would drown the stage with tears
And cleave* the general ear with horrid speech,
Make mad the guilty and appal* the free,
Confound the ignorant, and amaze indeed
The very faculties of eyes and ears.
Hamlet purpose in referencing Hecuba in connection to the First Player here is to emphasize two points: 1. Hamlet's amazement over the fact that the actor could have and convey such strong emotion over a fictional character. "...and all for nothing-- / For Hecuba! / What's Hecuba to him, or he to Hecuba?"
2. Hamlet questions, "What would he do, / Had he the motive and the cue for passion / That I have?" Here Hamlet wonders how the actor might behave if he were dealing with the same motive and intense feelings that Hamlet is grappling with.
Lines 517-525
and all for nothing –
For Hecuba*!
What's Hecuba to him, or he to Hecuba,
That he should weep for her?
allusion: Hamlet's purpose in mentioning this allusion to Queen Hecuba and King Priam is two-fold:
1. One emphasis is on Pyrrhus' avenging his father Achilles' death at the hands of Priam, which correlates to Hamlet's desire to avenge his own father's death, yet Hamlet, unlike Pyrrhus, is unable to follow through with his mission and continues to act indecisively;
2. An additional emphasis is Hamlet comparing Hecuba to his mother Gertrude and their differences in grieving their husbands' deaths: where Hecuba’s cries of agony and despair are appropriate in Hamlet's eyes, Gertrude’s temporary grief is quickly followed by her hasty marriage to Claudius.
Lines 560-565
The spirit that I have seen
May be the devil: and the devil hath power
To assume a pleasing shape; yea, and perhaps
Out of my weakness and my melancholy,
As he is very potent with such spirits,
Abuses me to damn me:
There are many reasons Hamlet vacillates (goes back and forth) between action and inaction in this second soliloquy. For example, in the above section, he worries that the ghost of his father may actually be Satan disguising himself as his father's ghost so that he might persuade Hamlet to kill Claudius, thus damning Hamlet to suffer in Hell for eternity. This thought makes Hamlet indecisive and causes inaction in connection to following through with avenging his father's death.
Lines 544-549
Why, what an ass am I! This is most brave,
That I, the son of a dear father murder'd,
Prompted to my revenge by heaven and hell,
Must, like a whore, unpack my heart with words,
And fall a-cursing, like a very drab,
A scullion!
Additionally, Hamlet calls himself a coward, begging someone to "snap him out of it" because he cannot commit to following through with his plan for revenge.
Hamlet sarcastically calls himself brave for knowing that his father was murdered by his uncle and strongly urged to avenge King Hamlet's death by the powers of heaven and hell, has sworn to take revenge on Claudius, yet all he can do is "curse like a whore in the streets", talking about revenge but not acting upon it.
This soliloquy is an exercise in talk of action versus inaction--indecisiveness in following through with avenging his father's death.
Lines 566-567
...the play 's the thing
Wherein I'll catch the conscience of the king.
rhyming couplet: Shakespeare's use of the rhyming couplet here emphasizes Hamlet's renewed purpose in following through with the plan to have the actors perform a scene composed by Hamlet, which will be inserted in The Murder of Gonzago and mimics Claudius' poisoning of his brother, King Hamlet. Prince Hamlet will watch Claudius' expression for a reaction, which will solidify to Hamlet that his uncle is, in fact, guilty of his father's murder.
Comparing Hamlet’s first and second soliloquies:
Similarities:
Hamlet is clearly emotional and distraught.
Hamlet shows his deep love for his father, King Hamlet.
Hamlet references his mother in both, one overtly and one using the allusion to Hecuba.
Differences:
In the first soliloquy, he expresses the desire to kill himself, whereas in the second soliloquy he relays the desire to kill Claudius.
In the first, Hamlet’s disgust and anger is directed at Claudius for seducing his mother Gertrude into a hasty marriage less than two months after his father dies, while in the second these emotions are directed at himself for not fulfilling his promise to exact revenge against Claudius.
Guiding Questions:
pg. 46: What does Hamlet ask of the First Player? Hamlet’s request of the First Player is to insert and memorize new lines that Hamlet himself will compose for the First Player’s upcoming performance at Elsinore.
pg. 46: What does Hamlet ask of the First Player? Hamlet’s request of the First Player is to insert and memorize new lines that Hamlet himself will compose for the First Player’s upcoming performance at Elsinore.
Week of 2/24/20 - Hamlet
Mon., 2/24/20: Continue exploration of Shakespeare's Hamlet, Act III up to Hamlet's third soliloquy. Catch Up: Hamlet Study Guide pages 13, 14, and now 17.
Wed., 2/26/20: Continue exploration of Shakespeare's Hamlet, Act III up to Hamlet's third soliloquy. Catch Up: Hamlet Study Guide pages 13, 14, and now 17. Anticipate Hamlet's third soliloquy quiz Fri., 2/28/20 OR Mon., 3/2/20.
Hamlet's Third Soliloquy/Important Points: Use the below information to help with your understanding of Hamlet's soliloquy, but also be able to elaborate and clearly connect to each using Hamlet's actions and/or inactions throughout the play by using your own explanations.
At this point in the play, Hamlet has yet to avenge his father's murder, as he promised his father's ghost.
Though he believes he is alone when he speaks, King Claudius (his uncle) and Polonius (the king’s councilor) are both in hiding,
eavesdropping.
The first line and the most famous of the soliloquy raises the overarching question of the speech: "To be, or not to be," that is, "To live, or to die."
Interestingly, Hamlet poses this as a question for all of humanity rather than only for himself. He begins by asking whether it is better to passively put up with life’s pains ("the slings and arrows") or actively end it via suicide ("take arms against a sea of troubles, / And by opposing end them?").
Hamlet initially argues that death would indeed be preferable: he compares the act of dying to a peaceful sleep: "And by a sleep to say we end / The heart-ache and the thousand natural shocks / That flesh is heir to."
However, he quickly changes his tune when he considers that nobody knows for sure what happens after death, namely whether there is an afterlife and whether this afterlife might be even worse than life. This realization is what ultimately gives Hamlet (and others, he reasons) "pause" when it comes to taking action (i.e., committing suicide).
In this sense, humans are so fearful of what comes after death and the possibility that it might be more miserable than life that they (including Hamlet) are rendered immobile or paralyzed.
In this soliloquy, Prince Hamlet thinks about life, death, and suicide. Specifically, he wonders whether it might be better to commit suicide in order to end one's suffering and to leave behind the pain and agony associated with living, OR end all the pain and suffering by taking one's own life--what keeps Hamlet and other human beings, he reasons, is the fact that no one knows what the afterlife will bring, so we all suffer trudge in our weary and pain-filled lives.
Literary Devices
Metaphor
Shakespeare uses several metaphors in "To be or not to be," making it by far the most prominent literary device in the soliloquy. A metaphor is when a thing, person, place, or idea is compared to something else in non-literal terms, usually to create a poetic or rhetorical effect.
One metaphor is "to suffer the slings and arrows of outrageous fortune..." slings and arrows are weapons, methods of attack, which "fortune" (Fate, circumstances) is (metaphorically) flinging at Hamlet. They hurt, and kill you... eventually. The word "outrageous" here means "cruel" or "unpredictable".
Another metaphor is in the line "to take arms against a sea of troubles," wherein this "sea of troubles" represents the agony of life, specifically Hamlet’s own struggles with life and death and his ambivalence (mixed feelings/undecidedness) toward seeking revenge.
Another metaphor that comes later on in the soliloquy is this one: "The undiscover'd country from whose bourn / No traveller returns." Here, Hamlet is comparing the afterlife, or what happens after death, to an "undiscovered country" from which nobody comes back (meaning you can’t be resurrected once you’ve died). This metaphor brings clarity to the fact that death truly is permanent and that nobody knows what, if anything, comes after life, or if this afterlife might be even more horrible than life. Because of this uncertainty, Hamlet, as well as the majority of human beings, suffer in life out of fear of the unknown "undiscovered country".
Metonomy
A metonym is when an idea or thing is substituted with a related idea or thing (i.e., the track for horse racing or a suit for a business executive). In "To be or not to be," Shakespeare uses the notion of sleep as a substitute for death when Hamlet says, "To die, to sleep."
Why isn’t this line just a regular metaphor? Both ideas are unknown, and the only way we truly know we've been sleeping is because we wake up. Because the act of sleeping looks very much like death. Think about it: we often describe death as an "eternal sleep" or "eternal slumber," right? Since the two concepts are closely related, this line is a metonym instead of a plain metaphor.
Repetition
The phrase "to die, to sleep" is an example of repetition, as it appears once in line 61 and once in line 66. Hearing this phrase twice emphasizes that Hamlet is really (albeit futilely) attempting to logically define death by comparing it to what we all superficially know it to be: a never-ending sleep.
This literary device also paves the way for Hamlet’s turn in his soliloquy, when he realizes that it’s actually better to compare death to dreaming because we don’t know what kind of afterlife (if any) there is.
There are many themes worth exploring in Hamlet's soliloquy, but among them are the following:
THEMES
THEME: DOUBT and UNCERTAINTY
Doubt and uncertainty play a huge role in Hamlet’s "To be or not to be" soliloquy. By this point in the play, we know that Hamlet has struggled to decide whether he should kill Claudius and avenge his father’s death.
Questions Hamlet asks both before and during this soliloquy are as follows:
It is this general feeling of doubt that also plagues his fears of the afterlife, which Hamlet speaks on at length in his "To be or not to be" soliloquy. The uncertainty of what comes after death is, to him, the main reason most people do not commit suicide; it’s also the reason Hamlet himself hesitates to kill himself and is inexplicably frozen in place.
Ultimately, this doubt and uncertainty is what paralyzes Hamlet from taking action and avenging his father's murder throughout much of the play.
THEME: MADNESS
The entirety of Hamlet can be said to revolve around the theme of madness and whether Hamlet has been feigning (pretending) madness or has truly gone mad (or both). Though the idea of madness doesn’t necessarily come to the forefront of "To be or not to be," it still plays a crucial role in how Hamlet behaves in this scene.
Before Hamlet begins his soliloquy, Claudius and Polonius are revealed to be hiding in an attempt to eavesdrop on Hamlet (and later Ophelia when she enters the scene). Now, what the audience doesn’t know is whether Hamlet knows he is being listened to.
If he is unaware, as most might assume he is, then we could view his "To be or not to be" soliloquy as the simple musings (periods of reflection or thought) of a highly stressed-out, possibly "mad" man, who has no idea what to think anymore when it comes to life, death, and religion as a whole.
However, if we believe that Hamlet is aware he's being spied on, the soliloquy takes on an entirely new meaning: Hamlet could actually be feigning madness as he bemoans (express sorrow over) the burdens of life in an effort to perplex (puzzle or confuse) Claudius and Polonius and/or make them believe he is overwhelmed with grief for his recently deceased father.
Whatever the case, it’s clear that Hamlet is a man who is attempting to grapple with a difficult decision. Whether or not he is truly "mad" in this soliloquy or later in the play is up to you to decide!
(excerpted from: https://blog.prepscholar.com/to-be-or-not-to-be-soliloquy)
Thurs., 2/27/20-Fri., 2/28/20: Wrap up Hamlet with film viewing and discussion. Hamlet third soliloquy quiz on Mon., 3/2/20
Catch Up: Hamlet Study Guide pages 13, 14, and now 17.
Wed., 2/26/20: Continue exploration of Shakespeare's Hamlet, Act III up to Hamlet's third soliloquy. Catch Up: Hamlet Study Guide pages 13, 14, and now 17. Anticipate Hamlet's third soliloquy quiz Fri., 2/28/20 OR Mon., 3/2/20.
Hamlet's Third Soliloquy/Important Points: Use the below information to help with your understanding of Hamlet's soliloquy, but also be able to elaborate and clearly connect to each using Hamlet's actions and/or inactions throughout the play by using your own explanations.
At this point in the play, Hamlet has yet to avenge his father's murder, as he promised his father's ghost.
Though he believes he is alone when he speaks, King Claudius (his uncle) and Polonius (the king’s councilor) are both in hiding,
eavesdropping.
The first line and the most famous of the soliloquy raises the overarching question of the speech: "To be, or not to be," that is, "To live, or to die."
Interestingly, Hamlet poses this as a question for all of humanity rather than only for himself. He begins by asking whether it is better to passively put up with life’s pains ("the slings and arrows") or actively end it via suicide ("take arms against a sea of troubles, / And by opposing end them?").
Hamlet initially argues that death would indeed be preferable: he compares the act of dying to a peaceful sleep: "And by a sleep to say we end / The heart-ache and the thousand natural shocks / That flesh is heir to."
However, he quickly changes his tune when he considers that nobody knows for sure what happens after death, namely whether there is an afterlife and whether this afterlife might be even worse than life. This realization is what ultimately gives Hamlet (and others, he reasons) "pause" when it comes to taking action (i.e., committing suicide).
In this sense, humans are so fearful of what comes after death and the possibility that it might be more miserable than life that they (including Hamlet) are rendered immobile or paralyzed.
In this soliloquy, Prince Hamlet thinks about life, death, and suicide. Specifically, he wonders whether it might be better to commit suicide in order to end one's suffering and to leave behind the pain and agony associated with living, OR end all the pain and suffering by taking one's own life--what keeps Hamlet and other human beings, he reasons, is the fact that no one knows what the afterlife will bring, so we all suffer trudge in our weary and pain-filled lives.
Literary Devices
Metaphor
Shakespeare uses several metaphors in "To be or not to be," making it by far the most prominent literary device in the soliloquy. A metaphor is when a thing, person, place, or idea is compared to something else in non-literal terms, usually to create a poetic or rhetorical effect.
One metaphor is "to suffer the slings and arrows of outrageous fortune..." slings and arrows are weapons, methods of attack, which "fortune" (Fate, circumstances) is (metaphorically) flinging at Hamlet. They hurt, and kill you... eventually. The word "outrageous" here means "cruel" or "unpredictable".
Another metaphor is in the line "to take arms against a sea of troubles," wherein this "sea of troubles" represents the agony of life, specifically Hamlet’s own struggles with life and death and his ambivalence (mixed feelings/undecidedness) toward seeking revenge.
Another metaphor that comes later on in the soliloquy is this one: "The undiscover'd country from whose bourn / No traveller returns." Here, Hamlet is comparing the afterlife, or what happens after death, to an "undiscovered country" from which nobody comes back (meaning you can’t be resurrected once you’ve died). This metaphor brings clarity to the fact that death truly is permanent and that nobody knows what, if anything, comes after life, or if this afterlife might be even more horrible than life. Because of this uncertainty, Hamlet, as well as the majority of human beings, suffer in life out of fear of the unknown "undiscovered country".
Metonomy
A metonym is when an idea or thing is substituted with a related idea or thing (i.e., the track for horse racing or a suit for a business executive). In "To be or not to be," Shakespeare uses the notion of sleep as a substitute for death when Hamlet says, "To die, to sleep."
Why isn’t this line just a regular metaphor? Both ideas are unknown, and the only way we truly know we've been sleeping is because we wake up. Because the act of sleeping looks very much like death. Think about it: we often describe death as an "eternal sleep" or "eternal slumber," right? Since the two concepts are closely related, this line is a metonym instead of a plain metaphor.
Repetition
The phrase "to die, to sleep" is an example of repetition, as it appears once in line 61 and once in line 66. Hearing this phrase twice emphasizes that Hamlet is really (albeit futilely) attempting to logically define death by comparing it to what we all superficially know it to be: a never-ending sleep.
This literary device also paves the way for Hamlet’s turn in his soliloquy, when he realizes that it’s actually better to compare death to dreaming because we don’t know what kind of afterlife (if any) there is.
There are many themes worth exploring in Hamlet's soliloquy, but among them are the following:
THEMES
THEME: DOUBT and UNCERTAINTY
Doubt and uncertainty play a huge role in Hamlet’s "To be or not to be" soliloquy. By this point in the play, we know that Hamlet has struggled to decide whether he should kill Claudius and avenge his father’s death.
Questions Hamlet asks both before and during this soliloquy are as follows:
- Was it really the ghost of his father he heard and saw?
- Was his father actually poisoned by Claudius?
- Should he kill Claudius?
- Should he kill himself?
- What are the consequences of killing Claudius? Of not killing him?
It is this general feeling of doubt that also plagues his fears of the afterlife, which Hamlet speaks on at length in his "To be or not to be" soliloquy. The uncertainty of what comes after death is, to him, the main reason most people do not commit suicide; it’s also the reason Hamlet himself hesitates to kill himself and is inexplicably frozen in place.
Ultimately, this doubt and uncertainty is what paralyzes Hamlet from taking action and avenging his father's murder throughout much of the play.
THEME: MADNESS
The entirety of Hamlet can be said to revolve around the theme of madness and whether Hamlet has been feigning (pretending) madness or has truly gone mad (or both). Though the idea of madness doesn’t necessarily come to the forefront of "To be or not to be," it still plays a crucial role in how Hamlet behaves in this scene.
- Is Hamlet truly insane or is he merely acting insane to confirm suspicions he has regarding Claudius?
- Is Hamlet's "act" causing his actual insanity?
Before Hamlet begins his soliloquy, Claudius and Polonius are revealed to be hiding in an attempt to eavesdrop on Hamlet (and later Ophelia when she enters the scene). Now, what the audience doesn’t know is whether Hamlet knows he is being listened to.
If he is unaware, as most might assume he is, then we could view his "To be or not to be" soliloquy as the simple musings (periods of reflection or thought) of a highly stressed-out, possibly "mad" man, who has no idea what to think anymore when it comes to life, death, and religion as a whole.
However, if we believe that Hamlet is aware he's being spied on, the soliloquy takes on an entirely new meaning: Hamlet could actually be feigning madness as he bemoans (express sorrow over) the burdens of life in an effort to perplex (puzzle or confuse) Claudius and Polonius and/or make them believe he is overwhelmed with grief for his recently deceased father.
Whatever the case, it’s clear that Hamlet is a man who is attempting to grapple with a difficult decision. Whether or not he is truly "mad" in this soliloquy or later in the play is up to you to decide!
(excerpted from: https://blog.prepscholar.com/to-be-or-not-to-be-soliloquy)
Thurs., 2/27/20-Fri., 2/28/20: Wrap up Hamlet with film viewing and discussion. Hamlet third soliloquy quiz on Mon., 3/2/20
Catch Up: Hamlet Study Guide pages 13, 14, and now 17.
Week of 3/2/20 - Research Paper Introduction
English 12 Research Paper Project Student Packet
3/3/20: Research Paper Project Student Packet:
Return signed Research Paper Project Parent Letter: 3/5/20 (pg. 1 of Student Packet; NOTE: print pg. 1 ONLY if you were absent today; I will give you entire packet upon your return.) DUE Thurs., 3/5/20 (QUIZ GRADE) Research Paper Project Parent Packet: This packet is to be brought home for your parent/guardian. I have hard copies of these for those who were absent today. |
|
English 12 Student Sample Research Paper and Outlines
3/4/20: Student sample research paper AND outline. You MUST READ THIS SAMPLE PAPER; it provides a great example of a well-organized research paper.
|
|
3/5/20-3/6/20: Use laptops in class to explore topic articles in VRC (Virtual Reference Collection). Thesis Organizer box #s 1 & 2 Due Mon., 3/9/20.
Week of 3/9/20: English 12 Research Paper
English 12 Research Paper Powerpoint
English 12 PowerPoint Intro and Thesis Statement
|
|
3/9/20: Searching and gathering research material from the Virtual Reference Collection (VRC).
We are ONLY doing this for a few days, so you MUST STAY FOCUSED.
NEXT DUE DATES: Thurs., 3/12/20: Thesis Organizer Boxes 3-5
Fri., 3/13/20 (4) Source Logs
If you have not done already, you should look at student sample research paper AND outline from Wed., 3/4/20.
These resources will help guide you with the paper requirements You SHOULD READ THIS SAMPLE PAPER; it provides a great example of a well-organized research paper and outline.
We are ONLY doing this for a few days, so you MUST STAY FOCUSED.
NEXT DUE DATES: Thurs., 3/12/20: Thesis Organizer Boxes 3-5
Fri., 3/13/20 (4) Source Logs
If you have not done already, you should look at student sample research paper AND outline from Wed., 3/4/20.
These resources will help guide you with the paper requirements You SHOULD READ THIS SAMPLE PAPER; it provides a great example of a well-organized research paper and outline.
Research Paper Tips
RESEARCH TIPS:
Questions GUIDE your RESEARCH: Research can be a tedious and time-consuming process. You must be willing to read many articles to help narrow your topic and formulate your thesis statement. Remember there are different types of thesis statements: analytical, expository, and argumentative. Choose one thesis formula, which will be the result of the research you gather.
Where to start: research begins by asking yourself a question(s) about a topic that interests you and then this question(s) guides your research, as you try to find answers.
For example,
What are the leading causes for young people to consider suicide?
Possible expository thesis: The leading causes of suicide in young people are divorce of parents, depression, and bullying by peers.
Which gender is more likely to follow through with suicide? Why?
Possible argument thesis: Although suicide knows no gender, age, or ethnicity, statistics posit that men are more likely to succeed in committing suicide than women as a result of the methods they choose.
How do people learn values?
Possible expository thesis: According to research findings, individual values are shaped by environment, family relationships, and peer interactions.
What sporting event is most popular among young people?
Possible analytical thesis: An analysis of children’s pastime preferences reports that of all sporting events, young people enjoy professional wrestling the most because it provides excitement, social interaction, and an escape from everyday challenges.
Same question but different thesis statement approach:
Why sporting event is most popular among young people?
Possible argumentative thesis: Although children enjoy many types of sporting events, research indicates that young people are more entertained by professional wrestling because it provides excitement, social interaction, and an escape from everyday challenges.
REMEMBER: Formulate some questions on your topic, skim and/or read through the database articles, and let the RESEARCH GUIDE the formulation of your THESIS STATEMENT.
For example,
What are the most prominent causes for people to become clinically depressed?
Do people who suffer from clinical depression always commit suicide?
What are the circumstances that bring about profiteering?
FINALLY: If you are conducting your research correctly, you will end up revising your thesis statement as you research your topic.
Questions GUIDE your RESEARCH: Research can be a tedious and time-consuming process. You must be willing to read many articles to help narrow your topic and formulate your thesis statement. Remember there are different types of thesis statements: analytical, expository, and argumentative. Choose one thesis formula, which will be the result of the research you gather.
Where to start: research begins by asking yourself a question(s) about a topic that interests you and then this question(s) guides your research, as you try to find answers.
For example,
What are the leading causes for young people to consider suicide?
Possible expository thesis: The leading causes of suicide in young people are divorce of parents, depression, and bullying by peers.
Which gender is more likely to follow through with suicide? Why?
Possible argument thesis: Although suicide knows no gender, age, or ethnicity, statistics posit that men are more likely to succeed in committing suicide than women as a result of the methods they choose.
How do people learn values?
Possible expository thesis: According to research findings, individual values are shaped by environment, family relationships, and peer interactions.
What sporting event is most popular among young people?
Possible analytical thesis: An analysis of children’s pastime preferences reports that of all sporting events, young people enjoy professional wrestling the most because it provides excitement, social interaction, and an escape from everyday challenges.
Same question but different thesis statement approach:
Why sporting event is most popular among young people?
Possible argumentative thesis: Although children enjoy many types of sporting events, research indicates that young people are more entertained by professional wrestling because it provides excitement, social interaction, and an escape from everyday challenges.
REMEMBER: Formulate some questions on your topic, skim and/or read through the database articles, and let the RESEARCH GUIDE the formulation of your THESIS STATEMENT.
For example,
What are the most prominent causes for people to become clinically depressed?
Do people who suffer from clinical depression always commit suicide?
What are the circumstances that bring about profiteering?
FINALLY: If you are conducting your research correctly, you will end up revising your thesis statement as you research your topic.
Use the helpful videos to assist you in writing a well-execute paper. Of course, you should feel free to reach out to me for help.
Research Paper: MLA 8th Edition: MLA Writing a Thesis Statement Video
Research Paper: How to Quote Text to Support Ideas and/or Argument
How to Use Quotations in MLA Format: 8th Edition: Click here to follow link on helpful PDF on how to properly quote text that will support your ideas and/or your argument.
Research Paper: MLA 8th Edition: MLA In-Text (a.k.a. Parenthetical Citation) Video
Research Paper: MLA 8th Edition: MLA Works Cited Video
Research Paper: MLA 8th Edition: Sample Works Cited
What is a Works Cited
The Works Cited page is an important and necessary component of certain essays (i.e., persuasive argument essay when you use sources to support your point, or a literary analysis essay when you use scholarly articles to support your claim) and ALL research papers. The Works Cited not only provides your reader with the sources you used to create your essay OR research paper, but also gives proper credit to the sources' authors and avoids plagiarism by allowing you to credit and cite your sources. The CATCH HERE is that you MUST complete the Works Cited correctly, following ALL the MLA 8 strict formatting guidelines, otherwise, you fail to uphold the academic expectation.
Basics of Works Cited
The Works Cited page is an important and necessary component of certain essays (i.e., persuasive argument essay when you use sources to support your point, or a literary analysis essay when you use scholarly articles to support your claim) and ALL research papers. The Works Cited not only provides your reader with the sources you used to create your essay OR research paper, but also gives proper credit to the sources' authors and avoids plagiarism by allowing you to credit and cite your sources. The CATCH HERE is that you MUST complete the Works Cited correctly, following ALL the MLA 8 strict formatting guidelines, otherwise, you fail to uphold the academic expectation.
Basics of Works Cited
- The title Works Cited is centered at the top of the page and is NOT bolded OR underlined.
- The entire Works Cited text, just like the body of the paper, is in Times New Roman, 12 pt. font, double-spaced.
- The Works Cited citations are ALWAYS put in alphabetical order by the first piece of information, SO if you have the author's last name, you use that to alphabetize, BUT if you only have an article title, you use that to alphabetize. IMPORTANT: If you do not have an author's name and are alphabetizing by title ONLY, ignore the articles A, An, or The and alphabetize by the next major word (i.e. "The Influence of Women" would be alphabetized using the word "Influence".
- If the title begins with a numeral, alphabetize the title as if the numeral were spelled out: For example, seventeen seventy-six for 1776, so alphabetize by the seventeen.
3/11/20: Works Cited sample to the right with book citation for All My Sons and Hamlet. You can cut and paste the appropriate citation for your literary work citation (Hamlet OR All My Sons) into your Works Cited. NOTE: WILL HAVE TO FORMAT the citation once you paste it into your Works Cited. You're welcome. :)
|
|
Research Paper: Drafting and Revising Video
Reminder that EVEN when you're absent, WORK IS DUE upon return. Onus (a.k.a. responsibility) is on YOU to check website and reach out to me if you have questions. YOU must show it to me rather than my asking you to hand it in. Thank you!
March 30, 2020
Week of 3/30/20 - English 12 Home Study (2-Week) & Schoology Work
COVID-19 Important Updates AND Work Moving Forward from March 30, 2020
My Glorious Angels, let me start by writing that I hope that you and your loved ones are all safe, healthy, and practicing social distancing! As you are well aware, the health-compromised and elderly are most vulnerable, so the social distancing you practice ensures the safety of those whose immune systems may not be as strong as yours. :)
I have missed EACH and EVERY ONE of your beautiful faces...truly.
I thought it might be helpful to put together some information in one spot that pertains to our English 12 classes--having written that, we MUST ALL BE PATIENT and understand that information and guidelines are changing EVERY DAY--sometimes every hour, so let's approach this, as always, TOGETHER! :)
For now, below are THREE important links: NAVIGATE to EACH by CLICKING on the PHRASE "CLICK HERE". :)
CLICK HERE for Important COVID-19 District Information; NOTICE there are additional tabs on the right for other important links.
CLICK HERE for English 12 Home Study Packet: This is the work you will begin starting Monday, March 30, 2020.
CLICK HERE for DIRECTIONS on TYPING OVER PDF English 12 Home Study Packets: above link will navigate you to the English 12 Home Study packet.
After the two-week period, which begins tomorrow, Mon., March 30, 2020, you and I will begin navigating our "classroom time" using SCHOOLOGY. Not to worry...this is new territory for Carota too, so we'll figure it out together. I will receive online training from home beginning Mon. March 30th, and I will be in touch after that.
For now, work on the two-week English 12 Home Study packet--I'm trying to get clarification on the research paper, but as I have stated many times, working on it is good practice as you hone the skills you will need both in college and/or career: research, stamina, completion of tasks, and patience!
Be safe and PRACTICE SOCIAL DISTANCING to protect those you love.
I have missed EACH and EVERY ONE of your beautiful faces...truly.
I thought it might be helpful to put together some information in one spot that pertains to our English 12 classes--having written that, we MUST ALL BE PATIENT and understand that information and guidelines are changing EVERY DAY--sometimes every hour, so let's approach this, as always, TOGETHER! :)
For now, below are THREE important links: NAVIGATE to EACH by CLICKING on the PHRASE "CLICK HERE". :)
CLICK HERE for Important COVID-19 District Information; NOTICE there are additional tabs on the right for other important links.
CLICK HERE for English 12 Home Study Packet: This is the work you will begin starting Monday, March 30, 2020.
CLICK HERE for DIRECTIONS on TYPING OVER PDF English 12 Home Study Packets: above link will navigate you to the English 12 Home Study packet.
After the two-week period, which begins tomorrow, Mon., March 30, 2020, you and I will begin navigating our "classroom time" using SCHOOLOGY. Not to worry...this is new territory for Carota too, so we'll figure it out together. I will receive online training from home beginning Mon. March 30th, and I will be in touch after that.
For now, work on the two-week English 12 Home Study packet--I'm trying to get clarification on the research paper, but as I have stated many times, working on it is good practice as you hone the skills you will need both in college and/or career: research, stamina, completion of tasks, and patience!
Be safe and PRACTICE SOCIAL DISTANCING to protect those you love.
April 7, 2020
Hi Ladies and Gentlemen. I continue to hope that you and your loved ones are navigating through our latest challenges. As you have often heard me say in class, we never know what life will throw at us, so it is always best to be prepared and have a back up plan--and a back up to your back up! :)
As I'm sure you know by now, beginning April 13, 2020, you will be expected to log on to Schoology daily on an A/B schedule to start your remote learning journey.
For those of you attending college, this is great training for whatever learning platform your chosen post-secondary school uses.
For those of you entering directly into the work force, you will benefit as well.
To that end, here are a few pointers and guidelines to help navigate this new Schoology digital journey:
1. I expect that you will have questions or the need for clarification as we navigate Schoology; the fact is that this platform is new to me too, so I believe the best way for us to communicate is to stay with what we feel comfortable with--Remind 101.
I'll have my phone with me during weekday "school hours" to allow you to ask questions, or ask for clarification on Schoology assignments using Remind 101.
I think it is the next best thing to being together face-to-face. :)
If you are using your phone as your device, I strongly recommend that you download the Schoology App, as this may help you navigate the site, as well as assist you in completing and submitting assignments. Also, I would recommend logging in to Schoology BEFORE April 13th to ensure that you are not having any minor issues because our Tech staff will be swamped with distress emails, I'm sure.
2. Access Schoology through your Office365 account. Follow these steps: From the DISTRICT homepage, click on the paper clip icon on the right hand side menu bar, and it should bring you to your Office365 login. You enter your Office365 user name and password, and it will then automatically navigate you to Schoology. :)
Students who are experiencing technology issues should contact: [email protected].
3. District will also post helpful tutorial videos explaining how students can login to Schoology. All videos will be located on the homepage of our website by clicking the Centralized Location for all District COVID-19 Information link. All videos will be available on or before April 9th in both English and Spanish. This will ensure that all students are ready for Remote Learning beginning April 13th.
4. Attendance is mandatory and will be taken using Schoology, which provides a date and time stamp each time you login to see and complete an assignment. Again, students are expected to "attend class" through Schoology every day. In terms of English 12, you will find your B-day lessons posted on or before 9:00AM each B-day. Failure to login on those days counts as an absence for that class.
5. My plan is to complete the research paper with some definite tweaks, of course, and then move on to new material. Again, all of this will be done through Schoology. If a student is unable to complete an assignment due to an unforeseen circumstance, he/she (or parent/guardian) should communicate with the teacher(s) to request and receive approval for an extension.
6. Breathe--understand that this is new for all of us--embrace the fact that the system WILL have its glitches as we all try to logon and navigate it--the system WILL move slowly--AND, most importantly, COMMUNICATE with Carota more so now than ever. If I do not hear from you, if you do not properly log in to Schoology AND if you do not complete each assignment, you will not receive credit.
As I'm sure you know by now, beginning April 13, 2020, you will be expected to log on to Schoology daily on an A/B schedule to start your remote learning journey.
For those of you attending college, this is great training for whatever learning platform your chosen post-secondary school uses.
For those of you entering directly into the work force, you will benefit as well.
To that end, here are a few pointers and guidelines to help navigate this new Schoology digital journey:
1. I expect that you will have questions or the need for clarification as we navigate Schoology; the fact is that this platform is new to me too, so I believe the best way for us to communicate is to stay with what we feel comfortable with--Remind 101.
I'll have my phone with me during weekday "school hours" to allow you to ask questions, or ask for clarification on Schoology assignments using Remind 101.
I think it is the next best thing to being together face-to-face. :)
If you are using your phone as your device, I strongly recommend that you download the Schoology App, as this may help you navigate the site, as well as assist you in completing and submitting assignments. Also, I would recommend logging in to Schoology BEFORE April 13th to ensure that you are not having any minor issues because our Tech staff will be swamped with distress emails, I'm sure.
2. Access Schoology through your Office365 account. Follow these steps: From the DISTRICT homepage, click on the paper clip icon on the right hand side menu bar, and it should bring you to your Office365 login. You enter your Office365 user name and password, and it will then automatically navigate you to Schoology. :)
Students who are experiencing technology issues should contact: [email protected].
3. District will also post helpful tutorial videos explaining how students can login to Schoology. All videos will be located on the homepage of our website by clicking the Centralized Location for all District COVID-19 Information link. All videos will be available on or before April 9th in both English and Spanish. This will ensure that all students are ready for Remote Learning beginning April 13th.
4. Attendance is mandatory and will be taken using Schoology, which provides a date and time stamp each time you login to see and complete an assignment. Again, students are expected to "attend class" through Schoology every day. In terms of English 12, you will find your B-day lessons posted on or before 9:00AM each B-day. Failure to login on those days counts as an absence for that class.
5. My plan is to complete the research paper with some definite tweaks, of course, and then move on to new material. Again, all of this will be done through Schoology. If a student is unable to complete an assignment due to an unforeseen circumstance, he/she (or parent/guardian) should communicate with the teacher(s) to request and receive approval for an extension.
6. Breathe--understand that this is new for all of us--embrace the fact that the system WILL have its glitches as we all try to logon and navigate it--the system WILL move slowly--AND, most importantly, COMMUNICATE with Carota more so now than ever. If I do not hear from you, if you do not properly log in to Schoology AND if you do not complete each assignment, you will not receive credit.
April 9, 2020
IMPORTANT English 12 Home Study Two-Week Packets: PLEASE READ CAREFULLY.
IMPORTANT INFORMATION: English 12 Home Study Two-Week Packets.
Over the last two weeks, District instructed students to work on their subject take-home packets via the District homepage, letters home, and ConnectEd phone messages.
Although, the latest understanding is that students are not obligated to complete the packets, I now pass along the most recent information, as I understand it, along with what I am offering as options for my English 12 classes:
IMPORTANT INFORMATION: English 12 Home Study Two-Week Packets.
Over the last two weeks, District instructed students to work on their subject take-home packets via the District homepage, letters home, and ConnectEd phone messages.
Although, the latest understanding is that students are not obligated to complete the packets, I now pass along the most recent information, as I understand it, along with what I am offering as options for my English 12 classes:
- Again, you are not required to complete the English 12 Home Study packet. If, however, we do return to school, District may decide to require you to hand in the completed packet.
- Many of you worked diligently over these last two weeks to complete your English 12 Home Study packet, as well as your other subject packets, so for OUR class, those that complete the English 12 Home Study packet in its entirety, and upload it to Schoology, I will be grading and counting it as a quiz grade, since you made the effort to do the assigned work. I will, of course, give partial credit if the packet is not thoroughly completed. As long as school remains closed, the window to hand in your completed English 12 Home Study packet will close Sunday, April 19, 2020 at midnight.
- Additionally, many of you missed RECENT quizzes, tests, or other assignments for Third Quarter, so uploading your packet may count as a replacement grade for one or more missing assignments.
- To be clear, you WILL NOT be PENALIZED for choosing not to do the English 12 Home Study packet for Carota’s class; you are being given, however, the opportunity to have a completed/partially completed English 12 Home Study packet count as a quiz grade and/or a replacement for missing grade(s).
- If you opt out of any and/or all choices, you will simply receive an “x” in that assignment, quiz, and/or test field(s) in eSchool and these grades will not count against you.
- To reiterate, the window to hand in your completed English 12 Home Study packet will close Sunday, April 19, 2020 at midnight—no exceptions!
- I will advise you shortly how I wish you to submit your English 12 Home Study packet. Thank you for your patience as we all navigate these very challenging times.
April 11, 2020
Ladies and Gentlemen. I continue to hope that you and your loved ones are safe and well.
As I'm sure you know by now, beginning Monday, April 13, 2020, you will be expected to log on to Schoology daily on an A/B schedule to start your remote learning journey.
Access Schoology by going to the DISTRICT HOMEPAGE-CLICK on the PAPER CLIP icon-LOGIN using USER NAME & PASSWORD
Again, for those of you attending college, this is great training for whatever learning platform your chosen post-secondary school will use. For those of you directly entering the work force, you will benefit as well.
Regardless of where your future takes you, this is the time for all of you to fully embrace some Carota points:
As I'm sure you know by now, beginning Monday, April 13, 2020, you will be expected to log on to Schoology daily on an A/B schedule to start your remote learning journey.
Access Schoology by going to the DISTRICT HOMEPAGE-CLICK on the PAPER CLIP icon-LOGIN using USER NAME & PASSWORD
Again, for those of you attending college, this is great training for whatever learning platform your chosen post-secondary school will use. For those of you directly entering the work force, you will benefit as well.
Regardless of where your future takes you, this is the time for all of you to fully embrace some Carota points:
- Now more than ever you are expected to be an assertive and not a passive learner.
- You must take the initiative and become an active participant in your learning.
- For our class specifically, I will no longer be there to privately pull you aside and remind you of missing work, or gently point out that you have an opportunity to take a make-up quiz/test to improve a failing average.
- Make no mistake, I am STILL here. I STILL care very much about each and every one of you and your future but the time has truly come for you to embrace this digital journey, take the initiative, work hard, pay attention to details, ask questions, AND communicate clearly.
- Good luck! And I'll see you in Schoology beginning Tues., April 14, 2020. NOTE: There will be instructions on uploading the English 12 Home Study packets, as well as important research paper information.
Please do not go ahead as assignments and dates are subject to change from year to year. Thank you!
Week of 11/5/18 - All My Sons
11/29/18: If you have not done so already, I need to see your All My Sons scripts with highlighted quotations for Act I.
REMEMBER: It is your responsibility to answer study guide questions as we read. You MUST answer all study guide questions that apply and continue to highlight quotations that you might consider using for final thematic literary analysis essay.
Do Now (sample response): According to Miller’s use of dialogue Joe Keller’s analysis of family obligations is that regardless of what Steve Deever may have done, Annie must stand by him. Keller makes this point as he argues “a daughter is a daughter, and a father is a father,” on pg. 25. Keller emphasizes this point, telling Annie she must be willing to forgive what her father has done and be there to support him.
REMEMBER: It is your responsibility to answer study guide questions as we read. You MUST answer all study guide questions that apply and continue to highlight quotations that you might consider using for final thematic literary analysis essay.
Do Now (sample response): According to Miller’s use of dialogue Joe Keller’s analysis of family obligations is that regardless of what Steve Deever may have done, Annie must stand by him. Keller makes this point as he argues “a daughter is a daughter, and a father is a father,” on pg. 25. Keller emphasizes this point, telling Annie she must be willing to forgive what her father has done and be there to support him.
Week of 12/3/18 - All My Sons
ANTICIPATE THEME ACTIVITIES PACKET:
You will explore ONE theme in detail with your small group. After you are assigned a theme do the following:
You will explore ONE theme in detail with your small group. After you are assigned a theme do the following:
- choose ONE character
- choose quotations/evidence that will track assigned theme development for your chosen character
- fill in Box #s 1 & 2 using Act I quotations and your explanation, Box #s 3 & 4 using Act II quotations and your explanations, and upon completion of our reading of Act III, Box #s 5 & 6 using Act III quotations and your explanations
See the above sample (open document and scroll to the Family and Familial Obligation page). Be sure to choose ONE character and track for your group's assigned theme.
NOTE: I have used Joe Keller in my sample for Family and Familial Obligation to model for you, but you should choose another character other than Joe Keller.
NOTE: I have used Joe Keller in my sample for Family and Familial Obligation to model for you, but you should choose another character other than Joe Keller.
Sample Response: Themes Evidence & Analysis
thematic words: father figure; obligation; family allegiance; ideal notion of family, etc.
Box #1 (Act I):
On pg. 7 Joe says, "From Mother's point of view he [Larry] is not dead and you have no right to take his girl." Initially, Miller illustrates that as a father figure, Joe not only feels an obligation to support his wife Kate, but also a family allegiance to protect his son Larry’s memory and hope for return. Unfortunately, in honoring his wife and missing son, Joe will possibly hurt Chris. Chris' marriage to Ann threatens Joe and Kate’s ideal notion of family, so Joe acts out of an obligation to protect that ideal. For Chris, however, fulfilling his obligation to his parents and brother means that he must sacrifice his own happiness. This is the contradiction of family obligation, meeting the demands that family roles require can often upset or even destroy family.
Box #2 (Act I):
On pg. 8 Joe asserts, "All right, but...but don't think like that. Because what the hell did I work for? That's only for you, Chris, the whole shootin' match is for you." Here Keller sees the passing along of his company to Chris as a fatherly duty. It is also Joe's fulfillment of his American Dream, which he hopes his son Chris will embrace as part of his role as a son receiving his father's legacy. When Chris reveals to his father that he will abandon the business if Kate does not give her blessing to marry Ann, John feels Chris is turning his back on his family obligation, leaving Joe greatly disturbed. Throughout the play, Miller demands readers wrestle with the paradox of familial obligation, as family members often hurt those they love as they attempt to juggle their individual happiness at the expense of other family members.
- Family and Familial Obligation
thematic words: father figure; obligation; family allegiance; ideal notion of family, etc.
Box #1 (Act I):
On pg. 7 Joe says, "From Mother's point of view he [Larry] is not dead and you have no right to take his girl." Initially, Miller illustrates that as a father figure, Joe not only feels an obligation to support his wife Kate, but also a family allegiance to protect his son Larry’s memory and hope for return. Unfortunately, in honoring his wife and missing son, Joe will possibly hurt Chris. Chris' marriage to Ann threatens Joe and Kate’s ideal notion of family, so Joe acts out of an obligation to protect that ideal. For Chris, however, fulfilling his obligation to his parents and brother means that he must sacrifice his own happiness. This is the contradiction of family obligation, meeting the demands that family roles require can often upset or even destroy family.
Box #2 (Act I):
On pg. 8 Joe asserts, "All right, but...but don't think like that. Because what the hell did I work for? That's only for you, Chris, the whole shootin' match is for you." Here Keller sees the passing along of his company to Chris as a fatherly duty. It is also Joe's fulfillment of his American Dream, which he hopes his son Chris will embrace as part of his role as a son receiving his father's legacy. When Chris reveals to his father that he will abandon the business if Kate does not give her blessing to marry Ann, John feels Chris is turning his back on his family obligation, leaving Joe greatly disturbed. Throughout the play, Miller demands readers wrestle with the paradox of familial obligation, as family members often hurt those they love as they attempt to juggle their individual happiness at the expense of other family members.
Writing a Well-Developed Literary Analysis Essay, discussing how a literary element, in this case dialogue, is used to develop theme.
TBS (text-based support): keep in mind the explanations that accompany your quotations are just as, if not more, important than your evidence selection. Below are some examples of well-developed evidence and analysis:
More Sample Response: Themes Evidence & Analysis Incorporating Literary Device (Dialogue)
transition words: initially; unfortunately; however, moreover, in addition, etc.
thematic words: words that CLOSELY CONNECT to THEME CHOICE, etc.
"said is dead": FIND SYNONYMS for SAID explains, expresses, brags, demands, acknowledges, tells, admits, suggests, etc.
In a conversation with Kate, Chris, and Ann, Joe boasts about his return from prison and the day he proudly walked from his car to his home as his neighbors judgmentally looked on from their porches. On pg. 15 he brags, "None of them believed I was innocent. The story was I pulled a fast one getting myself exonerated.” At first, Miller would have his readers believe in Joe’s innocence regarding the faulty cylinder heads, as Keller places blame on his partner Steve Deever. Later in the play, however, when Joe’s guilt is revealed, readers realize Joe’s arrogance may only be to compensate for his guilty conscience. Additionally, Joe repeatedly attempts to offset his guilt by telling Annie of his desire to offer Steve a job in the factory when his prison term is up. Miller effectively shows how Joe’s refusal to accept culpability for the defective plane parts not only causes Steve Deever to pay the consequences, but also results in Joe grappling with his own guilt.
In a conversation with Joe on pg. 6 Chris begins by admitting, "But I know one thing, Dad. We’ve made a terrible mistake with Mother." When Joe questions Chris’ meaning, he continues saying, “Being dishonest with her [Kate]. That kind of thing always pays off, and now it’s paying off.” At first, Chris and Joe believe that they are helping Kate deal with her grief by supporting her belief that Larry is not lost, even going so far as to plant a tree in Larry’s memory in the hopes that she will move on. Ultimately however, Chris realizes the emotional damage they are causing in allowing Kate to continue believing Larry will return rather than helping her to honor Larry’s memory in a healthy way. As a result, Chris knows that his decision to marry Ann, Larry’s girl, will be met with resistance from Kate; Kate’s inability to accept Larry’s death not only causes her to suffer, but also makes others suffer. Miller’s message here is that one’s inability to accept the truth, will undoubtedly lead to harmful outcomes. Unfortunately, Kate’s denial in accepting Larry’s death, rather than honoring his memory as Chris and Joe are, only leads to family tension.
In a conversation with Ann on pg. 18 Chris tries to express his moral struggle to adapt to life after wartime after the death of so many of his comrades. He tells Ann about the virtue and sacrifice his battalion made for him and one another as he explains, "They didn't die... they killed themselves for each other." Miller's dialogue illustrates how Chris' integrity will not allow him to forget those whom he fought alongside stating he felt ashamed then to "be alive, to open the bank-book, to drive the new car, to see the new refrigerator." In addition, Chris' success working in and ultimately inheriting his father's financially successful factory is in contradiction to his strong moral compass. Miller demonstrates how Chris' wartime experience has not only resulted in serious consequences, but also called into question his own morality.
TBS (text-based support): keep in mind the explanations that accompany your quotations are just as, if not more, important than your evidence selection. Below are some examples of well-developed evidence and analysis:
More Sample Response: Themes Evidence & Analysis Incorporating Literary Device (Dialogue)
transition words: initially; unfortunately; however, moreover, in addition, etc.
thematic words: words that CLOSELY CONNECT to THEME CHOICE, etc.
"said is dead": FIND SYNONYMS for SAID explains, expresses, brags, demands, acknowledges, tells, admits, suggests, etc.
- Liability, Culpability, and Guilt
In a conversation with Kate, Chris, and Ann, Joe boasts about his return from prison and the day he proudly walked from his car to his home as his neighbors judgmentally looked on from their porches. On pg. 15 he brags, "None of them believed I was innocent. The story was I pulled a fast one getting myself exonerated.” At first, Miller would have his readers believe in Joe’s innocence regarding the faulty cylinder heads, as Keller places blame on his partner Steve Deever. Later in the play, however, when Joe’s guilt is revealed, readers realize Joe’s arrogance may only be to compensate for his guilty conscience. Additionally, Joe repeatedly attempts to offset his guilt by telling Annie of his desire to offer Steve a job in the factory when his prison term is up. Miller effectively shows how Joe’s refusal to accept culpability for the defective plane parts not only causes Steve Deever to pay the consequences, but also results in Joe grappling with his own guilt.
- Loss and Memory
In a conversation with Joe on pg. 6 Chris begins by admitting, "But I know one thing, Dad. We’ve made a terrible mistake with Mother." When Joe questions Chris’ meaning, he continues saying, “Being dishonest with her [Kate]. That kind of thing always pays off, and now it’s paying off.” At first, Chris and Joe believe that they are helping Kate deal with her grief by supporting her belief that Larry is not lost, even going so far as to plant a tree in Larry’s memory in the hopes that she will move on. Ultimately however, Chris realizes the emotional damage they are causing in allowing Kate to continue believing Larry will return rather than helping her to honor Larry’s memory in a healthy way. As a result, Chris knows that his decision to marry Ann, Larry’s girl, will be met with resistance from Kate; Kate’s inability to accept Larry’s death not only causes her to suffer, but also makes others suffer. Miller’s message here is that one’s inability to accept the truth, will undoubtedly lead to harmful outcomes. Unfortunately, Kate’s denial in accepting Larry’s death, rather than honoring his memory as Chris and Joe are, only leads to family tension.
- War, Morality, and Consequences
In a conversation with Ann on pg. 18 Chris tries to express his moral struggle to adapt to life after wartime after the death of so many of his comrades. He tells Ann about the virtue and sacrifice his battalion made for him and one another as he explains, "They didn't die... they killed themselves for each other." Miller's dialogue illustrates how Chris' integrity will not allow him to forget those whom he fought alongside stating he felt ashamed then to "be alive, to open the bank-book, to drive the new car, to see the new refrigerator." In addition, Chris' success working in and ultimately inheriting his father's financially successful factory is in contradiction to his strong moral compass. Miller demonstrates how Chris' wartime experience has not only resulted in serious consequences, but also called into question his own morality.
Week of 1/2/19 - All My Sons/Midterm Review
1/2/19: Be sure you have completed T-Chart with three bullets on left-side and three bullets on right-side. Your article, "Why Miller Now?" on pg. 7 of All My Sons Companion Packet, should be thoroughly annotated in anticipation of collection and continued in-class discussion. See the attached for an example.
|
|
1/3/19: Be sure you have completed the elements review sheet. This should have only taken you a few minutes to complete. If you struggled at all, you should be sure to review your literary devices handout, which was given to you at the beginning of the year.
|
|
Hamlet Synopsis Acts 1-5: Use these to be sure you are following major plot lines. Careful, however, as these notes DO NOT focus on the finer details. You MUST READ the play for the specifics.
Hamlet (Acts 1-5 Notes: Highlight of Events)
hamlet_notes_acts_i-5.docx | |
File Size: | 192 kb |
File Type: | docx |
3/1/19 (Friday): Compare how and why Hamlet has changed from his 1st soliloquy to his 3rd, as well as what his next step will be, if any.
Be sure to cite specific evidence from ALL TEXTS to support your responses.
When comparing Hamlet’s 1st, 2nd, 3rd soliloquies, focus on analyzing:
(#s 4&5).
Be sure to cite specific evidence from ALL TEXTS to support your responses.
When comparing Hamlet’s 1st, 2nd, 3rd soliloquies, focus on analyzing:
- What is Hamlet’s general attitude in each soliloquy?
- Who is it directed towards?
- What is his action in each?
- If no action taken, what is stopping Hamlet from acting?
- What is Hamlet’s plan moving forward?
(#s 4&5).
Hamlet: Guiding Questions, pp. 48-66
Key Points & Guiding Questions: (Act III, film viewing to coincide with pp. 48-66 of text) You must REVIEW MODERN TEXT for upcoming assessments.
Based on today's film viewing and discussion of Modern Text, be sure you review the below key points from pp. 56-66:
pp. 48-49: Claudius converses with Rosencrantz and Guildenstern who have still not discovered the cause of Hamlet's sadness.
pp. 49-50: Claudius reveals that he has guilty feelings about something, and in a metaphor compares "the whore's pockmarked cheek made pretty with make-up is just like the ugly actions [he's] disguising with fine words." This is the audience's first real indication that Claudius may not be who he appears to be. Claudius and Polonius then hide behind the arras (wall) to spy on Hamlet and Ophelia.
pg. 50: Hamlet's 3rd soliloquy ("To be or not to be...")
pp. 51-52: What key points does Hamlet bring up in his conversation with Ophelia on pp. 50-52? Loved her once but no longer (pg. 51) / All humans rotten to the core (pg. 51) / Be as clean as ice and as pure as snow but you’ll still end up with a bad reputation (pg. 52) / Women excuse coy (sexually playful) ways by claiming ignorance. Therefore, there will be no more marriages. "Whoever is already married (except one person I know) will stay married--all but one person. Everyone else will have to stay single" (pg. 52).
pg. 53: Hamlet talks to the players (actors) about their upcoming performance - - this is Shakespeare's homage to his life as an actor and playwright.
pg. 55: How does Hamlet describe Horatio? Hamlet admires the fact that Horatio tempers (balances) his passion (anger) with his good judgment, therefore allowing him not to let fate force him to act irrationally.
pp. 55-56: What role does Horatio have during the play? Horatio’s role during the play is to spy on Claudius along with Hamlet to see the king’s reaction and then compare notes with Hamlet.
pp. 56-62: Hamlet behaves erratically (unpredictably) during the play, speaking inappropriately to Ophelia, his mother Gertrude, and Claudius, all while the actors reenact a scene that is remarkably similar to the ghost's accusation that he was poisoned by Claudius and then seduced Gertrude into marrying him. The play abruptly ends when Claudius suddenly rises, visibly shaken and demanding the play be stopped.
pp. 63-66: Hamlet is told by Rosencrantz and Guildenstern that Claudius and Gertrude are angered by Hamlet's insane and inappropriate behavior. Polonius tells Hamlet that his mother is upset with him for angering the king and demands to see him in her chambers.
Based on today's film viewing and discussion of Modern Text, be sure you review the below key points from pp. 56-66:
pp. 48-49: Claudius converses with Rosencrantz and Guildenstern who have still not discovered the cause of Hamlet's sadness.
pp. 49-50: Claudius reveals that he has guilty feelings about something, and in a metaphor compares "the whore's pockmarked cheek made pretty with make-up is just like the ugly actions [he's] disguising with fine words." This is the audience's first real indication that Claudius may not be who he appears to be. Claudius and Polonius then hide behind the arras (wall) to spy on Hamlet and Ophelia.
pg. 50: Hamlet's 3rd soliloquy ("To be or not to be...")
pp. 51-52: What key points does Hamlet bring up in his conversation with Ophelia on pp. 50-52? Loved her once but no longer (pg. 51) / All humans rotten to the core (pg. 51) / Be as clean as ice and as pure as snow but you’ll still end up with a bad reputation (pg. 52) / Women excuse coy (sexually playful) ways by claiming ignorance. Therefore, there will be no more marriages. "Whoever is already married (except one person I know) will stay married--all but one person. Everyone else will have to stay single" (pg. 52).
pg. 53: Hamlet talks to the players (actors) about their upcoming performance - - this is Shakespeare's homage to his life as an actor and playwright.
pg. 55: How does Hamlet describe Horatio? Hamlet admires the fact that Horatio tempers (balances) his passion (anger) with his good judgment, therefore allowing him not to let fate force him to act irrationally.
pp. 55-56: What role does Horatio have during the play? Horatio’s role during the play is to spy on Claudius along with Hamlet to see the king’s reaction and then compare notes with Hamlet.
pp. 56-62: Hamlet behaves erratically (unpredictably) during the play, speaking inappropriately to Ophelia, his mother Gertrude, and Claudius, all while the actors reenact a scene that is remarkably similar to the ghost's accusation that he was poisoned by Claudius and then seduced Gertrude into marrying him. The play abruptly ends when Claudius suddenly rises, visibly shaken and demanding the play be stopped.
pp. 63-66: Hamlet is told by Rosencrantz and Guildenstern that Claudius and Gertrude are angered by Hamlet's insane and inappropriate behavior. Polonius tells Hamlet that his mother is upset with him for angering the king and demands to see him in her chambers.
Hamlet: Guiding Questions, pp. 66-74
Key Points & Guiding Questions: (Act III, film viewing to coincide with pp. 66-74 of text) You must REVIEW MODERN TEXT for upcoming assessments.
Based on today's film viewing and discussion of Modern Text, be sure you review the below key points from pp. 66-74:
pp. 66-67: Claudius, angered by Hamlet's erratic behavior during the play, advises Rosencrantz and Guildenstern that he will send them on "diplomatic business to England, accompanied by Hamlet. Hamlet's childhood "friends" swear allegiance to King Claudius, again betraying Hamlet, leaving Claudius saying, "For we will fetters put upon this fear / Which now goes too free-footed," meaning "We'll put a leash on this danger {Hamlet} that's now running wild."
pg. 67: Polonius heads to Gertrude's bed chamber to spy on her conversation with Hamlet, reminding Claudius of his wise words: "'Tis meet that some audience than a mother-- / Since nature makes them partial-- / should o'erhear / The speech, of vantage," meaning "...it's good to have someone other than a mother listening in on them, since she can be too partial to him {Hamlet}."
pp. 67-68: What does Claudius’ soliloquy reveal about him? Claudius' soliloquy reveals that he did, in fact, kill his brother, during a great allusion of the biblical brothers Cain and Abel. Claudius also wonders whether there is "...rain enough in the sweet heavens / To wash it {the murder of his brother King Hamlet} white as snow?" He begs for God's mercy but realizes that this will not work because Claudius is still benefitting from his slain brother's murder: Claudius has the crown of Denmark and Queen Gertrude.
pg. 68: While Claudius is praying Hamlet misses the opportunity to avenge his father's death because the indecisive Prince Hamlet justifies his inaction by claiming that he will not give Claudius the satisfaction of killing the king while he is purging his soul and repenting his sins, as this would not truly be revenge if Claudius' soul ends up in heaven. Consequently, Hamlet resolves to wait and kill Claudius "[w]hen he is drunk asleep, or in his rage, / Or in th' incestuous pleasure of his bed, At game a-swearing, or about some act / That has no relish of salvation in 't-" (Hamlet Passage Analysis: pg. 68, lines 74-97; see below 3/6/19 assignment)
pp. 69-74: Hamlet confronts Gertrude in her chambers while Polonius hides in secret spying on their conversation. Hamlet forcibly pushes his mother to sit and she, fearing for her life, screams for help. Upon hearing Gertrude's cry for help, Polonius screams for the guards, and Hamlet, believing the voice to be that of Claudius, rushes towards the curtain where Polonius is hidden and in a fit of passion stabs him! Then Hamlet again turns his sights towards Gertrude accusing her of offending his father's memory by quickly marrying the villainous Claudius, a man who is no comparison to the kind, gentle, commanding, and loving King Hamlet. Hamlet says he will "hold up a mirror" to her so she can "see what's deep inside [her]" in an effort to force the queen to see the error of her judgment and repent for her soul, a wish his father's ghost asked of Hamlet.
The ghost of King Hamlet appears but only Hamlet can see and hear him, and this makes Gertrude believe that her son has truly gone insane. The ghost reminds Hamlet of his purpose to avenge his death and save his mother's soul from eternal damnation and leaves.
pg. 73: Gertrude says that the ghost was a "figment of [Hamlet's] imagination" and she expresses her concern for his insanity. Hamlet assures his mother that he is as sane as she and that the real issue is her "crime" that jeopardizes her soul. He insists that Gertrude refuse Claudius' advances and deny his bed. (Hamlet Passage Analysis: pp. 73-74 lines 159-200 see below 3/6/19 assignment)
pg. 75: Lastly, Hamlet reminds Gertrude that Claudius is sending him, along with Rosencrantz and Guildenstern, to England but plans to somehow outsmart them all at their own game. He drags Polonius' body out of Gertrude's room to hide it.
Based on today's film viewing and discussion of Modern Text, be sure you review the below key points from pp. 66-74:
pp. 66-67: Claudius, angered by Hamlet's erratic behavior during the play, advises Rosencrantz and Guildenstern that he will send them on "diplomatic business to England, accompanied by Hamlet. Hamlet's childhood "friends" swear allegiance to King Claudius, again betraying Hamlet, leaving Claudius saying, "For we will fetters put upon this fear / Which now goes too free-footed," meaning "We'll put a leash on this danger {Hamlet} that's now running wild."
pg. 67: Polonius heads to Gertrude's bed chamber to spy on her conversation with Hamlet, reminding Claudius of his wise words: "'Tis meet that some audience than a mother-- / Since nature makes them partial-- / should o'erhear / The speech, of vantage," meaning "...it's good to have someone other than a mother listening in on them, since she can be too partial to him {Hamlet}."
pp. 67-68: What does Claudius’ soliloquy reveal about him? Claudius' soliloquy reveals that he did, in fact, kill his brother, during a great allusion of the biblical brothers Cain and Abel. Claudius also wonders whether there is "...rain enough in the sweet heavens / To wash it {the murder of his brother King Hamlet} white as snow?" He begs for God's mercy but realizes that this will not work because Claudius is still benefitting from his slain brother's murder: Claudius has the crown of Denmark and Queen Gertrude.
pg. 68: While Claudius is praying Hamlet misses the opportunity to avenge his father's death because the indecisive Prince Hamlet justifies his inaction by claiming that he will not give Claudius the satisfaction of killing the king while he is purging his soul and repenting his sins, as this would not truly be revenge if Claudius' soul ends up in heaven. Consequently, Hamlet resolves to wait and kill Claudius "[w]hen he is drunk asleep, or in his rage, / Or in th' incestuous pleasure of his bed, At game a-swearing, or about some act / That has no relish of salvation in 't-" (Hamlet Passage Analysis: pg. 68, lines 74-97; see below 3/6/19 assignment)
pp. 69-74: Hamlet confronts Gertrude in her chambers while Polonius hides in secret spying on their conversation. Hamlet forcibly pushes his mother to sit and she, fearing for her life, screams for help. Upon hearing Gertrude's cry for help, Polonius screams for the guards, and Hamlet, believing the voice to be that of Claudius, rushes towards the curtain where Polonius is hidden and in a fit of passion stabs him! Then Hamlet again turns his sights towards Gertrude accusing her of offending his father's memory by quickly marrying the villainous Claudius, a man who is no comparison to the kind, gentle, commanding, and loving King Hamlet. Hamlet says he will "hold up a mirror" to her so she can "see what's deep inside [her]" in an effort to force the queen to see the error of her judgment and repent for her soul, a wish his father's ghost asked of Hamlet.
The ghost of King Hamlet appears but only Hamlet can see and hear him, and this makes Gertrude believe that her son has truly gone insane. The ghost reminds Hamlet of his purpose to avenge his death and save his mother's soul from eternal damnation and leaves.
pg. 73: Gertrude says that the ghost was a "figment of [Hamlet's] imagination" and she expresses her concern for his insanity. Hamlet assures his mother that he is as sane as she and that the real issue is her "crime" that jeopardizes her soul. He insists that Gertrude refuse Claudius' advances and deny his bed. (Hamlet Passage Analysis: pp. 73-74 lines 159-200 see below 3/6/19 assignment)
pg. 75: Lastly, Hamlet reminds Gertrude that Claudius is sending him, along with Rosencrantz and Guildenstern, to England but plans to somehow outsmart them all at their own game. He drags Polonius' body out of Gertrude's room to hide it.
Hamlet: Guiding Questions, pp. 75-80
pg. 75-76: Claudius, Rosencrantz and Guildenstern run to Gertrude's chambers having heard the commotion, and Gertrude tells Claudius of Hamlet's murdering Polonius. In an aside, Claudius realizes that Hamlet means business, and he, rather than Polonius, would have been the one murdered had he been there too.
The king then verbalizes to all present, in an effort to cover his true intentions, the difficult situation he is in: he will be blamed by the kingdom of Denmark if he does not control Hamlet's insane behavior. He can no longer protect Hamlet or keep his madness a secret despite his love for his stepson because in doing so the consequences will be grave. pg. 76: Claudius instructs Rosencrantz and Guildenstern to find Hamlet and Polonius's body, as well as advising them that they are accompanying Hamlet to England on "diplomatic business", a ploy to rid himself of Hamlet while still appearing to be a noble and righteous king. Claudius tells Gertrude of his plan to send Hamlet to England for her son's protection, and expresses his frustration as he "must, with all [his] majesty and skill, / Both countenance and excuse", meaning that it will take all Claudius' diplomatic skill to explain and excuse Hamlet's murdering Polonius. He adds that he hopes that Hamlet's evil deed does not ultimately come back to hurt them. pg. 77: Rosencrantz and Guildenstern question Hamlet about the whereabouts of Polonius' body and Hamlet mocks them by calling them "sponges" who soak up the king's approval and rewards but warns them that when Claudius no longer needs them he will "squeeze them dry." pg. 78: In an aside, Claudius realizes he must be careful how he punishes Hamlet because the people of Denmark love the prince and will pay attention to the severity of his punishment rather than the severity of his crime: murdering Polonius. pg. 78-79: Hamlet is brought before Claudius where he reveals where he has hidden Polonius. Claudius tells Hamlet he is sending his stepson there for his own protection. pg. 80: When Claudius is alone he reveals that the revised letter Rosencrantz and Guildenstern are now carrying to the king of England instructs the English king to kill Hamlet upon his arrival. |
Complete 5 questions on Hamlet Passage Analysis
NOTE: Replace Hamlet text page and line numbers on handout; they reflect an old text. Use our text's pp. 68, lines 74-97 AND pp. 73-74, lines 159-200
|
Hamlet: Guiding Questions, pp. 80-89; Ophelia's Flower Speech
pp. 80-82: Prince Fortinbras marches at the head of his army, traveling through Denmark on the way to attack Poland. He orders his captain to go and ask the King of Denmark for permission to travel through his lands. On his way, the captain encounters Hamlet, Rosencrantz, and Guildenstern on their way to the ship bound for England. The captain informs them that the Norwegian army rides to fight the Poles. Hamlet asks about the basis of the conflict, and the man tells him that the armies will fight over “a little patch of land / That hath in it no profit but the name” (IV.iv.81). The thought that a bloody war could be fought over something so insignificant as a small piece of land, Hamlet is astonished that human beings are able to act so violently and purposefully for so little gain. By comparison, Hamlet has a great deal to gain from seeking his own revenge on Claudius, and yet he still fails to act toward his purpose. Disgusted with himself for having failed to gain his revenge on Claudius, Hamlet declares that from this moment on, his thoughts will "be bloody" (IV.v.82).
pp. 83-85: Ophelia's grief over her father's death has driven her insane. Her strange songs are filled with deeper meaning. Shakespeare demonstrates Ophelia’s dependence on the men in her life, but after Polonius’s sudden death and Hamlet’s exile from Denmark, she finds herself abruptly without any of them. Ophelia’s lunatic ravings reveal a great deal about the nature of her mind. Claudius enters and comments on Ophelia’s grief stemming from her father’s death, and that the people have been suspicious and disturbed by the death as well: “muddied, / Thick and unwholesome in their thoughts and whispers / For good Polonius’ death” (IV.v.85). He adds that Laertes, hearing of his father's murder, has secretly sailed back from France.
pp. 85-89: Laertes, storms into the hall with a mob of commoners, driven in his desire to avenge his father’s death. Claudius acknowledges that Polonius is dead while Gertrude nervously adds that Claudius is innocent. Ophelia enters, obviously insane, and Laertes is again enraged. Claudius claims he is not responsible for Polonius’s death and says that Laertes’ desire for revenge is a credit to him, so long as he seeks revenge upon the proper person. Claudius convinces Laertes to hear his version of events, which he says will answer all his questions. Laertes agrees, and Claudius seconds his desire to achieve justice in the aftermath of Polonius’s death: “Where th’ offence is, let the great axe fall” (IV.v.89).
Ophelia's Flower Speech:
"... flowers were incredibly meaningful during Shakespeare’s time and when Ophelia is handing out flowers she isn’t being totally crazy, she is saying something very specific to her audience.
Rosemary and Pansies: Ophelia gives these flowers to Laertes, she even cites them as being for remembrance and thoughts.
Fennel and Columbine: To the King Claudius, Ophelia gives a brave message. Fennel is the symbol for flattery and columbine is considered the flower for “deceived lovers,” a symbol of male adultery and faithlessness.
Rue: Rue is the symbol for bitterness, thought to be the cause of most abortions in that day, and often connected with adultery. Ophelia gives this flower to the Queen Gertrude as well as keeping some for herself.
Daisy: Ophelia picks up and sets down the daisy without giving it to anyone. This is interesting because the daisy is the symbol of innocence and gentleness. Evidently Ophelia thought there was no place for innocence in the Danish court anymore.
Violets: Finally, Ophelia says that she would have brought violets but that they all withered when her father died. This is a fascinating note for Ophelia to leave on because violets are the symbol for faithfulness and fidelity.
There you have it, Ophelia’s monologue is not just a chaotic ramble about flowers, but a very specific set of accusations spoken out of extreme grief."
(excerpted from https://hamletdramaturgy.wordpress.com/2013/02/20/ophelias-flowers/)
pp. 83-85: Ophelia's grief over her father's death has driven her insane. Her strange songs are filled with deeper meaning. Shakespeare demonstrates Ophelia’s dependence on the men in her life, but after Polonius’s sudden death and Hamlet’s exile from Denmark, she finds herself abruptly without any of them. Ophelia’s lunatic ravings reveal a great deal about the nature of her mind. Claudius enters and comments on Ophelia’s grief stemming from her father’s death, and that the people have been suspicious and disturbed by the death as well: “muddied, / Thick and unwholesome in their thoughts and whispers / For good Polonius’ death” (IV.v.85). He adds that Laertes, hearing of his father's murder, has secretly sailed back from France.
pp. 85-89: Laertes, storms into the hall with a mob of commoners, driven in his desire to avenge his father’s death. Claudius acknowledges that Polonius is dead while Gertrude nervously adds that Claudius is innocent. Ophelia enters, obviously insane, and Laertes is again enraged. Claudius claims he is not responsible for Polonius’s death and says that Laertes’ desire for revenge is a credit to him, so long as he seeks revenge upon the proper person. Claudius convinces Laertes to hear his version of events, which he says will answer all his questions. Laertes agrees, and Claudius seconds his desire to achieve justice in the aftermath of Polonius’s death: “Where th’ offence is, let the great axe fall” (IV.v.89).
Ophelia's Flower Speech:
"... flowers were incredibly meaningful during Shakespeare’s time and when Ophelia is handing out flowers she isn’t being totally crazy, she is saying something very specific to her audience.
Rosemary and Pansies: Ophelia gives these flowers to Laertes, she even cites them as being for remembrance and thoughts.
Fennel and Columbine: To the King Claudius, Ophelia gives a brave message. Fennel is the symbol for flattery and columbine is considered the flower for “deceived lovers,” a symbol of male adultery and faithlessness.
Rue: Rue is the symbol for bitterness, thought to be the cause of most abortions in that day, and often connected with adultery. Ophelia gives this flower to the Queen Gertrude as well as keeping some for herself.
Daisy: Ophelia picks up and sets down the daisy without giving it to anyone. This is interesting because the daisy is the symbol of innocence and gentleness. Evidently Ophelia thought there was no place for innocence in the Danish court anymore.
Violets: Finally, Ophelia says that she would have brought violets but that they all withered when her father died. This is a fascinating note for Ophelia to leave on because violets are the symbol for faithfulness and fidelity.
There you have it, Ophelia’s monologue is not just a chaotic ramble about flowers, but a very specific set of accusations spoken out of extreme grief."
(excerpted from https://hamletdramaturgy.wordpress.com/2013/02/20/ophelias-flowers/)
Hamlet's Final Soliloquy; pp. 81-82
3/7/19 (Thursday): Hamlet's final soliloquy; pp. 81-82
|
|
In addition to our viewing and/or reading in class, you should be reviewing Modern Text on your own!
Hamlet: Guiding Questions, pp. 96-112
NOTE:You can skip pp. 96-99 AND 108-111 (discussed Shakespeare's use of humor in both the gravedigger and Osric scenes to provide respite (breather) from tragic intenseness of previous scenes.)
pp. 96-97: Gravedigger discusses with partner the oddity of the woman they are burying being given a Christian burial after apparent suicide, which goes against religious law. He adds that the only reason she is receiving a proper burial is because she is wealthy.
pp. 98-99: Hamlet and Horatio come upon the Gravedigger unaware of who is being buried. Hamlet, again pondering the notion of death, questions Gravedigger's disrespect, singing while digging someone's grave. Hamlet continues man's inevitable end, death, regardless of station or rank, we all meet the same end.
pp. 99-100: Hamlet and the Gravedigger exchange in some wordplay, again for levity and to ease the tension.
pp. 101-102: Ultimately, Hamlet picks up a skull from the recently excavated grave and the Gravedigger tells Hamlet is the skull of the court jester, Yorick. Whereupon, Hamlet holds the skull in his hand and says another of the more famous lines from the play: "Alas, poor Yorick! I knew him, Horatio." Hamlet reminisces about all the fun he had with the court jester when he was a boy, yet adds that he too has come to the same end. He says the same of great figures like Alexander the Great and Julius Caesar.
pp. 102-105: Hamlet and Horatio take cover as the funeral procession enters. Hamlet realizes it is Ophelia who is being buried and he and Laertes almost comes to blows right there at the burial site.
pp. 105-107: To Horatio's shock and disappointment in his king, Hamlet tells Horatio the circumstances of how he returned to Denmark rather than ending up in England as was Claudius' plan. Hamlet reveals that he found Claudius' letter to the king of England requesting from him that he kill Hamlet once he stepped foot on English soil. Hamlet writes a new letter double crossing his Rosencrantz and Guildenstern, demanding that "the ones delivering the letter should be put to death immediately", securing Rosencrantz's and Guildenstern's deaths at the hands of the English king.
pg. 107: Hamlet's justification for taking revenge on Claudius: "He that hath killed my king and whored my mother, / Popped in between th'election and my hopes, / Thrown out his angle for my proper life / (And with such cozenge!) - is 't not perfect conscience / To quit him with this arm?
pp. 108-111: Hamlet is told by Osric, a nobleman and sent as a messenger from the Danish king, that Claudius has wagered a bet that Hamlet can best Laertes in a fencing match; Hamlet accepts.
pg. 112: Great use of foreshadowing when Horatio predicts that Hamlet will lose the match. Hamlet refutes Horatio but does say that he believes he is capable of winning but adds "...wouldst not think how ill all's here about my / heart."
REMEMBER: It is your responsibility to ask questions for clarification during class or schedule extra help for support and hand in your work, EVEN WHEN YOU'RE ABSENT!
pp. 96-97: Gravedigger discusses with partner the oddity of the woman they are burying being given a Christian burial after apparent suicide, which goes against religious law. He adds that the only reason she is receiving a proper burial is because she is wealthy.
pp. 98-99: Hamlet and Horatio come upon the Gravedigger unaware of who is being buried. Hamlet, again pondering the notion of death, questions Gravedigger's disrespect, singing while digging someone's grave. Hamlet continues man's inevitable end, death, regardless of station or rank, we all meet the same end.
pp. 99-100: Hamlet and the Gravedigger exchange in some wordplay, again for levity and to ease the tension.
pp. 101-102: Ultimately, Hamlet picks up a skull from the recently excavated grave and the Gravedigger tells Hamlet is the skull of the court jester, Yorick. Whereupon, Hamlet holds the skull in his hand and says another of the more famous lines from the play: "Alas, poor Yorick! I knew him, Horatio." Hamlet reminisces about all the fun he had with the court jester when he was a boy, yet adds that he too has come to the same end. He says the same of great figures like Alexander the Great and Julius Caesar.
pp. 102-105: Hamlet and Horatio take cover as the funeral procession enters. Hamlet realizes it is Ophelia who is being buried and he and Laertes almost comes to blows right there at the burial site.
pp. 105-107: To Horatio's shock and disappointment in his king, Hamlet tells Horatio the circumstances of how he returned to Denmark rather than ending up in England as was Claudius' plan. Hamlet reveals that he found Claudius' letter to the king of England requesting from him that he kill Hamlet once he stepped foot on English soil. Hamlet writes a new letter double crossing his Rosencrantz and Guildenstern, demanding that "the ones delivering the letter should be put to death immediately", securing Rosencrantz's and Guildenstern's deaths at the hands of the English king.
pg. 107: Hamlet's justification for taking revenge on Claudius: "He that hath killed my king and whored my mother, / Popped in between th'election and my hopes, / Thrown out his angle for my proper life / (And with such cozenge!) - is 't not perfect conscience / To quit him with this arm?
pp. 108-111: Hamlet is told by Osric, a nobleman and sent as a messenger from the Danish king, that Claudius has wagered a bet that Hamlet can best Laertes in a fencing match; Hamlet accepts.
pg. 112: Great use of foreshadowing when Horatio predicts that Hamlet will lose the match. Hamlet refutes Horatio but does say that he believes he is capable of winning but adds "...wouldst not think how ill all's here about my / heart."
REMEMBER: It is your responsibility to ask questions for clarification during class or schedule extra help for support and hand in your work, EVEN WHEN YOU'RE ABSENT!
3/12/19 (Tuesday): Conclude Act V: watch film version of Hamlet, and supplement with Modern Text; covered pp. 112-end
Literary Device: Discussed Laertes as a foil to Hamlet to emphasize shortcomings in Hamlet: Laertes' focus on revenge, resulting in immediate action while Hamlet's focus is on thought (often about death and dying), which leads to his indecisive behavior.
pp. 112-113: Before the fencing match begins, Hamlet shows great honor and apologizes for wronging Laertes, explaining that it was his madness that got the best of him and caused him to insult Laertes; Laertes says that he will not forgive Hamlet until an expert in the finer points of honor, has advised him in the matter. In the meantime, however, he will accept Hamlet’s offer of love.
pg. 113-115: They select their foils (blunted swords used in fencing), and Claudius announces that if Hamlet wins the first or second hit, he will drink to Hamlet’s health, then throw into the cup a valuable gem (actually the poison) and give the wine to Hamlet. During the duel, Hamlet strikes Laertes but declines to drink from the cup, saying that he will play another hit first. He hits Laertes again, and Gertrude rises to drink from the cup. The king tells her not to drink, but she does so anyway. In an aside, Claudius murmurs, “It is the poison’d cup: it is too late” (V.ii.115). Laertes remarks under his breath that to wound Hamlet with the poisoned sword is almost against his conscience. They fight again, however, and Laertes scores a hit against Hamlet, scratching him with the poison foil tip and drawing blood. Scuffling, they manage to exchange swords, and Hamlet wounds Laertes with Laertes’ own poisoned blade.
pg. 116-117: Laertes, poisoned by his own sword, declares, “I am justly kill’d with my own treachery” (V.ii.116). The queen moans that the cup must have been poisoned, calls out to Hamlet, and dies. Laertes tells Hamlet that he, too, has been slain, by his own poisoned sword, and that the king is to blame both for the poison on the sword and for the poison in the cup. Hamlet, in a fury, runs Claudius through with the poisoned sword and forces him to drink down the rest of the poisoned wine. Claudius dies crying out for help. Hamlet tells Horatio that he is dying and exchanges a last forgiveness with Laertes, who dies after absolving Hamlet.
pg. 117-118: The sound of marching echoes through the hall, and a shot rings out nearby. Osric declares that Fortinbras has come in conquest from Poland and now fires a volley to the English ambassadors. Hamlet tells Horatio again that he is dying, and urges his friend not to commit suicide in light of all the tragedies, but instead to stay alive and tell his story. He says that he wishes Fortinbras to be made King of Denmark; then he dies. Fortinbras marches into the room accompanied by the English ambassadors, who announce that Rosencrantz and Guildenstern are dead. Horatio says that he will tell everyone assembled the story that led to the gruesome scene now on display. Fortinbras orders for Hamlet to be carried away like a soldier.
REMEMBER: It is your responsibility to ask questions for clarification during class or schedule extra help for support and hand in your work, EVEN WHEN YOU'RE ABSENT!
Literary Device: Discussed Laertes as a foil to Hamlet to emphasize shortcomings in Hamlet: Laertes' focus on revenge, resulting in immediate action while Hamlet's focus is on thought (often about death and dying), which leads to his indecisive behavior.
pp. 112-113: Before the fencing match begins, Hamlet shows great honor and apologizes for wronging Laertes, explaining that it was his madness that got the best of him and caused him to insult Laertes; Laertes says that he will not forgive Hamlet until an expert in the finer points of honor, has advised him in the matter. In the meantime, however, he will accept Hamlet’s offer of love.
pg. 113-115: They select their foils (blunted swords used in fencing), and Claudius announces that if Hamlet wins the first or second hit, he will drink to Hamlet’s health, then throw into the cup a valuable gem (actually the poison) and give the wine to Hamlet. During the duel, Hamlet strikes Laertes but declines to drink from the cup, saying that he will play another hit first. He hits Laertes again, and Gertrude rises to drink from the cup. The king tells her not to drink, but she does so anyway. In an aside, Claudius murmurs, “It is the poison’d cup: it is too late” (V.ii.115). Laertes remarks under his breath that to wound Hamlet with the poisoned sword is almost against his conscience. They fight again, however, and Laertes scores a hit against Hamlet, scratching him with the poison foil tip and drawing blood. Scuffling, they manage to exchange swords, and Hamlet wounds Laertes with Laertes’ own poisoned blade.
pg. 116-117: Laertes, poisoned by his own sword, declares, “I am justly kill’d with my own treachery” (V.ii.116). The queen moans that the cup must have been poisoned, calls out to Hamlet, and dies. Laertes tells Hamlet that he, too, has been slain, by his own poisoned sword, and that the king is to blame both for the poison on the sword and for the poison in the cup. Hamlet, in a fury, runs Claudius through with the poisoned sword and forces him to drink down the rest of the poisoned wine. Claudius dies crying out for help. Hamlet tells Horatio that he is dying and exchanges a last forgiveness with Laertes, who dies after absolving Hamlet.
pg. 117-118: The sound of marching echoes through the hall, and a shot rings out nearby. Osric declares that Fortinbras has come in conquest from Poland and now fires a volley to the English ambassadors. Hamlet tells Horatio again that he is dying, and urges his friend not to commit suicide in light of all the tragedies, but instead to stay alive and tell his story. He says that he wishes Fortinbras to be made King of Denmark; then he dies. Fortinbras marches into the room accompanied by the English ambassadors, who announce that Rosencrantz and Guildenstern are dead. Horatio says that he will tell everyone assembled the story that led to the gruesome scene now on display. Fortinbras orders for Hamlet to be carried away like a soldier.
REMEMBER: It is your responsibility to ask questions for clarification during class or schedule extra help for support and hand in your work, EVEN WHEN YOU'RE ABSENT!
Hamlet Important Themes and Notes
This handout provides an overview of some of the more important themes, as well as some notes regarding Shakespeare's Hamlet.
|
|
IMPORTANT! PLEASE READ:
|
Research Paper: VRC 4 Sources
Source Logs / gathering research from Virtual Reference Collection (VRC)
IMPORTANT: You need a total of FOUR SOURCES / NOTE: Preference is that THREE (3) OF YOUR SOURCE are from the VRC.
THREE (3) SOURCES** from the VRC on your TOPIC with at least ONE PIECE OF EVIDENCE from EACH SOURCE, plus
TWO (2) PIECES OF EVIDENCE (in the form of dialogue OR soliloquy quotations) from your LITERARY WORK SOURCE (All My Sons OR Hamlet).
**THREE SOURCES can be ANY COMBINATION of SOURCES (NOTE - You MUST get permission from Carota for website source.):
For example,
(3) from VRC OR
(1) website (approved by Carota) and (2)VRC, OR
(1) reference book (hard copy encyclopedia, etc.) (1) VRC, and (1) website
As long as you have a minimum of THREE SOURCES plus LITERARY WORK (book citation source log), you are good!
The ONLY exception is that you cannot have three websites.
Research Paper Time Management Tips:
Print articles while in Library, as it is EXTREMELY HELPFUL to work with hard copies. You can also email them to yourself or upload them to Google Drive if you have a gmail account)
For VRC sources, copy and paste article MLA citations into Word doc; once you have all 4 sources, you can easily format your Works Cited. (Remember that we are working with MLA 8th edition, so you will often have to reformat the citations.)
IMPORTANT: You need a total of FOUR SOURCES / NOTE: Preference is that THREE (3) OF YOUR SOURCE are from the VRC.
THREE (3) SOURCES** from the VRC on your TOPIC with at least ONE PIECE OF EVIDENCE from EACH SOURCE, plus
TWO (2) PIECES OF EVIDENCE (in the form of dialogue OR soliloquy quotations) from your LITERARY WORK SOURCE (All My Sons OR Hamlet).
**THREE SOURCES can be ANY COMBINATION of SOURCES (NOTE - You MUST get permission from Carota for website source.):
For example,
(3) from VRC OR
(1) website (approved by Carota) and (2)VRC, OR
(1) reference book (hard copy encyclopedia, etc.) (1) VRC, and (1) website
As long as you have a minimum of THREE SOURCES plus LITERARY WORK (book citation source log), you are good!
The ONLY exception is that you cannot have three websites.
Research Paper Time Management Tips:
Print articles while in Library, as it is EXTREMELY HELPFUL to work with hard copies. You can also email them to yourself or upload them to Google Drive if you have a gmail account)
For VRC sources, copy and paste article MLA citations into Word doc; once you have all 4 sources, you can easily format your Works Cited. (Remember that we are working with MLA 8th edition, so you will often have to reformat the citations.)
3/19/19: Continued searching and gathering research material from the Virtual Reference Collection (VRC). At this point you should have at least TWO ARTICLES. We are ONLY doing this for a few days, so you MUST STAY FOCUSED.
NEXT DUE DATES: Thurs., 3/21/19: (4) Source Logs (evidence from articles and literary work) AND Fri., 3/22/19: Thesis Organizer #s 3-5.
If you have not done already, you should look at PowerPoint and student sample research paper AND outline from Fri., 3/15/19.
These resources will help guide you with the paper requirements You SHOULD READ THIS SAMPLE PAPER; it provides a great example of a well-organized research paper and outline.
NEXT DUE DATES: Thurs., 3/21/19: (4) Source Logs (evidence from articles and literary work) AND Fri., 3/22/19: Thesis Organizer #s 3-5.
If you have not done already, you should look at PowerPoint and student sample research paper AND outline from Fri., 3/15/19.
These resources will help guide you with the paper requirements You SHOULD READ THIS SAMPLE PAPER; it provides a great example of a well-organized research paper and outline.
3/20/19: Continued searching and gathering research material from the Virtual Reference Collection (VRC). At this point you should have at least THREE ARTICLES. We are ONLY doing this for a few days, so you MUST STAY FOCUSED.
NEXT DUE DATES: TOMORROW, Thurs., 3/21/19: (4) Source Logs WITH Notes (evidence from articles and literary work) AND Fri., 3/22/19: Thesis Organizer #s 3-5.
If you have not done already, you should look at PowerPoint and student sample research paper AND outline from Fri., 3/15/19.
These resources will help guide you with the paper requirements You SHOULD READ THIS SAMPLE PAPER; it provides a great example of a well-organized research paper and outline.
3/21/19: Continued searching and gathering research material from the Virtual Reference Collection (VRC). At this point you should have at least THREE ARTICLES. We are ONLY doing this for a few days, so you MUST STAY FOCUSED.
NEXT DUE DATES: TOMORROW, Fri., 3/22/19: Thesis Organizer #s 3-5.
NEXT DUE DATES: TOMORROW, Thurs., 3/21/19: (4) Source Logs WITH Notes (evidence from articles and literary work) AND Fri., 3/22/19: Thesis Organizer #s 3-5.
If you have not done already, you should look at PowerPoint and student sample research paper AND outline from Fri., 3/15/19.
These resources will help guide you with the paper requirements You SHOULD READ THIS SAMPLE PAPER; it provides a great example of a well-organized research paper and outline.
3/21/19: Continued searching and gathering research material from the Virtual Reference Collection (VRC). At this point you should have at least THREE ARTICLES. We are ONLY doing this for a few days, so you MUST STAY FOCUSED.
NEXT DUE DATES: TOMORROW, Fri., 3/22/19: Thesis Organizer #s 3-5.
3/22/19: Conclude searching and gathering research material from the Virtual Reference Collection (VRC). At this point you should have at least THREE ARTICLES and LITERARY WORK EVIDENCE. Carota checked Thesis Organizer #s 3-5.
If you are ABSENT, it is YOUR RESPONSIBILITY to SHOW ME work you have missed. Remember: Without EVERY COMPONENT of RESEARCH PAPER, I WILL NOT ACCEPT your PAPER.
NEXT DUE DATES: TOMORROW, WED., 3/27/19: Turnitin.com registration!
If you have not done already, you should look at PowerPoint and student sample research paper AND outline from Fri., 3/15/19. You SHOULD READ THIS SAMPLE PAPER; it provides a great example of a well-organized research paper and outline.
The below resources will help guide you with research paper requirements: thesis statement writing, Works Cited, and parenthetical (in-text) citations.
If you are ABSENT, it is YOUR RESPONSIBILITY to SHOW ME work you have missed. Remember: Without EVERY COMPONENT of RESEARCH PAPER, I WILL NOT ACCEPT your PAPER.
NEXT DUE DATES: TOMORROW, WED., 3/27/19: Turnitin.com registration!
If you have not done already, you should look at PowerPoint and student sample research paper AND outline from Fri., 3/15/19. You SHOULD READ THIS SAMPLE PAPER; it provides a great example of a well-organized research paper and outline.
The below resources will help guide you with research paper requirements: thesis statement writing, Works Cited, and parenthetical (in-text) citations.
Week of 3/25/19 - Research Paper Organizer & Rough Draft
3/25/19: REMEMBER: If you are ABSENT, it is YOUR RESPONSIBILITY to SHOW ME work you have missed; without EVERY COMPONENT of RESEARCH PAPER, I WILL NOT ACCEPT your PAPER.
**
Original Passage:
"The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity."
Excerpted from "Captain Cousteau," Audubon (May 1990) page 17.
Acceptable Paraphrase:
According to Jacques Cousteau, the activity of people in Antarctica is jeopardizing a delicate natural mechanism that controls the earth's climate. He fears that human activity could interfere with the balance between the sun, the source of the earth's heat, and the important source of cold from Antarctic waters that flow north and cool the oceans and atmosphere ("Captain Cousteau" 17).
3/26/19 - 3/29/19: Typing rough drafts, using resources in your English 12 Research Paper Student Packet, as well as resources below as guidelines.
REMEMBER: If you are ABSENT, it is YOUR RESPONSIBILITY to SHOW ME work you have missed; without EVERY COMPONENT of RESEARCH PAPER, I WILL NOT ACCEPT your PAPER.
NEXT DUE DATES:
Mon., 4/1/19 Outline (typed in MLA 8 format)
Tues., 4/2/19 Works Cited (MUST hand in typed copy following strict MLA 8 guidelines)
Wed., 4/3/19 Rough Draft uploaded to Turnitin (REMEMBER: 25% or lower; you can resubmit as many times as you like to lower % BEFORE submitting final paper, BUT you must have me delete from Turnitin for each submission)
Fri., 4/5/19 Final Copy uploaded to Turnitin AND hard copy w/Works Cited, outline, AND rubric (pg. 36 of Student Packet)
(REMEMBER: 25% or lower)
- Do Now: Try to paraphrase (put in your own words) quotation below, using proper in-text (a.k.a. parenthetical citation citation: (see below**)
- Discuss Turnitin.com registration - DUE Wed., 3/27/19
- Begin typing rough draft; be sure to check out MLA 8 formatting video below for helpful tips and pointers.
- REMEMBER: If you require assistance with your paper, I am available for extra help. :)
**
Original Passage:
"The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity."
Excerpted from "Captain Cousteau," Audubon (May 1990) page 17.
Acceptable Paraphrase:
According to Jacques Cousteau, the activity of people in Antarctica is jeopardizing a delicate natural mechanism that controls the earth's climate. He fears that human activity could interfere with the balance between the sun, the source of the earth's heat, and the important source of cold from Antarctic waters that flow north and cool the oceans and atmosphere ("Captain Cousteau" 17).
3/26/19 - 3/29/19: Typing rough drafts, using resources in your English 12 Research Paper Student Packet, as well as resources below as guidelines.
REMEMBER: If you are ABSENT, it is YOUR RESPONSIBILITY to SHOW ME work you have missed; without EVERY COMPONENT of RESEARCH PAPER, I WILL NOT ACCEPT your PAPER.
NEXT DUE DATES:
Mon., 4/1/19 Outline (typed in MLA 8 format)
Tues., 4/2/19 Works Cited (MUST hand in typed copy following strict MLA 8 guidelines)
Wed., 4/3/19 Rough Draft uploaded to Turnitin (REMEMBER: 25% or lower; you can resubmit as many times as you like to lower % BEFORE submitting final paper, BUT you must have me delete from Turnitin for each submission)
Fri., 4/5/19 Final Copy uploaded to Turnitin AND hard copy w/Works Cited, outline, AND rubric (pg. 36 of Student Packet)
(REMEMBER: 25% or lower)
Research Paper MLA 8 Format Video
This helpful video on MLA 8 formatting from Germanna Community College will get you started on the basics:
|
|
Research Paper Quoting vs. Paraphrasing Video
This helpful video offers helpful tips on direct quoting vs. paraphrasing.
Research Paper: Quoting vs. Paraphrasing Video and Helpful Handouts
This video and these handouts offer helpful tips on paraphrasing.
|
|
Research Paper Citation Tips: When Not to Cite and for Literary Work
When a citation is not needed:
Common sense and ethics should determine your need for documenting sources. You do not need to give sources for familiar proverbs, well-known quotations or common knowledge. Remember that citing sources is a rhetorical task, and, as such, can vary based on your audience. If you're writing for an expert audience of a scholarly journal, for example, you may need to deal with expectations of what constitutes "common knowledge" that differ from common norms.
Common sense and ethics should determine your need for documenting sources. You do not need to give sources for familiar proverbs, well-known quotations or common knowledge. Remember that citing sources is a rhetorical task, and, as such, can vary based on your audience. If you're writing for an expert audience of a scholarly journal, for example, you may need to deal with expectations of what constitutes "common knowledge" that differ from common norms.
Citing plays, or screenplays, or transcripts: below are guidelines for quoting both Hamlet or All My Sons when one character speaks AND when two or more characters speak; the GUIDELINES ARE DIFFERENT, according to MLA 8, so pay attention to detail.
Speech or dialogue between two or more characters:
Basics:
Sources that take the form of a dialog involving two or more participants have special guidelines for their quotation and citation.
Here is an example from Eugene O'Neill's The Iceman Cometh.
Alcohol makes an early appearance in O'Neill's play. In the very first scene, O'Neill's characters treat alcohol as a panacea for their ills:
WILLIE. (Pleadingly) Give me a drink, Rocky. Harry said it was all right. God, I need a drink.
ROCKY. Den grab it. It's right under your nose.
WILLIE. (Avidly) Thanks. (He takes the bottle with both twitching hands and tilts it to his lips and gulps down the whiskey in big swallows.) (O'Neill.2.1.34).
NOTE:
(Miller.2.1.34) REPRESENTS the cited quotation appears in Act 2, scene 1, pg. 34.
Works Cited citation (in Times New Roman, 12-point font):
Miller, Arthur. “All My Sons.” Six Great Modern Plays. Dell Pub. Co., 1956.
Speech for ONE character:
Basics:
When quoting ONE character's speech, follow the these guidelines:
Use quotation marks when you are QUOTING ONE CHARACTER and the passage is three lines or less, as shown in this sample BELOW using Henrik Ibsen’s A Doll House :
Example:
Nora makes a fruitless attempt to reassure Torvald before she leaves when she says, “I’ve heard that when a wife deserts a husband’s house just as I’m doing, then the law frees him from all responsibility. In any case, I’m freeing you from responsibility. …There has to be absolute freedom for us both” (Ibsen.1.3.442-445).
Speech or dialogue between two or more characters:
Basics:
Sources that take the form of a dialog involving two or more participants have special guidelines for their quotation and citation.
- Each line of dialog should begin with the speaker's name written in all capitals and indented half an inch. A period follows the name (e.g., JAMES.). After the period, write the dialog.
- When another person begins speaking, start a new line with that person's name indented only half an inch.
- Repeat this pattern each time the speaker changes.
- You can include stage directions in the quote if they appear in the original source.
- Conclude with a parenthetical that explains where to find the excerpt in the source. Usually, the author and title of the source can be given in a signal phrase before quoting the excerpt, so the concluding parenthetical will often just contain location information like page numbers or act/scene indicators.
Here is an example from Eugene O'Neill's The Iceman Cometh.
Alcohol makes an early appearance in O'Neill's play. In the very first scene, O'Neill's characters treat alcohol as a panacea for their ills:
WILLIE. (Pleadingly) Give me a drink, Rocky. Harry said it was all right. God, I need a drink.
ROCKY. Den grab it. It's right under your nose.
WILLIE. (Avidly) Thanks. (He takes the bottle with both twitching hands and tilts it to his lips and gulps down the whiskey in big swallows.) (O'Neill.2.1.34).
NOTE:
(Miller.2.1.34) REPRESENTS the cited quotation appears in Act 2, scene 1, pg. 34.
Works Cited citation (in Times New Roman, 12-point font):
Miller, Arthur. “All My Sons.” Six Great Modern Plays. Dell Pub. Co., 1956.
Speech for ONE character:
Basics:
When quoting ONE character's speech, follow the these guidelines:
Use quotation marks when you are QUOTING ONE CHARACTER and the passage is three lines or less, as shown in this sample BELOW using Henrik Ibsen’s A Doll House :
Example:
Nora makes a fruitless attempt to reassure Torvald before she leaves when she says, “I’ve heard that when a wife deserts a husband’s house just as I’m doing, then the law frees him from all responsibility. In any case, I’m freeing you from responsibility. …There has to be absolute freedom for us both” (Ibsen.1.3.442-445).
Week of 4/1/19 - Research Paper
4/1/19: Outline due today
Continue typing rough drafts, using resources in your English 12 Research Paper Student Packet, as well as resources on class website for guidelines.
REMEMBER: If you are ABSENT, it is YOUR RESPONSIBILITY to SHOW ME work you have missed.
Also, without EVERY COMPONENT of RESEARCH PAPER, I WILL NOT ACCEPT your PAPER.
NEXT DUE DATES:
Tues., 4/2/19 Works Cited (MUST hand in typed copy following strict MLA 8 guidelines)
Wed., 4/3/19 Rough Draft uploaded WITH Works Cited to Turnitin
(REMEMBER: 25% or lower; you can resubmit as many times as you like to lower % BEFORE submitting final paper, BUT you must have me delete from Turnitin for each submission)
Fri., 4/5/19 Final Copy WITH Works Cited uploaded to Turnitin PLUS hard copy of final paper WITH Works Cited, outline, AND rubric (pg. 36 of Student Packet)
(REMEMBER: 25% or lower)
Continue typing rough drafts, using resources in your English 12 Research Paper Student Packet, as well as resources on class website for guidelines.
REMEMBER: If you are ABSENT, it is YOUR RESPONSIBILITY to SHOW ME work you have missed.
Also, without EVERY COMPONENT of RESEARCH PAPER, I WILL NOT ACCEPT your PAPER.
NEXT DUE DATES:
Tues., 4/2/19 Works Cited (MUST hand in typed copy following strict MLA 8 guidelines)
Wed., 4/3/19 Rough Draft uploaded WITH Works Cited to Turnitin
(REMEMBER: 25% or lower; you can resubmit as many times as you like to lower % BEFORE submitting final paper, BUT you must have me delete from Turnitin for each submission)
Fri., 4/5/19 Final Copy WITH Works Cited uploaded to Turnitin PLUS hard copy of final paper WITH Works Cited, outline, AND rubric (pg. 36 of Student Packet)
(REMEMBER: 25% or lower)
4/2/19: Works Cited due today
Continue typing rough drafts, using resources in your English 12 Research Paper Student Packet, as well as resources on class website for guidelines.
REMEMBER: If you are ABSENT, it is YOUR RESPONSIBILITY to SHOW ME work you have missed.
Also, without EVERY COMPONENT of RESEARCH PAPER, I WILL NOT ACCEPT your PAPER.
NEXT DUE DATES:
Wed., 4/3/19 Rough Draft ONLY uploaded to Turnitin
(REMEMBER: 25% or lower; you can resubmit as many times as you like to lower % BEFORE submitting final paper, BUT you must have me delete from Turnitin for each submission)
Fri., 4/5/19 Final Copy ONLY uploaded to Turnitin PLUS hard copy of final paper WITH outline, Works Cited, AND rubric (pg. 36 of Student Packet)
(REMEMBER: 25% or lower)
Continue typing rough drafts, using resources in your English 12 Research Paper Student Packet, as well as resources on class website for guidelines.
REMEMBER: If you are ABSENT, it is YOUR RESPONSIBILITY to SHOW ME work you have missed.
Also, without EVERY COMPONENT of RESEARCH PAPER, I WILL NOT ACCEPT your PAPER.
NEXT DUE DATES:
Wed., 4/3/19 Rough Draft ONLY uploaded to Turnitin
(REMEMBER: 25% or lower; you can resubmit as many times as you like to lower % BEFORE submitting final paper, BUT you must have me delete from Turnitin for each submission)
Fri., 4/5/19 Final Copy ONLY uploaded to Turnitin PLUS hard copy of final paper WITH outline, Works Cited, AND rubric (pg. 36 of Student Packet)
(REMEMBER: 25% or lower)
4/3/19: Rough draft ONLY WITHOUT Works Cited uploaded to Turnitin today.
Continue typing rough drafts, using resources in your English 12 Research Paper Student Packet, as well as resources on class website for guidelines.
REMEMBER: If you are ABSENT, it is YOUR RESPONSIBILITY to SHOW ME work you have missed.
Also, without EVERY COMPONENT of RESEARCH PAPER, I WILL NOT ACCEPT your PAPER.
NEXT DUE DATES:
Fri., 4/5/19 Final Copy ONLY uploaded to Turnitin PLUS hard copy of final paper WITH outline, Works Cited, AND rubric (pg. 36 of Student Packet)
(REMEMBER: 25% or lower)
Continue typing rough drafts, using resources in your English 12 Research Paper Student Packet, as well as resources on class website for guidelines.
REMEMBER: If you are ABSENT, it is YOUR RESPONSIBILITY to SHOW ME work you have missed.
Also, without EVERY COMPONENT of RESEARCH PAPER, I WILL NOT ACCEPT your PAPER.
NEXT DUE DATES:
Fri., 4/5/19 Final Copy ONLY uploaded to Turnitin PLUS hard copy of final paper WITH outline, Works Cited, AND rubric (pg. 36 of Student Packet)
(REMEMBER: 25% or lower)
4/5/19: final copy ONLY WITHOUT Works Cited uploaded to Turnitin today.
RESEARCH PAPER GUIDELINES
Final copy DUE Friday, April 5, 2019 WITHOUT PENALTY
Every day AFTER Friday, 4/5/19 is a 5-point deduction (25-point maximum)
NO PAPERS ACCEPTED AFTER APRIL 12, 2019; and ALL COMPONENTS MUST be completed!
Upload final paper ONLY WITHOUT Works Cited to Turnitin.com
Hand to Carota HARDCOPY with ONE STAPLE in the upper LEFT-HAND corner, IN THE FOLLOWING ORDER:
Outline handed in separately, also stapled. J
Checklist (pg. 4 of Student Packet)
RESEARCH PAPER GUIDELINES
Final copy DUE Friday, April 5, 2019 WITHOUT PENALTY
Every day AFTER Friday, 4/5/19 is a 5-point deduction (25-point maximum)
NO PAPERS ACCEPTED AFTER APRIL 12, 2019; and ALL COMPONENTS MUST be completed!
Upload final paper ONLY WITHOUT Works Cited to Turnitin.com
Hand to Carota HARDCOPY with ONE STAPLE in the upper LEFT-HAND corner, IN THE FOLLOWING ORDER:
- Final paper
- Works Cited
- Rubric WITH first name, last name, period (pg. 36 in Student Packet)
Outline handed in separately, also stapled. J
Checklist (pg. 4 of Student Packet)
Week of 4/8/19 - Hamlet Wrap-Up & The Kite Runner
4/8/19-4/11/19:
Obj: I can synthesize Hamlet’s character and/or theme as evidenced by Instagram template rough draft. I can present background information on tribes of Afghanistan as evidenced by group slideshow presentation. Today you were given two assignments that you will work on in the Computer Lab, Room 223, beginning tomorrow, Tues., 4/6/18 through Thurs., 4/11/19.
NOTE: You will be given time in computer lab to plan/work on your Instagram, so plan accordingly. I have magazines, glue sticks, construction paper, scissors, colored pencils, and crayons if you to wish to go that route. If but you must arrange to get from me. NO RESEARCH PAPERS ACCEPTED AFTER FRIDAY, APRIL 12, 2019; and ALL COMPONENTS MUST be completed! See Research Paper Guidelines from 4/5/19 for important information on specifics. |
Complete ONE Instagram post (see rubric below for specific guidelines) Remember: PAY ATTENTION to DETAIL! (Do NOT write name on front of Instagram post but ON BACK of it.)
Print your Instagram using a color printer, either at the Library or from home. Remember part of your grade has to do with aesthetics.
Sample Instagram post
The Kite Runner Companion Packet: use pp. 4-6, as well as time in Computer Lab tomorrow to complete Tribes of Afghanistan group project slideshow oral presentation.
|
4/11/19: Obj: I can present background information on tribes of Afghanistan as evidenced by group slideshow presentation.
Tribes of Afghanistan group project: Slideshows presentations (quiz grade) begin Fri., April 12th: Your groups' slideshow should be visually stimulating and informative. It should include both information from pp. 4-6 of The Kite Runner Companion Packet and information you have gathered while in the computer lab. It should be creative and engaging. Each member MUST present information.
See Research Paper Guidelines from 4/5/19 for important information on specifics.
Tribes of Afghanistan group project: Slideshows presentations (quiz grade) begin Fri., April 12th: Your groups' slideshow should be visually stimulating and informative. It should include both information from pp. 4-6 of The Kite Runner Companion Packet and information you have gathered while in the computer lab. It should be creative and engaging. Each member MUST present information.
- Instagram project: Due Mon., April 15th
See Research Paper Guidelines from 4/5/19 for important information on specifics.
4/12/19: Obj: I can present background information on tribes of Afghanistan as evidenced by group slideshow presentation.
Tribes of Afghanistan group project: Slideshows presentations (quiz grade): See above for details. Each member MUST present information.
if were absent any day during preparation and/or presentation you WILL LOSE points and will either present alone or take a zero.
Instagram project: Due Mon., April 15th: WRITE NAME on BACK of Hamlet Instagram AND on rubric (first name, last name, Period) and place in “Put In” bin
Tribes of Afghanistan group project: Slideshows presentations (quiz grade): See above for details. Each member MUST present information.
if were absent any day during preparation and/or presentation you WILL LOSE points and will either present alone or take a zero.
Instagram project: Due Mon., April 15th: WRITE NAME on BACK of Hamlet Instagram AND on rubric (first name, last name, Period) and place in “Put In” bin
Week of 4/15/19: Afghan Tribes Presentations / The Kite Runner
4/15/19: Obj: I can present background information on tribes of Afghanistan as evidenced by group slideshow presentation.
Tribes of Afghanistan group project: Slideshows presentations (quiz grade): See above (4/8/19) for details. Each member MUST present information.
if were absent any day during preparation and/or presentation you WILL LOSE points and will either present alone during extra help or take a zero.
Tribes of Afghanistan group project: Slideshows presentations (quiz grade): See above (4/8/19) for details. Each member MUST present information.
if were absent any day during preparation and/or presentation you WILL LOSE points and will either present alone during extra help or take a zero.
- Instagram project was due today.
4/16/19: Obj: I can demonstrate knowledge on Afghan tribes as evidenced by Socratic seminar and short responses.
First, view the video on Socratic seminar and review the paperwork to the left. This quarter you should anticipate Socratic seminar as part of our exploration of The Kite Runner. Second, using pages 4-6 of The Kite Runner Companion Packet, as well as information gleaned from our Afghan Tribes presentations, complete the short responses post survey handout. |
First, navigate to Socratic Seminar video using the url below:
video url: https://www.teachingchannel.org/video/bring-socratic-seminars-to-the-classroom
|
4/17/19: Guest speaker today! Have an enjoyable and restful break. Upon our return, we will jump into The Kite Runner and our Socratic seminars.
Week of 4/29/19: The Kite Runner
4/29/19: Obj: I can demonstrate knowledge on Afghanistan as evidenced by Socratic seminar discussion and completed handouts.
First, read and annotate pg. 3 of The Kite Runner Companion Packet. Next, review the video on Socratic seminar by following the link on the right. Then, review the Socratic seminar materials paperwork to the right. This quarter you should anticipate regular Socratic seminar as part of our exploration of The Kite Runner. HW: Complete Socratic Seminar handouts for collection tomorrow: Summary Sheet, Observation Checklist, AND Self- Reflection. I WON’T ACCEPT ANY LATE WORK after this Friday, May 3rd! |
Socratic Seminar Video: Navigate to this link to view the video.
https://www.teachingchannel.org/video/bring-socratic-seminars-to-the-classroom
|
4/30/19:
Obj: I can develop a deeper understanding of a non-fiction piece as evidenced by annotated article and completed questions. Consider: What does the word redemption or the phrase “to redeem oneself” mean? Take Away: to redeem oneself is to make up for a past mistake; to right a wrong; this genuine act of redemption, typically effective through action rather than through words, leads to forgiveness, salvation, and/or deliverance. First, view the video below. Then read and thoroughly annotate the article. Lastly, answer the five attached questions. Be sure to use specific text evidence in your response. REMEMBER: Annotating should be done as a "conversation with the text", responding as though the article's words were being spoken by a person. In other words, how would you respond to the piece if it were talking to you. You would, of course, ask questions of it, seek clarification from it, and make comments to it. These become your annotations. |
|
5/1/19: First, click each of the video links below:
Kite Fighting Video #1 Kite Fighting Video #2 Then, read and thoroughly annotate the article. Finally, answer the ten questions in preparation for Socratic seminar TOMORROW, 5/2/19, EVEN IF YOU WERE ABSENT TODAY! NOTE: TEN QUESTIONS due tomorrow in preparation for Socratic seminar, 5/2/19; if you were OUTER CIRCLE becomes INNER CIRCLE. EVEN IF YOU WERE ABSENT TODAY! |
|
5/2/19: Socratic seminar, focusing on the above NY Times article entitled "For Afghan men and boys, kite flying is a way of life".
Collected the following:
Absent today? On the DAY you return to class (otherwise, it's a ZERO) YOU MUST GIVE ME 10 article questions AND Socratic Seminar Summary Sheet for article “For Afghan men and boys…”
Collected the following:
- Inner Circle Participants: Socratic Seminar Summary Sheet (see 4/29/19 for Socratic seminar materials)
- Outer Circle Participants: Socratic Seminar Observation Checklist (see 4/29/19 for Socratic seminar materials)
- Inner & Outer Participants: Ten article question responses for "For Afghan men and boys, kite flying is a way of life"*
Absent today? On the DAY you return to class (otherwise, it's a ZERO) YOU MUST GIVE ME 10 article questions AND Socratic Seminar Summary Sheet for article “For Afghan men and boys…”
For Quarter 4, this serves as a gentle reminder that YOU are RESPONSIBLE for the WORK, EVEN WHEN YOU'RE ABSENT, and it is expected that you BRING IN ASSIGNMENTS the DAY YOU RETURN to CLASS. Otherwise, it IS A ZERO.
You should ask questions in class OR via Remind 101 for clarification.
You should ask questions in class OR via Remind 101 for clarification.
5/3/19: Complete pg. 11 of The Kite Runner Companion Packet.
- Review and periodically check back to Timeline on pp. 12-13 of The Kite Runner Companion Packet (This will give you a basic understanding of historical context.)
- Read Chapter 1 of The Kite Runner
- Discussed Chapter 1: made predictions; pointed out literary devices and initial characterization for narrator and Hassan.
The Kite Runner Important Terms
These terms are list of Afghani words and phrases and their definitions for The Kite Runner. They will help in your understanding of the people, their language, and their culture.
|
|
Week of 5/6/19: The Kite Runner
5/6/19: Do Now: Independent Reading Chapters 2 & 3 of The Kite Runner (MUST finish by tomorrow.) EVEN IF YOU'RE ABSENT!
Anticipate tests after every few chapters. (Absent today? You can listen to Chapters 2 & 3 audio of The Kite Runner on youtube until you sign out classroom copy of novel. :)) We will also gather for Socratic seminars where you can use Close Reading Organizers & Quote Analysis, Post-Its, and/or any other questions or observations you have while reading. As you read, you MUST complete Study Guide Questions AND Close Reading Organizers & Quote Analysis Packet Suggestion: You should use Post-Its to track characters and possible themes you see emerging… HW: Complete Chapters 2 & 3 complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis |
First, circle any and all themes you believe connect to quotation. Then, choose ONE of your themes and complete quotation analysis as it connects to your chosen theme.
Study guide responses and Close Reading packet make great material for Socratic seminars! Be sure you stay on top of the work - EVEN when you're absent!
|
5/7/19: Do Now: Independent Reading Chapters 4 & 5 of The Kite Runner (MUST finish by tomorrow.) EVEN IF YOU'RE ABSENT!
Anticipate FIRST TEST after Chapter 7.
(Absent today? You can listen to Chapters 4 & 5 audio of The Kite Runner on youtube until you sign out classroom copy of novel. :))
We will also gather for Socratic seminars where you can use Close Reading Organizers & Quote Analysis, Post-Its, and/or any other questions or observations you have while reading.
As you read, you MUST complete Study Guide Questions AND Close Reading Organizers & Quote Analysis Packet
Suggestion: You should use Post-Its to track characters and possible themes you see emerging…
HW: Complete Chapters 4 & 5 complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis 5/7/19: Do
5/8/19: Do Now: Independent Reading Chapter 6 of The Kite Runner (MUST finish by tomorrow.) EVEN IF YOU'RE ABSENT!
Anticipate FIRST TEST after Chapter 7.
(Absent today? You can listen to Chapter 6 audio of The Kite Runner on youtube until you sign out classroom copy of novel. :))
HW: Complete Chapters 4 & 5 complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis
5/9/19: Do Now: Listened to audio version of Chapter 7 of The Kite Runner (MUST finish by tomorrow.) EVEN IF YOU'RE ABSENT!
Anticipate FIRST TEST after Chapter 7.
Link to Chapter 7 audio: https://www.youtube.com/watch?v=EHZLEGYQMsw
HW: Complete Chapter 7 complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis; Socratic seminar tomorrow, Fri., 5/9/19; Chapters 1-7 test Mon., 5/13/19.
5/8/19: Do Now: Independent Reading Chapter 6 of The Kite Runner (MUST finish by tomorrow.) EVEN IF YOU'RE ABSENT!
Anticipate FIRST TEST after Chapter 7.
(Absent today? You can listen to Chapter 6 audio of The Kite Runner on youtube until you sign out classroom copy of novel. :))
HW: Complete Chapters 4 & 5 complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis
5/10/19: Discussed Chapter 7 of The Kite Runner via Socratic Seminar
HW: Chapters 1-7 test Mon., 5/13/19; Be sure you look at BLUE KITE SYMBOLISM CHART below as YOU WILL BE ASKED to discuss both positive AND negative literary elements for Amir AND Hassan in test short response.
HEADS UP: I will collect Close Reading Organizers & Quote Analysis early next week.
Anticipate FIRST TEST after Chapter 7.
(Absent today? You can listen to Chapters 4 & 5 audio of The Kite Runner on youtube until you sign out classroom copy of novel. :))
We will also gather for Socratic seminars where you can use Close Reading Organizers & Quote Analysis, Post-Its, and/or any other questions or observations you have while reading.
As you read, you MUST complete Study Guide Questions AND Close Reading Organizers & Quote Analysis Packet
Suggestion: You should use Post-Its to track characters and possible themes you see emerging…
HW: Complete Chapters 4 & 5 complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis 5/7/19: Do
5/8/19: Do Now: Independent Reading Chapter 6 of The Kite Runner (MUST finish by tomorrow.) EVEN IF YOU'RE ABSENT!
Anticipate FIRST TEST after Chapter 7.
(Absent today? You can listen to Chapter 6 audio of The Kite Runner on youtube until you sign out classroom copy of novel. :))
HW: Complete Chapters 4 & 5 complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis
5/9/19: Do Now: Listened to audio version of Chapter 7 of The Kite Runner (MUST finish by tomorrow.) EVEN IF YOU'RE ABSENT!
Anticipate FIRST TEST after Chapter 7.
Link to Chapter 7 audio: https://www.youtube.com/watch?v=EHZLEGYQMsw
HW: Complete Chapter 7 complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis; Socratic seminar tomorrow, Fri., 5/9/19; Chapters 1-7 test Mon., 5/13/19.
5/8/19: Do Now: Independent Reading Chapter 6 of The Kite Runner (MUST finish by tomorrow.) EVEN IF YOU'RE ABSENT!
Anticipate FIRST TEST after Chapter 7.
(Absent today? You can listen to Chapter 6 audio of The Kite Runner on youtube until you sign out classroom copy of novel. :))
HW: Complete Chapters 4 & 5 complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis
5/10/19: Discussed Chapter 7 of The Kite Runner via Socratic Seminar
HW: Chapters 1-7 test Mon., 5/13/19; Be sure you look at BLUE KITE SYMBOLISM CHART below as YOU WILL BE ASKED to discuss both positive AND negative literary elements for Amir AND Hassan in test short response.
HEADS UP: I will collect Close Reading Organizers & Quote Analysis early next week.
Blue Kite Symbolism Chart
Amir
literal: trophy, victory success figurative (positive): Baba's approval "the key to Baba's heart" redemption (Amir's mother died giving birth to him) figurative (negative): guilt over Amir's betrayal of his friend Hassan in not stepping in help Hassan with Assef |
Hassan
literal: trophy for Amir figurative (positive): Hassan's fierce loyalty for Amir "For you, a thousand times over" unconditional love and friendship figurative (negative): loss of innocence and dignity ultimate humiliation (Amir never sees Hassan smile until 26 years later when he sees a photograph of him) |
Week of 5/13/19: The Kite Runner
5/13/19: Chapters 1-7 test; independent reading Chapter 8 of The Kite Runner (MUST finish by tomorrow.) EVEN IF YOU'RE ABSENT!
(Absent today? You can listen to Chapter 8 audio of The Kite Runner on youtube until you sign out classroom copy of novel. :)) HW: Finish reading Chapter 8, complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis (New packet Chapters 8-12) |
Be sure to pick up a hard copy of the packet above if you have not already done so.
IMPORTANT: To reiterate instructions, first, circle any and all themes you believe connect to quotation. Then, choose ONE of your themes and complete quotation analysis as it connects to your chosen theme.
|
5/14/19: Socratic seminar on Chapter 8
HW: Finish Chapter 9 of The Kite Runner and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT!
Anticipate test upon completion of Chapter 13, as well as Socratic seminars.
5/15/19: Independent reading of Chapter 10 of The Kite Runner and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT!
HW: Finish Chapter 10 of The Kite Runner and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT!
Anticipate test upon completion of Chapter 13, as well as Socratic seminars.
5/16/19: Review Study Guide responses for Chapters 8-10
HW: Finish Chapter 11 AND 12 of The Kite Runner BY MONDAY, 5/20/19 and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT!
Collecting Close Reading Organizers & Quote Analysis Chapters 1-7 on Tues., 5/21/19.
5/17/19: Independent reading of Chapters 11 AND 12 of The Kite Runner and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT!
HW: Finish Chapter 11 AND 12 of The Kite Runner BY MONDAY, 5/20/19 and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT! / Collecting Close Reading Organizers & Quote Analysis Chapters 1-7 on Tues., 5/21/19.
Anticipate test upon completion of Chapter 13, as well as Socratic seminars.
HW: Finish Chapter 9 of The Kite Runner and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT!
Anticipate test upon completion of Chapter 13, as well as Socratic seminars.
5/15/19: Independent reading of Chapter 10 of The Kite Runner and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT!
HW: Finish Chapter 10 of The Kite Runner and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT!
Anticipate test upon completion of Chapter 13, as well as Socratic seminars.
5/16/19: Review Study Guide responses for Chapters 8-10
HW: Finish Chapter 11 AND 12 of The Kite Runner BY MONDAY, 5/20/19 and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT!
Collecting Close Reading Organizers & Quote Analysis Chapters 1-7 on Tues., 5/21/19.
5/17/19: Independent reading of Chapters 11 AND 12 of The Kite Runner and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT!
HW: Finish Chapter 11 AND 12 of The Kite Runner BY MONDAY, 5/20/19 and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT! / Collecting Close Reading Organizers & Quote Analysis Chapters 1-7 on Tues., 5/21/19.
Anticipate test upon completion of Chapter 13, as well as Socratic seminars.
Pomegranate Symbolism Chart
Remember for each symbolic idea, you MUST provide a SPECIFIC TEXT EVIDENCE EXAMPLE!
Amir
literal: pomegranate is a fruit and becomes a weapon for Amir to throw at Hassan figurative (positive):
figurative (negative):
|
Hassan
literal: pomegranate is a fruit and becomes a weapon for Amir to throw at Hassan figurative (positive):
figurative (negative):
|
Week of 5/20/19: The Kite Runner
5/20/19: Socratic Seminar of Chapters 11 AND 12 of The Kite Runner.
HW: Finish Chapter 13 of The Kite Runner BY tomorrow, 5/21/19 and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT! / Collecting Close Reading Organizers & Quote Analysis Chapters 1-7 on Tues., 5/21/19.
Anticipate test THIS WEEK upon completion of Chapter 13, as well as Socratic seminars.
5/21/19: Review of Chapters 11 AND 13 of The Kite Runner.
HW: Chapters 8-13 test tomorrow, Wed., 5/22/19; Be sure you look at POMEGRANATE SYMBOLISM CHART above, as YOU WILL BE ASKED to discuss both positive AND negative literary elements for Amir AND Hassan, as well as specific text-based evidence, in test short response.
By return of break, Wed., May 29th, FINISH Chapters 14-17 of The Kite Runner AND complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis for Chaps. 8-13. EVEN IF YOU'RE ABSENT! / Collecting Close Reading Organizers & Quote Analysis Chapters 8-13 on Fri., 5/30/19.
Anticipate test upon completion of Chapter 22, as well as Socratic seminars.
5/22/19: Chapters 8-13 test
MUST read Chapters 14-17 AND complete Study Guide Questions by Wed., 5/29/19
Collecting Close Reading Organizers & Quote Analysis Chapters 8-13 on Thurs, 5/30/19
NOTE: Last day I will accept Chapters 1-7 Close Reading Organizers & Quote Analysis Chapters is Wed., 5/29/19!!!
HW: Finish Chapter 13 of The Kite Runner BY tomorrow, 5/21/19 and complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis. EVEN IF YOU'RE ABSENT! / Collecting Close Reading Organizers & Quote Analysis Chapters 1-7 on Tues., 5/21/19.
Anticipate test THIS WEEK upon completion of Chapter 13, as well as Socratic seminars.
5/21/19: Review of Chapters 11 AND 13 of The Kite Runner.
HW: Chapters 8-13 test tomorrow, Wed., 5/22/19; Be sure you look at POMEGRANATE SYMBOLISM CHART above, as YOU WILL BE ASKED to discuss both positive AND negative literary elements for Amir AND Hassan, as well as specific text-based evidence, in test short response.
By return of break, Wed., May 29th, FINISH Chapters 14-17 of The Kite Runner AND complete Study Guide Question Responses AND Close Reading Organizers & Quote Analysis for Chaps. 8-13. EVEN IF YOU'RE ABSENT! / Collecting Close Reading Organizers & Quote Analysis Chapters 8-13 on Fri., 5/30/19.
Anticipate test upon completion of Chapter 22, as well as Socratic seminars.
5/22/19: Chapters 8-13 test
MUST read Chapters 14-17 AND complete Study Guide Questions by Wed., 5/29/19
Collecting Close Reading Organizers & Quote Analysis Chapters 8-13 on Thurs, 5/30/19
NOTE: Last day I will accept Chapters 1-7 Close Reading Organizers & Quote Analysis Chapters is Wed., 5/29/19!!!
Week of 5/27/19: The Kite Runner
5/29/19: Independent Reading: Chapter 18 AND Catch up on study guide responses and Close Reading & Quote Analysis (MUST finish up to Chapter 18 by Thurs., 5/30/19)
HW: Collecting Close Reading Organizers & Quote Analysis Chapters 8-13 on Thurs, 5/30/19
NOTE: Last day I will accept Chapters 1-7 Close Reading Organizers & Quote Analysis Chapters is Wed., 5/29/19 OR Thurs. ONLY if you were absent 5/29/19!!!
5/30/19: Independent Reading: Chapter 19 AND Catch up on study guide responses and Close Reading & Quote Analysis (MUST finish up to Chapter 19 by Fri., 5/31/19)
5/31/19: Independent Reading: Chapters 20-21 AND Catch up on study guide responses and Close Reading & Quote Analysis
(MUST finish up to Chapters 20 AND 21 by Tues., 6/4/19)
NOTE: Last day I will accept Chapters 8-12 Close Reading Organizers & Quote Analysis Chapters is Tues., 6/4/19 OR Wed., 6/5/19 IF you were absent Tues., 6/4/19.
HW: Collecting Close Reading Organizers & Quote Analysis Chapters 8-13 on Thurs, 5/30/19
NOTE: Last day I will accept Chapters 1-7 Close Reading Organizers & Quote Analysis Chapters is Wed., 5/29/19 OR Thurs. ONLY if you were absent 5/29/19!!!
5/30/19: Independent Reading: Chapter 19 AND Catch up on study guide responses and Close Reading & Quote Analysis (MUST finish up to Chapter 19 by Fri., 5/31/19)
5/31/19: Independent Reading: Chapters 20-21 AND Catch up on study guide responses and Close Reading & Quote Analysis
(MUST finish up to Chapters 20 AND 21 by Tues., 6/4/19)
NOTE: Last day I will accept Chapters 8-12 Close Reading Organizers & Quote Analysis Chapters is Tues., 6/4/19 OR Wed., 6/5/19 IF you were absent Tues., 6/4/19.
Week of 6/3/19: The Kite Runner
6/4/19: Review Chapters 14-21 Study Guide responses
NOTE: Last day I will accept Chapters 8-12 Close Reading Organizers & Quote Analysis Chapters is Tues., 6/4/19 OR Wed., 6/5/19 IF you were absent Tues., 6/4/19.
6/5/19: Audio Book: Chapter 22
(MUST READ Chapter 23 and complete Study Guide by Thurs., 6/6/19)
6/6/19: Audio Book: Chapter 24
(MUST READ Chapter 25 and complete Study Guide by Fri., 6/7/19)
NOTE: Last day I will accept Chapters 8-12 Close Reading Organizers & Quote Analysis Chapters is Tues., 6/4/19 OR Wed., 6/5/19 IF you were absent Tues., 6/4/19.
6/5/19: Audio Book: Chapter 22
(MUST READ Chapter 23 and complete Study Guide by Thurs., 6/6/19)
6/6/19: Audio Book: Chapter 24
(MUST READ Chapter 25 and complete Study Guide by Fri., 6/7/19)
The Kite Runner: Blackout Poetry Directions and Samples
6/7/19: Final Project / Synthesize what you have learned reading the novel The Kite Runner and demonstrate your understanding with a blackout poem and visual using the blackout poetry project text to the right.
Rules to follow:
DUE Wed., 6/12/19 - NO EXCEPTIONS :) QUIZ GRADE |
|
You ARE in the HOME STRETCH, my glorious senior angels, but you MUST stay focused on THE PRIZE of walking on GRADUATION DAY!
To that end, BE HERE, both physically AND intellectually, make up missing assignments AND tests, and DO ALL THE WORK!
Make me proud to have known you! :)
Please do not go ahead as assignments and dates are subject to change from year to year. Thank you!
4/10/18:
1. Complete the anticipation guide WITH written explanations. Additionally, write down somewhere on the anticipation guide, any and all connections you see between this anticipation guide AND the NY Times article on Mike Rice. What could be the connection?
2. Exit Slip (OR on a separate piece of paper if you were absent) write down a prediction for the novel The Kite Runner; in other words, based on what we have done so far, what is this novel going to be about?
1. Complete the anticipation guide WITH written explanations. Additionally, write down somewhere on the anticipation guide, any and all connections you see between this anticipation guide AND the NY Times article on Mike Rice. What could be the connection?
2. Exit Slip (OR on a separate piece of paper if you were absent) write down a prediction for the novel The Kite Runner; in other words, based on what we have done so far, what is this novel going to be about?
agree_disagree_anticipation_guide.pdf | |
File Size: | 12 kb |
File Type: |
telling_with_ts_research_paper_sample.pdf | |
File Size: | 1302 kb |
File Type: |
Week of 10/9/17
Literary Devices
Today in class we discussed literary devices and their importance. View the short Pixar film "For the Birds", found below, and complete the first portion of the attached "For the Birds" handout: Literary Elements Review.
Here is a SAMPLE RESEARCH PAPER to use a a guideline.
NOTE: Please keep in mind a few things:
|
10/12/17 Homework:
|
Also, when finished with final personal essay copy, begin Research of 1940s Assignment. Due Mon., 10/16/17 - Read directions carefully!
2017
Resources (Misc.)
Author's Purpose
In order to appropriately engage with text you must recognize the writer's intention. Use the handouts to the right as guidelines.
|
|
Academic Word List (AWL)
academic_word_list_packet_awl.pdf | |
File Size: | 1168 kb |
File Type: |
Annotation
Complete a thorough annotation of Romeo and Juliet passage
Your annotations should include but are not limited to
|
|
Arthur Miller's All My Sons: Dialogue
10/31/17: #1: Watch the video from the first episode of the TV show This Is Us, and write down what we as viewers learn about these two men solely based on their dialogue with one another. Avoid descriptions; for example, "He is a doctor." or This guy lost a baby.", but rather write down what we learn about their personalities, attitudes, etc. Record your responses on the back of your All My Sons Characterization and Setting chart from yesterday, or on a separate piece of lined paper.
10/31/17: #2: Read pp. 1-4 of Miller's drama All My Sons (just before Chris Keller's entrance) and write down what we as readers learn about any two (2) characters solely based on their dialogue. Again, avoid descriptions; for example, "He is a doctor." or This guy is 60-years-old.", but rather write down what we learn about their personalities, attitudes, etc. Record your responses on the back of your All My Sons Characterization and Setting chart from yesterday, or on a separate piece of lined paper.
|
|
11/2/17: #1. On a separate piece of lined paper AND in pen, thoroughly and clearly answer Act I study guide questions 1-7, beginning on pg. 11 of your All My Sons Companion Packet. AND we read pp. 8-11 of Arthur Miller's drama (play) All My Sons.
**You do not need to answer in complete sentences or rewrite questions BUT be sure to number them accordingly.**
#2. Test on Monday, 11/6/17, on literary devices. STUDY handout; also available above under 10/12/17.
**You do not need to answer in complete sentences or rewrite questions BUT be sure to number them accordingly.**
#2. Test on Monday, 11/6/17, on literary devices. STUDY handout; also available above under 10/12/17.
text_analysis_response_pointers_foreshadowing.doc | |
File Size: | 228 kb |
File Type: | doc |
Hamlet continued
What are some of the pieces of advice Polonius gives Laertes? On pp. 15-16 Polonius advises Laertes of some of the following rules of life:
“Give thy thoughts no tongue, / Nor any unproportioned thought his act.” Don’t say what you’re thinking, and don’t be too quick to act on what you think.
“Be though familiar but by no means vulgar.” Be friendly to people but don’t overdo it.
“Give every man thy ear but few thy voice.” Listen to many people, but talk to few.
“Neither a borrower nor a lender be, / For loan oft loses both itself and friend.” Don’t borrow money or lend it, since when you lend to a friend, you often lose the friendship and the money.
“This above all: to thin own self be true…” And above all, be true to yourself.
“Give thy thoughts no tongue, / Nor any unproportioned thought his act.” Don’t say what you’re thinking, and don’t be too quick to act on what you think.
“Be though familiar but by no means vulgar.” Be friendly to people but don’t overdo it.
“Give every man thy ear but few thy voice.” Listen to many people, but talk to few.
“Neither a borrower nor a lender be, / For loan oft loses both itself and friend.” Don’t borrow money or lend it, since when you lend to a friend, you often lose the friendship and the money.
“This above all: to thin own self be true…” And above all, be true to yourself.
COMPARING HAMLET SOLILOQUIES #s 1 & 2
Obj: I can recall and analyze characters’ motivations in connection to theme as evidenced by annotated soliloquy and discussion.
Do Now: “Take Out” T-chart, (If absent, you can make one by simply dividing a piece of paper in two) labeling one side Soliloquy 1 and the other side Soliloquy 2.
After reviewing BOTH soliloquies
Obj: I can recall and analyze characters’ motivations in connection to theme as evidenced by annotated soliloquy and discussion.
Do Now: “Take Out” T-chart, (If absent, you can make one by simply dividing a piece of paper in two) labeling one side Soliloquy 1 and the other side Soliloquy 2.
After reviewing BOTH soliloquies
- LIST traits, feelings, and/or motivations for BOTH pieces; in other words, what is Hamlet going through and why in each of the soliloquies?
- Make theme connections
English 12 Helpful Thesis Statement Tips and Websites for Research Paper Project
2/28/18: Use these handouts to assist you in formulating a strong thesis statement. Remember: your thesis statement is a strong statement that is supported by research evidence.The first two were given to you today. The third handout provides GREAT THESIS STATEMENT EXAMPLES.
REMEMBER: You will end up revising your thesis statement as you research your topic, if you are conducting your research correctly. |
|
3/7/18: REVISED DUE DATES: Meet in Library Wed., 3/7/18. You should be wrapping up your library research, printing articles, and setting up Works Cited for your paper. Source logs and notes WERE DUE TODAY Wed., 3/7/18.
To the right are (2) sample outlines. Be sure to follow their formats: thesis statement, heading, and paragraph breakdown of your paper. OUTLINE DUE THURS., 3/8/18 and TURNITIN REGISTRATION DUE no later than FRI., 3/9/18. |
Week of 3/12/18 - Research Paper
3/12/18: Plagiarism, quoting, and paraphrasing review using video presentation. Please review the video and the handouts for
|
|
The Kite Runner
4/16/18: Read pg. 3 of The Kite Runner Companion Packet. Review characterization checklist (below); Read Chapter One of The Kite Runner pp.1-2
Characterization Checklist – “Sizing Up” a character
The author may:
Chapter One
December 2001
“I became what I am today at the age of twelve, on a frigid overcast day in the winter of 1975.” (quotation from text)
pg. 1; the narrator
Possible Post-It Responses:
Based on this text evidence on pg. 1, I can infer that a significant event must have happened to the narrator at a young age in 1975 that affected life from that moment on.
OR
Based on this evidence from the text, I can conclude that this character must have had something big happen to him or her that changed life for the narrator moving forward. I can also glean that the first chapter is introducing a flashback based on the initial date given and then 1975 referenced in the opening line.
“There is a way to be good again.” (quotation from text)
pg. 2; Rahim Khan to the narrator
This evidence from pg. 2 of the text clearly shows that the narrator must have done something he feels badly about if Rahim Khan is suggesting that if the narrator leaves San Francisco and returns to Afghanistan he “can be good again”.
Characterization Checklist – “Sizing Up” a character
The author may:
- describe the character's physical and/or personality traits
- report the character's speech and/or behavior
- reveal the character's thoughts and/or feelings
- give the opinions and/or reactions of one character in connection to another character
Chapter One
December 2001
“I became what I am today at the age of twelve, on a frigid overcast day in the winter of 1975.” (quotation from text)
pg. 1; the narrator
Possible Post-It Responses:
Based on this text evidence on pg. 1, I can infer that a significant event must have happened to the narrator at a young age in 1975 that affected life from that moment on.
OR
Based on this evidence from the text, I can conclude that this character must have had something big happen to him or her that changed life for the narrator moving forward. I can also glean that the first chapter is introducing a flashback based on the initial date given and then 1975 referenced in the opening line.
“There is a way to be good again.” (quotation from text)
pg. 2; Rahim Khan to the narrator
This evidence from pg. 2 of the text clearly shows that the narrator must have done something he feels badly about if Rahim Khan is suggesting that if the narrator leaves San Francisco and returns to Afghanistan he “can be good again”.
4/17/18:
1. Today, we began with review of Character Checklist (see above - 4/16/18) and inferencing. 2. Watch video (click on the word 'video') and then “size up” these characters with partner, discussing what viewers can deduce about the characters. 3. Begin reading Chapter 2 and begin fill in Characterization Chart with at least 2 examples. HW: Finish reading Chapter 2 and complete Characterization Chart; be ready to share tomorrow! |
|
4/20/18: My goal is for us to have fruitful conversations in connection to this novel. To that end, be sure you have read Chapter 3 of The Kite Runner AND answered ALL study guide questions on separate piece of paper. They do not have to be in complete sentences but MUST BE legible.
Annotate with Post-Its, tracking characterization and possible themes you see emerging for our classroom charts!
Annotate with Post-Its, tracking characterization and possible themes you see emerging for our classroom charts!
Week of 4/23/18
4/23/18 & 4/24/18: Complete Chapter 4 annotations, Study Guide Questions, and Quotation Analysis (labeled Close Reading Organizer & Quote Analysis) during in-class independent reading time.
PS – Do not forget about the (5) The Kite Runner Log Prompts due upon completion of novel. They are in the back of your Companion Packet.
PS – Do not forget about the (5) The Kite Runner Log Prompts due upon completion of novel. They are in the back of your Companion Packet.
4/25/18: Complete Chapter 5 annotations, Study Guide Questions, and Quotation Analysis during in-class reading time.
PS – Do not forget about the (5) The Kite Runner Log Prompts due upon completion of novel. They are in the back of your Companion Packet.
PS – Do not forget about the (5) The Kite Runner Log Prompts due upon completion of novel. They are in the back of your Companion Packet.
REMEMBER: You are responsible for all work, even when you're absent. When absent, please hand in completed work upon return to school. CHECK THIS WEBSITE REGULARLY!
4/27/18: Complete Chapter 6 annotations, Study Guide Questions, and Quotation Analysis. Do not forget about the (5) The Kite Runner Log Prompts due upon completion of novel. They are in the back of your Companion Packet.
5/4/18: Reviewed Chap 8 in class.
Complete Chap. 9 of The Kite Runner; for Mon. 5/4/18, along with annotations, study guide questions, and quotation analysis. Collecting Chaps. 1-7 quotation analysis Mon., 5/7/18.
PS: Remember the 5 Writing Prompts/last pages of Companion Packet, which will be due at the end of the novel.
You
Complete Chap. 9 of The Kite Runner; for Mon. 5/4/18, along with annotations, study guide questions, and quotation analysis. Collecting Chaps. 1-7 quotation analysis Mon., 5/7/18.
PS: Remember the 5 Writing Prompts/last pages of Companion Packet, which will be due at the end of the novel.
You
- MUST type them, using MLA 8 heading on first page only
- DO NOT have to double-space, just double space between each of the five prompts.
Week of 5/7/18
Week of 5/14/18
5/14/18: Chaps. 8-13 quiz tomorrow, Tues., 5/15/18
HEADS UP: Read Chaps. 14 AND 15 plus annotations and study guide questions by Wed., 5/16/18.
5/15/18: Chaps. 8-13 quiz; read Chaps. 14 AND 15 plus annotations and study guide questions by Wed., 5/16/18.
HEADS UP: Quotation Analysis Chapters 8-12 due Thurs., 5/17/18.
HEADS UP: Read Chaps. 14 AND 15 plus annotations and study guide questions by Wed., 5/16/18.
5/15/18: Chaps. 8-13 quiz; read Chaps. 14 AND 15 plus annotations and study guide questions by Wed., 5/16/18.
HEADS UP: Quotation Analysis Chapters 8-12 due Thurs., 5/17/18.
5/16/18: Read Chap. 16 plus annotations and study guide questions by Thurs., 5/17/18.
Received quotation analysis for Chapters 13-19 HEADS UP: Quotation Analysis Chapters 8-12 due tomorrow, Thurs., 5/17/18. |
|
5/17/18: Chap. 17 read aloud by Carota! Read Chap. 18 for HW plus annotations, study guide questions, and quotation analysis by Fri., 5/18/18.
5/18/18: Read Chaps. 19 AND 20 plus annotations, study guide questions, and quotation analysis by Mon., 5/21/18. Quotation analysis for Chaps. 13-19 due early next week.
REMINDERS:
a. (5) TYPED The Kite Runner Log Prompts (TEST GRADE) due upon completion of novel; anticipate week of May 28th. They are listed in back of your Companion Packet.
You
b. Quotation Analysis Chaps. 8-12 WAS due Thurs., 5/18/18
c. Post-It Posters: You SHOULD have 3 Post-Its for EACH POSTER
(Put First Name, Last Name, Period, Chap. & pg. #) I AM checking SOON!
5/18/18: Read Chaps. 19 AND 20 plus annotations, study guide questions, and quotation analysis by Mon., 5/21/18. Quotation analysis for Chaps. 13-19 due early next week.
REMINDERS:
a. (5) TYPED The Kite Runner Log Prompts (TEST GRADE) due upon completion of novel; anticipate week of May 28th. They are listed in back of your Companion Packet.
You
- MUST type with MLA 8 heading format.
- MUST title each prompt with the appropriate chapter. You DO NOT have to double space each individual prompt but MUST double space between the five prompts.
- MUST thoroughly address the task in your chosen writing prompt.
b. Quotation Analysis Chaps. 8-12 WAS due Thurs., 5/18/18
c. Post-It Posters: You SHOULD have 3 Post-Its for EACH POSTER
(Put First Name, Last Name, Period, Chap. & pg. #) I AM checking SOON!
Week of 5/21/18
5/21/18: Read Chap. 21 plus annotations, study guide questions, and quotation analysis by Tues., 5/22/18.
Quotation analysis for Chaps. 13-19 due Wed., 5/23/18. Quiz on Chaps 14-22 on Thurs. or Fri., 5/24 or 5/25.
REMINDERS:
a. (5) TYPED The Kite Runner Log Prompts (TEST GRADE) due upon completion of novel; anticipate week of May 28th. They are listed in back of your Companion Packet.
You
b. Quotation Analysis Chaps. 8-12 WAS due Thurs., 5/18/18
c. Post-It Posters: You SHOULD have 3 Post-Its for EACH POSTER
(Put First Name, Last Name, Period, Chap. & pg. #) I AM checking SOON!
5/22/18: Carota read Chap. 22 aloud in class; HW: read last 2 pages of Chap. 22 AND read Chap. 23 plus annotations, study guide questions, and quotation analysis by Wed., 5/23/18.
Quotation analysis for Chaps. 13-19 due Wed., 5/23/18. REVISED: Chaps 14-22 now a TEST not a QUIZ on Thurs. or Fri., 5/24 or 5/25.
REMINDERS:
a. (5) TYPED The Kite Runner Log Prompts (TEST GRADE) due upon completion of novel; anticipate week of May 28th. They are listed in back of your Companion Packet.
You
b. Quotation Analysis Chaps. 9-13 WAS due Wed., 5/23/18
c. Post-It Posters: You SHOULD have 3 Post-Its for EACH POSTER
(Put First Name, Last Name, Period, Chap. & pg. #) I AM COLLECTING SOON!
5/23/18: REVISED: Chaps. 14-21 will count as TEST not QUIZ tomorrow, 5/24/18
IMPORTANT TEST INFO: Reread pp. 261-264 from Chap. 21 for tomorrow's written response on symbolism: As this is counting as a test, be able to FULLY explain symbolism of Baba's house, the pomegranate tree, AND the tree's carving. You MUST provide specific text details on the BEFORE and AFTER in connection to ALL THREE ITEMS.
HW: Finish Chaps. 24 plus annotations, study guide questions by Thurs., 5/24/18.
Quotation Analysis Chaps. 13-19 WAS due today, Wed., 5/23/18…
Quotation analysis for Chaps. 13-19 due Wed., 5/23/18. Quiz on Chaps 14-22 on Thurs. or Fri., 5/24 or 5/25.
REMINDERS:
a. (5) TYPED The Kite Runner Log Prompts (TEST GRADE) due upon completion of novel; anticipate week of May 28th. They are listed in back of your Companion Packet.
You
- MUST type with MLA 8 heading format.
- MUST title each prompt with the appropriate chapter. You DO NOT have to double space each individual prompt but MUST double space between the five prompts.
- MUST thoroughly address the task in your chosen writing prompt.
b. Quotation Analysis Chaps. 8-12 WAS due Thurs., 5/18/18
c. Post-It Posters: You SHOULD have 3 Post-Its for EACH POSTER
(Put First Name, Last Name, Period, Chap. & pg. #) I AM checking SOON!
5/22/18: Carota read Chap. 22 aloud in class; HW: read last 2 pages of Chap. 22 AND read Chap. 23 plus annotations, study guide questions, and quotation analysis by Wed., 5/23/18.
Quotation analysis for Chaps. 13-19 due Wed., 5/23/18. REVISED: Chaps 14-22 now a TEST not a QUIZ on Thurs. or Fri., 5/24 or 5/25.
REMINDERS:
a. (5) TYPED The Kite Runner Log Prompts (TEST GRADE) due upon completion of novel; anticipate week of May 28th. They are listed in back of your Companion Packet.
You
- MUST type with MLA 8 heading format.
- MUST title each prompt with the appropriate chapter. You DO NOT have to double space each individual prompt but MUST double space between the five prompts.
- MUST thoroughly address the task in your chosen writing prompt.
b. Quotation Analysis Chaps. 9-13 WAS due Wed., 5/23/18
c. Post-It Posters: You SHOULD have 3 Post-Its for EACH POSTER
(Put First Name, Last Name, Period, Chap. & pg. #) I AM COLLECTING SOON!
5/23/18: REVISED: Chaps. 14-21 will count as TEST not QUIZ tomorrow, 5/24/18
IMPORTANT TEST INFO: Reread pp. 261-264 from Chap. 21 for tomorrow's written response on symbolism: As this is counting as a test, be able to FULLY explain symbolism of Baba's house, the pomegranate tree, AND the tree's carving. You MUST provide specific text details on the BEFORE and AFTER in connection to ALL THREE ITEMS.
HW: Finish Chaps. 24 plus annotations, study guide questions by Thurs., 5/24/18.
Quotation Analysis Chaps. 13-19 WAS due today, Wed., 5/23/18…
5/25/18: FINISH The Kite Runner by Tuesday, 5/29/18.
THESE ITEMS WILL BE COLLECTED IN THE DAYS AHEAD:
1. FIVE (5) TYPED The Kite Runner Log Prompts (TEST GRADE) due upon completion of novel.
They are listed in back of your Companion Packet.
You MUST
2. Post-It Posters: You SHOULD have 3 Post-Its for EACH POSTER: (3) for Themes AND (3) for Amir
(Put First Name, Last Name, Period, Chap. & pg. #) I AM COLLECTING SOON!
In order to receive credit, these Post-Its MUST
3. The Kite Runner project, which will be addressed early next week.
THESE ITEMS WILL BE COLLECTED IN THE DAYS AHEAD:
1. FIVE (5) TYPED The Kite Runner Log Prompts (TEST GRADE) due upon completion of novel.
They are listed in back of your Companion Packet.
You MUST
- type with MLA 8 heading format.
- title each prompt with the appropriate chapter. You DO NOT have to double space each individual prompt but MUST double space between the five prompts.
- thoroughly address the task in your chosen writing prompt.
2. Post-It Posters: You SHOULD have 3 Post-Its for EACH POSTER: (3) for Themes AND (3) for Amir
(Put First Name, Last Name, Period, Chap. & pg. #) I AM COLLECTING SOON!
In order to receive credit, these Post-Its MUST
- demonstrate analysis NOT simply a summary of your chosen section
- discuss how events are affecting characters, your assessment of their actions, whether you agree or disagree with them, and/or their connection to BIG ideas we've discussed in class.
3. The Kite Runner project, which will be addressed early next week.
Week of 5/28/18
5/29/18: I know that in the days ahead many of you will be absent, for one reason or another, but getting the work completed is YOUR RESPONSIBILITY. Git 'er done!
THESE items WILL BE COLLECTED in the days ahead:
1. FIVE (5) TYPED The Kite Runner Log Prompts (TEST GRADE) due upon completion of novel.
They are listed in back of your Companion Packet. DUE THURS., 5/31/18.
You MUST
Jane Doe
Ms. Carota
English 12 - The Kite Runner Log Prompts
31 May 2018
THESE items WILL BE COLLECTED in the days ahead:
1. FIVE (5) TYPED The Kite Runner Log Prompts (TEST GRADE) due upon completion of novel.
They are listed in back of your Companion Packet. DUE THURS., 5/31/18.
You MUST
- type MLA 8 heading format on FIRST PAGE ONLY (see MLA 8 heading sample below*)
Jane Doe
Ms. Carota
English 12 - The Kite Runner Log Prompts
31 May 2018
- title each prompt with the appropriate chapter. You DO NOT have to double space each individual prompt but MUST double space between the five prompts.
- thoroughly address the task in your chosen writing prompt.
2. Post-Its: You SHOULD have 3 Post-Its for EACH POSTER: (3) for Themes AND (3) for Amir DUE WED., 5/30/18.
(Put First Name, Last Name, Period, Chap. & pg. #) In order to receive credit, these Post-Its MUST
|
If you were absent, print and place your SIX (6) Post-Its on the handout. For organizational purposes, you may either place them in chapter/page chronological order, or in T-chart style: all Amir Post-Its on one side and all theme Post-Its on the other side.
|
3. The Kite Runner project, which will be addressed early this week and done in class.
4. Quotation Analysis Response Chaps. 20-25 (SEE SAMPLE BELOW)** / began in class today; DUE TBA; I will give you MORE DETAILS on the packet tomorrow! Don't panic! :)
REVISED DUE DATE: MON., 6/4/18 |
|
Quotation Analysis Response example below for first summary: Chaps. 20-25. Remember, you should circle ALL themes that apply first. Then, chose ONE theme, write its number in the upper lefthand corner of Your Analysis, and then make a STRONG CONNECTION to your chosen theme.
**SUMMARY
On the drive to Kabul Amir is horrified by the results of two wars – old burned-out Soviet tanks, overturned Russian jeeps, destroyed villages. When they reach Kabul, Amir does not even recognize it as his old home. Rubble and orphaned beggars everywhere, and the trees have all been cut down. The Soviets cut them down because they could hide snipers, and then the Afghans cut them down for firewood. There are no more kites, and the streets smell like diesel instead of lamb kabob.
|
**YOUR ANALYSIS
#5: MEMORY & THE PAST (WRITE # OF THEME IN THIS BOX)
The Kabul Amir remembers and the post-apocalyptic Kabul he finds upon his return to Afghanistan are totally different. Anything that might even signal normalcy – even the trees – have been destroyed, so the city he cherished in his memory seems even more nightmarishly barren. The wars have taken the lives of so many men, including Hassan, leaving Sohrab another orphan in a long line of orphans. Upon his return to Kabul, and seeing it in ruins, Amir cannot help but remember Hassan and the destruction he caused with his betrayal. |
5/30/18: The Kite Runner Log prompts due tomorrow, Thurs., 5/31/18; Quotation Analysis Chaps. 20-25 due Mon., 6/4/18 (See above for assignment and due date details); Chaps. 23-25 quiz Fri., 6/1/18.
5/31/18: Chaps. 23-25 quiz tomorrow, Fri., 6/1/18; The Kite Runner Log prompts WERE DUE TODAY, Thurs., 5/31/18; Post-Its WERE DUE 5/30/18; Quotation Analysis Chaps. 20-25 due Mon., 6/4/18 (See above for assignment and due date details);
Blackout Poetry assignment Due Thurs., 6/7/18. See below video and samples. You can work on in class after quiz tomorrow, Monday, Wednesday and Thursday. Blackout Poetry is due by END of CLASS Thursday, 6/7/18.
Remember, I am not chasing you into the bouncy house on June 11th. Missing work? Git 'er done!
Blackout Poetry assignment Due Thurs., 6/7/18. See below video and samples. You can work on in class after quiz tomorrow, Monday, Wednesday and Thursday. Blackout Poetry is due by END of CLASS Thursday, 6/7/18.
Remember, I am not chasing you into the bouncy house on June 11th. Missing work? Git 'er done!
6/1/18: WEDNESDAY, 6/6/18, is the FINAL DAY I WILL ACCEPT (5) log prompts, (6) Post-Its, and/or Quotation Analysis Chaps. 20-25.
FINAL ASSIGNMENTS:
The Kite Runner Log Chaps. 23-25 quiz, prompts WERE DUE Thurs., 5/31/18; Post-Its WERE DUE 5/30/18; Quotation Analysis Chaps. 20-25 due Mon., 6/4/18 (See above for assignment and due date details);
Blackout Poetry assignment Due Thurs., 6/7/18. See below video and samples. You can work on in class after quiz tomorrow, Monday, Wednesday and Thursday. Blackout Poetry is due by END of CLASS Thursday, 6/7/18.
Remember, I am not chasing you into the bouncy house on June 11th. Missing work? Git 'er done!
FINAL ASSIGNMENTS:
The Kite Runner Log Chaps. 23-25 quiz, prompts WERE DUE Thurs., 5/31/18; Post-Its WERE DUE 5/30/18; Quotation Analysis Chaps. 20-25 due Mon., 6/4/18 (See above for assignment and due date details);
Blackout Poetry assignment Due Thurs., 6/7/18. See below video and samples. You can work on in class after quiz tomorrow, Monday, Wednesday and Thursday. Blackout Poetry is due by END of CLASS Thursday, 6/7/18.
Remember, I am not chasing you into the bouncy house on June 11th. Missing work? Git 'er done!
Week of 6/4/18
6/4/18: WEDNESDAY, 6/6/18, is the FINAL DAY I WILL ACCEPT (5) log prompts, (6) Post-Its, and/or Quotation Analysis Chaps. 20-25.
FINAL ASSIGNMENTS:
The Kite Runner Log Chaps. 23-25 quiz, prompts WERE DUE Thurs., 5/31/18
Post-Its WERE DUE 5/30/18
Quotation Analysis Chaps. 20-25 due Mon., 6/4/18 (See above for assignment and due date details);
Blackout Poetry assignment Due Thurs., 6/7/18. See below video and samples. You can work on in class Monday, Wednesday and Thursday. Blackout Poetry is due by END of CLASS Thursday, 6/7/18.
Remember, I am not chasing you into the bouncy house on June 11th. Missing work? Git 'er done!
FINAL ASSIGNMENTS:
The Kite Runner Log Chaps. 23-25 quiz, prompts WERE DUE Thurs., 5/31/18
Post-Its WERE DUE 5/30/18
Quotation Analysis Chaps. 20-25 due Mon., 6/4/18 (See above for assignment and due date details);
Blackout Poetry assignment Due Thurs., 6/7/18. See below video and samples. You can work on in class Monday, Wednesday and Thursday. Blackout Poetry is due by END of CLASS Thursday, 6/7/18.
Remember, I am not chasing you into the bouncy house on June 11th. Missing work? Git 'er done!
Blackout Poetry Samples
You ARE in the HOME STRETCH, my glorious senior angels, but YOU MUST stay focused on THE PRIZE of walking on GRADUATION DAY! To that end, BE HERE, both physically AND intellectually, make up missing assignments, and DO ALL THE WORK!
Make me proud to have known you!
Make me proud to have known you!
Watch the first 6:30 minutes of the link below, as it provides useful information about parenthetical citation (also known as in-text citation) and works cited. NOTE: It reflects MLA 7th Edition, so be aware of that when creating your works cited page:
https://www.youtube.com/watch?v=_rao6X8BmOQ&t=1s
This video reflects MLA 8th Edition; you can also Google Owl Purdue MLA for additional research paper pointers:
https://www.youtube.com/watch?v=WrG_7jEw2sY
Lastly watch this short video (approximately 3:35 minutes):
https://www.youtube.com/watch?v=XQ8fy7SPotM
https://www.youtube.com/watch?v=_rao6X8BmOQ&t=1s
This video reflects MLA 8th Edition; you can also Google Owl Purdue MLA for additional research paper pointers:
https://www.youtube.com/watch?v=WrG_7jEw2sY
Lastly watch this short video (approximately 3:35 minutes):
https://www.youtube.com/watch?v=XQ8fy7SPotM
1/31/17: Continue Hamlet: (Periods 2&4) read pp. 123-141; (Period 5) read pp. 123-135. Collected Paraphrase and Tweet for Hamlet’s Act 3, scene 1 soliloquy. If you were absent, it IS available above. It IS a quiz grade! Was due today, Tuesday 1/31/17.
2/1/17: Based on yesterday’s film viewing, answer the following questions rereading from the text (pp. 129-141):
2/2/17: Continue Hamlet: up to Act 3, Scene 4: During today’s film viewing, answer the following questions (pp.141-165):
2/3/17: Finish Hamlet Act 3: During today’s film viewing, answer the following questions (pp.165-185):
2/1/17: Based on yesterday’s film viewing, answer the following questions rereading from the text (pp. 129-141):
- What key points does Hamlet bring up in his conversation with Ophelia on pp. 129-133?
- What literary device is seen in Claudius’ speech on pg. 133, lines 178 and pg. 135, lines 202-203?
- How does Hamlet describe Horatio on pg. 139, lines 71-74?
- What role does Horatio have during the play?
- How does Hamlet continue to lead them to believe that he is insane? Evidence?
- Is Hamlet moving forward in his plan(s)? Evidence?
2/2/17: Continue Hamlet: up to Act 3, Scene 4: During today’s film viewing, answer the following questions (pp.141-165):
- What affect does the last scene in the play have on King Claudius? Evidence?
- Why do you think Gertrude requests to speak to Hamlet alone in her room?
- Interpret lines 136-144 on pp. 143-145.
- What do you make of Hamlet’s question and Gertrude’s response on pg. 151, lines 253-255?
- What changes do you notice in Hamlet’s behavior? Why?
2/3/17: Finish Hamlet Act 3: During today’s film viewing, answer the following questions (pp.165-185):
- What does Claudius’s soliloquy reveal about him as a character (pp. 165-167, lines 40-75)? In one word, sum up the author’s tone?
- Do his words and feelings make you feel differently about him?
- Describe events in connection to Claudius’ praying and Hamlet’s reaction.
- What reasons does Hamlet list for his inaction? Pg. 167-169
- Where is there evidence of mixed feelings that Gertrude experiences as she listens to Hamlet?
2/6/17: Paraphrase Claudius Act 3, scene 3 soliloquy AND identify literary devices used to help convey characterization. Due tomorrow, 2/7/17
Also, anticipate Hamlet Act 3 test next week. |
|
2/6/17: Hamlet Act 3 exam Wed., 2/8/17
2/8/17: Complete pg. 21 of Hamlet activity packet; be sure to go by text NOT film version. If you are struggling, identify the climax first (turning point of Act 3) and then work backwards. Activity packet can be found above under 12/8/16.
2/13/17: view/read up to Act 4, scene 5, pp. 189-213
Questions to consider:
Questions to consider:
- What is Claudius’ chief concern after he discovers Hamlet has slain Polonius?
- Why can’t Claudius arrest Hamlet on pg. 195, lines 1-11?
- How does Hamlet insult Claudius on pg. 197?
- What is Claudius’ plan for Hamlet at Act 4, scene 3’s end?
- Hamlet’s “To Be or Not to Be” Soliloquy
- Claudius Soliloquy
- Pg. 17 Hamlet activity packet
- Pg. 21 Hamlet activity packet
2/14/17: view/read pp. 214-235
Questions to consider:
Question to consider: What can the reader assert is the cause of the tragic events in Shakespeare’s Hamlet? What is Shakespeare’s message and through what literary devices does he convey them?
2/16/17: view/read pp. 279-287
Question to consider: What can the reader assert is the cause of the tragic events in Shakespeare’s Hamlet? What is Shakespeare’s message and through what literary devices does he convey them?
NOTE: Revised calendar due date for Research Project Parent Letter: Due Friday, Feb. 17th, 2017.
Questions to consider:
- What does Gertrude reveal in her aside on pg. 205, lines 22-25?
- What observations can be made about Ophelia in connection to her conversation with Claudius and Gertrude?
- Laertes is a foil to Hamlet: Compare Laertes and Hamlet in connection to their father’s deaths. How do they differ?
Question to consider: What can the reader assert is the cause of the tragic events in Shakespeare’s Hamlet? What is Shakespeare’s message and through what literary devices does he convey them?
2/16/17: view/read pp. 279-287
Question to consider: What can the reader assert is the cause of the tragic events in Shakespeare’s Hamlet? What is Shakespeare’s message and through what literary devices does he convey them?
NOTE: Revised calendar due date for Research Project Parent Letter: Due Friday, Feb. 17th, 2017.
2/17/17: As we conclude Hamlet, you should:
We will also compose an essay, which will be assigned upon return from break on the following topic: ESSAY TOPIC: Identify the central idea (theme) in Hamlet and discuss how William Shakespeare develops this idea using the writing strategy of characterization. **Hamlet's soliloquies will provide good source material for your essay. |
|
telling_with_ts_research_paper_sample.pdf | |
File Size: | 1302 kb |
File Type: |
university_of_toledo_mla_style_footnotes___bibliography.pdf | |
File Size: | 176 kb |
File Type: |
3/7/17: REVISED DUE DATES: We have been in computer lab since Monday, 3/6/17. We are in Computer Lab 215 again tomorrow.
By this point you should have shown me your (4) citation sources AND research notes.
Outline, works cited, and Turnitin.com registration (instructions in research paper packet, which can be found above under 2/27/17) are due Friday, 3/10/17. Be sure to use the Owl Purdue MLA website, the above videos, sample paper, as well as any other resources to assist you in writing your research.
View University of Toledo MLA Style Footnotes & Bibliography for Modern Language Association (MLA) guidelines.
By this point you should have shown me your (4) citation sources AND research notes.
Outline, works cited, and Turnitin.com registration (instructions in research paper packet, which can be found above under 2/27/17) are due Friday, 3/10/17. Be sure to use the Owl Purdue MLA website, the above videos, sample paper, as well as any other resources to assist you in writing your research.
View University of Toledo MLA Style Footnotes & Bibliography for Modern Language Association (MLA) guidelines.
The Kite Runner
the_kite_runner_activity_packet.pdf | |
File Size: | 499 kb |
File Type: |
university_of_toledo_mla_style_footnotes___bibliography.pdf | |
File Size: | 176 kb |
File Type: |
3/29/17: Watch the short film on bildungsroman
https://www.youtube.com/watch?v=9bpdzkPn5rc
Complete pg. 5 of The Kite Runner Activity Packet, which you were given in class and is also provided above (you will need a copy of the novel to do this). Complete ‘Information Provided’ AND ‘Your predictions about the book’ sections at bottom.
https://www.youtube.com/watch?v=9bpdzkPn5rc
Complete pg. 5 of The Kite Runner Activity Packet, which you were given in class and is also provided above (you will need a copy of the novel to do this). Complete ‘Information Provided’ AND ‘Your predictions about the book’ sections at bottom.
3/30/17:
|
|
3/31/17: Complete MLA quiz
After quiz: Read both the article “For Afghan boys and men, kite flying is a way of life” AND “For the Women of Afghanistan” Then, choose ONE and
|
|
4/3/17:
1. See 3/31/17 for assignments due - quarter ends Friday!
2. Please bring in research packet for pg. 3 Research Paper Checklist rubric for collection.
3. Read pg. 2, Lesson 1 Handout 2 of The Kite Runner Activity Packet and complete questions 1-3 on pg. 3
1. See 3/31/17 for assignments due - quarter ends Friday!
2. Please bring in research packet for pg. 3 Research Paper Checklist rubric for collection.
3. Read pg. 2, Lesson 1 Handout 2 of The Kite Runner Activity Packet and complete questions 1-3 on pg. 3
4/6/17:
1. Read Foreword for The Kite Runner 2. Please bring in research packet pg. 3, the Research Paper Checklist rubric for collection. 3. Read Chapter 1 and use Post-Its to answer Chapter 1 Post-It Note Study Guide Questions (at right), AND annotate for literary devices (use literary devices handout from beginning of year), plus your own thoughtful observations and/or questions. NOTE: Longer-Version Study Guide Questions (also at right) will not be collected but used for class discussion AND quizzes/tests, so be sure to read and be able to answer. READING GUIDELINES:
|
|
You ARE in the HOME STRETCH, my glorious senior angels, but YOU MUST stay focused on THE PRIZE of walking on GRADUATION DAY! To that end, BE HERE, both physically AND intellectually, make up missing assignments, and DO ALL THE WORK! Make me proud to have known you!
kr_journal_prompts_choose_5_1_2_page_responses_for_each.pdf | |
File Size: | 180 kb |
File Type: |
6/2/17:
1. FIVE (5) 1/2-PAGE LOG PROMPTS / Due Monday, 6/5/17 2. Watch the Prezi below and then use supplied handout on the right from Chapter 1 to synthesize information in connection to characters and themes as evidenced to create your own ILLUSTRATED blackout poetry. Due Wednesday, 6/7/17. NOTE: Beginning Monday, we will watch and compare the film version to the novel of The Kite Runner. You may continue to work on your blackout poetry project if you choose. |
|