I would like you to have a separate
notebook for this class. I recommend
that it be the type that has multiple sections. I would also like you to have a folder for
English. You will receive many handouts
through the course of the year. You will
want an easy method of filing and locating these.
I presented an overview of the semester to students as to the content
and direction of this course. I
presented two pages of notes about the development of drama.
Assignment: Read the
preface to Antigone (p. 1018) and develop a family tree for Antigone.
The family tree for Oedipus was presented on the board. Students are responsible to have this in
their notes. I presented the entire
story of the events that occurred prior to the opening scene of Antigone.
Assignment: From your class notes you are to write into
your English notebook the entire story of the events leading up to the opening
scene of Antigone.
Tuesday (1/06/09)
We reviewed scenes 1 and 2 of Antigone. I handed out study sheets for drama.
Wednesday (1/07/09)
We corrected the
worksheets for the first half of Antigone.
Assignment: Complete the worksheets for the second half
of Antigone.
Thursday (1/08/09)
We corrected the study
sheets for the second half of Antigone.
We identified and discussed the major points and themes contained in
this part of the drama.
Assignment: Test on Antigone on Monday.
Friday (1/09/09)
Today, students viewed a
standardized video interpretation of Antigone’s Prologue. Secondly, they viewed a segment of a modern
interpretation of the story of Oedipus, his death, and the story of
Antigone. This enabled students to
experience what may be done with sound and dance to tell this story. Worksheets were returned to students.
Assignment: Study for a test on Antigone.
Monday (1/12/09)
Snow
day. Only two classes met
today. Reviewed for
test.
Tuesday (1/13/09)
Students completed a
test on Antigone. Tomorrow we
will begin a Russian farce-comedy.
Wednesday (1/14/09)
I presented notes to
students concerning farce. We previewed
a Russian farce play. Students took
roles and read The Bear aloud in class.
Assignment: Finish reading The Bear.
Thursday (1/15/09)
No school. -25 F.
Friday (1/16/09)
I presented
examples in The Bear of the elements of farce: exaggerated improbable situations, gross incongruities,
and coarse wit or ridiculous situations or comments.
Assignment: Complete the worksheet on The Bear.
Monday (1/19/09)
Students discussed and reviewed the
farce, The Bear. We discussed and
corrected the homework worksheet. I
presented initial ideas for the persuasive paper.
Assignment: Study for a short test on The Bear.
Tuesday (1/20/0
Students completed a short multiple
choice test on The Bear. I presented a variety of topics for upcoming research
and persuasive writing.
Assignment: Look through the following web sites to
familiarize yourself with additional topic choices and research availability.
http://inst.sfcc.edu/~hfl/speech/debate.htm
http://www.debate-central.org/learn/important-terms-in-lincoln-douglas-debate
http://www.nflonline.org/Main/CurrentTopics
http://bensguide.gpo.gov/9-12/debate/index.html
http://www.goodspeechtopics.com/debate-speech-topic.html
http://www.econoclass.com/debatetopics.html
http://www.swlearning.com/economics/econ_debate.html
Wednesday (1/21/09)
I continued
presenting topic ideas to the class.
Students now have over a hundred topics from which to choose for this
project.
Assignment: From your notes of
suggested topics, select five or more that you find interesting.
Thursday (1/22/09)
I provided
students with models of the persuasive essay.
We read and analyzed these in class, pointing out strengths and
weaknesses of each model. These may be
found in the literature book on pages 617 – 618 and grammar book on pages 126 –
129.
Assignment: Turn in your list of
proposed topics for research.
Friday (1/23/09)
Students
were assigned an opponent for the research and debate project. Students either mutually agreed on a topic
and the position each would take or, if they could not do this, were assigned
one. Class notes on thesis statements:
to prove, to justify, to criticize. Class notes on MLA documentation of online
sources. I distributed a handout for
recording research sites and summaries.
Assignment: Begin your research.
Monday
(1/26/09)
I distributed the rubric for this
paper, a packet listing transition words and phrases, definitions and samples of
thesis statements, examples of various types of sentence structures, and
detailed directions on the writing of the paper. I presented notes on web site
documentation. Students worked
researching material in the lab. Special
note: plagiarism will result in
automatic failure for this project and writing.
Assignment: Research your topic for an additional hour
outside of class time.
Tuesday
(1/27/09)
We reviewed the five parts of the
documentation for and entire web site, documentation of a web site with an
author, documentation of a web site with a very long URL. I presented notes and overheads showing
proper MLA documentation of a page on a web site and documentation in the paper
for paraphrased material, long quotations, and visuals. Students worked in the lab researching for
over half the period. I documented what
each has found as useful sites to this date.
Assignment: Research and read about your topic for at
least an hour outside of class.
Wednesday
(1/28/09)
Students completed a short quiz on
material presented in class over the last two days. Students worked in the computer lab
researching additional sites for material for their persuasive paper. Students are encouraged to use the school’s
databases and to avoid blogs and opinions.
Assignment: Research material for at least one hour
outside of class.
Thursday
(1/29/09)
I reviewed notes on documentation
presented to students earlier this week.
I presented overhead transparency example showing various examples of
contextual documentation using MLA style.
I presented additional material and examples on documenting various
types of research materials. These notes
may be accessed by going to the Purdue OWL site and clicking on electronic
documentation. Students had some time to
research in the lab.
Assignment: Quiz on documentation tomorrow. Check of reliable research materials and
summaries tomorrow. Research and read
for at least one hour.
Note
Evaluating
Sources
www2.library.ucla.edu/libraries/college/11605_12337.cfm or
www2.library.ucla.edu/libraries/college/11605_12008.cfm and “Thinking Critically About Discipline-Based World
Wide Web Resources” www.wartburg.edu/library/infolit/Handouts/ThinkCriticallyaboutWWW.doc
Friday
(1/30/09)
Students completed a quiz on contextual
documentation. Students continued to
research for material in the computer lab.
I recorded the sites located by students to this point.
Assignment: Bring to class on Monday all research notes or articles so to begin writing.
Monday
(2/02/09)
Notes on preparing the persuasive
argument were presented. First and
foremost, know the material well! Read -
Read – Read! Then, A) Be objective (use 3rd person); B) Be logical
(use effective transitions); C) Have solid support, respectable evidence, vivid
examples); D) Lay out your game plan to grab and hold your reader’s attention –
1) Clearly state your resolved or claim, 2) Explain your resolved or purpose;
what you are determined to show in your paper; 3) List your reasons in the
order you will present and expand on each ( minimum of 3); 4) Identify what you
intend to disprove about the opposition’s position (major points only); 5)
Create an outline that lists your reasons – a) Be careful not to overlap or
restate the same reason in different words; b) Organize your reasons by the
order of their appearance in the paper; 6)
Write a separate paper completely explaining and supporting each reason.
Assignment: Make a copy of your
research sites to turn in to me by tomorrow.
Complete numbers 1, 2, 3, 4, and 5 above.
Tuesday
(2/03/09)
Students turned in a copy of all
research sources and sites to be used in the paper. I checked homework completion and visited
with individuals who needed help with it.
I presented an example of what students are to do for this step of the
project. For the remainder of the class
period students focused on their first reason as identified in #5 of the
homework. They made a quick list of all
the supporting sub-topic areas that support this reason. They explained the reason clearly and in
depth by making clarifications, using definitions, examples and stories. They
supported the reason with logic, facts, statistics, quotations, and examples
found in their research. They documented
their sources contextually as they wrote and roughed out works cited page
entries. Each student pushed
himself/herself to write 500 or more words.
When finished with this rough draft of this part of the paper, students
continued to read research.
Assignment: Complete the draft of this paper which
explains and expands on reason #1 if you did not have adequate time in class.
Wednesday
(2/04/09)
Students worked on writing the second
section of their argumentation. This is
the second reason each believes their resolved or claim should be accepted as
the more valid side of the argument.
Students support the reason with research and logic.
Assignment: Complete writing a page or two for this
section of the paper. Be certain to
include documentation.
Thursday
(2/04/09)
Students again wrote during class. This time each student addressed the third
reason which supports his or her claim.
The paper is to present the student’s views, reasoning process, thoughts. These are to be supported by research facts,
statistics, examples, stories, etc. which must be documented both contextually
and in a works cited page.
Assignment: As you complete each of the three papers,
show it to me so I may help with improvements and record your progress.
Friday
(2.06/09)
Today is a catch up day. This is a day to catch up on your writing if
you are behind. You should have the
three papers completed and have met with me to discuss each. Today, you could catch up on your research
reading. Catch up on inserting the
appropriate documentation into your writing so you are not guilty of
plagiarism. Catch up on showing me your
work and discussing it. If you want to
improve, today could be used to work on revising the first two papers. Today we drew to decide on the order of
presentations. Presentation begin next Tuesday.
Assignment: Complete the third paper if you did not get
this completed last night.
Monday (2/09/09)
I
distributed to students the evaluation sheet for the upcoming debates. We went through this completely and I
answered all questions. Students
submitted their third paper for evaluation.
Assignment: The third paper must be turned in today for
evaluation. Identify an attention
grabbing story, example, statistic, or fact to use in the introduction of the
paper.
Tuesday (2/10/09)
I reviewed
with students a variety of sentence patterns created by various sentence
beginnings. Those addressed were
subject, prepositional phrase, adverb, gerund, infinitive phrase, present
participle, past participle, adverbial clause, appositive, and
conversation. Students completed
exercise 16, p. 495, 1-5 and exercise 23, p. 498, 1-5 for practice and
understanding.
Assignment: Employ a variety of beginnings in your
research paper. Turn in any rough drafts
not yet evaluated. Drafts are late after
today.
Wednesday (2/11/09)
Student
presentations continue. We reviewed verb
tenses, four principal parts, and irregular verbs on pages 520 – 530.
Assignment: Complete exercise 6, page 527.
Thursday (2/12/09)
We covered
material on pronouns. We covered
nominative case, objective case, and possessive case. We reviewed rules and examples as presented
in our Writing and Grammar book on pages 546 – 550. One more pair of students presented their
materials.
Assignment: Complete exercises 2, 5, and 7 as directed in
the above pages. On Friday, we begin
quizzes over the grammar material being presented.
Friday (2/13/09)
I presented
material, explanations, and examples for the correct use of who, whoever, whom,
and whomever. We studied sample
sentences in the grammar book (pages 552 – 555). Another pair of students presented their
persuasive arguments on a mutual issue.
I gave a sample quiz which covered the first three days of grammar. Quizzes will be given next week on Monday and
Thursday.
Assignment: Complete exercises 14 and 15 on page 555.
To see a sample
research paper with citation notes click on the following: http://www.dianahacker.com/resdoc/p04_c08_s5.html and then click on sample papers. To see samples of how to correctly document
any particular type of source whether electronic or hardcopy, click on the
following: http://www.dianahacker.com/resdoc/p04_c08_s2.html
Today, students
worked in the computer lab researching, reading, and writing. The completed, rough draft is due Monday.
Assignment: Complete the handwritten rough draft of the
position paper, the outline and the works cited page.
Monday
(2/16/09)
Students
completed a quiz on sentence beginnings, verb tenses, irregular verbs and
pronoun case. I need to see his homework
from pages 552 – 555, exercises 14 and 15.
We covered elliptical sentences (556 – 558).
Assignment: Students are to do exercise 16 on page 557.
Tuesday
(2/17/09)
We read and discussed the first usage
material presented on pages 612 – 617.
Students continued with presentation of their material.
Assignment: Complete exercise 10 and 11 on pages 612 –
617.
Wednesday
(2/18/09)
We discussed and worked with examples
of more usage problems in English. This
material is on pages 618 – 621. Students
are to review and study this material.
We corrected and discussed yesterday’s homework. Student presentations continued. Students are reminded that the final copy of
the persuasive research paper with a works cited page is due Feb. 26th. This is next Thursday.
Assignment: Do exercise 12 on page 618.
Thursday
(2/19/09)
Grammar test was taken by all today and
student presentations continued. We
covered semicolons on pages 671 – 674.
Explanation and examples were presented in class.
Assignment: do exercises 25 and 26 on pages 672 and 674.
Monday
(2/23/09)
The date for submission of the final
version of the persuasive research paper is hereby moved back to Monday, March
2nd. Any paper turned in
after this date will be deemed late. Student
presentations continued today.
Assignment: Review the rules and examples for the
semicolon.
Tuesday
(2/24/09)
Some classes finished with
presentations. In these I was able to
begin the notes for proofreading areas for the actual paper. We began with effective introductions and
notes.
Assignment: Begin typing the final draft of your
persuasive paper.
Wednesday
(2/25/09)
I presented notes on effective
introductions and effective conclusions.
I presented examples of effective cover pages and titles. Classes that have completed presentations
moved to the computer lab and worked on completing and revising the final
paper.
Assignment: Work on your final draft of your paper. Double check that the internal documentation
and the works cited page are correct.
Remember that I have samples for you to use.
Thursday
(2/26/09)
Classes were dismissed at 11:00 because
of weather. Students are to complete the
typing of the persuasive paper. The
cover page needs an identification block containing:
Student’s name
English II, period __
March 2, 2009
Mr. Lauters
Friday
(2/27/09)
Students finished registering for next
year’s classes. The last groups
presented their materials. Students worked
in the computer lab completing their papers and the works cited page. I reviewed formatting, documentation,
organization, and structure.
Assignment: Finish your paper. Proofread for errors. Remember that the computer will not catch
everything for example her instead of here.
Make yourself a copy of your work on the computer and in hardcopy.
Monday
(3/02/09)
ITED testing day. Shortened classes. Students proofread, revised and turned in the
final version of the persuasive paper.
Tuesday
(3/03/09)
ITED testing day. Shortened classes. I presented a brief introduction to Mark
Twain. Students read “A Californian’s
Tale” on pages 304 – 310. Students
completed questions 1 – 6 on page 311.
Assignment: Write the vocabulary and definitions
highlighted in tan in your English notebook.
Wednesday
(3/04/09)
I presented information on the use of
setting to develop character. We
reviewed the vocabulary used in “The Californian’s Tale.” We discussed and students turned in the
questions for this reading. I
distributed a worksheet for the reading.
Assignment: Complete the worksheet by Friday. Write neatly; write using complete sentences;
answer in detail.
Thursday
(3/05/09)
Students are to read “Brigid’ on pages
316 – 326. Students are to focus on the
three main characters and record phrases that give the reader insight into
their character.
Friday
(3/6/09)
Students turned in homework for “The
Californian’s Tale” and “Brigid.” Students
placed selected phrases on the board that identify some element of the
character. We discussed this material
revising any that were not accurately interpreted.
Assignment: Read “Lalla” on
pages 329 – 343; focus on character description and development; be aware of
the relationship of the narrator to Lalla; write all
vocabulary words into your English II notebook.
Monday
(3/9/09)
I presented notes and PowerPoints concerning E. A. Poe and his works. We covered the elements of Romanticism, biographical
events, style notes, and overviews of major works. We previewed Poe’s “The Pit and the
Pendulum.”
Assignment: Skim through “The Pit and the Pendulum” and
circle every word that you do not know.
Tuesday
(3/10/09)
I played a professional reading of “The
Pit and the Pendulum” for students.
Students were to read along, take notes on the sequence of events, and
circle any words they wish to add to their list.
Assignment: Finish reading “The Pit and the Pendulum”
and prepare for a content quiz to be given tomorrow.
Wednesday
(3/11/09)
Students took a short content test on
“The Pit and the Pendulum.” I
distributed two handouts for vocabulary for this story. Students were grouped into small groups to
research these words. We will continue this
tomorrow. We reviewed “Brigid,” “The Californian’s Tale,” and “Lalla.”
Assignment: Study for a quiz on these three stories.
Thursday
(3/12/09)
Students worked in small groups on the
definitions and use of vocabulary words used in Poe’s “The Pit and the
Pendulum.” Students completed a short
test on “Brigid,” “The Californian’s
Tale,” and “Lalla.”
Assignment: Find a novel to read and bring it to class
tomorrow. This may be a novel that you
are presently reading.
Friday
(3/13/09)
Students completed the vocabulary
worksheet for “The Pit and the Pendulum.”
Students turned this worksheet in for evaluation. Students used the remaining time for free
reading of a novel.
Assignment: Have a relaxing, refreshing break. Come back renewed and ready to learn. Enjoy yourself; read a good book.
Monday
(3/23/09)
I presented notes for writing
improvement including the following: MNM BOPS, “CLASSES,” Eleven
Elements of Good Persuasion, paragraphing, apostrophes, usage, capitalization,
avoiding fragments, avoiding run-ons, transition words, tense shifting, end
marks, and ending with a preposition.
Assignment: Quiz on class notes tomorrow. Study for the quiz.
Tuesday
(3/24/09)
Students completed a short quiz on
Monday’s material. I presented and we
discussed multiple examples of students’ writings, identifying errors and
demonstrating what needs to be done to improve the writing. Students participated in discussion and took
notes for use later when improving their persuasive papers.
Assignment: Review your notes, especially the rules for
writing numbers.
Wednesday
(3/25/09)
Class presentation notes concerning
writing improvement continued. Samples
of writings were presented along with identification of the type of error and
appropriate corrections and improvements.
Assignment: Review your notes and study the examples
presented in class.
Thursday
(3/26/09)
We completed example sentences
including writing errors and identified appropriate corrections for each. Students took notes and were involved in the
process of improving each example.
Assignment: Review and study your writing notes. Prepare to improve your papers in class.
Friday
(3/27/09)
Students worked in the classroom
revising and improving their persuasive papers using the notes presented during
the week. This was an impressive
day. Students were diligent and on task
throughout the entire day.
Monday
(3/30/09)
Students viewed a video of
Shakespeare. Each student was given a worksheet
for basic notes which listed thirty-two points or questions that students were
to complete, react to, or answer while watching the video.
Assignment: Compare your notes with other students’
notes. Fill in or add to your notes the
material you did not record while viewing.
Tuesday
(3/31/09)
I reviewed with students the worksheet
for notes from Shakespeare’s biography.
I presented additional notes on Shakespeare’s life, conventions of
Shakespeare’s staging, and the history of the Globe Theatre.
Assignment: Study your notes for a quiz later this week.
Wednesday
(4/01/09)
Distributed Hamlet books to all
students; assigned roles for classroom reading of the play; and explained the
physical setting as well as the relationships of characters at the beginning of
the play. We read the first part of Act
I, scene i.
Thursday
(4/02/09)
Students read aloud in class in
character all of Act I, scenes i and ii.
I explained all the transpired step by step, emphasizing lines that
highlight the developments of the play.
Assignment: Quiz tomorrow on the Shakespeare biography
video. Study your worksheet of basic
notes.
Friday
(4/03/09)
Students completed a quiz on the life
and times of Shakespeare. We read and
discussed Act I, scenes iii and iv.
Assignment: Students are to review what we have read and
complete their notes.
Monday
(4/06/09)
Students completed the reading of Act I
in class. We identified major lines and
discussed the meaning and implications of these. We discussed the concept of fate. Students were given a list of quotations from
Act I to complete by Wednesday as to who said it and in our words what does it
mean.
Assignment: Complete your quotation worksheet.
Tuesday
(4/07/09)
I presented writing improvement notes
to students with accompanying samples of incorrect and corrected
sentences. Students were given a
three-page handout for review of Act I.
Assignment: Have both the quotation worksheet and the
review worksheet completed by tomorrow.
Wednesday
(4/08/09)
I reviewed with students the correct
answers for both the quotations worksheet and the Act I review worksheet. Students used the remaining class time to
work on improving the structure and writing in their research papers. These revisions are due no later than
Thursday, April 16th.
Assignment: Study for tomorrow’s test on Act I.
Thursday
(4/09/09)
I distributed to each student the
Hamlet project. I explained each of the
ten possibilities to students and answered all questions. This project is due no later than May 5,
2009. Students completed a test on Act I
of Hamlet and used the remaining time to work on improving the writing
in their persuasive research papers.
Enjoy your Easter break. You may want to start on your project.
Monday
(4/13/09)
Students viewed Act I of the Kenneth
Branagh version of Hamlet. I reminded
students that improvements to the research paper are due on or before this
Thursday.
Tuesday
(4/14/09)
Now that we have a fresh visual image
of characters and the action for Act I in our minds, we proceeded with the
reading of Act II of Hamlet. We read
pages 68 – 93 which is scene 1 and part of scene 2. I checked with students to see which project
each had chosen to do.
Assignment: Work on improving the writing in your
research paper. Begin work on your
Hamlet project.
Wednesday
(4/15/09)
We completed the reading of Act II for Hamlet. We discussed various themes that emerged and
explained the language.
Assignment: Work on your papers. Tomorrow is the last day they will be
accepted for credit. If you are not
working on your paper, work on the Hamlet project.
Thursday
(4/16/09)
Students viewed the first part of the
Hamlet video for Act II. I distributed a
worksheet for the review of Act II. This
also contained several key quotations from Act II for comprehension. Students who reworked their persuasive
research papers for extra credit turned these in for credit.
Assignment: Complete the review worksheet. This will be your admit ticket to class
tomorrow.
Friday
(4/17/09)
Students viewed the remainder of the
Act II video for Hamlet. We
reviewed and discussed student answers to the review worksheet and the
quotations. Students will have a test on
Act II on Monday.
Assignment: Review Act II and study using the review
worksheet.
Monday
(4/20/09)
Students completed a test on Act II of Hamlet. We read Act III, scene i in class.
Assignment: By yourself or with a partner or two rewrite
at least two pages of this scene in your own words.
Tuesday
(4/21/09)
Students presented their modernized
versions of Hamlet. We read Act
III, scene ii to page 139.
Assignment: Work on your projects.
Wednesday
(4/22/09)
Students viewed Act III, scene i of Hamlet. We discussed the effect of the visual
presentation. Students read aloud in
character Act III, scene ii.
Assignment: Finish reading Act III.
Thursday
(4/23/09)
I reviewed and discussed with students
the contents and interpretation of the rest of Act III. I distributed to students a six-page packet
of quotations and questions for review of Act III. We worked an example from each section of the
review packet. Students began work on
the first two pages of the packet.
Assignment: Complete the first two pages of the review
packet for Friday.
Friday
(4/24/09)
First, students are to compare and
share their responses to the quotations and A – D on the first two pages of the
review packet. Then, students work in
pairs in class to complete the review packet.
This packet will be their study guide for the test on Act III.
Assignment: Complete the review
packet. Students will view the movie on
Act III on Monday and take a test on Act III on Tuesday.
Monday (4/27/09)
Students
viewed the video of Act III of Hamlet.
Assignment: Complete the Act III review packet.
Tuesday (4/28/09)
Students
assumed the roles assigned to them and read Act IV aloud in class. Be certain to read all footnotes on the page
to the left.
Wednesday (4/29/09)
We reviewed
and discussed the packet for Act III.
The review for Act IV is posted below.
Act
IV - Review
1.
What is Claudius
talking about when he says, “It will be laid to us, whose providence/ Should have kept
short, restrained, and out of haunt/ This
mad young man”?
2.
What is Claudius
talking about when he says, “and this vile deed/ We must with all our majesty and
skill/ Both countenance and excuse”?
3.
Hamlet tells
Rosencrantz that he, Ros., is very much like what type of thing?
4.
Why does Claudius
believe that they may not “put the strong law on him [Hamlet]”?
5.
Why does the
“distracted multitude” love Hamlet?
6.
At which meal of the
day does Hamlet say Polonius is?
7.
Where does Hamlet
say the body of Polonius is?
8.
Where does Hamlet
tell Claudius to send a messenger to look for Polonius?
9.
Where does Hamlet
tell Claudius that he himself may go to look for Polonius?
10.
Using which human
sense, how will they find Polonius according to Hamlet?
11.
Where does Claudius
tell Hamlet that he must be sent?
12.
The letter that Claudius
writes is addressed to whom?
13.
In the letter
Claudius demand what?
14.
Who has just arrived
in
15.
How valuable is the
patch of land that Fortinbras goes to do battle over?
16.
How large is the
patch of land that Fortinbras goes to do battle over?
17.
How many men does
Hamlet believe will die in this battle?
18.
How does this make
Hamlet feel that he is doing nothing while all of these men are going to
battle?
19.
Hamlet says that a
man or person who only sleeps and eats is nothing more than a what?
20.
What does Hamlet mean
by this? (#18)
21.
Ophelia is now
mad. Why is she now dangerous according
to both Horatio and the Gentleman?
22.
Whom does it appear
that Ophelia is mourning for?
23.
Complete this
quotation by Ophelia: “Lord, we know
what we are but…”
24.
According to Ophelia
in her madness, who is the responsible person in a relationship between a man
and a woman? In other words, who is more
in control of what happens?
25.
Why is the following
possibly sarcastically said? “Good
night, ladies, good night, sweet ladies, good night, good night.”
26.
Sorrows come not
singly but how?
27.
How was Polonius
buried according to Claudius? (See page
211, lines 84 – 85.)
28.
Who has returned
from
29.
Who storms the
castle with a rioting crowd?
30.
Who does this crowd
demand should be king?
31.
Who steps between
this man and the king to protect the king?
32.
When Ophelia
returns, what does she distribute to each of those present?
33.
What are daisies
symbolic of?
34.
What are columbines
symbolic of?
35.
What do violets
symbolize?
36.
What are the last
twelve words of Ophelia?
37.
Who does Horatio get
a letter from?
38.
Who attacked
Hamlet’s ship?
39.
How was Hamlet
captured?
40.
Why did they not
murder or enslave Hamlet?
41.
Where is Hamlet at
the end of scene 6?
42.
What are the two
reasons that Claudius has not taken action against Hamlet?
43.
Who does Claudius
tell Laertes is totally responsible for Polonius’s death?
44.
Whom does Claudius
receive a letter from?
45.
Laertes has one
wish. What is it?
46.
The king proposes a
duel or contest between which two men?
47.
Which weapon is Laertes
especially skillful in the use of?
48.
What are the two
methods that Claudius plans to use to kill Hamlet in the contest?
49.
What is the name of
the poison?
50.
Does Gertrude have
any knowledge of this plot?
51.
What news does
Gertrude announce?
52.
How did Ophelia die?
53.
Does Laertes cry
because of the death of his sister?
54.
Why is Ophelia’s
death thought to be a suicide?
Thursday
(4/30/09)
We read most of Act V in class
explaining and discussing lines and sections as we read. Assignment:
Complete the review sheet for Act IV.
Friday (5/01/09)
We finished reading Act V.
The Act V review material is below.
Friday
(5/08/09)
Students completed tests over Acts IV
and V. Hamlet books were turned in. We begin Death of a Salesman on
Monday.
Monday
(5/11/09)
I presented preliminary notes to the
reading of Death of a Salesman.
Roles were assigned for the play.
Students read to page 19.
Tuesday
(5/12/09)
Study guide packets were
distributed. This includes material for
Act I, Act II, and the Requiem, plus essay questions. Students read to page 36 and completed study
questions 1 – 29.
Wednesday
(5/13/09)
We discussed and corrected study guide
questions 1 – 29. Students read in character pages 33 – 58.
Assignment: Complete study guide question 33 – 45.
Thursday
(5/14/09)
Students read Death of a Salesman
from page 58 to page 76. We addressed
study questions 1 – 29.
Assignment: Complete study questions 30 – 42.
Friday
(5/15/09)
Students reviewed and discussed study
questions 30 – 42. Students read pages
76 – 100 in character.
Assignment: Complete study questions 43 – 50 for Act I
and 1 – 10 for Act II.
Monday
(5/18/09)
Students viewed the first half of the
movie version of Death of a Salesman with Dustin Hoffman. We looked closely at the use of set design,
music, and characterization.
Tuesday
(5/19/09)
Students read pages 100 – 123. Biff’s primary
conflict with Willy unfolds. Happy’s self-centeredness becomes more evident. Willy’s past manifests itself.
Assignment: Complete study guide questions 11 – 39 for
Act II.
Wednesday
(5/20/09)
Students completed the reading of Act
II and the Requiem for Death of a Salesman.
Assignment: Complete all study guide questions for the
play and preview the essay questions.
Thursday
(5/21/09)
We reviewed and filled in all answers
for the study guide to the end of the play.
Students were assigned essay questions on which they will report to the
class tomorrow. Students viewed the rest
of Act I and some of Act II of the play.
Assignment: Prepare notes to use for your report on your
assigned essay questions. Test on Death
of a Salesman next Tuesday.
Thursday (4/16/08)
Students
completed a test on Act III of Hamlet.
We read together scenes `1, 2, and 3 of Act IV.
Assignment: Work on your extra credit project. No other assignment tonight. I have discussed six possible extra credit
projects with students. The first is the memorization and subsequent
recitation of Hamlet’s “To be or not to be” speech. The second is the
building of a scale model of the Globe. A little research on the Internet
will yield specifics as to size, shape, and design. Students may use any
material to as building material. The third is the designing of a quilt
with 36 squares. Each block must contain a picture, description and
dialogue or quotation. Students again may use any material. The
quilt may be of any material. The size is generally 6” X 6’. This
is a general guideline rather than a specific measurement. Often students
use squares of construction paper. All blocks must be tied together to
produce a quilt effect for a wall hanging. The fourth is to create a
comic book version of Hamlet. Students may create a scene, act, or
multiple acts. A great deal of creativity is involved in this. The
fifth project is to modernize and video record a scene or act of Hamlet.
In this project students modernize the language along with the setting.
Knowledge of technical editing is valuable. The last project
appeals to those with musical talent. This project is to set Hamlet to
music, set a soliloquy to music, or to write a song that would apply to a
character. Each of these projects is different to hopefully appeal to
students of different talents. They are all extra credit. Each
applies to our curriculum. Each will enhance the knowledge of the student
in the area of study. Each is for extra credit and not required.
Students may do more than one project as long as one project is completed and
presented before another is attempted. No extra credit is accepted after
students take the Act V test. No definite date is set for this
test. I project May 1st for this test.
Friday (4/17/08)
We read the remainder of Act IV. Students volunteered to read as
characters. We discussed some of the
interpretation. I offered one more extra
credit project. This is to create a game
for the play. Maybe it could be
titled: Last Man Standing. Develop the rules to the game. Identify the goal or what will specify a
player as the winner. This could be an
electronic game or a board game.
Determine the size of the game, its shape (maybe a castle or a country),
the pitfalls, tricks, or penalties. You
could develop cards that are drawn upon chance or penalty. How many players will you allow? Will there be multiple levels or multiple
locations to advance to? Must players have to be able to answer questions to
advance extra spaces? Have fun. Make it complex. Up to 50 points for this
project.
Assignment: Reread Act IV. Pay special attention to the explanatory
notes on the left. There will be an
in-class worksheet on Monday.
Monday (4/21/08)
Students
worked on a 54 question worksheet which reviewed the contents of Act IV. This was during class with notes taken while
reading and the book.
No
assignment.
Tuesday (4/22/08)
I returned
the corrected worksheets to students with identified errors. While viewing the video of Act IV students
attempted to identify the correct answer to any errors from yesterday or blank
answers. Worksheets were turned in at
the end of the period for correction.
Assignment: Study for the test on Act IV.
Wednesday (4/23/08)
Students viewed the
final segment of Act IV. Students
completed the worksheet on Act IV. We
correct these worksheets, recorded the correct answers, and returned them for
study for tomorrow’s test.
Assignment: Study for the test on Act IV.
Thursday (4/24/08)
Students
completed a test on Act IV.
Assignment: Read scene 1 of Act V.
Friday (4/25/08)
I reviewed the contents
and interpretation of scene 1 for students.
We identified many key lines and issues.
Assignment: Read the rest of Act V. Take notes.
Monday (4/28/08)
We reviewed and
discussed the final scenes of Act V, paying particular attention to selected
quotations and themes such as fate and free will.
Assignment: Bring to class your prop for your assigned
character and be prepared to explain the significance of the prop.
Tuesday (4/29/08)
I distributed a
review of Act V to students. Students
viewed the first part of the video of Act V.
The last day for extra credit is this Thursday. The test on Act V will be this Thursday.
Assignment: Work on the Act V review sheet.
Wednesday (4/30/08)
Students completed
the viewing of Act V of Hamlet. I answered
questions concerning the study guide.
Assignment: Complete the Act V worksheet/ study guide.
Thursday (5/01/08)
Students
completed a test on Act V. We identified
quotations within the play that display the following literary techniques: simile, metaphor, personification,
apostrophe, symbolism, imagery, and irony.
No
assignment tonight.
Friday (5/02/08)
Students
turned in their Hamlet books. I
previewed the drama, Death of a Salesman. Students were assigned roles for in-class reading
of this drama. We read and discussed the
first nineteen pages of the play.
Monday (5/05/08)
I distributed
to students a study guide for Act I of Death of a Salesman. We reviewed Friday’s reading and introductory
comments. Students completed 1 – 15 on
the study guide. We read to page 42 in
Act I.
Assignment: Complete the study guide through number 32.
Tuesday (5/06/08)
We reviewed the
study guide questions for yesterday’s reading.
Students read to almost the end of Act I.
Assignment: Complete the study guide for Act I.
Wednesday (5/07/08)
We completed
the reading of Act I. We checked the
answers for the study guide for Act I.
Students viewed the first part of the video for Act I, paying special
attention to the use of the flute music and the use of lighting in the
production.
Thursday (5/08/08)
We continued with
the analysis and insights into Death of a Salesman by Arthur
Miller. Remember that good drama leads
the reader or viewer. It shows rather
than tells. Could this
drama be renamed The American Dream Gone Bad? If you were Linda and your husband of 35 or
more years began to deteriorate and act as Will does, what would you do? What will you do if this happens to your
mother or father? Every father wants his
sons to succeed. Willy will not let go
of this dream. Every father wants the
admiration of his sons. Willy lies and
stretches the truth to gain their admiration.
What is wrong with this? What is
Willy really angry about? Why are the
boys so lost? Happy and Biff are 14 and
16 years respectively out of high school and still talking like this. What is wrong with this? We addressed these ideas and more. I distributed a handout of essay questions
for extended thought.
Assignment: Read through the essay questions and think
about how you would answer each of them.
Friday (5/09/08)
Each student
drew from a stack of essays the question that he/she is to present an oral
answer to next Tuesday or later. Each
student will have up to five minutes to present this answer. The answer is expected to show insight,
research, and depth of thought. Students
may use notes during their presentations.
I advised them to signpost clearly so all major points are easily
identifiable.
We read
Act II to page 90 in the play.
Assignment: Work on your essay answer.
Monday (5/12/08)
I reviewed
for students the theme of lies, insults, and the general denial of reality in
this play. Students were given two
examples of denial of reality. Then in
small groups students created their own list of realities in today’s society
that people deny. Each group then
reported to the class on their findings.
This was followed by a bit of discussion. Next, students had a short “go around” in
which each student read his or her assigned essay topic and heard from the
people in their group as to their immediate response to the question. The intention here was to give students
different slants on how to attack the question.
Students will present their answers later this week.
Assignment: Work on your essay.
Tuesday (5/13/08)
Students read and
discussed Act II to page 125 in Death of a Salesman. I distributed a study guide for Act II and
the Requiem.
Assignment: Work on completing the study guide.
Wednesday (5/14/08)
Students completed
the reading of Death of a Salesman.
We reviewed and discussed many of the ideas presented and the specific
lines addressing these ideas. Students
viewed a few minutes of the video for Act II.
Assignment: Complete all thoughts and notes for the presentation
of your answer to your essay question.
Presentations begin tomorrow.
Thursday (5/15/08)
Student
presentations of assigned essay questions began. Students are encouraged to analyze the
question thoroughly so be certain to answer all aspects of the question. Include examples from the play to support
your answer. If you can, include a
quotation or two from the play to enhance your answer. Be certain to signpost clearly the major
points that you intend to include in your answer. At all times, speak clearly, distinctly, and
with emphasis so your audience has every chance to identify all parts of your
answer. I distributed another worksheet
for Act II of Death of a Salesman.
Assignment: Complete the worksheet.
Friday (5/16/08)
Students
completed presenting answers to individual essay questions. I presented twelve areas that students need
to review to prepare for the semester test.
These are: proper usage, grammar
and writing skills, Hamlet, reading comprehension skills, vocabulary, research
skills, Death of a Salesman, Antigone, documentation, farce, the
writing packet, and the writing process.
We had a rather lively discussion about Willy’s statement, “Be liked and
you will never want.”
Assignment: Begin reviewing and studying for your
semester test. Complete your Act II
study guide sheet for Death of a Salesman.
Monday (5/19/08)
The final
few students to present essay answers did so.
We discussed the following issues addressed in the play: 1) Caring for aging parents, 2) Parents’
belief in their children, 3) Love and its many different types and ways to show
it, 4) What we think is who we are, 5) Popularity, being well liked, and its
importance or lack of importance, and 6) What is really important? Students viewed selected segments of the
video from Act II to more visually identify the use of memory and flashbacks in
the play.
Assignment: Study for tomorrow’s test on Death of a
Salesman. Continue to review the twelve
areas for the semester test given to you last week. They are still on the front board if you did
not write them into your notebook as directed.
Tuesday (5/20/08)
Students completed
the Death of a Salesman test. I informed
students of the reduction in the size of the semester test because of time
limitations.
NOTES:
Today:
1. Get organized.
2. Place your resolved in
front of you.
3. One sheet of paper for
each contention
4. Write the contention at
the top of each sheet.
5. Make this a statement
6. Order your contentions
(1, 2, and 3) as they best accomplish the resolved.
7. Look at your
outline. It was due today.
8. Look at the paragraph
development list. (Comparison, contrast, chronological, spatial, climatic, descending, and cause and effect)
9. Which type of
paragraph development will you use for each part of the paper? Which type
will most effectively present the material?
10. Decide the order in
which you will present your research to prove your
resolved.
11. Write as much as you
can about each contention without looking at your research.
12. Double spacing works best
13. On Tuesday, do the
following:
14. Go back and insert you
facts, examples, etc.
15. Document, document,
document
***Argumentation and
logic are essential.
Students used class to
work on the writing of the rough draft. By the end of Tuesday, each student
should have 1 – 15 completed so Wednesday each may type and begin revising the
draft.
Assignment: Complete
the draft through step10.
Purpose: To
clarify and limit the topic
To explain the relevant history
To identify the problem
To enumerate how the problem developed
To give facts and examples that demonstrate what is
happening today
To answer the major questions of those who oppose me
To provide at least one clear, workable solution
I presented web sites and notes detailing the appropriate
application of MLA standards to documentation for the research paper. These
sites are as follows:
http://www.bedfordstmartins.com/online/cite5.html
http://www.dianahacker.com/resdoc/humanities/list.html#directory
http://owl.english.purdue.edu/handouts/research/r_mla.html
The
title page needs to display the title, an appropriate visual, and the
information grid. Insert a blank sheet of paper between this and the outline page.
The outline page needs to display the title, the thesis statement, and the
outline. Generally this paper will contain all of the following in this order:
introduction, identify the topic and the problem, provide some history or
background, explain the growth and development of the problem, appraise today’s
situation, evaluate the status quo and present management of the situation,
defend your stance or position against those who hold that enough is being
done, provide our solution with support that validates this course of action,
and conclusion. Finally, include an appendix if you wish and the Works Cited.
Students worked in the IMC lab completing SkillsTutor lessons for sentence
structure and clear writing of paragraphs. I evaluated and returned the Works
Cited entries of each student.
Assignment:
Complete the worksheet on paraphrasing. Bring to class five new articles for
your research topic. Be certain that these are highlighted for important
information.
We
worked on outlining as to the principles of parallelism, coordination,
subordination, and division. I used the overhead to present the revisions to
the sample outline. I presented and discussed the paraphrased versions of each
of assigned homework paragraphs. I distributed a handout on effective
paragraphing covering unity, coherence, topic sentence, and adequate
development. The handout contains a list of eleven methods to make sure the
paragraph is well developed.
Assignment:
Tomorrow we begin writing the rough draft. Bring to class all of your research
articles. Be certain that these are read and highlighted. You should have a
total of 15 – 20 articles.
Today
was an in-class writing day for students. I distributed a packet which lists a
variety of sentence patterns. Students are encouraged to use these when writing
to present variety in the syntax of the report. Also in the packet is material
concerning placement of clause and phrase, the use of active voice rather than
passive voice, avoiding negative constructions, and the use of parallel
structure.
Assignment:
Take your research home. Reread the material and make yourself some writing
notes so tomorrow you may maximize your in-class writing time.
Students
completed writing the rough draft of the research paper. I distributed a packet
to aid in the writing of the introduction and conclusion. This packet contains
several examples of the various approaches to effective introductions and
conclusions. It also addresses creating an effective title. I presented notes
detailing specifics for the rough draft and the final paper: 1) The topic
sentence in every paragraph must be in boldface type 2) Transition statements,
words or phrases used to link paragraphs must be underlined 3) Once the rough
draft is initially typed, students are to enter handwritten notes for
improvement of this draft such as paragraph development, word choice, added
facts or data, punctuation improvement, sentence restructuring, etc. and then
submit this copy to me. Students began typing their papers in the computer lab.
Assignment:
Continue working on your paper.
I
distributed to students a packet of information on MLA criteria for
parenthetical citation, using a signal phrase, using a previewing sentence and
a parenthetical citation, substituting Internet text divisions for page
numbers, and most importantly, using source-reflective statements to show where
cited material ends. We read through this in class identifying and explaining
points which may be a bit difficult to understand on initial reading. Students
used the remaining time to finish writing the rough draft of the paper. This
was due yesterday. Students who are finished writing worked in the computer lab
typing the draft of the paper.
I
distributed an organizational worksheet to help students with topic sentences,
transition, and logic. We discussed how to use this to improve the first draft
of the research paper. This applies directly to steps 1 and 2 of today’s
in-class work. I also distributed a sheet for proofreading the research paper.
This helped students with step #3 of today’s in-class work. During class
students worked in the computer lab again typing the initial draft of the body
of the paper. Each student is to turn in
a printout of the first, typed rough draft. Be certain that each topic sentence
is boldfaced. Be certain that transition words and phrases are underlined, esp.
those thoughts that connect paragraphs. Be certain that you show changes and
improvements in longhand on this draft. Be certain that this draft includes
your introduction and conclusion.
Assignment:
Complete the title page and the outline page for your paper.
I worked
individually with students evaluating their first typed version of the research
paper. We worked on identifying topic sentences and evaluating the effectiveness
of each. We worked on identifying or improving the transitions between
paragraphs. As each student completed this stage of the project, he/she was
then given a twenty-two point checklist to use during peer editing after
retyping and revising this paper. I also again emphasized that the outline must
not be generic, such as problem, history, status quo, and solution, but must
address specific topic of the paper.
Assignment:
Revise and type.
I gave
each student a copy of the rules and examples for the correct writing of
numbers for essay writing. I made certain that each student has a copy of the
twenty-two points to check during peer editing. I reminded students to have the
research paper in a plastic binder. We reviewed the use of an Appendix page in
the paper. Students used class time to type and revise their papers.
Assignment:
Come in before school, after school, during any class period to work on your
paper to be certain that it is completed by Wednesday (3/08/06) by 4:00 p.m.
I presented
to students several model research papers from previous years. Students had
time to look through these to reassure themselves that they are following
directions correctly. Students used class time to finish typing the final draft
of the paper. I postponed the completion or due date to this Thursday. Upon
completion of the final draft, use the peer-editing sheet to improve your
paper.
Assignment:
Edit and revise your paper.
Today
was a proofreading, editing, and revision day. Students completed and turned in
their research papers. I had students once more review the rubric. I also
distributed the grading sheet which delineates the areas and points for the
paper.
The test
on research skills will be next Tuesday. Review all class notes. Review all
handouts. Additionally, all research articles, writing and revising is to be in
your writing folder. Today, we begin Shakespeare. Students viewed part I of a
biography of William Shakespeare. Each student is to take notes as he/she
listens and observes. Students will be allowed to use these notes to complete
an in-class worksheet.
Assignment:
Review, revise and rewrite your notes.
I
distributed our books, Hamlet and Related Readings, to students. I
handed out the project for Hamlet. We discussed this. The project is due no
later than April 24,2006. I distributed a packet of
information covering Shakespeare, the Globe, conventions of Shakespeare’s
staging, and the Elizabethan theatre. We read the first few pages of this in
class while identifying the noteworthy material. Here are some sites to begin
your research for your project: Read Shakespeare online
http://the-tech.mit.edu/Shakespeare/
Check out the Globe Theater at this site
http://www.shakespeares-globe.org/navigation/frameset.htm
This site gives loads of good information about the man
http://shakespeare.palomar.edu/
Plays, sonnets, facts, quotes, pictures, films, and a
quiz
http://absoluteshakespeare.com/
This site contains great depth
http://web.uvic.ca/shakespeare/
How does
Poe’s “A Dream Within a Dream” relate to Hamlet?
How would you reword Act II, Scene ii, ll.116 – 124 in your own words? What is
Polonius’ plan for using Ophelia? Explain Act II, Scene ii, ll. 300 – 314. What
does the tale of Priam’s slaughter have to do with
Hamlet? How does the “Murder of Gonzago” fit into
Hamlet’s plan? What are the last two lines of Act II and why are they so
important to the play?
I
distributed To Kill a Mockingbird books. I presented notes about the
characters and some of the themes in the book. Roles were assigned to students
for in-class reading. Students assumed these roles and we read the first part
of the story aloud.
Assignment:
Read to page 30. Take notes. We will have a quiz on Monday over the first
thirty pages.
Students
were tested on the assigned homework reading. I reviewed this reading with
students, emphasizing notes that aid in understanding plot, characters, and
thematic development. We read aloud in character in class.
Assignment:
Read to page 53 in the screenplay. Be prepared for a quiz tomorrow over pages 1
– 53.
Students
took a quiz on pages 1 – 53. We reviewed and discussed in class pp. 30 – 53.
Students listed on the board many of the “ugly” things in this world that we
hope to keep away from our children. We read aloud more of the screenplay.
Assignment:
Finish reading the screenplay. Be prepared for a quiz.
We
discussed the courtroom scene, the details of the trial, the confrontation at the
Robinsons’ home, the attack of the children, and the final scene. I distributed
a handout discussing themes, motifs, symbols and essay topics.
Assignment:
Finish reading this packet. Study for the test on To Kill a Mockingbird.
I
distributed packets to students not in attendance yesterday. We viewed selected
parts of the To Kill a Mockingbird video to emphasize major themes and
enhance character recognition.
Assignment:
Study for tomorrow’s test.
Students
completed a comprehensive test on To Kill a Mockingbird.
I
presented an overview of Death of a Salesman and notes on the eleven
major elements of drama. I also presented material on the life and objectives
of Arthur Miller as they apply to his drama.
I
presented notes on Tennessee Williams and his play The Glass Menagerie.
I distributed a study guide for The Glass Menagerie. Students viewed the
first part of the play.
Assignment:
Write a short paragraph (app. 100 wds.) reacting to
some element or part of the play viewed today.
I
distributed a list of thirteen essay questions for students to use to process
the ideas presented in The Glass Menagerie. Students are to prepare
useful notes, which they will be allowed to use to answer each of these essay
questions should one or more of them are on the end-of-unit test. We viewed
scenes 3 and 4.
Assignment:
Answer the questions for scenes 1 – 4 on the study guide.
I
distributed the list of materials and units for the semester test that students
need to review. Using the study guide, we reviewed scenes 1 – 4 of The Glass
Menagerie. I presented a few notes on major themes in the drama. We viewed
scenes 5 and 6 of the drama.
Assignment:
Complete the study guide through scene 6.
We
completed the video on To Kill a Mockingbird. We discussed the type and
content of the test on Tuesday. It will be multiple choice
only, no essay. We discussed the semester test and various methods of
preparation and study. I suggest that students review homeroom.com and skillstutor, use links provided here in writing and
grammar, or use the review material in the textbook.
Assignment:
Complete your study guide and study for Tuesday’s test.
Well,
another year comes to a close. I hope this was a good year for you. I hope this
site was helpful throughout the year. As young adults and as students, you have
much to celebrate about yourselves. Be proud of who you are and who you are
becoming. You are good people. Have a safe and enjoyable summer. I will look
forward to seeing you in the fall.
Mr.
Lauters
Complete the online exercises,
complete them. They are as follows: http://writing.eng.vt.edu/exercises/general14.html
http://writing.eng.vt.edu/exercises/index.html
http://wwwnew.towson.edu/ows/exerciseapos.htm
http://owl.english.purdue.edu/handouts/interact/g_apostEX1.html
http://owl.english.purdue.edu/handouts/interact/g_apostEX2.html
Each of these is excellent and provided by an educational
institution.
Act V - review
1.
What does the
following mean: “the crowner has sat on her [Ophelia]”?
2.
Does the common
gravedigger believe that Ophelia committed suicide?
3.
What does the gravedigger’s
assistant say is the reason that Ophelia is getting a Christian burial?
4.
According to the
gravedigger, who was the first gentleman who bore arms?
5.
Who makes a frame
that outlives a thousand tenants?
6.
According to the
gravedigger, who builds houses that last until doomsday?
7.
According to Hamlet,
what happens to all men?
8.
Does the gravedigger
lie?
9.
According to the
gravedigger, who is to be buried in this grave?
10.
On which day was
Hamlet born?
11.
How many years ago
has this been?
12.
How long will the
normal body lie in the ground before it rots?
13.
How long will a
tanner’s body lie in the ground before it rots?
14.
Someone died
twenty-three years ago. Who was it?
15.
What was this
person’s position or job at court?
16.
What did he do for
Hamlet?
17.
What did he do to
the gravedigger?
18.
Does Hamlet kiss
this skull?
19.
Why is Laertes upset
with the priest?
20.
What does Gertrude
say that she had hoped for?
21.
What does Laertes do
that demonstrates his great grief?
22.
How does Laertes
react when Hamlet announces his presence at the graveside?
23.
What does Hamlet say
about his relationship with Ophelia?
24.
Does Hamlet jump
into the grave?
25.
What does Hamlet
mean by “The cat will mew, and dog will have his day?”
26.
Whom does the king
ask to wait upon Hamlet?
27.
Hamlet says,
“There’s a ____________ that shapes our ends.”
28.
What he is talking
about here is the idea of what?
29.
What did Hamlet find
in Rosencrantz and Guildenstern’s packs?
30.
What was the order
that they carried?
31.
What did Hamlet do
with this item?
32.
Did they know this
order?
33.
Hamlet wrote a new
what?
34.
How did he write
it? What was this special way of writing
called?
35.
What did Hamlet have
in his purse?
36.
What did Hamlet
order in his letter?
37.
Did Hamlet feel
guilty in any way about the deaths of Rosencrantz and Guildenstern?
38.
Hamlet identifies
three things that Claudius has done that irate Hamlet? 1. 2. 3.
39.
What type of bug
does Hamlet call Osric?
40.
Is Osric rich?
41.
Why does Hamlet not
like Osric and other people of the court who are like him?
42.
When Hamlet says
that Osric’s “purse” is empty, what does he mean?
43.
Osric identifies two
weapons that Laertes is excellent in the use of. What are they?
44.
The wager. What does Claudius bet?
45.
What does Laertes
bet?
46.
Whom does Claudius
bet will win the contest?
47.
Who asks Hamlet to
be courteous to Laertes before the contest?
48.
What personal fault
causes Hamlet to accept the challenge of the contest?
49.
Does Hamlet have any
doubts about the contest? Does he feel
that something is wrong?
50.
Hamlet believes in
fate. This has surfaced often. Here he says, “The ___________ is all.”
51.
Does Hamlet
apologize to Laertes?
52.
Does Hamlet say that
he was the one who offended or hurt Laertes?
53.
What does Hamlet
blame any offense against Laertes on?
54.
Did Laertes accept
the apology offered by Hamlet?
55.
Why does Laertes say
he must “stand aloof”?
56.
How many people are
watching the contest?
57.
What does Claudius
drop into the cup of wine?
58.
Does Claudius drink
out of this cup of wine before he drops this item into it? Why?
59.
Why does Hamlet
believe that he will win the contest at the odds that are given?
60.
Who wins the first
“touch” of the contest?
61.
Who wins the second
“touch” of the contest?
62.
Who drinks of the
cup other than Claudius?
63.
Who says, "And
yet it is almost against my conscience”?
64.
What is he talking
about?
65.
Is Hamlet wounded?
66.
Is Laertes wounded?
67.
Who says, “I am justly
killed with mine own treachery”?
68.
Did Gertrude realize
that she was poisoned?
69.
Whom does Laertes
accuse of poisoning the queen?
70.
What are the two
methods that Hamlet uses to kill Claudius?
71.
Does Laertes forgive
Hamlet for killing his father?
72.
Does Laertes believe
that Claudius got what he deserved?
73.
Why does Hamlet feel
that Horatio must live?
74.
How does Horatio
attempt suicide?
75.
Whom does Hamlet
cast his vote for to be the next ruler of
76.
What are Hamlet’s
last four words? Do not count, “O, O, O,
O.”
77.
How does Horatio bid
goodbye to Hamlet? What does he say?
78.
What news does the
ambassador from
79.
What does this
ambassador ask for?
80.
Whom are the two major characters on the stage at the end of
the play?
81.
Hamlet is to be
borne or carried from the stage like a what?
Who carries Hamlet from the stage?
Students worked in pairs to draw a visual representation
of the relationships in the screenplay.
1) Use
symbols or some type of identifiers or draw pictures
2) Do not
do a step-by-step series of events.
3)
Include all groups and as many of the ideas as you can identify from the story
4)
Include major and minor characters
5)
Consider emphasis by size and color coding
Addendum
We reviewed the seven step process of writing an
effective in-class essay: 1) web, 2)
decide on structure, 3) decide on voice and point of view, 4) draft by
paragraphs, 5) revise as to grammar, usage, topic sentences, and transition, 6) revisit
introduction and conclusion, and 7) write the final.
Assignment:
Identify the level of use of each of the following forty points of drama as
used in Hamlet and Death of a Salesman. 1) Acts 2) scenes 3) action 4) language 5) color 6) lighting 7)
protagonist 8) antagonist 9) crisis 10) climax 11) soliloquy 12) aside 13)
staging 14) stage directions 15) characters/ characterization 16) character
development 17) stereotypes 18) chorus 19) comedy, tragedy, farce, 20)
exposition 21) rising action / falling action 22) denouement (catastrophe +
falling action) 23) conflict 24) foil 25) themes 26) plot (subplots) 27)
imagery 28) symbols 29) structure (flashbacks) 30) deus
ex machina 31) dialect 32) dramatic irony 33)
dramatic monologue 34) foreshadowing 35) inciting moment . . . moment of last
suspense 36) melodrama 37) satire 38) mood 39) mime 40) narration.