Class Agenda #128 – “Hamlet” – Final Product Day 4

Class Agenda #128- Hamlet – Final Product Day 4 and Some Regents Thinking.

Opening Circle

“Good people…are good because they’ve come to wisdom through failure.” -William Saroyan

Agree Or Disagree with the quote?

  • Opener- Song- “Lost” Frank Ocean (2012, 3:57)
  • You Need: Laptop, Hamlet, Notebook

Regents Opener- 10 Min

  • SLT- I can analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.

 

  • Opening Journal-
    •  “Good people…are good because they’ve come to wisdom through failure.” -William Saroyan
    • Write An Opening Paragraph for A ELA REGENTS CRITICAL LENSE Essay 
      • After your opening hook, try this-
    • REAL
    • R: Restate the quote in your own words

      E: Explain what the quote means  

      A: Agree or Disagree with the quote

      L: Literary Elements and Literature Connection (this is your two works of Literature that connects to your interpretation of the quote)

    • Connect this Quote to “Hamlet.”
    • Try to Connect the quote to “A Good Man Is Hard to Find.”
  • Share at tables.
  • Share as class.

Mini-Lesson- 5 Minutes 

Changing your Tenses!

  • Grapple with this together.

Work Time-

  • Proofread your essay to make sure your tenses are all on fleek.
  • Make a goal of 2nd body paragraph.

Hamlet Final Essay. – Text Code

  • What is the task?
  • How many paragraphs do you think this essay is?

End-of-Unit Assessment (11.1.2 Lesson 25)

Text-Based Response
Your Task: Rely on your reading and analysis of Hamlet, including your Central Idea Evidence Collection

Tool, to write a well-developed response to the following prompt:

Identify two central ideas from the play. How do these ideas interact and build on one another over the course of the play? In your response, identify and discuss at least one literary device that Shakespeare uses to develop or relate these central ideas.

Your writing will be assessed using the Text Analysis Rubric.

Guidelines:

Be sure to:

  •   Read the prompt closely
  •   Address all elements of the prompt in your response
  •   Paraphrase, quote, and reference relevant evidence to support your claim
  •   Organize your ideas in a cohesive and coherent manner
  •   Maintain a formal style of writing
  •   Follow the conventions of standard written English

Due on Friday. Do it on it’s own google doc.

General Outline

First Paragraph- Intro

Body- Central Idea and Literary Element used to show that Central Idea.

Body- Central Idea and Literary Element used to show that Central Idea

Conclusion- Last Paragraph

 

Class Work-

Goal- Get done with your first paragraph and first body section.

The Final Scene Of Hamlet

  • EXIT Ticket

    How many paragraphs are you going to write?

    Home Work-

    Review and synthesize the evidence you collected on the Central Idea Evidence Collection Tool and consider how to respond to the End-of-Unit Assessment prompt:

    Identify two central ideas from the play. How do these ideas interact and build on one another over the course of the play? In your response, identify and discuss at least one literary device that Shakespeare uses to develop or relate these central ideas.

    Standards-

    1) I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).

  • 2) I can Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

    I can Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)

    I can initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

    I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Hamlet full text-

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