11th Grade English DAY #34: Hamlet: Frontloading MATERIALS: 1. Hamlet 1.1 2. Map of Scandinavia 3. EMC Info for Hamlet (oral presentation for a impromptu Task I) 4. Trading Insults 5. Overhead of Grammar 6.5 QUOTE OF THE DAY: But, look, the morn, in russet mantle clad,
Walks o'er the dew of yon high eastward hill. 
Hamlet, 1. 1 ELA STANDARDS: Respond to Literature INSTRUCTIONAL OBJECTIVE: To prepare for writing an effective Task II through note-taking strategies and analysis of the prompt ENDURING UNDERSTANDING: Literature and Drama capture the fundamental essences of humanity. These core characteristics do not change, are eternal. People will fall in love, grow old, die, and celebrate birth throughout the history of humanity. Because of his ability to capture these essential understandings, Shakespeare is a beautiful subject for inquiry into the eternal aspects of literature. With effort, students can uncover the eternal in Shakespeare and discover their own connection to not only 16th century England, but to humanity as well. ESSENTIAL QUESTIONS: How can gain insight into ourselves, our lives and the lives of those around us by examining William Shakespeare? How do we convey meaning through the techniques of dramatic performance? How do we gain insight and understanding of a text through performance? AIM: How do we bring a scene to its feet through enactment? HOMEWORK: Read 1.1 and 1.2 (Bard Log Entry) MOTIVATION: Quote of the Day 9:50 GRAMMAR: Correcting Run-on Sentences 6.5 10:05 (15 minutes) • Ex. 9 MINI-LESSON: Peer-Revision of Task II 10:35 (20 min) - Individuals • Show examples and ask about ways to improve them • Model one or two suggestions on the overhead/LCD • Have students practice marking revisions on the exemplars • Have students write the improvements • Develop a list to guide peer revisions o Is the intro effective (shows us the topic clearly) o Includes 2 pieces of evidence from both pieces o Interpretation says why every piece of evidence is important/elucidates the topic o Conclusion summarizes the topic in a new and interesting way (why it is important) WORKSHOP: Peer Revision 11:05 (30 min) Groups • Students pass their papers around their groups (timed at 7 minutes each) • Each person writes their revision comments on the papers • Students write their revised draft and turn it in MINI-LESSON: Trading Insults 10:40 (35 min) • Distribute insult cards 3 to each student • Students review cards. Teacher clarifies pronunciation. • Students walk around the room insulting each other – Teacher models • Students form groups of 3, review the 9 cards, rearranging them into a sequence for performance using appropriate gestures, setting, props etc. • Begin • Applause • Bard Log – What did you learn about Shakespeare’s use of words and language • “I discovered…” MINI-LESSON: Hamlet Front-loading 10:50 (10 min) • Map of Scandinavia and Denmark • EMC facts WHO’S THERE: Act 1 scene 1 11:20 (30 min) • Read around lines 1-?? changing students at every punctuation • Re-read lines changing readers at every change of character (PARAPHASE INTO YOUR OWN WORDS) • Answer questions (discussion or written?) o Who are these people? Where are they? What are they doing? o What atmosphere/mood does Shakespeare create? o What does the opening question “Who’s there?” imply about Barnardo and the situation? o What do the commands and questions in lines 1-20 suggest about the staging of this scene? • What does the Ghost do once it is on stage? How does the Ghost’s appearance affect the other characters? • Setting the scene o What is the mood of the scene? o What does the set look like? o Where would you put the entrances and exits? o Who should be positioned where? o What do the actors need for props? • Acting the scene o Volunteers get the scene on its feet o Frequently stop the action to ask the directors for help o How should the actors move, stand, or sit? What actions are suggested by the lines? What actions can be added, especially by the actors who aren’t speaking? o Act many different ways, changing actors frequently CORRECTING RUN-ON SENTENCES 1. Separate them. Add end punctuation and a capital letter to separate the sentences. ♣ New York City celebrated its 100th anniversary in 1998 before January 1, 1898, New York consisted only of the island of Manhattan. ♣ New York City celebrated its 100th anniversary in 1998. Before January 1, 1898, New York consisted only of the island of Manhattan. 2. Use a conjunction. Use a coordinating or correlative conjunction preceded by a comma. ♣ Brooklyn did not necessarily want to become part of New York City Manhattan wanted its neighbor within its boundaries. ♣ Brooklyn did not necessarily want to become part of New York City, but Manhattan wanted its neighbor within its boundaries. 3. Try a semicolon. Use a semicolon to separate two sentences. ♣ The students have to park on the street the parking lot is full. ♣ The students have to park on the street; the parking lot is full. 4. Add a conjunctive adverb. Use a semicolon together with a conjunctive adverb or transitional expression. Be sure to put a comma after the conjunctive adverb. ♣ In the 1940s, fans in Brooklyn cheered for the Dodgers people of Manhattan supported the Yankees. ♣ In the 1940s, fans in Brooklyn cheered for the Dodgers; on the other hand, people of Manhattan supported the Yankees. 5. Create a clause. Turn one of the sentences into a subordinate clause. ♣ Comic strips made Fiorello LaGuardia a popular mayor in the 1930s he read comics over the radio to the children of New York. ♣ By reading comic strips over the radio to the children of New York, Fiorello LaGuardia became a popular mayor in the 1930s.
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