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English IV
First Quarter ActivitiesTHE Class of 2012!
Monday, August 15, 2011First Period1. Emergency Procedures
Fire—Out the door, turn left until you are going up the stairs▪ Stick together as a class▪ Pay attention and respond as roll is called▪ We will not lose anyone
Tornado▪ Go to restrooms—Girls to girls’, Boys to boys’▪ Cover your head▪ Remain quiet and listen for instructions
2. Pass out materials Student Code of Conduct Student Expectations X2 Cell Phone policy Dress Code
3. All paper work must be turned in to First Period teacher by Thursday, August 18
Monday, August 15, 2011Second Period1. Emergency Procedures
Fire—Out the door, turn left until you are going up the stairs▪ Stick together as a class▪ Pay attention and respond as roll is called▪ We will not lose anyone
Tornado▪ Go to restrooms—Girls to girls’, Boys to boys’▪ Cover your head▪ Remain quiet and listen for instructions
2. Student Behavior pp. 9-20 Student Code of Conduct Student Expectations X2 Cell Phone policy Dress Code
3. All paper work must be turned in to First Period teacher by Thursday, August 18
Locker Locations
LOWER LEVEL JROTC – 33-248 SOPH – 501-760 JUNIORS – 249-400 AND 1215-1354 UPPER LEVEL FRESH – 881-1124 SRS – 761-880 AND 1355-1426 AND
LOWER LEVEL 469-500
Monday, August 15, 2011 Emergency Information—before we leave port! Welcome to English IV Get out a piece of paper and a pen or pencil Answer only the questions that are numbered
What are some things you are looking forward to this year? What do you think you will be prepared to do when you
graduate? ▪ Get a job▪ Raise kids▪ Get a scholarship▪ Run a business▪ Buy a house▪ Take over the world
1. List anything you would like to do and you think you would be prepared to do when you graduate next June—think beyond this list.
Getting into what Really matters
3. Choose three topics from the list below, and write a paragraph for each one in which you demonstrate the following:
Effective paragraphing Good use of a variety of sentences Rich vocabulary▪ Vacation▪ Road music▪ Listening to others’ stories▪ Coming together as a group▪ What we can learn from someone by the way they dress▪ What we can learn from someone by the stories they tell
Attention Students!!!!!!!!
This is not a Self-Cleaning Facility!
Pick up your Trash, and Clean up around your seat Before you leave!
Tuesday, August 16,2011
Look over your syllabus
1. Write down any questions you have concerning the information on the syllabus
THIS MAY BE A THORNY ISSUE
What is Medieval?
WHAT ARE THESE ANGELS DOING?
2. List five things you know (or think you know) about Medieval times.
3. Read “The Ruin” What ideas that you listed
in your last answer can you see in this poem? In other words, how does this poem meet your expectations of Medieval literature?
Wednesday, August 17, 2011
Attention Students All lockers that were reported as
being broken or would not open, prior to 11:00am yesterday have been fixed. This excuse for being tardy will no longer fly with Mr. E.
Learning Target SWBAT develop opinions based upon
seemingly unrelated details.
Discuss the following:
You may use the dictionaries and discuss with your neighbors, but you will only have four minutes to develop at least some understanding of these issues
Mausoleums The Tomb of the Unknowns at Arlington
National Cemetery Paupers’ graves Our dog is buried in our back yard in a
shady spot with flowers
Wednesday, August 17, 2011
A little bell ringer for you List six ideas you could use to argue
for your opinion on both of the following topics: Where someone is buried is a reflection
of how important he or she was in life. People who know and understand a wide
range of people from a wide variety of backgrounds can be very good judges (critics) of a culture.
Now, to really confuse you…
Pick one of the bullets you just wrote about, and use something from p.96 about Geoffrey Chaucer to write a paragraph focused on either burial or being a cultural critic.
Beginning on page 96, read Geoffrey Chaucer’s biography and the “Prologue to Canterbury Tales,” and
answer the following questions
The following will serve as material for a test over this unit.
1. List the three things you find most interesting about Chaucer’s life.
2. Explain the difference between “direct” and “indirect” characterization.
3. Use each vocabulary word on p. 97 in a sentence which shows you understand the meaning of the word.
4. Contrast the Knight with his son.
Beginning on page 96, read Geoffrey Chaucer’s biography and the “Prologue to Canterbury Tales,” and answer the following questions.
5. Monks, nuns, and friars usually take vows of poverty, promising to own only what is absolutely necessary. How do the Nun, the Monk, and the Friar seem to break that rule?
6. Contrast the Oxford Cleric with these religious people. Who is better?
Why? 7. Is Chaucer sarcastic in his praise for the Sergeant at Law? Explain your
answer using examples of direct and indirect characterization. 8. Describe the Franklin’s table. Why would he do this? What do you
think Chaucer want his audience to think of the Franklin? 9. Being a Haberdasher (hat maker), a Dyer, or a Carpenter were noble
professions during Chaucer’s time, and these professions often allowed a man to raise his social rank. How might the actions of the wives of these men reflect possible social climbing?
Thursday, August 18, 2011
Learning Target SWBAT examine and explain satire in
Canterbury Tales
Look at p.103 in your text book. Write down a description of the Monk
pictured on that page
Write down a correction of the following sentences
A. I could of gone if my car would of started. B. It must of been a great show.C. We should of taken the exit ten miles back.D. Where would you of gone if you hadn’t seen that.E. We seen you at the fair.
Satire-a literary work holding up human vices and follies to ridicule or scorn. 2. : trenchant wit, irony, or sarcasm used to expose and discredit vice or folly
Know the definition of satire, and learn to recognize it in literature.
Think of examples of satire in our culture. Mine: State Farm commercial— “I could have had a falcon.”
For these next three slides, summarize what they say, and write down any questions the information might raise
Since the 6th century, monks and nuns following the Rule of Saint Benedict have been making the so-called Benedictine vow at their public profession of obedience (placing oneself under the direction of the abbot/abbess or prior/prioress), stability (committing oneself to a particular monastery), and "conversion of manners" (which includes forgoing private ownership and celibate chastity).[2]
The religious people in Canterbury Tales are targets for Chaucer’s satire
During the 12th and 13th centuries mendicant orders emerged, such as the Franciscans and Dominicans, whose vocation emphasizing mobility and flexibility required them to drop the concept of "stability". They therefore profess chastity, poverty and obedience, like the members of many other orders and religious congregations founded subsequently. The public profession of these so-called Evangelical counsels (or counsels of perfection), confirmed by vow or other sacred bond, are now a requirement according to modern Church Law. [3]
Can you use the information from these slides and discussions in class to explain this satire?
The "clerks regular" of the 16th century and after, such as the Jesuits and Redemptorists, followed this same general format, though some added a "fourth vow", indicating some special apostolate or attitude within the order. Fully professed Jesuits (known as "the professed of the fourth vow" within the order), take a vow of particular obedience to the Pope to undertake any mission laid out in their Formula of the Institute. The Missionaries of Charity, founded by Mother Teresa centuries later (1940s), are another example of this, in that her sisters take a fourth vow of special service to "the poorest of the poor".
Friday, August 19, 2011
Learning Target SWBAT use active reading to find information for answering questions.
Answer the following all on the same piece of paper, separate from everything else Please be sure to put your name on it
1. Explain what reading is2. What have you read that you have enjoyed? List at least three
things3. What is your earliest memory of learning to read?4. What does it mean to be illiterate?5. Have you ever been taught to be a better reader?6. What does it mean to be a “better reader”?7. If you were going to pick a book to read, what kind of book
would it be?8. List five things that you are interested in (sports, hunting,
fashion, politics, etymology, geopolitics, makeup, music, etc.)
Monday, August 22, 2011 SWBAT explain how connotations are used for satirical
effect in Canterbury Tales
Answer the following, and turn your answers in to the tray on top of the wooden shelf on the north wall of the room (between the windows)
1. Explain how active reading is different from passive reading?
2. Why do you think Mr. E thinks active reading is more efficient than passive reading?
3. How can active reading be used to complete the homework assignment you will have completed by Wednesday?
4. Give me an example of how you can read actively.
Correct the following sentences
Rewrite the following so they are grammatically correct and still retain the meaning of the original.
A. Across the creek and through the corn field. Bears have frequently stayed in that area.
B. In the corner lot his neighbor was cutting fire wood.
C. Frequently, as the winter got colder. People would see the mother looking for food.
D. Dave should of broke the window.E. Waiting to go to school.
Tuesday, August 23, 2011
SWBAT explain how literary elements in Canterbury Tales are used.
A. Write a paragraph using examples from what we have read so far to explain what you think is Chaucer’s philosophy. How does he look at people? What does he think of the people on this trip?
Wednesday, August 24, 2011 SWBAT defend a reading choice based on
established standards.
A. Turn in your homeworkB. On a separate piece of paper, list five good
reasons to read something.C. Write down what you brought or would have
brought had you remembered to bring something to read.
In your Groups
D. Read your list of criteria for what makes something good to read.
E. As a group, come to consensus on five criteriaF. Come to consensus on who has the best thing to
read in your group based on the criteria you have established
G. Select someone who will share the results with the class
H. Listen to the discussion I. Write down the name of one title you would like to
readJ. Write down the name of one title you would never
read
English StandardsWhich of these have we covered in this Unit?
Analyze and interpret a variety of literary forms, identifying and explaining an author’s use of rhetorical strategies
Create and defend arguments based on reading, research, and/or personal experience and document as necessary using the MLA format
Demonstrate understanding and mastery of standard written English as well as stylistic maturity in their own writing
Complete acceptable writing assignments in a variety of genres and contexts, both formal and informal, employing appropriate strategies, conventions, and techniques
Effectively develop their writing through the writing process, with careful attention to inquiry and research, planning and prewriting, drafting, revising, editing, and review
Demonstrate competencies in oral communication and the use of technological resources through presentation and projects
Discuss the historical and cultural development of literature with insight and clarity
Write effectively under time constraints Read and analyze longer works (plays, novels, and nonfiction)
Thursday, August 25, 2011
SWBAT relate the personal characteristics described in the Prologue of Canterbury Tales to the stories the characters tell.
A. Reread the description of the Wife of Bath (beginning on 109 at the very bottom) and the Pardoner (beginning on 115), and explain what you think of them.
IN your groups
Girls will explain their understanding of the Wife of Bath’s tale One may explain what she understands and the
other can fill in details You are responsible for your groups’
understanding Boys will explain their understanding of the
Pardoner’s tale One may explain what she understands and the
other can fill in details You are responsible for your groups’
understanding
On your own
B. Describe how you think the personality of the Wife of Bath described in the Prologue fits the tale she tells (or not)
C. Describe how you think the personality of the Pardoner described in the Prologue fits the tale he tells (or not)
Bring something to read to class tomorrow!
Three rules for Sustained Silent Reading (or is it Silent Sustained Reading?)
1. You must at least act like you are reading
2. You must enjoy whatever it is you are reading
3. You may not talk—if we must move you to a different part of the room, that may be arranged
Friday, August 26, 2011
SWBAT demonstrate their mastery of parallel structure.
A. Look at the poster in front of the room entitled “Road to College Checklist.” Write down three things that you are going to do before you graduate in June to prepare for life beyond high school.
A special announcement: Students will have the
opportunity to nominate candidates for the Homecoming Court today and Monday, August 29th during lunch. Each student can nominate one male and one female from his or her grade level.
Please bring Student ID when voting.
On your own, with your book
Read for five minutes
Three rules for Sustained Silent Reading (or is it Silent Sustained Reading?)
1. You must at least act like you are reading
2. You must enjoy whatever it is you are reading
3. You may not talk—if we must move you to a different part of the room, that may be arranged
Monday, August 29, 2011
SWBAT use their own writing process to write an open-response answer.
A. Who is your favorite character, so far, in what you have read in The Canterbury Tales?
Tuesday, August 30, 2011
SWBAT explain the multi-faceted and complex issues upon which they will be tested tomorrow.
A. Which issues being tested tomorrow do you see yourself struggling with the most.
Wednesday, August 31, 2011 SWBAT demonstrate their mastery of the
standards and subject matter we’ve addressed in this first unit.
Use your own paper for your answer sheetCopy the letter of the test form (A, B, or C) from
the upper left hand corner of the test on to your paper
When you are finished with your test, turn it in, get something to read and sit at your desk quietly reading.
Talking during this class period after the test is distributed will not be tolerated
Thursday, September 1, 2011
SWBAT explain a basic understanding of humanism.
A. Are human beings and the culture they’ve developed inherently good or bad? Write a paragraph explanation in defense of your answer.
B. Why are humans so wonderful according to this explanation?
Many wonders there be, but naught more wondrous than man;
Over the surging sea, with a whitening south wind wan, Through the foam of the firth, man makes his perilous
way; And the eldest of deities Earth that knows not toil nor
decay Ever he furrows and scores, as his team, year in year
out, With breed of the yoked horse, the ploughshare turneth
about.
Sophocles (1992-05-01). Oedipus Trilogy (p. 174). Public Domain Books. Kindle Edition.
C. List three achievements or abilities of humans that this describes.
The light-witted birds of the air, the beasts of the field and the wood
He traps with his woven snare, and the brood of the briny flood.
Master of cunning he: the savage bull, and the hart Who roams the mountain free, are tamed by his infinite art; And the shaggy rough-maned steed is broken to bear the bit. Speech and the wind-swift speed of counsel and civic wit, He hath learnt for himself all these; and the arrowy rain to fly And the nipping airs that freeze, 'neath the open winter sky. He hath provision for all: fell plague he hath learnt to endure; Safe whate'er may befall: yet for death he hath found no cure.
Sophocles (1992-05-01). Oedipus Trilogy (p. 174). Public Domain Books. Kindle Edition.
D. What does the speaker think of government, and our responsibility to that government?
Passing the wildest flight thought are the cunning and skill,
That guide man now to the light, but now to counsels of ill.
If he honors the laws of the land, and reveres the Gods of the State
Proudly his city shall stand; but a cityless outcast I rate Whoso bold in his pride from the path of right doth
depart; Ne'er may I sit by his side, or share the thoughts of his
heart. Sophocles (1992-05-01). Oedipus Trilogy (pp. 174-
175). Public Domain Books. Kindle Edition.
Humanism vs. Scholasticism
Coming out of the Middle Ages, Scholasticism was the educational philosophy for training doctors, lawyers, and others to do their job. They received training in their chosen field
During the Renaissance, Humanism developed as an educational philosophy. Humanism called for educating people, more than had been
being educated, including some women, but certainly not everybody, to understand how the world worked by having them study history, art, rhetoric, etc. In this way, citizens could make decisions and have more control of their culture, their community, their world.
E. Do you think the Scholasticism approach or the humanist approach is a better way to look at education? Write a paragraph response.
Friday, September 2, 2011
SWBAT evaluate the worth of More’s description of a king when compared to a manager.
A. List five traits you expect a manager, boss, supervisor, etc. to have.
B. List five traits you hate to see in a manager, boss, supervisor, etc.
In your groups-you’re going to interview your boss!
Discuss your lists Come up with five questions you
could ask a manager that could help you decide if he or she was a good leader.
Share those questions with the class
Consider what you want or expect from political and social leaders
Read Utopia 272
C. In what ways do you agree with Thomas More?
D. Do managers of places where you might be employed have similar responsibilities as a king?
E. Write a paragraph explanation of what you think makes a good boss and a bad boss.
Tuesday, September 6, 2011 SWBAT to develop ideas about what books
to read.
We are going to the library in a few minutes. You will quickly find something to read and check it out. We are not spending more than twenty minutes in the library, so use your time wisely.
A. What kind of book do you think you will look for? OR What kind of book will you look at but not actually check out from the library?
The individual and society What is our role in society? What responsibilities do
we have to our family, friends, neighbors, fellow citizens?
B. Why do we have rules?C. Do people know how to act? Should we hold people
accountable for actions that they can’t help? Should we only incarcerate, hospitalize, or otherwise restrain those who cannot control themselves?
D. There are written rules for how to act, and there are unwritten rules of how to act. In what ways do you think these differ? Do these rules concern different things? Do they guide us in different behaviors?
Wednesday, September 7, 2011
SWBAT monitor their comprehension of their reading material.
A. Explain why you chose the reading material you brought with you today for SSR.
During SSR
Three rules for Sustained Silent Reading (or is it Silent Sustained Reading?)
1. You must at least act like you are reading2. You must enjoy whatever it is you are reading3. You may not talk—if we must move you to a different part
of the room, that may be arranged Pay attention to what you are thinking during your
reading.B. How are you understanding what you are reading?C. What do you do when your mind wanders?D. What do you do when you don’t understand what you just
read?E. What connections does what you are reading have to your
life?
Thursday, September 8, 2011
SWBAT draw evidence from their experience to explain their judgment of others.
A. Are you a harsh judge of others, or do you tend to give others a break?
Go to your “Grant Group” (Intervention) after third today
The above reminder is as much for me as it is for you
How do we respond to other’s behavior?
B. List five behaviors you think there should be written rules against—these can be school or workplace rules, or laws governing our society.
C. List five rules (See “B” for explanation) you think should be done away with.
D. List a rule that you see people break regularly.
What is your reaction to the breaking of this rule?
Should there be better enforcement of this rule?
In your groups discuss your response to the following scenario
Your friend’s dad owns a hardware store. In the bathroom at school, you hear two employees of that store talking about how they’ve been taking merchandise from that store and selling it—essentially stealing from your friends dad. What is the right thing for you to do?
Would your answer be different if you knew the employees were exaggerating or lying?
What if you were afraid that the two who were talking might hurt you if you told on them?
What if you considered your friend’s dad a jerk?
Friday, September 9, 2011
SWBAT relate historical events to their own understanding.
Bell Ringer What is “parallel construction” as that
term is used in grammar?
Are you Xenophobic?
Xenophobic--an unreasonable fear or hatred of foreigners or strangers or of that which is foreign or strange
We’ll read for ten minutes
Three rules for SSR1. You must at least act like you are
reading2. You must enjoy whatever it is you are
reading3. You may not talk—if we must move you
to a different part of the room, that may be arranged
Monday, September 12, 2011
SWBAT determine the meaning of the Act I scene i of Hamlet
A. What has been the most difficult thing you have read? What made it so difficult?
B. Think of a time when you have been successful at something (anything) and explain how you felt.
Don’t forget something to read tomorrow!
Act I Scene 1Answer the following questions using the text of the play
C. The curtain opens on what setting (time and place)?
D. Why is Francisco happy to see Bernardo?E. Why has Marcellus begged Horatio to
join the watch?F. What does the ghost look like? Do? Say?G. What was the outcome of the fight
between King Hamlet and Fortinbras?H. Why is there a need for a nightly watch
on the palace?
Wednesday, September 14, 2011
Seniors—Please give your parents the following message: The senior parent meeting scheduled for this Thursday
has been cancelled due to conflicts in the schedule. The make up date is Tuesday Sept. 20 at 6:30
SWBAT identify and apply basic grammatical elements in sentences.
Bell Ringer—Is grammar more or less boring to study than most subjects? Explain your answerWe will read for 10 minutes before we jump into the grammar lesson for today.
We’ll read for 5-7 minutes
Three rules for SSR1. You must at least act like you are
reading2. You must enjoy whatever it is you are
reading3. You may not talk—if we must move you
to a different part of the room, that may be arranged
Thursday, September 15, 2011
Seniors—Please give your parents the following message: The senior parent meeting scheduled for this Thursday has
been cancelled due to conflicts in the schedule. The make up date is Tuesday Sept. 20 at 6:30
SWBAT determine the meaning of the Act I scene ii of Hamlet
Bell Ringer—A. What do you know so far in the play? What do you
think is going to happen?B. How long should someone wait after a spouse dies
before he or she gets married again? First Period! Remind me to have you vote for
homecoming court and student council
Vocabulary—Crossword Puzzle You will have a vocabulary quiz on September
30 This will be matching words from a word bank
with their definitions All of the definitions are on this crossword
puzzle The words and definitions can be found on the
following pages in your literature books: 665, 679, 691, 707 #2 down is “anatimize” that is a misspelling—I’m
sorry, but you will have to know how to spell it correctly
Before we get into the play, I want you to think about these ideas about literary criticism
Thomas Mann I consider it a mistake to think that the author himself is
the best judge of his work. He may be that while he is still at work on it and living in it. But once done, it tends to be something he has got rid of, something foreign to him; others, as time goes on, will know more and better about it than he. They can often remind him of things in it he has forgotten or indeed never quite knew.
Conversely, I will tell you: All interpretations are not correct. Some lack evidence,
some are not plausible, some offer contradictory evidence, and some just don’t have any evidence to support their stance.
Discuss for a couple of minutes what this means.
Friday, September 16, 2011
SWBAT determine the meaning of the Act I scene iii of Hamlet
Have the crossword puzzle completed by Tuesday, September 20. If you lost your copy of the crossword puzzle, you can print
a copy off of my website. Bell Ringer—Be able to explain the relationship
between Hamlet and Fortinbras. Also, be able to tell who are the leaders of Norway and Denmark in the play.Get a copy of the play out of the crate in front of the room. We’ll have SSR first, then we’ll jump into the play.
Act 1 Scene 2 Answer the following questions using the text of the play
C. How are Claudius, the dead King Hamlet, and Queen Gertrude related?
D. What is in the letter Claudius is sending to the ailing King of Norway?
E. Who is Laertes? Why does he want to leave Denmark?
F. Why is young Hamlet grieving? How do Claudius and Gertrude treat his grief?
G. Why is the King planning a celebration?H. Who is Horatio? What does he reveal to
Hamlet?
Reading Hamlet Act 1 scene 3 After reading this scene answer these
questions from what we’ve read so far:1. What do you think is important?2. What don’t you understand?3. What did you like and dislike, agree with
and disagree with?
Next week, you will get your own copy of Hamlet, and you will be responsible for reading and understanding it. Be sure you are developing your ability to read this play.
Monday, September 19, 2011 SWBAT explain what they can and cannot understand when
reading Shakespearean verse. Have the crossword puzzle completed by Tuesday,
September 20. If you lost your copy of the crossword puzzle, you can print a copy
off of my website. I will collect this at the beginning of class and return it to you by
the end of class. Have something to read for SSR Tuesday, Thursday, and
Friday of this week Turn in your paper work for what you want to do
Wednesday tomorrow if you haven’t turned it in already.Bell Ringer– How is this play different from what you
expected? If it is exactly how you thought it would be, you should become a fortune teller or a gambler.
About what we’ve read in Hamlet so far
1. What do you think is important? Think of “plot,” “characters,” and other ideas of drama and literature you’ve been taught.
2. What don’t you understand? Don’t simply say the language. You’ve got to show me that you’ve been paying a little bit of attention to what we’ve been doing in class.
3. What did you like and dislike, agree with and disagree with?
While I look at your answers to those questions, let’s look at a couple of sentences.
Please copy the following sentences Instead of reading all the time, you should get out and
breathe some fresh air. You should get out and breathe some fresh air instead of
reading all the time. Between those two houses, the field was overgrown with
weeds. The field was overgrown with weeds between the two
houses. Because her mother wanted to go, Angie went to the
fair. Angie went to the fair because her mother wanted to go.
Which of these are punctuated correctly?
For each of the sentences you just copied
Underline the subject of the sentence
Circle the “complete” verb
You will have to know the difference between a phrase and a clause
You will have to know where to put a comma (or not) in a sentence with a clause or phrase at the beginning and where to put a comma with a clause or phrase at the end
Tuesday, September 20, 2011 SWBAT explain the use of ghosts in drama as purveyors of evil or
good.
First, I will collect your crossword puzzles.
We’re going to the library for a presentation by Mrs. Wallace. We will have a short SSR session, and then we will get back to Hamlet. In the library, please pay attention to the presentation. Be cognizant of the
fact that you are not the only person in the room and someone is trying very hard to present something to you that may benefit you.
pur·vey·or (pr-vr) n. 1. One that furnishes provisions, especially food.2. One that promulgates something: a purveyor of lies.
cog·ni·zant (kgn-znt) adj. Fully informed; conscious.
Seniors will report to the auditorium. Thanks.
Thursday, September 22, 2011 SWBAT form a preliminary judgment as to whether the
ghost of King Hamlet is good or bad.
Tomorrow, we will have a speaker from Brown Mackie College talk to you about your transition from high school to whatever you are doing next year.
Bell Ringer—We are going through Hamlet in super-slow motion. Is this better or worse than going through a Shakespeare play more quickly? Explain your answer.
We’re going to have SSR and read two scenes from Hamlet today, so get ready to focus on the task at hand!
We’ll read for 5-7 minutes
Three rules for SSR1. You must at least act like you are
reading2. You must enjoy whatever it is you are
reading3. You may not talk—if we must move you
to a different part of the room, that may be arranged
Scene 4 Study Questions
1. How does Hamlet feel about the drunken revelry?
2. What mixed feelings does Hamlet have after seeing the ghost?
3. Why doesn’t Horatio want Hamlet to follow the Ghost?
Scene 5 Study Questions
1. What does the Ghost tell Hamlet?2. How does the Ghost want Hamlet to
treat Claudius? Gertrude?3. What does Hamlet make Horatio
and Marcellus swear? Why?
Thursday, September 22, 2011
SWBAT explain the hypocrisy of Polonius.
Tomorrow, we will have a speaker from Brown Mackie College talk to you about your transition from high school to whatever you are doing next year.
Bell Ringer—Is it okay for parents to spy on their kids?
Act 2 scene 1
1. Why does Polonius send Reynaldo to Paris?
2. Why is Ophelia frightened by Hamlet?
3. How does Polonius explain Hamlet’s behavior? Is he right?
Friday, September 23, 2011 SWBAT explain more clearly how they will make the
transition out of high school in to their post-secondary world.
As you listen to our guest today, consider what you are already prepared for and what you need to do to prepare for what you want to do.
I will be handing out a worksheet with text from Hamlet for you to analyze. These are due next Wednesday 9/28. If you lose your copy, you can print it off from my website
Enjoy your three day weekend! o Teachers must report Monday, so I will be even more
embittered…you’ve had fair warning.
