Please copy the act III summary in your notes or flip book

Act III
 Claudius asks Rosencrantz and Guildenstern what they have learned about Hamlet’s condition.

Hamlet yells at Ophelia, upsetting her very much.

Claudius decides to send Hamlet to England before he can cause any serious trouble. Polonius insists its Ophelia that is the problem and wants to spy again.

Claudius watches the play set-up by Hamlet and is very upset by seeing a murder similar to the one he committed.

As Claudius tries to pray, Hamlet comes up behind him. He decides he will not kill him now as he will go to heaven. He will wait until he is sinning.

 Polonius hides himself in Gertrude's room. Hamlet enters yelling at Gertrude and kills Polonius thinking it is Claudius hiding.

The ghost enters and tells Hamlet to leave his mother alone--she cannot see the ghost and thinks he is crazy.

Please copy--from the act II quiz---Copy all in red into your notes

situational irony--involving a situation in which actions have an effect that is opposite from what was intended, so that the outcome is contrary to what was expected.

"What it should be,
Morew than his father's death, that thus hath put him
So much from the understanding of himself,
I cannot deem of;"

Who is speaking?
Why is this ironic? 
What is the irony?

video explanation

Pages 93-100 today

Please copy the following Quick Write Topic below and the chart that follows:

Identify a central idea from the play (either revenge or action vs. inaction) and explain how it is further developed in this scene (specifically the 2 soliloquies on your green sheet)

You must:
1. Identify the central idea of your choice (either revenge or action vs. inaction)--where did you see it?
2. Give min. 2 pieces of textual evidence to support your claim
3. EXPLAIN how this evidence shows the central idea (adds to what you have seen of it so far)
4. Use the TREEE*S format for your response
5. If you do not finish it in class today, it is HOMEWORK DUE TOMORROW.

Central idea	Textual evidence to support	Explanation/Analysis of how it shows the central idea
Revenge	1. “Now he is a-praying…/And so I am revenged” 2. “When he is drunk asleep, or in his rage…”	1. Hamlet decides it isn’t good revenge if he kills Claudius while he is praying, because he will go straight to heaven. 2. He will wait to get his revenge when he is sinning so he will go to hell
Action vs. Inaction	1. “Oh, my offence is rank…/A brother’s murder” 2.  “Help angels…/All may be well”	1. Claudius decides to kill his own brother To become king and now he has to deal with the consequences (guilt, possible revenge) 2. Claudius takes action and asks for forgiveness for his sons, because he cannot pray and is feeling it weigh on his conscience.

Start reading page 82

We will start by watching a section of the movie that we are skipping in the reading (the player's performance that Hamlet has set up for Claudius to view--the murder that is similar to the one Hamlet believes he has committed)

We will read  pages 82-89.

Then we will work in groups to answer questions on the passages of Claudius and Hamlet.

Please copy the following definintion of imagery and lines for Act III

imagery-the author's use of vivid and descriptive language to appeal to the reader's 5 senses: see, smell, hear, taste, and touch

Act III--which sense is being appealed to?
1. And with them words of so sweet breath compos'd as made the things more rich; their perfume lost

2. ...now see that noble and most sovereign reason, like sweet bells jangled, out of tune and harsh

3. Do you see yonder cloud that's almost in shape of a camel?

4. ...pinch wanton on your cheek...or paddling in your neck with his damn'd fingers.

Begin reading page 73-78 (we will go over these pages more thoroughly tomorrow)

Essay due today! Late after 3 o'clock today! Quiz on Act II tomorrow---study your summary from Friday!!

• Start pg. 71: Go over Ophelia's monologue from Friday

hyperlink to "No Fear Shakespeare" of this section

• Answer multiple choice quest. #52-58
• Continue reading pg. 71-72
• Complete the jigsaw worksheet

Work for Friday:

• Act II Review for Tuesday's Quiz
• Answer Summarizing questions: 4, 5, 10, 11, 14, 18, 20, 21
• Read pages 68-72
• watch clip of the movie
• Complete multiple choice section for Ophelia's monologue (lines 150-162)

Homework: Mid-Unit Assessment (Hamlet soliloquy due on Monday)

Today's Agenda: "To be or not to be"--Hamlet's most famous soliloquy!!

1. Copy down the following definitions: (copy everything in red)
assonance-  the repetition of vowel sounds to create internal rhyming within phrases or sentences, and together with alliteration and consonance serves as one of the building blocks of verse
ex: Dead in the middle of little Italy little did we know that we riddled some middleman who didn't do diddly.— Big Pun, 'Twinz'
consonance- the repetition of the same consonant two or more times in short succession, as in "pitter patter" or in "all mammals named Sam are clammy".
alliteration-occurs when a series of words in a row (or close to a row) have the same first consonant sound. For example, “She sells sea-shells down by the sea-shore” or “Peter Piper Picked a Peck of Pickled Peppers”

2. Ask any questions you have about the Mid-Unit Assessment (Essay that is due Monday!)
3. Begin reading Act III pages 64-68
4. Go over Hamlet's "To be or not to be" soliloquy
5. Answer Summarizing Questions for Act III (Act II questions will be checked during Tuesday's quiz)

vocab:
calamity-a disaster
pangs-sharp pain, painful emotion
insolence-rude, disrespectful
consummation-when something is finished/final
perchance--by some chance
devout-deep commitment
bodkin-thick needle
fardels-a bundle
quietus-death, or something that causes death
contumely--insulting

"No Fear" Hamlet passage

HAMLET To be, or not to be? That is the question— Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And, by opposing, end them? To die, to sleep— No more—and by a sleep to say we end The heartache and the thousand natural shocks That flesh is heir to—’tis a consummation Devoutly to be wished! To die, to sleep. To sleep, perchance to dream—ay, there’s the rub, For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause. There’s the respect That makes calamity of so long life. For who would bear the whips and scorns of time, Th' oppressor’s wrong, the proud man’s contumely, The pangs of despised love, the law’s delay, The insolence of office, and the spurns That patient merit of th' unworthy takes, When he himself might his quietus make With a bare bodkin? Who would fardels bear, To grunt and sweat under a weary life, But that the dread of something after death, The undiscovered country from whose bourn No traveler returns, puzzles the will And makes us rather bear those ills we have Than fly to others that we know not of? Thus conscience does make cowards of us all, And thus the native hue of resolution Is sicklied o'er with the pale cast of thought, And enterprises of great pith and moment With this regard their currents turn awry, And lose the name of action.—Soft you now, The fair Ophelia!—Nymph, in thy orisons Be all my sins remembered

HAMLET The question is: is it better to be alive or dead? Is it nobler to put up with all the nasty things that luck throws your way, or to fight against all those troubles by simply putting an end to them once and for all? Dying, sleeping—that’s all dying is—a sleep that ends all the heartache and shocks that life on earth gives us—that’s an achievement to wish for. To die, to sleep—to sleep, maybe to dream. Ah, but there’s the catch: in death’s sleep who knows what kind of dreams might come, after we’ve put the noise and commotion of life behind us. That’s certainly something to worry about. That’s the consideration that makes us stretch out our sufferings so long. After all, who would put up with all life’s humiliations—the abuse from superiors, the insults of arrogant men, the pangs of unrequited love, the inefficiency of the legal system, the rudeness of people in office, and the mistreatment good people have to take from bad—when you could simply take out your knife and call it quits? Who would choose to grunt and sweat through an exhausting life, unless they were afraid of something dreadful after death, the undiscovered country from which no visitor returns, which we wonder about without getting any answers from and which makes us stick to the evils we know rather than rush off to seek the ones we don’t? Fear of death makes us all cowards, and our natural boldness becomes weak with too much thinking. Actions that should be carried out at once get misdirected, and stop being actions at all. But shh, here comes the beautiful Ophelia. Pretty lady, please remember me when you pray.

NOTES FOR THE MID-UNIT ASSESSMENT (ESSAY #1 OF 2)

Copy ALL OF the following notes :

How to cite Shakespeare:
When using textual evidence, please state where it came from in the following way:
(Act, Scene, Line):

For example: If you want to use the line from Act 1, Scene 5, Line 25
The ghost states, "Revenge his foul and most unnatural murder" (1.5.25)

Soliloquy choices for the Mid-unit Assessment:
CHOICE #1:  Act 1.2 (pp 14-15) Lines 129-159: Hamlet 's soliloquy discussing what he thinks of Claudius, his father (late King Hamlet), and his mother Queen Gertrude.
CHOICE #2: Act 1.5 (pp 31-32) Lines 92-112: Hamlet's soliloquy discussing the information he learned from the ghost and what it means for him.
CHOICE #3: Act 2.2. (pp 61-63) Lines 534-592): Hamlet's soliloquy discussing how he criticizes himself for not acting on his revenge and organizing his plan for the play's performance to draw Claudius to confess (yesterday)

Copy the Act II Summary onto your flipbook/into your notes

Act II

• Claudius and Gertrude ask Hamlet's old friends Rosencrantz and Guildenstern, to find out what's bothering him. Polonius says it's Ophelia.
• It is reported  that the King of Norway stopped his nephew Fortinbras, who promised not to attack the Danes. 
• Polonius reads love letters Hamlet sent to Ophelia.His parents agree to spy on a conversation between Ophelia and Hamlet.
• Hamlet tells Rosencrantz and Guildenstern Denmark feels like a prison and figures out his parents sent them to check up on him.
• Hamlet cheers up a little when Rosencrantz mentions the arrival of a troupe of players (actors). Hamlet says his mother is wrong and he's only insane some of the time 
• Hamlet  privately asks the First Player to perform The Murder of Gonzago on the following night, with some extra lines Hamlet will insert himself. 
• Hamlet is furious about his inability to get revenge--he decides to have the players show a scene similar to Claudius's murder of his father: 

x

Friday 10/16

Continue reading ACT II beginning on page 41.
Fill out our summarizing questions.

Homework: Make any quiz corrections explaining your answers as fully as possible using your notes this time for help.

Please read the instructions below carefully: Copy the extra 3 definitions you need

Take out your Hamlet packet--go to Act II page 16

Vocabulary Act II:
At the bottom of the page you should have 7 words (commission-tedious) (if you lost your packet there is a copy available as a link on the blog)

Add on the following 3 words (page 16):
8. appal-(v) to cause someone to feel shock, fear, disgust
9. cunning (n)-art; skill
10. malefactions (n)--evil deeds, crimes, wrongdoings

Homework: 
1.We started a Quick Write on Friday it is due Thursday at latest
2. Vocab sentences #2 (you can start after the quiz if you like)/1 word per sentence/make sure it shows the meaning of the word/do not copy online or dictionary sentences

Tomorrow (Wed)--PSAT no class
Thursday: Make sure you bring your packet ---we will work on the Act I section in class

Right now: Start reading Act II:
page 37-40

Today's work:

1. Work on Quick Write #2 for Hamlet
2. Act I Quiz on Tuesday--review on worksheet today!

You must fill out the chart and copy it over onto lined paper today!!!!

Shakespeare and ghosts--5 questions

1. First Click on the following link to take the: Youth Survey

2. When you are finished, click on the following link: Ghosts and Shakespeare
3. Answer the following questions using the RACE strategy (restate, answer, cite, explain) when possible,about ghosts and Shakespeare's time (on a separate sheet of paper, no you don't have to write the question down)
---------------------------
Questions:
1. What are some of the activities Elizabethan audiences would use for entertainment?
2. How did Elizabethan audiences feel about ghosts?
3. Why did these people believe in ghosts?
4. Explain the 3 types of ghosts.

Information for today's class:

purgatory--a "holding" are between "heaven" and "hell"--usually indicates the person needs to make up for some wrongdoing.

Hamlet meets his father's ghost

chart for help

We have to get to work today--tomorrow the 1/2 day will be spent WORKING--it isn't a "catch up" or movie day

Copy the following 3 charts into your notebooks to keep track of what is going on in today's reading:

Work for Monday 10/4---Remember: literary devices homework is due by tomorrow/Quiz tomorrow on Claudius's monologue

Start here:
1. Take out your copy of Claudius's monologue
2. Turn to the back--it  is a copy of Hamlet's first soliloquy
3. Write down the definition of a soliloquy/dramatic irony at the top of the page:

soliloquy-a long, usually serious speech that a character in a play makes to an audience and 
that reveals the character's thoughts. The character is usually alone on stage so that no one hears but the audience--leads to dramatic irony. (see below)

dramatic irony--when we know things the other characters do not

4. Circle/box the following vocabulary words and add their definitions on the left side:

5.Write down the following questions on the right side of the soliloquy:

6. Leave it for now--we will come back to it.

Let's get back to the reading. When we left off, Claudius has just given his monologue describing Hamlet as "unmanly" and "unfortified", etc. Go to page---------

7. Let's see how he responds!

Please come in and get started right away

1. Please write the definitions in red right on your worksheet

personification- giving non-living things human characteristic
simile- comparison using like or as
metaphor- comparison without using like or as
hyperbole- an exaggeration to make a point

2. Attempt to answer questions 1-4 under ACT I

3. Complete the worksheet for homework due Tuesday 10/6

4. Take out Claudius's monologue and the summarizing questions that go with it.

• We will complete Quick Write #2 now using the chart you received:

Step 1: Write the Quick Write topic (TBQ#3) at the top of the page:
What specific word choices in Claudius's monologue impact the development of Hamlet's character? Explain with 2 pieces of textual evidence that support your claim.

Step 2: Choose 2 words/phrases Claudius uses that describe his opinion of Hamlet at this point, and write them on the lines in box #1.

Step 3: Fill out the box #2 "Reason": 
What do these words/phrases characterize Hamlet as--fill in the two blanks.

Step 4: Fill out boxes 3 and 4 (one for each word or phrase you chose for box #1). 
Give textual evidence from the speech labeled with the line # and explain how it shows the word you chose (connect/analyze)

Step 5: Write a sentence or 2 that summarizes the main points you made above.

Today we will:

1. Finish going over Claudius's speech
2. Answer the summarizing questions #12-30 (remember these will be checked for an EASY grade: just write in complete sentences/no text evidence or explanation is needed)
3. Watch the movie clip
4. Work on Quick Write #2 for Hamlet: ON YOUR SHEET TBQ#3
WHAT SPECIFIC WORD CHOICES IN CLAUDIUS'S MONOLOGUE IMPACT THE DEVELOPMENT OF HAMLET'S CHARACTER? NEED 2 PIECES OF TEXT EVIDENCE MIN.

Today's agenda: please copy all notes in red

STEPS TO BREAKING DOWN SHAKESPEARE
1. Look for any words that are shortened or not "modern" and see if you can determine what they are.
2. Look for any nouns that you recognize or try to figure them out using prior knowledge.
3. Look at the verbs and see if you know what they mean.
4.Circle or square words you do not know/can't figure out
5. Put the sentence together to get some meaning. (I think he's saying something like....)
6. Put an ! for important information
7. Put a ? next to things that confuse you

*Now we will pick up with the reading on page 9 (the ghost has come back a second time at this point), paying special attention to Claudius's monologue (remember dramatic monologue from "My Last Duchess"?)*Begin annotating our copy of the monologue and work on "breaking up a text"
answer the summarizing questions
*Watch the video clip

Remember vocab sentences are due tomorrow--11 sentences/22 points

1. First, we are going to answer text-based question #1 (Quick Write format)
What choices does Shakespeare make at the beginning of the play to create a certain mood, and/ or meaning? Explain with min.  2 pieces of textual evidence to support our claim.

Review: TREEE*S
Thesis (the question answered)
Reason
Evidence/Explain
Evidence/Explain
Evidence/Explain
Summarizing statement

So, before you write--complete a basic outline first--what are you going to write about? What examples are you going to use?

Now we will pick up with the reading on page 9 (the ghost has come back a second time at this point)

Quiz tomorrow: remember--it is just going to be 2 questions about the reading

For the worksheet--ALL ANSWERS WILL BE COLLECTED AS IN CLASS WORK: PLEASE WRITE YOUR ANSWERS ON A SEPARATE SHEET OF PAPER.
But only the ones labeled TBQ (text-based question) need to be extended responses--those will be answered as Quick Writes (TREEES format)
For example #1-11 --"just answers" are fine. (all of these will be checked in your notebooks during quizzes on Tuesdays)
TBQ #1--would be handed in separately as a quick write (essay grades 8pts./multiples of 8)

 Go to page 1 of your Hamlet packet, add on the following vocab word:
assail (v)--attack vigorously or violently; assault

For homework tonight: write 11 vocabulary sentences using each word correctly (the 10 in the packet + assail)

Today's Agenda:

1. Copy the summary/vocab for Act I onto your packet

Act I Summary (Synopsis)

*Denmark is preparing for a possible war with Norway. 

*A ghost of the late King Hamlet is seen by Elsinore Castle . 

*King Claudius, the king's brother is now king.

*King Claudius fearing Norway may invade, urges the King of Norway to stop his son. 

*Young Hamlet distrusts his Uncle King Claudius. 

*The King and Queen do not understand why Hamlet still mourns his father 

*Hamlet explains that he does not like his mother marrying the next King of Denmark 

*Laertes, warns Ophelia not to fall in love with Young Hamlet

*Polonius tells his daughter Ophelia not to return Hamlet's affections 

*Hamlet meets the Ghost of his father

*Hamlet learns from King Hamlet's Ghost that he was poisoned by King Claudius
*Hamlet swears Horatio and Marcellus to silence over Hamlet meeting the Ghost.

2. Work on your Anticipation Guide with a partner (write out the sentences #1-10 on a separate sheet of lined paper--but complete your own worksheet)

Please copy the following notes in red in your notes or on your packet

tragedy--a dramatic work that presents the downfall of a dignified character who is involved in historically or socially significant events. Events in the plot are set in motion by a decision that is often an error in judgment caused by the tragic flaw. Succeeding events are linked in a cause-and-effect relationship and lead inevitably to a disastrous conclusion, usually death. 

tragic flaw--the main character's quality that leads to his or her destruction (poor character trait)

tragic hero--evokes both pity and fear in readers/viewers: pity because they feel sorry for the character and fear because they realize the problems and struggles faced by the character  are perhaps a necessary party of human life.

When you are finished, we will make a flip-chart for the play:

Hamlet, a play by William Shakespeare
(your name)
Act 1
Act 2
Act 3
Act 4
Act 5

Then, we will finish the questions on your packet from yesterday

Please take the following notes ABOVE THE LINE for the RACE short answer strategy

Short Answer Strategy: RACE

Restate-restate the question

Answer—answer the question

Cite –give textual evidence to support your answer

**Explain—explain/analyze how your evidence supports the answer
-----------------------------------------------------------------------
Now, we are going to answer the following questions using this strategy. Also, I want you to highlight or underline the textual evidence out of the passage that you are using:

1. Why is Shakespeare considered by some to be "the greatest dramatist ever" (9)? 
2. Why is Shakespeare "unlike many other writers of his time"(9)?
3. Why was Shakespeare considered "one of the greatest playwrights in England" (9)?
4. Why is Hamlet considered one of Shakespeare's most "popular and frequently performed dramas" (10)?
5. According to "Introducing the Play," what is a tragedy?
6. According to the same article, what is Shakespeare's greatest technique?
7. What is the play Hamlet based on?
8. Why does Shakespeare's play "stand out" from the other stories about Hamlet (10)? 
9. Identify and explain a major theme that occurs in the play Hamlet.
10. Describe the "debate" about Hamlet the play (10).

Today's Work:

1. Take out your poem "My Last Duchess"
2. Take the quiz on the poem
3. When you finish you may finish your 3 TBQ questions due today

Some quiz hints:

	Speaker	Details	Tone	Details
Lines 1-13	What do you learn about the speaker in these lines?	Textual evidence that supports what you learned about the speaker	What is his tone in these lines? (attitude towards the topic)	Textual evidence that supports what you think the tone is (or why)
Lines 13-34	What do you learn about the speaker in these lines?	Textual evidence that supports what you learned about the speaker	What is his tone in these lines? (attitude towards the topic)	Textual evidence that supports what you think the tone is (or why)
Lines 34-45	What do you learn about the speaker in these lines?	Textual evidence that supports what you learned about the speaker	What is his tone in these lines? (attitude towards the topic)	Textual evidence that supports what you think the tone is (or why)
Lines 45-56	What do you learn about the speaker in these lines?	Textual evidence that supports what you learned about the speaker	What is his tone in these lines? (attitude towards the topic)	Textual evidence that supports what you think the tone is (or why)

Extra Credit: Explain what an unreliable narrator is and why the speaker may be one.

Today's work: Back to Plot Outline--Elements of Drama

Agenda:
1. For homework, you were supposed to answer the summarizing questions and come back with any questions for me on ones you couldn't answer--YOU HAVE TO KEEP UP WITH THE WORK IF YOU DON'T WANT TO GET BEHIND.
2. You should have a sheet for plot outline in front of you. Go back and look at your notes if you need to for help. But we are going to attempt to fill in the outline for "My Last Duchess"
Hint: Sometimes it's easier to start with what you know (climax, 1st and last events). YOU MAY WORK WITH 1 PARTNER ONLY IF YOU NEED TO.--IF IT IS TOO NOISY YOU WILL WORK ALONE.
3. Okay, we're getting to the tough work. I am going to hand you the TBQ (text-based questions) for "My Last Duchess"----Please read all directions. These are due TOMORROW! We also have quiz #1--you will have a few minutes following the quiz to work on the TBQ but that is it! When you leave class tomorrow they will be late.
4. A look ahead:
Monday--plot outline/TBQ distribution (help)
Tuesday-- quiz #1 TBQ work time
Wed--pre-reading for Hamlet (info on Shakespeare, etc)
Thursday--begin reading the play Hamlet
Friday--Hamlet

Copy the following literary terms in red and read over today's agenda

unreliable narrator--a narrator whose judgment and story-telling you may not be able to accept/believe as he/she tells it to you because you don't trust him/her
rhetorical question--a question that is not meant to be answered (Who wouldn't want to go to that party?)

Today's Agenda:
1. Copy notes on literary terms
2. Go over yesterday's Quick Write and the Rubric
3. Underline key lines in the poem given to you by me and put them in your own words
4. Work on completing the summarizing questions with a partner or by yourself
5. Quiz #1 next week Tuesday: literary terms we learned this week

---------Student Quick Write Sample (no one from this class)-------------------------------------------------

   In the first 8 lines of the dramatic monologue "My Last Duchess" by Robert Browning the author uses the words "wonder" and "my"  which both have a significant impact on meaning and tone. This is because the way he describes the painting to the reader.
  The author's choice of the word "wonder" in line 3 lets us know he thinks the painting is amazing. This affects the meaning of the work because it shows us the speaker's feelings about the painting he is describing to us, that it is amazing somehow.
  The author also chooses to use the word "my" in line 1 which is really important to the meaning also, because when he says, "My last Duchess" it immediately makes us think that he thinks of her as her or as a possession the same as he views the painting.
   Both of these words help the reader understand the dramatic monologue better because they help you know about the kind of person the speaker is.
----------------------------------------------------------------------------------------------------------------
UNDERLINE THE FOLLOWING LINES ON THE PAGE/POEM, WRITE DOWN WHAT THOSE WORDS MEAN IN YOUR OWN WORDS.
 lines 21-26 from "She had a heart..." until "Sir, 'twas all one..":
lines 31-35 from "She thanked men,--good!" until "this sort of trifling?"
lines 43-46 "Oh, sir she smiled, no doubt..." until "stopped together"

*Go back to your summarizing questions and finish all that you can raising your hand when you need help.

*For homework: Finish your Quick Write if you have not already, or re-write if you like

Today's Agenda: Reading Between the Lines (Remember copy only what is in red): PLEASE READ THE ENTIRE AGENDA

1. Please copy the following question down. You will write down an answer to it using textual evidence by line before you leave class today:
What do we learn about the Duke from the way he describes the Duchess and the painting of her? Need at least 2 adjectives!

2. Copy these definitions ONTO YOUR POEM--draw a box around them if you haven't yet
mantle (ln 16)--loose, sleeveless cape
laps (ln 16)--lays partly over something
design (ln 6)--plan or project

thus (ln 13)--in this way or manner
durst (ln 11)--dared

3. Re-read lines 1-21
4. Answer the summarizing questions from your question sheet (#5-12 together) (#13-21 with a partner*)
5. Go over your answers
6. Make sure you have some ADJECTIVES that would describe the Duke from this analysis
7. Write the answer to the question in #1 at the top of this blog page and turn it in before you leave.

TREEE*S FORMAT FOR A QUICK WRITE: please copy everything ABOVE THE LINE

TREEES format (reminder for my students)  (8 POINTS OR MULTIPLE OF 8)

T-thesis (the point you are proving)
R-reason (basic sentence explaining why you think this is true)
E-Evidence/Explain (cite and connect to the thesis)
E-(cite and connect to the thesis)
E*-(cite and connect to the thesis) (* this would be advanced right now)
S-summarize (sum up your points)

****Also, remember to add your TAG (Title, Author, Genre) in your response--
-----------------------------------------------------------------------------------------------------------------------------
Today we will:
1. Take notes on the TREEE*S format
2. Listen to the full-reading of "My Last Duchess" by Robert Browning AGAIN! (video)
3. Finish our summarizing questions
4. Answer any questions you have about the first 8 lines
5. Write our first Quick Write (with help if you need it)--this will be the assessment for the day!
_______________________________________________________________________________
Quick Write Topic: Analyze the impact of specific word choices (diction) on meaning and tone (2 words)
(use your summarizing questions from yesterday for help)
Example:
     In the first 8 lines of the dramatic monologue "My Last Duchess" by Robert Browning, the author uses the words __________ and ___________ which have an significant impact on the meaning and tone. This is because ______________. 
    The author's choice of the word ________ has an impact on the meaning of the work because ________. In line _____the Duke states ______________ . This shows________________.
    In line _______ the author also uses the word __________ which is important because it tells us_________________. It has an impact on the tone because___________.
    Both of these words have an impact on how the reader understands the dramatic monologue because_______________.

Please start a new page of notes: Copy only the notes that appear in red

"My Last Duchess"--by Robert Browning

tone--attitude towards a topic
diction--author's specific word choice
connotation--an idea or feeling that a word invokes in addition to its literal or primary meaning (ex: dark)
dramatic monologue-a long excerpt in a play, poem or story that reveals a character's thoughts and feelings. Sometimes we can see what a character is thinking, but it isn't always so clear. We get to see inside a character's head and then we better understand what motivates that character.

Quick Write Topic: Analyze the impact of specific word choices on meaning and tone (2 words)

Audio link to the poem (do not play in class right now I will play it)

Today we will:
*Copy notes for literary terms
*Go over the Quick Write topic so we know what we are looking for
*Listen to a full reading of "My Last Duchess"
*Look at lines #1-8 and annotate
*Answer the summarizing questions for these lines

Elements of a Story or Drama Notes/Questions on Robert Browning

Today we will:
1. Finish taking notes: slideshow notes
2. Re-read our passage silently to ourselves
3. Complete the worksheet for plot
4. Read the following link about the Poetry of Robert Browning
5. Use the link to answer the following questions with a partner on a sheet of paper:
 
Questions: MUST USE TEXTUAL EVIDENCE IN YOUR ANSWER
1. Why is Robert Browning considered one of the "hardest of his contemporaries to classify"?
2. Give some examples of the elements of his poetry.
3.What is a dramatic monologue and what does it allow the writer to do?
4. What/who influenced Robert Browning's works?

Audio link of the poem

Today we will...

Finish the practice mc...Monday we will finish a second portion---Friday WE WILL NOT WORK ON THE TEST...but we will begin something else...

Please take these notes...

The NYS Common Core English Exam: MANDATORY FOR GRADUATION 75% or higher

Part I
3 reading passages and multiple choice questions to go with each (1 is usually a poem) approx. 25 quest.
Part II
Read four texts and choose three to write an argument essay
Part III
Write a Text-Analysis Response of min. of 2-3 paragraphs based on a reading passage