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
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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.
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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--
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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