Content Objective: Students will analyze and evaluate literary texts. 
Language Objective: Students will produce video reviews of their independent reading books. 

Agenda: 
1.) Complete the Review Prep Sheet - this will be the outline for your video review. 
2.) Watch these examples for a book review and trailer: 

3.) Complete your prep sheet and check it off with Ms. F and get your iPad number. 
4.) Use either the movie or the trailer template - if you are doing a trailer, make sure not to just summarize your book, but incorporate the questions you answered on your prep sheet. 
5.) Check-in iPads to Ms. F. We will continue filming through May 30/June 2nd. 

Assignments: 

• Review Prep Sheet

Content Objective: Students will demonstrate their understanding of literary and informative texts. 
Language Objective: Students will complete Acuity #4 and research sample book reviews. 

Agenda:
1.) We will take the fourth round of Acuity in B-102 (2A, 3B) and F-203 (4A, 1B) 
2.) After you finish the Acuity, research book reviews to familiarize yourself with the genre of review writing. 
Find 1 effective and one ineffective review (these do not need to be reviews for your book) and write a response to each addressing what makes them effective or ineffective and how this could benefit you in your production of a video review of your book. 
3.) Make a list of criteria you want to address in your book review. 
4.) Use the rest of the period to continue your independent reading. Be ready to start reviewing your book next period. 

Assignments: 

• Acuity
  

Content Objective: Students will use a multimedia approach to present central characters in Hamlet.
Language Objective: Students will present and answer questions about their character PowerPoints featuring central characters in Hamlet.

Agenda: 
1.) Bell Work: Read your independent reading book for 15 minutes. 
2.) After reading, write for 5 minutes on whichever character changes the least throughout your book. Who are they and why don't they change or develop? Why do you think the author made this choice? 
3.) Present your PowerPoint presentations about central characters in Hamlet. Presentations must be submitted via email to sfloch@graniteschools.org
4.) Give general feedback on presentations. 
5.) Exit Slip: Who do you think is the most important character in Hamlet and why? What do they contribute to the story? Why are they important? What choices do they make that drive the plot? Write for 5 minutes. Turn in your exit slip with your bell work. 

Assignments: 

• Bell Work and Exit Slip
• Character Presentations

Content Objective: Students will analyze central characters in Hamlet.

Content Objective: Students will analyze central characters in Shakespeare's Hamlet.
Language Objective: Students will research and analyze central characters in Hamlet.

Agenda: 
1.) Bell Work: Read your independent reading books for 15 minutes. 
2.) Reading Journals: Write on a topic of your choice. Consider plot and character development and author's choice in your response. 
3.) For the next two periods you and your group (2-4 people) will research and make a presentation about one of the main characters in Hamlet: 

• Hamlet
• Claudius
• Gertrude
• Polonius
• Ophelia
• The Ghost
• Fortinbras
• Laertes
• Rosencrantz and Guildenstern
• Horatio

You PowerPoints will be between 5-7 minutes in length and you will present Monday, May 19 (A-Day) and Tuesday, May 20 (B-Day). Your presentations must be made up of equal parts research and your own analysis and inferences. See the full assignment here.
4.) Start working on your research and presentation in groups. Presentations must be finished and turned in by Monday, May 19th. 

Assignments: 

• Reading Journals
• Start Character Presentations

Content Objective: Students will analyze and interpret Polonius' advice to Laertes and apply it to the modern world. 
Language Objective: 
Students will read, discuss and translate Polonius' advice to his son Laertes and find real-world examples where this advice was not followed.

Agenda: 
1.) Bell Work: Read your independent reading books for 15 minutes. 
2.) After reading, write an entry in your reading journals about anything that stood out to you in your reading. You might want to focus on plot or character development and your author's choice of style, dialogue etc. 
3.) Quick Write: List some points of advice you have been given before/during high school or for college/graduation. 
4.) Watch Polonius' advice to his son Laertes as he leaves to travel and study from the 2000 version of Hamlet starring Bill Murray as Polonius: 

5.) Read Polonius' Advice to Laertes in partners or groups.
6.) After reading, write a modern translation of Polonius' advice.
7.) After translating, find a modern example for each point where this advice was not followed. 
8.) Decide on what you think the most important point of advice that Polonius gives is. 

Assignments: 

• Reading Journals
• Polonius' Advice

Content Objective: Students will be able to identify and analyze fundamental scenes in Shakespeare's Hamlet.
Language Objective: Students will read, discuss, and analyze Hamlet's Soliloquy in Act III, scene i. 

Agenda: 
1.) Bell Work: Read your independent reading books for 15 minutes. 
2.) After reading, write for 5 minutes about what stood out to you in your reading. Remember that this is a reading journal and cannot just be your summary of your reading. 
3.) Introduction to Shakespeare's Hamlet: We will be covering some of the fundamental scenes and characters of Shakespeare's Hamlet, arguably Shakespeare's most famous play, over the next five class periods. We will take a look at Hamlet's "To be or not to be" soliloquy, the advice Polonius gives to his children Laertes, and Ophelia, then focus on the main characters of the play and look into possible alternative endings of Shakespeare's tragedy. 
4.) Watch a brief video summary of Shakespeare's Hamlet here.
5.) To learn more about Hamlet's Soliloquy, watch Shakespeare Uncovered with David Tennant from 16:10 to 21:20 (though you are welcome to watch the entire episode as well) here. 
6.) While watching these five minutes, fill out the What Is A Soliloquy organizer to familiarize yourself with Hamlet's Soliloquy. 
7.) Group Assignment (make this up individually if you are missing this class period):
Read Hamlet’s soliloquy from Act III, Scene i once as a group (preferably aloud).

After reading, appoint the following roles:
1.) Word Identifier: use the Dictionary App on your group’s iPod to look up and write down definitions for any words you don’t know. Highlight or underline these words in the text and write definitions into the margins and between lines. Also, find synonyms for these words that we would use today.
2.) Summarizer: mark Hamlet’s individual thoughts during his Soliloquy and summarize each of his thoughts. Afterward, write a short summary of the overall soliloquy.
3.) Translator/s (2): Translate Hamlet’s soliloquy into modern English line by line. You may write into the margins or between lines.
8.) Turn in your Soliloquies to Ms. F. at the end of this period. 

Assignments: 

• Reading Journals
• Hamlet's Soliloquy

Hamlet Summary: 

Shakespeare Uncovered (you only need to watch from 16:10 to 21: 20):

Content Objective: Students will present informational writing using multimedia. 
Language Objective: Students will present and evaluate their vlogs and writing projects. 

Agenda: 
1.) Bell Work: Read your independent reading book for 15 minutes. 
2.) After reading, write for 5 minutes about a dominant theme in your book. How does it develop and why is it important? How does it involve plot and characters? 
3.) Present your writing assignments and video blogs to the rest of the class. While presenting, consider the following two questions:
What was your topic and what did you focus on? 
Why did you choose to make a pamphlet, poster or comic for your written portion? 
4.) After each presentation, the entire class will write quick feedback on two questions: 

• What was the presentation's strongest point? 
• What could the group improve next time? 

5.) After presentations, use the last five minutes to give brief written feedback about your group work: How did you share/distribute work equally? Where there any problems in your group due to absences/lack of contribution etc.? Turn this in with your bell work and your presentation feedback. 

Assignments: 

• Reading Journals
• Presentation
• Feedback (presentations and group) 

Content Objective: Students will write informationally in a variety of genres. 
Language Objective: Students will produce informational posters, pamphlets, comics or news articles. 

Agenda: 
1.) Bell Work: Article of the Week - pick up the latest issue of The Warrior Ledger and read for 15 minutes. 
2.) After reading, write a letter to the Editor reflecting either your overall opinion of the paper or your views and reaction to one particular article. This should entail positive or negative criticism. 
3.) Ms. F. will not sign any yellow graduation cards before May 15 (if you have an A at that time) or later, depending on individual grades and attendance. 
4.) Use the rest of the period to finish your informational writing pieces. Make sure your posters, pamphlets, and comics are turned in and ready to present by Monday, May 5 (A-Day)/Tuesday, May 6 (B-Day).
5.) Email pamphlets to sfloch@graniteschools.org so they can be printed off in color. 

Assignments: 

• Letter to the Editor
• Writing projects