Ap English Hamlet Essay

Technology Codes:

Remind 101:
text @c876cb to the number 81010

Turnitin.com Class Accounts 
1st       16053413
2nd     16053427
3rd      16053439

The access code for all classes is dragon


What We Did Today:

3/9: Analyzing and Discussing the women of Hamlet 

3/7: Timed Writing (will need to make-up if missed)

3/5: Close reading of "To Be Or Not To Be"; PowerPoint (with film links)
​Assignment: Chart to be completed and submitted to Turnitin.com

3/1: close-reading literary criticism over Hamlet: Embassy of Death;  Instructions for message board discussion

2/27: close-reading of the Ghost's Speech to Hamlet; Powerpoint with activity and Homework Assignment

2/23: Spoiling Hamlet and making timelines for the plot of the play

14 o; 2/21: 
Homework: Read the sample essays from Q2 2017 as well as the score reports (at this link); Answer the following questions:
1. How does each introduction address the What (devices) How (what the author is actually doing with the devices in the piece or revealing) and Why (the larger social commentary)?
2. How does each piece use textual evidence? How is it embedded? Does it actually serve the purpose of supporting analysis?
3. How are internal transitions utilized throughout the paragraphs. Refer to page 14 of your course packet.
4.  What other things/traits do you notice that seem to separate out the lower paper from the higher paper?
5. Compare your essay to the two samples. Where does yours seem to be in relation to them. Be specific when discussing attributes of your own paper
(use your rubric located in your course syllabus to guide your answers to these questions)

2/9: continued study of Metaphysical Poetry by beginning close-reading of John Donne's "A Valediction Forbidding Mourning"
Homework: Complete a SPOTTTS over the poem (can be written on the back of the poem or SPOTTTS sheet)

2/7: AP Multiple Choice; Introduction to Metaphysical Poetry through close-reading of John Donne's "The Flea"

 2/5: Major Timed Writing Assignment 

​2/1: finished debriefing multiple choice; close-reading and discussion of The Spectator Question 2

1/31: Spotlight Reading: "Hope is the Thing With Feathers" by Emily Dickinson; practice Multiple Choice 

1/29: Group Major Essay over Lady Windermere's Fan excerpt

1/24: Substitute Assignment for today 

1/22: Read sample Literary Criticism essay; began planning for group paragraphs

1/18: viewing of the Importance of Being Earnest

1/11 HYRICQ over IOBE; question gallery walk; Understanding Satire and film clip analysis; 
Film Clip Chart (to be completed for homework and submitted to Turnitin.com before class starts on Tuesday 1/16)

1/9 YearCompass organizer (not graded); Understanding Irony Notes

​12/4 Preparation for Timed Writing
Prep Powerpoint
Prep Handout (to be completed and submitted in Turnitin.com)

12/1: Vocab: Euphemism, Euphony; Feminist parallels in history and The Awakening; Anatomy of a Trainwreck

11/29: finished discussion of Q2 prompts; food in the Awakening
Homework: Read ch. 4 of How To Read Lit... and excerpt from Trainwreck

​11/16: Debriefed Poetry Timed Writing

11/14: Background jigsaw activity on the Awakening; groups were assigned a topic involving the context or background of the novel and had to create a flipgrid video teaching the context the class. Students will watch videos and complete chart by 11/27
Flipgrid access code: zcuhlj
Background Chart

11/10: HYRIC Quiz over The Awakening

11/8: MC #4 and Vocabulary quiz

11/6: Poetry Timed Writing 

11/2: Vocabulary #15 and #16 - Enjambment and Epistrophe. Completed Major Works page for Independent Reading book #1 (if not completed in class, finish at home)
NEXT CLASS: Timed Writing
UPCOMING: Vocabulary Quiz next Wednesday; Have You Read It Closely Quiz over The Awakening next Friday

10/31: Vocabulary #13 and #14 Dramatic Monologue; Elegy - created flipgrid videos featuring questions specific to questions about Counting Descent
Homework: choose 3 other questions and respond to these in your writer's notebook.

10/24: Vocabulary #11 and #12 -Denouement and Dramatic Irony;  finish creating Q1 prompts for Counting Descent; Untimed Poetry Writing
Period 1 Prompts
Period 2 Prompts
Period 3 Prompts

10/20: Debriefing structure of Q1 prompts; creating Q1 prompts from Counting Descent

10/18: Multiple Choice #3 Practice

10/16: Vocabulary #9 and #10 - Cacophony and Couplet; continued Clint Smith Poetry Poster:
            Choose a series (about 3) poems which appear to be linked or reveal a specific pattern (common titles, themes, forms, subjects, images, etc.)  Examine the poems for common structures, themes, devices; create a poster that teaches your discoveries of the poems. Include: the titles of the poems; commonalities connected to meaning (what is the author doing? How is the author using language/devices? Why is the author doing this?); discussion of placement relevant to the entire collection; an overall thesis statement about the poems you have chosen

10/12 Vocabulary #7 and #8 - Asyndeton and Blank Verse; Introduced Inquiry Project - Task #1 Due 10/20; Clint Smith Poetry Poster
Choose a series (about 3) poems which appear to be linked or reveal a specific pattern (common titles, themes, forms, subjects, images, etc.)  Examine the poems for common structures, themes, devices; create a poster that teaches your discoveries of the poems. Include: the titles of the poems; commonalities connected to meaning (what is the author doing? How is the author using language/devices? Why is the author doing this?); discussion of placement relevant to the entire collection; an overall thesis statement about the poems you have chosen

10/4: Vocabulary #5 and #6 - Archetype and Assonance; Spotlight reading: Clint Smith's "How to Fight";  studied Timed Writing Sentences; categorized sentences based upon their strength in any 3 essay areas (idea development, organization, writing fluency)
Homework: Choose 3 sentences from your own timed writing to improve. One sentence improvement must demonstrate attention to idea development; one sentence improvement should demonstrate organization; one sentence should demonstrate writing fluency. Write the original sentence and the improved sentence below it. Complete in your writer's notebook.  Link to Organization/Transition Words

10/2: Vocabulary #3 and #4  - Anaphora and Apostrophe; read and discussed first 5 poems of Counting Descent; viewed Clint Smith's TED talks  
The Danger of Silence
How to Raise a Black Son in America

9/28: Vocabulary #1 and #2 - Allegory and Allusion; Multiple Choice practice #2

9/26: Spotlight reading over dedication in East of Eden; East of EdenMajor Works Data Sheet (due in Turnitin.com by Sat. 11:59pm)
9/22 Timed Writing over East of Eden (major)

9/20 I.R. Time; spotlight read #3 sentence from In Cold Blood; continued examination of sample essays.
Homework: Resubmit your FIW #1 to Turnitin.com by tomorrow afternoon at 1:59 PM 
INCLUDE: a brief paragraph explaining what score on the rubric you belief your mini FIW would make and why. Include language from the rubric and quotes from your own FIW to support your belief. 
You may make changes from your original draft. If you did not submit the original draft last night, you may complete this assignment, but you will be minus points for not submitting the original draft. 

9/18 Independent Reading time; graded sample essays for Q3; notes on Focused Insightful Writing; Turned 1 Thinking Piece into a short FIW
Sample essays
Homework:  Take one of your Thinking Pieces over East of Eden (you should have 3 to choose from) and develop it into a short Focused Insightful Writing (F.I.W.)  Just do an intro. Paragraph and 1 supporting paragraph.Include the original prompt as the title for your piece.
Consider pages 14, 15, and 16 of your course packet as guidance for improving your writing.
Upload to Turnitin.com by 9/19 at 11:59 pm

9/14 Independent Reading time; debriefed Layered Reading from homework; completed Thinking Piece #3
Thinking Piece Prompt: Love is a complex relationship between two people. Choose a moment in the novel that best displays this complexity. Explain how this complex relationship contributes to the meaning of the work as a whole. 

9/12 Debriefed Multiple Choice; Independent Reading; Spotlight reading of "Mediocrity in Love Rejected" 
Homework: Do a Layered Reading of Adam and Cathy's final confrontation (chapter 25; section 3). Consider the themes in the spotlight poem and how they relate to this scene from East of Eden.

9/8 discussion of Independent Reading choices; completion of allusions in EofE activity.
Homework: Thinking Piece over EoE #2 The meaning of some literary works is often enhanced by sustained allusion to myths, the Bible, or other works of literature. Select a literary work that makes use of such a sustained reference. Then write a well-organized essay in which you explain the allusion that predominates in the work and analyze how it enhances the work’s meaning.  Only spend 20 min. on thinking piece using EoE

9/6: Multiple Choice Practice #1

9/1 Practiced Layered Reading with Part 2 Section 4 of East of Eden. Began discussion of identifying allusions in East of Eden (will continue next class).  
If you missed class, complete the practice of Layered Reading over the section. 

8/30 Layered Reading over the first 3 pages of East of Eden; Thinking Piece #1 Steinbeck explores many themes in East of Eden, such as the struggle between good and evil. Write a 15 minute response addressing one of the significant themes suggested in section one. Use specific evidence in your response.
(consider our 5 thematic threads)

8/26  Notes on Thinking Piece; Notes on Layered Reading. Began Layered Reading for 1st three pages of EoE

8/24 HYRIC Quiz over East of Eden; notes on Reckless Writing and Spotlight Reading; Spotlight Reading #1 Juan Felipe Herrera "Let Me Tell You What a Poem Brings"

8/22  Welcome to Class! Assigned Bookshelf/Reader's Autobiography assignment. Due 8/30

AP English Literature and Composition , #8 1/10/11 Hamlet William Shakespeare’s Hamlet is widely considered an “open” work of art; it raises questions and is very open to interpretation . Throughout the play , Prince Hamlet’s character is most prone to examination . His character is puzzling , showing rapid changes from sane to mad , determined to undecided. Hamlet is continually uncertain , constantly pondering philosophical ideas and questioning himself . As William Alice said , “Hamlet’s self-questionings are mere pretexts to hide his lack of resolve . He believes neither in himself nor anything else , and so loses himself in introspection .” Hamlet hides his hesitant nature through continuous stalling and self-examination . Hamlet’s uncertain nature is evident when he wonders , 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. (III, i, 64-68)


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