1. Hamlet Day 8

2. Reading: 3.6 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings. 3.7 Analyze recognized works of world literature from a variety of authors: a. Contrast the major literary forms, techniques, and characteristics of the major literary periods. b. Relate literary works and authors to the major themes and issues of their eras. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings. 2.2 Write responses to literature: a. Demonstrate a comprehensive understanding of the significant ideas in works or passages. b. Analyze the use of imagery, language, universal themes, and unique aspects of the text. c. Support important ideas and viewpoints through accurate and detailed references to the text and to other works. d. Demonstrate an understanding of the author's use of stylistic devices and an appreciation of the effects created. e. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text 2.3 Write reflective compositions: a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies. b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life. c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas. Standards Objectives Students will be able to: identify, define, and utilize the literary terms associated with dramatic works. identify their opinions and beliefs on themes of the text both before and after reading. identify and record the writing style of Shakespearean text. compare and contrast the events, themes, and ideas of a text to themselves, the world, and other text. identify and analyze archetypes in works of fiction.

3. READING RECAP AND CHECK With a partner discuss what happened in Act V and write one question for each scene, either about something you are unsure about from this act or something you think is important. Have your reading annotations out to be checked.

4. ACT V QUIZ Today your quiz is on a handout. It is open note and open book as always. You have 15 minutes to complete it.

5. PLOT DEVELOPMENT WORKSHEET This worksheet is to review the plot of Hamlet from the beginning to end and to review the elements of plot.

6. GETTING READY TO READ: ACTIVITY 1 Before you read about what others say about the value of life, take a few minutes to respond in writing to the following quickwrite prompt: What does being alive mean to you? How do you assign value to life? What makes life challenging? What makes life worth living? Describe a few examples that help to show your thinking about how people should value life.

7. Introducing Key Concepts: activity 2 Create a concept map for “life.” This will help you build your understanding of the many meanings the concept of “life” can have. Use the model to the right to explore the ways in which society defines “life” in various contexts. Concept: Life Example Sentence: Synonyms:Contexts: ExamplesNon-examples:

8. Survey the Text: activity 3 Text 1: Hamlet’s Soliloquy – What prior experiences do you have reading plays? – What did you notice about the page format and annotations? – What did you notice about the text structure? Text 2: It’s Not About the Bike – This text is an excerpt from It’s Not About the Bike: My Journey Back to Life by Lance Armstrong with Sally Jenkins. – What do you know about Lance Armstrong? – What is the significance of the fact that the book was written by Armstrong with Jenkins? – What genre do you think this book is? Text 3: What Is a Life Worth? – This comes from the Feb. 12, 2002 issue of Time magazine. Scan this text and answer the following: – How much time do you think it will take to read this piece? – Have you read anything from Time before? – What do you know about this publication? – What kinds of articles are commonly included in it? – What type of people do you think compose the magazine’s primary readership? Text 4: Human Life Value Calculator – Scan this text and take inventory of it’s attributes. What type of text does it appear to be? What are the features of the text, including headings and graphs? – This text comes from a site that ends in “.org” instead of the more common “.com,” what does this ending to the site’s address signify?

9. First Readings For homework, read through the four texts for the first time and annotate using the following codes/symbols: !: new, interesting information ?: confused, don’t understand, have a question +: I agree with this -: I disagree with this : I already knew this