January 11

Honors 9th Literature Week 2 Jan. 14 – 18

Planning Your Week

T 1/15: BY 11:59 p.m.–Complete No Red Ink practice

F 1/18: IN CLASS–bring a printed copy of your revised memory map narrative (public draft) to class.

F 2/8: ZINC 1st quarter check (100+words due)

ONGOING: Bring an independent reading book to class each day; this should be a print text–no ebooks, please. 

 

Monday, January 14

Opener: Review ZINC and No Red Ink expectations; examine unit 1 assessment and rubric (due Jan. 31). 

Work Session:

  1. Review literary elements as authors’ “moves” for a specific audience and purpose and theme as a connection to the human condition; differentiate between thematic topics and theme statements.
  2. Read “The Sniper”; analyze for irony.
  3. Compose a narrative: “What happens next in “The Sniper?” Emulate the author’s style staying in bounds of the setting and characterization.

Closer: Choose one of the memories from your memory map and compose a private “Burn This!” draft.

HOMEWORK: Turn your private draft into a public draft due Friday. Bring an independent reading text (print only); No Red Ink due tomorrow; first set of ZINC due Feb. 8th.

 

Tuesday, January 15

Opener: Quickwrite: compose a response to the pizza prompt.

Work Session:

  1. Share pizza prompts and analyze the concept of voice (diction, syntax, imagery) p.6-7.
  2. SB: Read the excerpt from Speak p.10-11; reread and answer questions 1-4 p. 11. Note Vocabulary p.10, Word Connections p.11, Roots & Affixes p.6
  3. SB: Lesson 1.3 p.10-12 Read and mark diction, imagery, and syntax to determine voice and tone; focus on dashes and how a 38 year old author creates an authentic teen voice.

Closer: Work on ZINC vocabulary or No Red Ink.

HOMEWORK: Turn your private draft into a public draft due Friday. Bring an independent reading text (print only); No Red Ink due tonight at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Wednesday, January 16–PSAT DAY

Opener: Review PSAT results: view Harrison PSAT Blog; complete webquest and article activity; work on ZINC or No Red Ink.

Work Session:

  1. SB: Lesson 1.6 Learning How to Interview p.30-33 Compose four questions to use to interview a peer then revise to make sure they are open-ended; interview your partner, making note of exact words so you can create a voice for the individual; compose an introduction to the class.

Closer: Revise your introduction and prepare to present tomorrow.

HOMEWORK: Prepare to present your partner introduction tomorrow; turn your private draft into a public draft due Friday. Bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Thursday, January 17

Opener: Review details with your partner and prepare to introduce each other to the class.

Work Session:

  1. Introduce your partner to the class.
  2. Think-Pair-Share: Read the opening paragraph of “The Scarlet Ibis” and respond to the prompt analyzing diction and tone.

Closer: IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Turn your private draft into a public draft due tomorrow (bring a printed copied). Bring an independent reading text (print only); No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

Friday, January 18

Opener: Turn in memory map narratives; review foreshadowing, symbolism, and irony.

Work Session:

  1. Finish foreshadowing and symbolism analysis of “The Scarlet Ibis”; complete analysis in small groups.

Closer: Review think-tac-toe requirements; IR: Read from the text you selected and brought to class; reflect on the diction, imagery, syntax; make inferences about voice.

HOMEWORK: Read independent reading choice book; No Red Ink due Sunday at 11:59 p.m.; first set of ZINC due Feb. 8th.

 

January 11

AP Literature Week 2 Jan. 14 – 18

Week 1

Planning Your Week

S 1/13: Post your 3×5 notecard with questions for A Streetcar Named Desire discussion to Schoology by 11:59 p.m.

M 1/14: Turn in your play to prose writing in class

T 1/5: Read/annotate your chosen article and complete précis for homework (submit to Turnitin.com by 11:59 p.m.).

W 1/15: Before class, complete AP Tech Menu S19; read ch. 25 in the textbook and complete the graphic organizer to summarize the theories and apply them to A Streetcar Named Desire; submit response to discussion to Schoology by 11:59 p.m.

F 1/18: Submit high-rollers follow-up response to discussion to Schoology by 11:59 p.m.

T 1/22: Obtain a copy of The Awakening by Kate Chopin (shop around–it’s free on Kindle, and you can find copies under $5.00); post textual lineage square to Schoology by 11:59 p.m.

ONGOING: Work on ZINC (100+ words due Feb. 8).

 

Monday, January 14

Opener: Turn in play to prose narrative; review précis assignment, rubric, and sample along with CDL and CCPL access and search tips.

Work Session:

  1. Search Cobb Digital Library and select an article on A Streetcar Named Desire.
  2. Read/annotate the article and compose a précis

Closer: Complete tech menu. Read ch.25 Critical Theory and complete the graphic organizer to summarize the theories and apply them to A Streetcar Named Desire.

Homework: Finish reading/annotating article; compose précis and submit to Turnitin.com by 11:59 p.m.

 

Tuesday, January 15

Opener: Daily lines #4; Introduce literary theory and consider which theory most closely matches the article you found yesterday.

Work Session:

  1. Compete in a literary lenses race: match descriptions with titles of literary lenses and time periods.
  2. Consider the lenses with which can view texts as they relate to a book we read and feel has merit.
  3. Commit to a theory that appeals to you.

Closer: 3×5 commitment to your literary theory

Homework: Before class, complete Tech Menu; read ch. 25 in the textbook and complete the graphic organizer to summarize the theories and apply them to A Streetcar Named Desire.

 

Wednesday, January 16

Opener: Gather materials for poker night discussion.

Work Session:

  1. Participate in a “Poker Night” discussion of A Streetcar Named Desire.

Closer: Reflect on your performance and expand your thinking, adding to your response to the discussion question; post your response to Schoology.

Homework: Submit response to discussion to Schoology by 11:59 p.m.; ZINC–log in and get started with assignments. Follow these directions: SpringBoard Instructions for First Time Login REV.

 

Thursday, January 17

Opener: Daily Lines (analyze the passage for thematic connections and literary elements); review AP Lit exam structure and FRQ rubric.

Work Session:

  1. Review FRQ feedback from last week.
  2. Review exam structure; complete ½ length multiple choice.

Closer: Finish viewing A Streetcar Named Desire, comparing and contrasting the original screenplay with Kazan’s directorial modifications.

Homework: Enjoy your evening!

 

Friday, January 18

Opener: Daily Lines; prepare high roller table and outside “dealers” (they need questions to ask and take notes on)

Work Session:

  1. Discuss A Streetcar Named Desire, responding to questions from the outer circle.
  2. Brainstorm textual lineage and plan your quilt square.

Closer: Outer circle participants post response to discussion to Schoology.

Homework: Enjoy your long weekend! Work on ZINC; obtain a copy of The Awakening by Tuesday; post your textual lineage quilt square to Schoology by 11:59 p.m. Tuesday evening.

 

 

January 6

Honors 9th Literature Week 1 Jan. 7-11

Planning Your Week

Th 1/10: Mini-me due. Mini Me Character Strength STEALBring an independent reading text (print only, please) to class each day.

F 1/11: Bring your autobiography, biography, or memoir to class. This should be a print text–no ebooks, please. You should also have your work on the Prerequisite Vocabulary and Skills sheet.

 

Monday, January 7

Opener: Discuss what teachers expect in your writing and what makes good writing; how are these different? 

Work Session:

  1. View Nighthawks by Edward Hopper; write a short narrative, building one of the characters with the STEAL method of characterization https://www.youtube.com/watch?v=kHt8RjkFs98. Label your draft with STEAL elements then share with a partner; partners write a “thank you” note identifying elements that are pleasing. Share and connect back to what makes good writing–that which speaks to its intended audience and fulfills its intended purpose.
  2. Introduce mini-me with a focus on building character and voice with the STEAL method along with the idea of coming of age/self-defining incidents. BINDER: STEAL handout and mini-me handout.
  3. Watch VIA Character Strengths/Growth Mindset video: https://www.youtube.com/watch?v=kq-rOelLciE.

Closer: Brainstorm ideas for STEAL elements for your mini-me and independent reading choices while teacher reviews TRSS and book forms.

HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday. Mini me due Thursday; you will need to complete the VIA character strengths survey for mini-me.

 

Tuesday, January 8–Computer Lab

Opener: Review syllabus and classroom expectations. Q&A on pre-course reading assignment.

Work Session:

  1. Complete SRI in the computer lab.
  2. Complete Tech Menu to create logins for SpringBoard, ZINC, No Red Ink, and Turnitin.com.
  3. Complete VIA character strengths survey for mini-me.

Closer: Brainstorm ideas for STEAL elements for your mini-me and independent reading choices.

HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday. Mini me due Thursday; you will need to complete the VIA character strengths survey for mini-me.

 

Wednesday, January 9

Opener: Review syllabus and classroom expectations. Q&A on pre-course reading assignment.

Work Session:

  1. Read “Making the Grade” and annotate according to the directions; compose a response to the prompt.
  2. Create a memory map.
  3. Examine dialogue in “Need a Push” and excerpt from The Road. 

Closer: Begin composing a narrative based on one of the items on your memory map.

HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday. Mini me due Thursday; you will need to complete the VIA character strengths survey for mini-me.

 

Thursday, January 10

Opener: Read group discussion norms in SB p.8, marking the text for keywords; brainstorm rules for collegial discussion; share to create a class master list.

Work Session:

  1. Share mini-mes, focusing on VIA character strengths.
  2. Collaborate to create a poster that represents your group’s top character strength.
  3. Present posters.

Closer: Continue composing narrative from your memory map.

HOMEWORK: Sign the syllabus by filling out the Google form (link on the syllabus). Bring an independent reading text to class (print only). Bring your pre-course book to class Friday.

 

Friday, January 11

Opener: Brainstorm textual lineage and memorable film characters.

Work Session:

  1. Introduce SMELL strategy of analysis; complete a SMELL analysis of your nonfiction text.
  2. Discuss the key message present in your text and its intended audience and purpose; find a point of common ground that links your text to others as part of a larger literary discussion.
  3. Complete a STEAL analysis of the featured person from your pre-course reading.

Closer: Continue composing narrative from your memory map.

HOMEWORK: Bring an independent reading text (print only); log in and start your vocabulary work with ZINC. Use these directions: SpringBoard Instructions for First Time Login REV. First set of ZINC due Feb 8.

January 6

AP Literature Week 1 Jan. 7-11

Week 1

Planning Your Week

M 1/7: BONUS assignment due. Bring your book A Streetcar Named Desire to class each day.

W 1/9: BONUS and choice text assessment (timed essay).

Th 1/10: Complete Tech Menu

W 1/16: Obtain a copy of The Awakening by Kate Chopin (shop around–it’s free on Kindle, and you can find copies under $5.00)

 

Monday, January 7
Opener: Experience Stanley’s poker night
Work Session:

  1. Poker Night–A Streetcar Named Desire; simulate Mitch and Stanley’s poker night with Spit in the Ocean, Seven-card Stud, lemonade, and 40s music, including “Paper Moon.”
  2. Respond to Raise, Call or Fold
  3. Welcome & introductions; read & discuss classroom management plan & syllabus; complete TRSS forms.

Closer: Answer questions on pre-course reading assignment.
Homework: Complete syllabus online form. Finish reading/annotating A Streetcar Named Desire if you have not already. Prepare for in class assessment Wednesday. Bring a physical copy of your bonus novel(s) or a book or play of literary merit that you have read to class Tuesday. A Streetcar Named Desire is off limits for Wednesday’s assessment; we will continue to work with it and assess next week.

Tuesday, January 8
Opener: Daily lines #1 (chess metaphor)
Work Session:

  1. Create a 4×6 portrait of a novel: include significant literary features from your invitation to notice annotations.

Closer: View opening scene of A Streetcar Named Desire, analyzing the director’s choices in emphasizing Blanche’s characteristics.
Homework: Finish reading/annotating A Streetcar Named Desire if you have not already. Prepare for in class assessment Wednesday. Bring a physical copy of your bonus novel(s) or a book or play of literary merit that you have read to class. A Streetcar Named Desire is off limits for Wednesday’s assessment; we will continue to work with it and assess next week.

Wednesday, January 9
Opener: Review good writing tips and explain +10 and bank-an-essay policies.

Work Session:

  1. Compose a response to the prompt for a book with which you feel you have familiarity.
  2. Introduce film analysis.

Closer: View opening scene of A Streetcar Named Desire, analyzing the director’s choices in emphasizing Blanche’s characteristics.
Homework: ZINC–log in and get started with assignments. Follow these directions: SpringBoard Instructions for First Time Login REV.

 

Thursday, January 10

Opener: Daily Lines (analyze the passage for thematic connections and literary elements); review opening scene of Streetcar, analyzing the director’s choices in emphasizing Blanche’s characteristics.

Work Session:

  1. Nanosecond review of literary elements.
  2. Compare film to text; view a scene from Streetcar and write it into prose with literary elements?
  3. Review Streetcar reread in a small group “Fouray” into Streetcar discussion.

Closer: List questions you still have about Streetcar on a 3×5 card.

Homework: Respond to the Schoology discussion board with a picture of your “Fouray” poster and a short comment.

 

Friday, January 11

Opener: Daily Lines; introduction to literary theory and review concept of a précis.

Work Session:

  1. Read an article on Streetcar and write a class précis.
  2. Compete in a literary lenses race: match descriptions with titles of literary lenses and time periods.
  3. Apply the lenses to texts you have read.

Closer: Commit to a theory that appeals to you; you will use this throughout the next few weeks to focus your analysis of texts we read.

Homework: Enjoy your evening!

December 22

Welcome to AP Literature!

I am thrilled that you have decided to finish your senior year strong by taking this course! AP Literature is the place where you explore humanity in all its complexity–from the evil villains who plague the universe to the generous souls who restore balance. We will fly through texts about life, death, and everything in between, talking philosophy and historical context while applying themes to our current lives as well as the near and far future.

Please set yourself up for success. Complete the pre-course required reading assignment. This has changed from the past few years, so please read it carefully and do not rely on former students’ memories. This is pre-reading for our first unit of study on A Streetcar Named Desire, so feel free to go above and beyond in your annotations and in your thinking about the work. You can learn more about the play from scholarly research via Cobb Digital Library.  Search in the Literature and Criticism databases Literary Reference Center and Literature Resource Center. You can also conduct scholarly research through the literary databases online via Cobb County Public Library System. The expectation is that you have thoroughly read the play by the time you come to class January 7. You will have an assessment January 9.

Attached to the pre-course reading assignment, you will find a Prerequisite Vocabulary and Skills Tracking Sheet. You will need the 9th-12th Vocabulary and Skills  document to complete the tracking sheet. It is best to quickly review the concepts, highlighting those that you feel are your weakest areas. One of the most important goals of AP Literature is to expand your vocabulary and improve your writing skills to an “A” level in college, so you need to know your strengths and areas for growth. However, this is intended only for review and reference. Please do not spend lengthy amounts of time on this document. 

I encourage you to complete the extra credit that is attached to the pre-course required reading assignment. It begins your journey analyzing film as text and comparing literary texts to film adaptations, important skills we will develop throughout the semester. Plus you start the course with more than one hundred percent!

See you soon!

December 22

Welcome to Honors 9th Literature

I am excited to have you in Honors 9th Literature this semester!

Please find the pre-course reading assignment and get started reading your selected nonfiction book (autobiography, biography, or memoir). Be sure to select a print text (no e-books for this assignment). You should not select a text you have read for another class; specifically avoid Hillbilly Elegy by J.D. Vance since it is required reading for AP Human Geography and Night by Elie Wiesel since many of you read it in middle school. Annotate as needed using the guidelines on the assignment sheet. You will need to bring your annotated book to class Wednesday, January 9; you will complete an in-class writing assignment using your annotated book.

In order to fill out the Prerequisite Vocabulary and Skills Tracking Sheet that is attached to the pre-course reading assignment, you will need 9th-12th Vocabulary and Skills. This should be a review of concepts you have already learned, and it will become the first document in your class notebook. This will also be helpful for your writing assignment Wednesday, January 9. Please do not spend lengthy amounts of time on this. It is meant only for review and reference.

 

December 7

Honors 9th Literature Dec. 10-21

Planning Your Week

 

M 12/10: The Night Circus projects due in class; all materials should be submitted to Turnitin.com BEFORE CLASS.

F 12/14: ZINC due

W 12/19: Tim Burton Style Analysis Essay due (you may turn in early; this is the last day I will accept it)

2nd Period Final Exam is Thursday, Dec. 20

3rd Period Final Exam is Friday, Dec. 21

 

Monday, December 10

Opener: Set up The Night Circus projects.

Work Session:

  1. Present The Night Circus projects.

Closer: Clean up and vote for best projects.

HOMEWORK: Complete ZINC!

 

Tuesday, December 11

Opener: Review Tim Burton style analysis requirements.

Work Session:

  1. Review graphic organizer format (web organizer for key subjects/points and influences discussed in the biographical essay.Watch the short “Vincent” by Tim Burton.
  2. Complete Activity 2.12 “Film in Context: An Authorial Study”; read the biographical essay “Tim Burton: Wickedly Funny, grotesquely Humorous” and answer the text-dependent questions and the main idea statement under “Working from the Text.”

Closer: Begin viewing Charlie and the Chocolate Factory

HOMEWORK: Complete ZINC!

 

Wednesday, December 12

Opener: Review evidence from Charlie.

Work Session:

  1. Continue viewing Charlie and the Chocolate Factory.

Closer: Fill in graphic organizer with evidence from the film.

HOMEWORK: Complete ZINC!

 

Thursday, December 13

Opener: Meet in the computer lab.

Work Session:

  1. Complete SRI.

Closer: Work on ZINC.

HOMEWORK: Complete ZINC!

 

Friday, December 14

Opener: Compare opening scenes of Charlie and Edward Scissorhands.

Work Session:

  1. View Edward Scissorhands.

Closer: Write an introduction and body paragraph for the style analysis essay.

HOMEWORK: Complete ZINC!

 

Monday, December 17

Opener: Review requirements for style analysis essay and final test of Tim Burton’s style.

Work Session:

  1. View Miss Peregrine’s Home for Peculiar Children.

Closer: Compare and contrast Burton’s style in the four films we’ve viewed.

HOMEWORK: Work on style analysis essay and study for final test.

 

Tuesday, December 18

Opener: Continue viewing Miss Peregrine.

Work Session:

  1. Write another body paragraph and conclusion for style analysis essay.

Closer: Study cinematic terms for final test.

HOMEWORK: Work on style analysis essay and study for final test.

 

Wednesday, December 19

Opener: Revise/edit style analysis essay and turn in.

Work Session:

  1. Finish Miss Peregrine.

Closer: Study cinematic terms for final test.

HOMEWORK: Work on style analysis essay and study for final test.

 

Thursday, December 20–2nd period final test

Friday, December 21–3rd period final test

 

December 7

AP Literature December 10-21

Planning Your Week

T-F 12/11-14: Present EPCOT projects.

M 12/17: ZINC due.

T 12/18: Film director projects due.

F 12/21: Final exam.

ONGOING: ZINC–continue with assignments. Remember your goal is to beat Walter’s class on the Leaderboard! (I mean, your goal is to enhance the sophistication of your writing by expanding your vocabulary. It will also help with SAT and ACT.) You must log in through Clever.

 

Monday, December 10

Opener: Review requirements for EPCOT projects and film analysis.

Work Session:

  1. Library visit for work on EPCOT projects and/or film director projects.

Closer: Finalize plans for presentations.

Homework: ZINC; complete EPCOT requirements!

 

Tuesday, December 11 – Friday, December 14

Present EPCOT projects.

Homework: ZINC; research film directors.

 

Monday, December 17

Opener: Review film analysis requirements and study of Kenneth Branagh in The Tragedy of Hamlet and Cinderella.

Work Session:

  1. Continue viewing Cinderella. 

Closer: Fill in film analysis graphic organizer.

Homework: ZINC due; finish film director projects.

 

Tuesday, December 18-Wednesday, December 19

Present film director projects.

 

Thursday, December 20–No class (1st & 2nd period finals)

Friday, December 21–Final exam

November 30

Honors 9th Literature December 3-7

Planning Your Week

M 12/3: The Night Circus part IV-V quiz.

T 12/4: STEM ONLY–Henrietta Lacks assignment due to Turnitin.com before class; bring a printed copy to class.

M 12/10: The Night Circus projects due in class; all materials should be submitted to Turnitin.com BEFORE CLASS.

F 12/14: ZINC due.

 

Monday, December 3

Opener: The Night Circus quiz Part IV-V.

Work Session:

  1. Meet with The Night Circus groups and review project requirements.
  2. Preview EA2 for Unit 2 (Tim Burton style analysis); brainstorm what you know about Burton.

Closer: View Tim Burton’s Movie Montage (1982-2005); list stylistic techniques characteristic of Burton. Watch “What If Tim Burton Directed Frozen?”  and discuss stylistic changes

HOMEWORK: Bring materials to work on The Night Circus projects tomorrow. STEM ONLY: Finish Henrietta Lacks and submit to Turnitin.com–bring a printed copy to class.

 

Tuesday, December 4

Opener: Review The Night Circus project requirements.

Work Session:

  1. Collaborate with your groups to complete requirements for The Night Circus.

Closer: List remaining tasks to be completed for projects: who is responsible? when will each person submit to the group?

HOMEWORK: Finish The Night Circus project requirements; ZINC.

 

Wednesday, December 5

Opener: Review characteristics of Tim Burton’s style.

Work Session:

  1. Review goals p.94-5 and EA 2 p.185-6.
  2. Read/analyze “Comparing Points of View” p.99 (2.2); groups work through #1-5 then discuss “Check Your Understanding” with the class.
  3. Connect style and point-of-view analysis to EOC prompts.

Closer: Complete Activity 2.11 (manipulative with rolled up construction paper to simulate camera angles); analyze commercials, explain effects created in the assigned ad.

HOMEWORK: Finish The Night Circus project requirements; ZINC.

 

Thursday, December 6

Opener: Complete commercial analysis; apply concepts to The Night Circus ad requirement.

Work Session:

  1. Review graphic organizer format (web organizer for key subjects/points and influences discussed in the biographical essay.Watch the short “Vincent” by Tim Burton.
  2. Complete Activity 2.12 “Film in Context: An Authorial Study”; read the biographical essay “Tim Burton: Wickedly Funny, grotesquely Humorous” and answer the text-dependent questions and the main idea statement under “Working from the Text.”
  3. Begin Activity 2.13 “Setting the Mood and Understanding Tone: Wonka Two Ways”; read the excerpt from Charlie and the Chocolate Factory. Read the excerpt and complete the table identifying mood and the stylistic elements that contribute to it.

Closer: Distinguish between tone and mood.

HOMEWORK: Finish The Night Circus project requirements; ZINC.

 

Friday, December 7

Opener: Continue Activity 2.13; read passage 2 from Charlie and the Chocolate Factory and complete the text-dependent questions.

Work Session:

  1. Complete the tone chart on p.158 and “The Language of Style Analysis” p.159.
  2. Watch the beginning of Charlie and the Chocolate Factory; jigsaw the cinematic techniques to take film notes on Burton’s style.
  3. Groups share findings from the “close viewing” then discuss Burton’s style.

Closer: Groups compose responses to one of the questions on p.160.

HOMEWORK: Finish The Night Circus project requirements; ZINC.

November 30

AP Literature Week 18 Dec. 3-7

Week 17

Planning Your Week

T 12/4: Perform absurd plays.

Continue working on EPCOT novel project requirements.

ONGOING: ZINC–continue with assignments. Remember your goal is to beat Walter’s class on the Leaderboard! (I mean, your goal is to enhance the sophistication of your writing by expanding your vocabulary. It will also help with SAT and ACT.) You must log in through Clever.

 

Monday, December 3

Opener: Review requirements for absurd plays, EPCOT projects, and film analysis.

Work Session:

  1. Library visit for work on absurd plays, EPCOT projects, and/or film director projects.

Closer: Rehearse absurd plays.

Homework: Prepare for absurd play performances tomorrow; ZINC; complete EPCOT requirements!

 

Tuesday, December 4

Opener: Quick rehearsal for absurd plays.

Work Session:

  1. Perform absurd plays & award Oscars.
  2. View humorous scenes: Rosencrantz and Guildenstern Funny Scenes
  3. Review film director project requirements/film analysis.

Closer: Begin viewing The Tragedy of Hamlet.

Homework: ZINC; complete EPCOT requirements; research film directors.

 

Wednesday, December 5

Opener: Review Hamlet plot/characters, clearing up any misconceptions. Discuss preliminary findings from film analysis.

Work Session:

  1. Continue viewing The Tragedy of Hamlet. 

Closer: Fill in film analysis graphic organizer.

Homework: ZINC; complete EPCOT requirements; research film directors.

 

Thursday, December 6

Opener: Review existential thought and absurdism; clear up plot elements in The Tragedy of Hamlet. 

Work Session:

  1. Begin comparing Kenneth Brannaugh’s performance as an actor and examine his vision as a director.
  2. Continue viewing The Tragedy of Hamlet, focusing on existential elements and absurdism as well as Rosencrantz and Guildenstern as characters.

Closer: Fill in graphic organizer for Hamlet.

Homework: ZINC; complete EPCOT requirements; research film directors.

 

Friday, December 7

Opener: EPCOT meeting–finalize plans for presentations.

Work Session:

  1. Finish viewing The Tragedy of Hamlet, focusing on existential elements and absurdism as well as Rosencrantz and Guildenstern as characters.

Closer: Apply concepts of film analysis to your chosen director’s work.

Homework: EPCOT presentations begin Tuesday.