Saturday, November 16, 2013

AP Lit 2B/3B & 3G: Hamlet Begins

AP Lit 2/B, 3/B & 3G: Hamlet Begins

This is the work we did on Thursday and Friday, November 14 and 15, 2013.

We focused on energy primarily on Hamlet, starting with an little trust exercise involving closing our eyes and moving across the room.  (Periods 2B & 3B had a full class experience with this.)

We read Hamlet 1.1 aloud, with some side coaching on delivery.  It worked out well.  We then did a close reading of the scene, with particular attention to Horatio around line 125, the ways in which Shakespeare folded in dichotomies of faith and spirituality, historical and Biblical allusions, and foreshadows the entire play within the space of a few words.  In 3B, we even went so far as to look at the the connections between Brutus and Judas.  And we pointed toward How to Read Literature Like a Professor Chapter 5 and how true that seems to be in just this one sampling of Horatio's dialogue.

In the coming week, we will spend further time with How to Read Lit Like a Professor, using it to inform our synthesis work as well as our analysis of Hamlet. 

Lastly, note the new synthesis essay is due for workshopping next week.  Plan wisely.  Start some pre-planning now and document, document, document your process.  You will want it all for your big self-analysis project in the spring.


Blog: 3+ Posts
Req'd Creative Post:
Write a brief dialogue in which two characters reveal exactly how they feel about a third, not-present character, without ever using the phrasing, "I don't like ... " or "I really appreciate ____" etc.  This is an opportunity to practice showing vs. telling while also gaining perspective on the challenge facing a playwright that doesn't want to bore audiences with exposition.
Due: Friday, November 15

Read: Hamlet, 1.2 (Click for Folger edition online; download PDF from them for handwritten markups)
Due: Monday/Tuesday, November 18 & 19

Read & Annotate: How to Read Lit Like a Professor, Chapter 6: Shakespeare
Due: Monday/Tuesday, November 18 & 19
Write: Synthesis #2
Source material is anything you've read for class by assignment or choice
Workshop Draft Due: Tuesday, November 19 anWed., November 20th
Submission Draft Due: Tuesday, November 26th

PACE: Remixing Marley & First Flipped Poetry Lesson: Diction

Alright, I'm not in class today, so let's see how well this flipped classroom thing works . . .

Bob Marley: Remixed
This is the example I did in class the other day.  Jah.

1) Split up into groups of 1, 2 or 3 and grab your designer kits.

2) Each group should grab a set of lyrics from the printed sets there:
"No Woman, No Cry"
"Redemption Song"
"Get Up, Stand Up"
"Buffalo Solider"
I grabbed all my Bob Marley lyrics from here because it has a nice print feature available.

Notice, there's a playlist here to help you out.

3) Grab a set of sticky notes

4) Marley chose his words carefully; one could say he practiced very careful DICTION.  Read those lyrics, listen to the songs if you like, and circle, mark, identify the words and phrases you think most important to that song.

5) From those that you mark, put each on a sticky note so you can move them around, shuffle around the ideas on a desk or two.  Give yourself plenty of room.

6) Create a new "Bob Marley" song that includes at least a chorus and one verse.  Each member of the group should post this to his or her blog and include a short paragraph explaining the this new song.

  • Why those particular words?
  • What words did you add of your own?
  • To what extent does this song seem like something Bob Marley himself would have written? How so?
Poetic Devices: Diction

After creating your Bob Marley remixes, you have your first poetic device work to begin.  The teacher PACE due date for this first graphic organizer is Wednesday, November 20th.  If you want to adjust that date, be sure to visit the PACE Due Dates doc in your Google Drive.

Your three choices of organizers are in the PACE Poetry Is Music Is Poetry Folder in Google Drive.

To begin working toward the standard, you must effectively complete an organizer on a poem or song of your choice.  I have provided poems that I think work well at this link.

Diction on the old, created by UMF practicum teacher, Ms. Clark.  

The example in the flipped lesson.

Hear it read by the poet here. (Sometimes that can tell us something about the poem.)

The flipped lesson videos can be accessed here:

PACE 2013 Poetry (Diction)

Blog: 3+ Posts 
Req'd Creative Post:  Illustrate a powerful line from a poem or song that speaks to you.  It may be a poem of your own creation, it may be a favorite song, it may be a poem that you stumble upon at or, it may be one of the one's we've worked with in class.   Your illustration may be hand drawn, created digitally, or pulled together by finding images from Creative Commons.

Include a brief paragraph of explanation along with your illustration.  Post your illustrations by screenshot, laptop cam, phone pics, whatever it takes -- just them out there where other people can see them.  Think of this as a chance to explore whether this is one of the projects you'd like to take on for the unit in a greater sense.

Complete & Post: Marley Remix
Due: Monday, Nov 18

Complete: Poetic Devices: Diction
Graphic Organizer:  Complete the graphic organizer on diction.  Use the flipped lesson to help you.
Due: Wednesday, Nov. 20th

Update: Weekly Work Plan & Due Dates Forms
Due: ASAP and As Needed