Here's what I'd like you to do this weekend (in no particular order):
1. Read Act III and IV and complete your reading journal. The Act I and II journals looked a little skimpy to me...This is a complex play (which is about to get even more complex) and you are getting better at not only learning how to read it, but how to look for the meaning in the nooks and crannies: your reading journals should reflect that. REREAD parts if you need to; REREAD the research; go back to the summaries that I gave you. If you work hard to understand this play, it'll pay off big time, and part of the process of understanding is looking at all of the different facets, which is what the reading journal asks you to do.
2. Get some lit. devices out of the way. (Soliloquy, foil, and aside are good ones to tackle right now--IF you didn't write about them first semester.) By earning well over a 90% on that portion of your final as a class, you have earned the opportunity to only have 15 devices this semester instead of 20. All of the rules still apply on this semester's lit. devices: you can do rewrites, etc. However, they are now worth ten points each, instead of five, and you may not write about any device that you wrote about first semester. (Think about it, too: Some of you used Christmas Break to finish up lit. devices last semester. That can't happen this semester because of a little thing called, um, what was it again? Oh yeah: GRADUATION!)
3. Here are your three short-answer questions for Acts I and II. I'd like you to choose two questions to which you'll respond in a 10-to-15-minute freewrite each (so 20-30 minutes total). As you answer these, don't worry about the quality of your writing, but focus more on the quality of your response: use specific detail, plenty of analysis, etc., but get as much down on paper as you can. The remaining question should be answered in one-two detailed, proofread paragraphs; again, it's up to you which question to answer this way. Here they are:
-----Consider the role of Ophelia: why is she important or meaningful to the play as a whole so far? (As you answer, don't just focus on what she says or does; think about this as well: If this play is about the tragedy of Hamlet, the Prince of Denmark, why is she needed?)
-----Hamlet has two foils in this play: Fortinbras and Laertes. In what ways are these two characters foils to Hamlet? Why would Shakes craft them this way? What does this do for the play as a whole so far?
-----The Player's speech is pretty amazing on a lot of levels...why? Why would Hamlet choose it? Why does Hamlet feel the need to begin it? (Check out the part that Hamlet speaks compared to where the Player starts in...) More importantly, why would Shakes include it? (You should look back at the notes that we took on the Renaissance for help on this one...)
Let me know if you have any questions! Enjoy your weekend! Oh, and we'll be watching Hamlet from 3:00-5:00 this Friday. (We could start at 2:45 if you want to be able to discuss more like we did yesterday...Acts III and IV take 1 hour and 40 minutes to just watch, so if we start at 2:45, we have extra discussion time.)
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APE Syllabus 2012-13
Course Overview:
This course, designed for students of “superior ability and achievement,” provides the student with analytical experience, both oral and written, equivalent to two years of college English. A secondary purpose of the course is to prepare students for the National Advanced Placement Examination in English Literature and Composition. Because the course requires a significant amount of independent reading and writing, a high degree of maturity and self-discipline is required. The homework and reading load is significant. Here’s the deal, though: This class is AWESOME, and both the kids and myself gain SO much from it throughout the year. The time and hard work it takes—on both of our parts—is worth it! : )
Grading Policy:
1. The final semester grade is based upon the total number of points earned for the semester out of the total number of points possible.
2. Once points are totaled together, the final semester grade will be based on the following percentages (converted to a five-point scale):
A = 90 – 100%
B = 80 – 89.9%
C = 70 – 79.9%
D = 60 – 69.9%
F = 59.9% and below
Late Work and Absences:
All homework is expected to completed and turned in on time. All late work will be penalized 10% per day late (weekends and days we do not have school are included). Some clearly marked assignments will involve a large one-time penalty if turned in late.
Students will be able to make up assignments they missed while they were absent. Per the BEHS Student Handbook, for each day of absence, you will be granted one day of make-up time. However, if you are absent on the day an assignment is due, I will expect you to turn it in immediately upon your return to our classroom.
Behavior:
All students must show respect for other people, their ideas, and for property at all times. Disrespect of others will not be tolerated.
Attendance:
The class discussion is integral to this course, and cannot be recreated. If you are unavoidably absent, as happens to a student in a college-level course, you are responsible for finding out what work you missed and getting notes; contact me or arrange an appointment if you have questions.
Participation:
This is a vital part of any class, and particularly this one, which is primarily discussion-based. You will earn class participation points each week, the total of which is determined by your voluntary participation in class discussion, your cooperative attitude toward your colleagues and your work, and the consistent level of your preparation for class.
Intellectual Honesty:
Plagiarism is a serious offense and the English Department (especially Mrs. Dyer) does not take it lightly. On the college level, plagiarism has been grounds for dismissal from the institution. In this class, it will result in a zero for that assignment and a significant dent in the perpetrator’s reputation; personal integrity is inconsistent with plagiarism.
Plagiarism takes many forms: copying work from a friend, lifting quotations from a critic without giving credit, closely paraphrasing an authority without acknowledgment. But this issue of intellectual honesty is broader than these fairly narrow examples. THE PURPOSE OF THIS CLASS—and of all literature classes—THE PAPERS YOU WRITE, THE WORKS YOU READ, ANDTHE DISCUSSIONS IN WHICH YOU PARTAKE IS TO PROVIDE YOU WITH OPPORTUNITIES TO ENGAGE DIRECTLY AND PERSONALLY WITH THE IDEAS OF SOME OF OUR GREATEST WRITERS IN HOPES THAT THEY WILL STIMULATE YOUR OWN THOUGHTS AND UNDERSTANDINGS AS YOU CONNECT THE PAST WITH THE PRESENT AND THE FUTURE. Failing to do the assigned reading, copying a paper from another year, using Spark Notes or Cliff’s Notes as a substitute for reading the original all sabotage this purpose and are therefore utterly unacceptable.
Admittedly, some of the works that we read are extremely difficult to follow. If you read closely and are still confused, there’s no harm in looking up a summary in order to clarify what you read. Stay away from the analysis sections of these sites, though; reading that defeats the purpose for taking the class.
Teacher Support:
I have high expectations of my students, both academically and behaviorally. However, an important part of my job is to provide you the support and encouragement you need to be successful. Please accept my sincere invitation to see me out of class or contact me to discuss any questions or concerns you may have. I am available:
o during lunch Monday, Tuesday, Thursday and Friday
o after school until 3:00 Monday-Friday
o by text (460-1704) or email (christine.dyer@k12northstar.org) anytime (well, actually, until about 9:00pm with the texts…)
This is a VERY challenging class, and there will be times when you feel like you are drowning...there will also be times where you are SUPER excited about what you’ve discovered. I am here for you when either or both of these occasions occur—and anything in between. Ultimately, your success in this class depends on your ability to own of your education. You know what you do and don’t know— and you know what you need. Ask, ask, ask…
Parents/Guardians: Please email or call me to let me know that you have read over this syllabus, and please let me know if you have any questions. I can also email you a copy of the syllabus—just let me know if you’d like one.
