Reminder: All paper revisions are due April 25, 2018 by the end of the school day. You must attend a day of tutoring (Tuesday, April 22, 2018) in order to be eligible for re-submissions.
Please take a look at the rubric I will use to score your final research paper. We have discussed each of these items in class individually and I have scored you on most of these items as classwork grades. Therefore, I will now score your research paper as a summative assessment, i.e. it will count as a test grade.
Here are the Research paper activities we’ve completed so far in class and upcoming assignments as well (subject to change)
Because you guys are Seniors...
I thought I should upload some websites you can use to find scholarships! xoxo!
Online resources for more information about general scholarships:
H- Hook: This is how you grab the reader's attention
I- Background or General Information: You will write a few sentences to make sure the reader is familiar with your topic IN GENERAL. This is not where you begin discussing your point; this is where you give some basic information about your topic.
T- Thesis= claim +reasons: Your claim is the point you are trying to prove to the reader or get the reader to believe + the reasons that support your point. These reasons become the topics of your body paragraphs.
T- Transition and Topic Sentence= claim +1 reason at a time: Transitions let the reader know you are going from one point to another.
I: Introduce Source/ Quote: First tell your reader where you received your expert opinion or fact. Then tell your reader what they source had to say. You can either give a direct quote or you can paraphrase. Either way, you need to give credit to the person who wrote it.
D: Detailed Explanation: It's called detailed for a reason. Think of it this way: you want to make sure your reader understands how your quote and any other information you provide directly supports your claim.
E: Ending: You can either restate your topic sentence using different words or you can transition the reader to your next point
T- Restate your thesis: Now that you have discussed all of your points individually, you want to go back and make sure your reader understands your point as a whole. Think of this sentence as a review.
E: Restate your evidence: Now that the reader understands your points, you want to go back and make sure they remember that your claim is correct because it is based on facts/expert opinions, etc.
A: Call to action/Future implications: A call to action means you literally tell the reader an action they can take now that they are in agreement with your claim. Future implications show the reader how the world would change for the better if everyone agreed with your claims or how the world would change for the worse if no one agreed with your claims.
Act V, scene i
1. What do the two gravediggers discuss while preparing a grave?
2. Whose grave are they digging?
3. Who is Yorick? Frame and cite a quote as support.
4. When talking about Yorick and Alexander the Great, what is Hamlet’s point about death? Explain.
5. What occurs between Hamlet and Laertes at the funeral?
Act V, scene ii:
1. What does Hamlet tell Horatio about what happened to Rosencrantz and Guildenstern?
2. At the end of the play, what happens to Gertrude?
3. At the end of the play, what happens to Claudius?
4. At the end of the play, what happens to Laertes?
5. At the end of the play, what happens to Hamlet?
6. At the end of the play, what happens to Horatio?
7. At the end of the play, what happens to Fortinbras?
Act IV, scene i:
1. What does Gertrude tell Claudius at the beginning of Act IV? What does this reveal about her
character and/or the role of women during the Elizabethan Age? Explain.
2. What is Claudius’ reaction?
Act IV, scene ii
1. What do Rosencrantz and Guildenstern ask Hamlet in Act IV, scene ii?
2. How does Hamlet react to Rosencrantz and Guildenstern? Frame and cite a quote that reveals
3. What game does Hamlet seem to be playing at the scene’s end? Explain.
Act IV, scene iii
1. What does Claudius say must be done with Hamlet?
2. What has Hamlet done with the body of Polonius?
3. How does Hamlet react to the news from Claudius that he is being sent to England?
4. What does Claudius really plan to do with Hamlet? Explain how you know.
Act IV, scene iv
1. On his way to England, who does Hamlet meet?
2. What does this person tell Hamlet that impresses him?
3. In his soliloquy, what does Hamlet vow to do? Frame and cite a quote as support.
Act IV, scene v
1. What has happened to Ophelia since the death of her father? Explain.
2. When Laertes returns, what does he do?
3. What does Claudius say to Laertes?
4. How does Laertes react to Ophelia when he sees her?
Act IV, scene vi:
1. What news does a sailor bring to Horatio from Hamlet?
Act IV, scene vii:
1. What do Claudius and Laertes plan to do with Hamlet?
2. What news about Ophelia does Gertrude tell Claudius and Laertes?
3. How does Laertes react?
4. How does Claudius react?
Select a significant moment for Act 1, 2, 3, 4, and 5 and create a meme to represent this moment. You may create your own meme or you can go to www.memegenerator.net in order to use a popular meme template. Your meme should follow the standard format of a meme and contain texts that accurately sums up your moment. Use the examples below to assist you in formatting your image.
On the back of your meme, you need to write a constructed response explaining your significant moment. Please use the following format for your constructed response:
Meme Assignment Rubric
How to Cite Shakespeare
Act III, scene i
1. What does Polonius have Ophelia do in this scene? Why? What are Polonius and Claudius doing
while Ophelia does this?
2. In his famous soliloquy in this scene, what is Hamlet trying to decide? Explain how you know.
Frame and cite lines from the soliloquy as support.
3. In his soliloquy, what two comparisons does Hamlet make? What is the point of the comparisons?
4. What does Hamlet decide to do by the end of the soliloquy? Why?
5. When Hamlet meets Ophelia, how does he treat her? Why?
6. Where does Hamlet suggest Ophelia go? Why do you think he suggests this? Explain.
7. Is Ophelia honest with Hamlet? Explain why or why not.
8. At the end of the scene, what does Claudius think regarding Hamlet? Frame and cite a quote as
9. What does Claudius decide to do about Hamlet? What does Polonius suggest?
Act III, scene ii
1. What does Hamlet tell Horatio he admires about him? What is the point of the compliment? Explain.
2. What does Hamlet tell Horatio about his plan, and tell Horatio to do?
3. In this scene, how does Hamlet treat Ophelia? Frame and cite a quote as support.
4. What does Ophelia think about the play? What literary device does her response exhibit?
5. What does Hamlet say is the title of the play?
6. How does Claudius react to the play?
7. When speaking with Rosencrantz and Guildenstern, Hamlet hands Guildenstern something. What is
it? What is Hamlet comparing himself to and what is his point?
8. According to Rosencrantz, who wants to see Hamlet?
Act III, scene iii
1. What is revealed in Claudius’s soliloquy while he tries to pray? Fame and cite a quote from the
soliloquy as support.
2. What is Hamlet tempted to do in this scene? Why doesn’t he?
3. What literary device does Shakespeare use in this scene to great effect? Explain.
Act III, scene iv
1. Who does Hamlet kill in this scene? How and why?
2. Who intervenes on behalf of Gertrude in this scene?
3. Of what does Hamlet accuse Gertrude? Explain.
4. What does Hamlet urge Gertrude to do?
5. What does Hamlet take with him when he leaves Gertrude?
Well hello there, friends! It's me, Ms. Davis, your friendly British Literature teacher who is into all things nerdy! Actually, I just love to learn, so don't be surprised when I expect the same from you. Literature is an avenue to multiple perspectives...that is to say that no matter the text we read in class, there will always be something you could learn that will interest you. You just have to be willing to look down that avenue and further explore the perspectives in which you have interest.