Midterm Review Information


    Midterm on Tuesday, January 23rd

    Period 1:  Room 128

    Period 5:  Room 121 

    Suggested Modernism Texts to Practice with:  (If you feel like you could use some work exploring authorial choice and modernist themes, views, authorial beliefs, you can practice with the following stories this week and meet with Mrs. Wesley by Monday at the latest to discuss your practice work.  Don't be afraid to apply the existentialist lens as well and we can discuss how you applied the lens.

    The Lottery by Shirley Jackson  * This link will also have questions at the end that are decent examples of authorial choices and elements to explore, however, remember your questions will connect to a modernism viewpoint, theme, or authorial belief or assumption.


    A Rose for Emily by Faulkner


    Anything Hemingway :)


    Daily Agenda:
     Unit 1:  The Hours
    The Hours Summative Due 10/25
    The Hours Discussion Questions - Due Tuesday,  9/5
    Formative Assessment 1:  The Hours Mini Presentation
    The Hours Scenes to rewatch:
    Train Station Scene:  https://www.youtube.com/watch?v=B2WRvfj5TTM
    Clarissa and Richard's final Scene:  https://www.youtube.com/watch?v=WFAZ-AiFofQ
    Laura Brown and Clarissa Scene:  https://www.youtube.com/watch?v=lNF-uXP_CoU
    Kitty and Laura Brown:  https://www.youtube.com/watch?v=7ntP_J-HwKQ
    Full Movie:  https://www.youtube.com/watch?v=RSjz_7qu8-Y
    Assignments completed:
    Reading overview of critical literary theory click HERE for information
    Viewing Guide_Compare Contrast - Currently working on
    Completed Assignments:
    Psychoanalytical Lens:  If you missed this class, go back a rewatch the scene where Clarissa first enters Richard's apartment.  Analyze the scene by applying the psychoanalytical lens.  You should have one mini paragraph 4-8 sentences, that reflects a psychoanalytical application.  (Use one or two questions from the critical lenses overview packet to help you)  Here is a model response if needed
    Memoir Unit
    Brainstorming Worksheet - Complete and submit to turnitin.com  Due Wednesday 9/27

    Random Autobiography: Due Monday, January 8th 

    Here is a link from Plymouth State University with instructions and examples :




    Unit 2:  Modernism
    Modernism Powerpoint
    Hills Like White Elephants Text - At the end of this unit you should be able to identify Hemingway's choices that relates to themes explored in modernism.  You should also be able to explain how certain historical, political, social events influenced the writing of the time period.
    Your formative will be in the format of a debate.  The debate information is found below:


    Debate Days:

    Period 1:

    Thursday 10/26 and Monday 10/30

    Period 5:

    Thursday 10/26 and Monday 10/30



    The Yellow Wallpaper Text

    Yellow Wallpaper Formative

    Yellow Wallpaper Formative Model


    Modernism Summative Instructions

    The Dill Pickle Text


    Mini Unit 3:  Existentialism/Modernism and Metamorphsis

    Padlet Sign up:  https://padlet.com/auth/signup

     Book Club Instructions


     Metamorphosis Part I

    Metamorphosis Part II

    Metamorphosis Part III


    Book Club with Metamorphosis:

    Part I Document

     Part II Document

    What are synthesis notes?  The combination of observations, questions, etc. that I gathered while reading.  When I synthesize, I am taking all of the information I have gathered and organizing them into topics/themes and expanding on my analysis according to how I organized them.
    For my synthesis notes, I know that I should practice the points addressed in class, but I am NOT limited to them.
    Individual Synthesis notes for 1/19/18
    1. Focus on images of the past vs. present
    2. Setting - How is the author handling the setting?
    3. Symbols - Do I notice any patterns in images, colors, objects - Why would the author include this particular ___ and what might is symbolize?

    Indivual Synthesis notes for 1/30/18 - Homework for 1/29 due on 1/30

    1. What Do I know/think about my character so far?  HOW do I know that?
    2. What do I know/think about other characters right now?  HOW do I know that?
    3. What do I know/think about setting right now?  HOW do I know that?
    4. What do I know/think about the structure right now?  HOW do I know that?
    5. What do I know/think about the POV right now?  How do I know that?

    Other thoughts to consider plus any other device or technique I am noticing:

    1. Focus on images of the past vs. present
    2. Setting - How is the author handling the setting?
    3. Symbols - Do I notice any patterns in images, colors, objects - Why would the author include this particular ___ and what might is symbolize?


    Mini Unit 4:  Exploring Characteristics and Elements of the Dystopian Novel
    Book Club Schedule
    Expository Essay Model Body Paragraphs (Annotations not included on this page)
    Unit 5:  Hamlet 
    Introduction Lesson:  Act I:i
    1. Please view the first couple minutes of act 1 scene 1 (Link below) to determine and answer the following questions:
    2. What can you infer is happening in this scene?  Who is involved?  Where do you think it takes place?
    3. How would you describe the mood in the very beginning of this scene?  Why do you think Shakespeare would choose to open his play with this scene?  What might he be suggesting about themes?

    Scene Link:



    Homework Assigned on 2/21  and due 2/22  Act I:ii

    Listen and read along (Using the audio link below) to answer the following questions:


    1. How would you describe the characters Claudius, Gertrude, Hamlet, Horatio?
    2. What choices does Shakespeare make that lead you to this inference?


    Link: Copy and paste the link below to listen AND read along :)  Happy reading!



    2/22 Classwork:  Act I:ii Close Reading - Analysis of King Claudius' Monologue


    Homework Assigned 2/22 due 2/23 Act I:ii 

    Close Reading and annotations of Hamlet's soliloquy "O this too too solid flesh would melt..."


    2/23 Classwork:

    • Go over Claudius' Monologue
    • Go over Hamlet's soliloquy


    Guiding Questions


    Period 1 Weekend Homework for 2/23 - 2/25:  

    Read Act I:iii

    1. How does Shakespeare craft a different tone towards Laertes than Ophelia?  Speak to at least  three specific choices?  
    2. How would you characterize Ophelia?  Cite one CHOICE Shakespeare makes that contributes to this characterization.


    2/26 Classwork:

    Period 1:  Hamlet discussion and recap of Act I:iii - View Scenes 4 and 5

    Period 5 - Finish Hamlet discussion and then read along and view Act I:iii -v to answer the following questions

    1. How does Shakespeare craft a different tone towards Laertes than Ophelia?  Speak to at least  three specific choices?  
    2. How would you characterize Ophelia?  Cite one CHOICE Shakespeare makes that contributes to this characterization.
    3. In scenes 4 and 5 - How does Shakespeare's diction develop theme?  (Revenge, corruption, What is "man"?, etc)


    2/26 Homework:

    Review and Conclusion for Act I:  Type up or NEATLY write a paragraph responding to the following:

    How does Shakespeare's choices about how to begin the play (Act I)  establish the mood and heighten the conflict of the play?  Speak to two or three choices (Underline these choices) to support your answer

    Consider the following choices:

    1. Characterization of (You can choose multiple characters or focus on one)  Hamlet, Claudius, Horatio, Gertrude, Ophelia, Polonius, Laertes
    2. Diction and word choices in specific monologues or soliloques
    3. Imagery
    4. Hamlet's use of puns

    Try to speak to at least 1-2 choices/examples that we did not reference in class so I know how you are applying this to what you have been reading


    2/27 Classwork:  (Act 1 Formative 25 points) Handed in at the end of the period


    The Assignment:  If you are making this up as an individual, you only need to do one example for question #1 and complete questions 2 and 3.  

    • Create a powerpoint addressing the questions and skills on the left  (25 formative points)  Looking to be about 6 slides
    • In your ppt or prezi you may use images, sounds, memes etc to make it engaging
    • Title it with something punny :)  
    1. Answer the following questions in your presentation and submit to jwesley@gvsd.org by the end of the period:
      1. How does Shakespeare's choices about how to begin the play establish the mood and heighten conflict - Speak to at least THREE choices and address at least TWO conflicts.  Provide textual examples for each (Each examples should be on a separate slide)
      2. How does Shakespeare use other characters to introduce and develop our perception of the main character, Hamlet?  Speak to at least TWO characters
      3. Choose one line you think is most significant in the play right now?  What about the language is so powerful, significant etc.

    Here are some student examples:

    Act 1 Formative Sample

    Act 1 Formative Sample



    • How does Shaekpeare use Ophelia's story to develop the character of Hamlet?
    • What aspects of Ophelia's story indicate Hamlet's madness is real, and which indicate that it is just a part of his "antic disposition"



    3/1:  Classwork - Viewed (You can listen to the audio version by accessing the link below)   Act 2 scenes 1 and 2 to focus on analyzing how Hamlet's "antic disposition" is developed through the characters:

    • Polonius
    • Rosencrantz and Guildenstern

    We also focused on how Hamlet uses sarcasm and irony - where can you identify these moments?

     Audiolink - please copy and paste


    HOmework for 3/2 - NONE


    3/5 Classwork:

    Act 2 formative

    Daily Plan:  Format - Create a powerpoint and include the following in your slides


    • Go back and re-read to identify one example of sarcasm or irony (Look at the pages on the left to help you - It can be verbal or dramatic irony)
    • Compare and contrast Hamlet’s soliloquy to lines 315-334 (Hamlet’s monologue to R & G)
    • Cite at least two examples for each - the similarities and the differences
    • Choose a theme from below and analyze the choices that Shakespeare makes to develops that theme - Cite at least three examples of textual evidence
    • Themes:  
    • Quest for “Purpose”
    • Sanity vs. insanity
    • Role of Women
    • Revenge
    • Death - Fear of the Unknown
    • Corruption
    • Appearance vs. Reality



    3/5 homework:  Read and listen to Act 3 scene 1 and answer the following question by TYPING YOUR RESPONSE

      • Compare and contrast Shakespeare’s choices in Hamlet’s to be or not to be soliloquy to the following:
        • Claudius aside
        • Ophelia and Hamlet’s “interaction”
        • How do the similarities and/or differences develop the theme of appearance vs. reality, corruption, quest for purpose, or another of your choice.


      • Suggestions for approaching this:  Read the scene first, then look at lines within the soliloquy and determine for yourself what is Hamlet speaking about, how does this characterize him in this moment, what does he feel etc?  Then ask yourself, what lines within this are similar or different to the ideas within Claudius' aside and his "conversation" with Ophelia.  Once you make note of the similarities and differences, then ask yourself what theme those similarities and differences are developing.  Be sure to cite quotes from ALL:  The soliloquy, the aside, and Ophelia's and Hamlet's interaction 

     If you wish to listen to the scene as you read, copy and paste the link below:


     Type up responses


       3/7-3/13:  Analysis of Act 3


      Viewing and Close Analysis Guide:  If you were absend for this week you should read Act 3 and take notes on the following:


    Act 3 Scenes 1-3 Viewing Guide


    Act 3 Scene 3 Analysis of Different Interpretations:   


    Act 3 Formative:  Respond to the following prompt in one focused, insightful paragraph:  (See the model below to help you!)  This will also prepare you for the close reading summative.

    How does characterization or language impact or develop theme?  You should have two lines/direct quotes cited, the device identified (Indirect characterization, diction, irony, metaphor etc) and analysis of how it connects/develops theme for each.


    Close Reading Practice Summative/Model


     Acts 4 and 5 - Take dialectical journal notes on Character and plot elements (How are the external and internal conflicts developed?  Resolved?  etc)   (You can view and read the scenes)


     Hamlet Part II Summative



    Forms of Fiction Unit 
    Basic film terminology click HERE
    Edward Scissorhands Viewing and Analysis Guides
    Rita Hayworth and the Shawshank Redemption
    Access the PDF here:  King's PDF
    Days 1 and 2:  Worked on questions in Viewing Guide
    4/30  Day 3:  Continued with viewing guide but stopped to address the following questions:
    1.  How does Darabont adapt Brook's character for the film?  (King only spends about 1 paragraph on Brooks)  Why do you think Darabont chose to do this?  (This should thematically connect)
    2.  Now choose a character or other literary element that Darabont adapts and track it throughout the film - Why the change?  What theme does it develop?
    5/ 1  Day 4:  Continue viewing and assign summative
    5/2   Day 5:  Finish viewing and begin working on summative 
    5/3:  Day 6:  Prep for Summative
    Friday, May 5th:  Shawshank Summative
     Shawshank Summative Preparation
    If you need a notetaking template you can use the one below.  You will notice that your evidence for one theme might overlap with another and that is fine - I might just color or use numbers for DQ's that apply to multiple themes.  For example, if I am working on the theme hope, but my quote can also apply to freedom and imprisonment, I might put a (3) on the end of hope because that also applies to freedom and imprisonment. (This will make sense when you look at the notetaking guide) That way, you are not rewriting DQ's multiple times.
    Feel free to use the notetaking guide below, rewatch the scenes posted below, and also do a little research on your own if you are curious about the prison system and time period that influences your thinking.