Olympia

High School

1302 North Street
Olympia, WA 98501
Phone: (360) 596-7000
Attendance: (360) 596-7003
Fax: (360) 596-7001

Week of 5/1

Week of 4/24

  • Read Act 3 of Hamlet for Monday, 4/24.  Be ready for a quiz!
  • Tuesday, 4/25:  Work in Final's Groups!
  • Wednesday, 4/26:  Presentations from psychiatrist, director, and English majors for 3.1.   We'll perform more of Act 3.
  • Thursday, 4/27:  We will sign up for Act 4.
  • Read Act 4 of Hamlet for Friday, 4/28.  Be ready for a quiz.

Week of 4/17

  • Read Act 2 of Hamlet for Monday, 4/17 or Tuesday, 4/18 in order to sign-up for parts.
  • Meet in Finals Groups on Friday, 4/21.  Must have script (unless you are inventing a script -- in that case bring what you have so far).
  • Read Act 3 of Hamlet for Monday, 4/24.

Week of 4/10

  • Read Act 1 of Hamlet for Tuesday, 4/11.  Be ready to perform scene 1 of Act 1 on Wednesday, 4/12.
  • These are the DISCUSSION QUESTIONS for Act 1:  Print for Wednesday, 4/12.
  • We will sign up for Act 2 on Friday, 4/14.
  • Read Act 2 for Monday/Tuesday (4/ 17 & 4/18).

Week of 3/27

  • Read Act 4 of Much Ado About Nothing for Tuesday, 3/28.
  • Read Act 5 of in Much Ado About Nothing for Wednesday, 3/29.
  • Work on FINAL:  Monday, 4/10.  You must finalize idea/characters/plot and script by the end of the period.  Chromebooks will be available.
  • Test on Much Ado About NothingFriday, 3/31. Test will cover characters, plot, pun meanings, significant quotes, and elements of Shakespearean comedy.  You may use notes.

Week of 3/20

  • Read Act 1 in Much Ado About Nothing for Monday, 3/20.
  • Write a reaction to the Macbeth movie (due Tuesday, 3/21):  The director interprets Macbeth (as all director's do) "uniquely."  What would you change about what the director did and why, and/or what did you like that the movie changed and why?  Your responses should be based on your understanding of the play which means you need to include textual support.  Please type or print in ink a series of bulleted sentences (MUST BE WRITTEN IN COMPLETE SENTENCES THOUGH).    10 MINIMUM.
  • Read Act 2 of Much Ado About Nothing for Tuesday, 3/21.
  • Read Act 3 of Much Ado About Nothing for Friday, 3/24.

Week of 3/13

  1. Significant quote seminar:  Be ready to present your quote and its significance to your peers on Monday, 3/13.  The directions at the top of the page ask you to identify a.  Who said it; b. To whom; c. Context (what's going on in the play when it is said) d. Significance -- Why is the quote significant to the play at that moment and/or to the play as a whole.  Think about theme.  IF YOU WERE ABSENT ON FRIDAY, 3/10, PLEASE EMAIL ME BEFORE MONDAY TO GET YOUR QUOTE NUMBER.   If you are absent on Monday, please type up this assignment and turn in when you return to class.
  2. Test on MacbethTuesday,3/14.
  3. Watch Macbeth movie Wednesday, 3/15 - Friday, 3/17. IF YOU MISS THE MOVIE (OR ANY PART OF THE MOVIE), IT IS AVAILABLE ON AMAZON PRIME FOR FREE.  It is the 2015, Michael Fassbender version.
  4. Write a reaction to the Macbeth movie (due Tuesday, 3/21):  The director interprets Macbeth (as all director's do) "uniquely."  What would you change about what the director did and why, and/or what did you like that the movie changed and why?  Your responses should be based on your understanding of the play which means you need to include textual support.  Please type or print in ink a series of bulleted sentences (MUST BE WRITTEN IN COMPLETE SENTENCES THOUGH).    10 MINIMUM.
    • (EXAMPLE)  I really liked how the dagger "leads" Macbeth into King Duncan's bedroom because Macbeth seems "under the spell" of his ambitious wife or his own overweening ambitions.  It also mitigates his culpability just a bit " . . . the dagger made me do it!" -- making him a more sympathetic character, a fallen hero.  The movie's enchanted dagger could also embody fate and how it leads the reluctant Macbeth "by the nose" to commit an act that ultimately "betrays [him] in deepest consequence" (1.3.136-37)
    • (EXAMPLE)  When Banquo and Macbeth are on the heath meeting the witches for the first time, and the director has the one witch stroking Macbeth's face, I would have her face fade into Lady Macbeth's face and back again.  That would emphasize Lady Macbeth's substantial influence on her husband, and it would emphasize her later remarks, "spirits unsex me here" (1.5.48)

Week of 3/6

  1. Read Act 3 of Macbeth for Monday, 3/6.
  2. Be ready to create a list of theme subjects and motifs on Tuesday, 3/7:  .
  3. Read Act 4 of Macbeth For Tuesday, 3/7.
  4. Read Act 5 of Macbeth For Wednesday, 3/8.

Week of 2/27

  1. Read Act 2 for Monday, 2/27.

Week of 2/13

  • Monday, 2/13:  "High School and Beyond" plan will be completed in Lab 1 with Ms. Boelts.
  • Sonnet Assignment:  Annotation is due in class on Friday, 2/17 .  (Valentine/recitation are still due on Tuesday, 2/14. [Forget the "reactions" part; showing the sonnet is sufficient!]  CLARIFICATION:  Valentine can be given to anyone (as long as the "anyone" is human).  The recitation must be done in a public place and recorded.
  • Sonnet Paper (1 page-ish):  Submit on Turnitin.com by 11:59 Friday, 2/17.  [Password for 3rd:  3Violette; ID# 14735343] [Password for 6th:  6Violette; ID# 14735357PROMPT:  What is Shakespeare "DOING" in the poem (i.e., key words, images, jargon, shifts, allusions), and how does what he is doing connect to or help convey what he is SAYING?
  • ANNOTATION IS DUE ON WEDNESDAY, 2/23 BECAUSE YOU NEED IT TO WRITE YOUR PAPER!!! 
  • Read all of Act 1 for Wednesday, 2/22.

Week of 2/6

  • Read and print copy of syllabus.  Pay particular attention to "Assignment Format" and the "Late Assignment Policy."  Due Thursday, 2/9.
  • Thursday, 2/9:  Reserve your sonnet! (You will want to be ready with a couple.).
  • Print this handout for Thursday, 2/9.
  • Sonnet Assignment:  Annotation & paper are due on Thursday, 2/16.  (Valentine/recitation are still due on Tuesday, 2/14.

Week of 1/30

  • If you have a particular play you want to read this semester, be ready to pitch it to us on Friday, 2/3.
  • "INSULT" POSTER: Shakespeare was an inventor of words; this neologistic tendency is particularly evident in his insults.  Unfortunately, many of the words used to insult fellow Elizabethans have become extinct from our modern lexicon.   So, based on the sound of the words you chose in class (two adjective and one noun), depict the person (people?) that you imagine might inspire such an insult.  
    1. You may draw, sculpt, paint, or use any other artistic medium you wish.  You also may use magazine and/or internet pictures to cobble together your creation. (DO NOT JUST PRINT A PICTURE; CREATE A PICTURE OUT OF SEVERAL.)
    2. Define each word on the back of the poster or on a separate piece of paper. DO NOT LOOK UP THE MEANINGS OF YOUR WORDS -- USE YOUR IMAGINATION BASED ON WHAT THE WORDS SOUND LIKE TO YOU!  DON'T BE LITERAL.  FOR EXAMPLE, IF THE WORD IS "APPLE JOHN" DO NOT DRAW AN APPLE AND NAME IT JOHN. 
    3. DO NOT USE LINED PAPER. 
    4. Neatness counts; color is generally more appealing.
    5. Be ready to present your posters on Friday, 2/3.