- Finished performing Act 2 (the story of Priam and Pyrrhus; Hamlet's self-flagellation soliloquy)
- Signed up for Act 3 (6th only)
- Date-stamped Final's script (no rehearsal because of significant absences!)
- Performed most of Act 2. Discussed Polonius's comic character; how character's reveal their own preoccupations when they speculate about the reason for Hamlet's madness; Hamlet's role as love-mad, lunatic, and depressed teenager. Overall focus of Act 2: Dishonesty and the role of performance.
- Signed up for Act 3 (3rd period).
- Bio Day
- Finished Act I: Discussed "decomposition/disease" motif; Old Hamlet's command to his son, and young Hamlet's recognition, "O, cursed spite, that ever I was born to set it right."
- Performed 2.1; discussed Hamlet's intentional "costume" and performance as the melancholy lover; looked at Polonius's remarkable parenting. (Themes: deceit; suspicion; appearance v. reality)
Monday, 4/17 & Tuesday, 4/18
- Performed scene 3 & 4; discussed Polonius, his treatment of Ophelia, and his view of Hamlet.
- Signed up for Act 2.
- Discussed 1.2: Hamlet's use of "double-language" and Claudius's use of incongruent images.
- Performed most of 1.3; discussed the relationship between Laertes and Ophelia.
- Performed scene 1 of Hamlet; discussed the setting, conflict, & character, motif/theme.
- Performed scene 2; began discussion of King Claudius and Hamlet.
- Bio Day!
- Finished watching the film Much Ado About Nothing; compared it to the play.
- NOTES: Senecan vengeance plays.
- Signed up for Act 1 of Hamlet.
- Watched more of the film Much Ado About Nothing.
- Checked in Much Ado About Nothing and checked out Hamlet.
- Began watching the film Much Ado About Nothing.
- Test on Much Ado About Nothing.
- Finished performing Much Ado About Nothing.
- Generated a list of themes and motifs.
- Bio Day!
- Performed 4.2 and 4.1.
- Finished performing Act 3; discussed how 3.4 parallels 3.2 and the significance of words creating substance where there is NOTHING. We also discussed the slang meaning of nothing and its pertinence to 4.1.
- Performed 4.1.
- Signed up: Act 5.
- Performed 3.1, 3.2, and 3.3.: Discussed the parallels between 3.1 and 2.3; also discussed malapropism, theatrics, and the fact that truths are uncovered through misunderstandings.
- Signed up for Act 4.
- Tea Day & Dinky!
- Performed 2.3.; discussed the persuasive techniques used on Benedick. Examined the hints into Benedick and Beatrice's former relationship; the motif of doubleness/double-dealing; the transformitive and blinding power of love; the evil plot of Borachio (it involves doubles!)
- Worked in Finals groups.
- Rehearsed and then performed dance scenes -- spectacular!
- Finished performing 2.1 and performed 2.2.; discussed Claudio's characteristics, Hero's surprising "masked" self, Beatrice's riddle #3, and the juxtaposition of antithetical scheme scenes (one plot is to bring a couple together; the other to tear them asunder).
- Signed up for Act 3.
- Performed 1.3 and listed the characteristics of a Shakespearean villain.
- Performed part of 2.1; discussed Beatrice's "requirements" for a lover.
- Formed "dance partner" groups abased on 2.1.
- Shared favorite critique from Macbeth homework; turned in paper.
- Checked in Macbeth; checked out Much Ado About Nothing.
- Discussed 1.1 in terms of noting, musical notes, noticing, and misapprehending; used clues to scene 1 to build Beatrice and Benedick's "back-story."
- Performed 1.2: Mis-noting/coming to wrong conclusions regarding the wooing of Hero which causes confusion/comedy/dramatic irony.
- NOTES: Introduction to Shakespearean comedy. (If absent, you might want to watch the following Powerpoint presentation.)
- ACTIVITY: "Qualities of a Partner"
- Performed Act 1.1.
- Signed up for the remainder of Act 1 and also Act 2.
Wednesday, 3/15 - Friday, 3/17
- Watch Macbeth movie; see "Assignment Page" for corresponding assignment.
- Macbeth test.
- Significant quote presentation.
- Assigned significant quotes.
- HANDOUT: Shakespeare Final
- Formed and worked in final's groups.
- Discussed 4.3: Malcolm's elaborate test of Macduff; the characteristics of a good king; the disease motif; the significance of grief.
- Performed & discussed Act 5.
- Discussed 4.2 in terms of key word, reversals, and as an example of unnatural order/disloyalty.
- Performed 4.3.
- Signed up for Act 5.
- Performed 3.5 & 3.6. Discussed how the scene serves as an efficient way to convey a number of "off-stage" events: Macbeth is seen now as both a murderer and as a tyrant, the conflict has also become spiritual (Christian/good v. pagan/evil) rather than just political; the English "good/pious" English king must rescue the Scottish people from their "Tyrant."
- Brainstormed list of motifs and themes.
- Performed Act 4.1: Discussed the irony and the evil.
- Signed up for Act 5.
- Performed 3.4. Discussed the following questions:
- Most funny moment/line?
- Where do you see incomplete lines? Why do they occur?
- Why do the murderers stab Banquo so many times?
- Is the ghost real?
- Assess how Lady Macbeth handles her husband's strange behavior. What would you have done differently?
- Significance of significant quote 15?
- Performed scenes 2.4 and 3.1; discussed the Chain of Being (unnatural events caused by the unnatural break in divine order); Banquo's conflicted, also ambitious?, character; discussed how Macbeth manipulates the murderers using the same techniques used by L. Macbeth on him.
- Essential Question: How does the blood on Macbeth's hands "stain" others; in what ways does his corruption corrupt others?
- The Porter Scene: Discussed comic relief; how might the Porter's words convey Macbeth's "essential illness"?
- The Crime Scene: What makes it funny? What makes it horrific -- anything?
- Finished and performed incomplete line activity for 2.1.
- Finished performing 2.1; discussed/debated Macbeth's attitude.
- Discussed 1.7: Macbeth's listing of the LOGICAL reasons he should not kill the king; how L. Macbeth persuades her husband (the one who "pricks the sides of his intent"?); the role of fate vs. free will; the weakness or strength of Macbeth.
- Watched a segment from River's Edge Theatre Troupe's production of Macbeth called “Capturing Macbeth."
- Performed 2.1 up to Macbeth's soliloquy; discussed the applicability of "stars hide your fires" and Banquo's troubled spirit.
- Began "Incomplete Line" activity for 2.1 (orange handout).
- Finished discussing Scene 5; compared L. Macbeth's "pagan prayer" (1.6) with her husband's "pagan prayer" (1.5) -- looked for what fears/weaknesses those implorations revealed about each character
- Performed Scenes 6 & 7: Discussed the multi-layered dissembling in Scene 6 and how L. Macbeth's dutiful words echo Macbeth's words to the king in Scene 4; how the architecture seems to be in collusion with the Macbeth's treachery; Macbeth's inability to say the word "murder" in Scene 7.
- NOTES: Holinshed's Macbeth/the "real" Macbeth.
- Performed scenes 4 & 5; discussed the repentance & reconciliation demonstrated by the traitorous Cawdor at his execution (compare later to Macbeth's death); the irony behind Duncan's observation that it's impossible to "find the mind's construction in the face"; Macbeth's struggle to keep his thoughts from showing on his face; Macbeth's duty-filled response to the King's confession of indebtedness that contrasts with Banquo's intimate embrace of his Sovereign; looked at the "growing" metaphor that is used by the King to describe Banquo's advancement which recalls the Witches' prophecy about his children, etc.
- Signed up for Act 2.
- Turned in annotated sonnet assignment.
- NOTES: "The Trouble with Shakespeare"
- Performed scene 3: Discussed the witches as the Fates, the purpose of the sailor story, and the Macbeth's startled reaction to the third prophecy.
- The 32-second Macbeth.
- Performed scene 1 & scene 2.
- NOTES: The wyrd sisters, King James I, and how the play panders to this king's interests.
- Read the condensed Macbeth.
- Watched a little Black Adder (the Macbeth curse episode)
- Read the historical accounts of curses-come-true in Macbeth performances.
- Discussed how to earn/lose points on Shakespeare readings.
- 6 (monotone, mispronunciations, skipping words); 7 (monotone, disrespecting punctuation marks); 8 (inflection & intonation -- but simply decoding words/no real understanding); 9 (some attempt at character; obviously understands text); 10 (fully in character)
- Discussed how to earn/lose performance points (i.e., EARN: memorize lines; LOSE: absent, forget who you are in a scene, etc.)
- BIO day
- Checked out Macbeth.
- Watched episode 3, Searching for Shakespeare.
- Shared sonnet valentines
- Watched more of Searching for Shakespeare.
- HIGH SCHOOL & BEYOND PLAN: Career Counseling hour with Ms. Boelts.
- Signed up for sonnets.
- Watched Michael Wood's Searching for Shakespeare.
- HANDOUT: Sonnet Assignment (discussed requirements)
- "Key Word" extra-credit activity.
- Partner Activity: Analyzed Sonnet #7 using "Strategies" handout.
- Reconstructed a "deconstructed" Shakespearean sonnet; discussed strategies used.
- NOTES: sestet, octave, volta, quatrain, rhyming couplet; discussed through which organizational lens to view sonnets 32 and 130.
Monday, 2/6 & Tuesday, 2/7: Snow Days!
- Chose senior privileges & plays: Twelfth Night and Much Ado About Nothing.
- "Parade of Insults"
- Watched the end of Tess of the D'Urbervilles.
- ACTIVITY: Find the words that Shakespeare didn't invent.
- Watched Horrible Histories "Shakespeare Song."
- Read insulting article about Donald Trump's insults.
- Watched the UK Telegraph's "Top 15 Shakespearean insults."
- ASSIGNMENT: Shakespearean insults (see assignment page for explanation).
- Took a group "Shakespeare Trivia" quiz for bonus points.
- Watched more of Tess of the D'Urbervilles.
- Introduced Shakespeare play pitch & senior privilege.
- Watched more of Tess of the D'Urbervilles.