Monday

😔 I'm not feeling well today, but please message me (email or DM on Twitter) if you have questions.
I have set everything up for your Hamlet review here on the weblog. Please read through everything on this post. You can work together with a partner today-- use class time to complete items 1 & 2 below.

DO NOT turn in your work today-- you need to finish and use them to study. Bring them with you to use on the exam on Wed.

• Hamlet REVIEW

                You will be allowed to use your annotated text and your copies of the following tools on the exam:

                1. Cause/effect diagrams

• Review with a partner
• Can you connect them in any ways? Do it.

                 2. Revisiting Theatrical Posters

• Use this notesheet (PAPER COPIES ARE ON THE FRONT BOOKSHELF FOR YOU!) to rethink the posters we speculated about before we began the play. 
• View posters here
• For each poster, make notes and observations on the following:
• Event/situation evoked: What scenes or interactions are being shown on the poster?
• Literal elements: What are the literal items in the image-- chalice, skull, etc.
• Figurative aspects (symbol, metaphor, etc.): Obvs.
• Key line(s) referenced: Is the image bringing up any lines from the play you can quote?
• Theme suggested: Remember that a theme is a lesson about life that we all learn. Not a theme = Hamlet has trouble getting revenge; Theme = When seeking revenge, dig two graves-- one for your victim and one for yourself. 

                 3. STUDY BREAK! I created a little page where you can take a break from studying and also keep                             studying (that doesn't make a ton of sense, but it will when you click on the link 😊)

• Wed. 4/3/19: Hamlet essay test
• Bring your annotated copy of the whole text and review materials so you can use them as a resource while writing the exam.
• You will have the choice to write on one of two essay topics. I will grade the exam on the following criteria:
• Level of detail- be specific and accurate
• Level of insight into characters, plot, theme- This means not simply repeating points I / we have made in class. I want to know what YOU have observed and thought about while reading this play. I want to see evidence of your mind at work.
• Correctness- spelling (yes, character names), punctuation, grammar usage, UNDERLINING TITLES OF PLAYS 🙄
• Organization of ideas / structure of the paper
• Strength of thesis
• Level of support of thesis (apt observations, use of quotations)

• Next Unit(s) of Study
• The remainder of the semester will focus on two things: AP Exam practice and a research paper. We will mostly do the AP test practice in class and the research paper outside of class. The research paper will deal with a topic that you want to explore that is connected to your future, so begin thinking about a research question you would like to answer for yourself. Here are some examples:

• What is the difference between two given degrees?
• What majors are best if I want to be a ___?
• Including everything (tuition, room & board, transportation, spending money), how much will it really cost to attend four years at ___ University and how can students create a workable budget?
• What is the beginning to end process to become a ___?
• What qualities, skills, and planning can help a candidate become accepted to law/medical/nursing/___ school?
• How do the degrees at different universities compare?
• What are the main duties, expected salary, and advancement opportunities of a ___? 
• What are short-term and long-term effects of student debt?
• What is the process for purchasing a house?
• What factors are different for a person living and working in (location) vs. (location)?
• What are important considerations and steps for applying to graduate school? How is graduate school different from undergraduate school?