On your desk, you will find a text message conversation. Take a seat, and read it with the person beside you.
Your task is the following:
- Who is the sender and who is the receiver?
- What scene does this connect with?
- How do you know?
Pairs will work through each conversation to see if they can match the adaptation to the text! 5 minutes for each text message.
Final project introduction: Packet of information and rubric handed out in class. Please see Ms. Bowering for a hard copy. The packet is also pasted below:
Final Project Details:
Congratulations! You’ve finished Hamlet! As a final project, each of you will hand in an assignment
that reflects your understanding of the play in both analytical and creative
ways.
What you will turn in at the end of class next WEDNESDAY, NOVEMBER 5:
·
Handwritten brainstorming sheet (attached to
this sheet)
·
Part I:
TYPED paraphrase of a scene of your choice, minimum 35 lines
·
Part II:
Creative product reflecting the character, action, and/or theme or your scene,
with art-based and text-based explanation of your creative choices. (Can be
submitted handwritten, typed, as a link on YouTube, a video file, etc.)
Project sharing “Gallery Walk” THURSDAY, NOVEMBER 6:
·
Gallery Walk: Be able to informally tell the
class about your project, or share artistic components that are part of your
creative product.
Post- project reflections and feedback sharing FRIDAY,
NOVEMBER 7:
Timeline:
Thursday 10/30 – Text message activity & project
introduction
Friday 10/31 – Finish film & brainstorming
Monday 11/3 – Paraphrase workshop
Tuesday 11/4 – Creative product workshop
Wednesday
11/5 – Final workshop day for paraphrases and creative products; revision,
finishing touches, etc. We have the library signed out for those who need
computers. Prep for gallery walk.
Projects are DUE by the end of class Wed. I will upload scanned docs or
photos of your project to our class blog in class and after class.
Thursday 11/6 – Gallery walk/project share
Friday 11/7 – Blog feedback share and final reflections
Brainstorming Guide
What act and scene are you using for your final project? (Both
your paraphrase and creative product will be based on this excerpt.)
Act 1.1:
Outside the castle Act 2.1: Ophelia & Polonius
Act 1.2: Hamlet
introduction Act 2.2: Rosencrantz & Guildenstern/players
arrive
Act 1.3:
Advice to Ophelia
Act 1.4:
Ghost & Hamlet
Act 1.5: Ghost’s message
Act 3.1: Spy on Hamlet & Ophelia Act
4.1: Queen & Claudius Act
5.1: Ophelia’s funeral
Act 3.2:
Play performance Act 4.2: Chaos after murder Act 5.2: Tragic ending
Act 3.3:
Claudius’s confession Act 4.3: Hamlet sent to England
Act 3.4:
Hamlet kills Polonius Act 4.4:
Fortinbras arrives
Act 4.5:
Ophelia’s madness
Act 4.6: Hamlet’s
letter
Act 4.7: Claudius
& Laertes plot
Why did you choose this scene? What draws you to it?
Part I:
What are reading strategies to help with paraphrasing?
(check your journal!)
Part II:
What will your creative product look like (circle ONE option)?
Creative writing:
·
Letter from one character to another
·
Diary entry
·
Write a “missing scene”
·
Other _____________ (check with Ms. Bowering to
get permission)
How will I incorporate
creative writing concepts of tone, voice, rich language, metaphor, and
more to demonstrate my knowledge of this scene (character, action, and/or
theme)?
Music:
·
Song written by one character to another
·
Original song based on your translated scene
·
Other _____________ (check with Ms. Bowering to
get permission)
How will I incorporate
musical concepts of beat, duration, pattern, pitch, range, timbre, dynamics,
tempo, and phrasing to demonstrate my knowledge of the scene (character,
action, and/or theme)?
Visual Art:
·
Illustrate the scene you translated/paraphrased
as a comic strip (a series of drawings)
·
Illustrate the character(s), action, and/or
theme of the scene in rich detail (one picture)
·
Other _____________ (check with Ms. Bowering to
get permission)
How will I incorporate
visual art concepts of line, color, shape, texture, hue, shading, shadow,
scale, depth, perspective, and repetition to demonstrate my knowledge of
the scene (character, action, and/or theme?)
Drama:
·
Act out your scene as originally written (must
use Shakespearean language)
·
Act out your scene as an adaptation (your
translation)
·
Other _____________ (check with Ms. Bowering to
get permission)
How will I incorporate
dramatic concepts like inflection, animation, lighting, sound, stage
direction, costume, character, conflict, and climax to demonstrate my
knowledge of the scene (character, action, and/or theme)?
Dance:
·
Create/perform original choreography to capture
the scene you focused on
·
Other _____________ (check with Ms. Bowering to
get permission)
How will I incorporate
dance concepts like level, size, shape, duration, tempo, direction, attack,
and force to demonstrate my knowledge of the scene (character, action,
and/or theme)?
Brainstorm ideas for
creative product:
Brainstorm what you want to do, what it will look like, and
make notes for how you will accomplish it. Use your imagination!
**Keep in mind: How
will I turn this in? Written projects and visual art can be brought into class,
but performance art will have to be filmed and sent to Ms. Bowering!
Analysis paragraphs for
creative product: You must include a minimum of 2 paragraphs to accompany your
creative product. 1-2 paragraphs addressing artistic choices, and 1-2
paragraphs addressing text-based choices.
·
Artistic Choices:
Write 1-2 paragraphs explaining your artistic
choices. Please look at the guiding question under each artistic option and
explain how you used those specific artistic concepts in your
project.
Example: “I used an animated facial expression and a
frantic inflection to demonstrate how Hamlet is going mad in his soliloquy
where he decides to stage a play to catch Claudius.”
·
Text-based
Choices:
Write 1-2 paragraphs explaining what specific
pieces of evidence from the text you used to guide your choices.
(Quotes, character traits, thematic elements, stylistic choices, etc.)
Example: “Hamlet’s struggle between inaction and
action is clear in this soliloquy, which is why I chose to pace back and forth
during my performance of this scene. When he says ‘I should take it, for it
cannot be / But I am pigeon-livered and lack gall’ (II.ii.587-588) it also
shows his struggle between inaction and action, which guided my choice to go
back and forth between aggression and indecision.”
