S+Boghosian,+Jared

Office: Alumni Theater, Black Box Office Phone: 207-314-9294 Office Hours:** Monday-Friday 3pm-5:30pm ** E-mail: ** jared.boghosian@maine.edu
 * Teacher: Mr. Boghosian

=Summary of Unit= In this unit the students will be learning how to understand and make meaning from a complex piece of work, Hamlet. They will be able to identify and apply Shakespeare's language and divine some over arching themes within the play. Students will also be able to develop an ability to analyze multiple sides of a problem and look at a character from more than one point of view, this allows a more rich analysis of the text.

=Establish Goals= Maine Learning Results: Language Arts A. Reading A1. Interconnected Elements: Comprehension, vocabulary, alphabetics, fluency. Grades 9-Diploma //Hamlet// Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, non fiction, drama, and poetry using excerpts from the text to defend their assertions. = = =Students will understand that= •the ideas in this text are important. •there are many ways of interpreting texts. •vocabulary is a major component to understanding texts. = = =Essential Questions= •Why are the ideas in this text important? •How do we develop our own perspectives? •Why is vocabulary important to understanding the text? = = =Students will know= •Vocab/Terminology: remove, liegemen, touching, warrant, for, common, uses, beteem, ere, once, indeed. •Factual Information: Hamlet's father dies. Hamlet seeks revenge. Hamlet goes into madness and devises a play. Hamlet's flaw of inactivity is revealed. Hamlet lets his mother in on his plan, but ends up murdering Polonius in a fit of mistaken passion. A duel between Laertes and Hamlet results in the death of nearly all the characters. •Critical details/themes: Good vs. Evil. Morals and immorality. Madness. Mortality. Fortinbras and Hamlet. = = =Students will be able to= •express vocabulary by using words in various contexts and sentence structures. •show comprehension by making meaning from the text. •analyze multiple points of view. •consider the thoughts and feelings of the characters. •exhibit a wide variety of reading activities to discover meaning. •recognize and pronounce unusual words and look up for self understanding.

**Performance Task Overview** You're a budding new actor/director/writer fresh in Hollywood. You have little experience but you have just scored your first big job in a revised version of //Hamlet//. You have been asked to play the part of an unimportant character, however, you must show your understanding of the ambiguity of the character while conveying a theme from the play from this different perspective. Movie critics everywhere will be judging your performance and word is that there is a big wig movie producer going to the premiere so give them your best. This role will require you to think outside the box and see things from a different or peculiar angle. Show your understanding of the text through multiple points of view not originally thought of from a dry read of the text. Analyze your point of view and explain how it justifies the ideas of the text. =Expectations= =Benchmarks= Students will complete a variety of products. These products all have point values, the total point value at the end of the class is **700 points!**
 * Respect**: R E S P E C T, I will tell you what that means to me. The good old rule "if you can't say anything nice, don't say it at all" applies well here. A negative attitude towards the class and your fellow classmates is counterproductive. Enjoy your work, you will be making creative and interesting products and you should all be proud of what you do here. Give positive and constructive criticism, we want to bring each other up not tear each other down. If you have any questions feel free to ask them in class or if you want more individualized help you may see me after school.
 * Attendance/Participation**: Please show up to class every day on time. If you are going to be late or absent please give me a note explaining the situation so I can record it for my records later. Should you be absent more than once please contact me or a close friend on what has been missed and how we can get you caught up. Participation is a major part of this class, I would love nothing more than to have everyone participate in class every day. However, don't feel pressured to say something in class everyday, we all have bad days don't worry that your silence will hinder your grade.
 * Plagiarism:** When doing an assignment or project for class use your own words and work please. If you need outside sources for information please quote them and cite them appropriately. If you do not you can get in big trouble, the kind of trouble that can forever scar your academic career. So please take heed of how you use other people's information for their sake, your sake, and my sake because I am never looking forward to confronting anyone with plagiarism accusations.

Produce a radio show podcast talking about current events of Elizabethan times (real or fictional) as if they were talk show hosts from that time period. They will demonstrate their mastery of the language through dialogue in this podcast. Students will use words and phrases that were recorded in their vocabulary journals. They will be evaluated using a rubric that clearly displays what is required of the podcast. **100 points**.

Create a slideshow using either pictures of student created content (sculptures, drawings) or legally acquired content made by other people across the world that demonstrate an understanding of a theme from Hamlet. Be sure to have an audio track explanation of each slide as it goes by. Present it almost like a documentary of "said theme" over the ages. Students will be evaluated by both their peers and myself on an easy to understand grading sheet. **100 Points.**

Create an animated slide-show using GoAnimate to express the feelings of a character from Hamlet and come to a noticeable conclusion as to how these emotions affect the plot and the theme. The more supporting evidence the students reveal through each animation, the better the grade will be. Use at least one or two animated slides to explore evidence not in the text but perhaps a non-existent scene that can still contribute to a student's understanding of the chosen theme. The animations will be shown in-class and commented on afterwords with positive and constructive feedback. There will be a very simple but specific rubric giving an overview of what is to be expected from these blogs. **100 points**.

Students will write an analytical essay in response to a literary question. It must be three to four pages in length and will be work-shopped in class. The students will be asked to create their own wiki page connected to the class wiki with all the drafts of said paper marked as Draft1, Draft2, and so on. The final paper will be posted on the wiki as Final Draft and will be commented on and graded. Submit hard copies of these to me upon completion. There will be a self checking rubric for the students to fill out and I will put my grade values alongside the student's. **100 points**.

The class will participate in a game of jeopardy (program or smartboard required), the topic of the game will be Shakespearean vocabulary and sentence structures. Students will answer each question to the best of their abilities and receive an equal amount of points. However, the student whose hand or buzzer is up first with a correct answer will be eligible for extra points to a maximum of three extra points. The students will be graded on how many questions they answer correctly. **100 points**.

The final assessment in the unit is a WebQuest. A WebQuest is an assignment that involves a lot of Web surfing to complete. There are a few roles that a student can fill in order to receive full credit for the iMovie portion of the WebQuest (Actor, Script Writer, Director, Tech). The production team needs to explore a somewhat minor character within the play Hamlet (so yes only Hamlet is off limits) and reenact 3-5 scenes from the play in the perspective of the minor character. The scenes should still show an understanding of at least one theme from the play. Students will also prepare a ten minute oral presentation explaining their choice of scenes, choice of character, and how it all connects to their chosen theme in the play. Both the iMovie and oral presentation will be graded on two separate rubrics that clearly define what needs to be done. **200 points!!!**

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69),
 * D** (63 - 66), **D-** (60 - 62), **F** (0 - 59). A grade of a C- is required for each individual course in the Block. Your grade for the Block will be the average of the four grades you earn from each individual course of the Block.