Option #1: Television Talk Show

Main motif: Corruption

In a group, no more than 3 students, create an episode of a talk show (i.e., Jerry Springer) with the characters of Hamlet as the guests. Requirements for this option are listed on the attached page entitled “The Jerry Springer Show.” The episode must either be videotaped or performed live in front of the class; although you may improvise portions of it, the episode should be clearly thought out and rehearsed ahead of time. It must be between 8-12 minutes in length. Although you will be speaking in “modern” English rather than Shakespearean English, you must incorporate at least 5 Shakespearean insults into the episode.

Option #2: Music Video

Main motif: Appearance versus Reality

With a partner or independently, create a music video that explores the secrets and lies in which the characters of Hamlet are involved. Choose one song that best captures the tone of the play and then videotape scenes, images, people, etc. that help you express the theme of appearance versus reality. Unless you plan to use spoken word in the video, you will need to either incorporate text into the video itself or hold up written words to get your point across. Look to the music video for “Dirty Little Secret” for an example of this. The song must be at least two minutes long, and the video should be creative as well as being clearly relevant to the play. You may choose to pantomime specific moments from the play (i.e., Claudius on his knees praying) or you may select images and scenes that represent situations or characters in the play. This video will be presented to the class and group members should be prepared to explain their creative choices at that time.

Option #3: Screenplay of One Scene

Main motif: Depends on scene selected

Independently or with one other person, imagine that you are the writing the screenplay for a new modernized film version of Hamlet. First, rewrite one scene from the play (any scene as long as it is clearly significant) in “modern” English. In the script, include the dialogue and stage directions. Next, write a detailed description of the set of the scene, costumes, lighting, and use of background music if applicable. This description should be approximately one page double-spaced. Finally, determine cast the actors in your scene, using famous actors and actresses. Write a brief (one or two sentences) justification of each casting selection.

Option #4: Soundtrack

Main motif: Songs should represent a variety of motifs

Independently, create a soundtrack for a modern film version of Hamlet. It must include a burned CD that includes 5 songs. You should have one song to represent each act of the play – you may decide to have it represent a particular scene within the act or the entire overall act. For each song, write a paragraph explanation that justifies why it is appropriate for that particular act (you will have 5 total paragraphs). Please provide a copy of the lyrics to each song (they should be typed above the paragraph explanation for that song), as well as a CD case/cover that reflects the motifs of the soundtrack.

The Jerry Springer Show

CATEGORY	9	7	5	3
Questions & Answers	Excellent, in-depth questions were asked by host and excellent answers supported by facts from the play were provided by all talk show members.	Questions requiring factual answers were asked by the host and correct, in-depth answers were provided by all talk show members.	Questions requiring factual answers were asked by the host and correct answers were provided by several of the talk show members.	Answers were provided by only 1-2 talk show members.
Costume & Props	All students wore costumes and the group used some props.	Some students wore costumes and the group used some props.	Students wore no costumes, but the group used some props.	No costumes and no props were used.
Interest and Purpose	Video emphasizes corruption and immorality in a clear and interesting way.	Video is interesting but focus on corruption and immorality is somewhat unclear.	Video is not very interesting and focus on corruption and immorality is somewhat unclear.	Video is not interesting and has no discernable purpose.
Knowledge	All students showed excellent knowledge of content, needing no cues and showing no confustion about the content of the play.	All students showed excellent knowledge of content of the play, but 1-2 students once needed note cards to talk or answer questions.	Most students either showed excellent knowledge of content of the play OR their role on the show, but not of both.	Most students seemed unprepared for their performance and seemed confused about the content of the play.
Length of Video	Show was 8-12 minutes long.	Video was within one minute of assigned length.	Video was within two minutes of assigned length.	Video was less than 6 or more than 14 minutes long.
Shakespearean Insults	At least five Shakespearean insults were used in a way that contributed to the show as a whole.	At least five Shakespearean insults were used, but they did not all make sense in the content of the show.	Three to four Shakespearean insults were used, which contributed somewhat to the content of the show.	Less than three Shakespearean insults were used.
Work Ethic	6 Points: All students contributed equally to the product and worked diligently at all times.	4 Points: All students contributed equally to the product and worked diligently at times.	3 Points: There was some discrepancy in the amount of work put forth by group members.	1 Point: Group member clearly did not contribute as much to the group as other members, as observed or reported by group.

Hamlet Music Video

CATEGORY	9	7	5	3
Soundtrack - Emotion	Music stirs a rich emotional response that matches the story line well.	Music stirs a rich emotional response that somewhat matches the story line.	Music is ok, and not distracting, but it does not add much to the story.	Music is distracting, inappropriate, OR was not used.
Images	Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.	Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.	An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.	Little or no attempt to use images to create an appropriate atmosphere/tone.
Point of View - Purpose	Establishes a purpose early on and maintains a clear focus on Appearance versus Reality throughout.	Establishes a purpose early on and maintains focus on Appearance versus Reality for most of the presentation.	There are a few lapses in focus on the theme, but the purpose is fairly clear.	It is difficult to figure out the purpose of the presentation.
Use of text	Text is smoothly incorporated throughout, is easy to read, and clearly relates to the storyline of Hamlet.	Text is generally smoothly incorporated, is usually easy to read, and clearly relates to the storyline of Hamlet.	Text is not a major focus of the video, is sometimes difficult to read, or does not clearly relate to the storyline of Hamlet.	Text is not used, is very difficult to read, or does not relate to the storyline of Hamlet.
Explanation	Group members are able to use the text of Hamlet to justify all creative choices.	Group members are able to use the text of Hamlet to justify most creative choices.	Group members are only able to occasionally use the text of Hamlet to justify creative choices.	Group members are not able to use the text of Hamlet to justify creative choices.
Images Depicting Theme	Video reveals at least 8 lies and secrets from the text of Hamlet in a clear, creative way.	Video reveals at least 8 lies and secrets from the text of Hamlet in a clear way.	Video reveals 5-7 lies and secrets from the text of Hamlet in a clear way.	Video reveals less than five secrets or the secrets are unclear throughout.
Work Ethic	6 Points: All students contributed equally to the product and worked diligently at all times.	4 Points: All students contributed equally to the product and worked diligently at times.	3 Points: There was some discrepancy in the amount of work put forth by group members.	1 Point: Group member clearly did not contribute as much to the group as other members, as observed or reported by group.

Story Writing : Hamlet Screenplay

CATEGORY	9	7	5	3
Accuracy of Facts	All facts presented in the scene are faithful to the text of Hamlet.	Almost all facts presented in the scene are faithful to the text of Hamlet.	Some facts presented in the scene do not clearly relate to the text of Hamlet.	There are several factual errors in the scene.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment.	The story contains a few creative details and/or descriptions, but they distract from the story.	There is little evidence of creativity in the story.
Setting	Many vivid, descriptive words are used to tell when and where the story took place. The modernized storyline clearly fits this setting.	Some vivid, descriptive words are used to tell the audience when and where the story took place, and the storyline is generally fitting for the setting.	The reader can figure out when and where the story took place, but the author doesn't supply much detail or it does not always seem to relate to the modernized storyline.	The reader has trouble figuring out when and where the story took place or the modernized storyline does not match the setting.
Dialogue	The modernized dialogue is realistic and clearly relates to the dialogue in the original text of Hamlet.	The modernized dialogue clearly relates to the dialogue in the original text of Hamlet.	The modernized dialogue is sometimes awkward and does not always relate to the original text of Hamlet.	The dialogue is not modernized or is modernized in a way that does not relate to the original text of Hamlet.
Description	Many vivid, descriptive words are used to describe the scenery, costumes, and lighting. These aspects can be easily visualized	Some vivid, descriptive words are used to describe the scenery, costumes, and lighting. These aspects can be visualized.	The author doesn't supply much detail about lighting, costumes, or scenery.	The reader has trouble figuring out what the lighting and costumes look like.
Cast Justification	All characters in the scene have been appropriated casted and each decision has been convincingly justified.	All characters in the scene have been appropriately casted and each decision has been justified.	All characters in the scene have been casted and most decisions have been justified.	Characters were not casted or the decisions were not justified.
Work Ethic	6 Points: All students contributed equally to the product and worked diligently at all times.	4 Points: All students contributed equally to the product and worked diligently at times.	3 Points: There was some discrepancy in the amount of work put forth by group members.	1 Point: Group member clearly did not contribute as much to the group as other members, as observed or reported by group.

Hamlet Soundtrack

CATEGORY	9	7	5	3	1
Format	Includes recording of all songs in 1 CD; lyrics & justifications are attractively presented and free from errors	Includes all required elements in fairly organized fashion	Includes all required elements; organization is weak	Includes all required elements but songs are not in correct chronological order	Does not include all required elements
Songs and Justifications	Clearly & persuasively describe what is happening during each song & why the song is appropriate for that act	Clearly explains what is happening during each song & why the song is appropriate for that act	Explanations are clear, but writing is a bit weak (or vice versa)	Explanations OR writing is weak	Both explanations and writing
Songs and Justifications	(same as above – this section is worth double credit)
Tone	All songs chosen clearly match the tone of each act	Most songs chosen clearly match the tone of each act	Link between tone and act is evident only after reading justification	Some songs blatantly do not match the tone of a act	Songs are inappropriate or disregard the tone of the acts
Creativity	Case is unique, attractive, & thought-provoking	Case is unique and attractive	Case includes only song names	Case is blank	Case/cover not included
Variety of Songs	The songs represent a wide variety of musical genres and topics	The songs represent some variety in genre and topic	The songs are fairly similar in genre and topic	Most of the songs are the same genre and/or topic	All of the songs seem extremely similar in genre and topic
Work Ethic	6 Points: Student worked diligently throughout each class period and clearly worked on the project outside of school as well.	4 Points: Student typically worked diligently throughout each class period and finished project at home.	3 Points: Student worked diligently at times and may have been distracted at other times.	2 Points: Student was often off-task during class and did not seem to spend much time on the project outside of school.	1 Point: Student was off-task most of the time and did not seem to spend time on the project outside of school.

Ms. O'Donnell's World Literature

Monday, September 30, 2013

Monday, Tuesday & Wednesday

Friday, September 27, 2013

Friday, September 27

Monday, September 23, 2013

Tuesday, September 24