You need to look at the following list of questions/statements and choose one to develop into a thesis statement and develop an essay around.  The learning goal and rubric are below.  Essays will be due next Monday 2/24.

QUESTIONS TO DEVELOP THESIS STATEMENTS ABOUT AND ANSWER

1. Polonius is sometimes played as a senile old fool, sometimes as a shrewd and worldly old man.  Which interpretation do you agree with and why?
2. Pick one character who could, at some point, have changed the whole chain of events.  Discuss.
3. Analyze the three appearances of the ghost seen in the play.  Where did he appear; to whom did he appear?  How does the third appearance differ from the first two?  What is the significance of this?
4. Discuss the reasons for Hamlet’s apparent delay in seeking revenge for his father.  What is your opinion regarding his procrastination?
5. Compare and contrast Hamlet, Laertes, and Fortinbras as avengers.
6. What is Hamlet’s attitude towards life and people?  How does it affect his actions?
7. Apply the following quote to Hamlet: “A man who wishes to make a profession of goodness in everything must necessarily come to grief among so many who are not good.  Therefore, it is necessary for a prince, who wishes to maintain himself, to learn how to not to be good, and to use this knowledge and not use it, according to the necessity of the case.”  -- THE PRINCE, Machiavelli
8. Examine the reoccurring pun on sun and son.  How does this symbol work in the overall meaning of the play.
9. Was Ophelia pregnant with Hamlet’s child?
10.  Did Hamlet slip into madness?
11.  It is Hamlet who causes the downfall of Denmark.
12. What is the meaning of the pirates?
13. Is Hamlet Jesus Christ?  How is Horatio either John the Baptist or an apostle.
14. Why or how is Denmark the Garden of Eden?
15. Gertrude knows about the murder?
16. The meaning of prostitution in Hamlet?
17. Can Hamlet be compared to our current society?  If so, how?

Students will demonstrate an understanding of Hamlet by choosing a prompt from below, developing a thesis statement out of it, and answering the thesis statement by analyzing and using direct evidence from the text. 

Analytical Essay Rubric

	4	3	2	1
Thesis, opening paragraph.	Student takes a clear position on the prompt/topic.  Thesis Statement is defensible.  Hook and thesis statement link.  Order of development is present and sets up how the thesis will be investigated.  Thesis connects prompt to the text as a whole.	Student has a clear and defensible thesis statement. Thesis connects prompt to the text as a whole. Essay contains a hook.	Thesis statement is attempted, But – maybe not be defendable.  May not be clear.  May be wordy. May not connect to the text as a whole.	There is no recognizable thesis statement. Or there may be multiple thesis statements.
Use of Evidence	Evidence is introduced and relevant to the thesis and analysis is thorough makes clear how the evidence connects to and defends the thesis.  Evidence is properly cited. (3-4 pieces of evidence per point)	Evidence is introduced and relevant to the thesis.  The analysis makes connection between evidence and thesis, but the quality and/or quantity is inconsistent.  Evidence is cited. (2 pieces of evidence per point)	Evidence is relevant to the thesis and there is some analysis attempted, but the analysis may be taken out of context, misinterpreted, or oversimplified.  (2 pieces of evidence per point)	Evidence is attempted, but may not defend thesis or there is no connection made between evidence and the thesis.  No direct quotation, or citations.
Sophistication of Writing	Use of prose style that is especially vivid.  Student uses rhetorical strategies such as parallel structure.  Varied syntax.  High level vocabulary.   Language consistent for an academic essay.	Student uses varied syntax.  Some high level vocabulary present.  Prose style is engaging.  Language consistent for an academic essay.	Student attempts varied syntax.  Vocabulary might be simplistic or repetitious.  Prose style is sometimes engaging but might be repetitious of ideas.  Language may not be consistent for an academic essay	Wordy, repetitious.  Vocabulary might be repetitious or the use of “to be” verbs may be overused.  Not engaging.
Grammar	No Errors	1-3 errors that do not distract from reading.	More than 3 errors, or the errors present distract from reading.	Many errors.  Errors seriously distract from the reading of the text.
Length	More than 5 pages	3-5 pages	Less than 3 pages	Less than 1 page