mrthompson
@dsdmail.net
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January 16-20, 2012: Third Term Begins
Schoolwide 9th Grade Word Cell o' the Week: -ambul-
(walk, go) Monday, January 16
- Human Rights Day
- Thank you, Dr. King!
(And not just for the day off!)
Tuesday, January 17: A Day
Wednesday, January 18: B Day
- New Term, New Semester, New Classmates, New Seats, New Hall Passes,
New Shakespearean Tragedy
- What to Keep
- Writing Notebook: During the time we are studying Romeo and
Juliet, the Poem o' the Day will be replaced by the Shakespearean
Quote o' the Day. Your assignment is to copy the quotation exactly
as it is written (including punctuation, line spacing, and source),
and then paraphrase it and give an example
from your own experience that supports the statement.
- Shakespearean Quotes o' the Day -- Copy and discuss these
quotes:
"If all the year were playing holidays,
To sport would be as tedious as to work."
-- Henry IV, Part 2: Act II, Scene 1
Example: I think this quotation means that if
your whole life is a vacation (playing holidays), even playing (sport)
gets boring (tedious). I see this in my own life at the end of summer,
when I've been out of school for more than two months. I actually
look forward to going back because I get bored when I don't have anything
I HAVE to do.
"O, it is excellent
To have a giant's strength,
but it is tyrannous
To use it like a giant."
--Measure for Measure: Act II, Scene 2
-
- Close Read The
Prologue from Romeo and Juliet (and paraphrase in
WN)
- Three Ways to Present The Prologue: Audio/Video
-
- Why
is Shakespeare hard?
- The Point: Part of the reason modern readers consider Shakespeare
boring and/or incomprehensible (besides the fact that most of
them have the critical thinking skills of third graders) is because
Shakespeare's plays and language are the product of a world that
is nothing like ours. His characters, however, illustrate that
while the world is very different now, people are still much the
same. We have the same emotions, flaws, and passions as people
have had throughout history. By understanding a little about the
time and place in which the plays were written, it can help modern
readers get past all the unfamiliar stuff and enjoy the human
stories that we can all relate to.
- "How to Read Shakespeare" (MPT: p. 781-2)
- Drama: Academic Vocabulary (This
is what you need to watch for while we study Romeo and Juliet.)
-
- Assignment of R&J Passages:
Analyze (close read) your passage. Your job is to become
the expert on your assigned part, so that when we encounter that passage
in our study of the play, YOU can help us understand it. Also, you
will later memorize a section of your assigned passage to recite aloud
for the class. (But more on that later. For now, just do the analysis.
This
website will help.)
-
- Reading Assignment: Paraphrase
your assigned passage. (Fill out the worksheet.) Dust off the
Massive Purple Text you have at home! Locate your assigned
passage therein and read it over. Examine the pictures and margin
notes to help with your close reading. Starting next time, there will
be a reading schedule for Romeo and Juliet.
-
-
Thursday, January 19: A Day
Friday, January 20: B Day
- Turn in the paraphrase
of your assigned passage.
-
- WN: So, what d'ya think of the new class? New semester? New
faces? New classes? (100+)
-
- WN: Shakespearean Quote o' the Day -- Copy, paraphrase, and
give an example to support this quote:
"The sweetest honey
Is loathsome in his own deliciousness
And in the taste confounds the appetite."
--Romeo and Juliet: Act II, Scene 6
-
- Shakespeare's Language:
A Glossary of Common Terms
& Shakespearean
Insults & More
Shakespearean Insults (Create your own!)
- WN: Write your own Shakespearean Dialogue!
-
- Romeo and Juliet: Listen, follow along, and see if you
get it.
-
- Word Cells o' the Day: -clud-
/ -fin-
- (New Neologulsion
page: Do the first one using one or more of these.)
- Homework (Reading Schedule): Act I, Scenes 2
& 3
- (There will be a quiz next time. Read carefully and use margin notes!)
January 23-27, 2012: -port-
Monday, January 23: A Day
Tuesday, January 24: B Day
- Comprehension Quiz: Romeo and Juliet, Act I, Scenes 2 &
3
-
- Shakespearean Quote o' the Day -- Copy, paraphrase, and give
an example to support this quote:
"Talkers are no good doers: be assured
We go to use our hands and not our tongues."
Richard III, Act I, Scene 3
-
- In-class Reading: Act
I, Scene 4 (Queen Mab)
- "Lecture"
- What is a dramatic foil? (Define on your drama
vocab. handout.)
- Why are some words given stress marks on the -èd ending
(banishèd, punishèd, upturnèd)?
- Video: Three ways Queen Mab Could be Presented
- Discussion Question: Which one did you like the best? Why? (Give
specific reasons.) Write your response on the back of your Scene 2/3
quiz.
-
- Word Cells o' the Day: -con-...and
its many
variants
- Neologulsion: Do
the second one using one or more of these: -co-, -com-, -con-, -cor-,
-col-, or -port-.
- GP Semicolon Rule #1: Use a semicolon to join
independent clauses. (In this instance, a semicolon and a period
operate the same way. A semicolon would be used to emphasize that
the independent clauses are closely related. DO NOT use a conjunction
when joining independent clauses with a semicolon!)
Example: I went to the swimming pool; I swam twenty laps.
Example #2 (NE6 ; adj.): Queen Mab is one of the meanest women
in mythology; she ensures strange dreams.
- Grammar
Punk Hall of Fame: Are you in there, yet?
- Homework Reading: Scene
5 (They meet!)
- (There will be a quiz next time. Read carefully and use margin notes!)
Wednesday, January 25: A Day
Thursday, January 26: B Day
- Comprehension Quiz/Review: Romeo and Juliet, Act I, Scene
5
-
- Shakespearean Quote o' the Day -- Copy, paraphrase, and give
an example to support this quote:
"The harder matched, the greater victory."
Henry VI, Part 3: Act V, Scene 1
-
- "Lecture": Finish definitions on Drama
Vocab. Handout
- Irony: Verbal, Situational, Dramatic
- Why does Shakespeare seem to be apostrophe crazy: fall'st,
speak'st, o'er, e'er, 'Tis,
etc.?
-
- In-class from text: The Balcony Scene (Act II, Scenes 1
& 2)
-- Audio
- The Balcony Scene x 3: Video Comparison
- In-class (if time): Act
II, Scene 3 (Meet Friar Laurence!)
-
- Homework Reading: Through Act
II, Scene 4
Friday, January 27: A Day
- Comprehension Quiz: Romeo and Juliet, Act II, Scene 4
-
- Shakespearean Quote o' the Day -- Copy, paraphrase, and give
an example to support this quote:
"Pleasure and action make the hours seem short."
Othello, Act II, Scene 3
-
- In-class: Act II, Scenes 5
& 6
+ Act
III Scene 1 (with audio)
- Video: The Death of Mercutio (x3)
-
- Homework: Read Act III, Scenes 2
& 3
(+ Scene
4 Close Reading Assignment)
- All students were given a copy of Scene 4 to write on. On the front
was Shakespeare's original, and on the back was a modern "translation."
Pretend that YOU are the director of this scene.
- On the FRONT (Shakespeare's original) do the following:
- Mark your confusion & check with the translation to clarify.
- In the right margin, paraphrase the dialogue.
- In the left margin, write specific stage directions for each
line of dialogue. (What is the character doing while he speaks
his lines?)
- At the bottom, explain the dramatic irony: What things do the
audience know that the characters do not?
January 30 - February 3, 2012
Monday, January 30: B Day
- Comprehension Quiz: Romeo and Juliet, Act II, Scene 4
-
- Shakespearean Quote o' the Day -- Copy, paraphrase, and give
an example to support this quote:
"Pleasure and action make the hours seem short."
Othello, Act II, Scene 3
-
- In-class: Act II, Scenes 5
& 6
+ Act
III Scene 1 (with audio)
- Video: The Death of Mercutio (x3)
-
- Homework: Read Act III, Scenes 2
& 3
(+ Scene
4 Close Reading Assignment)
- All students were given a copy of Scene 4 to write on. On the front
was Shakespeare's original, and on the back was a modern "translation."
Pretend that YOU are the director of this scene.
- On the FRONT (Shakespeare's original) do the following:
- Mark your confusion & check with the translation to clarify.
- In the right margin, paraphrase the dialogue.
- In the left margin, write specific stage directions for each
line of dialogue. (What is the character doing while he speaks
his lines?)
- At the bottom, explain the dramatic irony: What things do the
audience know that the characters do not?
Tuesday, January 31: A Day
Wednesday, February 1: B Day (Read-a-Thon in Homeroom)
- Turn in Director's
Close Read of Act
III, Scene 4 OR Take Reading Quiz
- Shakespearean Quote o' the Day -- Copy, paraphrase, and give
an example to support this quote:
"O sir, to willful men
The injuries that they themselves procure
Must be their schoolmasters."
King Lear, Act II, Scene 4
- Return Passages for Memorization:
Memorize and Practice Reciting at least 12-16 lines (end at a logical
place; do not stop in the middle of a sentence). Presentations will
be on February 8/9.
- Romeo and Juliet: Act
III, Scene 5
- Begin Act IV (with study guide)
-
- Word Cells o' the Day: -pel-/-puls- / -tract-
- (Do another new word on the Neologulsion
page.)
-
- Workin' on the back of the Drama
Vocab. Handout yet?
-
- Homework: Finish Act IV and study guide
Thursday, February 2
Friday, February 3
- Turn in study guide for Act IV (in lieu of quiz)
- Shakespearean Quote o' the Day -- Copy, paraphrase, and give
an example to support this quote:
"All things that are
Are with more spirit chased than enjoyed."
The Merchant of Venice, Act II, Scene 6
- Writing Notebook: Paraphrasing Practice (MPT, p.
894)
You should be getting pretty good at this by now...but don't confuse
summarizing with paraphrasing.
- Act IV: Scenes 1,
2,
3,
4,
5
on video -- Compare the important speeches to the text to see how
they differ from movie.
-
- Act V, Scenes 1
& 2:
You play the parts! ("Table Read")
-
- 4th - 7th: Word Cells o' the Day: -pel-/-puls- / -tract-
- (Do another new word on the Neologulsion
page.)
- Workin' on the back of the Drama
Vocab. Handout yet?
-
- Homework: Memorized Passages
(12-16 lines) due February 8/9!
February 6-10, 2012: -ven-
Monday, February 6: A Day
Tuesday, February 7: B Day
- Shakespearean Quote o' the Day -- Copy, paraphrase, and give
an example to support this quote:
"Give every man thine ear, but few thy voice."
Hamlet, Act I, Scene 3
- Finish Romeo and Juliet: Act V, Scene 3
(You play the parts!)
-
- Turn in R&J
Drama Vocab. Worksheet + Shakespeare-related stuff
-
- Writing Assignment: Are Romeo and Juliet tragic heroes? Why or
why not? Provide specific examples from the play to support your reasoning.
-
- Extra Credit Opportunity: Comparing a Play and a Film
Massive Purple Text, p. 926-933
Compare a film version of Romeo and Juliet to Shakespeare's written
version. Follow the instructions in the Massive Purple Text.
Due February 15th!
-
- WN: Review GP Semicolon Rule #1: Write a sentence
about Romeo and Juliet that illustrates this rule; moreover, add an
independent marker to that sentence to also illustrate...
- WN: GP Semicolon Rule #2: Use a semicolon before
an independent marker that connects independent clauses.. (What's
an independent marker?)
Example: I went to the swimming pool; however, I did not swim
very far.
Wednesday, February 8: A Day
Thursday, February 9: B Day
- Review the Play: Present Romeo and Juliet Memorizations
- Writing Notebook: What was your take on Romeo and Juliet?
Did you like it? Hate it? Why? Was it as good or bad as you expected?
Were you able to make sense of it on your own after a couple weeks
of practice? Can you see why it is still popular? Would you ever willingly
try to read/view/study another Shakespeare play? Discuss. (100+)
- Writing Notebook Evaluation
- Schoolwide Word Cell o' the Week: -ven-
- Word Cell o' the Day: -ex-
/ -e- / -ec-
- (Do another new word on the Neologulsion
page.)
- Grammar Punk: Review Semicolon Rules 1 & 2
- Return Drama Worksheet to study for test next time.
Friday, February 10: A Day
- "Reduced" Romeo and Juliet
- Final (Objective) Test on Romeo and Juliet
- (This was a great idea to practice genre writing, but we didn't
actually do it because we needed to get going on mythology....but
next year, for sure!)
Letters from Verona -- Take on the "voice" of one
of the following characters: Romeo, Juliet, Nurse, or Friar Laurence.
(You become that character, using the first-person -- I, me, mine,
etc. -- and express that character's concerns and personality.) Write
a letter to one of the other characters. Do not just copy a passage
from the play, but make up something that may have been written between
the scenes. For example, you may choose to write Romeo's suicide note
that Prince Escalus refers to at the end of the play. You could write
the letter Juliet may have sent after the nurse told her to marry
Paris. You might write the undelivered letter that Friar Laurence
sent to Romeo. Your letter should indicate that you have a firm understanding
of the story and that you are creative enough to consider how the
character would feel and express him/herself. This should be a substantial
piece of writing, not just a quick and sloppy hack job.
- What do you already know about Greek
Mythology?
February 13-17, 2012: -ced-/-ceed-/-cess-
Monday, Februrary 13: B Day
- Final (Objective) Test on Romeo and Juliet
- What do you already know about Greek
Mythology?
- Midterm
Tuesday, February 14: A Day (Library)
Wednesday, February 15: B Day (Library) -- PT Conferences
- Library: Mythology Research
- Topic Assignments: Essential Questions
- Library
Research Handout (Find the answer to your Essential Question!)
-
- Homework: Close Read "The War with the Titans"
Comprehension, Summarizing, and Evaluating
Thursday, February 16: A Day (Library & Lab 202)
Friday, February 17: No School
Monday, Februrary 20: Day of Presidents (No School)
Tuesday, February 21: B Day (Library & Lab)
Wednesday, February 22: A Day (Lab 202: 45-60 min.)
Thursday, February 23: B Day (Lab 202: 45-60 min.)
- Class Work:
- Word Cell o' the Week: -duc-/-duct-
- Oops! Forgot these last week: -ced-/-ceed-/-cess-
- (Do another new word on the Neologulsion
page.)
-
- Quiz/Discussion: "Epic & Myth" Reading Assignment
- How to read epic poetry: As with Shakespearean poetry, read to the
punctuation, not line-to-line.
(Do you understand it? Can you summarize it? Why would Homer try to
tell a story this long with poetry? If it's poetry, why doesn't it
rhyme?)
-
- Trojan War: The Basics
- In-Class Practice: Homer's Prayer to the Muse (MPT, p.
651)
-
- Homework: Calypso, The Sweet Nymph (pp. 651-654)
-
- Lab Work:
Here is a model
paper that illustrates how yours should be done.
- Finish Draft of Research Paper & Print it!
-
- If time: Change your display name on Goodreads
to reflect your current class period.
(Review on a book of choice due March 10!)
-
- If you have time, run this
presentation to finish the Mythology
Grid
Friday, February 24: A Day
- Turn in rough draft or outline of your myth research
paper.
-
- Word Cell o' the Day: -re-
- (Have you lost the lists of prefixes & suffixes? Print
another one from home!)
- Do another new word on the Neologulsion
page. (Only one more to go after this! Make sure yours is complete!)
-
- Poem o' the Day: Since much of classical mythology (and all of The
Odyssey) was originally written in poetic verse, the Poem o'
the Day will be replaced by these myths and stories for the duration
of our mythology unit.
-
- Quiz on Homework Reading: Calypso (MPT, p. 652-654)
-
- WN: "Calypso" by Suzanne Vega (MPT, p.
665): Listen to the song "Calypso" by Suzanne Vega (lyrics
on page 655). What is the tone of the song? Does it help you understand
the story? What does it tell you that the song was inspired by a story
that is more than 3000 years old? What timeless themes are addressed?
(100+)
The Odyssey: I am Laertes' Son, The Lotus Eaters (pp. 655-659)
- The Odyssey: The Cyclops (pp. 660-670)
-
- Epithets (WN): Read page 715 in The Massive Purple Text.
In your Writing Notebook, write suitable descriptive epithets for
ten people you know, including yourself.
-
- Homework: The Enchantress Circe, pp.673-675
- The Land of the Dead, pp. 675-677
- In place of a quiz, you will turn in this
passage summary worksheet. Have it down when you get here next
time!
(Don't get it? Here's
a model based on the section we read in class today.)
February 27 - March 2, 2012: -ten-/-tain-
Monday, February 27: B Day
- Turn in rough draft or outline of your myth research
paper.
-
- Word Cell o' the Day: -re-
- (Have you lost the lists of prefixes & suffixes? Print
another one from home!)
- Do another new word on the Neologulsion
page. (Only one more to go after this! Make sure yours is complete!)
-
- Poem o' the Day: Since much of classical mythology (and all of The
Odyssey) was originally written in poetic verse, the Poem o'
the Day will be replaced by these myths and stories for the duration
of our mythology unit.
-
- Quiz on Homework Reading: Calypso (MPT, p. 652-654)
-
- WN: "Calypso" by Suzanne Vega (MPT, p.
665): Listen to the song "Calypso" by Suzanne Vega (lyrics
on page 655). What is the tone of the song? Does it help you understand
the story? What does it tell you that the song was inspired by a story
that is more than 3000 years old? What timeless themes are addressed?
(100+)
The Odyssey: I am Laertes' Son, The Lotus Eaters (pp. 655-659)
- The Odyssey: The Cyclops (pp. 660-670)
-
- Epithets (WN): Read page 715 in The Massive Purple Text.
In your Writing Notebook, write suitable descriptive epithets for
ten people you know, including yourself.
-
- Homework: The Enchantress Circe, pp.673-675
- The Land of the Dead, pp. 675-677
- In place of a quiz, you will turn in this
passage summary worksheet. Have it down when you get here next
time!
(Don't get it? Here's
a model based on the section we read in class today.)
Tuesday, February 28: 8-period Day (Lab 202)
Wednesday, February 29: 8-period Day (Interviews) (Lab 202)
- All classes are shortened again today, and we will participate
in the mock job interviews during English class. This will probably
not take the entire period, and we will have access to the lab for
those who did not finish their revisions yesterday.
- Evaluate your second draft with this
checklist.
-
- Turn in everything in this order:
- Top: Checklist
- Typed second draft
- Works Cited Page
- First (very rough) draft
- Bottom: Library
Research Worksheet
-
- Note: Reading Schedule has been altered slightly.
No homework reading tonight. We will do it all in class tomorrow
and Friday!
-
Thursday, March 1: A Day
Friday, March 2: B Day (Sub.)
- Turn in Research Paper in this order:
-
- In-class Reading: The Sirens; Scylla and Charibdis, pp. 678-683
& The Cattle of the Sun God, pp. 684-686
- Assignment: Do these on a separate paper to hand in TODAY.
- Answer questions 1-7 on page 687.
-
- Writing Notebook (Genre Writing): Choose any of the adventures
in the first part of The Odyssey (except Calypso) and write
a letter from another character to Odysseus. Take on the voice of
that character and address the issues that character would feel are
important. (200+)
- Word Cells: Add -ten-/-tin-/-tain-
- Do the last new word on the Neologulsion
page. Turn it in!
-
- Homework: Write a one-paragraph summary of "Coming
Home," p. 690. (You are summarizing a summary.)
March 5-9, 2012: -hal-
Monday, March 5: A Day
Tuesday, March 6: B Day
- Turn in your summary of "Coming Home" (MPT, p.
690).
- Writing Notebook: How was your job interview last week? Were
you nervous? Anything unexpected occur? Do you think this was a valuable
experience that will help you later on when the interview is for real?
What did you learn that you didn't know before? Discuss. (100+)
- Homeric Similes
(MPT, p. 688): Read the instructions and complete the assignment
called "Practice 2," which includes explaining one of the
Homeric similes in the text as well as writing three (3) Homeric similes
of your own.
- The Odyssey: All this is in-class reading. (And I did most
of it!).
- The Meeting of Father and Son, pp. 691-694
- The Beggar and the Faithful Dog, pp 694-695
- Summary: The Epic Continues (1 paragraph each x 7)
- The Test of the Great Bow, pp. 698-702
- Review this presentation
to finish the Mythology Grid
(for test).
-
- Research Paper: Drafts will be handed back today. Using the checklist
from last week and this Research
Paper Review, annotate your draft so you can make any needed corrections.
This will be the last time we talk about the research papers before
the final drafts are submitted and scored.
- Homework: Using the suggestions from the Research
Paper Review, revise your research paper one final time, making
sure it meets all the requirements. Have a digital file that contains
the final draft next time! You can e-mail it to yourself, bring it
on a flash drive, or use your MyDSD "locker," but you have
to have it here and it has to be digital. No more paper drafts will
be submitted.
- 5th/6th Periods:
- Word Cells: Add -ten-/-tin-/-tain-
- Do the last new word on the Neologulsion
page. Turn it in!
Wednesday, March 7: A Day (Lab 202)
Thursday, March 8: B Day (Lab 202)
- Students were to bring a digital version of the final draft of your
research paper (flash drive, e-mail to self, etc.).
-
- Log in to Utah
Write.
- Open the topic called "Research Paper."
- Copy and paste your final draft (with Works Cited Page) into the
text field and submit for scoring. You may re-submit one time to improve
your score, but keep in mind that I am the one who will ultimately
give the paper a final grade. It is more important to impress me than
to impress the computer.
-
- Log in to Goodreads
and change your display name onto reflect your current class period.
(Review on a book of choice due March 10! That's
a Saturday, and it is due FOR EVERYONE on that day: A-day AND B-day!)
Don't forget to put the
outline in the box so I know to look for yours!)
-
- Log in to the Class
Wiki. Find your page (even though it may no longer contain the
correct period -- that will be fixed soon) and post the following
on it (at the top of the page, above all the old stuff):
- The best new word and complete wiktionary definition from your
Neologolusion
page. Follow the example at the top of the Neologolusion paper.
- Your most descriptive and powerful Homeric
simile from the last class session.
- Review this presentation
to finish the Mythology Grid
(for test).
- Finish The Odyssey: Death at the Palace, pp. 703-705
- Odysseus and Penelope, pp. 706-709
Friday, March 9: A Day
- The Odyssey Review Quiz/Discussion
-
- Mythological Heroes: Take
Notes
-
- The Odyssey Movie
-
- Open-note Mythology Test Next Week
- Mythology Grid
- "War With the Titans"
- Heroes/Character Notes (from today)
- Book Reviews due (on Goodreads) Tomorrow!
March 12-16, 2012:
-mar-
Monday, March 12: B Day
- The Odyssey Review Quiz/Discussion
-
- Mythological Heroes: Take
Notes
-
- The Odyssey Movie
-
- Open-note Mythology Test Next Week
- Mythology Grid
- "War With the Titans"
- Heroes/Character Notes (from today)
Tuesday, March 13: A Day
Wednesday, March 14: B Day
Thursday, March 15: A Day
Friday, March 16: B Day
- Mythology Test of Epic Proportions: Term Test (Open Notes)
- Writing Notebook: Third Term Reflection -- How did it go? Did
it fly by or drag? Did you do your best work? Were there unexpected
surprises? Discuss. (100+)
- Last Chance Extra Credit: Word
Cells Review Crossword
(Use word cells lists to find "literal definitions")
- End of Third Term!
"Did I miss anything?"
This is the most annoying question students who have been absent can ask.
My usual sarcastic reply is something like this: "Oh, heck no! We knew
you were gone, so we just sat around all day and looked at each other.
You don't really think I'm going to assign work on a day you're
not here, do you?" So, in order to keep everyone (students and their parents)
apprised of what exactly is going on each day in class, I am going to
put it here. Check back often!
We have made every reasonable attempt to insure that
our web pages are educationally sound and do not contain links to any
questionable material or anything that can be deemed in violation of the
DSD Acceptable Use
Policy. We have also made every effort to insure that our web pages
are free of personality, character, or any other small uniqueness that
students might enjoy.
This page is maintained according to the DSD
Internet Publishing Guidelines by FFJH
Webmasters.
©2012 Michael Thompson - All rights reserved.
*<%^) |
