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January 14-18, 2019: Welcome to Third Term!

• This term you will learn...
• ...to analyze, appreciate, and author poetic epitaphs.
• ...the academic vocabulary of poetry and drama.
• ...how to make sense of Shakespeare.
• ...the elements of tragedy.
• ...how to use commas, semicolons, and colons correctly.
• ...how to write and present a podcast.
• ...yet more word cells!
• ...to read.
• ...to write.
• ...to repeat.
• ...and, as always, some surprises!
• New Term, New Semester, New Reading Schedules, New Classmates, New Seats, New Hall Passes, New Poems, New Voices, New Arguments...
  

Monday, January 14: A Day
Tuesday, January 15: B Day

• [No Intervention: Extended 4th/8th Periods]
• New Classmates/New Seats
• Hall Passes
• Word Study: Third Term Word Cells [Pretest]
• Assignments/Due Dates & Presentation Outline
• You should still have lists from first and second terms as well as all the prefixes and suffixes.
• Use the Word Cell Archive and/or The Big List to write your podcast.
• It's official: Mark your calendars and prepare your podcasts!
• Model Word Cells Podcasts
• Reading/Literature
• Spoon River Anthology: The Epitaphs, the Poetry, and The Game
• Assignment: Using the book, answer these questions! (One each in class.)
• Poetry Terms: These will help!
• The cross-referenced epitaphs from the game should be familiar to you:
• Judge Somers & Chase Henry & Penniwit the Artist
• Editor Whedon & Carl Hamblin
• The Town Marshal & Jack McGuire
• Ollie McGee & Fletcher McGee
• Cooney Potter & Fiddler Jones
• Elsa Wertman & Hamilton Greene
• Journal #1: The Beginning of the End
• Today is the first day (in the classroom) of the second semester. You have new classmates, new seats, and maybe a new outlook (?). Half of your first year of high school is behind you, and the other half of that first year starts now. What are your plans? How will this semester be different from last semester? Is your new schedule better or worse? Why? How do you want things to be five months from now, and what are you planning to do to make it happen? Discuss. Explain. Pontificate. Elaborate. Rant. Rave. Analyze. As always, fill the page!
• 
  

Wednesday, January 16: A Day
Thursday, January 17: B Day

• [No Intervention: Extended 4th/8th Periods]
• Composition: First the practice: Use this Academic Writing Checklist to evaluate your own R.A.C.E. paragraphs from last term:
  • Tone vs. Mood in Epitaphs
• Read/Write:
• RACE Writing Checklist: "January" Poem
• Poetry Terms
• This model is not the same assignment you have, but it is labeled like yours should be.
• Now the real assignment: Use the Academic Writing Checklist to evaluate your response.
• Turn in your annotated response with evaluation!
• Composition: Creative Writing Assignment
• Meet the Purkapiles: This is how they work. (Practice with Odysseus/Penelope checklist.)
• Choose a pair of characters from a novel, movie, or well-known story.
• Write a free verse poetic epitaph for each of these characters that includes the following:
  • Two poetic comparisons: metaphor and/or simile
  • Parallel structure
  • Allusion to a widely-known event or person
  • Alliteration (keep it discreet: not ten words in a row)
  • Rhetorical question
  • A cross-reference to the other character so the reader knows “the whole story”
• When placed together, the final epitaphs should not be larger than an 8½ x 11 sheet of paper.
• Do your best work!
• Here is a model of the whole process.
• [Use this Checklist.]
• Final Drafts due January 31!
• 
  

Friday, January 18: A Day

• [January 19: Disturbed]
• [January 20: Superbloodwolfmoon]
• Journals 2-9: Shakespearean Quotes o' the Day -- During the time we are studying Romeo and Juliet, the Poem o' the Day will be replaced by the Shakespearean Quotes o' the Day.
1. Copy the quotation exactly as it is written (including punctuation, line spacing, and source).
2. Paraphrase it.
3. Tell a story from your own experience that supports or proves the statement.
• Yes, you still have to fill the page!
• Here we go!
• Model: This one is just practice.
  
  "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. For example, .... (Now fill the page.)....
• Now for real...
• Journal #2-- Shakespearean Quote o' the Day
  
  "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
• Grammar: The Oxford Comma & Parallelism (in composition and poetry)
• Parallel Structure: You will need to know this. There will be a test.
  • Practice 1 (in class)
  • Practice 2 (at home)
• Creative Writing Assignment, continued...
• Draft them!
• Here is a model of the whole process.
• Type Creative Writing Assignment (due January 31/February 1)!
• Use this checklist to guide your work.
• [Practice on the Odysseus/Penelope Models]
• 
  

January 21-25, 2019

Monday, January 21: MLK Holiday (Human Rights Day)

• Thanks, Dr. King!
• 
  

Tuesday, January 22: B Day

• [Intervention: Word Cell Podcast Set #1]
• Journals 2-9: Shakespearean Quotes o' the Day -- During the time we are studying Romeo and Juliet, the Poem o' the Day will be replaced by the Shakespearean Quotes o' the Day.
1. Copy the quotation exactly as it is written (including punctuation, line spacing, and source).
2. Paraphrase it.
3. Tell a story from your own experience that supports or proves the statement.
• Yes, you still have to fill the page!
• Here we go!
• Model: This one is just practice.
  
  "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. For example, .... (Now fill the page.)....
• Now for real...
• Journal #2-- Shakespearean Quote o' the Day
  
  "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
• Grammar: The Oxford Comma & Parallelism (in composition and poetry)
• Parallel Structure: You will need to know this. There will be a test.
  • Practice 1 (in class)
  • Practice 2 (at home)
• Creative Writing Assignment: Outline them!
• Here is a model of the whole process.
• Use this checklist to guide your work.
• [Practice on the Odysseus/Penelope Models]
• 
  

Wednesday, January 23: A Day
Thursday, January 24: B Day

• Word Cells Presentations: Set #1
• Add these to your Third Term Word Cells:
  • -cis-/-cid-
  • -mit-/-miss-
  • -ject-
  • -duc-/-duct
• Parallel Structure : You need to know this. There will be a test.
• Practice 3 (in class)
• Practice 4 (on your own)
• Journal #3
• 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 Intro: Miramax Biography
• Write down observations that will help you answer this question:
  How was Shakespeare's world different than our own?
• [Finish next week!]
  

Friday, January 25: A Day

• Parallel Structure: Can you do this? (in class) Or this? (on your own)
• There will be a test on parallel structure next week! Just sayin'....
• Creative Writing Assignment: Draft them!
• Here is a model of the whole process.
• Journal #4
• 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
• Reading/Literature
• The Tragedy of Romeo and Juliet
• The Prologue Assignment with Close Read
• Why is Shakespeare Hard? (E-notes may help!)
• Why are some words given stress marks on the -èd ending
  (banishèd, punishèd, upturnèd)?
• Why does Shakespeare seem to be apostrophe crazy (fall'st, speak'st, o'er, e'er, 'Tis, etc.)?
• Audio/Visual: Three Ways to Stage the Prologue
• 
  

January 28 - February 1, 2019

Monday, January 28: B Day

• Parallel Structure: Can you do this? (in class) Or this? (on your own)
• There will be a test on parallel structure next week! Just sayin'....
• Creative Writing Assignment: Draft them!
• Here is a model of the whole process.
• Journal #4
• 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
• Reading/Literature
• The Tragedy of Romeo and Juliet
• The Prologue Assignment with Close Read
• Why is Shakespeare Hard? (E-notes may help!)
• Why are some words given stress marks on the -èd ending
  (banishèd, punishèd, upturnèd)?
• Why does Shakespeare seem to be apostrophe crazy (fall'st, speak'st, o'er, e'er, 'Tis, etc.)?
• Audio/Visual: Three Ways to Stage the Prologue
• 
  

Tuesday, January 29: A Day [Computer Lab 202 - SRI]
Wednesday, January 30: B Day [Computer Lab 202 - SRI]

• [Intervention: Word Cells Set #2 Podcasts]
• The SRI Test: School Website >>> Students&Parents >>> Student Resources >>> RI
  Use the same login information as you do on school computers.
• WRITE DOWN YOUR SCORE!
• According to the school district, you are a number, and your test scores are numbers used to make decisions that affect you. Your SRI score is one of those numbers. Do your best, so the numbers can't be used against you later. This is likely that last time you will take this reading test.
• Creative Writing Assignment: Type them according to the specifications on the checklist!
• Print/Turn in two copies, one annotated.
• Time to spare? Use the Word Cell Archive and/or The Big List to complete your outline and prepare your presentation.
• More time to spare? Review the parallel structure exercises for the test next time: Exercise 1, Exercise 2, Exercise 3, Exercise 4, Exercise 5, Exercise 6
• 
  

Thursday, January 31: A Day
Friday, February 1: B Day

• Turn in two final copies of the poetic epitaphs, one annotated to show the items on the checklist!
• Word Cells Presentations: Set #2
• -fic- / -fact- / -fect-
• -bio-
• -vert- / -vers-
• -sent- / sens-
• Test on Parallel Structure
• Finish/Turn in The Prologue Assignment with Close Read.
• Why is Shakespeare Hard? (E-notes may help!)
• Why are some words given stress marks on the -èd ending
  (banishèd, punishèd, upturnèd)?
• Why does Shakespeare seem to be apostrophe crazy (fall'st, speak'st, o'er, e'er, 'Tis, etc.)?
• [Finish Shakespeare bio: Preview Romeo and Juliet]
• The Assigning of the Passages: Vocabulary of Drama & Passage Analysis
• Vocabulary of Drama & Passage Analysis: Use the Slim Black Volume to define the vocabulary words.
• Journal #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
• 
  
  

February 4-8, 2019

Monday, Februrary 4: A Day [Computer Lab 202]
Tuesday, February 5: B Day [Computer Lab 202]

• [Intervention: Word Cells Set #3 Podcasts]
• Composition: Shakespeare: Then & Now
• Informational Research/Writing -- How was Shakespeare's world different than the modern world?
• Use any three (3) of the following articles to complete the outline:
• Elizabeth's England
• Shakespeare: Not of an Age, but for All Mankind
• Actors in Shakespeare's Day
• Shakespeare's Audience: A Very Motley Crowd
• Shakespearean Snapshots
• A Nest of Singing Birds
• Shakespeare: Words, Words, Words
• Shakespeare: History is Written by the Victors
• Mr. Shakespeare, I Presume
• Turn in completed outline!
• [If you still haven't turned in your creative epitaphs, ya really should!]
• The Paraphrasing of the Passages: Vocabulary of Drama & Passage Analysis
• Using Spark Notes (or this web site, which used to be free) as a resource, close read your assigned passage of Shakespeare. 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. Look for end punctuation marks (. ? !) and draw lines to divide the passage into sentences. Circle words you do not recognize, including words that you know but that seem to be used in an unfamiliar way. Paraphrase your passage like you did with The Prologue Assignment & Close Read . (Do not try to "translate" word for word, which will sound awkward and ridiculous.) Express the same thoughts in the language a modern teenager would use. Include all the important details. Helpful Extra: Glossary of Common Elizabethan Terms
• Just for Fun: Shakespearean Insult Generator & More Shakespearean Insults
• 
  

Wednesday, February 6: A Day
Thursday, February 7: B Day

• [Intervention: Word Cells Set #4 & 5 Podcast Prep.]
• Word Cells Presentations: Set #3
  • -in-
  • -cip- / -cept-
  • -ven-
  • -ced- / -cess-
• Reading/Literature
• Reading: Romeo and Juliet, Act I, Scene 1
  Listen! Do you get it?
• Helpful Extra: Glossary of Common Elizabethan Terms
• Romeo and Juliet, Act I, Scenes 2, 3
  Listen & read along....
• Journal #6
• 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
• 
  

Friday, February 8: A Day

• [Ms. Green is in da house! Be nice!]
• Vocabulary of Drama & Passage Analysis
• Use the Slim Black Volume (pp. 177-178) to define the vocabulary words on the back of the pink handout. If you have not completed the passage analysis on the front, do so. 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. Look for end punctuation marks (. ? !) and draw lines to divide the passage into sentences. Circle words you do not recognize, including words that you know but that seem to be used in an unfamiliar way. Paraphrase your passage like you did with The Prologue Assignment & Close Read . (Do not try to "translate" word for word, which will sound awkward and ridiculous.) Express the same thoughts in the language a modern teenager would use. Include all the important details.
• Queen Mab: Romeo and Juliet, Act I, Scene 4 [Mercutio's Imagery]
• On your copy of the speech, underline all the visual imagery
• Video: Two Ways Queen Mab Could be Presented
• Queen Mab: Characterization and Imagery Assignment
• Interpreting Imagery: Draw (and label, if necessary) Queen Mab. [Like this. Or this.]
• 
  

February 11-15, 2019

Monday, February 11: B Day

• [Ms. Green is in da house! Be nice!]
• Vocabulary of Drama & Passage Analysis
• Use the Slim Black Volume (pp. 177-178) to define the vocabulary words on the back of the pink handout. If you have not completed the passage analysis on the front, do so. 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. Look for end punctuation marks (. ? !) and draw lines to divide the passage into sentences. Circle words you do not recognize, including words that you know but that seem to be used in an unfamiliar way. Paraphrase your passage like you did with The Prologue Assignment & Close Read . (Do not try to "translate" word for word, which will sound awkward and ridiculous.) Express the same thoughts in the language a modern teenager would use. Include all the important details.
• Queen Mab: Romeo and Juliet, Act I, Scene 4 [Mercutio's Imagery]
• On your copy of the speech, underline all the visual imagery
• Video: Two Ways Queen Mab Could be Presented
• Queen Mab: Characterization and Imagery Assignment
• Interpreting Imagery: Draw (and label, if necessary) Queen Mab. [Like this. Or this.]
• 
  

Tuesday, February 12: A Day
Wednesday, February 13: B Day

• Word Cells Presentations: Set #4
• -grad- / -gress-
• -trans-
• -inter-
• -magn- / -macro-
• Word Cells Presentations: Set #5
• -ped- / -pod-
• -sub-
• -super-
• -circum-
• Journal #1: Shakespearean Quote o' the Day -- Copy, paraphrase, and share a story 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
• They Meet: Act I: Scene 5
• Translate Romeo and Juliet's First Meeting into text messages.
• 
  

Thursday, February 14: A Day
Friday, February 15: B Day

• Reading/Literature
• Vocabulary of Drama (R&J)
• Romeo and Juliet
• Review: Prologue to Capulet's Party
• The Balcony Scene -- Act II: Scene 2
• Journal #2
• Who is your Valentine? Why? Does that person know s/he is your Valentine? (Does anyone else know?) Discuss teen romance.
• Fill the page!
• Reading/Literature
• Balcony Scene Review: Video x 3
• R.A.C.E. Response: Which one is the best? Why
• Romeo & Juliet -- Act II, Scene 3
• 
  

February 18-22, 2019

Monday, Februrary 18: Day of Presidents (No School)

• Poetic Presidents
• 
  

Tuesday, February 19: A Day [Computer Lab 202]

• [Intervention: Word Cells Set #6 Podcast Prep.]
• Romeo & Juliet -- Start here!
• Listen/Read along: Act II, Scene 4 & 5 & 6
• Composition: This was due last time we were in the lab. Use it and these links to compare the Elizabethan world of William Shakespeare to modern America.
• Your essay will be in the standard academic essay format.
• These sentence starters will help with your elaboration.
• Shakespeare's plays have been performed for almost 500 years. The times have changed, but the words and stories remain. Consider how your own experience with Romeo and Juliet (or other works of Shakespeare) is different than that of his original audience in the Elizabethan era. Using your informational outline, movie notes, and/or any of the attached sources, write a multi-paragraph essay that explains why Shakespeare's audience may have appreciated different things about his plays than we do today. Do not just list facts from your notes. Consider how the similarities and differences between the time periods affects your experience, enjoyment, and understanding of the play(s). Be sure to cite your sources within the text of your essay.
• When you are finished, print one FINAL DRAFT (a single sheet of paper/two sides).
• Since you have already done the research and have an outline, THIS SHOULD NOT TAKE MORE THAN 45 minutes!
• It is due TODAY! No exceptions!
• Just for Fun: Shakespearean Insult Generator & More Shakespearean Insults
• 
  

Wednesday, February 20: A/B Day [Computer Lab 202]

• A-day Classes: Complete what you started yesterday as well as today's journal and podcasts.
• 1st - 8:10 – 8:55
• 2nd - 9:00 – 9:45
• 3rd - 9:50 – 10:35
• 4th - 10:40 – 11:25
• B-day classes: Complete today's journal and podcasts, and then begin working on tomorrow's assignment.
• 7th - 11:30 – 12:10
• Lunch - 12:10 – 12:40
• 5th - 12:45 – 1:25
• 6th - 1:30 – 2:10
• 8th - 2:15 – 2:55
• Aw! Ain't that nice?!
• Journal #3
• Shakespearean Quote o' the Day -- Copy, paraphrase, and tell a story that supports this quote:
  "All things that are
  Are with more spirit chased than enjoyed."
  The Merchant of Venice, Act II, Scene 6
• Word Cells Presentations: Set #6
• -pro-
• -contra-
• -path-
• -mega-
• Now it's official!
• The Paraphrasing/Memorizing of the Passages: Vocabulary of Drama & Passage Analysis
• Now that you have used online resources to help you close read and paraphrase your assigned passage of Shakespeare, complete the following:
• Memorize and practice reciting 12+ lines of Shakespeare's original text from your assigned passage!
• Start at the beginning of a sentence, and finish at the end of one.
• Don't stop in the middle of an independent clause just because you have reached the 12-line minimum.
• Due Date: March 6/7
• Assign Extra Credit Podcasts
• 
  

Thursday, February 21: B Day [Computer Lab 202]

• [Intervention: Word Cells Set #7 Podcast Prep.]
• Romeo & Juliet -- Start here!
• Listen/Read along: Act II, Scene 4 & 5 & 6
• Composition: This was due last time we were in the lab. Use it and these links to compare the Elizabethan world of William Shakespeare to modern America.
• Your essay will be in the standard academic essay format.
• These sentence starters will help with your elaboration.
• Shakespeare's plays have been performed for almost 500 years. The times have changed, but the words and stories remain. Consider how your own experience with Romeo and Juliet (or other works of Shakespeare) is different than that of his original audience in the Elizabethan era. Using your informational outline, movie notes, and/or any of the attached sources, write a multi-paragraph essay that explains why Shakespeare's audience may have appreciated different things about his plays than we do today. Do not just list facts from your notes. Consider how the similarities and differences between the time periods affects your experience, enjoyment, and understanding of the play(s). Be sure to cite your sources within the text of your essay.
• When you are finished, print one FINAL DRAFT (a single sheet of paper/two sides).
• Since you have already done the research and have an outline, THIS SHOULD NOT TAKE MORE THAN 45 minutes!
• It is due TODAY! No exceptions!
• Just for Fun: Shakespearean Insult Generator & More Shakespearean Insults
• 
  

Friday, February 22: A Day

• Word Cells Presentations: Set #7
• -micro-
• -anti-
• -phon-
• -man-
• Reading/Literature: Romeo and Juliet
• Act III, Scene 1: The Death of Mercutio (audio = 12 minutes)
• Video (#1: 5:01; #2: 16:13; #3: 14:52 = 36 minutes total)
• Romeo is banishèd.
  • Speaking of which,why are some words given stress marks on the -èd ending
    (banishèd, punishèd, upturnèd)?
  • Why does Shakespeare seem to be apostrophe crazy (fall'st, speak'st, o'er, e'er, 'Tis, etc.)?
  • This will help you when you present your Memorized Passages (12+ full lines) on March 6/7!
• Romeo & Juliet: Act III -- Scene 2 (& Summarize Scene 3)
• In case you missed it last time....
• The Paraphrasing/Memorizing of the Passages: Vocabulary of Drama & Passage Analysis
• Now that you have used online resources to help you close read and paraphrase your assigned passage of Shakespeare, complete the following:
• Memorize and practice reciting 12+ lines of Shakespeare's original text from your assigned passage!
• Start at the beginning of a sentence, and finish at the end of one.
• Don't stop in the middle of an independent clause just because you have reached the 12-line minimum.
• Due Date: March 6/7
• Assignment/Homework: Director's Close Read & Stage Directions for Act III, Scene 4
  • Pretend that YOU are the director of this scene.
  • Write the following on your copy of the text:
  • Mark your confusion & check with the translation to clarify.
  • In the right margin, paraphrase the dialogue.
  • Casting: If you were the director, who would be playing these parts?
  • 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 does the audience know that the characters do not?
• Samples
• Due next time!
• 
  

February 25 - March 1, 2019

Monday, February 25: B Day

• [Intervention: Word Cells Set #8 Podcast Prep.]
• Word Cells Presentations: Set #7
• -micro-
• -anti-
• -phon-
• -man-
• Reading/Literature: Romeo and Juliet
• Act III, Scene 1: The Death of Mercutio (audio = 12 minutes)
• Video (#1: 5:01; #2: 16:13; #3: 14:52 = 36 minutes total)
• Romeo is banishèd.
  • Speaking of which,why are some words given stress marks on the -èd ending
    (banishèd, punishèd, upturnèd)?
  • Why does Shakespeare seem to be apostrophe crazy (fall'st, speak'st, o'er, e'er, 'Tis, etc.)?
  • This will help you when you present your Memorized Passages (12+ full lines) on March 6/7!
• Romeo & Juliet: Act III -- Scene 2 (& Summarize Scene 3)
• In case you missed it last time....
• The Paraphrasing/Memorizing of the Passages: Vocabulary of Drama & Passage Analysis
• Now that you have used online resources to help you close read and paraphrase your assigned passage of Shakespeare, complete the following:
• Memorize and practice reciting 12+ lines of Shakespeare's original text from your assigned passage!
• Start at the beginning of a sentence, and finish at the end of one.
• Don't stop in the middle of an independent clause just because you have reached the 12-line minimum.
• Due Date: March 6/7
• Assignment/Homework: Director's Close Read & Stage Directions for Act III, Scene 4
  • Pretend that YOU are the director of this scene.
  • Write the following on your copy of the text:
  • Mark your confusion & check with the translation to clarify.
  • In the right margin, paraphrase the dialogue.
  • Casting: If you were the director, who would be playing these parts?
  • 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 does the audience know that the characters do not?
• Samples
• Due tomorrow!
• 
  

Tuesday, February 26: A Day
Wednesday, February 27: B Day

• [Intervention: Word Cells Set #9 Podcast Prep.]
• Turn in Director's Close Read!
• Word Cells Presentations: Set #8
• -syn- / -sym-
• -hypo-
• -hyper-
• -script- / -scrib-
• Reading/Literature
• Romeo and Juliet
• Review: Acts I-III (to Capulet's Bargain)
• Table Read: Act III, Scene 5
• 
  

Thursday, February 28: A Day [PT Conferences]
Friday, March 1: B Day

• Word Cells Presentations: Set #9
• -son-
• -a-
• -ver-
• -nom- / -onym-
• [Extra Credit Podcast Assignments]
• Journal #4 (A 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
• Reading/Literature
• Act IV (Table read + video/summary)
• Read/Paraphrase Important Speeches
• Finish Romeo and Juliet????
• Act V

March 4-8, 2019

Monday, March 4: A Day [Computer Lab 202]
Tuesday, March 5: B Day [Computer Lab 202]

• Journal #4 (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
• Lab Work Day: You have 30 minutes to do any of these things you haven't already finished.
• Do you have a podcast you have not presented? Get it ready!
• Do you still have to turn in the Shakespeare: Then & Now essay from two weeks ago? Finish it and print!
• Have you memorized your lines to present next time? Get on it!
• Were you absent Friday? Read Acts IV & V!
• Did your class not quite finish the final scene? Read it now!
• Do you have all the definitions on this page filled in? You can use it on the test next time!
• -syn- / -sym-
• -hypo-
• -hyper-
• -script- / -scrib-
• -son-
• -a-
• -ver-
• -nom- / -onym-
• -ad-
• -vis- / -vid-
• -capit- / -cap-
• -cycl-
• The Paraphrasing/Memorizing of the Passages: Vocabulary of Drama & Passage Analysis
• Now that you have used online resources to help you close read and paraphrase your assigned passage of Shakespeare, complete the following:
• Memorize and practice reciting 12+ lines of Shakespeare's original text from your assigned passage!
• Start at the beginning of a sentence, and finish at the end of one.
• Don't stop in the middle of an independent clause just because you have reached the 12-line minimum.
• Have these ready to present next time!
• Romeo and Juliet: Final Video Review
• 
  

Wednesday, March 6: A Day
Thursday, March 7: B Day

• Presentations of Memorized Passages from Romeo and Juliet
• Test on Romeo and Juliet
• Journal #5: So, how was it? As bad as you thought? Did the movie clips help? What about Thompson's constant interruptions and explanations? Was memorizing 12 lines of Shakespeare really so horrible?
• Staple/Turn in Journals!
• The Reduced Shakespeare Company's Version of Romeo and Juliet
• 
  

Friday, March 8: A Day

• Finish Third Term Word Cells
• Study for the test next week!
• Poem o' the Day: " Roaches" by Peter Wild & Nursery Rhymes for the Tenderhearted
• Why Cockroaches are Virtually Indestructible
• Lesson o' the Day: Connotation & Denotation
• Journal #1: I / You / S/He Combos
• Looking for specific adjectives that describe character traits?
• Visit the Insect Deli!
• Review any/all of the following resources:
• Six Articles: The Pros and Cons
• Insect Farming
• Three Reasons to Eat Insects
• America's Growing Appetite...for Bugs
• Homework: Complete this outline for next time!
• 
  

March 11-15, 2019

Monday, March 11: B Day

• Finish Third Term Word Cells
• Study for the test next week!
• Poem o' the Day: " Roaches" by Peter Wild & Nursery Rhymes for the Tenderhearted
• Why Cockroaches are Virtually Indestructible
• Lesson o' the Day: Connotation & Denotation
• Journal #1: I / You / S/He Combos
• Looking for specific adjectives that describe character traits?
• Visit the Insect Deli!
• Review any/all of the following resources:
• Six Articles: The Pros and Cons
• Insect Farming
• Three Reasons to Eat Insects
• America's Growing Appetite...for Bugs
• Homework: Complete this outline for next time!
• 
  

Tuesday, March 12: A Day [Computer Lab 202]
Wednesday, March 13: B Day [Computer Lab 202]

• Poem o' the Day: "[Kills Bugs Dead.]" by Harryette Mullen
• Use this completed outline from last time to write an argumentative essay that addresses this question:
• Should the American diet include insects?
• Resources:
• Visit the Insect Deli!
• Six Articles: The Pros and Cons
• Video Clips:
• Insect Farming
• Three Reasons to Eat Insects
• America's Growing Appetite...for Bugs
• Turn in the essay at the end of the period.
• [Grade Conferences, as needed]
• Homework: Study the Third Term Word Cells
• 
  

Thursday, March 14: A Day
Friday, March 15: B Day [Watch out, Caesar!]

• "Beware the Ides of March!" [End of Term]
• Turn in Extra Credit/Hall Passes
• Third Term Word Cells: Test & Score (15 minutes)
• "Growing Up in the Screen Age" / Article & Media Survey
• Do you know what it is doing to you?
• Poem o' the Day: "Believe, Believe" by Bob Kaufman
• [Who are "the blue-suited insects,/Infesting society's garments"?]
• Grammar/Conventions
• Grammar Punk (It's been a while!)
•