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...and carefully read what you find!
January 15-19, 2018: Welcome to Third Term!
Monday, January 15: MLK Holiday (Human Rights Day)
Tuesday, January 16: Professional Day (No School for Students)
- This term you will learn...
- ...to analyze, appreciate, and author poetic epitaphs.
- ...to close read "Interactive Fiction" to solve a mystery.
- ...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 (Epic) Poems, New Voices, New Arguments...
Wednesday, January 17: A Day
Thursday, January 18: B Day
- [No Intervention: Extended 4th/8th Periods]
-
- New Classmates/New Seats
- Hall Passes
- Reading/Literature
- A
Tale of Two Cities: Term
Reading Schedule
- Parallelism & Antithesis: Best
of/Worst of... Assignment (Turn in next time!)
- Here's
an Outline!
- Book
the First Study Guide: Answer the questions as you read!
-
- Word Study: Third
Term Word Cells
- 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
-
- 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? You have been through one day of your
new class schedule: Is it 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!
- Stay on the Reading
Schedule!
Friday, January 19: A Day
- A
Tale of Two Cities: Historical
Background (handout)
- Overview
of the French Revolution (homework)
- Composition: First the practice: Use this
Academic
Writing Checklist to evaluate your own R.A.C.E. paragraphs from
last term:
- 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.
- Do you agree?
- 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.
- Choose a pair (more if you’re ambitious) 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.
- Decorate the “headstones” in a way that is suitable to
the content of the epitaphs and to the characters
about which they are written.
- The “headstones” with the epitaphs on them may be displayed
in the classroom “graveyard”.
- Do your best work!
- Here
is a model of the whole process.
- [Use this Checklist.]
-
- Stay on the Reading
Schedule!
Sections of English Binder: Journal,
Word Study,
Composition,
Reading/Literature,
Grammar/Conventions
January 22-26, 2018
Monday, January 22: B Day [No Intervention: Extended 8th]
- A
Tale of Two Cities: Historical
Background (handout)
- Overview
of the French Revolution (homework)
- Composition: First the practice: Use this
Academic
Writing Checklist to evaluate your own R.A.C.E. paragraphs from
last term:
- 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.
- Do you agree?
- 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.
- Choose a pair (more if you’re ambitious) 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.
- Decorate the “headstones” in a way that is suitable to
the content of the epitaphs and to the characters
about which they are written.
- The “headstones” with the epitaphs on them may be displayed
in the classroom “graveyard”.
- Do your best work!
- Here
is a model of the whole process.
- [Use this Checklist.]
-
- Stay on the Reading
Schedule!
Tuesday, January 23: A Day [No Intervention: Extended 4th]
Wednesday, January 24: B Day
- [Extended 4th: If you need more time to go over/work on the
poetic epitaph assignment, now is the time!]
- Wednesday 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.
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. 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
- Revisit Parallelism
& Antithesis: Best
of/Worst of... Assignment
- Grammar: The Oxford Comma & Parallel Structure
(in composition and poetry)
- Parallel
Structure: You will need to know this. There will be a test.
-
-
Creative Writing Assignment, continued (Final draft due next Monday/Tuesday!)
-
- Stay on the Reading
Schedule!
Thursday, January 25: A Day [Lab 202 -- SRI]
Friday, January 26: B Day [Lab 202 -- SRI]
Sections of English Binder: Journal,
Word Study,
Composition,
Reading/Literature,
Grammar/Conventions
January 29 - February 2, 2018
Monday, January 29: A Day
Tuesday, January 30: B Day
- 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?
-
- The Assigning of the Passages: Vocabulary
of Drama & Passage Analysis
- Stay on the Reading
Schedule!
Wednesday, January 31: A Day
Thursday, February 1: B Day
- Reading Quiz: Book
the Second, Chapters 1-3
- (Tellson's Bank: Pride in Incommodiousness / Meet the Crunchers!)
-
- Word Cells Presentations: Set #2
- -fic-
/ -fact-
/ -fect-
- -bio-
- -vert-
/ -vers-
- -sent-
/ sens-
-
- Creative
Writing Assignment due today!
- Two copies, one annotated to show the elements on this checklist.
-
- Parallel Structure: Can you do this?
Or this?
-
- 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
-
- Stay on the Reading
Schedule!
Friday, February 2: A Day
Sections of English Binder: Journal,
Word Study,
Composition,
Reading/Literature,
Grammar/Conventions
February
5-9, 2018
Monday, Februrary 5: B Day
Tuesday, February 6: A Day
Wednesday, February 7: B Day
- Word
Cells Presentations: Set #3
-
-
- Reading/Literature
- Reading: Romeo and Juliet, Act I, Scene 1
Listen! Do you get it?
- Assignment: Summarize Scene 1
- Complete the Figurative Language Analysis + Answer 5 Questions with
R.A. responses
- Passage begins with Romeo saying, "Alas that love, whose view
is muffled still..."
- (One sentence=Restate+Answer)
- 1. What is the purpose of this passage?
- 2. How do Shakespeare's word choices influence the meaning or effect?
- 3. What does the passage tell you about Romeo's personality?
- 4. How does Romeo's view of love differ from Benvolio's?
- 5. How would the tone change if there were no figurative language
in the passage?
- Journal #6 --
Staple & Submit Journals for Scoring
- 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
-
- Helpful Extra: Glossary
of Common Elizabethan Terms
-
- Romeo and Juliet, Act I, Scenes 2,
3
Listen & read along....
-
- Stay on the Reading
Schedule!
Thursday, February 8: A Day [Computer lab 202]
Friday, February 9: B Day [Computer lab 202]
- TOTC: Book the Second, Chapter 7 Quiz
- How's the study
guide coming along? (It's due next time!)
-
- Word
Cells Presentations: Set #4
- -grad-
/ -gress-
- -trans-
- -inter-
- -magn-
/ -macro-
-
- Block
Schedule Survey: Do this quickly!
-
- 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!
- 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.
- Just for Fun: Shakespearean
Insult Generator & More
Shakespearean Insults
-
- Stay on the Reading
Schedule!
Sections of English Binder: Journal,
Word Study,
Composition,
Reading/Literature,
Grammar/Conventions
February 12-16, 2018
Monday, February 12: A Day [Intervention: Podcast Prep - Set 5]
Tuesday, February 13: B Day [Intervention: DHS Counselors]
Wednesday, February 14: A Day
Thursday, February 15: B Day
- Word
Cells Presentations: Set #5
- -ped-
/ -pod-
- -sub-
- -super-
- -circum-
-
- Journal #2
- Who is your Valentine? Does that person know s/he is your Valentine?
(Does anyone else know?) What are your thoughts on teen romance?
- Fill the page!
-
- Reading/Literature
- Romeo and Juliet
- Review: Prologue to Capulet's Party
- The Balcony Scene Act II: Scenes 1
& 2
-
- Stay on the Reading
Schedule!
Friday, February 16: A Day
- 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
- 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
& 4
& 5
& 6
[Listen/Read along]
-
- Memorization Assignment: Now it's official!
- 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
-
- Stay on the Reading
Schedule!
Sections of English Binder: Journal,
Word Study,
Composition,
Reading/Literature,
Grammar/Conventions
February 19-23, 2018
Monday, Februrary 19: Day of Presidents (No School)
Tuesday, February 20: B Day
- 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
- 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
& 4
& 5
& 6
[Listen/Read along]
-
- Memorization Assignment: Now it's official!
- 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
- Stay on the Reading
Schedule!
Wednesday, February 21: A Day [Computer lab 202]
Thursday, February 22: B Day [Computer lab 202]
- Word
Cells Presentations: Set #6
- -pro-
- -contra-
- -path-
- -mega-
-
- Using your completed
outline (from our last lab visit) and your notes from the Shakespeare
biography, and these
links, write an informational essay that addresses this prompt:
- 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 in which you compare the Elizabethan
world of William Shakespeare to modern America. 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 (one sheet of paper).
- Post final draft to Utah
Compose. (Do you remember how?) Now.
- When you have submitted your essay, select the REQUEST button to make
it available for peer review.
- The Paraphrasing/Memorizing 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.
- THEN:
- 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
-
- Just for Fun: Shakespearean
Insult Generator & More
Shakespearean Insults
-
- Stay on the Reading
Schedule!
-
Friday, February 23: 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)
- 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!
- Stay on the Reading
Schedule!
Sections of English Binder: Journal,
Word Study,
Composition,
Reading/Literature,
Grammar/Conventions
February 26 - March 2, 2018
Monday, February 26: B 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)
- 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!
- Stay on the Reading
Schedule!
Tuesday, February 27: A/B Day (ACT @ High Schools)
-
Word Cell Podcast Set #8 Moved to Next Time
- Schedule:
- 1st - 8:10 – 8:55
- 2nd - 9:00 – 9:45
- 3rd - 9:50 – 10:35
- 4th - 10:40 – 11:25
- 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
-
- A Tale of Two Cities
- Turn in Study
Guide for Book the Second, Chapters 11-24
- Stay on the Reading
Schedule! Finish the novel by March 12!
- Homework: Why
should you read Charles Dickens? (Watch this carefully!)
- Identify a claim in this video that you could support using characters
or situations from A Tale of Two Cities.
- Reading/Literature
- Romeo and Juliet
- Review: The Balcony Scene to Capulet's Bargain (40 minutes)
Wednesday, February 28: A Day
Thursday, March 1: B Day
Friday, March 2: A Day [Computer lab 202]
Sections of English Binder: Journal,
Word Study,
Composition,
Reading/Literature,
Grammar/Conventions
March 5-9, 2018
Monday, March 5: B Day [Computer Lab 202]
Tuesday, March 6: A Day
Wednesday, March 7: B Day
Thursday, March 8: A Day
Friday, March 9: 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!
-
- Stay on the Reading
Schedule!
Sections of English Binder: Journal,
Word Study,
Composition,
Reading/Literature,
Grammar/Conventions
March 12-16, 2018
Monday, March 12: A Day [Computer Lab 138]
Tuesday, March 13: B Day [Computer Lab 138]
Wednesday, March 14: A Day
["Beware the Ides of March!"] Thursday, March 15: B Day {Intervention:
Eat a Bug!}
Friday, March 16: A Day (Last Day of Term)
Sections of English Binder: Journal,
Word Study,
Composition,
Reading/Literature,
Grammar/Conventions
Q: "Did I miss anything?"
A: Yes. ^ Scroll up to find it. ^
Despite the absence of any support from the school district,
I have made every reasonable attempt to insure that this website is educationally
sound and does not contain direct links to inappropriate material.
©2018 M. Wolfman Thompson - All rights reserved.
*<%^) |