Wink...Wink! Thompson's Page Title Graphic
Grades/Homework
Utah Compose
Class Notebook Wiki
Thompson's Textbook
Grammar Punk
Word Cells
Word Cells Biglist
To see previous weeks in the term, scroll ALL THE WAY DOWN...
...and carefully read what you find!

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


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

  • [No Intervention: Extended 4th/8th Periods]
  • Reading/Literature
  • A Tale of Two Cities: Term Reading Schedule & Chapter 1 (audio & translation)
  • Parallelism & Antithesis: Best of/Worst of... Assignment (Turn in next time!)
  • Here's an Outline!
  • Tone vs. Mood in Epitaphs -- Write/Turn in RACE response.
  • Composition: Creative Writing Assignment
  • [Today's part of this was only an outline to get some ideas. No more is reuqired yet.]
  • 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]
  • Share some "Best of/Worst of...." and turn in!
  • Book the First Study Guide: Answer the questions as you read!
  • Grammar: The Oxford Comma & Parallelism (in composition and poetry)
  • Parallel Structure: You will need to know this. There will be a test.
  • 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
  • Creative Writing Assignment, continued...
  • Meet the Purkapiles: This is how they work. (Practice with Odysseus/Penelope checklist.)
  • Final Drafts due January 31!


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

January 21-25, 2019

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

  • Thanks, Dr. King!


Tuesday, January 22: B Day

  • [Intervention: Word Cell Podcast Prep. Set #1]
  • Share some "Best of/Worst of...." and turn in!
  • Book the First Study Guide: Answer the questions as you read!
  • Grammar: The Oxford Comma & Parallelism (in composition and poetry)
  • Parallel Structure: You will need to know this. There will be a test.
  • 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
  • Creative Writing Assignment, continued...
  • Meet the Purkapiles: This is how they work. (Practice with Odysseus/Penelope checklist.)
  • Final Drafts due February 1st!


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

  • Word Cells Presentations: Set #1
  • Add these to your Third Term Word Cells:
  • 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?


Friday, January 25: A Day

  • ToTC: Book the First Quiz
  • Parallel Structure: Can you do this? (in class) Or this? (on your own)
  • 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


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

January 28 - February 1, 2019

Monday, January 28: B Day


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


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


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

February 4-8, 2019

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


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


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.]

  • Stay on the Reading Schedule!
  • Continue with the Book II Study Guide




Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

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.]

  • Stay on the Reading Schedule!
  • Continue with the Book II Study Guide



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


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

  • Turn in Book II Study Guide
  • Reading/Literature
  • Vocabulary of Drama (R&J)
  • Romeo and Juliet
  • Review: Prologue to Capulet's Party
  • The Balcony Scene -- Act II: Scenes 1 & 2
  • Journal #1
  • 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
  • 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: _____
  • Stay on the Reading Schedule!
  • Continue with Book II Study Guide (Part B)


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

February 18-22, 2019

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


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 might be helpful with 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
  • Stay on the Reading Schedule!
  • Continue with Book II Study Guide (Part B)


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

  • 3rd Period: 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
  • 7th Period: 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
  • Journal #2
  • 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-
  • Aw! How sweet!
  • 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
  • Stay on the Reading Schedule!
  • Continue with Book II Study Guide (Part B)


Thursday, February 21: B 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.
  • 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
  • Stay on the Reading Schedule!
  • Continue with Book II Study Guide (Part B)


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)
  • 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
  • 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!
  • Continue with Book II Study Guide (Part B)


Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

February 25 - March 1, 2019

Monday, February 25: B Day

  • [Intervention: Word Cell Podcast Prep. Set #8]
  • 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!


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


Thursday, February 28: A Day [Parent-Teacher Conferences]
Friday, March 1: B Day

  • Word Cells Presentations: Set #9
  • -son-
  • -a-
  • -ver-
  • -nom- / -onym-
  • [Extra Credit Podcast Assignments]
  • Journal #3
  • 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
  • Table Read: Act III, Scene 5
  • Act IV (Table read + video/summary)
  • Read/Paraphrase Important Speeches
  • Finish Romeo and Juliet????
  • Act V (Text/Table Read, 25 min.)





Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

March 4-8, 2019

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

  • Synthesis Essay: A Tale of Two Cities [30-40 minutes to research]
  • Examine the following resources:
  • Short Sources & Questions
  • The Charles Dickens Page
  • French Revolution Overview
  • Prompt: The French Revolution of 1789 had many long-range political, social, and economic causes that contributed to the discontent of the French people, especially the third estate. Using the sources above and your knowledge of A Tale of Two Cities, write a multiparagraph academic essay in which you identify and explain the three primary causes of the French Revolution. Use textual evidence from multiple sources (particularly the text of the novel) and cite the sources when you use them.
  • This essay will be due NEXT WEEK. Today is just to familiarize yourself with the sources.
  • Also, you should finish the novel soon, if you haven't already done so.
  • Finish Romeo and Juliet: Act V, Scene 3
  • Review III, 5 - V, 3 (Video, 50 min.)
  • Memorization Assignment: Have these ready to present next time!
  • Vocabulary of Drama & Passage Analysis
  • 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.


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

  • Presentations of Memorized Passages from Romeo and Juliet
  • Test on Romeo and Juliet
  • Journal #4: 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



Sections of English Binder: Journal, Word Study, Composition, Reading/Literature, Grammar/Conventions

March 11-15, 2019

Monday, March 11: B Day


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

  • Objective Test on A Tale of Two Cities
  • Synthesis Essay: Review the following resources:
  • Short Sources & Questions
  • The Charles Dickens Page
  • French Revolution Overview
  • Prompt: The French Revolution of 1789 had many long-range political, social, and economic causes that contributed to the discontent of the French people, especially the third estate. Using the sources above and your knowledge of A Tale of Two Cities, write a multiparagraph academic essay in which you identify and explain the three primary causes of the French Revolution. Use textual evidence from multiple sources (particularly the text of the novel) and cite the sources when you use them.
  • Homework: Study the Third Term Word Cells


Thursday, March 14: A Day
Friday, March 15: B Day (Last Day of Third 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.
2019 M. Wolfman Thompson - All rights reserved.

*<%^)