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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
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)
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
- ToTC: Book the First Quiz
- Book
the Second Study Guide (Chapters 1-10)
- Stay on the Reading
Schedule!
-
- 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
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
- 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 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
-
- [Finish Shakespeare bio: Preview Romeo and Juliet]
-
- The Assigning of the Passages: 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
-
- Stay on the Reading
Schedule!
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]
- [Intervention: Word Cell Podcast Prep. Set #3]
- For Starters: Watch
this!
- Identify a claim in this video that you could support using characters
or situations from A Tale of Two Cities.
- Also, check
out this recent headline!
- 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.
Helpful Extra: Glossary
of Common Elizabethan Terms
- Just for Fun: Shakespearean
Insult Generator & More
Shakespearean Insults
-
- Stay on the Reading
Schedule!
- Continue with the Book
II Study Guide
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
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.
*<%^) |