Freshman Assignments, Fall, 2014-Winter, 2015

Freshman Assignments
Fall, 2014-Winter, 2015

DateAgendaAIMHomework Assignment
Friday, January 23rd, 2015: Film Viewing: Compare/Contrast the film with the play, Romeo and Juliet. How can we effectively prove our knowledge of the entirety of Romeo and Juliet? GOOD LUCK WITH THE REST OF FRESHMAN YEAR! COME VISIT!
Thursday, January 22nd, 2015: 1. Do Now: Review answers to the EXAM on Acts IV and V in Romeo and Juliet

SHOW ALL OWED HOMEWORK.

2. Extra Credit Presentations

3.Film Viewing: Compare/Contrast the film with the play.

How can we effectively prove our knowledge of Acts IV and V in Romeo and Juliet? GOOD LUCK WITH THE REST OF FRESHMAN YEAR! COME VISIT!
Wednesday, January 21st, 2015: 1. Do Now: EXAM on Acts IV and V in Romeo and Juliet

SHOW HW: REFLECTION ON ACT V AND STUDY GUIDE FOR ACTS IV AND V.

2. Extra Credit Presentations

3.Film Viewing: Compare/Contrast the film with the play.

How can we effectively prove our knowledge of Acts IV and V in Romeo and Juliet? MAKE UP OWED HOMEWORK (ALL OWED HOMEWORK MUST BE TURNED IN BY TOMORROW, THURSDAY, JANUARY 22nd):

Extra Credit Opportunity: MUST BE PRESENTED BY TOMORROW, THURSDAY, JANUARY 22nd. You can earn SO many points on one of your Romeo and Juliet Exams! Here's how you can earn points: Grading Sheet for Romeo and Juliet Scenes.

You must present a soliloquy or a two-person scene from Romeo and Juliet. Here are some choices (you can also choose your own with teacher approval):


  • Prologue of Romeo and Juliet (you must memorize all 14 lines of the ORIGINAL TEXT)
  • Romeo's Soliloquy-Act II, Scene 2 (you must memorize the first 14 lines of the ORIGINAL TEXT)
  • Dialogue between Romeo and Juliet-Act II, Scene 2 (both students must memorize their lines-ORIGINAL TEXT only)
  • Tuesday, January 20th, 2015: 1. Do Now: What can you predict will be the reactions of Friar Lawrence, the Capulet parents, and the Montague parents, after learning of the deaths of Romeo and Juliet?

    2. Read-Aloud: Finish reading Act V, Scene III. Focus on the following:

  • Friar's explanation of the story of Romeo and Juliet
  • the resolution of the play

    3. Work Period: Work on the homework due tomorrow (reflection on Act V and Study Guide for Acts IV and V).

  • How can we effectively understand the significant events in Act V, Scene 3 in Romeo and Juliet? DUE TOMORROW, WEDNESDAY, JANUARY 21st:
  • EXAM ON ACTS IV AND V
  • Answer the questions (and study them!) in the STUDY GUIDE FOR ACTS IV AND V
  • REFLECTION ON ALL OF ACT V. Reflect on the characters in Act V, SCENES 1, 2 and 3 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act V, Scenes 1, 2 and 3 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act V, Scenes 1, 2 and 3 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    MAKE UP OWED HOMEWORK (ALL OWED HOMEWORK MUST BE TURNED IN BY THURSDAY, JANUARY 22nd):

    Extra Credit Opportunity: MUST BE PRESENTED ONE OF THESE DAYS: TOMORROW, WEDNESDAY, JANUARY 21st OR THURSDAY, JANUARY 22nd. You can earn SO many points on one of your Romeo and Juliet Exams! Here's how you can earn points: Grading Sheet for Romeo and Juliet Scenes.

    You must present a soliloquy or a two-person scene from Romeo and Juliet. Here are some choices (you can also choose your own with teacher approval):


  • Prologue of Romeo and Juliet (you must memorize all 14 lines of the ORIGINAL TEXT)
  • Romeo's Soliloquy-Act II, Scene 2 (you must memorize the first 14 lines of the ORIGINAL TEXT)
  • Dialogue between Romeo and Juliet-Act II, Scene 2 (both students must memorize their lines-ORIGINAL TEXT only)
  • Friday, January 16th, 2015: 1. Do Now: What can you predict will happen if Paris and Romeo encounter each other (after discovering Juliet's "death")?

    2. Read-Aloud: Begin reading Act V, Scene III. Focus on the following:

    3. PERIOD 5 ONLY: Introduce Extra Credit Opportunity: MUST BE PRESENTED ONE OF THESE DAYS: WEDNESDAY, JANUARY 21st OR THURSDAY, JANUARY 22nd. You can earn SO many points on one of your Romeo and Juliet Exams! Here's how you can earn points: Grading Sheet for Romeo and Juliet Scenes.

    You must present a soliloquy or a two-person scene from Romeo and Juliet. Here are some choices (you can also choose your own with teacher approval):


  • Prologue of Romeo and Juliet (you must memorize all 14 lines of the ORIGINAL TEXT)
  • Romeo's Soliloquy-Act II, Scene 2 (you must memorize the first 14 lines of the ORIGINAL TEXT)
  • Dialogue between Romeo and Juliet-Act II, Scene 2 (both students must memorize their lines-ORIGINAL TEXT only)
  • How can we effectively understand the significant events in Act V, Scene 3 in Romeo and Juliet? DUE WEDNESDAY, JANUARY 21st:
  • EXAM ON ACTS IV AND V
  • Answer the questions (and study them!) in the STUDY GUIDE FOR ACTS IV AND V
  • REFLECTION ON ALL OF ACT V. Reflect on the characters in Act V, SCENES 1, 2 and 3 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act V, Scenes 1, 2 and 3 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act V, Scenes 1, 2 and 3 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    MAKE UP OWED HOMEWORK (ALL OWED HOMEWORK MUST BE TURNED IN BY THURSDAY, JANUARY 22nd):

    Extra Credit Opportunity: MUST BE PRESENTED ONE OF THESE DAYS: WEDNESDAY, JANUARY 21st OR THURSDAY, JANUARY 22nd. You can earn SO many points on one of your Romeo and Juliet Exams! Here's how you can earn points: Grading Sheet for Romeo and Juliet Scenes.

    You must present a soliloquy or a two-person scene from Romeo and Juliet. Here are some choices (you can also choose your own with teacher approval):


  • Prologue of Romeo and Juliet (you must memorize all 14 lines of the ORIGINAL TEXT)
  • Romeo's Soliloquy-Act II, Scene 2 (you must memorize the first 14 lines of the ORIGINAL TEXT)
  • Dialogue between Romeo and Juliet-Act II, Scene 2 (both students must memorize their lines-ORIGINAL TEXT only)
  • Thursday, January 15th, 2015: 1. Do Now: What do you predict will happen in Act V (the last act of the play)? Consider the following characters: Romeo, Nurse, Juliet, and Friar Lawrence.

    SHOW HW: REFLECTION ON ACT IV, SCENES 3, 4 AND 5.

    2. Read-Aloud: Begin reading Act V, Scenes 1 and 2. Focus on the following:

  • 3. PERIOD 5 ONLY: Introduce Extra Credit Opportunity: MUST BE PRESENTED ONE OF THESE DAYS: WEDNESDAY, JANUARY 21st OR THURSDAY, JANUARY 22nd. You can earn SO many points on one of your Romeo and Juliet Exams! Here's how you can earn points: Grading Sheet for Romeo and Juliet Scenes.

    You must present a soliloquy or a two-person scene from Romeo and Juliet. Here are some choices (you can also choose your own with teacher approval):


  • Prologue of Romeo and Juliet (you must memorize all 14 lines of the ORIGINAL TEXT)
  • Romeo's Soliloquy-Act II, Scene 2 (you must memorize the first 14 lines of the ORIGINAL TEXT)
  • Dialogue between Romeo and Juliet-Act II, Scene 2 (both students must memorize their lines-ORIGINAL TEXT only)
  • How can we effectively understand the significant events in Act V, Scenes 1 and 2 in Romeo and Juliet? MAKE UP OWED HOMEWORK (NEXT FRIDAY IS THE LAST DAY OF THE SEMESTER!!):

    Extra Credit Opportunity: MUST BE PRESENTED ONE OF THESE DAYS: WEDNESDAY, JANUARY 21st OR THURSDAY, JANUARY 22nd. You can earn SO many points on one of your Romeo and Juliet Exams! Here's how you can earn points: Grading Sheet for Romeo and Juliet Scenes.

    You must present a soliloquy or a two-person scene from Romeo and Juliet. Here are some choices (you can also choose your own with teacher approval):


  • Prologue of Romeo and Juliet (you must memorize all 14 lines of the ORIGINAL TEXT)
  • Romeo's Soliloquy-Act II, Scene 2 (you must memorize the first 14 lines of the ORIGINAL TEXT)
  • Dialogue between Romeo and Juliet-Act II, Scene 2 (both students must memorize their lines-ORIGINAL TEXT only)
  • Wednesday, January 14th, 2015: 1. Do Now: What is the significance (importance) of music in a play or movie? How does music influence a scene?

    2. Read-Aloud: Finish reading Act IV, Scene 5. Focus on the following:

  • The influence of musicians to the end of Act IV

    3. Reflections/Summary: Summarize Act IV, Scenes 3, 4 and 5 at the bottom of the Cornell Notes page.

    4. Exam distribution and review (Notebook Quiz #6 and Act III Exam)

    5. Introduce Extra Credit Opportunity: MUST BE PRESENTED ONE OF THESE DAYS: WEDNESDAY, JANUARY 21st OR THURSDAY, JANUARY 22nd. You can earn SO many points on one of your Romeo and Juliet Exams! Here's how you can earn points: Grading Sheet for Romeo and Juliet Scenes.

    You must present a soliloquy or a two-person scene from Romeo and Juliet. Here are some choices (you can also choose your own with teacher approval):


  • Prologue of Romeo and Juliet (you must memorize all 14 lines of the ORIGINAL TEXT)
  • Romeo's Soliloquy-Act II, Scene 2 (you must memorize the first 14 lines of the ORIGINAL TEXT)
  • Dialogue between Romeo and Juliet-Act II, Scene 2 (both students must memorize their lines-ORIGINAL TEXT only)
  • How can we effectively improve our vocabulary and understand the significance of Juliet's feigned death in Act IV Scene 5 of Romeo and Juliet? DUE TOMORROW, THURSDAY, JANUARY 15th:
  • REFLECTION ON Act IV, Scene 3, Act IV, Scene 4, and Act IV, Scene 5 of ROMEO AND JULIET: Reflect on the characters in Act IV, SCENES 3, 4 and 5 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act IV, Scenes 3, 4 and 5 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act IV, Scenes 3, 4 and 5 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    Extra Credit Opportunity: MUST BE PRESENTED ONE OF THESE DAYS: WEDNESDAY, JANUARY 21st OR THURSDAY, JANUARY 22nd. You can earn SO many points on one of your Romeo and Juliet Exams! Here's how you can earn points: Grading Sheet for Romeo and Juliet Scenes.

    You must present a soliloquy or a two-person scene from Romeo and Juliet. Here are some choices (you can also choose your own with teacher approval):


  • Prologue of Romeo and Juliet (you must memorize all 14 lines of the ORIGINAL TEXT)
  • Romeo's Soliloquy-Act II, Scene 2 (you must memorize the first 14 lines of the ORIGINAL TEXT)
  • Dialogue between Romeo and Juliet-Act II, Scene 2 (both students must memorize their lines-ORIGINAL TEXT only)
  • Tuesday, January 13th, 2015: 1. Do Now: Quiz on Vocabulary List for Romeo and Juliet

    2. FINAL EXAM

    SHOW VOCABULARY FLASHCARDS.

    How can we prove our knowledge of the vocabulary from Romeo and Juliet and our literary technique skills? MAKE UP ANY OWED HOMEWORK
    Monday, January 12th, 2015: 1. Do Now: What do you predict will be the reactions of Juliet's parents, the Nurse, and Paris after learning of Juliet's feigned death?

  • Review the Vocabulary List for Romeo and Juliet (QUIZ AND FLASHCARDS ARE DUE TOMORROW!).

    2. Read-Aloud: Read Act IV, Scene 5. Focus on the following:

  • Revelation of Juliet's feigned death
  • The characters' various responses to Juliet's feigned death

    3. Reflections/Summary: Summarize Act IV, Scenes 3, 4 and 5 at the bottom of the Cornell Notes page.

  • How can we effectively improve our vocabulary and understand the significance of Juliet's feigned death in Act IV Scene 5 of Romeo and Juliet? DUE TOMORROW, TUESDAY, JANUARY 13th:
  • Quiz (about 10% of the 3rd marking period) on Vocabulary List for Romeo and Juliet (know the definitions and how to use each word in a detailed sentence)
  • Flashcards for Vocabulary List for Romeo and Juliet: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.
  • FINAL EXAM (15% of the 3rd marking period): reading comprehension and literary terms learned this semester (you do not need to study for this exam).
  • Friday, January 9th, 2015: Work Period:
  • Compose flashcards for Vocabulary List for Romeo and Juliet: Write the vocabulary word and part of speech on the front of each card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of each card. You may use an electronic flashcard app.
  • Study the Vocabulary List for Romeo and Juliet (know the definitions and how to use each word in a detailed sentence). You have a QUIZ on Tuesday!
  • Make up owed reflection HW.
  • How can we effectively improve our vocabulary skills based on commonly used vocabulary in Romeo and Juliet? DUE TUESDAY, JANUARY 13th:
  • Quiz (about 10% of the 3rd marking period) on Vocabulary List for Romeo and Juliet (know the definitions and how to use each word in a detailed sentence)
  • Flashcards for Vocabulary List for Romeo and Juliet: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.
  • FINAL EXAM (15% of the 3rd marking period): reading comprehension and literary terms learned this semester (you do not need to study for this exam).
  • Thursday, January 8th, 2015: 1. Do Now:
  • What are possible outcomes from Juliet drinking the liquid that Friar provided for her?
  • Review the Vocabulary List for Romeo and Juliet.

    SHOW HW: REFLECTION FOR ACT IV, SCENES 1 AND 2.

    3. Read-Aloud: Read Act IV, Scenes 3, 4 and 5. Focus on the following:

  • Juliet's fears and doubts
  • Preparations for Paris' and Juliet's wedding
  • Revelation of Juliet's feigned death
  • How can we effectively improve our vocabulary and understand the significant events in Act IV Scenes 3, 4 and 5 of Romeo and Juliet? DUE TUESDAY, JANUARY 13th:
  • Quiz (about 10% of the 3rd marking period) on Vocabulary List for Romeo and Juliet (know the definitions and how to use each word in a detailed sentence)
  • Flashcards for Vocabulary List for Romeo and Juliet: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.
  • FINAL EXAM (15% of the 3rd marking period): reading comprehension and literary terms learned this semester (you do not need to study for this exam).
  • Wednesday, January 7th, 2015: 1. Do Now: Introduce Vocabulary List for Romeo and Juliet. Put checks next to words that you know and circle words that you don't know.

    2. Review the Vocabulary List for Romeo and Juliet.

    3. Read-Aloud: Finish reading Act IV, Scene 1. Focus on the following:

  • Friar Lawrence's advice and solution for Juliet

    Read Act IV, Scene 2. Focus on the following:

  • Preparations for Juliet's and Paris' wedding
  • Juliet's feigned (fake) appearance of consent (agreement) to marrying Paris

    4. HW Reminders

  • How can we effectively improve our vocabulary and understand the significant events in Act IV Scenes 1 and 2 of Romeo and Juliet? DUE TOMORROW, THURSDAY, JANUARY 8th:
  • REFLECTION ON Act IV, Scene 1 and Act IV, Scene 2 of ROMEO AND JULIET: Reflect on the characters in Act IV, SCENES 1 and 2 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act IV, Scenes 1 and 2 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act IV, Scenes 1 and 2 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    MAKE UP ANY OWED HOMEWORK!

    DUE TUESDAY, JANUARY 13th:

  • Quiz (about 10% of the 3rd marking period) on Vocabulary List for Romeo and Juliet (know the definitions and how to use each word in a detailed sentence)
  • Flashcards for Vocabulary List for Romeo and Juliet: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.
  • FINAL EXAM (15% of the 3rd marking period): reading comprehension and literary terms learned this semester (you do not need to study for this exam).
  • Tuesday, January 6th, 2015: 1. Do Now, Part 1: EXAM ON ACT III OF ROMEO AND JULIET

    2. Do Now, Part 2: How do you deal with unrequited love (specifically, when someone is romantically interested in you, but you do not return that interest)? How do you treat that person who thinks you're awesome, but you don't have mutual feelings?

    3. Read-Aloud: Begin reading Act IV, Scene 1. Focus on the following:

  • Friar Lawrence's advice to Paris
  • Juliet's interactions with Paris
  • Juliet's threats to Friar Lawrence
  • Friar Lawrence's advice and solution for Juliet
  • How can we effectively prove our preparation for the exam on Act III of Romeo and Juliet? MAKE UP ANY OWED HOMEWORK!

    DUE TUESDAY, JANUARY 13th:

  • Quiz (about 10% of the 3rd marking period) on Vocabulary List for Romeo and Juliet (know the definitions and how to use each word in a detailed sentence)
  • Flashcards for Vocabulary List for Romeo and Juliet: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.
  • FINAL EXAM (15% of the 3rd marking period): reading comprehension and literary terms learned this semester (you do not need to study for this exam).
  • Monday, January 5th, 2015: 1. Do Now: Compose a multiple-choice question (with 5 challenging answer choices) for your assigned study guide question. Be ready to turn it in.

    SHOW HW: STUDY GUIDE FOR ACT III and the Reflection on Act III, Scene 5 Reflection.

    2. Work Period: Review the study guide questions and answers with a partner. Identify questions that are the most difficult.

    How can we effectively prepare for the exam on Act III of Romeo and Juliet? DUE TOMORROW, TUESDAY, JANUARY 6th--EXAM ON ACT III: Review the Act III Study Guide and our class notes. The exam will include multiple-choice questions only (please bring a #2 pencil).
    Tuesday, December 23rd, 2014: 1. Do Now: Film Viewing of Romeo and Juliet: How does the film compare/contrast to the play?

    2. Reflections and HW Reminders: What similarities and differences did you identify when viewing the film?

    How can we effectively evaluate the similarities and differences between the film version and Shakespeare's text of Romeo and Juliet? DUE MONDAY, JANUARY 5th, 2015 (the day we return from vacation):
  • Act III Study Guide: Write in complete sentences OR write the questions in your notebook and then the answers.


  • REFLECTION ON Act III, Scene 5 in ROMEO AND JULIET: Reflect on the characters in Act III, SCENE 5 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Reflection on Act III, Scene 5 in Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act III, Scene 5 from Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    MAKE UP ANY OWED HOMEWORK.

    EXAM ON ACT III WILL BE ON TUESDAY, JANUARY 6th: Review the Study Guide (see above) and our class notes. The exam will include multiple-choice questions only (please bring a #2 pencil).

  • Monday, December 22nd, 2014: 1. Do Now: What kind of person would your parents choose for you to marry?

    2. Read-Aloud: Read the end of Act III, Scene 5 of Romeo and Juliet. Examine the following:

  • The revelation of Juliet's wedding plan.
  • Juliet's parents' demands and the Nurse's opinions of Paris
  • Juliet's reaction to her parents' demands

    3. Film Viewing of Romeo and Juliet: How does the film compare/contrast to the play?

  • How can we evaluate the significance of Juliet's parents' demands and her reaction in Act III, Scene 5 of Romeo and Juliet? DUE MONDAY, JANUARY 5th, 2015 (the day we return from vacation):
  • Act III Study Guide: Write in complete sentences OR write the questions in your notebook and then the answers.


  • REFLECTION ON Act III, Scene 5 in ROMEO AND JULIET: Reflect on the characters in Act III, SCENE 5 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Reflection on Act III, Scene 5 in Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act III, Scene 5 from Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    MAKE UP ANY OWED HOMEWORK.

  • Friday, December 19th, 2014: 1. Do Now: Describe a common scenario when teenagers break the rules. Write a paragraph (4-6 sentences) describing this scenario (include teenagers' actions and the potential or real consequences).

    SHOW HW: REFLECTION ON ACT III, SCENES 3 AND 4.

    2. Read-Aloud: Read the beginning of Act III, Scene 5 of Romeo and Juliet. Examine the following:

  • The symbolism of the lark and the nightingale.
  • Romeo's foreshadowing.
  • The significance of the repetition of light and darkness.
  • The significance of religious references (allusions).
  • The revelation of Juliet's wedding plan.

    3. Reflections: What predictions can you imagine for the rest of the play?

  • How can we evaluate the significance of Romeo and Juliet's interactions in Act III, Scene 5 of Romeo and Juliet? DUE MONDAY, JANUARY 5th, 2015 (the day we return from vacation):
  • Act III Study Guide: Write in complete sentences OR write the questions in your notebook and then the answers.


  • REFLECTION ON Act III, Scene 5 in ROMEO AND JULIET: Reflect on the characters in Act III, SCENE 5 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Reflection on Act III, Scene 5 in Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act III, Scene 5 from Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    MAKE UP ANY OWED HOMEWORK.

  • Thursday, December 18th, 2014: 1. Do Now: Notebook Quiz #6

    2. Read-Aloud: Read the rest of Act III, Scene 3 and Scene 4 of Romeo and Juliet. Examine the following:

  • Friar Lawrence's advice. Is it sagacious (wise)?
  • Romeo's current emotional state.
  • The Capulets' wedding plan for Juliet.

    3. Reflections: How can you effectively summarize Act III, Scene 3 and Scene 4 of Romeo and Juliet? Write a concise (brief) summary of 2-3 sentences.

  • How can we evaluate the significance of Friar Lawrence's advice, Romeo's current emotional state and the Capulets' wedding plan for Juliet in Act III, Scene 3 and Scene 4 in Romeo and Juliet? DUE TOMORROW, FRIDAY, DECEMBER 19th:
  • REFLECTION ON Act III, Scene 3 and Act III, Scene 4 in ROMEO AND JULIET: Reflect on the characters in Act III, SCENES 3 AND 4 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Reflection on Act III, Scenes 3 and 4 in Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act III, Scenes 3 and 4 from Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

  • Wednesday, December 17th, 2014: 1. Do Now: What advice would you give Romeo for his current predicament (difficult situation)? What advice would you give Juliet for her current predicament? Write three recommendations for Romeo and three recommendations for Juliet.

    SHOW HW: ACT III, SCENE 2 REFLECTION.

    2. Share Do Now answers.

    3. Read-Aloud: Read Act III, Scene 3 of Romeo and Juliet. Examine the following:

  • Friar Lawrence's advice. Is it sagacious (wise)?
  • Romeo's current emotional state.

  • How can we evaluate Friar Lawrence's advice and Romeo's current emotional state in Act III, Scene 3 in Romeo and Juliet? MAKE UP ANY OWED HOMEWORK!

    BE PREPARED FOR A NOTEBOOK QUIZ (TOMORROW OR FRIDAY). MAKE SURE YOUR DO NOW AND LA NOTES ARE IN ORDER SINCE DECEMBER 5TH.

    Tuesday, December 16th, 2014: 1. Do Now: What can you predict about Juliet's reaction to her cousin Tybalt's death and Romeo's subsequent banishment?

    2. Share Do Now answers.

    3. Read-Aloud: Read Act III, Scene 2 of Romeo and Juliet. Examine the following:

  • Juliet's various reactions to Tybalt's death and Romeo's subsequent banishment.
  • Nurse's reaction to Tybalt's death.

    4. Finish review of Act II test questions and answers.

    5. Reflections: What is your summary of Act III, Scene 2 in Romeo and Juliet?

  • How can we characterize Juliet in terms of her reaction to Tybalt's death in Act III, Scene 2 in Romeo and Juliet? DUE TOMORROW, WEDNESDAY, DECEMBER 17th:
  • REFLECTION ON Act III, Scene 2 of ROMEO AND JULIET: Reflect on the characters in Act III, SCENE 2 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act III, Scene 2 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act III, Scene 2 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

  • Monday, December 15th, 2014: 1. Do Now: Review Act II test questions and answers. How did you prepare for this test? Were you successful? Explain.

    SHOW HW: ACT III, SCENE 1 REFLECTION.

    2. Review Act II test questions and answers.

    3. Reflections: What can you predict for the upcoming scenes of Romeo and Juliet: the rest of Act III?

    How can we assess our success on the Romeo and Juliet Act II Exam? MAKE UP ANY OWED HOMEWORK.
    Friday, December 12th, 2014: 1. Do Now: How do you define an "eye for an eye"? Do you believe in that expression? Explain your reasoning.

    2. Share Do Now answers.

    3. Read-Aloud/Analyze: Finish reading Act III, Scene 1. Take Cornell Notes. Analyze the following:

  • The significance of the deaths of a Montague and a Capulet.
  • The consequences of the murders.

    4. Reflections: Are you surprised by the outcomes in Act III, Scene 1? What can you predict for the upcoming scenes?

  • How can we understand the significance and consequences of the first deaths of this play, as seen in Act III, Scene 1 of Romeo and Juliet? DUE MONDAY, DECEMBER 15th:
  • REFLECTION ON Act III, Scene 1 of ROMEO AND JULIET: Reflect on the characters in Act III, SCENE 1 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act III, Scene 1 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act III, Scene 1 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

  • Thursday, December 11th, 2014: 1. Do Now: What are the top three reasons that teenagers get into physical fights? How can physical fights escalate (get worse)? How can physical fights be resolved?

    Show HW: Rewrite of a Reflection (include the original reflection).

    2. Share Do Now answers.

    3. Read-Aloud/Analyze: Begin reading Act III, Scene 1. Take Cornell Notes. Analyze the following:

  • The significance of "hot" days at the beginning of the scene.
  • Mercutio's characterization of Benvolio as someone who "quarrels" with any man for any reason.
  • Evidence of foreshadowing characters' deaths.
  • How can we effectively analyze the characterization of characters, major events and use of figurative language (literary techniques) in Act III, Scene 1 of Romeo and Juliet? MAKE UP OWED HOMEWORK!
    Wednesday, December 10th, 2014: 1. Do Now: EXAM ON ACT II

    Show HW: Act II Study Guide.

    2. Work Period: Work on the homework and any owed homework.

    How can we prove our knowledge of the characterization of characters, major events and use of figurative language (literary techniques) in Act II of Romeo and Juliet? DUE TOMORROW, THURSDAY, DECEMBER 11th, 2014:
  • REFLECTION REWRITE: Choose one of your reflections from Act I or Act II and REWRITE it. Your REWRITE should include improved grammar and more elaboration (answer questions like the following: What is Shakespeare's purpose for including these facts or figurative language (literary techniques)? How does Shakespeare describe the characters and events? Why are these facts supporting or not supporting the habits of effective teens?). PLEASE HIGHLIGHT THE IMPROVEMENTS. PLEASE BRING IN THE ORIGINAL REFLECTION, TOO.
  • Tuesday, December 9th, 2014: 1. Work Period: Work on finishing Act II Study Guide with your partner (write in the LA section). You will have today in class and tonight to finish answering all questions (the study guide is due tomorrow). These questions will prepare you for tomorrow's exam.

    2. Reflections: How can you summarize Act II, Scenes 4, 5 and 6 (write a summary of 2-3 sentences at the bottom of your Cornell Notes for each scene)? What predictions can you make for the rest of the play?

    How can we understand the characterization of characters, major events and use of figurative language (literary techniques) in Act II of Romeo and Juliet? ACT II EXAM WILL BE TOMORROW, WEDNESDAY, DECEMBER 10th (15% of the 3rd marking period grade!). REVIEW YOUR ANSWERS TO THE ACT II STUDY GUIDE, IN-CLASS NOTES AND REFLECTIONS.


  • DUE TOMORROW: SHOW ALL OF THE ANSWERS TO THE ACT II STUDY GUIDE
  • Monday, December 8th, 2014: 1. Do Now: Listen to Act II Study Guide instructions and arrange with your Study Guide partner.

    2. Work Period: Work on Act II Study Guide with your partner (write in the LA section). You will have today and tomorrow in class to finish answering all questions. These questions will prepare you for Wednesday's exam.

    SHOW HW: REFLECTION ON ACT II, SCENES 4, 5 AND 6.

    3. Reflections: How can you summarize Act II, Scenes 4, 5 and 6 (write a summary of 2-3 sentences at the bottom of your Cornell Notes for each scene)? What predictions can you make for the rest of the play?

    How can we understand the characterization of characters, major events and use of figurative language (literary techniques) in Act II of Romeo and Juliet? ACT II EXAM WILL BE THIS WEDNESDAY, DECEMBER 10th (15% of the 3rd marking period grade!). REVIEW YOUR ANSWERS TO THE ACT II STUDY GUIDE, IN-CLASS NOTES AND REFLECTIONS.


  • TURN IN THE ANSWERS TO THE ACT II STUDY GUIDE
  • Friday, December 5th, 2014: 1. Do Now: Who do you turn to for advice and guidance? What advice and guidance do you obtain from that person and why?

    2. Read-Aloud: Finish reading Act II, Scenes 5 and 6. Take Cornell Notes (LA section) on characterization of Mercutio, Benvolio, Romeo, and the Nurse, evidence of foreshadowing and its purpose, and language style.

  • What advice does Nurse give Romeo and why?
  • Why does Nurse delay in returning to the Capulet's household and why does Nurse delay in telling Juliet vital (important) information about Romeo?
  • Why is Friar Lawrence's role important?
  • 3. Reflections: How can you summarize Act II, Scenes 4, 5 and 6 (write a summary of 2-3 sentences at the bottom of your Cornell Notes for each scene)? What predictions can you make for the rest of the play?

  • How can we understand the purpose of Mercutio, Benvolio, Romeo and the Nurse in Act II, Scenes 4, 5 and 6 in Romeo and Juliet? DUE THIS MONDAY, DECEMBER 8th:
  • REFLECTION ON Act II, Scene 4, Act II, Scene 5, and Act II, Scene 6 of ROMEO AND JULIET: Reflect on the characters in Act II, SCENES 4, 5 AND 6 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act II, Scenes 4, 5 and 6 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act II, Scenes 4, 5 and 6 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    ACT II EXAM WILL BE ON WEDNESDAY, DECEMBER 10th (15% of the 3rd marking period grade!). STUDY GUIDE QUESTIONS WILL BE PROVIDED IN CLASS ON MONDAY. REVIEW YOUR IN-CLASS NOTES AND REFLECTIONS.

  • Thursday, December 4th, 2014: 1. Do Now: Notebook Quiz #5

    2. Read-Aloud: Finish reading Act II, Scene 4 and begin reading Act II, Scene 5. Take Cornell Notes (LA section) on characterization of Mercutio, Benvolio, Romeo, and the Nurse, evidence of foreshadowing and its purpose, and language style.

  • Why do Mercutio and Romeo use witty language?
  • What advice does Nurse give Romeo and why?
  • Why does Nurse delay in returning to the Capulet's household and why does Nurse delay in telling Juliet vital (important) information about Romeo?

    3. Reflections: How can you summarize Act II, Scene 4 (write a summary of 2-3 sentences at the bottom of your Cornell Notes)? What predictions can you make for the rest of Act II and the rest of the play?

  • How can we understand the purpose of Mercutio, Benvolio, Romeo and the Nurse in Act II, Scenes 4 and 5 in Romeo and Juliet? MAKE UP OWED HOMEWORK!
    Wednesday, December 3rd, 2014: 1. Do Now: Since we are focusing on analyzing the characters and events in Romeo and Juliet in terms of the 7 Habits for Highly Effective Teens, let's examine how the habit "Begin with the End in Mind" relates to our lives. Imagine your high school graduation, where there is a gathering of people to celebrate YOU. Who would be there? What would they say about you? What would you want to be said about you--about your qualities, your accomplishments, and your relationships with family and friends? (Now, live this and be that person. Begin with the end in mind.)

    SHOW YESTERDAY'S (and MONDAY'S) CLASSWORK ON THE FIVE DIFFERENT KINDS OF LOVE IN ACTS I AND II (quotes and one-sentence analysis must be included). unrequited love (Romeo for Rosaline, Paris for Juliet), romantic requited love (Romeo and Juliet), parental love (Mr. and Mrs. Capulet for Juliet, Nurse for Juliet, and Mr. and Mrs. Montague for Romeo), friendship love (Romeo and Benvolio, Romeo and Mercutio, Romeo and Friar Laurence, Nurse and Juliet), and love of family honor (Tybalt, Mercutio and Romeo). Find one line (a direct quote with the character who was speaking) from Act I or Act II to support each kind of love. Then, write one sentence to explain what kind of love and your reasoning.

    2. Share Do Now answers and yesterday's classwork on different kinds of love.

    3. Discuss/Share: Preview Act II, Scene 4 (pp. 91-103). What do you think about Mercutio (Romeo's friend)? What kind of a guy is he? How does he use wit (a mix of comedy and intelligence)? Find one line from this scene that supports his witty character.

    4. Begin reading Act II, Scene 4. Take Cornell Notes on characterization of Mercutio, Benvolio, Romeo, and the Nurse, predictions/foreshadowing, and language style.

    How can we prove our knowledge of various types of love in Acts I and II of Romeo and Juliet and begin reading Act II, Scene 4? NOTEBOOK QUIZ IS COMING TOMORROW OR FRIDAY! MAKE SURE YOUR NOTES ARE IN ORDER SINCE NOVEMBER 14th.

    MAKE UP OWED HOMEWORK!

    Tuesday, December 2nd, 2014: 1. Work Period #1: Finish yesterday's and today's classwork: Since this play is about love, you and a partner will identify evidence from Acts I and II that supports the various types of love: unrequited love (Romeo for Rosaline, Paris for Juliet), romantic requited love (Romeo and Juliet), parental love (Mr. and Mrs. Capulet for Juliet, Nurse for Juliet, and Mr. and Mrs. Montague for Romeo), friendship love (Romeo and Benvolio, Romeo and Mercutio, Romeo and Friar Laurence, Nurse and Juliet), and love of family honor (Tybalt, Mercutio and Romeo). Find one line (a direct quote with the character who was speaking) from Act I or Act II to support each kind of love. Then, write one sentence to explain what kind of love and your reasoning.

    The one-line quote should follow this format: Friar Laurence said: "Wisely and slow. They stumble that run fast" (2.4.101). This is friendship love because...

    2. Work Period #2: Preview Act II, Scene 4 (pp. 91-103). What do you think about Mercutio (Romeo's friend)? What kind of a guy is he? How does he use wit (a mix of comedy and intelligence)? Find one line from this scene that supports his witty character.

    How can we prove our knowledge of various types of love in Acts I and II of Romeo and Juliet and prepare to read Act II, Scene 4? DUE TOMORROW, WEDNESDAY, DECEMBER 3rd:
  • Finish yesterday's and today's classwork: Since this play is about love, you and a partner will identify evidence from Acts I and II that supports the various types of love: unrequited love (Romeo for Rosaline, Paris for Juliet), romantic requited love (Romeo and Juliet), parental love (Mr. and Mrs. Capulet for Juliet, Nurse for Juliet, and Mr. and Mrs. Montague for Romeo), friendship love (Romeo and Benvolio, Romeo and Mercutio, Romeo and Friar Laurence, Nurse and Juliet), and love of family honor (Tybalt, Mercutio and Romeo). Find one line (a direct quote with the character who was speaking) from Act I or Act II to support each kind of love. Then, write one sentence to explain what kind of love and your reasoning.

    The one-line quote should follow this format: Friar Laurence said: "Wisely and slow. They stumble that run fast" (2.4.101). This is friendship love because...

    MAKE UP OWED HOMEWORK!

  • Monday, December 1st, 2014: Work Period: Since this play is about love, you and a partner will identify evidence from Acts I and II that supports the various types of love: unrequited love (Romeo for Rosaline, Paris for Juliet), romantic requited love (Romeo and Juliet), parental love (Mr. and Mrs. Capulet for Juliet, Nurse for Juliet, and Mr. and Mrs. Montague for Romeo), friendship love (Romeo and Benvolio, Romeo and Mercutio, Romeo and Friar Laurence, Nurse and Juliet), and love of family honor (Tybalt, Mercutio and Romeo). Find one direct quote from Act I or Act II to support each kind of love.

    The one-line quote should follow this format: Friar Laurence said: "Wisely and slow. They stumble that run fast" (2.4.101). This is friendship love because...

    SHOW HW: REFLECTION ON ACT II, SCENE 3 OF ROMEO AND JULIET.

    How can we prove our knowledge of various types of love in Acts I and II of Romeo and Juliet? MAKE UP OWED HOMEWORK!
    Wednesday, November 26th, 2014: 1. Do Now: Review your notes on Romeo and Juliet and William Shakespeare to prepare for the extra credit game.

    2. Review the midterm exam answers.

    3. Extra Credit Game: Divide into two teams. Divide students into two teams and draw a baseball diamond on the blackboard. Each team has three outs per inning (like regular baseball) and one player from each team goes at a time. Teacher asks a question about Romeo and Juliet or William Shakespeare's life, times and works. The student "at bat" has 30 seconds to answer. If he answers correctly in five seconds, the team gets a home run; within 10 seconds, it's a triple; within 15 seconds, it's a double; and just before the time limit, it's a single. If the student does not get the answer right, he's out. Draw a symbol for a base runner when a student gets a hit. When a player gets to home plate the team scores a run. The team with the most runs at the end of nine innings (or whenever time runs out) wins the game.

    How can we prove our knowledge of Acts I and II in Romeo and Juliet and William Shakespeare's life and times? DUE NEXT MONDAY, DECEMBER 1st:
  • REFLECTION ON ACT II, SCENE 3 of Romeo and Juliet: Reflect on the characters in Act II, SCENE 3 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act II, Scene 3 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act II, Scene 3 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

  • Tuesday, November 25th, 2014: 1. Do Now: How are minor characters (such as Friar Lawrence, the Nurse, Tybalt, Benvolio, and Mercutio) influential in promoting or avoiding the use of effective habits for the characters in Romeo and Juliet?

    2. Discuss the Do Now.

    3. Read-Aloud: Finish reading aloud Act II, Scene 3. Take Cornell Notes. Focus on the following:

  • the characterization and dialogue between Friar Lawrence and Romeo

    4. Reflections: How can you effectively summarize Act II, Scene 3 (write in your Cornell Notes)?

    5. Review Midterm answers.

  • How can we understand the communication between Romeo and Friar Lawrence in Act II, Scene 3 in Romeo and Juliet, and each character's purpose? EXTRA CREDIT GAME TOMORROW! REVIEW YOUR NOTES ON SHAKESPEARE AND ROMEO AND JULIET. YOU CAN'T USE YOUR NOTES TOMORROW.

    MAKE UP ANY OWED HOMEWORK! THE LAST DAY OF THE 2ND MARKING PERIOD IS TOMORROW, WEDNESDAY, NOVEMBER 26th.

    DUE NEXT MONDAY, DECEMBER 1st:

  • REFLECTION ON ACT II, SCENE 3 of Romeo and Juliet: Reflect on the characters in Act II, SCENE 3 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act II, Scene 3 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act II, Scene 3 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

  • Monday, November 24th, 2014: 1. Do Now: If a boy and a girl from feuding (conflicting) families unite in a relationship, what are the possible outcomes?

    SHOW HOMEWORK: REFLECTION ON ACT II PROLOGUE, SCENE 1 AND SCENE 2.

    2. Discuss the Do Now.

    3. Read-Aloud: Read aloud Act II, Scene 3. Take Cornell Notes. Focus on the following:

  • the characterization and dialogue between Friar Lawrence and Romeo

    4. Reflections: How can you effectively summarize Act II, Scene 3 (write in your Cornell Notes)?

  • How can we understand the communication between Romeo and Friar Lawrence in Act II, Scene 3 in Romeo and Juliet, and each character's purpose? MAKE UP ANY OWED HOMEWORK! THE LAST DAY OF THE 2ND MARKING PERIOD IS THIS COMING WEDNESDAY, NOVEMBER 26th.
    Friday, November 21st, 2014: 1. Do Now: What's the significance (importance) of your first/last name? Were you named after someone? If you had a different name, would you feel differently? Does your name define you as a person?

    2. Discuss the Do Now.

    3. Read-Aloud: Read aloud Act II, Scene 2. Take Cornell Notes. Focus on the following:

  • Scene 2: Famous balcony scene when Romeo and Juliet break boundaries and confess their love to each other, while admitting their misfortune to be members of enemy families.

    4. Reflections: How can you effectively summarize the prologue, scenes 1 and 2 of ACT II.

  • How can we effectively understand the growing relationship between Romeo and Juliet and their characterization in Act II, Scene 2 in Romeo and Juliet? DUE THIS COMING MONDAY, NOVEMBER 24th:
  • REFLECTION ON ACT II, PROLOGUE, SCENES 1 AND 2 of Romeo and Juliet: Reflect on the characters in Act II PROLOGUE, SCENES 1 AND 2 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act II, Prologue and Scenes 1 and 2 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act II, Prologue and Scenes 1 and 2 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    MAKE UP ANY OWED HOMEWORK! THE LAST DAY OF THE 2ND MARKING PERIOD IS THIS COMING WEDNESDAY, NOVEMBER 26th.

  • Thursday, November 20th, 2014: 1. Do Now: Has fighting/conflict ever prevented love from blossoming in your family (or in your neighborhood, city, state, country or other countries)? Explain your answer.

    2. Discuss the Do Now.

    3. Read-Aloud: Read aloud Act II, Scene 1 and the beginning of Scene 2. Take Cornell Notes. Focus on the following:

  • Scene 1: Suspense building up until Romeo encounters Juliet at her balcony. Mercutio and Benvolio search for Romeo since he's disappeared (the readers know Romeo has scaled a wall in Capulet's garden).
  • Scene 2: Famous balcony scene when Romeo and Juliet break boundaries and confess their love to each other, while admitting their misfortune to be members of enemy families.

    4. Reflections: What can you predict will happen next between Romeo and Juliet?

  • How can we effectively understand the growing relationship between Romeo and Juliet and their characterization in Act II, Scenes 1 and 2 in Romeo and Juliet? DUE THIS COMING MONDAY, NOVEMBER 24th:
  • REFLECTION ON ACT II, PROLOGUE, SCENES 1 AND 2 of Romeo and Juliet: Reflect on the characters in Act II PROLOGUE, SCENES 1 AND 2 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act II, Prologue and Scenes 1 and 2 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act II, Prologue and Scenes 1 and 2 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

  • Wednesday, November 19th, 2014: 1. Do Now: MIDTERM EXAM

    2. Make up any owed homework.

    How can we prove our understanding of literary terms and their examples on the Midterm Exam? MAKE UP ANY OWED HW!
    Tuesday, November 18th, 2014: 1. Do Now: Work on review sheet for Midterm Exam (which is TOMORROW, Wednesday, November 19th). Try to find examples for the literary terms in Romeo and Juliet.

    SHOW HW: REFLECTION ON ACT I, SCENE 5.

    2. Share answers for the review sheet for the Midterm Exam.

    3. Group Review Activity: Groups will be assigned. Each group will have one white board. Each group will have a chance to write the correct answer from the review sheet. The group that writes the answer first (and shows me) will earn 3 extra points on the midterm exam.

    4. HW Reminders

    How can we prove our understanding of literary terms and their examples taken from Romeo and Juliet? DUE TOMORROW, WEDNESDAY, NOVEMBER 19th:
  • Know the definitions for the following literary techniques: plot, setting, point of view, theme, main idea, characterization, autobiography, biography, inference, personification, hyperbole, simile, metaphor, stanza, symbolism, repetition, alliteration, idiom, paradox, flashback, imagery, foreshadowing, onomatopoeia, and allegory. You should also be able to identify examples of each of these literary techniques.
  • Monday, November 17th, 2014: 1. Do Now: EXAM ON ACT I OF ROMEO AND JULIET

    SHOW HW: ACT I STUDY GUIDE (5 HOMEWORK ASSIGNMENTS!).

    2. Work Period: Work on review sheet for Midterm Exam (which is Wednesday).

    How can we prove our understanding of Act I of Romeo and Juliet, focusing on characterization, main events and figurative language? DUE TOMORROW, TUESDAY, NOVEMBER 18th:
  • REFLECTION ON ACT I, SCENE 5 of Romeo and Juliet: Reflect on the characters in Act I, Scene 5 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act I, Scene 5 Reflection of Romeo and Juliet

    DUE THIS WEDNESDAY, NOVEMBER 19th:

  • Know the definitions for the following literary techniques: plot, setting, point of view, theme, main idea, characterization, autobiography, biography, inference, personification, hyperbole, simile, metaphor, stanza, symbolism, repetition, alliteration, idiom, paradox, flashback, imagery, foreshadowing, onomatopoeia, and allegory. You should also be able to identify examples of each of these literary techniques.
  • Friday, November 14th, 2014: 1. Do Now: Is it common for teenage boys to be fickle (change their minds quickly and easily) about teenage girls? Explain.

    2. Discuss the Do Now.

    3. Read-Aloud: Read aloud the rest of Act I, Scene 5. Take Cornell Notes. Focus on the following:

  • Romeo's thoughts and feelings upon seeing Juliet for the first time.
  • Rising conflict between the Montagues and the Capulets.

    4. Final Summary: Summarize today's scene 5 and cornell notes. Identify main ideas and any questions you have in the left-hand column of today's cornell notes.

    5. HW Reminders and work on HW due Monday and Tuesday.

  • How can we effectively understand the characterization of Romeo and Juliet and the rising conflict between the Capulets and the Montagues in Act I, Scene 5 in Romeo and Juliet?
  • EXAM on ACT I (25% of the 2nd marking period) of Romeo and Juliet will be THIS COMING MONDAY, NOVEMBER 17th. THE EXAM WILL INCLUDE MULTIPLE-CHOICE QUESTIONS. BRING A #2 PENCIL (MS. CONN WILL NOT PROVIDE PENCILS).
  • You will be tested on your in-class notes and the study guide below.
  • COMPLETE THE ACT I STUDY GUIDE IS HERE (THIS MUST BE COMPLETED BY MONDAY, NOVEMBER 17th. IT'S WORTH FIVE HOMEWORK CREDITS! You don't need to write the questions. You just need to answer in complete sentences in the homework section of your notebook.).

    DUE THIS COMING TUESDAY, NOVEMBER 18th:

  • REFLECTION ON ACT I, SCENE 5 of Romeo and Juliet: Reflect on the characters in Act I, Scene 5 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act I, Scene 5 Reflection of Romeo and Juliet
  • Thursday, November 13th, 2014: 1. Do Now: Open Notebook Quiz #4

    SHOW HW: ACT I, SCENE 4 REFLECTION.

    2. Discuss the Do Now.

    3. Read-Aloud: Read aloud the beginning of Act I, Scene 5. Take Cornell Notes. Focus on the following:

  • Romeo's thoughts and feelings upon seeing Juliet for the first time.
  • Rising conflict between the Montagues and the Capulets.

    4. Reflections: What can you predict will happen between Romeo and Juliet? What can you predict will happen between Romeo and Tybalt?

    5. HW Reminder

  • How can we effectively understand the characterization of Romeo and Juliet and the rising conflict between the Capulets and the Montagues in Act I, Scene 5 in Romeo and Juliet?
  • EXAM on ACT I (25% of the 2nd marking period) of Romeo and Juliet will be NEXT MONDAY, NOVEMBER 17th.
  • You will be tested on your in-class notes and the study guide below.
  • COMPLETE THE ACT I STUDY GUIDE IS HERE (THIS MUST BE COMPLETED BY MONDAY, NOVEMBER 17th. IT'S WORTH FIVE HOMEWORK CREDITS! You don't need to write the questions. You just need to answer in complete sentences in the homework section of your notebook.).

    DUE NEXT TUESDAY, NOVEMBER 18th:

  • REFLECTION ON ACT I, SCENE 5 of Romeo and Juliet: Reflect on the characters in Act I, Scene 5 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act I, Scene 5 Reflection of Romeo and Juliet
  • Wednesday, November 12th, 2014: 1. Do Now: Describe how you (or someone you know) deals with unrequited (unreturned) love. You may include struggles and distractions.

    SHOW HW: ACT I, SCENE 3 REFLECTION.

    2. Discuss the Do Now.

    3. Read-Aloud: Read aloud all of Act I, Scene 4. Take Cornell Notes. Focus on the following:

  • Romeo's character traits (thoughts, feelings, and actions) as a result of his unrequited love
  • Mercutio's reactions to Romeo's melancholy (depressed) spirit

    4. Final Summary: Summarize today's scene and cornell notes. Identify main ideas and any questions you have in the left-hand column of today's cornell notes.

    5. HW Reminder

  • How can we effectively understand the characterization of Romeo and Mercutio in Act I, Scene 4 in Romeo and Juliet? DUE TOMORROW, THURSDAY, NOVEMBER 13th:
  • REFLECTION ON ACT I, SCENE 4 of Romeo and Juliet: Reflect on the characters in Act I, Scene 4 by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act I, Scene 4 Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act I, Scene 4 of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)


  • MAKE SURE YOUR CLASS NOTES ARE IN ORDER. YOU SHOULD EXPECT A NOTEBOOK QUIZ THIS WEEK! You will be tested on notes since October 24th.
  • EXAM on ACT I (25% of the 2nd marking period) of Romeo and Juliet will be NEXT MONDAY, NOVEMBER 17th.
  • You will be tested on your in-class notes and the study guide below.
  • COMPLETE THE ACT I STUDY GUIDE IS HERE (THIS MUST BE COMPLETED BY MONDAY, NOVEMBER 17th. IT'S WORTH FIVE HOMEWORK CREDITS! You don't need to write the questions. You just need to answer in complete sentences in the homework section of your notebook.).
  • Monday, November 10th, 2014: 1. Do Now: Do you envision yourself married? If so, when? What kind of person would you like to marry? Include his/her appearance, interests, values, beliefs, and any other characteristics.

    2. Discuss the Do Now.

    3. Read-Aloud: Read aloud all of Act I, Scene III. Take Cornell Notes. Focus on the following:

  • Relationships between Nurse and Juliet and Lady Capulet and Juliet.
  • Characterization of Paris

    4. Final Thoughts: What can you predict will happen with Juliet, Paris, Nurse, and Lady Capulet?

    5. HW Reminder

  • How can we effectively understand the relationships between the Nurse, Juliet and Lady Capulet and portrayal of Paris as an ideal man in Romeo and Juliet? DUE THIS WEDNESDAY, NOVEMBER 12th:
  • REFLECTION ON ACT I, SCENE III of Romeo and Juliet: Reflect on the characters in Act I, Scene III by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act I, Scene III Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to Act I, Scene III of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    LOOKING AHEAD:

  • MAKE SURE YOUR CLASS NOTES ARE IN ORDER. YOU SHOULD EXPECT A NOTEBOOK QUIZ THIS WEEK! You will be tested on notes since October 24th.
  • EXAM on ACT I (25% of the 2nd marking period) of Romeo and Juliet will be NEXT MONDAY, NOVEMBER 17th. You will be tested on your in-class notes (ACT I STUDY GUIDE IS HERE! IT WILL BE COMPLETELY UPDATED SOON.), which includes literary vocabulary, understanding of the events and characterization of the characters.
  • Friday, November 7th, 2014: 1. Do Now:
  • Fill in the Cornell Notes summary sections for Act I, Scenes I and II.
  • Fill in the left-hand columns of the Cornell Notes for Act I, Scenes I and II. What are the main ideas, important people and questions that you have about the first two scenes.

    SHOW HW: REFLECTIONS ON ACT I, SCENE II.

    2. Read-Aloud: Begin reading aloud Act I, Scene III. Take Cornell Notes. Focus on the following:

  • Relationships between Nurse and Juliet and Lady Capulet and Juliet.
  • Characterization of Paris

    3. Final Thoughts: What can you predict will happen with Juliet, Paris, Nurse, and Lady Capulet?

  • How can we effectively understand the relationships between the Nurse, Juliet and Lady Capulet in Romeo and Juliet? MAKE UP OWED HOMEWORK!

    LOOKING AHEAD:

  • MAKE SURE YOUR CLASS NOTES ARE IN ORDER. YOU SHOULD EXPECT A NOTEBOOK QUIZ VERY SOON! You will be tested on notes since October 24th.
  • EXAM on ACT I (25% of the 2nd marking period) of Romeo and Juliet will be on MONDAY, NOVEMBER 17th. You will be tested on your in-class notes (a study guide will be provided soon!), which includes literary vocabulary, understanding of the events and characterization of the characters.
  • Thursday, November 6th, 2014: 1. Do Now: What's the best way to get over someone who doesn't return your love? What's the best way to convince someone to have requited love (or returned love)?

    2. Read-Aloud: Finish reading aloud Act I, Scene I and Scene II. Take Cornell Notes.

    How can we effectively understand the rest of the exposition (Act I Scene I and Scene II) of Romeo and Juliet through characterization analysis (through the 7 habits of highly effective teens)? DUE TOMORROW, FRIDAY, NOVEMBER 7th:
  • REFLECTION ON ACT I, SCENE II of Romeo and Juliet: Reflect on the characters in the exposition of Act I, Scene II by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act I, Scene II Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to the exposition of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

  • Wednesday, November 5, 2014: 1. Do Now: Why do you believe the Capulet and Montague Families are fighting? What's a good way to resolve fighting between (or within) families?

    2. Read-Aloud: Finish reading aloud Act I, Scene I. Take Cornell Notes, focusing on the following: the Prince's monologue and the consequences of the Montagues' and Capulets' actions, Romeo's absence and his characterization.

    How can we effectively understand the rest of the exposition (Act I Scene I) of Romeo and Juliet through characterization analysis (through the 7 habits of highly effective teens)? DUE THIS FRIDAY, NOVEMBER 7th:
  • REFLECTION ON ACT I, SCENE II of Romeo and Juliet: Reflect on the characters in the exposition of Act I, Scene II by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period. Include the title: Act I, Scene II Reflection of Romeo and Juliet

    Here are the 7 habits (apply one or more of these habits to the exposition of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

  • Monday, November 3, 2014: 1. Do Now: Finish the Homework:
  • REFLECTION ON ACT I, SCENE I: Reflect on the characters in the exposition of Act I, Scene I by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period.

    Here are the 7 habits (apply one or more of these habits to the exposition of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    SHOW THE HOMEWORK!

    3. Distribution and review of the quizzes (notebook quiz and Shakespearean quiz)

  • How can we effectively understand the exposition (Act I Scene I) of Romeo and Juliet through characterization analysis (through the 7 habits of highly effective teens)? MAKE UP HOMEWORK:
  • REFLECTION ON ACT I, SCENE I of Romeo and Juliet: Reflect on the characters in the exposition of Act I, Scene I by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period.

    Here are the 7 habits (apply one or more of these habits to the exposition of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

  • Friday, October 31st, 2014: 1. Do Now: Read the first few lines of Romeo and Juliet (Act I, Scene I, page 9). How does Shakespeare begin his play? What's the purpose of beginning his play in this manner?

    2. Share Do Now answers.

    3. Begin reading Act I, Scene I. Take Cornell Notes in the LA section of your notebook. Focus on the exposition (introductory event of the play), translating Shakespeare's words to modern-day English, repetition of words/phrases, imagery, conflicts and characterization.

    4. Reflections: Summarize the scene in your Cornell Notes.

    How can we effectively understand the exposition of Romeo and Juliet? Due this Monday, November 3rd:
  • REFLECTION ON ACT I, SCENE I: Reflect on the characters in the exposition of Act I, Scene I by explaining how they are applying OR not applying the habits of highly effective teens. Write one full page (handwritten) OR 1/2 page typed (double-spaced). Remember, include the elements of a proper heading: your name, your teacher's name, the date, class name and period.

    Here are the 7 habits (apply one or more of these habits to the exposition of Romeo and Juliet)):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

  • Thursday, October 30th, 2014: 1. Work Period: Work on the Story Board for the Prologue of Romeo and Juliet (use this Sample Story-Board Presentation to guide you):. You must do the following:
  • have a total of 14 illustrations--one per line of the Prologue (You may work with a partner).
  • Write each line of the Prologue on top of each illustration.
  • Include the title at the top: Prologue of Romeo and Juliet by William Shakespeare
  • Include your name, date, and period # in the bottom right-hand corner.
  • Follow Shakespeare's language and punctuation exactly (avoid errors in grammar).
  • Add individual creativity and bring the words to life!

    2. Gallery Walk: View your classmates' Story Boards of the Prologue of Romeo and Juliet. What illustrations were impressive and why? Why are these Story Boards good advertisements for the play? Share your impressions.

    3. Extra Time: If we have extra time, create vocabulary cards for the following words from the Prologue: dignity, mutiny, piteous, strife, toil, strive and mend. For each vocabulary card, include the word, part of speech and an illustration on the front. Then, on the inside of the vocabulary card, write the definition and your own sentence (using the underlined vocabulary word correctly).

  • How can we effectively prepare to read Romeo and Juliet through visual representations of the prologue? Make up any owed HW!
    Wednesday, October 29th, 2014: 1. Do Now: QUIZ on Shakespeare's life, times, literature, language and theater.

    2. Work Period: Work on the Story Board for the Prologue of Romeo and Juliet (use this Sample Story-Board Presentation to guide you):. You must do the following:

  • have a total of 14 illustrations--one per line of the Prologue (You may work with a partner).
  • Write each line of the Prologue on top of each illustration.
  • Include the title at the top: Prologue of Romeo and Juliet by William Shakespeare
  • Include your name, date, and period # in the bottom right-hand corner.
  • Follow Shakespeare's language and punctuation exactly (avoid errors in grammar).
  • Add individual creativity and bring the words to life!

  • How can we effectively prepare to read Romeo and Juliet through reading and textual analysis the prologue? DUE TOMORROW, THURSDAY, OCTOBER 30th:
  • Work on the classwork STORYBOARD. You MUST turn it in at the end of class tomorrow. Requirements for the Story Board for the Prologue of Romeo and Juliet (use this Sample Story-Board Presentation to guide you) in which you must do the following:
  • have a total of 14 illustrations--one per line of the Prologue (You may work with a partner).
  • Write each line of the Prologue on top of each illustration.
  • Include the title at the top: Prologue of Romeo and Juliet by William Shakespeare
  • Include your name, date, and period # in the bottom right-hand corner.
  • Follow Shakespeare's language and punctuation exactly (avoid errors in grammar).
  • Add individual creativity and bring the words to life!

    Make up any owed HW!

  • Tuesday, October 28th, 2014: 1. Do Now: What is the meaning of PROLOGUE? Write your own definition (do not use the dictionary).

    2. Think/Pair/Share: Share the Do Now answer with a neighbor. Share with the whole class. Define it accurately, with a dictionary.

    3. Work Period: Identify Main Ideas, Important People and Dates, and Questions (fill these details in the left-hand column of your Cornell Notes page on the Prologue of Romeo and Juliet).

    Show HW: Summary of Prologue of Romeo and Juliet (found beneath your Cornell Notes translation)

    4. Think/Pair/Share: Share Do Now answers with a neighbor. Identify similarities and differences.

    5. Whole Class Sharing: Share your neighbor's findings with the class. Use the following sentence starters to begin your sharing: According to ____________(neighbor's name), the main ideas/important people/important dates/questions include...

    6. Instructions on How to Make a Story Board: View Sample Story-Board Presentation.

    7. Work Period: With a neighbor (divide the lines equally), begin to create a storyboard for the Prologue of Romeo and Juliet. You will be graded (rubric will be provided) on the following:

  • Text Accuracy (including a one-line caption per picture; the lines must come from Shakespeare's prologue)
  • Visual Accuracy (pictures clearly tell the story of each line)
  • Grammar (spelling, punctuation, and capitalization must match the text in the prologue)

    8. 3-2-1 Exit Slip:
    3 Tasks that you accomplished today.
    2 Tasks that you can predict we will be doing tomorrow.
    1 Question that you have about today's lesson.

    Common Core Standards and Resources:

  • UDL resources: storyboard for multiple media representation, scaffolding for Cornell Note-Taking, and Exit Slips for Monitoring Student Progress
  • RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • How can we effectively prepare to read Romeo and Juliet through reading and textual analysis the prologue? DUE TOMORROW, WEDNESDAY, OCTOBER 29th:
  • QUIZ on all of your Shakespearean Notes (his life, time period, literature, language, theater, and iambic pentameter). You should review your notes for this quiz. You can also use these resources: Fact Sheet on Shakespeare's Life, Times and Works (which will be read aloud by Ms. Conn) and Iambic Pentameter. Examine the iambic pentameter of "If I profane my unworthiest hand" sonnet from Act I, Scene V of Romeo and Juliet. You MUST bring a #2 pencil. This will be a multiple-choice question quiz.
  • Monday, October 27th, 2014: 1. Do Now: Shakespeare uses figurative language to help bring his words to life. In the Prologue of Romeo and Juliet, he uses rhyme scheme, alliteration, and imagery. In the opening scene of this tragic play, he begins with comedy and puns. What's the author's purpose for using these examples of figurative language? (Hint: define these terms)

    Show HW: Journal--Pre-Reading of Romeo and Juliet.

    2. Discuss/Share Do Now.

    3. Finish reading aloud the prologue of Romeo and Juliet, which is like a modern-day movie trailer. Take Cornell Notes, translating each line.

    4. Begin the summary of the Prologue (in your Cornell Notes)

    How can we effectively prepare to read Romeo and Juliet, while predicting the author's purpose for figurative language in the prologue and opening scene? DUE TOMORROW, TUESDAY, OCTOBER 28th:
  • Finish the summary (3-4 sentences) of the prologue of Romeo and Juliet.

    DUE THIS WEDNESDAY, OCTOBER 29th:

  • QUIZ on all of your Shakespearean Notes (his life, time period, literature, language, theater, and iambic pentameter). You should review your notes for this quiz. You can also use these resources: Fact Sheet on Shakespeare's Life, Times and Works (which will be read aloud by Ms. Conn) and Iambic Pentameter. Examine the iambic pentameter of "If I profane my unworthiest hand" sonnet from Act I, Scene V of Romeo and Juliet. You MUST bring a #2 pencil. This will be a multiple-choice question quiz.
  • Friday, October 24th, 2014: 1. Do Now: Finish yesterday's Work Period (Part 1): On a separate piece of loose-leaf (which you will turn in, at the end of class), compose ONE PSAT-style question on the Shakespearean Notes on his life, time period, literature, language and theater. Here's a sample PSAT question so you can emulate (imitate) the style:
    The practice of storytelling for entertainment and instruction was at one time so widespread that it was virtually ____________________.
    (A) rigorous
    (B) universal (the answer is B)
    (C) elevating
    (D) uncommon
    (E) unknown

    Finish yesterday's Work Period (Part 2): Below the PSAT-style question (on the same piece of paper as Part 1) on the Shakespearean Notes, write the following question: How can you prove that an author's life or time period is revealed in his literature? Then, provide answers with a partner at your table (you will need copies of Romeo and Juliet at your table), by doing the following (you don't need to write the directions; just follow them):

  • Identify evidence in the first act of Romeo and Juliet (scan the text)? Provide one piece of evidence and the page #. Use the following sentence starter: Shakespeare's life/time period is revealed on page_____in "..." Include a one-sentence analysis. Use the following sentence starter: This evidence supports the claim that Shakespeare's life/time period is revealed in Romeo and Juliet because... OR This is true because...

    2. Read the prologue of Romeo and Juliet, which is like a modern-day movie trailer. Take Cornell Notes, translating each line.

    3. 3-2-1 Exit Slip:
    3 Tasks that you accomplished today.
    2 Tasks that you can predict we will be doing on Monday.
    1 Question that you have about today's lesson.

  • How can we effectively prepare to read Romeo and Juliet? DUE THIS MONDAY, OCTOBER 27th:
    Choose one of the following questions to write one handwritten page OR half-page typed (double spaced) journal. Remember to include the four parts of the heading: your name, date, the teacher's name, and the class name and period. The title should be called "Journal: Pre-Reading of Romeo and Juliet"
  • Is it possible for teenagers to fall in love passionately?
  • Do you think hate is a stronger emotion than love? Explain.
  • If you knew, without any doubt, that your parents would be against your relationship with someone with whom you love deeply, would you continue to see him/her?

    MAKE UP ANY OWED HW.

    DUE THIS COMING WEDNESDAY, OCTOBER 29th:

  • QUIZ on all of your Shakespearean Notes (his life, time period, literature, language, theater, and iambic pentameter). You should review your notes for this quiz. You can also use these resources: Fact Sheet on Shakespeare's Life, Times and Works (which will be read aloud by Ms. Conn) and Iambic Pentameter. Examine the iambic pentameter of "If I profane my unworthiest hand" sonnet from Act I, Scene V of Romeo and Juliet. You MUST bring a #2 pencil. This will be a multiple-choice question quiz.
  • Thursday, October 23rd, 2014: 1. Do Now: Notebook Quiz

    SHOW HW: Revision of your Habit Speech (include the original with Ms. Conn's corrections)

    2. Work Period (Part 1): On a separate piece of loose-leaf (which you will turn in, at the end of class), compose ONE PSAT-style question on the Shakespearean Notes on his life, time period, literature, language and theater. Here's a sample PSAT question so you can emulate (imitate) the style:
    The practice of storytelling for entertainment and instruction was at one time so widespread that it was virtually ____________________.
    (A) rigorous
    (B) universal (the answer is B)
    (C) elevating
    (D) uncommon
    (E) unknown

    3. Work Period (Part 2): Below the PSAT-style question on the Shakespearean Notes, write the following question and provide answers with a partner at your table (you will need copies of Romeo and Juliet at your table).

  • How can you prove that an author's life or time period is revealed in his literature? Identify evidence in the first act of Romeo and Juliet (scan the text)? Provide one piece of evidence and the page #. Use the following sentence starter: Shakespeare's life/time period is revealed on page_____in "..." Include a one-sentence analysis. Use the following sentence starter: This evidence supports the claim that Shakespeare's life/time period is revealed in Romeo and Juliet because... OR This is true because...

    4. Reflections: Thumbs up/sideways/down on achieving today's aim.

    Common Core Standards: W.9-10.2, RL.9-10.1

  • How can we effectively understand Shakespeare's life, time period, theater and language so as to prepare to read Romeo and Juliet? MAKE UP ANY OWED HW.
    Wednesday, October 22nd, 2014: 1. Do Now: Based on your prior knowledge, answer the following questions: What can you predict about Shakespeare's influence on the English language? What can you predict about theater during Shakespeare's time?

    2. Discuss/Share Do Now answers. Check out Words Shakespeare Invented (or those he gets credit for)

    3. Work Period: Using Cornell Note-Taking Skills, finish taking notes on Fact Sheet on Shakespeare's Life, Times and Works (which will be read aloud by Ms. Conn) and Iambic Pentameter. Examine the iambic pentameter of "If I profane my unworthiest hand" sonnet from Act I, Scene V of Romeo and Juliet.

    4. Reflections: Summary in the Cornell Notes. Thumbs up/sideways/down on achieving today's aim.

    5. HW Reminder

    How can we understand language and theater during Shakespeare's time period through Cornell Note-Taking Skills? Due TOMORROW, THURSDAY, OCTOBER 23rd:
  • Revise (include Ms. Conn's corrections) your Habit Speech. You can type or handwrite. ALL corrections should be made on your revision. You MUST turn in the revised paper AND the original (the speech with all of Ms. Conn's corrections).

    NOTEBOOK QUIZ WILL BE TOMORROW OR FRIDAY! Your notes should be in order since October 6th. Questions will be asked on any notes in the Do Now and LA sections since October 6th.

  • Tuesday, October 21st, 2014: 1. Do Now: Based on your prior knowledge, answer the following questions: What can you predict about the influence of Shakespeare's life and time period on his plays and poems? What can you predict about Shakespeare's style of writing? What can you predict about his plays and poems?

    2. Discuss/Share Do Now answers.

    3. Work Period: Using Cornell Note-Taking Skills, finish taking notes on Fact Sheet on Shakespeare's Life, Times and Works (which will be read aloud by Ms. Conn) and Iambic Pentameter.

    4. Reflections: Summary in the Cornell Notes. Thumbs up/sideways/down on achieving today's aim.

    5. Introduce HW.

    How can we understand government, religion and literature during Shakespeare's time period through Cornell Note-Taking Skills? Due THIS THURSDAY, OCTOBER 23rd:
  • Revise (include Ms. Conn's corrections) your Habit Speech. You can type or handwrite. ALL corrections should be made on your revision. You MUST turn in the revised paper AND the original (the speech with all of Ms. Conn's corrections).
  • Monday, October 20th, 2014: 1. Do Now: Based on your prior knowledge, answer the following questions: What can you predict about people's personal health during Shakespeare's time (1500's and 1600's)? What can you predict about the environmental conditions during Shakespeare's time? What can you predict about the influence of government and religion on the people during Shakespeare's time?

    2. Discuss/Share Do Now answers.

    3. Work Period: Using Cornell Note-Taking Skills, begin to take notes on Fact Sheet on Shakespeare's Life, Times and Works (which will be read aloud by Ms. Conn).

    5. Reflections: Summary in the Cornell Notes. Thumbs up/sideways/down on achieving today's aim.

    How can we understand people's personal health, environmental conditions, government and religion during Shakespeare's time period through Cornell Note-Taking Skills? No HW!
    Friday, October 17th, 2014: 1. Do Now: Write the following questions and then provide the answers on note-taking skills:
    1.) Why are Cornell Notes being taught at ITHS?
    2.) What are your note-taking methods (e.g. bullet points, graphic organizers, drawings, sentences, phrases/key words, etc.)? Why do you use these methods?
    3.) What are your strengths in note-taking (e.g. write quickly, organized, good handwriting, gather key points, etc.)?
    4.) What are your weaknesses in note-taking (e.g. don't write the key points, write too slowly, messy notes, disorganized, etc.)
    5.) What is your MOST effective type of note-taking?

    SHOW ALL OWED HW. TODAY IS THE LAST DAY OF THE 1ST MARKING PERIOD.

    2. Discuss/Share Do Now answers.

    3. Discuss/Share your prior knowledge of William Shakespeare and review Cornell Note-Taking. Here's another Cornell Note-Taking Resource.

    4. Work Period: Using Cornell Note-Taking Skills, begin to take notes on Fact Sheet on Shakespeare's Life, Times and Works.

    5. Reflections: Thumbs up/sideways/down on achieving today's aim.

    How can we effectively improve our note-taking skills and understand Shakespeare's life through Cornell Note-Taking Skills? No HW!
    Thursday, October 16th, 2014: 1. Do Now: What will you MOST remember from the 7 Habits of Highly Effectively Teens? What do you think will be the MOST useful from this non-fiction text (specifically, think about what you could apply to your own life)? Write 1-2 sentences for each question. (Share with a neighbor)

    SHOW HW: Romeo and Juliet Pre-Reading Handout

    2. Discuss/Share Do Now and HW answers in the Romeo and Juliet Pre-Reading Handout

    3. Work Period:

  • "Prior Knowledge on William Shakespeare" in your LA section. What do you know about him, his works, his background, the time that he lived, etc. Write as much as you can to fill half of a page.

    4. Discuss/Share: Discuss your prior knowledge of William Shakespeare and introduce Cornell Note-Taking. If time allows, watch this video: Cornell Note-Taking Video.

    5. Work Period: Using Cornell Note-Taking Skills, take notes on Fact Sheet on Shakespeare's Life, Times and Works.

  • How can we effectively prepare to read Romeo and Juliet by applying the major themes to our own lives and understand Shakespeare through Cornell Note-Taking Skills? DUE FRIDAY, OCTOBER 17th:
  • Make up any owed HW! Tomorrow is the last day of the 1st marking period. All HW MUST be turned in tomorrow.
  • Tuesday, October 14th, 2014: 1. Do Now: SPEECH PRESENTATIONS FOR PERIOD 5 ONLY (If students were not ready to present last week, then they can present their speeches for -20 points). Students will be graded by the Speech Presentation Rubric for Your Habit. When finished presenting, students will turn in their speeches with the grading rubrics.

    2. During the Speech Presentations, students will do the following in the LA section:

  • Identify 10 lessons (five from yesterday and five more today) that you can apply to your own life, which are learned from your peers' speeches. YOU ARE ACCOUNTABLE FOR THIS, AS YOU SHOULD ASSUME THAT IT WILL BE ON YOUR NEXT NOTEBOOK QUIZ.

    3. Work Period:

  • Create a K/W/L chart about William Shakespeare in your LA section. What do you know about him? Write your answers in the "K" column. What do you want to know about him? Write a minimum of three answers in the "W" column. When finished, students will share.
  • Romeo and Juliet Pre-Reading Handout
  • How can we effectively present speeches that follow the grading rubric and prepare to read Romeo and Juliet? DUE THURSDAY, OCTOBER 16th:
  • FOR PERIODS 2 AND 3 ONLY: SPEECH PRESENTATIONS (50% of the 1st marking period grade. LAST CHANCE TO PRESENT YOUR SPEECH! IF YOU HAVEN'T PRESENTED YOUR SPEECH, YOU MUST PRESENT TODAY FOR -20 POINTS). Each speech MUST have a proper heading. See details here: Ms. Conn's Writing Standards: Read #5.
    Here's how you'll be graded: Speech Presentation Rubric for Your Habit.

    DUE THURSDAY, OCTOBER 16th:

  • FOR ALL CLASSES: Finish answering every question (complete sentences and fill in all of the lines provided) in the Romeo and Juliet Pre-Reading Handout
  • Friday, October 10th, 2014: 1. Do Now: SPEECH PRESENTATIONS (students with last names N-Z for period 2; students with last names L-Z for period 3; students with last names N-Z for period 5; any students from yesterday who were not ready to present, if time allows, will have -10 points). Students will be graded by the Speech Presentation Rubric for Your Habit. When finished presenting, students will turn in their speeches with the grading rubrics.

    2. During the Speech Presentations, students will do the following in the LA section:

  • Identify 10 lessons (five from yesterday and five more today) that you can apply to your own life, which are learned from your peers' speeches. YOU ARE ACCOUNTABLE FOR THIS, AS YOU SHOULD ASSUME THAT IT WILL BE ON YOUR NEXT NOTEBOOK QUIZ.

    3. Work Period:

  • PERIODS 2 AND 3: Check out the independent reading choices.
  • PERIOD 5: Create a K/W/L chart about William Shakespeare in your LA section. What do you know about him? Write your answers in the "K" column. What do you want to know about him? Write your answers in the "W" column. When finished, students will share.
  • How can we effectively present speeches that follow the grading rubric? DUE TUESDAY, OCTOBER 14th:
  • SPEECH PRESENTATIONS (50% of the 1st marking period grade. LAST CHANCE TO PRESENT YOUR SPEECH! IF YOU HAVEN'T PRESENTED YOUR SPEECH, YOU MUST PRESENT TODAY FOR -20 POINTS). Each speech MUST have a proper heading. See details here: Ms. Conn's Writing Standards: Read #5.
    Here's how you'll be graded: Speech Presentation Rubric for Your Habit.

    **If students were not ready to present, they can present their speeches for -20 points on Tuesday, October 14th (which is the LAST chance to present speeches).

    Make up any owed HW (see previous days' assignments).

  • Thursday, October 9th, 2014: 1. Do Now: SPEECH PRESENTATIONS (students with last names A-M for period 2; students with last names A-K for period 3; students with last names A-M for period 5). Students will be graded by the Speech Presentation Rubric for Your Habit. When finished presenting, students will turn in their speeches with the grading rubrics.

    2. During the Speech Presentations, students will do the following in the LA section:

  • Identify the top 5 lessons that you can apply to your own life, which is learned from your peers' speeches.

    3. HW Reminders

  • How can we effectively present speeches that follow the grading rubric? DUE TOMORROW, FRIDAY, OCTOBER 10th (students with last names N-Z for period 2; students with last names L-Z for period 3; students with last names N-Z):
  • SPEECH PRESENTATIONS (50% of the 1st marking period grade. Take this seriously!). Each speech MUST have a proper heading. See details here: Ms. Conn's Writing Standards: Read #5.
    Here's how you'll be graded: Speech Presentation Rubric for Your Habit.

    **If students were not ready to present today, they can present their speeches tomorrow for -10 points. If students are not ready to present tomorrow, then those students will present -20 points on Tuesday, October 14th (which is the LAST chance to present speeches).

    Make up any owed HW (see previous days' assignments).

  • Wednesday, October 8th, 2014: 1. Do Now: PEER REVIEW=Read a neighbor's rough draft. Identify two strengths and two areas needing improvement based on the Speech Presentation Rubric for Your Habit. Write all of this feedback on the post-its provided.

    Show the HW rough draft.

    2. Discuss the Do Now peer review. Why was this peer review helpful?

    3. Review the Speech Presentation Rubric for Your Habit.

    4. Work Period: Practice speech presentation delivery at each table. Offer feedback for improvement to your neighbors.

    How can we work on composing and delivering a speech presentation? DUE TOMORROW, THURSDAY, OCTOBER 9th (students with last names A-M for period 2; students with last names A-K for period 3; students with last names A-M for period 5) AND FRIDAY, OCTOBER 10th (students with last names N-Z for period 2; students with last names L-Z for period 3; students with last names N-Z):
  • SPEECH PRESENTATIONS (50% of the 1st marking period grade. Take this seriously!). Each speech MUST have a proper heading. See details here: Ms. Conn's Writing Standards: Read #5.
    Here's how you'll be graded: Speech Presentation Rubric for Your Habit.

    Make up any owed HW (see previous days' assignments).

  • Tuesday, October 7th, 2014: 1. Do Now: Brainstorm one paragraph (6-8 sentences) about your habit (in your own words). Do not write in first person (any form of "I"). After completing yesterday's classwork/homework, what is the author's message to teenagers about your habit? What can teenagers find most useful about your habit? How can teenagers apply your habit today?

    Show yesterday's classwork/homework.

    2. Discuss/Share Do Now.

    3. Introduce Speech Presentation Rubric for Your Habit.

    4. Work Period: Start working on your speech presentation.

    How can we work on composing a speech presentation? DUE TOMORROW, WEDNESDAY, OCTOBER 10th:
  • ROUGH DRAFT OF THE SPEECH PRESENTATION (THREE paragraph essay). Follow these guidelines: Speech Presentation Rubric for Your Habit.

    DUE THIS THURSDAY, OCTOBER 9th (students with last names A-M for period 2; students with last names A-K for period 3; students with last names A-M for period 5) AND FRIDAY, OCTOBER 10th (students with last names N-Z for period 2; students with last names L-Z for period 3; students with last names N-Z):

  • SPEECH PRESENTATIONS (50% of the 1st marking period grade. Take this seriously!):
    Here's how you'll be graded: Speech Presentation Rubric for Your Habit.

    Make up any owed HW (see previous days' assignments).

  • Monday, October 6th, 2014: 1. Work Period: DO NOT COPY THESE DIRECTIONS. JUST FOLLOW THEM. DO THIS ASSIGNMENT IN YOUR LA SECTION. YOU WILL EARN CLASSWORK CREDIT IN JUPITERGRADES. YOU MUST FINISH BY THE END OF THE CLASS PERIOD TO EARN ON-TIME CLASSWORK CREDIT.

    You've been assigned one of your top three habits from The 7 Habits of Highly Effective Teens. Now, you're going to continue reading the chapter that discusses your habit. As you read, you are going to do the following:

  • FINISH finding 5 different quotes (one sentence each) on 5 different pages that support WHY YOUR HABIT IS THE MOST EFFECTIVE HABIT FOR TEENAGERS.
  • Write the 5 different quotes (one sentence each) in your LA section. Identify the page number and the author. You can begin or end with the author and page number. For example: Mr. Covey said on page _____, "..." OR "...," said Mr. Covey on page _______.
  • Then, below each quote in your LA section, write a one-sentence analysis (explanation). The analysis is going to explain WHY YOUR HABIT IS THE MOST EFFECTIVE HABIT FOR TEENAGERS. Sentence starters include: This idea supports the claim that this habit is the most effective because... OR This is true because...
    DO NOT USE FIRST PERSON IN YOUR ONE-SENTENCE ANALYSIS. You can talk about teenagers today, but do not use any form of "I."

    2. When finished with the work period section, work on finding 5 more quotes from 5 different pages that support WHY YOUR HABIT IS THE MOST EFFECTIVE HABIT FOR TEENAGERS (this is the challenge/extra credit for classwork assignment; you will earn 5 extra points if you do ALL 5 correctly. This is during class today ONLY).

  • How can we work on proper use and analysis of quotations, giving credit to the source? DUE TOMORROW, TUESDAY, OCTOBER 7th
    FINISH TODAY'S CLASSWORK. SHOW YOUR WORK AT THE BEGINNING OF CLASS TOMORROW.

    Make up any owed HW (see previous days' assignments).

    Friday, October 3rd, 2014: 1. Do Now: Open Notebook Quiz #2

    2. Work Period: (DO NOT COPY THESE DIRECTIONS. JUST FOLLOW THEM. DO THIS ASSIGNMENT IN YOUR LA SECTION) You've been assigned one of your top three habits from The 7 Habits of Highly Effective Teens. Now, you're going to begin reading the chapter that discusses your habit. As you read, you are going to do the following:

  • Find 5 different quotes (one sentence each) on five different pages that support WHY YOUR HABIT IS THE MOST EFFECTIVE HABIT FOR TEENAGERS.
  • Write the 5 different quotes (one sentence each) in your LA section. Identify the page number and the author. You can begin or end with the author and page number. For example: Mr. Covey said on page _____, "..." OR "...," said Mr. Covey on page _______.
  • Then, below each quote in your LA section, write a one-sentence analysis (explanation). The analysis is going to explain WHY YOUR HABIT IS THE MOST EFFECTIVE HABIT FOR TEENAGERS. Sentence starters include: This idea supports the claim that this habit is the most effective because... OR This is true because...
    DO NOT USE FIRST PERSON IN YOUR ONE-SENTENCE ANALYSIS. You can talk about teenagers today, but do not use any form of "I."
  • How can we improve our language skills, learning parenthetic expressions and proper use of quotations? Make up any owed HW (see previous days' assignments).
    Thursday, October 2nd, 2014: 1. Do Now: Take a copy of The Elements of Style. Answer the following question in your Language Skills section:
  • Turn to p. 2. Write #3 with the example that follows. Now, write your own sentence about yourself with a parenthetic expression enclosed between commas.

    2. Review the Do Now.

    3. Read p. 3, focusing on using a name or title that's in direct address is parenthetic.

    4. Work Period: In your Language Skills section, write two of your own sentences in which you use direct address that is parenthetic.

    5. Read proper use of quotations on p. 36. Write key details (discussed by the teacher) in your Language Skills section.

    6. Reflections: From today's lesson, which skill did you NOT know how to use properly? Why was today's lesson useful?

  • How can we strengthen studentsí language skills, learning parenthetic expressions and proper use of quotations? DUE TOMORROW, FRIDAY, OCTOBER 3rd:
  • OPEN NOTEBOOK QUIZ #2 (10% of your grade!). Make sure you have all of your Do Now, LA and LS notes (specifically from Wednesday, September 24th-Thursday, October 2nd)! You will use your notebook ONLY for this quiz.

    Make up any owed HW (see previous days' assignments).

  • Wednesday, October 1st, 2014: 1. Do Now: Take a copy of The Elements of Style. Answer the following questions in your Language Skills section:
  • Skim through pp. 39-65. Which words do you MOST misuse or misspell (choose at least two)?
  • Skim through the entire book and find at least TWO rules that cause you the most difficulty. Write down these rules (include the page #s) in your Language Skills section.

    2. Review the Do Now. Review the answers to the Notebook Quiz #1.

    3. Review pp. 1-2 as a class. Write down examples of the rules provided. Write your own examples of the rules. Do all of this in your Language Skills section.

    FOR PERIOD 3 ONLY:


  • Access an assigned laptop.
  • Step 1: Go to: Survey.
  • Step 2: Click on "Students enter here" button
  • Step 3: Enter Access Key: 3fcdb
  • Step 4: Click "Start Survey"
  • (Students should answer questions honestly and to the best of their ability.)
  • Step 3: Enter Access Key: 3fcdb
  • Step 4: Click "Start Survey"

                                                    
                                                   Class Number
    For Ms. Conn:    2                              20 
    Conn                  3                              30 
    Conn                  5                              50 
    

    2. When finished, read pp. 1-2 in The Elements of Style book. In your "Language Skills" section, write the examples of the rules provided. Then, write your own examples for each of the rules.

    3. Review the answers to Notebook Quiz #1.

  • How can we strengthen studentsí resiliency and language skills so they are equipped to succeed in school? DUE THIS FRIDAY, OCTOBER 3rd:
  • OPEN NOTEBOOK QUIZ #2 (10% of your grade!). Make sure you have all of your Do Now, LA and LS notes (specifically from Wednesday, September 24th-Thursday, October 2nd)! You will use your notebook ONLY for this quiz.

    Make up any owed HW (see previous days' assignments).

  • Tuesday, September 30th, 2014: 1. Do Now: Turn in the crossword puzzle HW. Listen to the following instructions:
  • Access an assigned laptop.
  • Step 1: Go to: Survey.
  • Step 2: Click on "Students enter here" button
  • Step 3: Enter Access Key: 3fcdb
  • Step 4: Click "Start Survey"
  • (Students should answer questions honestly and to the best of their ability.)
  • Step 3: Enter Access Key: 3fcdb
  • Step 4: Click "Start Survey"

                                                    
                                                   Class Number
    For Ms. Conn:    2                              20 
    Conn                  3                              30 
    Conn                  5                              50 
    

    2. When finished, read pp. 1-2 in The Elements of Style book. In your "Language Skills" section, write the examples of the rules provided. Then, write your own examples for each of the rules.

    FOR PERIOD 3 ONLY:

    1. Do Now: Take a copy of The Elements of Style. Skim through pp. 39-65. Answer the following question in your Language Skills section:

  • Which words do you MOST misuse or misspell (choose at least two)?
  • Skim through the entire book and find at least TWO rules that cause you the most difficulty. Write down these rules (include the page #s) in your Language Skills section.

    2. Review the Do Now.

    3. Review pp. 1-2 as a class. Write down examples of the rules provided. Write your own examples of the rules. Do all of this in your Language Skills section.

  • How can we strengthen studentsí resiliency so they are equipped to succeed in school? Make up any owed HW (see previous days' assignments).
    Monday, September 29th, 2014: 1. Work Period: Create a crossword puzzle (on the paper provided) for the opening chapter (up to p. 46) of 7 Habits of Highly Effective Teens. You should have a minimum of 10 clues (5 across and 5 down). Write the answers on the back. You MUSTdo as much as you can in class today, using the books. You can turn it in tomorrow as homework. You can refer to old Do Nows and notes in your LA section, as well as ideas from the book. Focus on the most important ideas that would be useful for all students to remember.

    SHOW HW: JOURNAL WRITING ON YOUR FAVORITE HABIT.

    2. Reflections: Why was today's activity useful for review of the opening chapter? What is a memorable fact that you will most remember from the opening chapter? What were challenges in creating the crossword puzzle? What are you most proud of in your crossword puzzle?

    How can we successfully identify the most important habits and most memorable facts from the opening chapter of The 7 Habits of Highly Effective Teens? DUE TOMORROW, TUESDAY, SEPTEMBER 30th:
    Finish your crossword puzzle (on the paper provided in class) for the opening chapter (up to p. 46) of 7 Habits of Highly Effective Teens. You should have a minimum of 10 clues (5 across and 5 down). Write the answers on the back. You MUST do as much as you can in class today, using the books. You can turn it in tomorrow as homework. You can refer to old Do Nows and notes in your LA section, as well as ideas from the book. Focus on the most important ideas that would be useful for all students to remember.

    Make up any owed HW (see previous days' assignments).

    Wednesday, September 24th, 2014: 1. Do Now: Look at page 5. On a separate piece of paper (which you will turn in), please read/review these 7 habits (the bold print only). Identify your TOP THREE habits. When choosing your top three habits, think about which ones interest you the most, apply to your life, and/or inspire you to set goals.

    2. Read aloud pp. 37-46.

    3. Work Period: Create a crossword puzzle (on the paper provided) for the opening chapter (up to p. 46) of 7 Habits of Highly Effective Teens. You should have a minimum of 10 clues (5 across and 5 down). Write the answers on the back. You MUST turn it in at the end of class on MONDAY. You can refer to old Do Nows and notes in your LA section, as well as ideas from the book. Focus on the most important ideas that would be useful for all students to remember.

    4. Introduce HW.

    How can we successfully identify the most important habits and most memorable facts from the opening chapter of The 7 Habits of Highly Effective Teens? DUE MONDAY, SEPTEMBER 29th:
  • JOURNAL WRITING ON YOUR FAVORITE HABIT: Choose one of the following habits to write TWO FULL pages (handwritten, two pages=front and back of one sheet) OR ONE FULL page (typed). If you type your paper, then you MUST use 12 point, Times New Roman font and double-space. You MUST include a heading on all assignments. Your heading includes (in this order): Your FULL name, my name (Ms. Conn), the English class name and period, date and an Assignment Title (Journal Writing on Your Favorite Habit). You will include your opinions, personal experiences in and out of school, goals/plans for the future, and any additional resource (internet article, newspaper story, favorite quote, or interesting book that supports the habit). Here are the 7 habits (CHOOSE ONE):
    1.) Be Proactive (Take responsibility for your life)
    2.) Begin with the End in Mind (Define your mission and goals in life)
    3.) Put First Things First (Prioritize, and do the most important things first)
    4.) Think Win-Win (Have an everyone can win attitude)
    5.) Seek First to Understand and Then to Be Understood (Listen to people sincerely)
    6.) Synergize (Work together to achieve more)
    7.) Sharpen the Saw (Renew yourself regularly)

    Make up any owed HW (see previous days' assignments).

  • Tuesday, September 23rd, 2014: 1. Do Now: OPEN NOTEBOOK QUIZ (15 minutes ONLY)

    2. Work Period: Answer the following questions in your LA section. These questions correspond with pp. 38-41 in 7 Habits of Highly Effective Teens. You MUST use direct quotes from the text.

  • What are the benefits of being honest?
  • What are some places of renewal and escape for teenagers?
  • What do places of renewal and escape offer teenagers?
  • Besides places of renewal and escape, what are three activities that offer escape and renewal? Which activity is your preferred?

    3. Read-Aloud: Finish reading pp. 37-41.

  • How can we understand the benefits of self-improvement and finding places of renewal and escape, based on pages 37-41 in The 7 Habits of Highly Effective Teens? Make up any owed HW (see previous days' assignments).
    Monday, September 22nd, 2014: 1. Do Now:
  • What promise have you kept to yourself? (For example: eating healthy, exercising, doing your homework right when you come home, etc.)
  • What small acts of kindness do you do for others?
  • Are there any burdens, such as mistakes, regrets or pain from your past, that you are carrying around? If so, what are they?
  • Are you generally honest at school, with your parents, and with your friends?

    TURN IN EXTRA CREDIT (Summer writing packet) TODAY, THE LAST DAY!

    2. Discuss and share Do Now answers.

    3. Finish reading pp. 31-37.

    4. If we have time, read up to p. 40.

  • How can we understand valued principles and how to make personal changes in our lives, based on pages 31-40 in The 7 Habits of Highly Effective Teens? DUE TOMORROW, TUESDAY, SEPTEMBER 23rd:
  • OPEN NOTES QUIZ (10% of your grade!). Make sure you have all of your Do Now and LA notes! You will use your notebook ONLY for this quiz.
  • Friday, September 19th, 2014: 1. Do Now:
  • What's the most valuable life lesson you've learned from The 7 Habits of Highly Effective Teens so far?
  • Who in your life could use the lessons being taught in this book?
  • How much trust and confidence do you have in yourself?

    Show HW: 1.) If you could change something about the world, what would it be?, 2.) What is ONE change you could make in yourself that might help bring about that worldwide change (listed in #1)?, 3.) Why could ONE change in yourself help others around you?

    2. Discuss and share Do Now answers and HW answers.

    3. Read pp. 31-37. In your LA section, answer the following as a class: What's the author's message?

    4. Read and listen to "Man in the Mirror" Lyrics.

  • How can we understand valued principles and how to make personal changes in our lives, based on pages 24-35 in The 7 Habits of Highly Effective Teens? DUE THIS MONDAY, SEPTEMBER 22nd:
  • Turn in your summer writing assignment for EXTRA CREDIT (you can earn up to THREE EXTRA HOMEWORK CREDITS!). You MUST turn it in by Monday!!

    DUE THIS TUESDAY, SEPTEMBER 23rd:

  • OPEN NOTES QUIZ (10% of your grade!). Make sure you have all of your Do Now and LA notes! You will use your notebook ONLY for this quiz.
  • Thursday, September 18th, 2014: 1. Do Now: Principles are rules of behavior. They include things like honesty, service, love, hard work, respect, gratitude, moderation, fairness, integrity, loyalty, and responsibility. Of these principles, which one is the most difficult for you to live? Of these principles, which one would you like to cultivate (develop)?

    2. Read aloud pp. 24-28. In your LA section, answer the following question as a class: Why is being principle-centered the way to live? Individually, answer the following question: What are the top three principles that you practice daily? Find direct quotes (real evidence from the text) to support your answers.

    3. Read pp. 31-35. In your LA section, answer the following as a class: What's the author's message?

    4. Read "Man in the Mirror" Lyrics. Introduce the HW.

    How can we understand valued principles and how to make personal changes in our lives, based on pages 24-35 in The 7 Habits of Highly Effective Teens? Due Tomorrow, Friday, September 19th:
    In your HW section, answer the following questions in complete sentences (1-2 sentences per question will be acceptable):
    1.) If you could change something about the world, what would it be?
    2.) What is ONE change you could make in yourself that might help bring about that worldwide change (listed in #1)?
    3.) Why could ONE change in yourself help others around you?

    DUE THIS MONDAY, SEPTEMBER 22nd:

  • Turn in your summer writing assignment for EXTRA CREDIT (you can earn up to THREE EXTRA HOMEWORK CREDITS!). You MUST turn it in by Monday!!
  • Wednesday, September 17th, 2014: 1. Do Now: DIAGNOSTIC EXAM (When finished with the exam, show HW: your Life-Center Anecdote paragraph)

    2. Read pp. 24-28. In your LA section, answer the following: Why is being principle-centered the way to live? What are some examples of principles? Find direct quotes (real evidence from the text) to support your answers.

    How can we prove our reading and literary element skills? Make up any owed HW (see previous days' assignments).
    Tuesday, September 16th, 2014: 1. Do Now: Review pp. 19-20. What's wrong with being friend-centered, stuff-centered, and boyfriend/girlfriend-centered? Find direct quotes (real evidence from the text) to support your answers.

    2. Discuss/Share your Do Now answers with a partner. Share with the class.

    3. Work Period: Read pp. 21-23. In your LA section, answer the following with a partner: What's wrong with being school-centered, parent-centered, hero-centered, enemy-centered, work-centered, and self-centered? Find direct quotes (real evidence from the text) to support your answers.

    4. Share your work period answers with the class.

    5. Read aloud pp. 24-28. In your LA section, answer the following: Why is being principle-centered the way to live? What are some examples of principles? Find direct quotes (real evidence from the text) to support your answers.

    6. Introduce the HW.

    How can students understand how to effectively find textual evidence to support their answers regarding ineffective paradigms of life? Due Tomorrow, Wednesday, September 17th:
  • Your Life-Center Anecdote: Write a developed paragraph (10-12 sentences) in which you describe which life-center most describes you (use yesterday's classwork questions to guide you: What is the driving force of my life? What do I spend my time thinking about? Who or what is my obsession?). Be specific with moments in your life that show you have this life center. You should include really specific details, your thoughts and feelings, actions, and reflections on why it's not the right life-center.
  • Monday, September 15th, 2014: 1. Do Now: Answer the following questions in one sentence each.
  • What is the driving force of my life?
  • What do I spend my time thinking about?
  • Who or what is my obsession?

    2. Discuss/Share Do Now answers.

    3. Read pp. 18-22. What's the author's message? Write it.

    4. Reflections on the author's message about Paradigms of Life, or your life-center.

  • How can students understand their own paradigms of life? Make up any owed HW (see previous days' assignments).
    Friday, September 12th, 2014: 1. Do Now: Finish answering yesterday's questions and share with a neighbor.
    A.) What has changed a 9/11 survivor's life, a victim's child's life and a first responder's (firefighter, police officer, or emergency medical technician) life?
    B.) What has changed an average New Yorker's life as a result of 9/11?
    C.) Why is it important to learn about the historical event of 9/11?
    D.) How does learning about 9/11 guide people to live differently? Explain.
    E.) Do you think that 9/11 changed people's faith (you may refer to their religious beliefs and faith in other human beings)? Explain your answer.

    Show HW: binder/notebook with sections, parental signature and TWO VOLUNTEER OPPORTUNITIES THAT YOU ARE INTERESTED IN DOING AND EXPLAIN WHY (2-4 sentences explanation for each volunteer opportunity; 4-8 sentences total).

    2. Discuss the Do Now and the 9/11 Timeline.

    3. Read pp. 16-17. What's the author's message?

    4. Reflections

    How can students recall the events of 9/11 and make personal connections? Make up any owed HW (see previous days' assignments).
    Thursday, September 11th, 2014: 1. Do Now: Read the 9/11 Timeline.

    2. Answer the following questions:
    A.) What has changed a 9/11 survivor's life, a victim's child's life and a first responder's (firefighter, police officer, or emergency medical technician) life?
    B.) What has changed an average New Yorker's life as a result of 9/11?
    C.) Why is it important to learn about the historical event of 9/11?
    D.) How does learning about 9/11 guide people to live differently? Explain.
    E.) Do you think that 9/11 changed people's faith (you may refer to their religious beliefs and faith in other human beings)? Explain your answer.

    How can students recall the events of 9/11 and make personal connections? DUE TOMORROW, FRIDAY, SEPTEMBER 12th:
  • Bring in supplies and signed parental permission slip (all the details can be found here: FRESHMAN ENGLISH SYLLABUS; we will discuss this in class tomorrow).
  • In honor of 9/11, pledge to volunteer. See Volunteering in the Community in Honor of 9/11 OR Volunteer Match. SHARE TWO VOLUNTEER OPPORTUNITIES THAT YOU ARE INTERESTED IN DOING AND EXPLAIN WHY (2-4 sentences explanation for each volunteer opportunity; 4-8 sentences total). Suggestions: feed the homeless, work in a daycare center, or visit a hospital.

  • Be ready to share your answers from the classwork.
  • Wednesday, September 10th, 2014: 1. Do Now:
    Identify the following:
  • A bad habit that you want to change in school and a good habit that you want to replace it with.
  • A bad habit that you want to change with your family and a good habit that you want to replace it with.
  • A bad habit that you want to change with your friends and a good habit that you want to replace it with.

    2. Discuss/Share: Share your Do Now answers.

    3. Read aloud pp. 8-9 and p. 13 in The 7 Habits of Highly Effective Teens.

    4. Work Period:

  • Some positive paradigms that you have about yourself are...
  • Some negative paradigms that you have about yourself are...

    5. Read pp. 14-15. Answer the following questions: How did Linda experience a "paradigm shift" on p. 14? How was King Louis' son able to survive bad treatment? Be ready to share your answers.

    6. HW Reminders

  • How can we understand bad habits and negative paradigms vs. good habits and positive paradigms in the non-fiction text, The 7 Habits of Highly Effective Teens? DUE THIS FRIDAY, SEPTEMBER 12th:
  • Bring in supplies and signed parental permission slip (all the details can be found here: FRESHMAN ENGLISH SYLLABUS; we will discuss this in class tomorrow).
  • In honor of 9/11, pledge to volunteer. See Volunteering in the Community in Honor of 9/11 OR Volunteer Match. SHARE TWO VOLUNTEER OPPORTUNITIES THAT YOU ARE INTERESTED IN DOING AND EXPLAIN WHY (2-4 sentence explanation is acceptable). Suggestions: feed the homeless, work in a daycare center, or visit a hospital.
  • Tuesday, September 9th, 2014: 1. Do Now:
  • Read about your neighbor's favorite quote from the "Top 10 All-Time Stupid Quotes" on pages 11-12.
  • Read about your neighbor's favorite quote (choose one that you personally connect to) of the quotes by "real teens just like you" on p. 12.
  • What did you like about your neighbor's interpretations and research on the quotes (the HW paragraphs)?
  • What did you learn from your neighbor's HW?
  • What could your neighbor improve in his/her writing?

    2. Introduce the FRESHMAN ENGLISH SYLLABUS

    3. Discuss/Share insights from the HW. Review the contents of the syllabus.

    4. Turn in the HW: two paragraphs on your favorite quotes from The 7 Habits of Highly Effective Teens.

  • How can we begin the process of personally connecting to the non-fiction text, The 7 Habits of Highly Effective Teens and understand the course requirements? DATE CHANGE: DUE FRIDAY, SEPTEMBER 12th:
  • Bring in supplies and signed parental permission slip (all the details can be found here: FRESHMAN ENGLISH SYLLABUS; we will discuss this in class tomorrow).
  • Monday, September 8th, 2014: 1. Do Now: Read pages 3-5 in The 7 Habits of Highly Effective Teens. Answer all of the following questions (be prepared to share):
    A.) Why is the author trustworthy as an authority (in other words, a master or leader) on the subject of habits for teenagers?
    B.) Provide an example of one of the habits on p. 5 that you already practice. Be specific.
    C.) On pages 7-8, which habit of highly defective teens have you practiced? Provide a specific, personal example.

    2. Discuss/Share the Do Now answers.

    3. Work Period:

  • Write down your favorite quote (include the author and background info about the quote) from the "Top 10 All-Time Stupid Quotes" on pages 11-12.
  • Write down your favorite quote (choose one that you personal connect to) of the quotes by "real teens just like you" on p. 12.

    4. Introduce the HW.

  • How can we begin the process of personally connecting to the non-fiction text, The 7 Habits of Highly Effective Teens DUE TOMORROW, TUESDAY, SEPTEMBER 9th:
  • Write a brief paragraph (4-6 sentences) explaining your favorite quote from the "Top 10 All-Time Stupid Quotes" on pages 11-12 (taken from the classwork). You should include your interpretation/explanation of the quote, a description of the speaker and the history (you may google the speaker, his/her background and the date in which it was said), and why this quote is listed as a "stupid quote."
  • Write a brief paragraph (4-6 sentences) explaining your favorite quote listed as a quote by "real teens just like you" on p. 12 (taken from the classwork). You should include your interpretation/explanation of the quote, your personal connection to the quote and why this quote is a common feeling or experience by real teens.

    DATE CHANGE: DUE FRIDAY, SEPTEMBER 12th:

  • Bring in supplies and signed parental permission slip (all the details can be found here: FRESHMAN ENGLISH SYLLABUS; we will discuss this in class tomorrow).
  • Friday, September 5th, 2014: 1. Do Now: Read the "Who Am I?" poem, which is located after the table of contents in The 7 Habits of Highly Effective Teens. Answer the following questions:
  • What qualities of this poem make it enjoyable to read?
  • Who is the speaker referring to throughout the poem? Use real evidence from the poem (specific words) to support your conclusion.
  • Identify a literary element or technique used in the poem. Explain why it's used effectively.

    *Share your homework with Ms. Conn.

    2. Discuss the Do Now answers and homework.

    3. Think/Pair/Share: With your neighbor, discuss and be ready to share yesterday's answers to the following questions:

  • What is a habit?
  • What is one of your great habits and why?
  • What is one habit of an effective teen? (Do you know what "effective" means? Knowing this word makes a difference in understanding how to answer this question correctly)

    4. Work Period: Read pages 3-5 in The 7 Habits of Highly Effective Teens. Which habit on p. 5 do you already practice?

  • How can we introduce ourselves and prepare for our first high school text, The 7 Habits of Highly Effective Teens, by Sean Covey? DUE WEDNESDAY, SEPTEMBER 10th:
  • Bring in supplies and signed parental permission slip (details will be posted soon).
  • Thursday, September 4th, 2014: 1. Do Now: Take a seat and fill out the first index card, answering the following in complete sentences (when appropriate):
    1.) Your full name (include any nickname that you want to be called in class)
    2.) Your e-mail address (make sure it's appropriate to be used for school, preferably a gmail account)
    3.) Your parent's/guardian's e-mail address (please identify his/her name and their relation to you)
    4.) Your home phone # and parent/guardian
    5.) An emergency phone # and contact person (who will answer this # and how he/she is related to you)
    6.) Identify your top three hobbies.
    7.) Identify what you read this summer. Provide titles of books, newspapers, magazines, etc.

    2. Seat assignments: Take three minutes to alphabetize yourself and your classmates.

    3. Discuss/Share: Discuss the process of working together to arrange seats in alphabetical order. Volunteers share their personal answers from the first index card (Do Now). Ms. Conn shares personal details about her (including her years of teaching, hobbies, what she read, and her website, msconn.net).

    4. Work Period: On the second index card, answer the following questions:

  • What is a habit?
  • What are three of your great habits and why?
  • What is one habit of an effective teen? (Do you know what "effective" means? Knowing this word makes a difference in understanding how to answer this question correctly)

    5. Discuss/Share: Discuss and share the work period questions and answers.

  • How can we introduce ourselves and prepare for our first high school text, The 7 Habits of Highly Effective Teens, by Sean Covey? DUE TOMORROW, FRIDAY, SEPTEMBER 5th:
  • Go to www.msconn.net and find something unique or interesting to you. Be specific. Be ready to share in class tomorrow to prove that you checked out Ms. Conn's website.