Ms. Conn's Freshman English Assignments, Spring 2018

Ms. Conn's Freshman English Assignments
Spring 2018

DateAgendaAIMHomework Assignments
Wednesday, May 23rd, 2018: 1. Do Now: Do the following:
  • Access your assigned laptop.

    Show HW: Source card #3 and the two research cards that correspond with source card #3 and any owed HW!

    2. Work Period: Google search for source #3.

  • Create Source Card #3:
    Author's Last Name, Author's First Name. "Title of Article." Title of Website. Date of Publication (month, day, and year). Online. URL address. Accessed May 22, 2018.
  • Create TWO Research Cards for Source #3. Follow this format.
    Subtopic:
    Source Number: 3
    Note: Introduce the quote. "Quote (1-2 sentences)." Analyze/Explain the quote in your own words and connect to the topic (your technology innovation).

    3. Make up owed HW

    4. Begin writing research paper (follow the Research Paper Outline).

  • How can we understand how to evaluate websites and work on the source cards and research cards for our research paper? MAKE UP OWED WORK! See previous days' assignments to make up work.

    DUE NEXT THURSDAY, MAY 31st (in class ONLY; NO late papers will be accepted): Research Paper will be due Thursday, May 31st. It will be 25% of the 3rd marking period grade! You MUST follow these requirements:

  • Thesis Statement: your entire paper supports your thesis statement, which is the answer to your Essential Question (the "why" or "how" question on your research topic). All of your writing supports your thesis statement.
  • Page Number and Format: You will write 2-3 pages (6 paragraphs), typed, double-spaced, 12 point font, and Times New Roman font only
  • Proper Heading: You need to include a proper heading that includes your name, teacher's name, class name, class period, date (the due date of the research paper), title (centered), and your last name and page # on each page (in the right hand corner)
  • Point of View: Do not use any form of first person (I, me, my, we, our, etc.) or second person (you, your, yours, us, etc.).
  • Sources: Three sources must be cited (referenced) in your paper. One source must be one of the news articles provided (unless you spoke to the teacher for a special request), and the remaining two must be researched, online sources. All sources must be cited in the paper at least once. For example, "DNA can be found in crime scenes..." (author's last name).
  • Interview Data: You should make reference to the interview data and summarize the results in your 4th body paragraph. Do not use any form of "I" when explaining your interview. You can begin like this: "an interview was conducted at Information Technology High School in which 5 teenagers were interviewed..."
  • Proper Citation of Sources: You must cite the source when you are using or referring to someone else's words or ideas and when you use information gained through interviewing another person. You do not, however, have to cite a source when you are writing about your own observations, your own insights, your own conclusions, common knowledge (common sense observations or generally accepted facts) or when you are writing your own experimental results. Just remember, you can't use any form of "I" in your paper, though you can still provide your own ideas.
  • Works Cited Page (in which you include all of your information from the 3 source cards in alphabetical order) must be attached to your research paper (they do not count as the 2-3 pages of writing).
  • You will be graded on the Research Paper Grading Rubric.
  • See sample research paper (look at the formatting).
  • You MUST follow the Research Paper Outline.
  • Tuesday, May 22nd, 2018: 1. Do Now: Do the following:
  • Access your assigned laptop.

    Show HW: Source card #2 and the two research cards that correspond with source card #2.

    2. Work Period: Google search for source #3.

  • Create Source Card #3:
    Author's Last Name, Author's First Name. "Title of Article." Title of Website. Date of Publication (month, day, and year). Online. URL address. Accessed May 22, 2018.
  • Create TWO Research Cards for Source #3. Follow this format.
    Subtopic:
    Source Number: 3
    Note: Introduce the quote. "Quote (1-2 sentences)." Analyze/Explain the quote in your own words and connect to the topic (your technology innovation).

    3. Make up owed HW

  • How can we understand how to evaluate websites and work on the source cards and research cards for our research paper? DUE TOMORROW, WEDNESDAY, MAY 23rd: You may use index cards or a flashcard app on your electronic device.
  • Create Source Card #3:
    Author's Last Name, Author's First Name. "Title of Article." Title of Website. Date of Publication (month, day, and year). Online. URL address. Accessed May ___, 2018.
  • Create TWO Research Cards for Source #3:
    Subtopic:
    Source Number: 3
    Note: Introduce the quote. "Quote (1-2 sentences)." Analyze/Explain the quote in your own words and connect to the topic (your technology innovation).

    MAKE UP OWED WORK! See previous days' assignments to make up work.

    Looking Ahead: Research Paper will be due Thursday, May 31st. It will be 25% of the 3rd marking period grade! You MUST follow the Research Paper Outline. More details coming soon!

  • Monday, May 21st, 2018: Work Period:
  • Create Source Card #2:
    Author's Last Name, Author's First Name. "Title of Article." Title of Website. Date of Publication (month, day, and year). Online. URL address. Accessed May ___, 2018.


  • Create TWO Research Cards for Source #2:
    Subtopic:
    Source Number: 2
    Note: Introduce the quote. "Quote (1-2 sentences)." Analyze/Explain the quote in your own words and connect to the topic (your technology innovation).

    ***Make up owed classwork and homework after you've completed the source cards and research cards.

  • How can we understand how to evaluate websites and work on the source cards and research cards for our research paper? MAKE UP OWED WORK! See previous days' assignments to make up work.

    DUE TOMORROW, TUESDAY, MAY 22nd:

  • Create Source Card #2:
    Author's Last Name, Author's First Name. "Title of Article." Title of Website. Date of Publication (month, day, and year). Online. URL address. Accessed May ___, 2018.


  • Create TWO Research Cards for Source #2:
    Subtopic:
    Source Number: 2
    Note: Introduce the quote. "Quote (1-2 sentences)." Analyze/Explain the quote in your own words and connect to the topic (your technology innovation).

    Looking Ahead: Research Paper will be due Thursday, May 31st. It will be 25% of the 3rd marking period grade! You MUST follow the Research Paper Outline. More details coming soon!

  • Friday, May 18th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • You're going to research two more sources for your research paper. How do you know which websites are trustworthy for your research?
  • What are you confused or unclear about in composing the index cards (source cards and research cards) for writing the research paper?

    Show any owed HW

    2. Discuss/Share:
    Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Mini-Lesson: Google search your essential question. For example: How are 3D panoramic cameras used in crime scenes?
    Evaluating Websites: A Checklist
    **"Criteria to Evaluate the Credibility of WWW Resources"
    1.)Can you identify the author?
    2.) Can you identify the author's qualifications or expertise (i.e. advanced degree, expert in their field, research and writing on the topic for a long time)?
    3.) What authorship clues does the URL provide? Clues: company (.com), academic institution (.edu), U.S. government agency (.gov), U.S. military site (.mil), network of computer (.net), non-profit organization (.org), country-specific site (e.g., .uk), personal web page (e.g., amyoliver.com)
    4.) What is the purpose of the website? (e.g. a company or organization web page; a personal web page; an advertisement or electronic commerce; a forum for ideas, opinions, or points of view; a forum for scholarly/research information)
    5.) What does this website provide? (e.g. balanced, objective, or factual information; biased, subjective, or opinionated statements; both objective and subjective information; contact information)
    6.) How would you describe the design, organization, and ease of use of the website? (e.g. website's maintenance, update, modification, broken links, ease of reading and navigation, help screens available, search features/site maps available)

    *Here are suggestions for reliable electronic resources:
    1.) a reputable news source (such as: The New York Times, Fox News, CNN, Wall Street Journal, NBC, ABC, BBC)
    2.) an academic university/college
    3.) a non-profit organization (such as: ACLU, Boys and Girls Club of America, Public Broadcasting Service, ASPCA)
    4.) a Google Scholar article

    4. Work Period:

  • Make up owed homework and classwork.
  • If you found a reliable website for your Source #2, then begin the following:
  • Create Source Card #2:
    Author's Last Name, Author's First Name. "Title of Article." Title of Website. Date of Publication (month, day, and year). Online. URL address. Accessed May 17, 2018.
  • Create TWO Research Cards for Source #2:
    Subtopic:
    Source Number: 2
    Note: Introduce the quote. "Quote (1-2 sentences)." Analyze/Explain the quote in your own words and connect to the topic (your technology innovation).
  • How can we understand how to evaluate websites and work on the source cards and research cards for our research paper? DUE TUESDAY, MAY 22nd: You may use index cards or a flashcard app on your electronic device.
  • Create Source Card #2:
    Author's Last Name, Author's First Name. "Title of Article." Title of Website. Date of Publication (month, day, and year). Online. URL address. Accessed May ___, 2018.
  • Create TWO Research Cards for Source #2:
    Subtopic:
    Source Number: 2
    Note: Introduce the quote. "Quote (1-2 sentences)." Analyze/Explain the quote in your own words and connect to the topic (your technology innovation).

    MAKE UP OWED WORK! See previous days' assignments to make up work.

    Looking Ahead: Research Paper will be due Thursday, May 31st. It will be 25% of the 3rd marking period grade! You MUST follow the Research Paper Outline. More details coming soon!

  • Thursday, May 17th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Why do you think it's useful to create index cards as preparation to write your research paper?
  • What are you confused or unclear about in composing the index cards or writing the research paper?

    Show any owed HW

    2. Discuss/Share:
    Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Mini-Lesson #1: Continue reviewing the components of the Research Paper Outline. Research Paper will be due May 31st. More details coming soon!

    4. Mini-Lesson #2:
    Source Card #1 for "Five Future Breakthroughs in Forensic Technology" (Huffington Post):
    Rodgers, Garry. "Five Future Breakthroughs in Forensic Technology." Huffington Post. November 23, 2016. Online. https://www.huffingtonpost.com/garry-rodgers/five-future-breakthroughs_b_8633172.html. Accessed May 16, 2018.

    Source Card #1 for "3 Inventions that Can Catch You Committing a Crime" (Al Jazeera):
    Kile, Meredith. "3 Inventions that Can Catch You Committing a Crime." Al Jazeera. February 20, 2014. Online. http://america.aljazeera.com/watch/shows/techknow/blog/2014/2/20/3-ways-forensic-technologyishelpingsolvemorecases.html. Accessed May 16, 2018.

    Sample Research Card #1 for "3 Inventions That Can Catch You Committing a Crime" (Al Jazeera/America):
    Subtopic: Going back to a crime scene
    Source Number: 1
    Note: Panoramic 3D cameras provide criminal investigators important information to help solve crimes. "By using these cameras to build a 3D model image of the crime scene, researchers can pinpoint and catalogue evidence like blood spatter—and investigators and juries can digitally revisit a crime scene long after the crime has been committed." Clearly, panoramic 3D cameras are useful for crime scenes because they allow for viewers to virtually go back to a crime scene since they provide details that regular cameras cannot provide.

    Sample Research Card #2 for "3 Inventions That Can Catch You Committing a Crime" (Al Jazeera/America):
    Subtopic:
    Source Number: 1
    Note: Panoramic 3D cameras are used in criminal investigations and real estate businesses. "It reminds me of a camera from one of those real estate virtual tours of a home, producer Mark Teague points out." Panoramic 3D cameras can help viewers feel like they're actually present and having real-life experiences, like in a tour of a home.

    5. Work Period:

  • Create Source Card #1 for "Five Future Breakthroughs in Forensic Technology" (Huffington Post) OR "3 Inventions That Can Catch You Committing a Crime" (Al Jazeera/America)
  • Create Research Card #1 and Research Card #2 for Source Card #1 for CLASSWORK CREDIT TODAY!
  • How can we understand the essential components of a research paper by examining the outline and creating a source card and two research cards? MAKE UP OWED WORK!

    Looking Ahead: Research Paper will be due Thursday, May 31st. It will be 25% of the 3rd marking period grade! You MUST follow the Research Paper Outline. More details coming soon!

    Wednesday, May 16th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Why is it important to cite sources in a research paper?
  • *How can you summarize the results of your interview data?

    Show HW: Interview Data and Romeo and Juliet Rewrite

    2. Discuss/Share:
    Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Mini-Lesson #1: Finish reviewing the components of the Research Paper Outline. Research Paper will be due May 31st. More details coming soon!

    4. Mini-Lesson #2:
    Source Card #1 for "Five Future Breakthroughs in Forensic Technology" (Huffington Post):
    Rodgers, Garry. "Five Future Breakthroughs in Forensic Technology." Huffington Post. November 23, 2016. Online. https://www.huffingtonpost.com/garry-rodgers/five-future-breakthroughs_b_8633172.html. Accessed May 16, 2018.

    Source Card #1 for "3 Inventions that Can Catch You Committing a Crime" (Al Jazeera):
    Kile, Meredith. "3 Inventions that Can Catch You Committing a Crime." Al Jazeera. February 20, 2014. Online. http://america.aljazeera.com/watch/shows/techknow/blog/2014/2/20/3-ways-forensic-technologyishelpingsolvemorecases.html. Accessed May 16, 2018.

    Sample Research Card for "3 Inventions That Can Catch You Committing a Crime" (Al Jazeera/America):
    Subtopic: Going back to a crime scene
    Source Number: 1
    Note: Panoramic 3D cameras provide criminal investigators important information to help solve crimes. "By using these cameras to build a 3D model image of the crime scene, researchers can pinpoint and catalogue evidence like blood spatter—and investigators and juries can digitally revisit a crime scene long after the crime has been committed." Clearly, panoramic 3D cameras are useful for crime scenes because they allow for viewers to virtually go back to a crime scene since they provide details that regular cameras cannot provide.

    5. Work Period:

  • Create Source Card #1 for "Five Future Breakthroughs in Forensic Technology" (Huffington Post) OR "3 Inventions That Can Catch You Committing a Crime" (Al Jazeera/America)
  • Create Research Card #1 for Source Card #1.
  • How can we understand the essential components of a research paper by examining the outline and creating a source card and a research card? MAKE UP OWED WORK!

    Looking Ahead: Research Paper will be due Thursday, May 31st. It will be 25% of the 3rd marking period grade! You MUST follow the Research Paper Outline. More details coming soon!

    Tuesday, May 15th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • What have you learned so far in doing interviews about your chosen technology innovation?
  • *What do you believe are essential (important) components (parts) of a research paper?

    Show any owed HW

    2. Discuss/Share:

  • Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.
  • Review answers to the Romeo and Juliet exam

    3. Mini-Lesson: Introduce Research Paper Outline. Research Paper will be due May 31st. More details coming soon!

  • How can we understand the essential components of a research paper by examining the outline? MAKE UP OWED WORK!

    DUE TOMORROW, WEDNESDAY, MAY 16th:
    Interviews: Conduct interviews in which you ask 10 interviewees (people you're interviewing) your Essential Question (your 'how' or 'why' question about your research topic). Ask 5 adults (over 21 years old) and 5 teenagers (age 13-19) your Essential Question. Please provide the age, gender, and city of residence for each interviewee. Fill in the Interview Charts.

  • Rewrite: Rewrite an essay on Romeo and Juliet. Revise the Essay on Juliet's Development/Fake Death (this was due Friday, May 4th) OR the Love/Hate Essay (this was due Monday, April 9th). You MUST highlight/underline my corrections and bring in the original essay. If you never wrote either essay, then you have to do it ASAP!
  • Monday, May 14th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Why did you choose the technology innovation (from the packets we read last week or your own choice) to focus on for your research paper?
  • *What information can you predict you will find on your chosen technology innovation?

    Show any owed HW

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with a NEW CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Work Period: Introduce HW and begin interviewing classmates (see HW).

  • How can we gather data for our research paper on a technology innovation used for a crime scene? MAKE UP OWED WORK!

    DUE THIS WEDNESDAY, MAY 16th:
    Interviews: Conduct interviews in which you ask 10 interviewees (people you're interviewing) your Essential Question (your 'how' or 'why' question about your research topic). Ask 5 adults (over 21 years old) and 5 teenagers (age 13-19) your Essential Question. Please provide the age, gender, and city of residence for each interviewee. Fill in the Interview Charts.

  • Rewrite: Rewrite an essay on Romeo and Juliet. Revise the Essay on Juliet's Development/Fake Death (this was due Friday, May 4th) OR the Love/Hate Essay (this was due Monday, April 9th). You MUST highlight/underline my corrections and bring in the original essay. If you never wrote either essay, then you have to do it ASAP (preferably by tomorrow, Tuesday, May 15)!
  • Friday, May 11th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Why is it important/valuable to write a research paper?
  • *What technology resources do we have today that didn't exist during Shakespeare's time (1564-1616) to uncover a crime scene? Explain why they didn't exist during Shakespeare's time.

    Show HW: Choosing Your Research Topic Questions

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud/Share: Share answers to the following Research Paper "Choosing Your Topic" Questions in your Language Skills (LS) section.
    1.) What is the meaning of "technology innovation"?
    2.) What three technology innovations in crime scenes do you find interesting from the news, TV shows, internet, etc.? READ ALOUD (as a class) "Five Future Breakthroughs in Forensic Technology" (Huffington Post) and "3 Inventions That Can Catch You Committing a Crime" (Al Jazeera/America)
    3.) What do you find interesting about the three technology innovations used in crime scenes?
    4.) What prior knowledge do you have about the three technology innovations used in crime scenes?
    5.) Create an open-ended, essential question (which is a "how" or "why" question) about a technology innovation (you can use only ONE technology innovation) used in crime scenes. Sample question: Why are panoramic 3D cameras used in modern-day crime scenes?
    6.) Create 10 supplementary questions for your research topic. These questions support your essential question. These questions MUST be Who, What, When, Where, Why and How questions. Question starters include the following: What time period is...covering? What are the capabilities of...? How has the...changed over time? How can...affect...? How does...affect modern day crime scenes?

    4. Work Period: Begin HW.

  • How can we prepare to write our research paper on technology innovations at a crime scene? MAKE UP OWED WORK!

    DUE THIS WEDNESDAY, MAY 16th:
    Interviews: Conduct interviews in which you ask 10 interviewees (people you're interviewing) your Essential Question (your 'how' or 'why' question about your research topic). Ask 5 adults (over 21 years old) and 5 kids (under 21 years old) your Essential Question. Please provide the age, gender, and city of residence for each interviewee. Fill in the Interview Charts.

  • Rewrite: Rewrite an essay on Romeo and Juliet. Revise the Essay on Juliet's Development/Fake Death (this was due Friday, May 4th) OR the Love/Hate Essay (this was due Monday, April 9th). You MUST highlight/underline my corrections and bring in the original essay. If you never wrote either essay, then you have to do it by Monday!
  • Thursday, May 10th, 2018: 1. Do Now: EXAM on ACTS III, IV AND V in Romeo and Juliet

    Show any owed HW

    2. Work Period: Answer the following Research Paper "Choosing Your Topic" Questions in your Language Skills (LS) section.
    1.) What is the meaning of "technology innovation"?
    2.) What three technology innovations in crime scenes do you find interesting from the news, TV shows, internet, etc.? You may choose from "Five Future Breakthroughs in Forensic Technology" (Huffington Post) and "3 Inventions That Can Catch You Committing a Crime" (Al Jazeera/America)
    3.) What do you find interesting about the three technology innovations used in crime scenes?
    4.) What prior knowledge do you have about the three technology innovations used in crime scenes?
    5.) Create an open-ended, essential question (which is a "how" or "why" question) about a technology innovation (you can use only ONE technology innovation) used in crime scenes. Sample question: Why are panoramic 3D cameras used in modern-day crime scenes?
    6.) Create 10 supplementary questions for your research topic. These questions support your essential question. These questions MUST be Who, What, When, Where, Why and How questions. Question starters include the following: What time period is...covering? What are the capabilities of...? How has the...changed over time? How can...affect...? How does...affect modern day crime scenes?

    How can we prove our knowledge on the exam on Acts III, IV and V of Romeo and Juliet? DUE TOMORROW, FRIDAY, MAY 11th:
    Answer the following Research Paper "Choosing Your Topic" Questions in your Language Skills (LS) section.
    1.) What is the meaning of "technology innovation"?
    2.) What three technology innovations in crime scenes do you find interesting from the news, TV shows, internet, etc.? You may choose from "Five Future Breakthroughs in Forensic Technology" (Huffington Post) and "3 Inventions That Can Catch You Committing a Crime" (Al Jazeera/America)
    3.) What do you find interesting about the three technology innovations used in crime scenes?
    4.) What prior knowledge do you have about the three technology innovations used in crime scenes?
    5.) Create an open-ended, essential question (which is a "how" or "why" question) about a technology innovation (you can use only ONE technology innovation) used in crime scenes. Sample question: Why are panoramic 3D cameras used in modern-day crime scenes?
    6.) Create 10 supplementary questions for your research topic. These questions support your essential question. These questions MUST be Who, What, When, Where, Why and How questions. Question starters include the following: What time period is...covering? What are the capabilities of...? How has the...changed over time? How can...affect...? How does...affect modern day crime scenes?

    Make up owed HW!

    Wednesday, May 9th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Did Romeo or Juliet have a tragic flaw that led to their deaths? Explain.
  • *Right before Mercutio died, he said to Romeo, "Ask for me tomorrow, and you shall find me a grave man" (Act III, Scene 1). Why is this quote a pun (when a word has a double meaning) and foreshadowing?

    Show any owed HW

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Work Period:

  • Make up any owed HW.
  • Prepare for tomorrow's exam by reviewing the answers to the Acts III, IV and V Questions.

    4. Kahoot!: Review for tomorrow's exam on Acts III, IV and V in Romeo and Juliet and earn extra credit (top three winners will earn 20 extra credit points!.

  • How can we prepare for tomorrow's exam on Acts III, IV and V of Romeo and Juliet? TOMORROW, THURSDAY, MAY 10th: EXAM ON ACTS III, IV AND V in Romeo and Juliet
  • You MUST know the answers to all of Acts III, IV and V Questions. The Exam will be multiple-choice questions. Bring a #2 pencil. It will be 25% of the 3rd marking period grade!

    Make up owed HW!

  • Tuesday, May 8th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Were you satisfied with the resolution (ending) of Romeo and Juliet? Explain.
  • *If you could create an additional scene, what would you add and why?

    Show HW: Questions for Act V, Scene 3 and any owed HW

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Work Period (write in your LA section): Analyzing the Final Scene:

  • Who are two important characters missing from the final scene?
  • Why is their omission (leaving out; exclusion) significant?
  • How could these two characters be incorporated into the final scene? What could they have said?
  • Create a 1/2 page (10-12 sentences) dialogue in which you add these two missing characters (you can include other characters that are present in the final scene).

    *SHOW THESE WORK PERIOD QUESTIONS AND THE 1/2 PAGE (10-12 sentences) DIALOGUE FOR CLASS CREDIT TODAY!

    **When you're finished the Work Period classwork, make up owed HW and prepare for Thursday's exam!

  • How could you alter the resolution of the play, as seen in Act V, Scene 3 of Romeo and Juliet? THIS THURSDAY, MAY 10th: EXAM ON ACTS III, IV AND V in Romeo and Juliet
  • You MUST know the answers to all of Acts III, IV and V Questions. The Exam will be multiple-choice questions. It will be 25% of the 3rd marking period grade!

    Make up owed HW!

  • Monday, May 7th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Do you like watching murder mystery shows, like CSI and Law and Order: SVU? Explain.
  • *How can you contrast a murder scene from the 1600's (when Romeo and Juliet was written) and today (2018)?

    TURN IN any owed HW, including THE 3-PARAGRAPH ESSAY on Juliet's development or fake death

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with a NEW CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 276 in the Collections Textbook and finish reading Act V, Scene 3. Characters needed are the following: Page, Friar Laurence, Balthasar, Watchman (all watchman parts), Prince, Capulet, Lady Capulet, and Montague

  • While reading, begin to answer the Act V, Scene 3 Questions for Romeo and Juliet. You will finish the questions for HW (Extra credit will be accepted for HW as well. Remember, extra credit includes finding a quote and line number/page number to support each answer).
  • How does the resolution of the play unfold in Act V, Scene 3 of Romeo and Juliet? DUE TOMORROW, TUESDAY, MAY 8th:
  • Answer the Act V, Scene 3 Questions for Romeo and Juliet. Extra credit (double-credit) will be accepted for HW as well. Remember, extra credit includes finding a quote and line number/page number to support each answer.

    Make up owed HW!

    THIS THURSDAY, MAY 10th: EXAM ON ACTS III, IV AND V in Romeo and Juliet

  • You MUST know the answers to all of Acts III, IV and V Questions. The Exam will be multiple-choice questions. It will be 25% of the 3rd marking period grade!
  • Friday, May 4th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Have you ever acted without thinking? Explain.
  • What is an example of a character (besides Romeo) acting without thinking? Explain. (Hint: the play only takes place in three days)

    TURN IN THE 3-PARAGRAPH ESSAY on Juliet's development or fake death and Show any owed HW

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 269 in the Collections Textbook and read Act V, Scene 3. Characters needed are the following: Paris, Page, Romeo, Friar Laurence, Balthasar, Juliet, Watchman (all watchman parts), Prince, Capulet, Lady Capulet, and Montague

  • While reading, begin to answer the Act V, Scene 3 Questions for Romeo and Juliet. We will finish the questions and reading of the play on Monday, in class.
  • How does the resolution of the play unfold in Act V, Scene 3 of Romeo and Juliet? Make up owed HW!

    LOOKING AHEAD: EXAM ON ACTS III, IV AND V in Romeo and Juliet will be NEXT THURSDAY, MAY 10th

  • You MUST know the answers to all of Acts III, IV and V Questions. The Exam will be multiple-choice questions. It will be 25% of the 3rd marking period grade!
  • Thursday, May 3rd, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Have you ever had a dream that came true? Explain.
  • What do you believe Romeo or Juliet dreams about and why?

    Show any owed HW

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 266 in the Collections Textbook and read Act V, Scenes 1 and 2. Characters needed are the following: Romeo, Balthasar, Apothecary, Friar John, and Friar Laurence

    4. Work Period:

  • Independently, answer the Act V, Scenes 1 and 2 Questions for Romeo and Juliet. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) today. Turn in completed answers before the end of class.
  • Work on the Essay due tomorrow.
  • How have Friar Laurence and Juliet's plans gone awry in Act V, Scenes 1 and 2 of Romeo and Juliet? DUE TOMORROW, FRIDAY, MAY 4th:
    THREE-PARAGRAPH ESSAY on ACT IV (value: THREE homework assignments)
    Choose one of the following Essay Questions:
  • Do you believe that Juliet has changed from the beginning of the play, before she met Romeo?
  • Do you agree with the measures taken by Juliet and Friar Laurence to fool Juliet's family? Include your opinions on whether the plan was selfish or unwise. Support your ideas with details and at least two quotes from the play, Romeo and Juliet.

    *Here's the format you must follow:
    1.) Introductory Paragraph (4-6 sentences):

  • Hook/Attention Grabber
  • Discuss the importance of the issue/topic
  • Acknowledge complexity of the issue and both sides of the argument
  • Claim/Thesis (answer to the essay question): your answer with 2 reasons to support your answer
    *Thesis Sentence Starter examples: I agree with the measures taken by Juliet and Friar Laurence to fool Juliet's family in Act IV of Romeo and Juliet because... OR I do not agree with the measures taken by Juliet and Friar Laurence to fool Juliet's family in Act IV of Romeo and Juliet because...

    2.) Body Paragraph (10-12 sentences):

  • Statement: reasons #1 and #2 to support your thesis/claim
  • Proof: a quote or idea (with line numbers) from Act IV to use as evidence to prove your reason
  • Analysis: break down the meaning of your proof and explain how it supports your thesis/claim
  • Proof: a quote or idea from Act IV (with line numbers) to use as evidence to prove your reason
  • Analysis: break down the meaning of your proof and explain how it supports your thesis/claim
  • Counterclaim and Connection: You MUST offer a counterclaim (what the other side would say) and you MUST attack that counterclaim. Finally, connect back to claim/thesis.

    3. Conclusion (4-6 sentences):

  • Briefly restate the two main reasons (mentioned already) for your claim
  • Explain why claim is stronger than counterclaim

    LOOKING AHEAD: EXAM ON ACTS III, IV AND V in Romeo and Juliet will be next Thursday, May 10th

  • You MUST know the answers to all of Acts III, IV and V Questions. The Exam will be multiple-choice questions. It will be 25% of the 3rd marking period grade!
  • Wednesday, May 2nd, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Can you relate to Romeo or Juliet's personal troubles? Explain.
  • What Shakespearean technique (imagery, iambic pentameter, use of soliloquys, dramatic irony (when the audience knows more than the characters), etc.) do you like and why?

    Show any owed HW

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 260 Collections Textbook and read Act IV, Scene 5. Characters needed are the following: Nurse, Lady Capulet, Capulet, Friar Laurence, Paris, Musician and Peter

    4. Work Period: Independently, answer the Act IV, Scene 5 Questions for Romeo and Juliet. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) today. Turn in completed answers before the end of class.

  • How is Juliet's "death" revealed and what are the characters' various reactions in Act IV, Scene 5 of Romeo and Juliet? DUE THIS FRIDAY, MAY 4th:
    THREE-PARAGRAPH ESSAY on ACT IV (value: THREE homework assignments)
    Choose one of the following Essay Questions:
  • Do you believe that Juliet has changed from the beginning of the play, before she met Romeo?
  • Do you agree with the measures taken by Juliet and Friar Laurence to fool Juliet's family? Include your opinions on whether the plan was selfish or unwise. Support your ideas with details and at least two quotes from the play, Romeo and Juliet.

    *Here's the format you must follow:
    1.) Introductory Paragraph (4-6 sentences):

  • Hook/Attention Grabber
  • Discuss the importance of the issue/topic
  • Acknowledge complexity of the issue and both sides of the argument
  • Claim/Thesis (answer to the essay question): your answer with 2 reasons to support your answer
    *Thesis Sentence Starter examples: I agree with the measures taken by Juliet and Friar Laurence to fool Juliet's family in Act IV of Romeo and Juliet because... OR I do not agree with the measures taken by Juliet and Friar Laurence to fool Juliet's family in Act IV of Romeo and Juliet because...

    2.) Body Paragraph (10-12 sentences):

  • Statement: reasons #1 and #2 to support your thesis/claim
  • Proof: a quote or idea (with line numbers) from Act IV to use as evidence to prove your reason
  • Analysis: break down the meaning of your proof and explain how it supports your thesis/claim
  • Proof: a quote or idea from Act IV (with line numbers) to use as evidence to prove your reason
  • Analysis: break down the meaning of your proof and explain how it supports your thesis/claim
  • Counterclaim and Connection: You MUST offer a counterclaim (what the other side would say) and you MUST attack that counterclaim. Finally, connect back to claim/thesis.

    3. Conclusion (4-6 sentences):

  • Briefly restate the two main reasons (mentioned already) for your claim
  • Explain why claim is stronger than counterclaim
  • Tuesday, May 1st, 2018: 1. Do Now: Choose one of the following questions to answer:
  • How does religion play a role in your life/family's life?
  • How does religion play a role in the characters' lives in Romeo and Juliet?

    Show HW (Act IV, Scene 1 Questions and the Romeo/Juliet Diary Entry)

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with a NEW CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 256 Collections Textbook and read Act IV, Scenes 2, 3 and 4. Characters needed are the following: Capulet, Servingman, Nurse, Juliet, and Lady Capulet.

    4. Work Period: Independently, answer the Act IV, Scenes 2-4 Questions for Romeo and Juliet. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) today. Turn in completed answers before the end of class.

  • What major turn of events occurs in Act IV, Scenes 2-4 in Romeo and Juliet? Make up owed HW

    LOOKING AHEAD: EXAM ON ACTS III, IV AND V in Romeo and Juliet will be Thursday, May 10th

  • You MUST know the answers to all of Acts III, IV and V Questions. The Exam will be multiple-choice questions. It will be 25% of the 3rd marking period grade!
  • Monday, April 30th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • If Juliet asked you for advice, what would you tell her?
  • What can you predict will happen in Act IV?

    Show owed HW (Act III, Scene 3 Questions and the Diary Entry)

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with a NEW CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 253 Collections Textbook and read Act IV, Scene 1. Characters needed are the following: Friar Laurence, Paris, Juliet

    4. Work Period: Independently, answer the Act IV, Scene 1 Questions for Romeo and Juliet. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) tomorrow. Turn in completed answers tomorrow.

  • What does Juliet request of Friar Laurence in Act IV, Scene 1 in Romeo and Juliet? DUE TOMORROW, TUESDAY, MAY 1st:
  • Answer the Act IV, Scene 1 Questions for Romeo and Juliet. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) tomorrow. Turn in completed answers tomorrow.
  • Journal Entry: Compose a diary entry for ROMEO or JULIET (in their own words). Write 10-12 sentences. Write in first person (I, me, my, etc). You may use one quote (one line from the play). Turn in tomorrow.
  • Friday, April 27th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • As you know, the Capulets want Juliet to marry Paris. What kind of person does your family want you to marry one day? Identify at least TWO characteristics (personality traits, physical appearance, family background, etc.).
  • Why do you believe Shakespeare uses the literary technique, foreshadowing, so frequently in Romeo and Juliet, especially in Act III?

    Show owed HW (Act III, Scene 3 Questions and the Diary Entry)

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 249 Collections Textbook and read Act III, Scene 5. Characters needed are the following: Capulet, Lady Capulet, Juliet and Nurse.

    4. Work Period: Independently, answer the Act III, Scenes 4 and 5 Questions for Romeo and Juliet. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) today only. Turn in completed answers at the end of class today.

  • How does Juliet react to her parents' demand for her to marry Paris in Act III, Scene 5 in Romeo and Juliet? Make up owed HW
    Thursday, April 26th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • How is it apparent (obvious) that the play, Romeo and Juliet, was written around 1600? Do NOT refer to the language. You may refer to the characters, the setting or the events of the plot.
  • What advice would you give to Romeo or Juliet?

    New Seat Assignments and Show HW (Act III, Scene 3 Questions and the Diary Entry)

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with a new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 242 Collections Textbook and read Act III, Scenes 4 and 5. Characters needed are the following: Capulet, Paris, Lady Capulet, Romeo, Juliet and Nurse. Tomorrow, we will answer the Act III, Scenes 4 and 5 Questions for Romeo and Juliet. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) tomorrow.

  • How do Juliet's parents respond to Tybalt's death in Act III, Scenes 4 and 5 in Romeo and Juliet? Make up HW (see previous day's assignments)
    Wednesday, April 25th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • How is the play, Romeo and Juliet, relevant today? You may refer to the characters or the events of the plot.
  • If Romeo and Juliet took place in Queens in 2018, how would the plot and characters change?

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with a new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Work Period (period 7 only needs to finish reading aloud Act III, Scene 3):

  • Turn to p. 238 in Collections Textbook and period 7 will finish reading Act III, Scene 3. Independently, answer the Act III, Scene 3 Questions for Romeo and Juliet. Show completed answers on Thursday! Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) on Thursday.
  • Compose a minor character's diary entry (any character besides Romeo or Juliet). Write 10-12 sentences. Write in first person (I, me, my, etc). You may use one quote (one line from the play). Turn in tomorrow.
  • How do Friar Laurence and the Nurse advise Romeo in Act III, Scene 3 in Romeo and Juliet? DUE Tomorrow, THURSDAY, APRIL 26th:
  • Answer the Act III, Scene 3 Questions for Romeo and Juliet. Show completed answers on Thursday! Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) on Thursday.
  • Compose a minor character's diary entry (any character besides Romeo or Juliet). Write 10-12 sentences. Write in first person (I, me, my, etc). You may use one quote (one line from the play). Turn in tomorrow.
  • Monday, April 23rd, 2018 (Shakespeare's 454th Birthday!): 1. Do Now: Choose one of the following questions to answer:
  • If you were in trouble, who would you turn to for support and why?
  • What advice/support do you predict that Friar Laurence will offer Romeo and why?

    Turn in ALL OWED Homework: today is the last day for all owed work for the 2nd marking period

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with a new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 238 in Collections Textbook and begin reading Act III, Scene 3. Characters needed are the following: Friar Laurence, Romeo and Nurse. Independently, answer the Act III, Scene 3 Questions for Romeo and Juliet. Show completed answers on Thursday! Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) on Thursday.

  • How do Friar Laurence and the Nurse advise Romeo in Act III, Scene 3 in Romeo and Juliet? DUE THIS THURSDAY, APRIL 26th:
  • Answer the Act III, Scene 3 Questions for Romeo and Juliet. Show completed answers on Thursday! Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) on Thursday.
  • Friday, April 20th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • What can you predict will be Juliet's reaction to the deaths of Mercutio and Tybalt?
  • How can you compare and contrast the Montague Family (and their allies) with the Capulet Family (and their allies)?

    Turn in Homework: the News Article (and the 5 W's and 1 H) on the Murders of Mercutio and/or Tybalt

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 234 in Collections Textbook and continue reading Act III, Scene 2. Characters needed are the following: Juliet and the Nurse. Independently, answer the Act III, Scene 2 Questions for Romeo and Juliet. Show completed answers today! Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) in class only.

  • How do the Nurse and Juliet react to Tybalt's death in Act III, Scene 2 in Romeo and Juliet? DUE THIS MONDAY, APRIL 23rd (Shakespeare's Birthday!):
  • ALL owed work MUST be turned in (during class time only) for the 2nd marking period! The grade book will close on Monday!
  • Thursday, April 19th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • How would you describe the murders of Mercutio and Tybalt?
  • How can you explain Shakespeare’s purpose in murdering Mercutio and Tybalt?

    Show Homework: Act III, Scene 1 Questions for Romeo and Juliet

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Mini-Lesson: Read "Binghamton University Student Pleads Not Guilty to Murder in Freshman's Stabbing Death" (NBC News). Identify the 5 W's and 1 H (who, what, when, where, why and how), which are the questions that provide basic information mentioned in journalism and police investigations. They are the fundamental questions that every story should be able to answer. Use the handout provided today as a guide to write your news article on the murder of Mercutio OR Tybalt OR both.

    4. Work Period: With a partner, create the 5 W and 1 H (who, what, when, where, why and how) questions about the murder of Mercutio OR Tybalt OR both. Then, with a partner, write a well-developed paragraph (10-12 sentences) in which you answer the questions in a news article format (see the sample from the mini-lesson). You will be graded on this Grading Rubric. Finish for HW.

  • How can you explain the murders of Mercutio and Tybalt, which are the climax of Act III, Scene 1 in Romeo and Juliet? DUE TOMORROW, FRIDAY, APRIL 20th:
  • News Article on the Murders of Mercutio and Tybalt: Finish today's classwork with your partner. Here are the details: Create the 5 W and 1 H (who, what, when, where, why and how) questions about the murder of Mercutio OR Tybalt OR both. Then, with your partner, write a well-developed paragraph (10-12 sentences) in which you answer the questions in a news article format (see the sample from today's mini-lesson handout given in class today, based on the news article, "Binghamton University Student Pleads Not Guilty to Murder in Freshman's Stabbing Death" (NBC News)). You will be graded on this Grading Rubric. This news article is 20 points (TWO HOMEWORK ASSIGNMENTS).

    Make up owed HW: see previous days' assignments

    DUE THIS MONDAY, APRIL 23rd:

  • ALL owed work MUST be turned in (during class time only) for the 2nd marking period! The grade book will close on Monday!
  • Wednesday, April 18th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • What do you believe will be the climax (turning point) of the play, Romeo and Juliet?
  • Why do you believe Romeo's allies (Benvolio, his cousin, and Mercutio, his friend) important to him in this play?

    Show owed Homework

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 229 in Collections Textbook and continue reading Act III, Scene 1. Characters needed are the following: Benvolio, Mercutio, Tybalt, Romeo, Prince, Lady Capulet and Montague. Independently, answer the Act III, Scene 1 Questions for Romeo and Juliet. Show completed answers tomorrow! Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) in class only.

    4. Review Exam Answers: Review answers to the Exam on Acts I and II in Romeo and Juliet

  • Why is Act III, Scene 1 the climax of Romeo and Juliet? DUE TOMORROW, THURSDAY, APRIL 19th:
  • Answer the Act III, Scene 1 Questions for Romeo and Juliet.

    Make up owed HW: see previous days' assignments

  • Tuesday, April 17th, 2018: 1. Do Now: Listen to the Exam Instructions

    2. EXAM: EXAM on Acts I and II in Romeo and Juliet

    Show Homework: Act II, Scenes 5 and 6 Questions for Romeo and Juliet

    4. Work Period: Make up owed HW (see jupitergrades.com and previous days' assignments here on msconn.net).

    5. Read-Aloud: Begin reading Act III, Scene 1. Characters needed are the following: Benvolio, Mercutio, Tybalt, Romeo, Prince, Lady Capulet and Montague.

    How can we prove our knowledge of Acts I and II in Romeo and Juliet? Make up owed HW: see previous days' assignments
    Monday, April 16th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Which supporting character--the Nurse or the Friar--do you like more and why?
  • How are the Nurse and Friar comparable (similar) and contrasting (different)?

    Show owed Homework

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with a new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud Act II, Scenes 5 and 6: Turn to p. 223 in the Collections Textbook. Character parts include the following: Juliet, Nurse, Friar Laurence, and Romeo.

    4. Work Period: Independently, answer the Act II, Scenes 5 and 6 Questions for Romeo and Juliet. Show completed answers tomorrow! Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) in class only.

    5. Exam Prep: Review for tomorrow's exam on Acts I and II.

  • How can we understand the significance of the dialogue between Nurse and Juliet and Friar and Romeo in Act II, Scenes 5 and 6 in Romeo and Juliet? DUE TOMORROW, TUESDAY, APRIL 17th:
  • Answer the Act II, Scenes 5 and 6 Questions for Romeo and Juliet.

    EXAM ON ACTS I AND II in ROMEO AND JULIET TOMORROW, TUESDAY, APRIL 17th:

  • The Exam will be 40% of the 2nd marking period. You should review the answers to Questions for Acts I and II. You can use the in-class textbook or the online version of Romeo and Juliet. The Exam will only have 40 multiple-choice questions. Please bring a #2 pencil. You may not use your notes, electronic devices or the textbook during the exam. You need to study in advance!
  • Friday, April 13th, 2018: 1. Do Now: Listen to Instructions about today's CTE Presentation in the CCEC (Library)

    2. CTE PRESENTATION IN THE CCEC (LIBRARY)

    How can we understand the requirements to be admitted in a CTE Program? EXAM ON ACTS I AND II in ROMEO AND JULIET THIS TUESDAY, APRIL 17th:
  • The Exam will be 40% of the 2nd marking period. You should review the answers to Questions for Acts I and II. You can use the in-class textbook or the online version of Romeo and Juliet. The Exam will only have multiple-choice questions. Please bring a #2 pencil. You may not use your notes, electronic devices or the textbook during the exam. You need to study in advance!

    Make up owed HW: see previous days' assignments

  • Thursday, April 12th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Who do you believe Juliet will turn to for advice (just as Romeo turned to the Friar) and why?
  • What life lessons can we learn from the play, Romeo and Juliet, so far?

    Show owed Homework

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud Act II, Scene 4: Turn to p. 221 in the Collections Textbook. Character parts include the following: Nurse and Romeo

    4. Work Period: Independently, answer the Act II, Scene 4 Questions for Romeo and Juliet. Finish for classwork and show completed answers today! Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) in class only.

    5. Reflections/Predictions: What can you predict will happen next in the play?

  • How can we understand the significance of the dialogue between Nurse and Romeo in Act II, Scene 4 of Romeo and Juliet? Make up owed HW: see previous days' assignments
    Wednesday, April 11th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Why do teenagers seek the counsel (advice) of adults when dealing with romantic relationships?
  • Why do you think Romeo chooses to consult Friar Laurence (a clergy man) after the balcony scene with Juliet?

    Show Homework: Act II, Scene 2 Questions for Romeo and Juliet

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud Act II, Scene 3: Turn to p. 214 in the Collections Textbook. Character parts include the following: Romeo and Friar Laurence

    4. Work Period: Independently, answer the Act II, Scene 3 Questions for Romeo and Juliet. Finish for classwork and show completed answers today! Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) in class only.

    5. Reflections/Predictions: What can you predict will happen next in the play?

  • How can we understand the significance of Friar Laurence's role in Act II, Scene 3 of Romeo and Juliet? Make up owed HW: see previous days' assignments
    Tuesday, April 10th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Why do you believe Romeo and Juliet commit to each other so quickly?
  • How can you compare and contrast the strengths and weaknesses of Romeo and Juliet so far?

    Show owed Classwork/Homework

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud Act II, Scene 2: Turn to p. 213 in the Collections Textbook. Character parts include the following: Romeo and Juliet.

    4. Work Period: Independently, answer the Act II, Scene 2 Questions for Romeo and Juliet. Begin in class and finish for HW. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) in class only.

    5. Reflections/Predictions: What can you predict will happen next in the play?

  • How can we understand Shakespeare's use of literary devices in the blossoming relationship between Romeo and Juliet in Act II, Scene 2 of Romeo and Juliet? Due Tomorrow, Wednesday, April 11th:
  • Answer the Act II, Scene 2 Questions for Romeo and Juliet. You may use the evidence from the in-class textbook (which you had the opportunity to take pictures of in class) or the online Romeo and Juliet.

    Make up owed HW: see previous days' assignments

  • Monday, April 9th, 2018: 1. Do Now: Listen to midterm instructions

    Turn in HW and owed Classwork/Homework: 5-paragraph essay on love and hate in Romeo and Juliet

    2. Work Period: Midterm (prove that we know standards in literature and writing)

    How can we prove our knowledge of standards in reading and writing on the midterm? Make up owed HW (see previous days' assignments
    Thursday, March 29th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Why do you believe teenagers rush into relationships?
  • How would you describe a successful, romantic relationship?

    Show owed Classwork/Homework

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Mini-Lesson: Introduce the HW, focusing on the Thematic Essay Outline

    4. Read-Aloud Act II, Scene 2: Turn to p. 208 in the Collections Textbook. Character parts include the following: Romeo and Juliet. Then, answer the Act II, Scene 2 Questions for Romeo and Juliet. Show for classwork credit on Monday, April 9th. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) in class only.

    4. Reflections/Predictions: What can you predict will happen next in the play?

  • How can we understand Shakespeare's use of literary devices in the blossoming relationship between Romeo and Juliet in Act II, Scene 2 of Romeo and Juliet? DUE MONDAY, APRIL 9th:
  • Five-Paragraph Essay on the Contrasts between Love and Hate in Acts I and II in Romeo and Juliet: How can you contrast the themes of love and hate in Romeo and Juliet? You MUST follow this Thematic Essay Outline. Whenever you cite evidence, you MUST include a line number or page number. Here's an example: Romeo said that he can't stay away from Juliet when he said, "Can I go forward when my heart is here?" (Act II, Scene 1, Line 1). *You can handwrite or type (double-space, 12-point font) this essay. Include a proper heading, with the following: your name, your teacher's name, the class name and period, the date, and the assignment title. THIS ESSAY IS WORTH THREE HOMEWORK ASSIGNMENTS.

    Make up owed HW (see previous days' assignments)

  • Wednesday, March 28th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • How can you contrast the themes of love and hate in the play thus far?
  • How would you characterize (describe) two teenagers who claim to be in love? Consider their actions, speech, appearance and other people's points of view.

    Show owed HW

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud Act II, Scene 1: Turn to p. 207 in the Collections Textbook. Read the Prologue, go over Iambic Pentameter and the sonnet form. Character parts include the following: Romeo, Benvolio, Mercutio, Then, answer the Act II, Scene 1 Questions for Romeo and Juliet. Show for classwork credit today. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) in class only.

    4. Reflections/Predictions: What can you predict will happen next in the play?

  • How can we understand Romeo's actions and his friend's reactions in Act II, Scene 1 of Romeo and Juliet? DUE MONDAY, APRIL 9th:
  • Five-Paragraph Essay on the Contrasts between Love and Hate in Acts I and II in Romeo and Juliet: How can you contrast the themes of love and hate in Romeo and Juliet? You MUST follow this Thematic Essay Outline. Whenever you cite evidence, you MUST include a line number or page number. Here's an example: Romeo said that he can't stay away from Juliet when he said, "Can I go forward when my heart is here?" (Act II, Scene 1, Line 1). THIS ESSAY IS WORTH THREE HOMEWORK ASSIGNMENTS.

    Make up owed HW (see previous days' assignments)

  • Tuesday, March 27th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Now that Romeo learns that Juliet is from his enemy's family, what is your advice to him?
  • What is a reason that Romeo will not be able to stay away from Juliet? Explain your answer.

    Show owed HW: Revision of the 3-paragraph essay on the Prologue of Romeo and Juliet.

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Work Period on Act I, Scene 5: Turn to p. 200 in the Collections Textbook and answer the Act I, Scene 5 Questions for Romeo and Juliet. Show for classwork credit today. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) in class only.

    4. Reflections/Predictions: What can you predict will happen next in the play?

  • How can we understand the significance of Romeo's presence at the Capulets' party and Romeo and Juliet's first encounter in Act I, Scene 5 of Romeo and Juliet? Make up owed HW (see previous days' assignments)
    Monday, March 26th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • Is love at first sight possible? Explain reasoning for your answer.
  • What do first impressions reveal about people you meet?

    Show HW: Revision of the 3-paragraph essay on the Prologue of Romeo and Juliet.

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud of Act I, Scene 5: Turn to p. 200 in the Collections Textbook and begin reading aloud. Here are the following characters: Capulet, Second Capulet (cousin), Romeo, Servant, Tybalt, Juliet, and Nurse. ALL students will need to play a role at least once (for classwork credit). Every additional role will be extra credit!

    4. Reflections/Predictions: What can you predict will happen next in the play?

  • How can we understand the significance of Romeo's presence at the Capulets' party and Romeo and Juliet's first encounter in Act I, Scene 5 of Romeo and Juliet? Make up owed HW (see previous days' assignments)
    Friday, March 23rd, 2018: 1. Do Now: Choose one of the following questions to answer:
  • What can you predict will happen between Juliet and Paris?
  • What can you predict will happen at the Capulets' party?

    Show owed HW

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud of Act I, Scene 4: Turn to p. 196 in the Collections Textbook and begin reading aloud. Here are the following characters: Romeo, Benvolio, and Mercutio. ALL students will need to play a role at least once (for classwork credit). Every additional role will be extra credit! Answer the Act I, Scene 4 Questions for Romeo and Juliet. Show for classwork credit today. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) in class only.

    4. HW Introduction/Predictions: Introduce the HW. What can you predict will happen next in the play?

  • How can we understand the significance of Romeo, Benvolio and Mercutio preparing to enter the Capulets' party in Act I, Scene 4 of Romeo and Juliet? DUE THIS COMING MONDAY, MARCH 26th:
  • REWRITE the Mini-Essay: Revise the Mini-Essay (three paragraphs) that is returned to you in class. You will answer the following question on the Prologue of Romeo and Juliet: Does the Prologue of Romeo and Juliet intrigue (interest) audiences to desire to view the play? Write THREE paragraphs to support your answer. You MUST highlight/underline my corrections and bring in the original essay. If you never wrote this essay, here's the format you must follow:
    1.) Introductory Paragraph (4-6 sentences):
  • Hook/Attention Grabber
  • Discuss the importance of the issue/topic
  • Acknowledge complexity of the issue and both sides of the argument
  • Claim/Thesis (answer to the essay question): your answer with 2 reasons to support your answer
    *Thesis Sentence Starter examples: The Prologue of Romeo and Juliet does intrigue audiences to desire to view the play because... OR The Prologue of Romeo and Juliet does not intrigue audiences to desire to view the play because...

    2.) Body Paragraph (10-12 sentences):

  • Statement: reasons #1 and #2 to support your thesis/claim
  • Proof: a quote or idea (with line numbers) from the prologue to use as evidence to prove your reason
  • Analysis: break down the meaning of your proof and explain how it supports your thesis/claim
  • Proof: a quote or idea from the prologue (with line numbers) to use as evidence to prove your reason
  • Analysis: break down the meaning of your proof and explain how it supports your thesis/claim
  • Counterclaim and Connection: You MUST offer a counterclaim (what the other side would say) and you MUST attack that counterclaim. Finally, connect back to claim/thesis.

    3. Conclusion (4-6 sentences):

  • Briefly restate the two main reasons (mentioned already) for your claim
  • Explain why claim is stronger than counterclaim

    Make up owed HW (see previous days' assignments)

  • Thursday, March 22nd, 2018: 1. Do Now: Choose one of the following questions to answer:
  • How would you describe your ideal mate? Identify three ideal qualities that this person would possess.
  • If you had a friend who was enduring unrequited love (unreturned love), what would you advise your friend and why?

    Show owed HW:

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud of Act I, Scene 3: Turn to p. 193 in the Collections Textbook and begin reading aloud. Here are the following characters: Nurse, Juliet, Lady Capulet. ALL students will need to play a role at least once (for classwork credit). Every additional role will be extra credit! Answer the Act I, Scene 3 Questions for Romeo and Juliet. Show for classwork credit today. Extra Credit Opportunity: show textual evidence (a quote with a line number/page number to support each answer) in class only.

    4. HW Introduction/Predictions: Introduce the HW. What can you predict will happen next in the play?

  • How can we understand the significance of Paris' portrayal and Juliet's family's perception of Paris in Act I, Scene 3 of Romeo and Juliet? Make up owed HW (see previous days' assignments)
    Tuesday, March 20th, 2018: 1. Do Now: Choose one of the questions to answer:
  • What are the top three reasons to get married?
  • During Shakespeare's time (and in some parts of the world today), families arrange marriages. What are the pro's and con's of arranged marriages?

    Show owed HW: Chart on Analyzing Characters' Choices

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud of Act I, Scene 2: Turn to p. 190 in the Collections Textbook. Finish reading aloud Act I, Scene 2 (pp. 190-193). Here are the following characters: Capulet, Paris, Servant, Benvolio, and Romeo (readers will earn extra credit for reading).

    4. Work Period: Answer the Act I, Scene 2 Questions for Romeo and Juliet while we read. Show for classwork credit. For extra credit, identify textual evidence (with line #/page #) to support each answer.

  • How can we understand the significance of the characters' choices in Act I, Scene 2 of Romeo and Juliet? Make up owed HW (see previous days' assignments)
    Monday, March 19th, 2018: 1. Do Now: Choose one of the questions to answer:
  • Which character's dialogue (from the chart HW) do you like the most and why?
  • Why is the author's purpose important to understand when studying a text, like Romeo and Juliet?

    Show HW: Chart on Analyzing Characters' Choices

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: Turn to p. 190 in the Collections Textbook. Read aloud Act I, Scene 2 (pp. 190-193). Here are the following characters: Capulet, Paris, Servant, Benvolio, and Romeo (readers will earn extra credit for reading). Answer the Act I, Scene 2 Questions for Romeo and Juliet while we read.

    4. Reflections/Predictions: What can you predict will happen next in the play?

  • How can we understand the significance of the characters' choices in Act I, Scene 2 of Romeo and Juliet? Make up owed HW (see previous days' assignments)
    Friday, March 16th, 2018: 1. Do Now: Choose one of the questions to answer:
  • Why did Shakespeare introduce the relationship between Romeo and Benvolio?
  • Which characters in the introductory scene appear to have great importance to the rest of the play and why?

    Turn in any owed HW

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Work Period:

  • Work on completing the classwork Act I, Scene 1 Questions for Romeo and Juliet. This must be shown today for on-time class credit.
  • Work on the HW: Chart on Analyzing Characters' Choices

    4. Reflections/Predictions: What can you predict will happen next in the play?

  • How can we understand the significance of the characters' choices in the opening scene of Romeo and Juliet? Due Monday, March 19th:
  • Chart on Analyzing Characters' Choices

    Make up owed HW (see previous days' assignments)

  • Thursday, March 15th, 2018: 1. Do Now: How do teenagers typically react when they have unrequited (unreturned) love?

    Turn in any owed HW

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Review of Super Quiz: Distribution and review of the answers.

    4. Read-Aloud: Obtain the Collections Textbook and turn to p. 186 for Romeo and Juliet. Finish reading the opening scene aloud as a class (acting participants will earn extra credit) and answer the following questions in your LA section. Include the following title: Act I, Scene 1 Questions for Romeo and Juliet

    5. Reflections/Predictions: What can you predict will happen next in the play?

    How can we understand the significance of the opening scene of Romeo and Juliet? Make up owed HW (see previous days' assignments)
    Wednesday, March 14th, 2018: 1. Do Now: Why do you believe Romeo and Juliet is so popular, over 400 years later?

    Turn in any owed HW

    2. Read-Aloud: Obtain the Collections Textbook and turn to p. 185 for Romeo and Juliet. Read the opening scene aloud as a class (acting participants will earn extra credit) and answer the following questions in your LA section. Include the following title: Act I, Scene 1 Questions for Romeo and Juliet

    3. Reflections/Predictions: What can you predict will happen next in the play?

    How can we understand the significance of the opening scene of Romeo and Juliet? Make up owed HW (see previous days' assignments)
    Tuesday, March 13th, 2018: 1. Do Now: SUPER QUIZ (20% of the 2nd marking period) on Shakespeare's Life, Times and Background and the Prologue of Romeo and Juliet:

    Turn in owed HW: Mini-Essay on the Prologue of Romeo and Juliet

    2. Work Period: Obtain the Collections Textbook and turn to p. 183 for Romeo and Juliet. Read the opening scene to yourself and answer the following questions in your LA section. Include the following title: Act I, Scene 1 Questions for Romeo and Juliet:
    1.) Why do you think Shakespeare begins his plays with minor characters (servants, not Romeo and Juliet)?
    2.) What are the servants (Sampson and Gregory) discussing in the opening scene and why do you believe it's important to the rest of the play?
    3.) Why do you think Shakespeare begins his tragedies (like Romeo and Juliet) with a humorous scene?

    3. Read-Aloud and Work Period Discussion: Review the work period answers and read-aloud the first few pages of Romeo and Juliet.

    4. Reflections/Predictions: What can you predict will happen next in the play?

    How can we understand the essential facts about Shakespeare and the Prologue of Romeo and Juliet? Make up owed HW (see previous days' assignments)
    Monday, March 12th, 2018: 1. Do Now: What do you believe is the most intriguing (interesting) fact from Shakespeare's Life, Times and Background or the Prologue of Romeo and Juliet?

    Turn in HW: Mini-Essay on the Prologue of Romeo and Juliet

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Kahoot: Review for the Super Quiz (tomorrow!). The top three winners will earn a free HW!

    4. Work Period: Review for tomorrow's Super Quiz!

    How can we understand the essential facts about Shakespeare and the Prologue of Romeo and Juliet? DUE TOMORROW, TUESDAY, MARCH 13th:
  • SUPER QUIZ (20% of the 2nd marking period) on Shakespeare's Life, Times and Background and the Prologue of Romeo and Juliet: Know the facts about Shakespeare's life, times and background and the translation of the Prologue of Romeo and Juliet. Bring a #2 pencil. The Super Quiz will be multiple-choice questions.

    Make up owed HW (see previous days' assignments)

  • Friday, March 9th, 2018: 1. Do Now: Puzzle on Shakespeare's Life, Times and Background

    2. Discuss/Share: Review the puzzle's answers. This will help prepare for the Super Quiz on Tuesday!

    Show owed HW

    2. Work Period: Work on the HW (Mini-Essay).

    How can we understand the essential facts about Shakespeare and the Prologue of Romeo and Juliet? DUE THIS MONDAY, MARCH 12th:
  • Mini-Essay: Three Paragraphs in which you answer the following question on the Prologue of Romeo and Juliet: Does the Prologue of Romeo and Juliet intrigue (interest) audiences to desire to view the play? Write THREE paragraphs to support your answer.
    1.) Introductory Paragraph (4-6 sentences):
  • Hook/Attention Grabber
  • Discuss the importance of the issue/topic
  • Acknowledge complexity of the issue and both sides of the argument
  • Claim/Thesis (answer to the essay question): your answer with 2 reasons to support your answer
    *Thesis Sentence Starter examples: The Prologue of Romeo and Juliet does intrigue audiences to desire to view the play because... OR The Prologue of Romeo and Juliet does not intrigue audiences to desire to view the play because...

    2.) Body Paragraph (10-12 sentences):

  • Statement: reasons #1 and #2 to support your thesis/claim
  • Proof: a quote or idea (with line numbers) from the prologue to use as evidence to prove your reason
  • Analysis: break down the meaning of your proof and explain how it supports your thesis/claim
  • Proof: a quote or idea from the prologue (with line numbers) to use as evidence to prove your reason
  • Analysis: break down the meaning of your proof and explain how it supports your thesis/claim
  • Counterclaim and Connection: You MUST offer a counterclaim (what the other side would say) and you MUST attack that counterclaim. Finally, connect back to claim/thesis.

    3. Conclusion (4-6 sentences):

  • Briefly restate the two main reasons (mentioned already) for your claim
  • Explain why claim is stronger than counterclaim

    DUE THIS COMING TUESDAY, MARCH 13th:

  • SUPER QUIZ (20% of the 2nd marking period) on Shakespeare's Life, Times and Background and the Prologue of Romeo and Juliet: Know the facts about Shakespeare's life, times and background and the translation of the Prologue of Romeo and Juliet. Bring a #2 pencil. The Super Quiz will be multiple-choice questions.

    Make up owed HW (see previous days' assignments)

  • Thursday, March 8th, 2018: 1. Do Now: The prologue of Romeo and Juliet is comparable to a movie trailer. What makes a captivating (attention-grabbing) movie trailer?

    Show owed HW

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Mini-Lesson on the Interpretation of the Prologue of Romeo and Juliet: Read aloud the Prologue of Romeo and Juliet. In the LA section of your notebook (staple/tape in the handout), answer the following:

  • How can you interpret each line in modern-day English?
  • What literary techniques/devices does Shakespeare use in the prologue?
  • Why are these techniques/devices important to the prologue's message?
  • How can we understand the Prologue of Romeo and Juliet? DUE THIS COMING MONDAY, MARCH 12th:
  • Mini-Essay: Three Paragraphs in which you answer the following question on the Prologue of Romeo and Juliet: Does the Prologue of Romeo and Juliet intrigue (interest) audiences to desire to view the play? Write THREE paragraphs to support your answer.
    1.) Introductory Paragraph (4-6 sentences):
  • Hook/Attention Grabber
  • Discuss the importance of the issue/topic
  • Acknowledge complexity of the issue and both sides of the argument
  • Claim/Thesis (answer to the essay question): your answer with 2 reasons to support your answer
    *Thesis Sentence Starter examples: The Prologue of Romeo and Juliet does intrigue audiences to desire to view the play because... OR The Prologue of Romeo and Juliet does not intrigue audiences to desire to view the play because...

    2.) Body Paragraph (10-12 sentences):

  • Statement: reasons #1 and #2 to support your thesis/claim
  • Proof: a quote or idea (with line numbers) from the prologue to use as evidence to prove your reason
  • Analysis: break down the meaning of your proof and explain how it supports your thesis/claim
  • Proof: a quote or idea from the prologue (with line numbers) to use as evidence to prove your reason
  • Analysis: break down the meaning of your proof and explain how it supports your thesis/claim
  • Counterclaim and Connection: You MUST offer a counterclaim (what the other side would say) and you MUST attack that counterclaim. Finally, connect back to claim/thesis.

    3. Conclusion (4-6 sentences):

  • Briefly restate the two main reasons (mentioned already) for your claim
  • Explain why claim is stronger than counterclaim

    DUE THIS COMING TUESDAY, MARCH 13th:

  • SUPER QUIZ (20% of the 2nd marking period) on Shakespeare's Life, Times and Background and the Prologue of Romeo and Juliet: Know the facts about Shakespeare's life, times and background and the translation of the Prologue of Romeo and Juliet. Bring a #2 pencil. The Super Quiz will be multiple-choice questions.

    Make up owed HW (see previous days' assignments)

  • Wednesday, March 7th, 2018: 1. Do Now Listen to Reading Assessment Instructions.

    2. Work Period: Reading Assessment: You will be tested on your reading comprehension and understanding of the following skills: speaker's purpose, purpose of repetition, vocabulary in context, author's purpose for using literary elements, author's point of view, author's purpose for writing, and theme. This will be about 10-15% of the 2nd marking period grade. Please bring a #2 pencil. Take it seriously. (You do not need to study for this assessment; you just need to be in a good mindset to take a reading test)

    Show HW: Rewrite of Argumentative Essay on Night (show the original essay and the rewrite with the highlighted/underlined corrections)

    3. Interpretation of the Prologue of Romeo and Juliet: If you're done with the assessment, do the following: Read the Prologue of Romeo and Juliet. In the LA section of your notebook, answer the following:

  • How can you interpret each line in modern-day English?
  • What literary techniques/devices does Shakespeare use in the prologue?
  • Why are these techniques/devices important to the prologue's message?
  • How can we prove our reading skills in a reading assessment? Make up owed HW (see previous days' assignments)
    Tuesday, March 6th, 2018: CAREER ASSESSMENT (in the library/CCEC) How can we understand our natural aptitude and interests in order to identify a suitable career for the future? Due TOMORROW, Wednesday, March 7th:
  • REWRITE your argumentative essay. Bring in the original (with the teacher's comments and edits) and your rewrite (you can show it on an electronic device or e-mail it to hconn@schools.nyc.gov). You MUST underline/highlight the corrections that you made (the corrections must reflect the corrections on the original essay). Use the argumentative essay outline to guide you. Here's the Essay Question: Is Night a good representation (example or portrayal) of the strategies to survive during the Holocaust?
  • Reading Comprehension Assessment: You will be tested on your reading comprehension and understanding of the following skills: speaker's purpose, purpose of repetition, vocabulary in context, author's purpose for using literary elements, author's point of view, author's purpose for writing, and theme. This will be about 10-15% of the 2nd marking period grade. Please bring a #2 pencil. Take it seriously. (You do not need to study for this assessment; you just need to be in a good mindset to take a reading test)
  • Monday, March 5th, 2018: 1. Do Now: Choose one of the questions to answer below.
  • How do you believe Romeo and Juliet may be relevant to teenagers today?
  • How can you compare and contrast your life to Shakespeare's life?

    Show Friday's classwork: Romeo and Juliet Pre-Reading Opinionnaire

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the new CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Reflections on Romeo and Juliet Pre-Reading Opinionnaire: Share if you agree or disagree with each of the statements below. Provide an explanation by defending your position with detailed reasons. Write 2-3 sentences for each explanation.
    1.) Teenagers can't understand what true love really is. Agree/Disagree (Circle one) Reasoning:

    2.) Good friends should stick together at all times no matter how wrong a friend may be. Agree/Disagree (Circle one) Reasoning:

    3.) Young people understand the power of love more than older people. Agree/Disagree (Circle one) Reasoning:

    4.) Love is more powerful than hate. Agree/Disagree (Circle one) Reasoning:

    5.) The right age to get married is 18 years old. Agree/Disagree (Circle one) Reasoning:

    4. Mini-Lesson on Shakespeare's Life, Times and Background: Review important facts about Shakespeare's life and time period that will be referenced in Romeo and Juliet.

  • Why should we learn about Shakespeare's life and the theme (power of love) in order to prepare to read Romeo and Juliet? Due THIS Wednesday, March 7th:
  • REWRITE your argumentative essay. Bring in the original (with the teacher's comments and edits) and your rewrite (you can show it on an electronic device or e-mail it to hconn@schools.nyc.gov). You MUST underline/highlight the corrections that you made (the corrections must reflect the corrections on the original essay). Use the argumentative essay outline to guide you. Here's the Essay Question: Is Night a good representation (example or portrayal) of the strategies to survive during the Holocaust?
  • Reading Comprehension Assessment: You will be tested on your reading comprehension and understanding of the following skills: speaker's purpose, purpose of repetition, vocabulary in context, author's purpose for using literary elements, author's point of view, author's purpose for writing, and theme. This will be about 10-15% of the 2nd marking period grade. Please bring a #2 pencil. Take it seriously.
  • Friday, March 2nd, 2018: 1. Do Now: Choose one of the questions to answer below.
  • What is the most interesting fact from Shakespeare's life and why?
  • What aspects of Shakespeare's life do you believe will be referenced in Romeo and Juliet (besides religion)? Explain why you chose your answer.

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Work Period: Romeo and Juliet Pre-Reading Opinionnaire: Identify if you agree or disagree with each of the statements below. Provide an explanation by defending your position with detailed reasons. Write 2-3 sentences for each explanation.
    1.) Teenagers can't understand what true love really is. Agree/Disagree (Circle one) Reasoning:

    2.) Good friends should stick together at all times no matter how wrong a friend may be. Agree/Disagree (Circle one) Reasoning:

    3.) Young people understand the power of love more than older people. Agree/Disagree (Circle one) Reasoning:

    4.) Love is more powerful than hate. Agree/Disagree (Circle one) Reasoning:

    5.) The right age to get married is 18 years old. Agree/Disagree (Circle one) Reasoning:

    4. Work Period Sharing: Student volunteers share their answers.

  • Why should we learn about Shakespeare's life and the theme (power of love) in order to prepare to read Romeo and Juliet? Due Monday, March 5th
    Show Friday's classwork for class credit. Romeo and Juliet Pre-Reading Opinionnaire: Identify if you agree or disagree with each of the statements below. Provide an explanation by defending your position with detailed reasons. Write 2-3 sentences for each explanation.
    1.) Teenagers can't understand what true love really is. Agree/Disagree (Circle one) Reasoning:

    2.) Good friends should stick together at all times no matter how wrong a friend may be. Agree/Disagree (Circle one) Reasoning:

    3.) Young people understand the power of love more than older people. Agree/Disagree (Circle one) Reasoning:

    4.) Love is more powerful than hate. Agree/Disagree (Circle one) Reasoning:

    5.) The right age to get married is 18 years old. Agree/Disagree (Circle one) Reasoning:

    Thursday, March 1st, 2018: 1. Do Now: Choose one of the questions to answer below.
  • Why does Shakespeare's Romeo and Juliet fit in the "Power of Love" unit?
  • How can we connect the "Struggle for Survival" unit to the "Power of Love" unit?

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Work Period: Create a K/W/L chart in your LA section. In the "K" column, answer the following question: What do you KNOW about William Shakespeare, his plays and poetry, his background, the time in which he lived, and any other information? Write as much as you can to fill the entire column (from top to bottom). Write at least THREE questions that you WANT to know in the "W" section. Think about what's important to learn about the author of a text that we'll be studying.

    4. Work Period Sharing: Student volunteers share what they KNOW about Shakespeare. If you LEARN anything new, write it in the "L" column. Student volunteers share what they WANT to know about Shakespeare.

    5. Mini-Lesson on Shakespeare's Life, Times and Background: Review important facts about Shakespeare's life and time period that will be referenced in Romeo and Juliet.

  • What do we know and what can we learn about William Shakespeare, the playwright of Romeo and Juliet? N/A
    Wednesday, February 28th, 2018: 1. Do Now: Choose one of the questions to answer below.
  • What do you think you will most remember from our "Struggle for Survival" unit (which included the texts, Night and Is Survival Selfish?)?
  • Since our next unit is on the "Power of Love", what would you like to do or learn?

    Show the classwork due today (p. 322 in the textbook) and any owed HW (today is the last day of the 1st marking period).

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. CTE ACADEMY VISITS

  • What can we learn about the CTE Academies, Web Design and Video Production, and how do we know which academy is the best choice? N/A
    Tuesday, February 27th, 2018: 1. Do Now: Are teenagers capable of being heroes (like in tragic situations)?

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Work Period: Answer the questions for "Is Survival Selfish?" These questions are found in the Collections textbook on p. 322.

    How can we understand the survivor's role and the different reactions during tragic events? DUE TOMORROW, WEDNESDAY, FEBRUARY 28th:
  • Finish today's classwork: Questions on "Is Survival Selfish?" (p. 322)

    TOMORROW is the LAST day of the 1st marking period! Turn in all owed HW (see the previous days' assignments!)

  • Monday, February 26th, 2018: 1. Do Now: Choose one of the following questions to answer:
  • How do you think sole survivors (the only survivors) feel after being the only ones surviving a tragic event?
  • What does it mean to be selfish during a tragic event?

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Read-Aloud: "Is Survival Selfish?"

  • How is this text connected to Night?
  • How does instinct play a role in tragic events?
  • What are survivors' reactions during and after tragic events?
  • How can we understand the survivor's role and the different reactions during tragic events? Make up owed HW (see the previous days' assignments!)
    Thursday, February 15th, 2018: 1. Do Now: Over 10 million people died in the Holocaust. About 200,000 are believed to have survived. Is survival selfish?

    2. Discuss/Share: Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. KAHOOT on the plot and vocabulary in Night (top three winners will earn extra credit: a free HW!)

    4. Preview the next text we're going to read on the Monday after the vacation: "Is Survival Selfish?" What are your predictions? How is this text connected to Night?

    How can we prove our understanding of the strategies to survive and vocabulary in Night? Make up owed HW (see the previous day's assignments!)
    Wednesday, February 14th, 2018: 1. Do Now: Night Vocabulary Quiz

    2. Work Period: Finish the ARGUMENTATIVE ESSAY EXAM on Night. You will FINISH THE ESSAY IN CLASS ONLY. You will follow this Argumentative Essay Outline format. You will be allowed to use your class notes (including the chart and Do Now's) on Night and the textbook (go to p. 308). Here's the Essay Question: Is Night a good representation (example or portrayal) of the strategies to survive during the Holocaust? You will have all of class to complete the essay. If you need extra time, special circumstances may be available. This will be 50% of the 1st marking period grade. You will be provided a grading rubric, and you will be graded on content, analysis and command of evidence.

    How can we prove our understanding of the strategies to survive in Night when we compose an argumentative essay? Make up owed HW (see the previous day's assignments!)
    Tuesday, February 13th, 2018: Work Period: ARGUMENTATIVE ESSAY EXAM on Night. You will WRITE THE ESSAY IN CLASS ONLY. You will follow this Argumentative Essay Outline format. You will be allowed to use your class notes (including the chart and Do Now's) on Night and the textbook (go to p. 308). Here's the Essay Question: Is Night a good representation (example or portrayal) of the strategies to survive during the Holocaust? You will have all of class to complete the essay. If you need extra time, special circumstances may be available. This will be 50% of the 1st marking period grade. You will be provided a grading rubric, and you will be graded on content, analysis and command of evidence.

    2. Study for tomorrow's vocabulary quiz.

    How can we prove our understanding of the strategies to survive in Night when we compose an argumentative essay? DUE TOMORROW, WEDNESDAY, FEBRUARY 14th:
  • QUIZ on the Night Vocabulary List. You MUST know the definitions for each vocabulary word and how to compose each word in a sentence. This quiz grade will be 20% of the 1st marking period.
  • FINISH THE IN-CLASS ARGUMENTATIVE ESSAY on NIGHT. It will be 50% of the 1st marking period grade.

    Make up owed HW (see the previous day's assignments!)

  • Monday, February 12th, 2018: 1. Do Now: What are good strategies for surviving harsh conditions (like the Holocaust)? Identify two.

    Show owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Work Period:

  • In the Collections textbook, FINISH answering the questions on p. 314 (only #1-5). Write your answers in complete sentences in your LA section of your notebook. Show for classwork credit.

    4. Discuss/Share: Review the answers to the questions on p. 314 (only #1-5).

  • How can we prepare for tomorrow's argumentative essay on Night? ARGUMENTATIVE ESSAY EXAM WILL BE TOMORROW, TUESDAY, FEBRUARY 13th:
  • ARGUMENTATIVE ESSAY EXAM on Night. You will WRITE THE ESSAY IN CLASS ONLY. You will follow this Argumentative Essay Outline format. You will be allowed to use your class notes (including the chart and Do Now's) on Night and the textbook. You will be given the essay question on Tuesday only. You will have all of class to complete the essay. If you need extra time, special circumstances may be available. This will be 50% of the 1st marking period grade. You will be provided a grading rubric, and you will be graded on content, analysis and command of evidence.

    DUE THIS WEDNESDAY, FEBRUARY 14th:

  • QUIZ on the Night Vocabulary List. You MUST know the definitions for each vocabulary word and how to compose each word in a sentence. This quiz grade will be 20% of the 1st marking period.

    Make up owed HW (see the previous day's assignments!)

  • Friday, February 9th, 2018: 1. Do Now: What do you believe is a strong argumentative essay question (it should be a "yes" or "no" question) about Night? Think about what we've been discussing and refer to your class notes/charts.

    Show HW: Vocabulary Flashcards

    2. Discuss/Share:

  • Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.
  • Introduce Night Vocabulary List.

    3. Mini-Lesson:

  • Introduce the Argumentative Essay Outline. Remember the SPAPAC mnemonic device (method of remembering) for the body paragraphs.

    4. Work Period: In the Collections textbook, begin answering the questions on p. 314 (only #1-5). Write your answers in complete sentences in your LA section of your notebook.

  • How can we prepare for next week's assessments on Night? ESSAY EXAM (in class ONLY) THIS COMING TUESDAY, FEBRUARY 13th:
  • ARGUMENTATIVE ESSAY EXAM on Night. You will write it in class ONLY. You will follow this Argumentative Essay Outline format. You will be allowed to use your class notes (including the chart and Do Now's) on Night and the textbook. You will be given the essay question on Tuesday only. You will have all of class to complete the essay. If you need extra time, special circumstances may be available. This will be 50% of the 1st marking period grade. You will be provided a grading rubric, and you will be graded on content, analysis and command of evidence.

    DUE THIS COMING WEDNESDAY, FEBRUARY 14th:

  • QUIZ on the Night Vocabulary List. You MUST know the definitions for each vocabulary word and how to compose each word in a sentence. This quiz grade will be 20% of the 1st marking period.

    Make up owed HW (see the previous day's assignments!)

  • Thursday, February 8th, 2018: 1. Do Now: Access your assigned computer. Go to HMH Central Login (Scholastic).
  • Enter username: your OSIS #
  • Enter password: your date of birth: 4-digit year, month, day: yyyymmdd
  • Click ENTER

    2. Work Period:

  • Click up to three genres that you like to read and click NEXT (top right)
  • Answer the pre-assessment questions based on the reading(s) and click NEXT after each question.
  • Start the ASSESSMENT that will measure your READING LEVEL (Lexile score) and ANSWER ALL QUESTIONS. Click NEXT after each question until you've completed the assessment.
  • When you get your LEXILE (reading level) SCORE, take a picture of it as proof that you've completed the assessment. This will count for classwork credit!!

    3. When you've finished the reading assessment, you may work on the HW (vocabulary flashcards).

  • How can we successfully complete the Reading Inventory and access our reading level? DUE TOMORROW, FRIDAY, FEBRUARY 9th:
  • Compose flashcards for all of the vocabulary words on the Night Vocabulary List. Create on index cards, loose leaf or an electronic device. Write the vocabulary word and part of speech (noun, verb, adjective or adverb) on the front of the card. Write the definition and an original sentence (write your own sentence; don't copy from the sample sentences, internet or another source). *You may use an electronic flashcard app.

    DUE NEXT TUESDAY, FEBRUARY 13th:

  • ARGUMENTATIVE ESSAY on Night. You will follow this Argumentative Essay Outline format. You will be allowed to use your class notes (including the chart and Do Now's) on Night and the textbook. You will be given the essay question on Tuesday only. You will have all of class to complete the essay. If you need extra time, special circumstances may be available. This will be 50% of the 1st marking period grade. You will be provided a grading rubric, and you will be graded on content, analysis and command of evidence.

    DUE NEXT WEDNESDAY, FEBRUARY 14th:

  • QUIZ on the Night Vocabulary List. You MUST know the definitions for each vocabulary word and how to compose each word in a sentence. This quiz grade will be 20% of the 1st marking period.

    Make up owed HW (see the previous day's assignments!)

  • Wednesday, February 7th, 2018: 1. Do Now: Choose one of the following questions.
  • Why do you believe Elie Wiesel chose to call his memoir Night?
  • How might Night be different if Elie Wiesel had written it right after the Holocaust (he wrote it over 10 years later)?

    2. Discuss/Share:

  • Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.
  • Introduce Night Vocabulary List.

    3. Work Period:

  • Finish filling in the chart on the struggle for survival in Night (turn it in for class credit!).
  • Begin HW.

  • How do people struggle to survive in Night? DUE THIS FRIDAY, FEBRUARY 9th:
  • Compose flashcards for all of the vocabulary words on the Night Vocabulary List. Create on index cards, loose leaf or an electronic device. Write the vocabulary word and part of speech (noun, verb, adjective or adverb) on the front of the card. Write the definition and an original sentence (write your own sentence; don't copy from the sample sentences, internet or another source). *You may use an electronic flashcard app.

    DUE NEXT TUESDAY, FEBRUARY 13th:

  • ARGUMENTATIVE ESSAY on Night. You will follow this Argumentative Essay Outline format. You will be allowed to use your class notes (including the chart and Do Now's) on Night and the textbook. You will be given the essay question on Tuesday only. You will have all of class to complete the essay. If you need extra time, special circumstances may be available. This will be 50% of the 1st marking period grade. You will be provided a grading rubric, and you will be graded on content, analysis and command of evidence.

    DUE NEXT WEDNESDAY, FEBRUARY 14th:

  • QUIZ on the Night Vocabulary List. You MUST know the definitions for each vocabulary word and how to compose each word in a sentence. This quiz grade will be 20% of the 1st marking period.

    Make up owed HW (see the previous day's assignments!)

  • Tuesday, February 6th, 2018: 1. Do Now: How do people endure great suffering (in horrible times like the Holocaust and other torturous experiences)?

    Turn in any owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.
  • Read-aloud p. 309-310 in Collections textbook, which is the excerpt from Night. Begin filling in the chart on the struggle for survival in Night.

    3. Reflections: How would you evaluate Night as a text teaching readers how to endure suffering?

  • How do people struggle to survive in Night? Make up owed HW (see the previous day's assignments!)
    Monday, February 5th, 2018: 1. Do Now: Access a Collections textbook. Turn to p. 308. Read the top two paragraphs from the excerpt of Night, a memoir on the Holocaust by Elie Wiesel. Answer one of the following questions:
  • What textual evidence supports the theme of the struggle for survival on p. 308 and why?
  • What is the author's purpose for using literary techniques (choose one: imagery or tone) in his memoir? Find textual evidence of one literary technique.

    Turn in HW: Turn in Creative or Analytical Writing on the Struggle for Survival

    2. Discuss/Share:

  • Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.
  • Read-aloud p. 308. In your LA section, do the following:
    *Write any words/phrases that are difficult to understand or unfamiliar
    *What is the purpose for including dialogue?

    3. Reflections: What are your impressions of today's reading of the excerpt from Night?

  • What is the author's purpose for using imagery, dialogue and tone in Night? Make up owed HW (see the previous day's assignments!)
    Friday, February 2nd, 2018: 1. Do Now: Which homework writing opportunity (creative or analytical writing) are you going to choose and why?

    Show HW: Show owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Work Period: Work on the HW due Monday.
    Creative Writing or Analytical Writing Opportunity. Choose one.

  • Creative Writing: Choose one sentence from p. 307 as your first sentence in a creative, fictional story in which you imagine what the Struggle for Survival was like during the Holocaust. Write two handwritten pages (or one, typed, double-spaced page). Show the struggle for survival, using all the senses (sight, sound, touch, smell and taste). Use imagery and other literary techniques (such as similes, metaphors, personification, foreshadowing) and literary elements (conflicts, characters, setting, and plot).
  • Analytical Writing: What is the author's purpose in writing a memoir about the struggle to survive during the Holocaust? Write two handwritten pages (or one, typed, double-spaced page). Explain how and why Elie Wiesel (the author) writes about the struggle for survival. Use textual evidence (at least two quotes from p. 307) to support his purpose for writing about this struggle. You should include the definition of author's purpose. You may include your prior knowledge about other people's struggles for survival (around the world, throughout time, and in your personal life).

  • How can we compose creative/analytical writing on the struggle for survival in Night? DUE MONDAY, FEBRUARY 5th:
    Creative Writing or Analytical Writing Opportunity. Choose one.
  • Creative Writing: Choose one sentence from p. 307 as your first sentence in a creative, fictional story in which you imagine what the Struggle for Survival was like during the Holocaust. Write two handwritten pages (or one, typed, double-spaced page). Show the struggle for survival, using all the senses (sight, sound, touch, smell and taste). Use imagery and other literary techniques (such as similes, metaphors, personification, foreshadowing) and literary elements (conflicts, characters, setting, and plot).
  • Analytical Writing: What is the author's purpose in writing a memoir about the struggle to survive during the Holocaust? Write two handwritten pages (or one, typed, double-spaced page). Explain how and why Elie Wiesel (the author) writes about the struggle for survival. Use textual evidence (at least two quotes from p. 307) to support his purpose for writing about this struggle. You should include the definition of author's purpose. You may include your prior knowledge about other people's struggles for survival (around the world, throughout time, and in your personal life).

    Make up owed HW (see the previous day's assignments!)

  • Thursday, February 1st, 2018: 1. Do Now: Access a Collections textbook. Turn to p. 307. Read the opening two paragraphs from the excerpt of Night, a memoir on the Holocaust by Elie Wiesel. Answer one of the following questions:
  • What is the author's purpose for writing his memoir?
  • What is the author's purpose for using literary techniques (choose one: verbal irony or imagery) in his memoir? Find textual evidence of one literary technique.

    Show HW: Show completed goal sheet (you must receive a stamp), turn in student contract, and show supplies (folder and labeled notebook sections (DNA, LA, LS, and HW).

    2. Discuss/Share:

  • Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.
  • Read-aloud p. 307. In your LA section, write the following (include the title Night, by Elie Wiesel): Why do you believe this novel has been so popular (it's been published in over 30 languages and sold over 6 million copies)?

    3. Use your electronic device and play the Kahoot game on Class Rules. Top 3 winners will earn a free HW pass!

    4. Introduce HW

  • How can we understand the author's purpose for writing and using literary techniques in Night? DUE MONDAY, FEBRUARY 5th:
    Creative Writing or Analytical Writing Opportunity. Choose one.
  • Creative Writing: Choose one sentence from p. 307 as your first sentence in a creative, fictional story in which you imagine what the Struggle for Survival was like during the Holocaust. Write two handwritten pages (or one, typed, double-spaced page). Show the struggle for survival, using all the senses (sight, sound, touch, smell and taste). Use imagery and other literary techniques (such as similes, metaphors, personification, foreshadowing) and literary elements (conflicts, characters, setting, and plot).
  • Analytical Writing: What is the author's purpose in writing a memoir about the struggle to survive during the Holocaust? Write two handwritten pages (or one, typed, double-spaced page). Explain how and why Elie Wiesel (the author) writes about the struggle for survival. Use textual evidence (at least two quotes from p. 307) to support his purpose for writing about this struggle. You should include the definition of author's purpose. You may include your prior knowledge about other people's struggles for survival (around the world, throughout time, and in your personal life).

    Make up owed HW (see the previous day's assignments!)

  • Wednesday, January 31st, 2018: 1. Do Now: Read the Syllabus. Access your designated computer. Which goal do you most want to work on this semester (from the syllabus)? How can you accomplish this goal?

    2. Discuss/Share:

  • Turn and talk with your table mates. Share your Do Now answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.
  • Review the contents of the Syllabus

    3. Begin HW.

  • How can we understand the syllabus and class rules? DUE TOMORROW, THURSDAY, FEBRUARY 1st:
  • Bring in a folder (only for English class) and a notebook/binder with labeled sections: Do Now's and Aim's (DNA), Literary Analysis (LA), Language Skills (LS), and Homework (HW).
  • Turn in the completed Student Contract (you and parent/guardian have to complete it). It was distributed in class, and it can be found here: Syllabus and Student Contract.
  • Complete and turn in the Goal Sheet for the 2nd semester (it was distributed in class)
  • Tuesday, January 30th, 2018: 1. Do Now: What are some rules that your family has at home? Why are they important? Did you have me as your teacher last semester? If so, what were some class rules?

    2. Discuss/Share:

  • Turn and talk with your table mates. Share your Do Now answers with a chosen CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Mini-Lesson: Read Essential Class Rules

    4. Reflections: How do you think adhering to the class rules will contribute to your success?

  • How can we understand the classroom rules and procedures? Review the Essential Class Rules for tomorrow's Kahoot game!

    DUE THIS THURSDAY, FEBRUARY 1st:

  • Bring in a labeled notebook/binder and an English folder. Your notebook/binder must be labeled with the following sections: Do Now’s and Aim’s (DNA), Literary Analysis (LA), Language Skills (LS), and Homework (HW).
  • Turn in the completed Student Contract (you and parent/guardian have to complete it). It will be distributed in class, and it can be found on the last page of the Syllabus.
  • Complete and turn in the Goal Sheet for the 2nd semester (it will be distributed in class)