Junior English Assignments, Spring 2012

Junior English Assignments
Spring 2012

DateAgendaAIMHomework Assignment
Tuesday, June 12th, 2012: 1. Summer Recommendations: Get a job, volunteer, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, etc.), work on your resume, write a draft of your college essay, prepare and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications.

2. Book Returns

3. Introduce or remind students of VocabSlam.

4. Regents strategies for students taking the English Regents exam.

5. Final Paper returns and discussion (particularly the issue of plagiarism)

How can we effectively prepare for senior year? None (the semester is over tomorrow!). Study for your Regents Exams! If you are retaking the English Regents Exam, see me for test-taking strategies for success!

Summer Recommendations: Get a job, volunteer, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, etc.), work on your resume, write a draft of your college essay, prepare (check out: VocabSlam and Ms. Conn's vocabulary lists) and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications, and so much more!

Read for pleasure and challenge!

It was a great pleasure teaching you!

Monday, June 11th, 2012: 1. Summer Recommendations: Get a job, volunteer, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, etc.), work on your resume, write a draft of your college essay, prepare and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications.

2. End of the Year Gifts from Ms. Conn and your fellow classmates (gifts of flattery!)

3. Book Returns

How can we effectively prepare for senior year? None (the semester is over tomorrow!). Study for your Regents Exams! If you are retaking the English Regents Exam, see me for test-taking strategies for success!

Summer Recommendations: Get a job, volunteer, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, etc.), work on your resume, write a draft of your college essay, prepare and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications, and so much more!

Read for pleasure and challenge!

Friday, June 8th, 2012: FOR PERIOD 5: 1. Do Now: Why did I show you Debi's resume on Wednesday? Why have we been working on resume writing? What was my purpose? What was my purpose for all of our literary study this semester? Reflections

2. Work Period: Work on owed HW (all owed work must be turned in by the end of today!)

FOR PERIODS 8 AND 9:

1. Guest speaker demonstration

2. Work guest speaker's website

How can we effectively prepare for senior year? ALL OWED HW MUST BE TURNED IN BY THE END OF TODAY, FRIDAY, JUNE 8th: Make up owed HW (Final Paper! See previous days for details).

FINAL OPPORTUNITY FOR EXTRA CREDIT (DUE BY THE END OF TODAY):

  • Compose your own, original, typed resume (12 point, Times New Roman font) in which you follow the requirements/format in the sample high school resumes and the details for each section of a resume. Use the Resume checklist to guide you. This will be worth UP TO 3 HOMEWORK CREDITS!
  • Wednesday, June 6th, 2012: 1. Do Now: See sample resume: Debi's Resume. Without giving out too much information, ask them to study the resume carefully. In small groups, students will answer the following questions:
  • What impression do you get from this person?
  • What judgements have you made about her already?
  • You haven't ever met her, would you hire her?
    (Answers will vary but might include: she can't spell, she doesn't have a lot of skills, etc...)

    2. Discuss/Share: Discuss how students have already made an impression about her without having met her at all.

    3. Introduce the Resume checklist. Exchange resumes with a classmate and do a peer edit, using the resume checklist.

  • How can we effectively prepare to write our own resumes? ALL OWED HW MUST BE TURNED IN THIS WEEK (NO LATER THAN THIS FRIDAY, JUNE 8th): Make up owed HW (Final Paper! See previous days for details).

    FINAL OPPORTUNITY FOR EXTRA CREDIT:

  • Compose your own, original, typed resume (12 point, Times New Roman font) in which you follow the requirements/format in the sample high school resumes and the details for each section of a resume. Use the Resume checklist to guide you. This will be worth UP TO 3 HOMEWORK CREDITS!
  • Tuesday, June 5th, 2012: 1. Do Now: Review sample high school resumes and the details for each section of a resume. What qualities, in terms of categories, formatting, writing style, and word usage, are worth including in your own resume? How do we know what to include in our resumes and what to exclude?

    2. Work on writing your own resume. What will you include in the work experience section? The extracurricular activities section? Honors/Awards? Skills? What do you need to impress the college of your choice? The employer of your choice?

    How can we effectively prepare to write our own resumes? ALL OWED HW MUST BE TURNED IN THIS WEEK (NO LATER THAN THIS FRIDAY, JUNE 8th): Make up owed HW (Final Paper! See previous days for details).

    FINAL OPPORTUNITY FOR EXTRA CREDIT:

  • Compose your own, original, typed resume (12 point, Times New Roman font) in which you follow the requirements/format in the sample high school resumes and the details for each section of a resume. This will be worth UP TO 3 HOMEWORK CREDITS!
  • Monday, June 4th, 2012: 1. Do Now: Read sample high school resumes. Students individually and collectively analyze the sample resumes. Guiding questions to answer while analyzing: What are the components of an academic resume? What are the strengths of each resume? What are the weaknesses? What qualities, in terms of formatting, writing style, and word usage, are worth including in your own resume?

    2. Work on writing your own resume. What will you include in the work experience section? The extracurricular activities section? Honors/Awards? Skills? What do you need to impress the college of your choice? The employer of your choice?

    How can we effectively prepare to write our own resumes? Make up owed HW (Final Paper! See previous days for details).
    Friday, June 1st, 2012: 1. Do Now: REFLECTIONS on the Presentations of Scenes from Hamlet (graded by the GRADING SHEET FOR YOUR HAMLET SCENE). What did you learn from the preparation and performances of scenes from Hamlet?

    2. Work Period: Read sample high school resumes. Students individually and collectively analyze the sample resumes. Guiding questions to answer while analyzing: What are the components of an academic resume? What are the strengths of each resume? What are the weaknesses? What qualities, in terms of formatting, writing style, and word usage, are worth including in your own resume?

    3. Brainstorm the components of your own resume. What will you include in the work experience section? The extracurricular activities section? Honors/Awards? Skills?

    How can we effectively engage in reflections on the performance presentations of scenes from Hamlet and prepare to write our own resumes? Make up owed HW (Final Paper! See previous days for details).
    Thursday, May 31st, 2012: 1. Do Now: Presentations of Scenes from Hamlet (graded by the GRADING SHEET FOR YOUR HAMLET SCENE)

    2. Reflections: What did you learn from the preparation and performances of scenes from Hamlet?

    How can we effectively engage in performance presentations of scenes from Hamlet? Make up owed HW (Final Paper! See previous days for details).
    Wednesday, May 30th, 2012: 1. Do Now: Scene Practice

    2. Scene presentation trailers (like movie trailers!). Critiques (positive feedback and feedback to guide improvement)

    3. Reflections: What did you learn today that will be helpful for tomorrow's graded performances of scenes from Hamlet? Take notes.

    How can we effectively engage in preparation for scene acting of scenes from Hamlet? Make up owed HW (Final Paper! See previous days for details).

    DUE TOMORROW, THURSDAY, MAY 31st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN (OR FOR PERIOD 5, ONE OF THE 10 SCENES CHOSEN AND WRITTEN) OR ASSIGNED IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (as a quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    Tuesday, May 29th, 2012: 1. Do Now: Read aloud your chosen group scene OR (for period 5 only) write your scene (2-3 pages, handwritten) in a group of 2-3 students (For period 5, determine how to make your scene modern, in 2012). Be ready to apply the GRADING SHEET FOR YOUR HAMLET SCENE. Student performers will stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: Angels and Demons, Vampires, Super heroes), make the scene location come to life, add lighting and/or sound.

    2. Acting Exercises: Do vocal projections (loud voices and whisper voices), tongue twisters, and tableaus. Tableaus will include one person, two persons, and three persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible.

    3. Reflections: What did you learn today that will be helpful and applicable to your future performances of scenes from Hamlet? Take notes.

    How can we effectively engage in preparation for scene acting of scenes from Hamlet? Make up owed HW (Final Paper! See previous days for details).

    DUE THIS THURSDAY, MAY 31st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN (OR FOR PERIOD 5, ONE OF THE 10 SCENES CHOSEN AND WRITTEN) OR ASSIGNED IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (as a quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    Friday, May 25th, 2012: 1. Do Now: Read aloud your chosen group scene OR (for period 5 only) write your scene (2-3 pages, handwritten) in a group of 2-3 students (For period 5, determine how to make your scene modern, in 2012). Be ready to apply the GRADING SHEET FOR YOUR HAMLET SCENE. Student performers will stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: Angels and Demons, Vampires, Super heroes), make the scene location come to life, add lighting and/or sound.

    2. Acting Exercises: Do vocal projections (loud voices and whisper voices), tongue twisters, and tableaus. Tableaus will include one person, two persons, and three persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible.

    3. Reflections: What did you learn today that will be helpful and applicable to your future performances of scenes from Hamlet? Take notes.

    How can we effectively engage in preparation for scene acting of scenes from Hamlet? Make up owed HW:
    DUE THIS PAST TUESDAY, MAY 22nd:
    FINAL PAPER (50% of your 3rd marking period grade; it's -10 points each day late)= PAPERíS OBJECTIVE/QUESTION: Explain how virtues and flaws of characters in Hamlet influence other characters and, as a result, the play as a whole. QUOTES: You should insert 3-6 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support virtues and flaws. Here's an example: "To be, or not to be, that is the question" (Shakespeare 142). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the play. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    DUE NEXT THURSDAY, MAY 31st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN (OR FOR PERIOD 5, ONE OF THE 10 SCENES CHOSEN AND WRITTEN) OR ASSIGNED IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (as a quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    MAKE UP OWED HW: PRESENTATIONS OF ACTS IN HAMLET were already due!! Remember, the presentation assignment is 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:

  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)
  • Thursday, May 24th, 2012: 1. Do Now: Read aloud your chosen group scene OR (for period 5 only) write your scene (2-3 pages, handwritten) in a group of 2-3 students (For period 5, determine how to make your scene modern, in 2012). Be ready to apply the GRADING SHEET FOR YOUR HAMLET SCENE. Student performers will stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: Angels and Demons, Vampires, Super heroes), make the scene location come to life, add lighting and/or sound.

    2. Acting Exercises: Do vocal projections (loud voices and whisper voices), tongue twisters, and tableaus. Tableaus will include one person, two persons, and three persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible.

    3. Reflections: What did you learn today that will be helpful and applicable to your future performances of scenes from Hamlet? Take notes.

    How can we effectively engage in preparation for scene acting of scenes from Hamlet? Make up owed HW:
    DUE THIS PAST TUESDAY, MAY 22nd:
    FINAL PAPER (50% of your 3rd marking period grade; it's -10 points each day late)= PAPERíS OBJECTIVE/QUESTION: Explain how virtues and flaws of characters in Hamlet influence other characters and, as a result, the play as a whole. QUOTES: You should insert 3-6 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support virtues and flaws. Here's an example: "To be, or not to be, that is the question" (Shakespeare 142). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the play. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    DUE NEXT THURSDAY, MAY 31st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN (OR FOR PERIOD 5, ONE OF THE 10 SCENES CHOSEN AND WRITTEN) OR ASSIGNED IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (as a quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    MAKE UP OWED HW: PRESENTATIONS OF ACTS IN HAMLET were already due!! Remember, the presentation assignment is 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:

  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)
  • Wednesday, May 23rd, 2012: 1. Do Now: Read aloud your chosen group scene OR (for period 5 only) write your scene (2-3 pages, handwritten) in a group of 2-3 students (For period 5, determine how to make your scene modern, in 2012). Be ready to apply the GRADING SHEET FOR YOUR HAMLET SCENE. Student performers will stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: Angels and Demons, Vampires, Super heroes), make the scene location come to life, add lighting and/or sound.

    2. Acting Exercises: Continue tableaus--Statues (acting exercise to show relationships: Hamlet and Gertrude and Hamlet and Laertes). Statues will include archetypes in literature (pretty princess, greedy elf, opera diva, valiant knight) and characters as animals in Hamlet. Tableaus (statues) for some of the following emotions and situations--anger, lonely, brave, jealous, loyal, two-faced, crazy, in love, drunk, revenge, forgiveness, king/queen, ghost, monster, you forgot your homework, and you just won the lottery. Tableaus will include one person, two persons, and three persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible.

    3. Reflections: What did you learn today that will be helpful and applicable to your future performances of scenes from Hamlet? Take notes.

    How can we effectively engage in preparation for scene acting of scenes from Hamlet? Make up owed HW:
    DUE YESTERDAY, TUESDAY, MAY 22nd:
    FINAL PAPER (50% of your 3rd marking period grade; it's -10 points each day late)= PAPERíS OBJECTIVE/QUESTION: Explain how virtues and flaws of characters in Hamlet influence other characters and, as a result, the play as a whole. QUOTES: You should insert 3-6 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support virtues and flaws. Here's an example: "To be, or not to be, that is the question" (Shakespeare 142). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the play. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    DUE NEXT THURSDAY, MAY 31st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN (OR FOR PERIOD 5, ONE OF THE 10 SCENES CHOSEN AND WRITTEN) OR ASSIGNED IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (as a quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    MAKE UP OWED HW: PRESENTATIONS OF ACTS IN HAMLET were already due!! Remember, the presentation assignment is 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:

  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)
  • Tuesday, May 22nd, 2012: 1. Do Now: FINAL PAPER reflections. Turn in papers and grading rubrics.

    2. Owed Presentations

    3. Introduce GRADING SHEET FOR YOUR HAMLET SCENE. Student performers will stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: Angels and Demons, Vampires, Super heroes), make the scene location come to life, add lighting and/or sound.

    4. Acting Exercises: Sound machines (each student will add a sound and make a class sound machine). "Stop/Go" game. Begin tableaus--Statues (acting exercise to show relationships: Hamlet and Gertrude and Hamlet and Laertes). Statues will include archetypes in literature (pretty princess, greedy elf, opera diva, valiant knight) and characters as animals in Hamlet. Tableaus (statues) for some of the following emotions and situations--anger, lonely, brave, jealous, loyal, two-faced, crazy, in love, drunk, revenge, forgiveness, king/queen, ghost, monster, you forgot your homework, and you just won the lottery. Tableaus will include one person, two persons, and three persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible.

    5. Reflections: What did you learn today that will be helpful and applicable to your future performances of scenes from Hamlet? Take notes.

    How can we effectively reflect on the composition of the analysis paper of Shakespeare's Hamlet and preparation for scene acting? DUE TODAY, TUESDAY, MAY 22nd:
    FINAL PAPER (50% of your 3rd marking period grade; it's -10 points each day late)= PAPERíS OBJECTIVE/QUESTION: Explain how virtues and flaws of characters in Hamlet influence other characters and, as a result, the play as a whole. QUOTES: You should insert 3-6 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support virtues and flaws. Here's an example: "To be, or not to be, that is the question" (Shakespeare 142). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the play. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    DUE NEXT THURSDAY, MAY 31st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN OR ASSIGNED IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (as a quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    MAKE UP OWED HW: PRESENTATIONS OF ACTS IN HAMLET were already due!! Remember, the presentation assignment is 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:

  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)
  • Monday, May 21st, 2012: 1. Do Now: Review FINAL PAPER requirements.

    2. Work Period: Work on the one-page freewrite. Compose thesis statement.

    3. Owed Presentations

    How can we effectively prepare for an analysis paper on the virtues and flaws of characters and how they influence other characters in Shakespeare's Hamlet? DUE TOMORROW TUESDAY, MAY 22nd:
    FINAL PAPER (50% of your 3rd marking period grade; it's -10 points each day late)= PAPERíS OBJECTIVE/QUESTION: Explain how virtues and flaws of characters in Hamlet influence other characters and, as a result, the play as a whole. QUOTES: You should insert 3-6 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support virtues and flaws. Here's an example: "To be, or not to be, that is the question" (Shakespeare 142). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the play. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    DUE NEXT THURSDAY, MAY 31st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN OR ASSIGNED IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (as a quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    MAKE UP OWED HW: PRESENTATIONS OF ACTS IN HAMLET were already due!! Remember, the presentation assignment is 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:

  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)
  • Friday, May 18th, 2012: 1. Do Now: Review Acts IV and V. Act IV builds on the climax (Hamlet's killing of Polonius) in that King and Queen open the act discussing Hamlet's presumed insanity. Of course, they must send him away so he doesn't poison Denmark (irony: King Claudius has already poisoned Denmark, literally and figuratively). Act IV Scene II reveals that Hamlet doesn't trust Rosencrantz and Guildenstern, which leads to Hamlet devising the murder plot against them. Hamlet appears "insane" with his words: "The body is with the King, but the King is not with the body. The King is a thing--" (4.2.23-24). Hamlet plays up his "insanity." Also, in Act IV Scene III, when he explains where Polonius is to Claudius: "Not where he eats, but where 'a' is eaten..." (4.3.19). At the end of Act IV Scene IV, Hamlet feels good that he has his life's purpose (to kill Claudius and revenge his father's death). See the couplet at the end of Act IV Scene IV: "Oh from this time forth, My thoughts be bloody or be nothing worth!" (4.4.62-63). In Act IV Scene V, Ophelia is officially insane with grief over her father's death, singing until her suicide. Laertes also finds out that his father has been murdered by Hamlet, which gives him a mission (to avenge his father's death). In Act IV Scene VI, Hamlet has become a prisoner by a pirate ship on the way to England and he writes a letter to Horatio asking to be saved. Horatio will help him--his only trusted friend (foreshadowing the end). In Act IV Scene VII, Claudius encourages Laertes to go after Hamlet for the killing of Polonius. They create plan A (the poisonous sword for a duel between Hamlet and Laertes) and plan B (a poisonous drink to celebrate Hamlet). Act V opens in a graveyard, building suspense for the end of the play, and also creating a little comic relief. Hamlet, at the graveyard, goes unnoticed to the workers that are there. Hamlet also sees the remains of his old court jester and he remarks that everyone loses their class, status and wealth in death. We are all equal in death, he says. Hamlet sees Laertes at the graveyard and they start to fight because Laertes can't control his rage against Hamlet, especially now that Ophelia is dead and they are planning her funeral (she gets a Christian burial even though she shouldn't because it was suicide). In the last scene of the play, Act V Scene II, Hamlet tells Laertes that Hamlet's insane and that's why he killed Polonius. They still duel. They wound each other. Gertrude drinks the poisonous wine and dies first. Hamlet stabs Claudius and Claudius dies. Laertes dies from stab wound. Then, Hamlet dies, but not before he tells Horatio to tell Hamlet's story and proclaim Fortinbras king of Denmark. Hamlet is honored in death by Fortinbras and Horatio.

    2. Reflections on the play. What did you enjoy? What were Shakespeare's strengths? Why is Hamlet universally read and so revered?

    3. Review FINAL PAPER requirements.

    4. Work Period: Work on the one-page freewrite. Compose thesis statement.

    5. Owed Presentations

    How can we effectively understand the main events, the virtues and flaws of the characters and the purpose of literary elements in Act IV and Act V in Shakespeare's Hamlet? DUE THIS COMING TUESDAY, MAY 22nd:
    FINAL PAPER (50% of your 3rd marking period grade; it's -10 points each day late)= PAPERíS OBJECTIVE/QUESTION: Explain how virtues and flaws of characters in Hamlet influence other characters and, as a result, the play as a whole. QUOTES: You should insert 3-6 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support virtues and flaws. Here's an example: "To be, or not to be, that is the question" (Shakespeare 142). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the play. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    PRESENTATIONS OF ACTS IN HAMLET were already due!! Remember, the presentation assignment is 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:

  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)
  • Thursday, May 17th, 2012: 1. Do Now: Compose a one-page freewrite on the FINAL PAPER question. This will help you prepare for the FINAL PAPER. Show any owed HW.

    2. Distribute and review quizzes on Acts IV and V.

    3. Owed presentations

    How can we effectively prepare for the final paper on virtues and flaws of the characters and their influences on others in Shakespeare's Hamlet? DUE THIS COMING TUESDAY, MAY 22nd:
    FINAL PAPER (50% of your 3rd marking period grade; it's -10 points each day late)= PAPERíS OBJECTIVE/QUESTION: Explain how virtues and flaws of characters in Hamlet influence other characters and, as a result, the play as a whole. QUOTES: You should insert 3-6 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support virtues and flaws. Here's an example: "To be, or not to be, that is the question" (Shakespeare 142). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the play. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    PRESENTATIONS OF ACTS IN HAMLET were already due!! Remember, the presentation assignment is 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:

  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)
  • Wednesday, May 16th, 2012: 1. Do Now: QUIZ on Acts IV and V

    *Show HW (flashcards and post-its for Acts IV and V).

    2. Introduce FINAL PAPER.

    3. HW Reminders

    How can we effectively understand the main events, the virtues and flaws of the characters and the purpose of literary elements in Act IV and Act V in Shakespeare's Hamlet? DUE TUESDAY, MAY 22nd:
    FINAL PAPER (50% of your 3rd marking period grade; it's -10 points each day late)= PAPERíS OBJECTIVE/QUESTION: Explain how virtues and flaws of characters in Hamlet influence other characters and, as a result, the play as a whole. QUOTES: You should insert 3-6 quotes (from Hamlet only) in the body of your paper (about 1-2 quotes per page) that support virtues and flaws. Here's an example: "To be, or not to be, that is the question" (Shakespeare 142). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the play. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Shakespeare, William. Hamlet. 1623. New York: Barron's, 1986. Print.

    PRESENTATIONS OF ACTS IN HAMLET were already due!! Remember, the presentation assignment is 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:

  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)
  • Tuesday, May 15th, 2012: 1. Do Now: Presentations for Acts IV and V (and any other owed presentations, if time allows).

    2. Review Acts IV and V vocabulary

    3. HW Reminders

    How can we effectively understand the main events, the virtues and flaws of the characters and the purpose of literary elements in Act IV and Act V in Shakespeare's Hamlet? DUE TOMORROW WEDNESDAY, MAY 16th:
  • Read all of Acts IV and V in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts IV and V of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • QUIZ on Acts IV and V (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts IV and V of Hamlet Vocabulary

    PRESENTATIONS OF ACTS IN HAMLET were already due!! Remember, the presentation assignment is 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:

  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)
  • Monday, May 14th, 2012: 1. Do Now: In Act III, Scene I, why is Hamlet being cruel to Ophelia (i.e. "Get thee to a nunnery")? Why are the last two lines of Act III, Scene I ("It shall be so / Madness in great ones must not unwatched go") significant to the play as a whole? In Act III, Scene II, who does Hamlet ask to watch Claudius' reaction when watching the play "The Mousetrap"? How does Claudius react? In Act III, Scene III, when Claudius reveals his guilt to the audience in a soliloquy, what is Hamlet doing? Why does Hamlet choose not to kill Claudius at that time? In Act III, Scene IV, when Hamlet is speaking to his mother, Queen Gertrude, he hears someone behind the arras (wall tapestry); what does he do? Why is this act significant for Hamlet? How does Hamlet's mother react to the killing of Polonius? What kind of language does Hamlet use with his mother (see Act III, Scene IV)? Can Queen Gertrude see the ghost that Hamlet sees? Why is this important to the changing of Hamlet's character? Where is Hamlet forced to go and why? What can you anticipate will happen in Act IV and Act V?

    2. Review Acts IV and V vocabulary

    3. HW Reminders

    How can we effectively understand Act III in Shakespeare's Hamlet by examining diction, soliloquys and characterization and their significance to the play as a whole? PRESENTATIONS OF ACTS IN HAMLET: 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:
  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)

    DUE THIS WEDNESDAY, MAY 16th:

  • Read all of Acts IV and V in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts IV and V of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts IV and V (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts IV and V of Hamlet Vocabulary
  • Friday, May 11th, 2012: Work Period:
  • Compose flashcards for Acts IV and V vocabulary.
  • Study the vocabulary words (quiz on Wednesday).
  • Make up owed HW (for example: 5 post-its for each act in Hamlet).
  • Read Acts IV and V in Hamlet and compose 5 post-its per act.
  • Work on your presentation (if you haven't done it already).
  • How can we effectively work on our study of Hamlet, including owed HW and HW due next week? PRESENTATIONS OF ACTS IN HAMLET: 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:
  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)

    DUE WEDNESDAY, MAY 16th:

  • Read all of Acts IV and V in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts II and Act III of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts IV and V (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts IV and V of Hamlet Vocabulary
  • Thursday, May 10th, 2012: 1. Do Now: Presentations on Act III of Hamlet

    2. Discussion/Sharing/Note-taking: In Act III, when does Claudius first reveal his guilt (Answer=Scene I: "O heavy burden!")? Discuss "To Be or Not to Be" soliloquy. What is Hamlet contemplating? Why does he choose life or death? In Scene I, why is Hamlet being cruel to Ophelia (i.e. "Get thee to a nunnery")? Why are the last two lines of Act III, Scene I ("It shall be so / Madness in great ones must not unwatched go") significant to the play as a whole? In Act III, Scene II, who does Hamlet ask to watch Claudius' reaction when watching the play "The Mousetrap"? How does Claudius react? In Act III, Scene III, when Claudius reveals his guilt to the audience in a soliloquy, what is Hamlet doing? Why does Hamlet choose not to kill Claudius at that time? In Act III, Scene IV, when Hamlet is speaking to his mother, Queen Gertrude, he hears someone behind the arras (wall tapestry); what does he do? Why is this act significant for Hamlet? How does Hamlet's mother react to the killing of Polonius? What kind of language does Hamlet use with his mother (see Act III, Scene IV)? Can Queen Gertrude see the ghost that Hamlet sees? Why is this important to the changing of Hamlet's character? Where is Hamlet forced to go and why? What can you anticipate will happen in Act IV and Act V?

    3. Introduce Acts IV and V vocabulary

    4. HW Reminders

    How can we effectively understand Acts III in Shakespeare's Hamlet by examining diction, soliloquys and characterization and their significance to the play as a whole? PRESENTATIONS OF ACTS IN HAMLET: 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:
  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)

    DUE WEDNESDAY, MAY 16th:

  • Read all of Acts IV and V in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts II and Act III of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts IV and V (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts IV and V of Hamlet Vocabulary
  • Wednesday, May 9th, 2012: 1. Do Now: QUIZ on Acts II and III of Hamlet

    2. Work Period: Work on HW owed. Read Act IV and begin post-its on the virtues and flaws of the characters. Show HW: flashcards for Acts II and III vocabulary, 5 post-its for Act III and any owed HW.

    3. Review Act III and take notes.

    4. HW Reminders

    How can we effectively understand Acts II and III in Shakespeare's Hamlet? PRESENTATIONS OF ACTS IN HAMLET: 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:
  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)

    DUE WEDNESDAY, MAY 16th:

  • Read all of Acts IV and V in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts II and Act III of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts IV and V (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts IV and V of Hamlet Vocabulary
  • Tuesday, May 8th, 2012: 1. Do Now: Presentations of Act II (summary, virtues/flaws and literary elements)

    2. Discuss/Summarize all of Act II of Hamlet. Share evidence of virtues/flaws and literary elements. Include why these character traits and literary elements are important to the play as a whole.

    3. HW Reminders

    How can we effectively understand Act II in Shakespeare's Hamlet? PRESENTATIONS OF ACTS IN HAMLET: 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:
  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)

    DUE TOMORROW, WEDNESDAY, MAY 9th:

  • Read all of Act III in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts II and Act III of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts II and III (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts II and Act III of Hamlet Vocabulary

    DUE WEDNESDAY, MAY 16th:

  • Read all of Acts IV and V in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts II and Act III of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts IV and V (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts IV and V of Hamlet Vocabulary
  • Monday, May 7th, 2012: 1. Do Now: Revew the Act I quiz answers (independently).

    2. Show HW: 5 post-its (on virtues and flaws of the characters) for Act II of Hamlet.

    3. WORK PERIOD:

  • Work on making flashcards for the Hamlet vocabulary.

    4. HW Reminders

  • How can we effectively prepare for upcoming quizzes, homework and presentations of Shakespeare's Hamlet? PRESENTATIONS OF ACTS IN HAMLET: 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:
  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)

    DUE THIS WEDNESDAY, MAY 9th:

  • Read all of Act III in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts II and Act III of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts II and III (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts II and Act III of Hamlet Vocabulary

    DUE WEDNESDAY, MAY 16th:

  • Read all of Acts IV and V in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts II and Act III of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts IV and V (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts IV and V of Hamlet Vocabulary
  • Friday, May 4th, 2012: 1. Do Now: Listen to the Act I presentations.

    2. Listen and take notes on the rest of Act I of Hamlet. Review Acts II and Act III of Hamlet Vocabulary

    3. WORK PERIOD:

  • Work on reading Act II of Hamlet.
  • Work on your group presentation assignment.
  • Work on making flashcards for the Hamlet vocabulary.

    4. HW Reminders

  • How can we effectively prepare for upcoming quizzes, homework and presentations of Shakespeare's Hamlet? PRESENTATIONS OF ACTS IN HAMLET: 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:
  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)

    DUE THIS COMING MONDAY, MAY 7th:

  • Read all of Act II in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.

    DUE WEDNESDAY, MAY 9th:

  • Read all of Act III in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts II and Act III of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts II and III (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts II and Act III of Hamlet Vocabulary

    DUE WEDNESDAY, MAY 16th:

  • Read all of Acts IV and V in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts II and Act III of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts IV and V (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts IV and V of Hamlet Vocabulary
  • Thursday, May 3rd, 2012: WORK PERIOD:
  • Work on reading Act II of Hamlet.
  • Work on your group presentation assignment.
  • Work on making flashcards for the Hamlet vocabulary.
  • How can we effectively prepare for upcoming quizzes, homework and presentations of Shakespeare's Hamlet? PRESENTATIONS OF ACTS IN HAMLET: 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:
  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)

    DUE MONDAY, MAY 7th:

  • Read all of Act II in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.

    DUE WEDNESDAY, MAY 9th:

  • Read all of Act III in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts II and Act III of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts II and III (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts II and Act III of Hamlet Vocabulary

    DUE WEDNESDAY, MAY 16th:

  • Read all of Acts IV and V in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Compose vocabulary flashcards for Acts II and Act III of Hamlet Vocabulary. On the front of the flashcard, write the word and the part of speech and on the back of the flashcard, write the definition and an original sentence.
  • Quiz on Acts IV and V (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts IV and V of Hamlet Vocabulary
  • Wednesday, May 2nd, 2012: 1. Do Now: QUIZ on Act I of Hamlet.

    2. Group Work--determine roles and go over the assignment.

    3. HW reminders.

    How can we effectively analyze Act I of Shakespeare's Hamlet, focusing on the characterization of both major and minor characters with an emphasis on their virtues and their flaws? PRESENTATIONS OF ACTS IN HAMLET: 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will write (one typed page or two handwritten pages) and present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:
  • Identify a virtue and a flaw of three major characters in the Act
  • Summarize the Act
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *DO NOT COPY FROM THE INTERNET OR FROM ANYONE ELSE IN CLASS. You will earn a zero if you do this.
    **PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACT II =TUESDAY, MAY 8th, ACT III=THURSDAY, MAY 10th, and ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)

    DUE MONDAY, MAY 7th:

  • Read all of Act II in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.

    DUE WEDNESDAY, MAY 9th:

  • Read all of Act III in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Quiz on Acts II and III (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts II and Act III of Hamlet Vocabulary

    DUE WEDNESDAY, MAY 16th:

  • Read all of Acts IV and V in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Quiz on Acts IV and V (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Acts IV and V of Hamlet Vocabulary
  • Tuesday, May 1st, 2012: 1. Do Now: Read more of Act I of Hamlet. Examine characterization of new characters. Take notes on the virtues and flaws of the characters. What conflicts are established? What literary devices does Shakespeare employ? How can you foreshadow future events of the play? SIGN UP FOR ACT PRESENTATIONS, IF YOU HAVE NOT DONE SO ALREADY.

    2. Answer the following questions:

  • Why has the ghost of King Hamlet appeared?
  • How do we characterize Claudius?
  • How do we characterize Hamlet?
  • What important roles do Laertes and Polonius offer to this play?
  • What about Horatio's role in the play--how is he important to Hamlet?
  • Why is the ghost's message significant at the end of Act I?
  • What is Shakespeare's style?
  • How does Shakespeare's biography (his life during the 1500's in England) reveal itself in the opening scene?

    3. HW reminders.

  • How can we effectively analyze Act I of Shakespeare's Hamlet, focusing on the characterization of both major and minor characters with an emphasis on their virtues and their flaws? DUE TOMORROW, WEDNESDAY, MAY 2nd:
  • Read all of Act I in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Quiz on Act I (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Act I of Hamlet Vocabulary

    PRESENTATIONS OF ACTS IN HAMLET: 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:

  • Identify a virtue and a flaw of each of the characters in the Act
  • Summarize the Act (briefly, in one paragraph)
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACTS II and III=TUESDAY, MAY 7th, ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)
  • Monday, April 30th, 2012: 1. Do Now: Read the rest of Act I Scene II of Hamlet. Examine characterization of new characters. Take notes on the virtues and flaws of the characters. What conflicts are established? What literary devices does Shakespeare employ? How can you foreshadow future events of the play? SIGN UP FOR ACT PRESENTATIONS.

    2. Answer the following questions:

  • Why has the ghost of King Hamlet appeared?
  • How do we characterize Claudius?
  • How do we characterize Hamlet?
  • What important roles do Laertes and Polonius offer to this play?
  • What about Horatio's role in the play--how is he important to Hamlet?
  • Why is the ghost's message significant at the end of Act I?
  • What is Shakespeare's style?
  • How does Shakespeare's biography (his life during the 1500's in England) reveal itself in the opening scene?

    3. HW reminders.

  • How can we effectively analyze Act I of Shakespeare's Hamlet, focusing on the characterization of both major and minor characters with an emphasis on their virtues and their flaws? DUE THIS COMING WEDNESDAY, MAY 2nd:
  • Read all of Act I in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Quiz on Act I (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Act I of Hamlet Vocabulary

    PRESENTATIONS OF ACTS IN HAMLET: 15% of 3rd marking period:
    Students will be assigned to work in groups of three in which they will present (3-4 minutes per person; 10 minutes for the entire group) their assigned Act in Hamlet and do the following:

  • Identify a virtue and a flaw of each of the characters in the Act
  • Summarize the Act (briefly, in one paragraph)
  • Identify at least three literary elements (e.g. personification, simile, conflict, etc.) and why they're important to the events in the Act
    *PRESENTATION DATES: ACT I=FRIDAY, MAY 4th, ACTS II and III=TUESDAY, MAY 7th, ACTS IV AND V=TUESDAY, MAY 15 (students will find out their presentation dates in class)
  • Friday, April 27th, 2012: 1. Do Now: Read Act I Scene II of Hamlet. Examine characterization of new characters. Take notes on the virtues and flaws of the characters. What conflicts are established? What literary devices does Shakespeare employ? How can you foreshadow future events of the play?

    2. Answer the following questions:

  • Why has the ghost of King Hamlet appeared?
  • How do we characterize Claudius?
  • How do we characterize Hamlet?
  • What important roles do Laertes and Polonius offer to this play?
  • What about Horatio's role in the play--how is he important to Hamlet?
  • Why is the ghost's message significant at the end of Act I?
  • What is Shakespeare's style?
  • How does Shakespeare's biography (his life during the 1500's in England) reveal itself in the opening scene?

    3. HW reminders.

  • How can we effectively analyze Act I of Shakespeare's Hamlet, focusing on the characterization of both major and minor characters with an emphasis on their virtues and their flaws? DUE THIS COMING WEDNESDAY, MAY 2nd:
  • Read all of Act I in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Quiz on Act I (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Act I of Hamlet Vocabulary
  • Thursday, April 26th, 2012: 1. Do Now: Distribution of Hamlet plays and book receipts.

    2. Read the introductory scene (Scene I) of Act I of Hamlet. Take notes on Shakespeare's style and the introductory events that open the plot. Take notes on the minor characters introducing the play, the significance of the ghost of King Hamlet, predictions for the future of the play, Shakespeare's choice to advertise Julius Caesar, and the minor characters' choice to find young Hamlet to speak to the ghost.

    How can we effectively analyze Act I of Shakespeare's Hamlet, focusing on the characterization of both major and minor characters with an emphasis on their virtues and their flaws? DUE WEDNESDAY, MAY 2nd:
  • Read all of Act I in Hamlet (play given in class).
  • Compose FIVE post-its of evidence of virtues and flaws in the characters. Fill each post-it with great detail. If you choose a quote, then you must interpret the quote in your own words and explain how it supports a virtue or a flaw of a character. You also must identify the Act and the Scene for each post-it.
  • Quiz on Act I (the plot, the characterization of characters, and the answers to questions and notes discussed in class) in Hamlet and Act I of Hamlet Vocabulary

    THIS WAS DUE YESTERDAY (tomorrow is the last day to turn in all owed HW):

  • Compose flashcards for Act I of Hamlet Vocabulary. Each flaschard should have the vocabulary word and part of speech on the front of the card and the definition and an original sentence on the back of the card.

    MAKE UP ANY OWED HW DUE BY TOMORROW, FRIDAY, APRIL 27th--the last day of the 2nd marking period (see previous days' assignments)


    THIS WAS DUE ON MONDAY, FEBRUARY 27th AND I WILL ACCEPT IT UNTIL TOMORROW, FRIDAY, APRIL 27th (the last day of the 2nd marking period; though, you will have -30 points deducted):
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET (provided in class only; ask Ms. Conn).

    THIS WAS DUE MONDAY, APRIL 16th:

  • FINAL PAPER (50% of your 2nd marking period grade; it's -10 points each day late)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. Here's an example: "I have no accurate knowledge of my age, never having seen any authentic record containing it" (Douglass, 17). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Wednesday, April 25th, 2012: 1. Do Now: Review vocabulary words on the Act I list of Hamlet vocabulary.

    2. Distribution of Hamlet plays and book receipts. Show HW: flashcards for Act I vocabulary.

    3. Read the introductory scene of Act I of Hamlet. Why has the ghost of King Hamlet appeared? How do we characterize Claudius? How do we characterize Hamlet? What important roles do Laertes and Polonius offer to this play? What about Horatio's role in the play--how is he important to Hamlet? Why is the ghost's message significant at the end of Act I? What is Shakespeare's style? How does Shakespeare's biography (his life during the 1500's in England) reveal itself in the opening scene? What are the strengths and flaws of these characters?

    How can we prepare for our study of Shakespeare's Hamlet? THIS WAS DUE TODAY:
  • Compose flashcards for Act I of Hamlet Vocabulary. Each flaschard should have the vocabulary word and part of speech on the front of the card and the definition and an original sentence on the back of the card.

    MAKE UP ANY OWED HW DUE BY THIS FRIDAY, APRIL 27th--the last day of the 2nd marking period (see previous days' assignments)


    THIS WAS DUE ON MONDAY, FEBRUARY 27th AND I WILL ACCEPT IT UNTIL FRIDAY, APRIL 27th (the last day of the 2nd marking period; though, you will have -30 points deducted):
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET.

    THIS WAS DUE MONDAY, APRIL 16th:

  • FINAL PAPER (50% of your 2nd marking period grade; it's -10 points each day late)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. Here's an example: "I have no accurate knowledge of my age, never having seen any authentic record containing it" (Douglass, 17). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Tuesday, April 24th, 2012: 1. Do Now: Read aloud "Sonnet 130". How is it different and similar to "Sonnet 18"? How are Shakespeare's viewpoints and biography revealed in his poetry?

    2. Translate each line of "Sonnet 130". Identify literary terms.

    3. Read an excerpt of the famous "To Be or Not to Be" speech. What can we anticipate in the play, Hamlet?

    4. Introduce Hamlet vocabulary list.

    How can we prepare for our study of Shakespeare's Hamlet? DUE TOMORROW, WEDNESDAY, APRIL 25th:
  • Compose 10 flashcards (vocabulary word and part of speech on the front side and definition and original sentence on the back side) for the Act I Vocabulary for Hamlet (handout provided in class).

    MAKE UP ANY OWED HW DUE BY THIS FRIDAY, APRIL 27th--the last day of the 2nd marking period (see previous days' assignments)


    THIS WAS DUE ON MONDAY, FEBRUARY 27th AND I WILL ACCEPT IT UNTIL FRIDAY, APRIL 27th (the last day of the 2nd marking period; though, you will have -30 points deducted):
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET.

    THIS WAS DUE MONDAY, APRIL 16th:

  • FINAL PAPER (50% of your 2nd marking period grade; it's -10 points each day late)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. Here's an example: "I have no accurate knowledge of my age, never having seen any authentic record containing it" (Douglass, 17). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Monday, April 23rd (Shakespeare's Birthday), 2012: 1. Do Now: Read "Sonnet 130". How is it different and similar to "Sonnet 18"? How are Shakespeare's viewpoints and biography revealed in his poetry?

    2. Discuss/Share Do Now. Potluck.

    3. Renaissance music. Read an excerpt of the famous "To Be or Not to Be" speech. What can we anticipate in the play, Hamlet?

    How can we prepare for our study of Shakespeare's Hamlet? MAKE UP ANY OWED HW DUE BY THIS FRIDAY, APRIL 27th--the last day of the 2nd marking period (see previous days' assignments)


    THIS WAS DUE ON MONDAY, FEBRUARY 27th AND I WILL ACCEPT IT UNTIL FRIDAY, APRIL 27th (the last day of the 2nd marking period; though, you will have -30 points deducted):
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET.

    THIS WAS DUE MONDAY, APRIL 16th:

  • FINAL PAPER (50% of your 2nd marking period grade; it's -10 points each day late)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. Here's an example: "I have no accurate knowledge of my age, never having seen any authentic record containing it" (Douglass, 17). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Friday, April 20th, 2012: 1. Do Now: Share your HW--translation of "Sonnet 18" into today's modern language. With a neighbor, identify literary terms. Be ready to share and discuss.

    2. Discuss/Share Do Now.

    3. Discussion/Preparation for Shakespeare's Birthday: What would be appropriate to honor him? How about listening to famous quotes being read? Renaissance music? Cake and balloons?

    4. Potluck reminders (students will be reminded of what they need to bring in on Monday) and owed HW reminders (ONE week from today is the last day of the 2nd marking period).

    How can we prepare for our study of Shakespeare's Hamlet? MAKE UP ANY OWED HW BY FRIDAY, APRIL 27th--the last day of the 2nd marking period (see previous days' assignments)


    THIS WAS DUE ON MONDAY, FEBRUARY 27th AND I WILL ACCEPT IT UNTIL FRIDAY, APRIL 27th (the last day of the 2nd marking period; though, you will have -30 points deducted):
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET.

    THIS WAS DUE MONDAY, APRIL 16th:

  • FINAL PAPER (50% of your 2nd marking period grade; it's -10 points each day late)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. Here's an example: "I have no accurate knowledge of my age, never having seen any authentic record containing it" (Douglass, 17). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Thursday, April 19th, 2012: 1. Do Now: Final comments on Shakespeare's language and style. Add to your notes, including selections discussed in class that come from Shakespeare's Background Notes.

    2. Discussion/Preparation for Shakespeare's Birthday: What would be appropriate to honor him? How shall we arrange the potluck? How about listening to sonnets being read? Renaissance music? Cake and balloons?

    3. Read "Sonnet 18". Begin to paraphrase each line in today's modern language. Identify literary terms. Be ready to share and discuss tomorrow.

    4. Read "First they came..." poem to honor Holocaust Remembrance Day

    How can we move onto our next unit--Shakespeare's Hamlet? DUE TOMORROW, FRIDAY, APRIL 20th:
  • Finish today's classwork: Translate each line of "Sonnet 18" in today's modern language.

    MAKE UP ANY OWED HW BY FRIDAY, APRIL 27th--the last day of the 2nd marking period (see previous days' assignments)


    THIS WAS DUE ON MONDAY, FEBRUARY 27th AND I WILL ACCEPT IT UNTIL FRIDAY, APRIL 27th (the last day of the 2nd marking period; though, you will have -30 points deducted):
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET.

    THIS WAS DUE MONDAY, APRIL 16th:

  • FINAL PAPER (50% of your 2nd marking period grade; it's -10 points each day late)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. Here's an example: "I have no accurate knowledge of my age, never having seen any authentic record containing it" (Douglass, 17). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Wednesday, April 18th, 2012: 1. Do Now: Finish sharing K/W/L findings. What are some pressing questions that you have (Questions may include the following: What was Shakespeare like as a teenager? What inspired him? How did he die?)? Add to your notes, including selections discussed in class that come from Shakespeare's Background Notes.

    2. Introduce Living Iambic Pentameter activity where 10 students will come up (5 soft-spoken students will get the first syllable or unaccented syllable: "da" and 5 more vocal students will get the second syllable or accented syllable: "dum"). This way they'll understand the iambic pentameter, the heartbeat rhythmic pattern that Shakespeare used to show romance and music to his words. This pattern also helped the actors remember their lines.

    3. Discussion/Preparation for Shakespeare's Birthday: What would be appropriate to honor him? How shall we arrange the potluck? How about listening to sonnets being read? Renaissance music? Cake and balloons?

    How can we move onto our next unit--Shakespeare's Hamlet? MAKE UP ANY OWED HW (see previous days' assignments)

    THIS WAS DUE MONDAY, APRIL 16th:

  • FINAL PAPER (50% of your 2nd marking period grade; it's -10 points each day late)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. Here's an example: "I have no accurate knowledge of my age, never having seen any authentic record containing it" (Douglass, 17). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Tuesday, April 17th, 2012: 1. Do Now: Finish discussion on the following: What have we learned about the nature of a human being by studying the slave experience and the Native American culture? Answers may include the following: Virtues=human beings desire to help others, respect others and their environment, and teach others to be better people. Flaws=human beings desire to be superior over others, disrespect others and their environment and make others feel beneath them.

    2. Work Period: K/W/L on William Shakespeare. Turn in YOUR COPY OF THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS, AN AMERICAN SLAVE.

    3. Share K/W/L findings. Add to your notes, including Shakespeare's Background Notes.

    How can we move onto our next unit--Shakespeare's Hamlet? MAKE UP ANY OWED HW (see previous days' assignments)

    THIS WAS DUE YESTERDAY, MONDAY, APRIL 16th:

  • FINAL PAPER (50% of your 2nd marking period grade; it's -10 points each day late)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. Here's an example: "I have no accurate knowledge of my age, never having seen any authentic record containing it" (Douglass, 17). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Monday, April 16th, 2012: 1. Do Now: In your MAJOR PAPER, underline your thesis statement. Reflections on the "Dehumanization/Humanization" paper (write your reflections on a separate piece of paper and answer the following: How was the writing process? What grade would you give yourself and why? What are your writing strengths? What areas do you want to continue to improve? Each question should be answered briefly (1-2 sentences each). If you did not compose your paper, answer the following questions: What challenges prevented you from writing your paper? What will you do to ensure that you turn in the paper as soon as possible? Remember, each day late is -10 points.

    2. Discuss/Share: What have we learned about the nature of a human being by studying the slave experience and the Native American culture? Answers may include the following: Virtues=human beings desire to help others, respect others and their environment, and teach others to be better people. Flaws=human beings desire to be superior over others, disrespect others and their environment and make others feel beneath them. 2. Work Period: K/W/L on William Shakespeare

    How can we move onto our next unit--Shakespeare's Hamlet? DUE TOMORROW: TURN IN YOUR COPY OF THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS, AN AMERICAN SLAVE.

    MAKE UP ANY OWED HW (see previous days' assignments)

    THIS WAS DUE TODAY, MONDAY, APRIL 16th (the day we return from spring break):

  • FINAL PAPER (50% of your 2nd marking period grade; it's -10 points each day late)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. Here's an example: "I have no accurate knowledge of my age, never having seen any authentic record containing it" (Douglass, 17). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Thursday, April 5th, 2012: 1. Do Now: Finish the instructions for the MAJOR PAPER. Compose the thesis statement.

    2. Review the Grading Rubric to guide you in composing a successful paper.

    3. Work Period: Continue to work on your thesis statement, paper composition and any owed HW.

    How can we prove our study The Narrative of the Life of Frederick Douglass, an American Slave, with an emphasis on dehumanization and humanization in order to prepare for us for the composition of the MAJOR PAPER? MAKE UP ANY OWED HW (see previous days' assignments)

    DUE MONDAY, APRIL 16th (the day we return from spring break):

  • FINAL PAPER (50% of your 2nd marking period grade)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. Here's an example: "I have no accurate knowledge of my age, never having seen any authentic record containing it" (Douglass, 17). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Wednesday, April 4th, 2012: 1. Do Now: Read the instructions for the MAJOR PAPER. Begin to compose the thesis statement. Show HW: 5 post-its for chapter XI (pp. 88-99). You should have a total of 20 post-its.

    2. Discuss the requirements for THE MAJOR PAPER for the 2nd marking period. Review the Grading Rubric to guide you in composing a successful paper.

    3. Work Period: Continue to work on your thesis statement and any owed HW.

    How can we prove our study The Narrative of the Life of Frederick Douglass, an American Slave, with an emphasis on dehumanization and humanization? MAKE UP ANY OWED HW (see previous days' assignments)

    DUE MONDAY, APRIL 16th (the day we return from spring break):

  • FINAL PAPER (50% of your 2nd marking period grade)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. Here's an example: "I have no accurate knowledge of my age, never having seen any authentic record containing it" (Douglass, 17). These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Tuesday, April 3rd, 2012: 1. Do Now: Answer and take notes on the following questions for pp. 43-87:
  • In chapter VII, why did Mrs. Auld change from angelic to mean-spirited?
  • In chapter VII, after Douglass learned to read from Mrs. Auld, how did he continue to improve his reading skills?
  • In chapter VII, how did Douglass learn to write?
  • In chapter VIII, why had Douglass "suffered more anxiety than most of my fellow-slaves" (p. 50)?
  • In chapter IX, how does religion play a role in Douglass' slave-masters' lives? What's ironic about religion's presence in their lives?
  • In chapter X, why was Mr. Covey called "the snake"?
  • In chapter X, why did Douglass lose the will to read?
  • In chapter X, what is the symbolism of the root?
  • In chapter X, what signficant event occurred that prevented any further whippings by Covey to Douglass?
  • In chapter X, what's the contrast between Freeland and Covey (slave-masters)?
  • In chapter X, how did other slaves attain an education? Why did they desire to learn?
  • In chapter X, how does Douglass' ability to write help him attempt to escape slavery?
  • In chapter X, what happened to Douglass and his fellow slaves after their attempted escape was foiled?
  • In this autobiography, how is it revealed that Douglass is a religious man?

    2. Discuss evidence of dehumanization and humanization in the autobiography.

    3. Introduce THE MAJOR PAPER for the 2nd marking period.

  • How can we prove our study The Narrative of the Life of Frederick Douglass, an American Slave, with an emphasis on dehumanization and humanization? MAKE UP ANY OWED HW (see previous days' assignments)

    DUE TOMORROW, WEDNESDAY, APRIL 4th:

  • Read chapter XI (pp. 88-99) in The Narrative of the Life of Frederick Douglass, an American Slave. Take notes (a minimum of 5 post-its) on the dehumanization (taking away the human qualities) and the humanization (giving human qualities). Identify which note is dehumanization and which note is humanization. Identify the page # for each note. Also, if you write a direct quote, analyze the quote's connection to dehumanization or humanization.

    DUE MONDAY, APRIL 16th (the day we return from spring break):

  • FINAL PAPER (50% of your 2nd marking period grade)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Monday, April 2nd, 2012: 1. Do Now: Each small group will be assigned 1-2 of the following questions for pp. 43-87:
  • In chapter VII, why did Mrs. Auld change from angelic to mean-spirited?
  • In chapter VII, after Douglass learned to read from Mrs. Auld, how did he continue to improve his reading skills?
  • In chapter VII, how did Douglass learn to write?
  • In chapter VIII, why had Douglass "suffered more anxiety than most of my fellow-slaves" (p. 50)?
  • In chapter IX, how does religion play a role in Douglass' slave-masters' lives? What's ironic about religion's presence in their lives?
  • In chapter X, why was Mr. Covey called "the snake"?
  • In chapter X, why did Douglass lose the will to read?
  • In chapter X, what is the symbolism of the root?
  • In chapter X, what signficant event occurred that prevented any further whippings by Covey to Douglass?
  • In chapter X, what's the contrast between Freeland and Covey (slave-masters)?
  • In chapter X, how did other slaves attain an education? Why did they desire to learn?
  • In chapter X, how does Douglass' ability to write help him attempt to escape slavery?
  • In chapter X, what happened to Douglass and his fellow slaves after their attempted escape was foiled?
  • In this autobiography, how is it revealed that Douglass is a religious man?

    2. Show HW (5 post-its for pp. 43-87). Discuss/Share Do Now.

  • How can we prove our study The Narrative of the Life of Frederick Douglass, an American Slave, with an emphasis on dehumanization and humanization? MAKE UP ANY OWED HW (see previous days' assignments)

    DUE THIS WEDNESDAY, APRIL 4th:

  • Read chapter XI (pp. 88-99) in The Narrative of the Life of Frederick Douglass, an American Slave. Take notes (a minimum of 5 post-its) on the dehumanization (taking away the human qualities) and the humanization (giving human qualities). Identify which note is dehumanization and which note is humanization. Identify the page # for each note. Also, if you write a direct quote, analyze the quote's connection to dehumanization or humanization.

    DUE MONDAY, APRIL 16th (the day we return from spring break):

  • FINAL PAPER (50% of your 2nd marking period grade)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER on The Narrative of the Life of Frederick Douglass, an American Slave. PAPER TOPIC: Frederick Douglass' struggles with dehumanization PAPERíS OBJECTIVE (purpose/assignment): In an informative essay, explain Frederick Douglass' experiences with dehumanization and the contrasting experiences that saved his human spirit. QUOTES: You should insert 3-6 quotes (from The Narrative of the Life of Frederick Douglass, an American Slave only) in the body of your paper (about 1-2 quotes per page) that support dehumanization and humanization. These quotes must support your thesis statement (which addresses the objective and which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the book. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include the Works Cited at the bottom of your paper. Remember, include a proper heading, original title, and page formatting. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    WORKS CITED
    Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. 1845. New York: Barnes and Noble Classics, 2003. Print.

  • Friday, March 30th, 2012: Work Period: Find three or more vocabulary words in The Narrative of the Life of Frederick Douglass, an American Slave. Identify the page number, definition and part of speech. Make up any owed HW and work on HW due Monday. How can we prove our study The Narrative of the Life of Frederick Douglass, an American Slave, with an emphasis on dehumanization and humanization? DUE THIS MONDAY, APRIL 2nd:
  • Read chapters VII-X (pp. 43-87) in The Narrative of the Life of Frederick Douglass, an American Slave. Take notes (a minimum of 5 post-its) on the dehumanization (taking away the human qualities) and the humanization (giving human qualities) of the slaves. Identify which note is dehumanization and which note is humanization. Identify the page # for each note. Also, if you write a direct quote, analyze the quote's connection to dehumanization or humanization.
  • Thursday, March 29th, 2012: 1. Do Now: Student groups will present the answers to the following questions for chapters III-VI in The Narrative of the Life of Frederick Douglass. All students will take notes.
    1.) In chapter III, why did the slaves "universally say they are contented and that their masters are kind" (p. 30)?
    2.) In chapter III, how did the slaves engage in competition?
    3.) In chapter IV, how was Mr. Gore characterized as the overseer of the Great House Farm?
    4.) In chapter IV, what is Mr. Gore's argument to support his shooting of a slave?
    5.) In chapter V, why did Douglass not have much work on Lloyd's plantation?
    6.) In chapter V, what simple pleasure did Douglass enjoy on Lloyd's plantation that people today take for granted?
    7.) In chapter V, what opened the door to Douglass' future prosperity (as he believed)?
    8.) In chapter VI, why was Mrs. Auld depicted as a dynamic (changing) character?
    9.) In chapter VI, what caused Mrs. Auld to stop teaching Douglass to read?
    10.) In chapter VI, how did Douglass realize the power of reading? To whom does he give thanks for this new skill he has attained?

    2. Discuss evidence of dehumanization and humanization in chapters III-VI.

    How can we prove our study of chapters III-VI in The Narrative of the Life of Frederick Douglass, an American Slave, with an emphasis on dehumanization and humanization? DUE MONDAY, APRIL 2nd:
  • Read chapters VII-X (p. 43-87) in The Narrative of the Life of Frederick Douglass, an American Slave. Take notes (a minimum of 5 post-its) on the dehumanization (taking away the human qualities) and the humanization (giving human qualities) of the slaves. Identify which note is dehumanization and which note is humanization. Identify the page # for each note. Also, if you write a direct quote, analyze the quote's connection to dehumanization or humanization.
  • Wednesday, March 28th, 2012: 1. Do Now: In small table groups, students will be assigned one of the following questions for chapters III-VI in The Narrative of the Life of Frederick Douglass:
    1.) In chapter III, why did the slaves "universally say they are contented and that their masters are kind" (p. 30)?
    2.) In chapter III, how did the slaves engage in competition?
    3.) In chapter IV, how was Mr. Gore characterized as the overseer of the Great House Farm?
    4.) In chapter IV, what is Mr. Gore's argument to support his shooting of a slave?
    5.) In chapter V, why did Douglass not have much work on Lloyd's plantation?
    6.) In chapter V, what simple pleasure did Douglass enjoy on Lloyd's plantation that people today take for granted?
    7.) In chapter V, what opened the door to Douglass' future prosperity (as he believed)?
    8.) In chapter VI, why was Mrs. Auld depicted as a dynamic (changing) character?
    9.) In chapter VI, what caused Mrs. Auld to stop teaching Douglass to read?
    10.) In chapter VI, how did Douglass realize the power of reading? To whom does he give thanks for this new skill he has attained?

    * Show HW: 5 post-its on evidence of dehumanization and humanization in chapters III-VI.

    2. Make up owed HW (reading and post-its)

    How can we prove our study of chapters III-VI in The Narrative of the Life of Frederick Douglass, an American Slave, with an emphasis on dehumanization and humanization? Make up any owed HW (see previous days' assignments).
    Tuesday, March 27th, 2012: 1. Do Now: Discuss chapters 1 and 2 in The Narrative of the Life of Frederick Douglass. Share evidence of dehumanization and humanization in chapters 1 and 2.

    2. Extended Reading Analysis: How are chapters 1 and 2 revealing of Douglass' later accomplishments in his adult life? How did you feel about chapters 1 and 2--was it engaging? Explain.

    3. Begin HW.

    How can we prove our study of chapters 1 and 2 in The Narrative of the Life of Frederick Douglass, an American Slave, with an emphasis on dehumanization and humanization? DUE TOMORROW, WEDNESDAY, MARCH 28th:
  • Read chapters III, IV, V and VI in The Narrative of the Life of Frederick Douglass, an American Slave. Take notes (a minimum of 5 post-its) on the dehumanization (taking away the human qualities) and the humanization (giving human qualities) of the slaves. Identify which note is dehumanization and which note is humanization. Identify the page # for each note. Also, if you write a direct quote, analyze the quote's connection to dehumanization or humanization.
  • Monday, March 26th, 2012: 1. Do Now: QUIZ on chapters 1 and 2 on The Narrative of the Life of Frederick Douglass.

    2. Show HW: 5 post-its on evidence of dehumanization and humanization in chapters 1 and 2.

    3. Reflections: How are chapters 1 and 2 revealing of Douglass' later accomplishments in his adult life? How did you feel about chapters 1 and 2--was it engaging? Explain.

    How can we prove our study of chapters 1 and 2 in The Narrative of the Life of Frederick Douglass, an American Slave, with an emphasis on dehumanization and humanization? MAKE UP HW OWED (see the previous day's work).
    Friday, March 23rd, 2012: 1. Do Now: Discuss the following questions--
  • What are you grateful for? List 5.
  • What are you enslaved to? List 3.
  • How do people become enslaved today?
  • How can we free ourselves from slavery today?

    2. Share more facts about Frederick Douglass, focusing on his courage to defy society and stand up to slavery and its limitations (i.e. learn to read and write, challenge a slave-owner, deliver eloquent speeches to support the abolitionist movement, etc.). Take notes.

    3. Distribute The Narrative of the Life of Frederick Douglass, an American Slave and introduce the HW.

  • How can we effectively analyze our personal enslavement (today) in preparation to read The Narrative of the Life of Frederick Douglass, an American Slave? DUE MONDAY, MARCH 26th:
  • Read chapters 1 and 2 in The Narrative of the Life of Frederick Douglass, an American Slave. Take notes (a minimum of 5 post-its) on the dehumanization (taking away the human qualities) and the humanization (giving human qualities) of the slaves. Identify which note is dehumanization and which note is humanization. Identify the page # for each note. Also, if you write a direct quote, analyze the quote's connection to dehumanization or humanization.
  • Be ready for a reading quiz (5-10% of the 2nd marking period).
  • Thursday, March 22nd, 2012: 1. Do Now: Finish sharing your K-W-L on Frederick Douglass.

    2. Discuss Frederick Douglass. How is the study of Frederick Douglass relevant to our study of current events today, specifically the state of American young people today, and the debate/controversy over the DREAM Act? How do you believe Frederick Douglass would feel about the current state of our society, including your generation and the DREAM Act?

    3. Work Period:

  • What are you grateful for? List 5.
  • What are you enslaved to? List 3.
  • How do people become enslaved today?
  • How can we free ourselves from slavery today?

    *Be ready to share your answers tomorrow.

  • How can we effectively analyze the success and challenges of the DREAM Act Debate and connections to Frederick Douglass in preparation to read The Narrative of the Life of Frederick Douglass, an American Slave? DUE TOMORROW, FRIDAY, MARCH 23rd:
  • Finish today's classwork and be ready to share your answers to the following questions:
  • What are you grateful for? List 5.
  • What are you enslaved to? List 3.
  • How do people become enslaved today?
  • How can we free ourselves from slavery today?

    Go find a good book and just read for the pleasure of reading! Go on a journey with the characters to new and exciting places!

  • Wednesday, March 21st, 2012: 1. Do Now: REFLECTIONS on yesterday's debate on "The DREAM Act: Poll respondents favor it, marchers rally for it, Republican candidates continue to blast it" from The New York Daily News. What did you personally contribute? How was the debate successful? How can we improve future debating in this class? What was a challenge in this debate? What did you enjoy and why?

    2. Discuss/Analyze: Share Do Now Reflections.

    3. K-W-L on Frederick Douglass.

    How can we effectively analyze the success and challenges of the DREAM Act Debate and connections to Frederick Douglass in preparation to read The Narrative of the Life of Frederick Douglass, an American Slave? Go find a good book and just read for the pleasure of reading! Go on a journey with the characters to new and exciting places!
    Tuesday, March 20th, 2012: 1. Do Now: Using the article, "The DREAM Act: Poll respondents favor it, marchers rally for it, Republican candidates continue to blast it" from The New York Daily News, debate ensues in favor of the DREAM Act and opposed to the DREAM Act.

    3. Discuss/Analyze: Debate will proceed as follows--each side will have a randomly chosen representative to offer an argument while the opposition will take notes and prepare their argument. Then, the opposition will have a randomly chosen representative to share their opposing attack/rebuttal and argument. We will continue this process 5x. We are using the Lincoln-Douglas Debate Format as a guideline.

    How can we effectively analyze the state of American young people today and the prospects for the future through a debate of the DREAM Act? Go find a good book and just read for the pleasure of reading! Go on a journey with the characters to new and exciting places!
    Monday, March 19th, 2012: 1. Do Now: Paper Returns and Analysis.

    2. Using the article, "The DREAM Act: Poll respondents favor it, marchers rally for it, Republican candidates continue to blast it" from The New York Daily News, debate preparation is completed with one side in favor of the DREAM Act and one side opposed to the DREAM Act.

    How can we effectively analyze the state of American young people today and the prospects for the future through a debate of the DREAM Act? Go find a good book and just read for the pleasure of reading! Go on a journey with the characters to new and exciting places!
    Friday, March 16th, 2012: 1. Do Now: Discuss "The DREAM Act: Poll respondents favor it, marchers rally for it, Republican candidates continue to blast it" from The New York Daily News.

    2. Discuss/Analyze: Discuss the following questions. Cite the article (use a direct quote to support your answer and identify in which paragraph you found this evidence) as well:
    1.) What would the DREAM Act provide? What would the DREAM Act not provide?
    2.) How do the majority of American people feel about the immigration crisis? The DREAM Act?
    3.) Identify at least two politicians who do not currently support the DREAM Act.
    4.) Why was yesterday, March 15th, a day of mobilization in the state of New York?
    5.) Why do you believe the DREAM Act is debatable?

    How can we effectively analyze the state of American young people today and the prospects for the future? Go find a good book and just read for the pleasure of reading! Go on a journey with the characters to new and exciting places!
    Thursday, March 15th ("Beware the Ides of March!"), 2012: 1. Do Now: Read "The DREAM Act: Poll respondents favor it, marchers rally for it, Republican candidates continue to blast it" from The New York Daily News.

    2. Work Period: Answer the following questions. Cite the article (use a direct quote to support your answer and identify in which paragraph you found this evidence) as well:
    1.) What would the DREAM Act provide? What would the DREAM Act not provide?
    2.) How do the majority of American people feel about the immigration crisis? The DREAM Act?
    3.) Identify at least two politicians who do not currently support the DREAM Act.
    4.) Why is today, March 15th, a day of mobilization in the state of New York?
    5.) Why do you believe the DREAM Act is debatable?

    How can we effectively analyze the state of American young people today and the prospects for the future? THE LAST DAY OF 1ST MARKING PERIOD IS TOMORROW, FRIDAY, MARCH 16th!!

    MAKE UP OWED HW (-10 points each day the paper is turned in late): DUE THIS PAST MONDAY, MARCH 12th:
    FINAL PAPER (50% of your 1st marking period grade)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER (50% of the 1st marking period) PAPER TOPIC: The Native American value of respect for all PAPERíS OBJECTIVE (purpose/assignment): Explain how the Native Americans' value of respect for all improves the lives of others and the environment.

    QUOTES: You should insert 3-6 quotes in the body of your paper (about 1-2 quotes per page) from both Bury My Heart at Wounded Knee (chapter one only) and the article "Probing the Relationship between Native Americans and Ecology" to support your thesis statement (which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper (look back at your in-class notes). Here's an example of how to introduce a quote, insert a quote and analyze a quote: Native Americansí hunting practices revealed their respect for animals. "There is an abundance of evidence to show that in traditional hunting cultures the hunting of game animals takes place within the context of respect for animals and that hunting itself is understood to be a sacred occupation" (Sherrer). Since researchers have shown that Native Americans treat animals in very respectful ways, people of all races and backgrounds can learn and even emulate them.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the novel or the article. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include a Works Cited (we will discuss and share in class). Remember, include a proper heading, original title, and page formatting. Here's a Sample Paper with a proper heading, page format, an original title, and a clear thesis statement (which addresses the paper focus) in your introduction. Though, this paper uses first person (forms of "I"), and this is not allowed in your paper. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    INSERT THIS (BELOW) AT THE END OF YOUR PAPER:

    WORKS CITED
    Brown, Dee. Bury My Heart at Wounded Knee. New York: Henry Holt and Company, 1970. Print.

    Sherrer, Nathan. "Probing the Relationship Between Native Americans and Ecology." The Journal of Science and Health at The University of Alabama, Vol. 4, August 2006. Print.

    Wednesday, March 14th, 2012: 1. Do Now: Discuss/Analyze "The Go-Nowhere Generation" editorial article from The New York Times.

    2. Answer yesterday's in-class questions in connection with the article in the Do Now. Here are the questions: Do you agree with its content? What was the author's purpose in writing this article? What does this article reveal about America and America's young people? Is the characterization of America's young people accurate? Does this characterization bring pride to parents of these young people? What happened to the young people who were working hard to achieve the American Dream? What are next steps/resolutions to the problems revealed in the article? What makes this article reliable? What is the structure of this article? Examine the organization/flow.

    How can we effectively analyze the state of American young people today? THE LAST DAY OF 1ST MARKING PERIOD IS THIS FRIDAY, MARCH 16th!!

    MAKE UP OWED HW (-10 points each day the paper is turned in late): DUE MONDAY, MARCH 12th:
    FINAL PAPER (50% of your 1st marking period grade)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER (50% of the 1st marking period) PAPER TOPIC: The Native American value of respect for all PAPERíS OBJECTIVE (purpose/assignment): Explain how the Native Americans' value of respect for all improves the lives of others and the environment.

    QUOTES: You should insert 3-6 quotes in the body of your paper (about 1-2 quotes per page) from both Bury My Heart at Wounded Knee (chapter one only) and the article "Probing the Relationship between Native Americans and Ecology" to support your thesis statement (which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper (look back at your in-class notes). Here's an example of how to introduce a quote, insert a quote and analyze a quote: Native Americansí hunting practices revealed their respect for animals. "There is an abundance of evidence to show that in traditional hunting cultures the hunting of game animals takes place within the context of respect for animals and that hunting itself is understood to be a sacred occupation" (Sherrer). Since researchers have shown that Native Americans treat animals in very respectful ways, people of all races and backgrounds can learn and even emulate them.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the novel or the article. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include a Works Cited (we will discuss and share in class). Remember, include a proper heading, original title, and page formatting. Here's a Sample Paper with a proper heading, page format, an original title, and a clear thesis statement (which addresses the paper focus) in your introduction. Though, this paper uses first person (forms of "I"), and this is not allowed in your paper. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    INSERT THIS (BELOW) AT THE END OF YOUR PAPER:

    WORKS CITED
    Brown, Dee. Bury My Heart at Wounded Knee. New York: Henry Holt and Company, 1970. Print.

    Sherrer, Nathan. "Probing the Relationship Between Native Americans and Ecology." The Journal of Science and Health at The University of Alabama, Vol. 4, August 2006. Print.

    Tuesday, March 13th, 2012: 1. Do Now: Read "The Go-Nowhere Generation" editorial article from The New York Times.

    2. Discuss the article in the Do Now. Do you agree with its content? What was the author's purpose in writing this article? What does this article reveal about America and America's young people? Is the characterization of America's young people accurate? Does this characterization bring pride to parents of these young people? What happened to the young people who were working hard to achieve the American Dream? What are next steps/resolutions to the problems revealed in the article? What makes this article reliable? What is the structure of this article? Examine the organization/flow.

    3. Share your thoughts/insights on the article.

    How can we effectively analyze the state of American young people today? DUE TOMORROW, WEDNESDAY, MARCH 14th:
  • Finish today's classwork. Read "The Go-Nowhere Generation" editorial article from The New York Times. Answer the following questions: Do you agree with its content? What was the author's purpose in writing this article? What does this article reveal about America and America's young people? Is the characterization of America's young people accurate? Does this characterization bring pride to parents of these young people? What happened to the young people who were working hard to achieve the American Dream? What are next steps/resolutions to the problems revealed in the article? What makes this article reliable? What is the structure of this article? Examine the organization/flow.

    MAKE UP OWED HW (-10 points each day the paper is turned in late): DUE TODAY, MONDAY, MARCH 12th:
    FINAL PAPER (50% of your 1st marking period grade)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER (50% of the 1st marking period) PAPER TOPIC: The Native American value of respect for all PAPERíS OBJECTIVE (purpose/assignment): Explain how the Native Americans' value of respect for all improves the lives of others and the environment.

    QUOTES: You should insert 3-6 quotes in the body of your paper (about 1-2 quotes per page) from both Bury My Heart at Wounded Knee (chapter one only) and the article "Probing the Relationship between Native Americans and Ecology" to support your thesis statement (which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper (look back at your in-class notes). Here's an example of how to introduce a quote, insert a quote and analyze a quote: Native Americansí hunting practices revealed their respect for animals. "There is an abundance of evidence to show that in traditional hunting cultures the hunting of game animals takes place within the context of respect for animals and that hunting itself is understood to be a sacred occupation" (Sherrer). Since researchers have shown that Native Americans treat animals in very respectful ways, people of all races and backgrounds can learn and even emulate them.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the novel or the article. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include a Works Cited (we will discuss and share in class). Remember, include a proper heading, original title, and page formatting. Here's a Sample Paper with a proper heading, page format, an original title, and a clear thesis statement (which addresses the paper focus) in your introduction. Though, this paper uses first person (forms of "I"), and this is not allowed in your paper. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    INSERT THIS (BELOW) AT THE END OF YOUR PAPER:

    WORKS CITED
    Brown, Dee. Bury My Heart at Wounded Knee. New York: Henry Holt and Company, 1970. Print.

    Sherrer, Nathan. "Probing the Relationship Between Native Americans and Ecology." The Journal of Science and Health at The University of Alabama, Vol. 4, August 2006. Print.

  • Monday, March 12th, 2012: 1. DO NOW: Reflections on the "Respect for All" paper. How was the writing process? What grade would you give yourself and why? What are your writing strengths? What areas do you want to continue to improve? 2. Peer Review: Exchange papers with a classmate. Identify strengths and areas needing improvement in a classmate's paper. How can we effectively reflect on the MAJOR PAPER on the Native American value of RESPECT FOR ALL? MAKE UP OWED HW (-10 points each day the paper is turned in late): DUE TODAY, MONDAY, MARCH 12th:
    FINAL PAPER (50% of your 1st marking period grade)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER (50% of the 1st marking period) PAPER TOPIC: The Native American value of respect for all PAPERíS OBJECTIVE (purpose/assignment): Explain how the Native Americans' value of respect for all improves the lives of others and the environment.

    QUOTES: You should insert 3-6 quotes in the body of your paper (about 1-2 quotes per page) from both Bury My Heart at Wounded Knee (chapter one only) and the article "Probing the Relationship between Native Americans and Ecology" to support your thesis statement (which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper (look back at your in-class notes). Here's an example of how to introduce a quote, insert a quote and analyze a quote: Native Americansí hunting practices revealed their respect for animals. "There is an abundance of evidence to show that in traditional hunting cultures the hunting of game animals takes place within the context of respect for animals and that hunting itself is understood to be a sacred occupation" (Sherrer). Since researchers have shown that Native Americans treat animals in very respectful ways, people of all races and backgrounds can learn and even emulate them.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the novel or the article. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include a Works Cited (we will discuss and share in class). Remember, include a proper heading, original title, and page formatting. Here's a Sample Paper with a proper heading, page format, an original title, and a clear thesis statement (which addresses the paper focus) in your introduction. Though, this paper uses first person (forms of "I"), and this is not allowed in your paper. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    INSERT THIS (BELOW) AT THE END OF YOUR PAPER:

    WORKS CITED
    Brown, Dee. Bury My Heart at Wounded Knee. New York: Henry Holt and Company, 1970. Print.

    Sherrer, Nathan. "Probing the Relationship Between Native Americans and Ecology." The Journal of Science and Health at The University of Alabama, Vol. 4, August 2006. Print.

    Friday, March 9th, 2012: 1. DO NOW: Review details of the WORKS CITED the MAJOR PAPER (see HW for details)

    2. Work Period: You may do any of the following--
    Compose your introductory paragraph.

  • Freewrite (brainstorm) ideas that supports your thesis statement (after you've reviewed your highlighted evidence from the book and the article).
  • Meet with teacher to discuss paper.
  • Compose an outline to get the paper started (create a list of reasons that support your argument established in your thesis statement).
  • How can we effectively prepare for the MAJOR PAPER on the Native American value of RESPECT FOR ALL? PREPARING TO WRITE YOUR PAPER, USE THIS GRAPHIC ORGANIZER. Write your thesis statement in the goal box of the graphic organizer. This is a great method to organize your ideas!

    DUE THIS MONDAY, MARCH 12th:
    FINAL PAPER (50% of your 1st marking period grade)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER (50% of the 1st marking period) PAPER TOPIC: The Native American value of respect for all PAPERíS OBJECTIVE (purpose/assignment): Explain how the Native Americans' value of respect for all improves the lives of others and the environment.

    QUOTES: You should insert 3-6 quotes in the body of your paper (about 1-2 quotes per page) from both Bury My Heart at Wounded Knee (chapter one only) and the article "Probing the Relationship between Native Americans and Ecology" to support your thesis statement (which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper (look back at your in-class notes). Here's an example of how to introduce a quote, insert a quote and analyze a quote: Native Americansí hunting practices revealed their respect for animals. "There is an abundance of evidence to show that in traditional hunting cultures the hunting of game animals takes place within the context of respect for animals and that hunting itself is understood to be a sacred occupation" (Sherrer). Since researchers have shown that Native Americans treat animals in very respectful ways, people of all races and backgrounds can learn and even emulate them.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the novel or the article. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include a Works Cited (we will discuss and share in class). Remember, include a proper heading, original title, and page formatting. Here's a Sample Paper with a proper heading, page format, an original title, and a clear thesis statement (which addresses the paper focus) in your introduction. Though, this paper uses first person (forms of "I"), and this is not allowed in your paper. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    INSERT THIS (BELOW) AT THE END OF YOUR PAPER:

    WORKS CITED
    Brown, Dee. Bury My Heart at Wounded Knee. New York: Henry Holt and Company, 1970. Print.

    Sherrer, Nathan. "Probing the Relationship Between Native Americans and Ecology." The Journal of Science and Health at The University of Alabama, Vol. 4, August 2006. Print.

    Thursday, March 8th, 2012: 1. DO NOW: Review details for composing the MAJOR PAPER (see HW for details)

    2. Review the Grading Rubric to guide you in composing a successful paper.

    3. Work Period: Compose your introductory paragraph. If time allows, free write one handwritten page that supports your thesis statement (after you've reviewed your highlighted evidence from the book and the article).

    How can we effectively prepare for the MAJOR PAPER on the Native American value of RESPECT FOR ALL? DUE THIS COMING MONDAY, MARCH 12th:
    FINAL PAPER (50% of your 1st marking period grade)= MS. CONNíS E6 (JUNIOR ENGLISH) FINAL PAPER (50% of the 1st marking period) PAPER TOPIC: The Native American value of respect for all PAPERíS OBJECTIVE (purpose/assignment): Explain how the Native Americans' value of respect for all improves the lives of others and the environment.

    QUOTES: You should insert 3-6 quotes in the body of your paper (about 1-2 quotes per page) from both Bury My Heart at Wounded Knee (chapter one only) and the article "Probing the Relationship between Native Americans and Ecology" to support your thesis statement (which you compose in class and insert at the end of the first paragraph). Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper (look back at your in-class notes). Here's an example of how to introduce a quote, insert a quote and analyze a quote: Native Americansí hunting practices revealed their respect for animals. "There is an abundance of evidence to show that in traditional hunting cultures the hunting of game animals takes place within the context of respect for animals and that hunting itself is understood to be a sacred occupation" (Sherrer). Since researchers have shown that Native Americans treat animals in very respectful ways, people of all races and backgrounds can learn and even emulate them.

    ADDITIONAL PAPER REQUIREMENTS: Do NOT summarize the plot of the novel or the article. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Also, include a Works Cited (we will discuss and share in class). Remember, include a proper heading, original title, and page formatting. Here's a Sample Paper with a proper heading, page format, an original title, and a clear thesis statement (which addresses the paper focus) in your introduction. Though, this paper uses first person (forms of "I"), and this is not allowed in your paper. Donít forget: your paper must address your thesis statement at all times. Refer to key words in your thesis statement throughout your paper. Use the Grading Rubric to guide you in composing a successful paper.

    Make up ALL owed HW (see previous days' homework assignments and jupitergrades.com).

    Wednesday, March 7th, 2012: 1. DO NOW: Highlight evidence (quotes, introductory sentences and analysis of quotes) from both Bury My Heart from Wounded Knee and the article, "Probing the Relationship Between Native Americans and Ecology" that supports your thesis statement. Write a new and improved thesis statement. If students still need to show the first draft of a thesis statement, do so at this time.

    2. Review details for composing the MAJOR PAPER (see HW for details)

    3. Introduce the Grading Rubric to guide you in composing a successful paper.

    How can we effectively prepare for the MAJOR PAPER on the Native American value of RESPECT FOR ALL? DUE THIS COMING MONDAY, MARCH 12th:
    FINAL PAPER (50% of your 1st marking period grade)=HERE'S YOUR PAPER TOPIC: The Native American value of respect for all. Explain how the Native Americans' value of respect for all improves their lives and the lives of others. You should cite evidence from both Bury My Heart at Wounded Knee (chapter one only) and "Probing the Relationship between Native Americans and Ecology" to support your thesis statement (which you compose and insert at the end of the first paragraph). You should have 3-6 quotes. Do NOT summarize the plot of the novel or the article. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper (look back at your in-class notes). Here's an example: "The relationship between the Natives and their environment cannot, however, be overstated" (Sherrer). Also, include a Works Cited (we will discuss and share in class). Remember, include a proper heading and page format (here's a Sample Paper with a proper heading, page format, an original title, and a clear thesis statement (which addresses the paper focus) in your introduction. Use this Grading Rubric to guide you in composing a successful paper.

    Make up ALL owed HW (see previous days' homework assignments and jupitergrades.com).

    Tuesday, March 6th, 2012: 1. DO NOW: Discuss your answers to the question--What are FIVE American values? Share your concise paragraph (4-6 sentences per paragraph) for each value, in which you explain your definition of the value, offer a historical example (use an example from American history, at least 20 years or more in the past), and offer a modern-day example (in the 21st century).

    2. Introduce the MAJOR PAPER (see HW for details)

    3. WORK PERIOD: Look over your notes from Bury My Heart from Wounded Knee and the article, "Probing the Relationship Between Native Americans and Ecology," to identify information that will help you write your thesis statement to support your MAJOR PAPER. Write your thesis statement.

    How can we analyze American values, evaluate historical and modern examples and prepare for the MAJOR PAPER on the Native American value of RESPECT FOR ALL? DUE MONDAY, MARCH 12th:
    FINAL PAPER (50% of your 1st marking period grade)=HERE'S YOUR PAPER TOPIC: The Native American value of respect for all. Explain how the Native Americans' value of respect for all improves their lives and the lives of others. You should cite evidence from both Bury My Heart at Wounded Knee (chapter one only) and "Probing the Relationship between Native Americans and Ecology" to support your thesis statement (which you compose and insert at the end of the first paragraph). You should have 3-6 quotes. Do NOT summarize the plot of the novel or the article. Do NOT use any form of you (your, our, we, etc.) OR I (me, my, mine, etc.). Your paper should be 3-4 pages, typed, double-spaced, 12 point font, in Times New Roman. Quotes should be properly inserted in your paper. Remember, you must introduce the quote and analyze the quote after inserting it in your paper (look back at your in-class notes). Here's an example: "The relationship between the Natives and their environment cannot, however, be overstated" (Sherrer). Also, include a Works Cited (we will discuss and share in class). Remember, include a proper heading and page format (here's a Sample Paper with a proper heading, page format, an original title, and a clear thesis statement (which addresses the paper focus) in your introduction. Use this Grading Rubric to guide you in composing a successful paper.

    Make up ALL owed HW (see previous days' homework assignments and jupitergrades.com).

    Monday, March 5th, 2012: Work Period: What are FIVE American values? Discuss with a neighbor/classmate. Write a concise paragraph (4-6 sentences per paragraph) for each value, in which you explain your definition of the value, offer a historical example (use an example from American history, at least 20 years or more in the past), and offer a modern-day example (in the 21st century). Be ready to share in class tomorrow. How can we analyze American values and evaluate historical and modern examples? Make up ALL owed HW (see previous days' homework assignments and jupitergrades.com).
    Friday, March 2nd, 2012: Work Period: Compose a two-page, handwritten paper for our thesis statement (created in class on Wednesday). For period 5, ask Mr. Sipkin. For period 8, here it is: Students should be allowed and supplied with technology at Info Tech because it will help them be successful in their classes and in the real world. For period 9, here it is: Due to the outdated computers, Info Tech HS should improve the technology with updates so it can help students succeed. Remember, the thesis statement is in the end of the introductory paragraph. The entire paper must support the thesis statement. Turn in at the end of class. How can we prepare to write our MAJOR PAPER on the Native American value of respect for all with analysis and composition of a thesis statement? MAKE UP HOMEWORK:
    THIS WAS DUE ON MONDAY, FEBRUARY 27th:
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET.

    Make up any other owed HW (see previous days' homework assignments and jupitergrades.com).

    Thursday, March 1st, 2012: 1. Do Now: More discussion on thesis statement.

    2. Work Period: Write a creative vocabulary story (substitute teacher should have provided the assignment)

    How can we prepare to write our MAJOR PAPER on the Native American value of respect for all with analysis and composition of a thesis statement? MAKE UP HOMEWORK:
    THIS WAS DUE ON MONDAY, FEBRUARY 27th:
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET.

    Make up any other owed HW (see previous days' homework assignments and jupitergrades.com).

    Wednesday, February 29th, 2012: 1. Do Now: Review the meaning of a thesis statement. Determine a topic that's relevant to students' lives. Each class will choose a relevant topic. The topic was chosen: technology at Info Tech HS. The thesis we created for period 8 was the following: Students should be allowed to use technology at Info Tech (weak thesis). Stronger thesis=Students should be allowed and supplied with technology at Info Tech because it will help them be successful in their classes and in the real world. The thesis we created for period 9 was the following=Info Tech HS should improve technology (weak). Stronger thesis=Due to the outdated computers, Info Tech HS should improve the technology with updates so it can help students succeed.

    2. Discuss/Share 5 reasons to support the thesis statement. Discuss the relevance of the thesis statement to their lives (a thesis is a persuasive argument, much like a mission statement). We discussed how we could start a revolution with a thesis statement!

    *This is all preparation for the MAJOR PAPER on the Native American value of respect for all. Continue introducing/reading/analyzing the Writing the Thesis Statement Handout (from University of North Carolina at Chapel Hill)

    How can we prepare to write our MAJOR PAPER on the Native American value of respect for all with analysis and composition of a thesis statement? MAKE UP HOMEWORK:
    THIS WAS DUE ON MONDAY, FEBRUARY 27th:
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET.

    Make up any other owed HW (see previous days' homework assignments and jupitergrades.com).

    Tuesday, February 28th, 2012: 1. Do Now: Finish Sharing of Community Service Experience (finish discussing the following questions):
  • What research did you do to find an appropriate community service activity?
  • How did the community service activity help you connect to the "Respect for All" philosophy?
  • What would you have done differently, if anything, in this community service activity and writing assignment?
  • What did you find most valuable from this community service project (refer to the actual activity and/or writing assignment)?
  • What kinds of community service activities will you choose in the future? Explain reasons for your choices.
  • How do you believe community service benefits people, individually and collectively?

    2. Introduce MAJOR PAPER on the Native American value of respect for all. Write your thesis statement. Introduce Writing the Thesis Statement Handout (from University of North Carolina at Chapel Hill)

    3. Work Period: If time allows, look over your notes from Bury My Heart from Wounded Knee and the article, "Probing the Relationship Between Native Americans and Ecology" to identify information that will help you write/edit your thesis statement and support your MAJOR PAPER.

  • How can we reflect and analyze our community service project experiences in which we embraced the "Respect for All" philosophy and prepare to write our MAJOR PAPER on the Native American value of respect for all? MAKE UP HOMEWORK:
    THIS WAS DUE YESTERDAY, MONDAY, FEBRUARY 27th:
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET.

    Make up any other owed HW (see previous days' homework assignments and jupitergrades.com).

    Monday, February 27th, 2012: 1. Do Now: Sharing of Community Service Experience (be ready to discuss the following questions):
  • What research did you do to find an appropriate community service activity?
  • How did the community service activity help you connect to the "Respect for All" philosophy?
  • What would you have done differently, if anything, in this community service activity and writing assignment?
  • What did you find most valuable from this community service project (refer to the actual activity and/or writing assignment)?
  • What kinds of community service activities will you choose in the future? Explain reasons for your choices.
  • How do you believe community service benefits people, individually and collectively?

    2. Discuss/Share: Discuss Do Now.

  • How can we reflect and analyze our community service project experiences in which we embraced the "Respect for All" philosophy? MAKE UP HOMEWORK:
    THIS WAS DUE TODAY, MONDAY, FEBRUARY 27th:
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET.

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

    Friday, February 17th, 2012: 1. Do Now: Answer the following questions for the in-class article on Native Americans and their respect for the environment (" Probing the Relationship Between Native Americans and Ecology")--
  • How do people disrespect the environment? Answer the question. Identify a quote from the article to support your answer. Analyze the quote and explain how the quote supports the answer.
  • How do Native Americans respect the environment? Answer the question. Identify a quote from the article to support your answer. Analyze the quote and explain how the quote supports the answer.

    2. Work Period: Make up any owed HW. Show all classwork and homework, including the questions for pp. 1-12 in Bury My Heart at Wounded Knee.

    3. Discuss Do Now. Discuss vacation HW--what are your ideas for community service? Did you do any research last night?

  • How can we prepare for a community service project in which students will embrace the "Respect for All" philosophy? DUE MONDAY, FEBRUARY 27th (the first day we return from the vacation):
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, Volunteer Match and a food pantry in Rego Park, Queens. See the writing assignment here: the COMMUNITY SERVICE SHEET.

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

    Thursday, February 16th, 2012: FOR PERIODS 5 AND 8, WE WILL FOLLOW THE LESSON BELOW. FOR PERIOD 9, MS. SORIANO WILL COME SPEAK ABOUT RESPECT FOR ALL.

    1. Do Now: Finish reading the article on the Native Americans' respect for the environment: " Probing the Relationship Between Native Americans and Ecology". Take notes on evidence of respect, including problems with lack of respect and the need for a solution.

    2. Introduce Vacation HW.

    How can we prepare for a community service project in which students will embrace the "Respect for All" philosophy? DUE MONDAY, FEBRUARY 27th:
    Community Service Project (Service Activity and Writing Assignment): In honor of Respect for All Week, Black History Month, the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is a PROJECT GRADE (20% of your 1st marking period grade). You will lose -10 points for each day late. You will be required to do the following to earn a 100%: Volunteer two hours of your time (where you are not getting paid). How about volunteering at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, church/temple/mosque, senior citizen/nursing home, hospital, one of the great NYC parks or museums? Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Community Service Opportunities for Students in NYC, and Volunteer Match. See the writing assignment here: the COMMUNITY SERVICE SHEET.

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

    Wednesday, February 15th, 2012: FOR PERIODS 5 AND 8, MS. SORIANO WILL COME AND SPEAK ABOUT RESPECT FOR ALL. FOR PERIOD 9, WE WILL FOLLOW THIS LESSON:

    1. Do Now: Show HW--Freewrite one full page on the following essay question: Discuss the problem of diminished respect for all (highlighting the lack of respect exhibited in society) and the need for a solution (increase in respect). Show all classwork: questions for pp. 1-12 in Bury My Heart at Wounded Knee. Make up any owed HW.

    2. Finish reading the article on the Native Americans' respect for the environment: " Probing the Relationship Between Native Americans and Ecology". Take notes on evidence of respect, including problems with lack of respect and the need for a solution.

    3. Work Period: Answer the following questions for the article above--

  • How do people disrespect the environment? Answer the question. Identify a quote from the article to support your answer. Analyze the quote and explain how the quote supports the answer.
  • How do Native Americans respect the environment? Answer the question. Identify a quote from the article to support your answer. Analyze the quote and explain how the quote supports the answer.
  • How can we prepare for a major writing opportunity in which students examine the problem of disrespect and the need for a solution in respecting all (with a focus on Native Americans and the environment)? Make up any owed HW (see previous days' homework assignments).
    Tuesday, February 14th, 2012: 1. Do Now: Brainstorm/Freewrite one full page on the following essay question: Discuss the problem of diminished respect for all (highlighting the lack of respect exhibited in society) and the need for a solution (increase in respect). Show all classwork: questions for pp. 1-12 in Bury My Heart at Wounded Knee.

    2. Read article on the Native Americans' respect for the environment: " Probing the Relationship Between Native Americans and Ecology". Take notes on evidence of respect, including problems with lack of respect and the need for a solution.

    How can we prepare for a major writing opportunity in which students examine the problem of disrespect and the need for a solution in respecting all (with a focus on Native Americans and the environment)? DUE TOMORROW, WEDNESDAY, FEBRUARY 15th:
  • Finish today's in-class freewrite: one full page on the following-- Discuss the problem of disrespect in society today and the need for a solution (increase in respect).

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

  • Monday, February 13th, 2012: 1. Do Now: Vocabulary Quiz on Vocabulary List (from Chapter One of Bury My Heart at Wounded Knee)

    *Show HW: vocabulary story and questions/answers from pages 1-12 in Chapter One of Bury My Heart at Wounded Knee

    2. Discuss/Share: Share excerpts from your vocabulary story on one of the following topics: RESPECT, PEACE, A DAY IN MY LIFE or MY FUTURE. You must write one typed page (double-spaced) or two handwritten pages. You must include the following in the heading: your name, my name (Ms. Conn), the date, and English 6, Period ______. Include an original title.

    How can we efficiently show our vocabulary knowledge in a vocabulary quiz and analysis of theme, author's tone and leadership characteristics in Chapter One of Bury My Heart at Wounded Knee? Make up any owed HW (see previous days' homework assignments).
    Friday, February 10th, 2012: Work Period: Work on HW due Monday, which includes the following:
  • Vocabulary Story
  • All questions from Chapter One of Bury My Heart at Wounded Knee
  • Preparation for Vocabulary Quiz
  • How can we efficiently prepare for our vocabulary quiz and analyze theme, author's tone and leadership characteristics in Chapter One of Bury My Heart at Wounded Knee? DUE MONDAY, FEBRUARY 13th:
  • QUIZ on Vocabulary List (from Chapter One of Bury My Heart at Wounded Knee). This quiz will be worth 10% of 1st marking period.
  • Compose a vocabulary story (an original writing assignment) in which you use all words from the Vocabulary List (from Chapter One of Bury My Heart at Wounded Knee). You must underline every vocabulary word used. Your story must be on one of the following topics: RESPECT, PEACE, A DAY IN MY LIFE or MY FUTURE. You must write one typed page (double-spaced) or two handwritten pages. You must include the following in the heading: your name, my name (Ms. Conn), the date, and English 6, Period ______. Include an original title.
  • Show ALL questions for pages 1-12 in Chapter One of Bury My Heart at Wounded Knee
  • Thursday, February 9th, 2012: 1. Do Now: Read pages 10-12 in Bury My Heart at Wounded Knee. Answer the following questions for pages 10-12 only:
    1.) What is a valued character trait in a leader of the Indians? Identify one direct quote to support your answer and analyze how the quote supports your answer.
    2.) What is a theme (the author's message; examples: the importance of manners, the value of peace, etc.) presented? Identify one direct quote to support your answer and analyze how the quote supports your answer.
    3.) What's the author's tone toward the white Americans? Identify one direct quote to support your answer and analyze how the quote supports your answer.

    TURN IN HW: VOCABULARY CARD.

    2. Discuss/Share pages 10-12 and questions (see Do Now). Take notes.

    3. Work Period: Introduce tomorrow's classwork and HW. If time allows, students can begin writing the vocabulary story.

    How can we characterize an Indian leader, identify theme, analyze author's tone and identify supportive evidence in an excerpt of non-fiction, Bury My Heart at Wounded Knee? DUE MONDAY, FEBRUARY 13th:
  • QUIZ on Vocabulary List (from Chapter One of Bury My Heart at Wounded Knee). This quiz will be worth 10% of 1st marking period.
  • Compose a vocabulary story (an original writing assignment) in which you use all words from the Vocabulary List (from Chapter One of Bury My Heart at Wounded Knee). You must underline every vocabulary word used. Your story must be on one of the following topics: RESPECT, PEACE, A DAY IN MY LIFE or MY FUTURE. You must write one typed page (double-spaced) or two handwritten pages. You must include the following in the heading: your name, my name (Ms. Conn), the date, and English 6, Period ______. Include an original title.
  • Show ALL questions for pages 1-12 in Chapter One of Bury My Heart at Wounded Knee
  • Wednesday, February 8th, 2012: 1. Do Now: Finish any owed classwork (reading of pages 1-6 and questions that follow) and the reading of pages 7-9 in Bury My Heart at Wounded Knee. Answer the following questions:
    1.) How does the author, Dee Brown, characterize the Europeans? Identify one direct quote to support your answer and analyze how the quote supports your answer.
    2.) How does the author characterize the Indians? Identify one direct quote to support your answer and analyze how the quote supports your answer.
    3.) How does the author characterize the Americans? Identify one direct quote to support your answer and analyze how the quote supports your answer.

    2. Discuss/Share pages 7-9 and questions (see Do Now). Take notes.

    3. Work Period: Compose vocabulary cards (using words from the Chapter One Vocabulary List) for the Word Wall.

    How can we characterize the Europeans, Indians and Americans and identify supportive evidence in an excerpt of non-fiction? DUE TOMORROW, THURSDAY, FEBRUARY 9th:
  • Compose a Vocabulary Card from the Vocabulary List (from Chapter One of Bury My Heart at Wounded Knee). To make the vocabulary card, write the vocabulary word and part of speech on the front of the card, draw an original picture that you associate with the word on the inside of the card, and write the definition and an original sentence (not the sentence given on the vocabulary list) using the vocabulary word.

    DUE MONDAY, FEBRUARY 13th:

  • QUIZ on Vocabulary List (from Chapter One of Bury My Heart at Wounded Knee). This quiz will be worth 10% of 1st marking period.
  • Tuesday, February 7th, 2012: 1. Do Now: Introduce Vocabulary List (from Chapter One of Bury My Heart at Wounded Knee).

    2. Work Period: Finish yesterday's work--reading of pages 7-9 and questions.

    How can we understanding vocabulary in context (an excerpt of non-fiction: Bury My Heart at Wounded Knee? DUE MONDAY, FEBRUARY 13th:
  • QUIZ on Vocabulary List (from Chapter One of Bury My Heart at Wounded Knee). This quiz will be worth 10% of 1st marking period.
  • Monday, February 6th, 2012: 1. Do Now: Read pages 7-9 in Bury My Heart at Wounded Knee.

    2. Work Period: Answer the following questions:
    1.) How does the author, Dee Brown, characterize the Europeans? Identify one direct quote to support your answer and analyze how the quote supports your answer.
    2.) How does the author characterize the Indians? Identify one direct quote to support your answer and analyze how the quote supports your answer.
    3.) How does the author characterize the Americans? Identify one direct quote to support your answer and analyze how the quote supports your answer.
    Show HW: completed questions and answers for pages 1-6

    3. Discuss/Share findings in the work period.

    How can we characterize the Europeans, Indians and Americans and identify supportive evidence in an excerpt of non-fiction? Make up any owed HW, if necessary.
    Friday, February 3rd, 2012: 1. Do Now: Read pages 4-6 in Bury My Heart at Wounded Knee.

    2. Work Period: Answer the following questions:
    1.) How do the Europeans resolve conflict with the Indians? Identify one direct quote to support your answer and analyze how the quote supports your answer.
    2.) How do the Americans resolve conflict with the Indians? Identify one direct quote to support your answer and analyze how the quote supports your answer.
    3.) How do the Indians resolve conflict with the Europeans and/or Americans? Identify one direct quote to support your answer and analyze how the quote supports your answer.

    3. Discuss/Share findings in the work period and finish yesterday's discussion, if necessary. Turn in HW: page 5 of the Syllabus.

    4. HW Reminder

    How can we understand and identify and analyze examples of conflict resolution in an excerpt of non-fiction? DUE MONDAY, FEBRUARY 6th:
  • Complete today's classwork and yesterday's classwork (see the work period section). Make sure you answer each question completely, provide a direct quote (with quotation marks and page number), analysis of the quote and connection to the answer.
  • Thursday, February 2nd, 2012: 1. Do Now: Confirm self-assessments have been turned in. Read pages 1-3 in Bury My Heart at Wounded Knee.

    2. Work Period: Answer the following questions:

  • What's the author's tone (feeling/attitude) toward the Indians? Identify one direct quote to support your answer.
  • What's the author's tone (feeling/attitude) toward the Europeans? Identify one direct quote to support your answer.
  • What themes (messages the author is expressing) exist in these pages? A theme can be the importance of family.

    3. Discuss/Share findings in the work period.

    4. HW Reminder

  • How can we understand and identify examples of author's tone and theme in an excerpt of non-fiction? DUE TOMORROW, FRIDAY, FEBRUARY 3rd:
  • Page 5 of the Junior English Syllabus (make sure you and your parent/guardian fill out the necessary information).
  • Wednesday, February 1st, 2012: 1. Do Now: Work on the Self-Assessment (turn in at the end of class):
    Write your answer to each question below in descriptive detail (3-4 complete sentences). You may want to include specific examples.
    1.) Describe your performance in high school thus far. Include any factors that have influenced your school performance, either negatively or positively.
    2.) Describe your academic and personal strengths.
    3.) What three characteristics or traits best define you?
    4.) If you were writing yourself a recommendation for college, what would you say about yourself?
    5.) What skills do you want to improve or acquire in English and other subjects before high school graduation?
    6.) What are your future goals? What do you want to become? What area of study (in college) most interests you and why?
    7.) Share three random things about yourself that would be surprising or unique. Of course, this would be appropriate to share with me, your teacher, and your classmates.

    2. HW Reminder

    How can we begin the second semester effectively through self-assessment? DUE THIS FRIDAY, FEBRUARY 3rd:
  • Page 5 of the Junior English Syllabus (make sure you and your parent/guardian fill out the necessary information).
  • Tuesday, January 31st, 2012: 1. Do Now: Seat Assignments

    2. Introduce and review the Junior English Syllabus

    3. If time allows, begin the Self-Assessment:
    Write your answer to each question below in descriptive detail. You may want to include specific examples.
    1.) Describe your performance in high school thus far. Include any factors that have influenced your school performance, either negatively or positively.
    2.) Describe your academic and personal strengths.
    3.) What three characteristics or traits best define you?
    4.) If you were writing yourself a recommendation for college, what would you say about yourself?
    5.) What skills do you want to improve or acquire in English and other subjects before high school graduation?
    6.) What are your future goals? What do you want to become? What area of study (in college) most interests you and why?
    7.) Share three random things about yourself that would be surprising or unique. Of course, this would be appropriate to share with me, your teacher, and your classmates.

    How can we begin the second semester effectively through self-assessment and understanding of course requirements and expectations? DUE THIS FRIDAY, FEBRUARY 3rd:
  • Page 5 of the Junior English Syllabus (make sure you and your parent/guardian fill out the necessary information).