Ms. Conn's Junior English Assignments, Spring 2013

Ms. Conn's Junior English Assignments
Spring 2013

DateAgendaAIMHomework Assignment
Tuesday, June 25th, 2013: 1. DO NOW: Share and discuss what you've learned this semester, including vocabulary, Hamlet, The Narrative of the Life of Frederick Douglass, and the Native American unit.

2. Q & A Discussion:

  • What skills can you learn in high school that will prepare you for your future career?
  • What skills have you learned so far at ITHS that will prepare you for your future career?

    3. Read aloud the following article: "New Study: 21st Century Skills Learned in School Positively Correlated with Job Success". What was a new, helpful idea that you learned from this article? How can this new, helpful idea from this article improve your success in school and in a future career?

  • How will students effectively prepare for senior year by analyzing skills learned in high school that will help guide them to success in a future career? 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 24th, 2013: 1. DO NOW: Share and discuss the top 50 jobs of 2013. Is your future career on this list? If not, why do you believe your future career is not on this list? If you don't know your future career, what are your favorite subjects/hobbies?

    2. Q & A Discussion:

  • What skills can you learn in high school that will prepare you for your future career?
  • What skills have you learned so far at ITHS that will prepare you for your future career?

    3. Read aloud the following article: "New Study: 21st Century Skills Learned in School Positively Correlated with Job Success". What was a new, helpful idea that you learned from this article? How can this new, helpful idea from this article improve your success in school and in a future career?

  • How will students effectively prepare for senior year by analyzing skills learned in high school that will help guide them to success in a future career? N/A
    Monday, June 10th, 2013: 1. DO NOW: Regents Strategies/College Preparation Reminders

    2. Return your Hamlet books.

    3. 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.

    4. Movie clip from Hamlet: Act I

    How will students effectively prepare for college by reviewing English Regents strategies and learning proper resume composition? 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!

    FOR THOSE OF YOU TAKING THE ENGLISH REGENTS, HERE ARE IMPORTANT PREPARATION TECHNIQUES (ENGLISH REGENTS=TOMORROW, TUESDAY, JUNE 11th):
    Review all notes, exams, practice materials and strategies for success on the English Regents. DON'T FORGET--THE ENGLISH REGENTS IS TOMORROW, TUES., JUNE 11th at 8:15am (DON'T BE LATE!!!!! SLEEP WELL, EAT A GOOD BREAKFAST AND BRING MULTIPLE PENS AND PENCILS, ALONG WITH YOUR SCHOOL ID). Review all Regents materials. Best of luck! WRITE A MINIMUM OF TWO FULL PAGES FOR THE CRITICAL LENS (Part 4) ESSAY. IN PART 3, WRITE 10-12 SENTENCES (ONE FULL PAGE) FOR EACH WELL-DEVELOPED PARAGRAPH (one on the Controlling Idea on both passages and one on the literary term from one passage) . If you have any questions or concerns, email me at hconn@schools.nyc.gov. I will be available daily via e-mail.

  • Use this great resource packet (provided in class, too): English Regents Writing Resource Packet.

    HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS (TOMORROW, TUESDAY, JUNE 11th at 8:15am:

  • Part 1/Listening with Multiple-Choice Questions: Listen to a passage being read to you two times. Take notes both times. Listen and take notes on the 5 Ws (who, what, when, where and why) and 1 H (how). Preview the questions (circle key words in the questions) before, during and between the readings. The questions will ask about characterization of characters (personality traits, appearance, actions, thoughts/feelings, other people's points of view and dialogue/speech), speaker's point of view, tone (author's attitude toward the subject), and author's purpose (Why are we listening to this passage? What's the point? Why is it important to us? What should we learn?). Answer multiple-choice questions. Remember two important strategies--cover up the answer choices and determine the answer on your own, without the distraction of the answer choices (write your own answer in the margins) and then look at the answer choices, doing POE (process of elimination).
  • Part 2/Fiction Passage & Non-Fiction Passage with Multiple-Choice Questions: For the fiction passage, search for literary terms and their purpose. Preview the multiple-choice questions, circling key words and underlining line #s in the questions and in the passages. Write summary notes in the margin. Answer the multiple-choice questions. Remember two important strategies--cover up the answer choices and determine the answer on your own, without the distraction of the answer choices (write your own answer in the margins) and then look at the answer choices, doing POE (process of elimination). For the non-fiction passage, look for the 5 Ws and 1 H and the purpose for each. Preview the questions (circle key words and underline line #s in the questions and in the passage). Write summary notes in the margins of the passage. Always understand the author's purpose for writing the passage (WHY did he/she write it?!).
  • Part 3/Fiction Passage and Poem: Search for literary terms and author's purpose. Preview multiple-choice questions and two short-response (paragraph/one page) questions. Circle key words and underline line #s. Write summary notes in the margin (for the passage and the poem). Answer the multiple-choice questions. For the paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) for each paragraph. The first paragraph is focused on the controlling idea (whatever they provide; it's the main idea that connects the fiction passage and the poem). You MUST use plentiful details/specific examples from BOTH the passage and the poem. In the second paragraph (10-12sentences/ONE FULL PAGE), you choose ONE passage (either the fiction passage or the poem) to identify ONE literary element/technique and explain how the author uses that element/technique to develop the passage (refer to the author's purpose in using that element/technique). Use plentiful details/specific examples to support your choice.
  • Part 4/Critical Lens Essay: Use the B-REAL formula for the introductory paragraph. B: Write a big attention-grabber (a statement about the topic revealed in the quote that relates to you or people in society today). R: Restate the quote. E: Explain the quote in your own words. A: Agree or disagree (agreeing is easier!) with the quote and explain why. L: Introduce two works of literature and Literary Elements that support your opinion of the quote. For the rest of THIS LONG ESSAY, you should include at least two well-developed paragraphs (10-12 sentences each) with specific examples/details from two works of literature that support your opinion of the quote. Finish the essay with an outstanding conclusion that ties together the entire paper.
  • Friday, June 7th, 2013: 1. DO NOW: Regents Strategies Reminders

    2. Return your Hamlet books.

    3. Resume Review

    4. Gifts of Kindness Activity

    *Reminder: All HW must be turned in by 3pm today!

    How will students effectively prepare for college by reviewing English Regents strategies and learning proper resume composition? FOR THOSE OF YOU TAKING THE ENGLISH REGENTS, HERE ARE IMPORTANT PREPARATION TECHNIQUES (ENGLISH REGENTS=NEXT TUESDAY, JUNE 11th):
    Review all notes, exams, practice materials and strategies for success on the English Regents. DON'T FORGET--THE ENGLISH REGENTS IS TUES., JUNE 11th at 8:15am (DON'T BE LATE!!!!! SLEEP WELL, EAT A GOOD BREAKFAST AND BRING MULTIPLE PENS AND PENCILS, ALONG WITH YOUR SCHOOL ID). Review all Regents materials. Best of luck! WRITE A MINIMUM OF TWO FULL PAGES FOR THE CRITICAL LENS (Part 4) ESSAY. IN PART 3, WRITE 10-12 SENTENCES (ONE FULL PAGE) FOR EACH WELL-DEVELOPED PARAGRAPH (one on the Controlling Idea on both passages and one on the literary term from one passage) . If you have any questions or concerns, email me at hconn@schools.nyc.gov. I will be available daily via e-mail.
  • Use this great resource packet (provided in class, too): English Regents Writing Resource Packet.

    HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS (TUESDAY, JUNE 11th at 8:15am:

  • Part 1/Listening with Multiple-Choice Questions: Listen to a passage being read to you two times. Take notes both times. Listen and take notes on the 5 Ws (who, what, when, where and why) and 1 H (how). Preview the questions (circle key words in the questions) before, during and between the readings. The questions will ask about characterization of characters (personality traits, appearance, actions, thoughts/feelings, other people's points of view and dialogue/speech), speaker's point of view, tone (author's attitude toward the subject), and author's purpose (Why are we listening to this passage? What's the point? Why is it important to us? What should we learn?). Answer multiple-choice questions. Remember two important strategies--cover up the answer choices and determine the answer on your own, without the distraction of the answer choices (write your own answer in the margins) and then look at the answer choices, doing POE (process of elimination).
  • Part 2/Fiction Passage & Non-Fiction Passage with Multiple-Choice Questions: For the fiction passage, search for literary terms and their purpose. Preview the multiple-choice questions, circling key words and underlining line #s in the questions and in the passages. Write summary notes in the margin. Answer the multiple-choice questions. Remember two important strategies--cover up the answer choices and determine the answer on your own, without the distraction of the answer choices (write your own answer in the margins) and then look at the answer choices, doing POE (process of elimination). For the non-fiction passage, look for the 5 Ws and 1 H and the purpose for each. Preview the questions (circle key words and underline line #s in the questions and in the passage). Write summary notes in the margins of the passage. Always understand the author's purpose for writing the passage (WHY did he/she write it?!).
  • Part 3/Fiction Passage and Poem: Search for literary terms and author's purpose. Preview multiple-choice questions and two short-response (paragraph/one page) questions. Circle key words and underline line #s. Write summary notes in the margin (for the passage and the poem). Answer the multiple-choice questions. For the paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) for each paragraph. The first paragraph is focused on the controlling idea (whatever they provide; it's the main idea that connects the fiction passage and the poem). You MUST use plentiful details/specific examples from BOTH the passage and the poem. In the second paragraph (10-12sentences/ONE FULL PAGE), you choose ONE passage (either the fiction passage or the poem) to identify ONE literary element/technique and explain how the author uses that element/technique to develop the passage (refer to the author's purpose in using that element/technique). Use plentiful details/specific examples to support your choice.
  • Part 4/Critical Lens Essay: Use the B-REAL formula for the introductory paragraph. B: Write a big attention-grabber (a statement about the topic revealed in the quote that relates to you or people in society today). R: Restate the quote. E: Explain the quote in your own words. A: Agree or disagree (agreeing is easier!) with the quote and explain why. L: Introduce two works of literature and Literary Elements that support your opinion of the quote. For the rest of THIS LONG ESSAY, you should include at least two well-developed paragraphs (10-12 sentences each) with specific examples/details from two works of literature that support your opinion of the quote. Finish the essay with an outstanding conclusion that ties together the entire paper.
  • Tuesday, June 4th, 2013: 1. DO NOW: Review answers to the Hamlet exam.

    2. Return your Hamlet books.

    3. Work Period: 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? 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? See Ms. Conn for assistance/editing.

    4. HW Reminders

    How will students effectively prepare for college by learning proper resume composition? DUE TOMORROW, WEDNESDAY, JUNE 5th:
  • EXTRA CREDIT OPPORTUNITY! Memorize and recite the first 14 lines of Hamlet's famous soliloquy, "To Be or Not to Be." This extra credit opportunity will replace your lowest quiz grade with a 100% (as long as you make no more than one mistake)!
    To be, or not to be, that is the question:
    Whether 'tis Nobler in the mind to suffer
    The Slings and Arrows of outrageous Fortune,
    Or to take Arms against a Sea of troubles,
    And by opposing end them: to die, to sleep
    No more; and by a sleep, to say we end
    The Heart-ache, and the thousand Natural shocks
    That Flesh is heir to? 'Tis a consummation
    Devoutly to be wished. To die to sleep,
    To sleep, perchance to Dream; Aye, there's the rub,
    For in that sleep of death, what dreams may come,
    When we have shuffled off this mortal coil,
    Must give us pause. There's the respect
    That makes Calamity of so long life.
  • Monday, June 3rd, 2013: 1. DO NOW: Read sample high school resumes. 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. Share analysis of Do Now (resumes).

    3. Work Period: 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? 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?

    Show HW: revisions of Native American papers (show original papers as well).

    4. HW Reminders

    How will students effectively prepare for college by learning proper resume composition? DUE THIS WEDNESDAY, JUNE 5th:
  • EXTRA CREDIT OPPORTUNITY! Memorize and recite the first 14 lines of Hamlet's famous soliloquy, "To Be or Not to Be." This extra credit opportunity will replace your lowest quiz grade with a 100% (as long as you make no more than one mistake)!
    To be, or not to be, that is the question:
    Whether 'tis Nobler in the mind to suffer
    The Slings and Arrows of outrageous Fortune,
    Or to take Arms against a Sea of troubles,
    And by opposing end them: to die, to sleep
    No more; and by a sleep, to say we end
    The Heart-ache, and the thousand Natural shocks
    That Flesh is heir to? 'Tis a consummation
    Devoutly to be wished. To die to sleep,
    To sleep, perchance to Dream; Aye, there's the rub,
    For in that sleep of death, what dreams may come,
    When we have shuffled off this mortal coil,
    Must give us pause. There's the respect
    That makes Calamity of so long life.
  • Friday, May 31st, 2013: 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. Brainstorm the components of your own resume. What will you include in the work experience section? The extracurricular activities section? Honors/Awards? Skills?

    4. Introduce Extra Credit HW.

    How will students effectively reflect on their modernized scenes from Hamlet in their own acting interpretations? DUE THIS MONDAY, JUNE 3rd:
  • Edit your Native American paper to earn up to additional 20 points on your paper's grade! Bring in the original paper, with the teacher's edits, too.

    DUE WEDNESDAY, JUNE 5th:

  • EXTRA CREDIT OPPORTUNITY! Memorize and recite the first 14 lines of Hamlet's famous soliloquy, "To Be or Not to Be." This extra credit opportunity will replace your lowest quiz grade with a 100% (as long as you make no more than one mistake)!
    To be, or not to be, that is the question:
    Whether 'tis Nobler in the mind to suffer
    The Slings and Arrows of outrageous Fortune,
    Or to take Arms against a Sea of troubles,
    And by opposing end them: to die, to sleep
    No more; and by a sleep, to say we end
    The Heart-ache, and the thousand Natural shocks
    That Flesh is heir to? 'Tis a consummation
    Devoutly to be wished. To die to sleep,
    To sleep, perchance to Dream; Aye, there's the rub,
    For in that sleep of death, what dreams may come,
    When we have shuffled off this mortal coil,
    Must give us pause. There's the respect
    That makes Calamity of so long life.
  • Thursday, May 30th, 2013: 1. PERFORMANCES OF SCENES FROM HAMLET! MAKE SURE YOU ADDRESS THE Grading Sheet for Hamlet Scenes. Each scene must be performed between 4:30-5:30 (between 4 minutes and 30 seconds and 5 minutes and 30 seconds; -3 points for every 10 seconds below the time and every 10 seconds above the time). Here are the scenes: 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.

    2. Voting on Best Actor, Best Actress, Best Costume and Best Performance

    How will students effectively modernize Hamlet in their own acting interpretations? DUE THIS COMING MONDAY, JUNE 3rd:
  • Edit your Native American paper to earn up to additional 20 points on your paper's grade! Bring in the original paper, with the teacher's edits, too.
  • Wednesday, May 29th, 2013: 1. DO NOW: Scene Excerpts (1-2 minutes). Critiques/Feedback.

    2. Arrange in your scene groups for final rehearsals. Rehearse on your feet, incorporate your director's vision (modern-day theme), add in stage directions (since Shakespeare had very few stage directions), and take care of final editing (what can you remove while still making sense?). Incorporate the acting exercises--levels (low, medium and high) and physical interactions. MAKE SURE YOU ADDRESS THE Grading Sheet for Hamlet Scenes.

    3. HW Reminders

    How will students effectively modernize Hamlet in their own acting interpretations? DUE TOMORROW, THURSDAY (MAY 30th):
  • FOR A GRADE, YOU WILL PERFORM WITH YOUR GROUP IN ONE OF THE FIVE SCENES BELOW: Editing must be part of the process; what should be included and what should be excluded? Each scene must be performed between 4:30-5:30 (between 4 minutes and 30 seconds and 5 minutes and 30 seconds; -3 points for every 10 seconds below the time and every 10 seconds above the time). Here are the scenes: 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 Hamlet Scenes. Hamlet performances (value of a quiz grade=about 10% of the 3rd marking period) will be TOMORROW, Thursday (May 30th).

    DUE MONDAY, JUNE 3rd:

  • Edit your Native American paper to earn up to additional 20 points on your paper's grade! Bring in the original paper, with the teacher's edits, too.
  • Tuesday, May 28th, 2013: 1. DO NOW: Arrange in your scene groups for final rehearsals. Rehearse on your feet, incorporate your director's vision (modern-day theme), add in stage directions (since Shakespeare had very few stage directions), and take care of final editing (what can you remove while still making sense?). Incorporate the acting exercises--levels (low, medium and high) and physical interactions. MAKE SURE YOU ADDRESS THE Grading Sheet for Hamlet Scenes.

    2. HW Reminders

    How will students effectively modernize Hamlet in their own acting interpretations? DUE TOMORROW, THURSDAY (MAY 30th):
  • FOR A GRADE, YOU WILL PERFORM WITH YOUR GROUP IN ONE OF THE FIVE SCENES BELOW: Editing must be part of the process; what should be included and what should be excluded? Each scene must be performed between 4:30-5:30 (between 4 minutes and 30 seconds and 5 minutes and 30 seconds; -3 points for every 10 seconds below the time and every 10 seconds above the time). Here are the scenes: 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 Hamlet Scenes. Hamlet performances (value of a quiz grade=about 10% of the 3rd marking period) will be TOMORROW, Thursday (May 30th).

    DUE MONDAY, JUNE 3rd:

  • Edit your Native American paper to earn up to additional 20 points on your paper's grade! Bring in the original paper, with the teacher's edits, too.
  • Monday, May 27th, 2013: 1. DO NOW: Arrange in your scene groups. Read your scene aloud on your feet, incorporate your director's vision (modern-day theme), add in stage directions (since Shakespeare had very few stage directions), and work on editing (what can you remove while still making sense?). Incorporate the acting exercises (the ones we did last Tuesday)--levels (low, medium and high) and physical interactions.

    2. HW Reminders

    How will students effectively modernize Hamlet in their own acting interpretations? DUE TOMORROW, WEDNESDAY, MAY 29th:
  • BE READY TO PERFORM AN EXCERPT (1-2 minutes) FROM YOUR SCENE. MAKE SURE YOU ADDRESS THE Grading Sheet for Hamlet Scenes.

    LEARN THE SCENE YOU'VE CHOSEN WITH YOUR GROUP. MAKE SURE TO DETERMINE WHAT SHOULD BE EDITED (4-5 pages from your scene; cut out portions of the long speeches/soliloquys). CORRESPOND WITH YOUR SCENE GROUP MATES AND LEARN YOUR LINES.

    DUE THIS THURSDAY (MAY 30th):

  • THE FIVE SCENES TO BE PERFORMED. Editing must be part of the process; what should be included and what should be excluded? Each scene must be performed between 4:30-5:30 (between 4 minutes and 30 seconds and 5 minutes and 30 seconds; -3 points for every 10 seconds below the time and every 10 seconds above the time). Here are the scenes: 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 Hamlet Scenes. Hamlet performances (value of a quiz grade=about 10% of the 3rd marking period) will be next Thursday (May 30th) and Friday (May 31st).

    DUE MONDAY, JUNE 3rd:

  • Edit your Native American paper to earn up to additional 20 points on your paper's grade! Bring in the original paper, with the teacher's edits, too.
  • Friday, May 24th, 2013: 1. DO NOW: Arrange in your scene groups. Read your scene aloud on your feet, incorporate your director's vision (modern-day theme), add in stage directions (since Shakespeare had very few stage directions), and work on editing (what can you remove while still making sense?). Incorporate the acting exercises (the ones we did on Tuesday)--levels (low, medium and high) and physical interactions.

    2. Paper returns and HW Reminders

    How will students effectively modernize Hamlet in their own acting interpretations? LEARN THE SCENE YOU'VE CHOSEN WITH YOUR GROUP. MAKE SURE TO READ IT OVER AND DETERMINE WHAT SHOULD BE EDITED. CORRESPOND WITH YOUR SCENE GROUP MATES AND LEARN YOUR LINES.

    DUE NEXT THURSDAY (MAY 30th)/FRIDAY (MAY 31st):

  • THE FIVE SCENES TO BE PERFORMED. Editing must be part of the process; what should be included and what should be excluded? Each scene must be performed between 4:30-5:30 (between 4 minutes and 30 seconds and 5 minutes and 30 seconds; -3 points for every 10 seconds below the time and every 10 seconds above the time). Here are the scenes: 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 Hamlet Scenes. Hamlet performances (value of a quiz grade=about 10% of the 3rd marking period) will be next Thursday (May 30th) and Friday (May 31st).

    DUE MONDAY, JUNE 3rd:

  • Edit your Native American paper to earn up to additional 20 points on your paper's grade! Bring in the original paper, with the teacher's edits, too.
  • Thursday, May 23rd, 2013: 1. DO NOW: FINISH SCHOOL-WIDE JUNIOR EXAM

    2. Work Period: Arrange in your scene groups. Read your scene aloud, begin to determine director's vision (modern-day theme), add in stage directions (since Shakespeare had very few stage directions), and begin editing (what can you remove while still making sense?).

    3. Scene Reading on your feet. All students must get up and incorporate the acting exercises (the ones we did on Tuesday)--levels (low, medium and high) and physical interactions.

    How will students effectively modernize Hamlet in their own acting interpretations? START LEARNING THE SCENE YOU'VE CHOSEN WITH YOUR GROUP. MAKE SURE TO READ IT OVER AND BEGIN TO DETERMINE WHAT SHOULD BE EDITED.

    DUE NEXT THURSDAY (MAY 30th)/FRIDAY (MAY 31st):

  • THE FIVE SCENES TO BE PERFORMED. Editing must be part of the process; what should be included and what should be excluded? Each scene must be performed between 4:30-5:30 (between 4 minutes and 30 seconds and 5 minutes and 30 seconds; -3 points for every 10 seconds below the time and every 10 seconds above the time). Here are the scenes: 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 Hamlet Scenes. Hamlet performances (value of a quiz grade=about 10% of the 3rd marking period) will be next Thursday (May 30th) and Friday (May 31st).
  • Wednesday, May 22nd, 2013: HAMLET FINAL EXAM (multiple-choice; use a pencil) & SCHOOL-WIDE JUNIOR EXAM How will students effectively prove their understanding of Hamlet? START LEARNING THE SCENE YOU'VE CHOSEN WITH YOUR GROUP. MAKE SURE TO READ IT OVER AND BEGIN TO DETERMINE WHAT SHOULD BE EDITED.

    DUE NEXT THURSDAY (MAY 30th)/FRIDAY (MAY 31st):

  • THE FIVE SCENES TO BE PERFORMED. Editing must be part of the process; what should be included and what should be excluded? Each scene must be performed between 4:30-5:30 (between 4 minutes and 30 seconds and 5 minutes and 30 seconds; -3 points for every 10 seconds below the time and every 10 seconds above the time). Here are the scenes: 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 Hamlet Scenes. Hamlet performances (value of a quiz grade=about 10% of the 3rd marking period) will be next Thursday (May 30th) and Friday (May 31st).
  • Tuesday, May 21st, 2013: 1. Do Now: Quiz returns and review

    2. Introduce THE FIVE SCENES TO BE PERFORMED. Editing must be part of the process; what should be included and what should be excluded? Each scene must be performed between 4:30-5:30 (between 4 minutes and 30 seconds and 5 minutes and 30 seconds; -3 points for every 10 seconds below the time and every 10 seconds above the time). Here are the scenes: 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 Hamlet Scenes. Hamlet performances (value of a quiz grade=about 10% of the 3rd marking period) will be next Thursday (May 30th) and Friday (May 31st).

    3. Organize into scene groups. Start reading your scene. Choose character roles.

    4. HW Reminders & Acting exercises (continue freeze improv), if time allows.

    How will students effectively prove their understanding of Hamlet? DUE TOMORROW, WEDNESDAY, MAY 22nd:
  • HAMLET FINAL EXAM (25% of 3rd marking period). Study all class notes, including the following: SHAKESPEARE: Shakespeare's background, life and time period

    Iambic Pentameter and its presence in Hamlet


    ACT I:
    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? Act I, Scene V: the ghost's telling of his brother, the murderer, and the act of murder, the ghost imploring Hamlet to take revenge, the repetition of the serpent and incest, and Hamlet's found mission and revitalization

    Act II: Act II, Scene I: Polonius, the spy, wants to check out his son, Laertes, in France. Ophelia's revelation that Hamlet appears insane. Act II, Scene II: Claudius and Gertrude confronting Hamlet's childhood friends, Rosencrantz and Guildenstern, to spy on Hamlet and find out about his activities. Polonius doesn't trust Hamlet either. Hamlet finds out that Rosencrantz and Guildenstern have turned on him and are siding with Claudius and Gertrude. Hamlet is determined to reveal Claudius' guilt and prove that the ghost is right.

    Act III: Claudius' confrontation of Rosencrantz and Guildenstern, and they reveal that Hamlet has not confided in them. Then, Gertrude asks Ophelia to find out about Hamlet's behavior. Next, we read the famous "To Be or Not to Be" soliloquy. Finally, we see Hamlet's rude demeanor toward Ophelia in which he tells her "go to a nunnery!" The events leading up to the climax where Hamlet commits a tragic mistake--the first tragedy of the play.

    Act IV: 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: 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.

    DUE NEXT THURSDAY (MAY 30th)/FRIDAY (MAY 31st):

  • THE FIVE SCENES TO BE PERFORMED. Editing must be part of the process; what should be included and what should be excluded? Each scene must be performed between 4:30-5:30 (between 4 minutes and 30 seconds and 5 minutes and 30 seconds; -3 points for every 10 seconds below the time and every 10 seconds above the time). Here are the scenes: 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 Hamlet Scenes. Hamlet performances (value of a quiz grade=about 10% of the 3rd marking period) will be next Thursday (May 30th) and Friday (May 31st).
  • Monday, May 20th, 2013: 1. Do Now: Introduce Grading Sheet for Hamlet Scenes. Hamlet performances (value of a quiz grade=about 10% of the 3rd marking period) will be next Thursday (May 30th) and Friday (May 31st).

    2. Discuss Do Now. 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.

    3. Introduce HW/Final Exam information.

    4. If time allows, acting exercises will proceed. 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. Then, do freeze improv.

    How will students effectively prove their understanding of Hamlet? DUE THIS WEDNESDAY, MAY 22nd:
  • HAMLET FINAL EXAM (25% of 3rd marking period). Study all class notes, including the following: SHAKESPEARE: Shakespeare's background, life and time period

    Iambic Pentameter and its presence in Hamlet


    ACT I:
    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? Act I, Scene V: the ghost's telling of his brother, the murderer, and the act of murder, the ghost imploring Hamlet to take revenge, the repetition of the serpent and incest, and Hamlet's found mission and revitalization

    Act II: Act II, Scene I: Polonius, the spy, wants to check out his son, Laertes, in France. Ophelia's revelation that Hamlet appears insane. Act II, Scene II: Claudius and Gertrude confronting Hamlet's childhood friends, Rosencrantz and Guildenstern, to spy on Hamlet and find out about his activities. Polonius doesn't trust Hamlet either. Hamlet finds out that Rosencrantz and Guildenstern have turned on him and are siding with Claudius and Gertrude. Hamlet is determined to reveal Claudius' guilt and prove that the ghost is right.

    Act III: Claudius' confrontation of Rosencrantz and Guildenstern, and they reveal that Hamlet has not confided in them. Then, Gertrude asks Ophelia to find out about Hamlet's behavior. Next, we read the famous "To Be or Not to Be" soliloquy. Finally, we see Hamlet's rude demeanor toward Ophelia in which he tells her "go to a nunnery!" The events leading up to the climax where Hamlet commits a tragic mistake--the first tragedy of the play.

    Act IV: 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: 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.

  • Friday, May 17th, 2013: 1. Do Now: Reflections on the play. What did you enjoy? What were Shakespeare's strengths? Why is Hamlet universally read and so revered (respected)?

    Turn in HW (paper #1 or paper #2). Show vocabulary flashcards for Acts IV and V of Hamlet vocabulary.

    2. Discuss Act V. 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.

    How will students effectively prove their understanding of Hamlet--Act V in literary text (including plot and characterization) and vocabulary? Make up owed HW.
    Wednesday (May 15th) and Thursday (May 16th), 2013: Work Periods: CHOOSE ONE OF THE FOLLOWING:
    PAPER #1 (if you are retaking the English Regents): "Courage is the most important of all the virtues, because without courage you can't practice any other virtue consistently. You can practice any virtue erratically, but nothing consistently without courage." --Maya Angelou
  • Interpret the quote above in your own words.
  • Explain whether you agree or disagree with the statement as you have interpreted it.
  • Introduce the fact that Hamlet, by William Shakespeare, supports your opinion of the quote.
  • Explain how Hamlet, by William Shakespeare, supports your opinion of the quote (THREE BODY PARAGRAPHS). Use plentiful details (each body paragraph should focus on a different character that displays courage as a virtue (strength) in the play; write 10-12 sentences per paragraph).
  • Avoid plot summary. Instead, use specific references to appropriate literary elements (for example: theme, characterization, setting, point of view) to develop your analysis of Hamlet in support of the quote.
  • Organize your ideas in a unified and coherent manner (use transition words/phrases to connect each paragraph).
  • Specify the title and author of the work of literature you chose (Hamlet by William Shakespeare).
  • Use sophisticated vocabulary (include vocabulary from the lists that we've learned) and proofread for errors in grammar.

    PAPER #2 (if you are not retaking the English Regents, and you earned a 75 or higher on the English Regents):

  • One definition of madness is “mental delusion or the eccentric behavior arising from it.” But Emily Dickinson wrote "Much madness is divinest Sense- To a discerning Eye." Novelists and playwrights have often seen madness with a “discerning Eye.” Explain how Hamlet reveals a character’s apparent madness or irrational behavior and how it plays an important role.
  • Write a well-organized essay (five paragraphs) in which you explain what this delusion or eccentric behavior consists of and how it might be judged reasonable.
  • Explain the significance of the “madness” to the play as a whole.
  • Do not merely summarize the plot.
  • How will students effectively prove their understanding of Hamlet--Acts IV and V in literary text (including plot and characterization) and vocabulary? Make up owed HW.

    HOMEWORK DUE FRIDAY:

  • Paper #1 or Paper #2 (see details below): CHOOSE ONE OF THE FOLLOWING:
    PAPER #1 (if you are retaking the English Regents): "Courage is the most important of all the virtues, because without courage you can't practice any other virtue consistently. You can practice any virtue erratically, but nothing consistently without courage." --Maya Angelou
  • Interpret the quote above in your own words.
  • Explain whether you agree or disagree with the statement as you have interpreted it.
  • Introduce the fact that Hamlet, by William Shakespeare, supports your opinion of the quote.
  • Explain how Hamlet, by William Shakespeare, supports your opinion of the quote (THREE BODY PARAGRAPHS). Use plentiful details (each body paragraph should focus on a different character that displays courage as a virtue (strength) in the play; write 10-12 sentences per paragraph).
  • Avoid plot summary. Instead, use specific references to appropriate literary elements (for example: theme, characterization, setting, point of view) to develop your analysis of Hamlet in support of the quote.
  • Organize your ideas in a unified and coherent manner (use transition words/phrases to connect each paragraph).
  • Specify the title and author of the work of literature you chose (Hamlet by William Shakespeare).
  • Use sophisticated vocabulary (include vocabulary from the lists that we've learned) and proofread for errors in grammar.

    PAPER #2 (if you are not retaking the English Regents, and you earned a 75 or higher on the English Regents):

  • One definition of madness is “mental delusion or the eccentric behavior arising from it.” But Emily Dickinson wrote "Much madness is divinest Sense- To a discerning Eye." Novelists and playwrights have often seen madness with a “discerning Eye.” Explain how Hamlet reveals a character’s apparent madness or irrational behavior and how it plays an important role.
  • Write a well-organized essay (five paragraphs) in which you explain what this delusion or eccentric behavior consists of and how it might be judged reasonable.
  • Explain the significance of the “madness” to the play as a whole.
  • Do not merely summarize the plot.


  • Flashcards for Acts IV and V of Hamlet vocabulary. Write the vocabulary word and part of speech on the front of the flashcard, and write the definition and an original sentence on the back of the flashcard. You may also use an electronic flashcard app.
  • Tuesday, May 14th, 2013: 1. Do Now: QUIZ on BOTH Acts IV and V of Hamlet vocabulary AND ACTS IV AND V of HAMLET.

    2. Show HW (five post-its for Acts IV and V and any owed HW). Make up any owed HW.

    How will students effectively prove their understanding of Hamlet--Acts IV and V in literary text (including plot and characterization) and vocabulary? Make up owed HW.

    HOMEWORK DUE FRIDAY:

  • Flashcards for Acts IV and V of Hamlet vocabulary. Write the vocabulary word and part of speech on the front of the flashcard, and write the definition and an original sentence on the back of the flashcard. You may also use an electronic flashcard app.
  • Monday, May 13th, 2013: 1. Do Now: Continue reading Act IV of Hamlet. Focus on the following: 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).

    2. Take notes and act out various scenes in Act IV.

    3. Read Act V--opening scene.

    How will students effectively understand the plot's events (the falling action after the climax of Hamlet's killing of Polonius) and the theme of insanity and its significance in Act IV of Hamlet? DATE CHANGE: TOMORROW, TUESDAY, MAY 14th:
  • Read all of Acts IV and V in Hamlet (play given in class).
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 BOTH Acts IV and V of Hamlet vocabulary AND ACTS IV AND V of HAMLET.
  • Friday, May 10th, 2013: 1. Do Now: Begin reading Act IV of Hamlet. Focus on the following: 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).

    2. Take notes and act out various scenes in Act IV.

    How will students effectively understand the plot's events (the falling action after the climax of Hamlet's killing of Polonius) and the theme of insanity and its significance in Act IV of Hamlet? DATE CHANGE: THIS COMING TUESDAY, MAY 14th:
  • Read all of Acts IV and V in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 BOTH Acts IV and V of Hamlet vocabulary AND ACTS IV AND V of HAMLET.
  • Thursday, May 9th, 2013: 1. Do Now: Review answers to Act II quiz, if necessary.

    2. Review and take notes on more of Act III, especially the events leading up to the climax where Hamlet commits a tragic mistake--the first tragedy of the play.

    How will students effectively understand the plot's events (rising action and climax where Hamlet commits a tragic mistake) in Act III of Hamlet? DATE CHANGE: TUESDAY, MAY 14th:
  • Read all of Acts IV and V in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 of Hamlet vocabulary
  • Wednesday, May 8th, 2013: 1. Do Now: QUIZ on Acts I, II and III Hamlet vocabulary

    Show HW:

  • Five post-its on the virtues and flaws of characters in Act III
  • Flashcards for Acts II and III Hamlet vocabulary

    2. Review answers to Act II quiz.

    3. Review and take notes on more of Act III, especially the events leading up to the climax where Hamlet commits a tragic mistake--the first tragedy of the play.

  • How will students effectively understand the plot's events (rising action and climax where Hamlet commits a tragic mistake) in Act III of Hamlet? DATE CHANGE: TUESDAY, MAY 14th:
  • Read all of Acts IV and V in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 of Hamlet vocabulary
  • Tuesday, May 7th, 2013: Work Period: Work on the HW due tomorrow:
  • Study and compose flashcards for Acts II and III Hamlet vocabulary (quiz tomorrow--Wednesday).
  • Read the rest of Act III and compose five post-its on the virtues and flaws of characters in Act III.
  • Work on any owed HW.
  • How will students effectively understand the plot's events (rising action and climax where Hamlet commits a tragic mistake) in Act III of Hamlet? DUE TOMORROW, WEDNESDAY, MAY 8th:
  • Read all of Act III in Hamlet (play given in class). A reading quiz may be given at any time.
    Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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. You may also use a flashcard app.
  • Quiz on Acts I-III of Hamlet vocabulary

    DUE WEDNESDAY, MAY 15th:

  • Read all of Acts IV and V in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 of Hamlet vocabulary
  • Monday, May 6th, 2013: 1. Do Now: Introduce/Review Acts II and III Hamlet vocabulary (quiz on Wednesday).

    2. Start reading Act III, Scene I. Examine Claudius' confrontation of Rosencrantz and Guildenstern, and they reveal that Hamlet has not confided in them. Then, Gertrude asks Ophelia to find out about Hamlet's behavior. Next, we read the famous "To Be or Not to Be" soliloquy. Finally, we see Hamlet's rude demeanor toward Ophelia in which he tells her "go to a nunnery!"

    How will students effectively understand the plot's events (rising action) in Act III of Hamlet, focusing on Hamlet's behavior toward his childhood friends and his girlfriend? DUE THIS WEDNESDAY, MAY 8th:
  • Read all of Act III in Hamlet (play given in class). A reading quiz may be given at any time.
    Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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. You may also use a flashcard app.
  • Quiz on Acts I-III of Hamlet vocabulary

    DUE WEDNESDAY, MAY 15th:

  • Read all of Acts IV and V in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 of Hamlet vocabulary
  • Friday, May 3rd, 2013: 1. Do Now: QUIZ on ACT II (prove that you did the HW reading).

    Show HW: post-its on the virtues and flaws of characters in Act II

    2. Review Act II in Hamlet, and identify and interpret famous quotes. Act II, Scene I: Polonius, the spy, wants to check out his son, Laertes, in France. Ophelia's revelation that Hamlet appears insane. Act II, Scene II: Claudius and Gertrude confronting Hamlet's childhood friends, Rosencrantz and Guildenstern, to spy on Hamlet and find out about his activities. Polonius doesn't trust Hamlet either. Hamlet finds out that Rosencrantz and Guildenstern have turned on him and are siding with Claudius and Gertrude. Hamlet is determined to reveal Claudius' guilt and prove that the ghost is right.

    3. Introduce/Review Acts II and III Hamlet vocabulary (quiz on Wednesday).

    How will students effectively understand the plot's events (rising action) and characterization of virtuous and flawed characters in Act II of Hamlet? DUE NEXT WEDNESDAY, MAY 8th:
  • Read all of Act III in Hamlet (play given in class). A reading quiz may be given at any time.
    Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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. You may also use a flashcard app.
  • Quiz on Acts I-III of Hamlet vocabulary

    DUE WEDNESDAY, MAY 15th:

  • Read all of Acts IV and V in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 of Hamlet vocabulary
  • Thursday, May 2nd, 2013: 1. Do Now:
  • What did you learn (about yourself and/or Shakespeare) from composing the advice poem?
  • What did you find most challenging in composing the advice poem?
  • What predictions can you make regarding the upcoming acts of Hamlet?

    Show HW: Advice Poem to a Newbie: Write in iambic pentameter (unrhymed, 10 syllables per line). Write 14 lines.

    2. Share Do poem excerpts.

    3. Take notes on the essentials of Act I, Scene V and Act II:

  • Review Act I, Scene V (the ghost's telling of his brother, the murderer, and the act of murder, the ghost imploring Hamlet to take revenge, the repetition of the serpent and incest, and Hamlet's found mission and revitalization)
  • Introduce Act II in Hamlet. Act II, Scene I: Polonius, the spy, wants to check out his son, Laertes, in France. Ophelia's revelation that Hamlet appears insane. Act II, Scene II: Claudius and Gertrude confronting Hamlet's childhood friends, Rosencrantz and Guildenstern, to spy on Hamlet and find out about his activities. Polonius doesn't trust Hamlet either. Hamlet finds out that Rosencrantz and Guildenstern have turned on him and are siding with Claudius and Gertrude. Hamlet is determined to reveal Claudius' guilt and prove that the ghost is right.
  • How will students effectively understand the plot's events (rising action ) in Act II of Hamlet? DUE TOMORROW, FRIDAY, MAY 3RD:
  • Read all of Act II in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 NEXT WEDNESDAY, MAY 8th:

  • Read all of Act III in Hamlet (play given in class). A reading quiz may be given at any time.
    Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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. You may also use a flashcard app.
  • Quiz on Acts I-III of Hamlet vocabulary

    DUE WEDNESDAY, MAY 15th:

  • Read all of Acts IV and V in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 of Hamlet vocabulary
  • Wednesday, May 1st, 2013: 1. Do Now:
    ADVICE TO A NEWBIE: Finish yesterday's assignment. Using Polonius' speech as a model in Act I, Scene III, write an advice poem to a new student at your school. How do you navigate the social scene? What foods should you avoid in the cafeteria? Example: "Neither a slacker nor an overachiever be…" Add in "thy" or "thine" (your), "thou" or "thee" (you), "oft" (often), and more. Write in iambic pentameter (unrhymed, 10 syllables per line). Write 14 lines. Finish in class and turn it in during class or by the end of the day.

    Show HW: Vocabulary Flashcards for Act I 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. You may also use a flashcard app.

    2. Share Do Now excerpts.

    3. Begin reading Act II in Hamlet. Take notes.

    How will students effectively understand iambic pentameter and Polonius' advice in Act I, Scene III of Hamlet? DUE THIS COMING FRIDAY, MAY 3RD:
  • Read all of Act II in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 NEXT WEDNESDAY, MAY 8th:

  • Read all of Act III in Hamlet (play given in class). A reading quiz may be given at any time.
    Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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. You may also use a flashcard app.
  • Quiz on Acts I-III of Hamlet vocabulary

    DUE WEDNESDAY, MAY 15th:

  • Read all of Acts IV and V in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 of Hamlet vocabulary
  • Tuesday, April 30th, 2013: 1. WORK PERIOD:
    ADVICE TO A NEWBIE: Using Polonius' speech as a model in Act I, Scene III, write an advice poem to a new student at your school. How do you navigate the social scene? What foods should you avoid in the cafeteria? Example: "Neither a slacker nor an overachiever be…" Add in "thy" or "thine" (your), "thou" or "thee" (you), "oft" (often), and more. Write in iambic pentameter (unrhymed, 10 syllables per line). Write 14 lines. Try to finish in class. There will be some time in class tomorrow to complete the poem.

    2. Work on the HW.

    How will students effectively understand iambic pentameter and Polonius' advice in Act I, Scene III of Hamlet? DUE TOMORROW, WEDNESDAY, MAY 1st:
  • Compose vocabulary flashcards for Act I 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. You may also use a flashcard app.

    DUE THIS COMING FRIDAY, MAY 3RD:

  • Read all of Act II in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 8th:

  • Read all of Act III in Hamlet (play given in class). A reading quiz may be given at any time.
    Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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. You may also use a flashcard app.
  • Quiz on Acts I-III of Hamlet vocabulary

    DUE WEDNESDAY, MAY 15th:

  • Read all of Acts IV and V in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 of Hamlet vocabulary
  • Monday, April 29th, 2013: 1. DO NOW: Introduce Hamlet vocabulary. Compose sentences for vocabulary lists for Acts I and II.

    Show HW: FIVE post-its (equivalent to 1/4 of a piece of loose-leaf paper) of evidence of virtues (admirable qualities) and flaws (weaknesses) in any of the characters. Fill each post-it (1/4 of a page) 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.

    2. Review the Hamlet vocabulary.

    3. Introduce HW.

    How will students effectively acquire knowledge of Shakespeare's life, times, works and poetic style in order to understand the entirety of the play of Hamlet, including the plot summary, the characters' virtues and flaws and literary devices? DUE THIS WEDNESDAY, MAY 1st:
  • Compose vocabulary flashcards for Act I 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. You may also use a flashcard app.

    DUE THIS COMING FRIDAY, MAY 3RD:

  • Read all of Act II in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 8th:

  • Read all of Act III in Hamlet (play given in class). A reading quiz may be given at any time.
    Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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. You may also use a flashcard app.
  • Quiz on Acts I-III of Hamlet vocabulary

    DUE WEDNESDAY, MAY 15th:

  • Read all of Acts IV and V in Hamlet (play given in class). A reading quiz may be given at any time.
  • Compose FIVE post-its (each post-it is equivalent to 1/4 of a piece of loose leaf paper) 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 of Hamlet vocabulary
  • Friday, April 26th, 2013: 1. DO NOW: Continue reading of the introductory scenes of Act I of Hamlet. 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? Take notes as we read.

    2. HW Reminders/Show HW

    How will students effectively acquire knowledge of Shakespeare's life, times, works and poetic style in order to understand Act I of Hamlet and the characterization of Hamlet vs. Claudius, literary devices such as foreshadowing and imagery, and the characters' virtues and flaws? DUE THIS COMING MONDAY, APRIL 29th (on the 3rd marking period):
  • Read all of Act I in Hamlet (play given in class).
  • Compose FIVE post-its (equivalent to 1/4 of a piece of loose-leaf paper) of evidence of virtues (admirable qualities) and flaws (weaknesses) in any of the characters. Fill each post-it (1/4 of a page) 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.
  • Thursday, April 25th, 2013: 1. DO NOW: Continue reading of the introductory scenes of Act I of Hamlet. 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? Take notes as we read.

    2. HW Reminders/Show HW

    How will students effectively acquire knowledge of Shakespeare's life, times, works and poetic style? DUE BY TOMORROW, FRIDAY, APRIL 26th: Turn in all owed HW (it's the LAST day of the 2nd marking period!). Also, print out evidence of your vocabslam.com HW to earn credit for this marking period (period 5=extra credit and period 6=required).

    MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!). TOMORROW (FRIDAY) IS THE LAST DAY OF THE 2ND MARKING PERIOD.

    DUE THIS COMING MONDAY, APRIL 29th (on the 3rd marking period):

  • Read all of Act I in Hamlet (play given in class).
  • Compose FIVE post-its (equivalent to 1/4 of a piece of loose-leaf paper) of evidence of virtues (admirable qualities) and flaws (weaknesses) in any of the characters. Fill each post-it (1/4 of a page) 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.
  • Wednesday, April 24th, 2013: 1. DO NOW: Continue reading of 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? Take notes as we read.

    2. HW Reminders/Show HW (extra credit--speech corrections).

    How will students effectively acquire knowledge of Shakespeare's life, times, works and poetic style? DUE BY THIS FRIDAY, APRIL 26th (period 5=extra credit and period 6=required): print out evidence of your vocabslam.com HW to earn credit for this marking period.

    MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!). THIS FRIDAY IS THE LAST DAY OF THE 2ND MARKING PERIOD.

    DUE NEXT MONDAY, APRIL 29th (on the 3rd marking period):

  • Read all of Act I in Hamlet (play given in class).
  • Compose FIVE post-its (equivalent to 1/4 of a piece of loose-leaf paper) of evidence of virtues (admirable qualities) and flaws (weaknesses) in any of the characters. Fill each post-it (1/4 of a page) 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.
  • Tuesday, April 23rd, 2013 (Shakespeare's 449th birthday!): 1. DO NOW: Read, discuss and take notes on the "To Be or Not To Be" Soliloquy. What can we anticipate in the play, Hamlet? Begin to paraphrase each line in today's modern language. Identify literary terms. Cookies and juice for Shakespeare's birthday!

    2. Distribution and check-out of Hamlet plays

    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?

    4. Introduce HW.

    How will students effectively acquire knowledge of Shakespeare's life, times, works and poetic style? EXTRA CREDIT OPPORTUNITY FOR ALL STUDENTS WHO PRESENTED SPEECHES:
  • DUE BY TOMORROW, WEDNESDAY, APRIL 24th: Make corrections made by Ms. Conn. Bring in the original and the corrected speech. You can earn up to 10 points extra on your speech grade (you cannot earn over 100%)!

    MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!). THIS FRIDAY IS THE LAST DAY OF THE 2ND MARKING PERIOD.

    DUE NEXT MONDAY, APRIL 29th:

  • Read all of Act I in Hamlet (play given in class).
  • Compose FIVE post-its (equivalent to 1/4 of a piece of loose-leaf paper) of evidence of virtues (admirable qualities) and flaws (weaknesses) in any of the characters. Fill each post-it (1/4 of a page) 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.
  • Monday, April 22nd, 2013: 1. Finish introducing Shakespeare's life, times and works. Take additional notes.

    2. Introduce 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. Read "To Be or Not To Be" Soliloquy. What can we anticipate in the play, Hamlet? Begin to paraphrase each line in today's modern language. Identify literary terms. Be ready to share and discuss tomorrow.

    How will students effectively acquire knowledge of Shakespeare's life, times, works and poetic style? EXTRA CREDIT OPPORTUNITY FOR ALL STUDENTS WHO PRESENTED SPEECHES:
  • DUE BY WEDNESDAY, APRIL 24th: Make corrections made by Ms. Conn. Bring in the original and the corrected speech. You can earn up to 10 points extra on your speech grade (you cannot earn over 100%)!

    MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!). THIS FRIDAY IS THE LAST DAY OF THE 2ND MARKING PERIOD.

  • Friday, April 19th, 2013: 1. GUEST SPEAKER from VOCABSLAM. I will be checking your posts of 15 words. VALUE=TWO HOMEWORK ASSIGNMENTS (20 points). VOTE FOR FUN, TOO!
  • EXTRA CREDIT (TWO EXTRA HOMEWORK ASSIGNMENTS=20 POINTS): UPLOAD A VIDEO (SEE DIRECTIONS ON THE WEBSITE) ON VOCABSLAM.

    2. Continue introducing Shakespeare's life, times and works. Take additional notes.

  • How will students effectively improve vocabulary for SAT skill building? MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!). NEXT FRIDAY IS THE LAST DAY OF THE 2ND MARKING PERIOD.
    Thursday, April 18th, 2013: 1. SPEECH PRESENTATIONS (you will be graded based on the Persuasion Speech Grading Rubric). All students with last names that begin with M-Z.

    2. Introduce Shakespeare's life, times and works. Take additional notes.

    How will students effectively present persuasive speeches? DUE TOMORROW, FRIDAY, APRIL 19th:
  • Sign on VOCABSLAM and post ABOUT 3 words per day (a total of 15 words). VALUE=TWO HOMEWORK ASSIGNMENTS (20 points). VOTE FOR FUN, TOO! If you have not registered, please do the following: click "Reply" to any sentence; for example: click here and then click the "D" button to register with Disqus. Click "Need an account?" type your name and email and you are set.
  • EXTRA CREDIT (TWO EXTRA HOMEWORK ASSIGNMENTS=20 POINTS): UPLOAD A VIDEO (SEE DIRECTIONS ON THE WEBSITE) ON VOCABSLAM.

    MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!).

  • Wednesday, April 17th, 2013: SPEECH PRESENTATIONS (you will be graded based on the Persuasion Speech Grading Rubric). All students with last names that begin with A-L. How will students effectively present persuasive speeches? DUE TOMORROW, THURSDAY, April 18th (students whose last names begin with M-Z):
    Persuasive Speech Assignment: You will write 1-2 typed pages (250-300 words; three paragraphs, which include an introduction of 4-6 sentences, a body paragraph of 10-12 sentences and a conclusion of 4-6 sentences) speech on the following persuasive topic: The Importance of Education. You will persuade your audience that education is valuable. You MUST include examples from Narrative of the Life of Frederick Douglass, an American Slave and from your own personal experiences. You MUST include a minimum of two direct quotes (including page numbers) from Douglass' memoir in which you introduce the quotes and explain why the quotes support the topic. You must follow the Persuasion Speech Grading Rubric and Ms. Conn's Writing Standards. This speech will be presented next Wednesday (April 17th) and Thursday (April 18th), depending on your given date. This will be 15% of the 2nd marking period grade.

    DUE THIS COMING FRIDAY, APRIL 19th:

  • Sign on VOCABSLAM and post ABOUT 3 words per day (a total of 15 words). VALUE=TWO HOMEWORK ASSIGNMENTS (20 points). VOTE FOR FUN, TOO! If you have not registered, please do the following: click "Reply" to any sentence; for example: click here and then click the "D" button to register with Disqus. Click "Need an account?" type your name and email and you are set.
  • EXTRA CREDIT (TWO EXTRA HOMEWORK ASSIGNMENTS=20 POINTS): UPLOAD A VIDEO (SEE DIRECTIONS ON THE WEBSITE) ON VOCABSLAM.

    MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!).

  • Tuesday, April 16th, 2013: 1. Do Now: Review the Persuasion Speech Grading Rubric.

    2. Speech Delivery Practice: With a partner, deliver one paragraph. Make sure to speak loudly, enunciate, use eye contact, hand gestures when emphasizing important points, and enthusiasm. Next, deliver one paragraph to a group of 3 people (you should be in a group of 4). Make sure to speak loudly, enunciate, use eye contact, hand gestures when emphasizing important points, and enthusiasm.

    3. Reflections: How was this speech delivery practice useful and effective? What did you learn? What do you need to work on for your presentations tomorrow?

    4. Student volunteers will deliver one paragraph to the entire class. Make sure to speak loudly, enunciate, use eye contact, hand gestures when emphasizing important points, and enthusiasm. Class will offer insight/suggestions for improvement.

    5. Work Period: Work on brainstorming your personal opinions on why you believe education is valuable. Brainstorm why Frederick Douglass believes education is valuable. Identify two direct quotes from his memoir that support his opinion on the value of education.

    How will students effectively prepare to present a persuasive speech? DUE TOMORROW, WEDNESDAY, April 17th ((students whose last names begin with A-L)/THIS THURSDAY, April 18th (students whose last names begin with M-Z):
    Persuasive Speech Assignment: You will write 1-2 typed pages (250-300 words; three paragraphs, which include an introduction of 4-6 sentences, a body paragraph of 10-12 sentences and a conclusion of 4-6 sentences) speech on the following persuasive topic: The Importance of Education. You will persuade your audience that education is valuable. You MUST include examples from Narrative of the Life of Frederick Douglass, an American Slave and from your own personal experiences. You MUST include a minimum of two direct quotes (including page numbers) from Douglass' memoir in which you introduce the quotes and explain why the quotes support the topic. You must follow the Persuasion Speech Grading Rubric and Ms. Conn's Writing Standards. This speech will be presented next Wednesday (April 17th) and Thursday (April 18th), depending on your given date. This will be 15% of the 2nd marking period grade.

    DUE THIS COMING FRIDAY, APRIL 19th:

  • Sign on VOCABSLAM and post ABOUT 3 words per day (a total of 15 words). VALUE=TWO HOMEWORK ASSIGNMENTS (20 points). VOTE FOR FUN, TOO! If you have not registered, please do the following: click "Reply" to any sentence; for example: click here and then click the "D" button to register with Disqus. Click "Need an account?" type your name and email and you are set.
  • EXTRA CREDIT (TWO EXTRA HOMEWORK ASSIGNMENTS=20 POINTS): UPLOAD A VIDEO (SEE DIRECTIONS ON THE WEBSITE) ON VOCABSLAM.

    MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!).

  • Monday, April 15th, 2013: 1. Do Now: Review the HW: the Persuasive Speech Assignment. You will write typed, 1-2 pages (250-300 words; three paragraphs, which include an introduction of 4-6 sentences, a body paragraph of 10-12 sentences and a conclusion of 4-6 sentences) speech on the following persuasive topic: The Importance of Education. You will persuade your audience that education is valuable. You MUST include examples from Narrative of the Life of Frederick Douglass, an American Slave and from your own personal experiences. You MUST include a minimum of two direct quotes (including page numbers) from Douglass' memoir in which you introduce the quotes and explain why the quotes support the topic. You must follow the Persuasion Speech Grading Rubric and Ms. Conn's Writing Standards. This speech will be presented next Wednesday (April 17th) and Thursday (April 18th), depending on your given date. This will be 15% of the 2nd marking period grade.

    2. Work Period: Work on brainstorming your personal opinions on why you believe education is valuable. Brainstorm why Frederick Douglass believes education is valuable. Identify two direct quotes from his memoir that support his opinion on the value of education.

    How will students effectively prepare to present a persuasive speech? DUE THIS WEDNESDAY, April 17th ((students whose last names begin with A-L)/THURSDAY, April 18th (students whose last names begin with M-Z):
    Persuasive Speech Assignment: You will write 1-2 typed pages (250-300 words; three paragraphs, which include an introduction of 4-6 sentences, a body paragraph of 10-12 sentences and a conclusion of 4-6 sentences) speech on the following persuasive topic: The Importance of Education. You will persuade your audience that education is valuable. You MUST include examples from Narrative of the Life of Frederick Douglass, an American Slave and from your own personal experiences. You MUST include a minimum of two direct quotes (including page numbers) from Douglass' memoir in which you introduce the quotes and explain why the quotes support the topic. You must follow the Persuasion Speech Grading Rubric and Ms. Conn's Writing Standards. This speech will be presented next Wednesday (April 17th) and Thursday (April 18th), depending on your given date. This will be 15% of the 2nd marking period grade.

    DUE THIS COMING FRIDAY, APRIL 19th:

  • Sign on VOCABSLAM and post ABOUT 3 words per day (a total of 15 words). VALUE=TWO HOMEWORK ASSIGNMENTS (20 points). VOTE FOR FUN, TOO!
  • EXTRA CREDIT (TWO EXTRA HOMEWORK ASSIGNMENTS=20 POINTS): UPLOAD A VIDEO (SEE DIRECTIONS ON THE WEBSITE) ON VOCABSLAM.

    MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!).

  • Friday, April 12th, 2013: GUEST SPEAKER FROM VOCABSLAM. How will students effectively improve their SAT reading and writing sections? DUE THIS COMING WEDNESDAY, April 17th ((students whose last names begin with A-L)/THURSDAY, April 18th (students whose last names begin with M-Z):
    Persuasive Speech Assignment: You will write 1-2 typed pages (250-300 words; three paragraphs, which include an introduction of 4-6 sentences, a body paragraph of 10-12 sentences and a conclusion of 4-6 sentences) speech on the following persuasive topic: The Importance of Education. You will persuade your audience that education is valuable. You MUST include examples from Narrative of the Life of Frederick Douglass, an American Slave and from your own personal experiences. You MUST include a minimum of two direct quotes (including page numbers) from Douglass' memoir in which you introduce the quotes and explain why the quotes support the topic. You must follow the Persuasion Speech Grading Rubric and Ms. Conn's Writing Standards. This speech will be presented next Wednesday (April 17th) and Thursday (April 18th), depending on your given date. This will be 15% of the 2nd marking period grade.

    DUE NEXT FRIDAY, APRIL 19th:

  • Sign on VOCABSLAM and post ABOUT 3 words per day (a total of 15 words). VALUE=TWO HOMEWORK ASSIGNMENTS (20 points). VOTE FOR FUN, TOO!
  • EXTRA CREDIT (TWO EXTRA HOMEWORK ASSIGNMENTS=20 POINTS): UPLOAD A VIDEO (SEE DIRECTIONS ON THE WEBSITE) ON VOCABSLAM.

    MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!).

  • Thursday, April 11th, 2013: 1. Do Now: Finish reviewing the answers to the Questions on Narrative of the Life of Frederick Douglass, an American Slave.

    2. Introduce the Persuasive Speech Assignment. You will write typed, 1-2 pages (250-300 words; three paragraphs, which include an introduction of 4-6 sentences, a body paragraph of 10-12 sentences and a conclusion of 4-6 sentences) speech on the following persuasive topic: The Importance of Education. You will persuade your audience that education is valuable. You MUST include examples from Narrative of the Life of Frederick Douglass, an American Slave and from your own personal experiences. You MUST include a minimum of two direct quotes (including page numbers) from Douglass' memoir in which you introduce the quotes and explain why the quotes support the topic. You must follow the Persuasion Speech Grading Rubric and Ms. Conn's Writing Standards. This speech will be presented next Wednesday (April 17th) and Thursday (April 18th), depending on your given date. This will be 15% of the 2nd marking period grade.

    How will students effectively prove their analysis of Douglass' memoir and analyze the importance of the memoir and current events in their lives? DUE NEXT WEDNESDAY, April 17th ((students whose last names begin with A-L)/THURSDAY, April 18th (students whose last names begin with M-Z):
    Persuasive Speech Assignment: You will write 1-2 typed pages (250-300 words; three paragraphs, which include an introduction of 4-6 sentences, a body paragraph of 10-12 sentences and a conclusion of 4-6 sentences) speech on the following persuasive topic: The Importance of Education. You will persuade your audience that education is valuable. You MUST include examples from Narrative of the Life of Frederick Douglass, an American Slave and from your own personal experiences. You MUST include a minimum of two direct quotes (including page numbers) from Douglass' memoir in which you introduce the quotes and explain why the quotes support the topic. You must follow the Persuasion Speech Grading Rubric and Ms. Conn's Writing Standards. This speech will be presented next Wednesday (April 17th) and Thursday (April 18th), depending on your given date. This will be 15% of the 2nd marking period grade.

    MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!).

    Wednesday, April 10th, 2013: 1. Do Now:
  • What will you most remember about Douglass' memoir, in weeks, months and years to come?
  • What are valuable messages that Douglass wants to send to his readers?
  • What do you believe Douglass is saying about human beings, in general?

    2. Discuss Do Now questions/answers.

    3. Discuss Friday's work period classwork questions below:
    1.) What are five facts in the news this past week?
    2.) Who are five people in the news this past week?
    3.) When was the last time that you read or watched the news?
    4.) Where have you received the news in this past week--newspaper, TV, internet or radio?
    5.) Why or why not do you read or listen to the news?
    6.) How would Frederick Douglass feel about the answers to your questions above? Explain your answer with evidence from The Narrative of the Life of Frederick Douglass, an American Slave.
    7.) How would your parents feel about your answers to questions #1-5?
    8.) If you are asked these questions next week, do you want to make any changes in your answers? Explain.
    9.) How would your parents' answers to questions #1-5 differ from your answers?
    10.) What did you most learn about yourself from your answers above? Why were these questions valuable in understanding your relationship to current events?

    4. Review the answers to the Questions on Narrative of the Life of Frederick Douglass, an American Slave.

  • How will students effectively prove their analysis of Douglass' memoir and analyze the importance of the memoir and current events in their lives? MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!).
    Tuesday, April 9th, 2013: 1. Do Now: EXAM on the book, The Narrative of the Life of Frederick Douglass, an American Slave. You will be assessed on evidence of dehumanization, humanization and questions on The Narrative of the Life of Frederick Douglass, an American Slave.

    Show HW: all 20 post-its on dehumanization and humanization.

    2. When finished with the exam, finish yesterday's School-wide Assessment (SAT PREDICTOR) for Juniors.

    IF TIME ALLOWS, discuss Friday's work period classwork questions below:
    1.) What are five facts in the news this past week?
    2.) Who are five people in the news this past week?
    3.) When was the last time that you read or watched the news?
    4.) Where have you received the news in this past week--newspaper, TV, internet or radio?
    5.) Why or why not do you read or listen to the news?
    6.) How would Frederick Douglass feel about the answers to your questions above? Explain your answer with evidence from The Narrative of the Life of Frederick Douglass, an American Slave.
    7.) How would your parents feel about your answers to questions #1-5?
    8.) If you are asked these questions next week, do you want to make any changes in your answers? Explain.
    9.) How would your parents' answers to questions #1-5 differ from your answers?
    10.) What did you most learn about yourself from your answers above? Why were these questions valuable in understanding your relationship to current events?

    How will students effectively prove their preparation for Douglass' memoir and the SAT and analyze the importance of current events in their lives? MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!).
    Monday, April 8th, 2013 (Holocaust Remembrance Day): 1. Do Now: School-wide Assessment (SAT PREDICTOR) for Juniors (we have to move our exam on The Narrative of Frederick Douglass to tomorrow due to this school-required exam)

    IF TIME ALLOWS, show HW (Friday's work period classwork questions below, 20 post-its for Douglass' memoir, and any owed HW):
    1.) What are five facts in the news this past week?
    2.) Who are five people in the news this past week?
    3.) When was the last time that you read or watched the news?
    4.) Where have you received the news in this past week--newspaper, TV, internet or radio?
    5.) Why or why not do you read or listen to the news?
    6.) How would Frederick Douglass feel about the answers to your questions above? Explain your answer with evidence from The Narrative of the Life of Frederick Douglass, an American Slave.
    7.) How would your parents feel about your answers to questions #1-5?
    8.) If you are asked these questions next week, do you want to make any changes in your answers? Explain.
    9.) How would your parents' answers to questions #1-5 differ from your answers?
    10.) What did you most learn about yourself from your answers above? Why were these questions valuable in understanding your relationship to current events?

    2. HW Reminders

    How will students effectively prove their preparation for the SAT and analyze the importance of current events in their lives? DATE CHANGE: DUE TOMORROW, TUESDAY, APRIL 9th:
  • EXAM (25% of the 2nd marking period) on the book, The Narrative of the Life of Frederick Douglass, an American Slave. You will be assessed on evidence of dehumanization, humanization and questions on The Narrative of the Life of Frederick Douglass, an American Slave. Please bring a #2 pencil since it will be a scantron, multiple-choice question test.
  • Show all 20 post-its on dehumanization and humanization tomorrow for on-time credit (this is due to the mandatory SAT predictor exam that was required today, Monday, and caused the exam on Douglass' narrative to be postponed).

    MAKE UP ANY OWED HW. SEE PREVIOUS DAYS' ASSIGNMENTS (especially the MAJOR NATIVE AMERICAN PAPER!).

  • Friday, April 5th, 2013: Work Period:
    1.) What are five facts in the news this past week?
    2.) Who are five people in the news this past week?
    3.) When was the last time that you read or watched the news?
    4.) Where have you received the news in this past week--newspaper, TV, internet or radio?
    5.) Why or why not do you read or listen to the news?
    6.) How would Frederick Douglass feel about the answers to your questions above? Explain your answer with evidence from The Narrative of the Life of Frederick Douglass, an American Slave.
    7.) How would your parents feel about your answers to questions #1-5?
    8.) If you are asked these questions next week, do you want to make any changes in your answers? Explain.
    9.) How would your parents' answers to questions #1-5 differ from your answers?
    10.) What did you most learn about yourself from your answers above? Why were these questions valuable in understanding your relationship to current events?
    How will students effectively analyze the importance of current events in their lives? DUE THIS MONDAY, APRIL 9th:
  • EXAM (25% of the 2nd marking period) on the book, The Narrative of the Life of Frederick Douglass, an American Slave. You will be assessed on evidence of dehumanization, humanization and questions on The Narrative of the Life of Frederick Douglass, an American Slave.
  • Show the 20 post-its you composed 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. Explain WHY EACH EXAMPLE IS DEHUMANIZATION OR HUMANIZATION.
  • Show today's work period classwork questions/answers.

    MAKE UP ANY OWED HW. SEE BELOW AND PREVIOUS DAYS' ASSIGNMENTS.

    THE FINAL PAPER WAS DUE ON MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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, April 4th, 2013: Work Period:
  • Identify the top five life experiences that led Frederick Douglass to freedom and his role as a historic figure.
  • Work on HW due or owed.
  • How will students effectively study dehumanization and humanization in Frederick Douglass' autobiography? DUE TODAY (by your class period), THURSDAY, APRIL 4th:
  • Answer all of the questions on The Narrative of the Life of Frederick Douglass, an American Slave. E-MAIL MS. CONN the HW at hconn@schools.nyc.gov by your class period.

    HW DATE CHANGE: DUE THIS MONDAY, APRIL 9th:

  • EXAM (25% of the 2nd marking period) on the book, The Narrative of the Life of Frederick Douglass, an American Slave. You will be assessed on evidence of dehumanization, humanization and questions on The Narrative of the Life of Frederick Douglass, an American Slave.
  • Show the 20 post-its you composed 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. Explain WHY EACH EXAMPLE IS DEHUMANIZATION OR HUMANIZATION.

    MAKE UP ANY OWED HW. SEE BELOW AND PREVIOUS DAYS' ASSIGNMENTS.

    THE FINAL PAPER WAS DUE ON MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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, April 3rd, 2013: 1. Do Now:
  • Compose 2-3 multiple-choice questions (with five answer choices; identify the correct answer) based on the questions and post-its of dehumanization and humanization on The Narrative of the Life of Frederick Douglass, an American Slave. Turn it in.

    2. Work Period:

  • Identify the top five life experiences that led Frederick Douglass to freedom and his role as a historic figure.
  • Work on HW due tomorrow.

    3. Share findings and reflectons from the Work Period.

    4. HW Reminders

  • How will students effectively study dehumanization and humanization in Frederick Douglass' autobiography? DUE TOMORROW, THURSDAY, APRIL 4th:
  • Answer all of the questions on The Narrative of the Life of Frederick Douglass, an American Slave. E-MAIL MS. CONN the HW at hconn@schools.nyc.gov by your class period.

    HW DATE CHANGE: DUE THIS MONDAY, APRIL 9th:

  • EXAM (25% of the 2nd marking period) on the book, The Narrative of the Life of Frederick Douglass, an American Slave. You will be assessed on evidence of dehumanization, humanization and questions on The Narrative of the Life of Frederick Douglass, an American Slave.
  • Show the 20 post-its you composed 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. Explain WHY EACH EXAMPLE IS DEHUMANIZATION OR HUMANIZATION.

    MAKE UP ANY OWED HW. SEE BELOW AND PREVIOUS DAYS' ASSIGNMENTS.

    THE FINAL PAPER WAS DUE ON MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 22nd, 2013: 1. Work Period:
  • Work on the HW:
  • Read the rest of The Narrative of the Life of Frederick Douglass, an American Slave.
  • Compose a total of 20 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. Explain WHY EACH EXAMPLE IS DEHUMANIZATION OR HUMANIZATION.
  • Answer all of the questions on The Narrative of the Life of Frederick Douglass, an American Slave.

    2. Reality Improv Game based on The Narrative of Frederick Douglass.

  • Students will write a short story (a minimum of a 1/2 page) on a time when they've felt enslaved (based on the theme in The Narrative of Frederick Douglass). The short story must have a beginning, middle and an end.
  • Students will put their short stories in a container/box. Then a volunteer actor #1 will pull a short story out of the container. Then the volunteer actor will choose a volunteer actor #2 with whom he will act.
  • Volunteer actor #1 will know the story and volunteer actor #2 will have to follow actor #1's lead. Students in the class will watch, but no one will share whose story was performed. Acting should be no more than 1 minute.
  • We will repeat this a few times.
  • At the end, students who wrote the stories performed will share who they are and if their stories were performed accurately.
  • How will students effectively study dehumanization and humanization in Frederick Douglass' autobiography?

    DUE THURSDAY, APRIL 4th:

  • Read the rest of The Narrative of the Life of Frederick Douglass, an American Slave.
  • Compose a total of 20 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. Explain WHY EACH EXAMPLE IS DEHUMANIZATION OR HUMANIZATION.
  • Answer all of the questions on The Narrative of the Life of Frederick Douglass, an American Slave.
  • Be ready for an exam (25% of the 2nd marking period) on the book. You will be assessed on evidence of dehumanization, humanization and questions on The Narrative of the Life of Frederick Douglass, an American Slave.

    MAKE UP ANY OWED HW. SEE BELOW AND PREVIOUS DAYS' ASSIGNMENTS.

    THE FINAL PAPER WAS DUE ON MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 21st, 2013: 1. Do Now: Quiz on chapters 1 and 2 in The Narrative of the Life of Frederick Douglass, an American Slave

    Show HW: 5 post-its on evidence of dehumanization and humanization in chapters 1 and 2. 2. 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. These are the first two questions in the questions on The Narrative of the Life of Frederick Douglass, an American Slave. Discuss the evidence of dehumanization and humanization in chapters 1 and 2.

    How will students effectively begin the study of dehumanization and humanization in Frederick Douglass' autobiography?

    DUE THURSDAY, APRIL 4th:

  • Read the rest of The Narrative of the Life of Frederick Douglass, an American Slave.
  • Compose a total of 20 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. Explain WHY EACH EXAMPLE IS DEHUMANIZATION OR HUMANIZATION.
  • Answer all of the questions on The Narrative of the Life of Frederick Douglass, an American Slave.
  • Be ready for an exam (25% of the 2nd marking period) on the book. You will be assessed on evidence of dehumanization, humanization and questions on The Narrative of the Life of Frederick Douglass, an American Slave.

    MAKE UP ANY OWED HW. SEE BELOW AND PREVIOUS DAYS' ASSIGNMENTS.

    THE FINAL PAPER WAS DUE ON MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 20th, 2013: 1. Do Now: Review the Introduction (pp. XIII-XXXIII) and take notes on Frederick Douglass as a truth-teller, a believer in G-d, a fighter against the hardships of slavery, a seeker of literacy and freedom from slavery, a survivor of the tricksters, a witness, a denier of victimization, an orator and an inspirational role model for all people.

    2. Post-it distribution/HW Reminders

    3. Begin working on the HW, if time allows.

    How will students effectively prepare for our new unit on Frederick Douglass' autobiography through the analysis of this inspirational role model through the eyes of a modern-day professor at Columbia University? DUE TOMORROW, THURSDAY, MARCH 21st:
  • 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 on chapters 1 and 2 (between 5-10% of the 2nd marking period). You will be assessed on evidence of dehumanization and humanization and how chapters 1 and 2 are revealing Douglass' later accomplishments in his adult life.

    DUE THURSDAY, APRIL 4th:

  • Read the rest of The Narrative of the Life of Frederick Douglass, an American Slave.
  • Compose a total of 20 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.
  • Answer all of the questions on The Narrative of the Life of Frederick Douglass, an American Slave.
  • Be ready for an exam (25% of the 2nd marking period) on the book. You will be assessed on evidence of dehumanization, humanization and questions on The Narrative of the Life of Frederick Douglass, an American Slave.

    MAKE UP ANY OWED HW. SEE BELOW AND PREVIOUS DAYS' ASSIGNMENTS.

    THE FINAL PAPER WAS DUE ON MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 19th, 2013: 1. Do Now: Distribute The Narrative of the Life of Frederick Douglass, an American Slave and introduce the HW.

    2. Start reading and taking notes.

    How will students effectively prepare for our new unit on Frederick Douglass' autobiography through the contrasting analysis of dehumanization vs. humanization and the comparative analysis of the author's adult life and early childhood? DUE THIS THURSDAY, MARCH 21st:
  • 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 on chapters 1 and 2 (between 5-10% of the 2nd marking period). You will be assessed on evidence of dehumanization and humanization and how chapters 1 and 2 are revealing Douglass' later accomplishments in his adult life.

    DUE THURSDAY, APRIL 4th:

  • Read the rest of The Narrative of the Life of Frederick Douglass, an American Slave.
  • Compose a total of 20 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.
  • Answer all of the questions on The Narrative of the Life of Frederick Douglass, an American Slave.
  • Be ready for an exam (25% of the 2nd marking period) on the book. You will be assessed on evidence of dehumanization, humanization and questions on The Narrative of the Life of Frederick Douglass, an American Slave.

    MAKE UP ANY OWED HW. SEE BELOW AND PREVIOUS DAYS' ASSIGNMENTS.

    THE FINAL PAPER WAS DUE ON MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 18th, 2013: 1. Do Now: Read the short biography of Frederick Douglass. Underline evidence of Frederick Douglass freeing himself from slavery. Be ready to share why this influential man that are inspiring and motivating to young people today.

    Show HW: A well-developed paragraph (10-12 sentences) on a news article on slavery in which you answered the 5 W's and the 1 H. Show the citation/Work Cited of the article, too.

    2. Discuss/Analyze the Do Now and the HW. What are some significant facts to know about Frederick Douglass' life? Why is it relevant to learn about Frederick Douglass' life today?

    3. Share HW.

    How will students effectively prepare for our next unit on Frederick Douglass' autobiography by making predictions and worldly and personal connections? MAKE UP ANY OWED HW. SEE BELOW AND PREVIOUS DAYS' ASSIGNMENTS.

    THE FINAL PAPER WAS DUE ON MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 15th, 2013: 1. Do Now: Beware the Ides of March! Share the history of today!

    2. PARENT-TEACHER CONFERENCES

    How will students effectively prepare for our next unit on Frederick Douglass' autobiography by examining slavery and personally connecting to the experience of being enslaved? DUE THIS MONDAY, MARCH 18th:
  • Find a news article (online or in print) that contains the topic of slavery going on anywhere in the world today. Please choose a reliable news source (such as: The New York Times or CNN). Please DO NOT use free newspapers. Read the article and be ready to share the summary on Monday. Write a well-developed paragraph (10-12 sentences) in which you answer the 5 W's and the 1 H: Who is enslaved? What is the slavery? When is the slavery occurring? Where is the slavery occurring? Why is the slavery occurring? How is the slavery occurring?
  • Please cite the article, as can be seen HERE. You should include the following:
    Author's Last Name, Author's First Name. "Article title." Title of Newspaper. Date of publication. Medium of publication.
    EXAMPLE:
    Brubaker, Bill. "New Health Center Targets County's Uninsured Patients." Washington Post. 24 May 2007. Print.

    MAKE UP ANY OWED HW. SEE BELOW AND PREVIOUS DAYS' ASSIGNMENTS.

    THE FINAL PAPER WAS DUE ON MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 14th, 2013: 1. Do Now: Finish discussing the "The Go-Nowhere Generation" editorial article from The New York Times.
  • Answer these questions (and take additional notes) in connection with the article:
    1.) Do you agree with its content?
    2.) What was the author's purpose in writing this article?
    3.) What does this article reveal about America and America's young people?
    4.) Is the characterization of America's young people accurate?
    5.) Does this characterization bring pride to parents of these young people?
    6.) What happened to the young people who were working hard to achieve the American Dream?
    7.) What are next steps/resolutions to the problems revealed in the article?
    8.) What makes this article reliable?
    9.) What is the structure of this article? Examine the organization/flow.
    10.) What did you like best about this article? What did you like least about this article?

    2. Discuss the following statements. Use the who, what, when, where, why, and how questions to examine each statement. For example: Who are slaves? What is our slavery? When are we slaves? Write questions for each statement below and answer each question.

  • Today, we are slaves.
  • Today, we are free.

    3. Introduce HW.

  • How will students effectively prepare for our next unit on Frederick Douglass' autobiography by examining our apathy, risk-averse lifestyle and analysis of our dual lives of freedom and slavery? DUE THIS MONDAY, MARCH 18th:
  • Find a news article (online or in print) that contains the topic of slavery going on anywhere in the world today. Please choose a reliable news source (such as: The New York Times or CNN). Please DO NOT use free newspapers. Read the article and be ready to share the summary on Monday. Write a well-developed paragraph (10-12 sentences) in which you answer the 5 W's and the 1 H: Who is enslaved? What is the slavery? When is the slavery occurring? Where is the slavery occurring? Why is the slavery occurring? How is the slavery occurring?
  • Please cite the article, as can be seen HERE. You should include the following:
    Author's Last Name, Author's First Name. "Article title." Title of Newspaper. Date of publication. Medium of publication.
    EXAMPLE:
    Brubaker, Bill. "New Health Center Targets County's Uninsured Patients." Washington Post. 24 May 2007. Print.

    MAKE UP ANY OWED HW. SEE BELOW AND PREVIOUS DAYS' ASSIGNMENTS.

    THE FINAL PAPER WAS DUE ON MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 13th, 2013: 1. Do Now: Analyze the following statements. Use the who, what, when, where, why, and how questions to examine each statement. For example: Who are slaves? What is our slavery? When are we slaves? Write questions for each statement below and answer each question.
  • Today, we are slaves.
  • Today, we are free.

    Show HW: the 10 answers for "The Go-Nowhere Generation" article.

    2. Discuss "The Go-Nowhere Generation" editorial article from The New York Times.

  • Answer these questions (and take additional notes) in connection with the article:
    1.) Do you agree with its content?
    2.) What was the author's purpose in writing this article?
    3.) What does this article reveal about America and America's young people?
    4.) Is the characterization of America's young people accurate?
    5.) Does this characterization bring pride to parents of these young people?
    6.) What happened to the young people who were working hard to achieve the American Dream?
    7.) What are next steps/resolutions to the problems revealed in the article?
    8.) What makes this article reliable?
    9.) What is the structure of this article? Examine the organization/flow.
    10.) What did you like best about this article? What did you like least about this article?

    3. Discuss the Do Now brainstorming. Add to your notes.

  • How will students effectively prepare for our next unit on Frederick Douglass' autobiography by examining our apathy, risk-averse lifestyle and analysis of our dual lives of freedom and slavery? MAKE UP ANY OWED HW. SEE BELOW AND PREVIOUS DAYS' ASSIGNMENTS.

    THE FINAL PAPER WAS DUE ON MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 12th, 2013: 1. Do Now: Finish reading "The Go-Nowhere Generation" editorial article from The New York Times.
  • Answer these questions in connection with the article:
    1.) Do you agree with its content?
    2.) What was the author's purpose in writing this article?
    3.) What does this article reveal about America and America's young people?
    4.) Is the characterization of America's young people accurate?
    5.) Does this characterization bring pride to parents of these young people?
    6.) What happened to the young people who were working hard to achieve the American Dream?
    7.) What are next steps/resolutions to the problems revealed in the article?
    8.) What makes this article reliable?
    9.) What is the structure of this article? Examine the organization/flow.
    10.) What did you like best about this article? What did you like least about this article?

    2. Discuss Do Now questions/answers. Add to your notes.

    3. Brainstorming on the following statements. Use the who, what, when, where, why, and how questions to examine each statement. For example: Who are slaves? What is our slavery? When are we slaves?

  • Today, we are slaves.
  • Today, we are free.
  • How will students effectively prepare for our next unit on Frederick Douglass' autobiography by examining our apathy, risk-averse lifestyle and analysis of our dual lives of freedom and slavery? DUE TOMORROW, WEDNESDAY, MARCH 13th:
    Finish reading "The Go-Nowhere Generation" editorial article from The New York Times.
  • Finish answering these questions in connection with the article:
    1.) Do you agree with its content?
    2.) What was the author's purpose in writing this article?
    3.) What does this article reveal about America and America's young people?
    4.) Is the characterization of America's young people accurate?
    5.) Does this characterization bring pride to parents of these young people?
    6.) What happened to the young people who were working hard to achieve the American Dream?
    7.) What are next steps/resolutions to the problems revealed in the article?
    8.) What makes this article reliable?
    9.) What is the structure of this article? Examine the organization/flow.
    10.) What did you like best about this article? What did you like least about this article?

    THIS WAS DUE YESTERDAY, MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 11th, 2013: 1. Do Now: Reflections on the Peer Editing Questions:
    1.) What are three main strengths of the draft?
    2.) What are three areas needing improvement?
    3.) Is the opening interesting and does it draw the reader into the body of the paper? Can you suggest any revisions for the opening that would make it more effective in doing this?
    4.) Does the writer include evidence from both texts to support the thesis?
    5.) Are there any confusing parts of the paper? Identify them.
    6.) Does every sentence in the paper support the thesis statement? If not, identify them.
    7.) Is the thesis statement easily identified? If yes, identify it.
    8.) Is there a clear conclusion? If not, why not?
    9.) Is the paper organized? Can you identify transitions?
    10.) Do you have any final suggestions for improvement?

    2. Turn in the FINAL PAPER.

    3. Work Period:
    Read "The Go-Nowhere Generation" editorial article from The New York Times.

  • Answer these questions in connection with the article:
    1.) Do you agree with its content?
    2.) What was the author's purpose in writing this article?
    3.) What does this article reveal about America and America's young people?
    4.) Is the characterization of America's young people accurate?
    5.) Does this characterization bring pride to parents of these young people?
    6.) What happened to the young people who were working hard to achieve the American Dream?
    7.) What are next steps/resolutions to the problems revealed in the article?
    8.) What makes this article reliable?
    9.) What is the structure of this article? Examine the organization/flow.
    10.) What did you like best about this article? What did you like least about this article?
  • How will students effectively write a major paper and prepare for our next unit on Frederick Douglass' autobiography? THIS WAS DUE TODAY MONDAY, MARCH 11th (-10 points each day it's late):
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 8th, 2013: 1. Peer Editing: Exchange with a neighboring classmate. Read his/her paper and answer the following questions on a separate piece of paper (at the top, write your name, the Peer Reviewer, of _____________________ (your classmate's name)).
    1.) What are three main strengths of the draft?
    2.) What are three areas needing improvement?
    3.) Is the opening interesting and does it draw the reader into the body of the paper? Can you suggest any revisions for the opening that would make it more effective in doing this?
    4.) Does the writer include evidence from both texts to support the thesis?
    5.) Are there any confusing parts of the paper? Identify them.
    6.) Does every sentence in the paper support the thesis statement? If not, identify them.
    7.) Is the thesis statement easily identified? If yes, identify it.
    8.) Is there a clear conclusion? If not, why not?
    9.) Is the paper organized? Can you identify transitions?
    10.) Do you have any final suggestions for improvement?

    2. Do your final preparations for the FINAL PAPER.

    How will students effectively prepare to write a major paper? DUE THIS COMING MONDAY, MARCH 11th:
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 7th, 2013: 1. Do Now: Review answers to the EXAM on the Native American Literature Unit.

    2. Peer Editing: Exchange with a neighboring classmate. Read his/her paper and answer the following questions on a separate piece of paper (at the top, write your name, the Peer Reviewer, of _____________________ (your classmate's name)).
    1.) What are three main strengths of the draft?
    2.) What are three areas needing improvement?
    3.) Is the opening interesting and does it draw the reader into the body of the paper? Can you suggest any revisions for the opening that would make it more effective in doing this?
    4.) Does the writer include evidence from both texts to support the thesis?
    5.) Are there any confusing parts of the paper? Identify them.
    6.) Does every sentence in the paper support the thesis statement? If not, identify them.
    7.) Is the thesis statement easily identified? If yes, identify it.
    8.) Is there a clear conclusion? If not, why not?
    9.) Is the paper organized? Can you identify transitions?
    10.) Do you have any final suggestions for improvement?

    Show HW: Rough Draft of Final Paper. Show any owed HW.

    3. Review basic in-text citation and basic format for Works Cited for books.

    How will students effectively prepare to write a major paper and review the unit exam on Native American literature? DUE THIS COMING MONDAY, MARCH 11th:
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your Peer Review, edited rough draft, stamped thesis statement, introduction, freewrite and any other preparation.

    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 6th, 2013: 1. Do Now: EXAM on the Native American Literature Unit

    2. Work Period:

  • Work on the Graphic Organizer. Write your thesis statement in the goal box of the graphic organizer. This is a great method to organize your ideas.
  • Compose your introductory paragraph (look back at your writing on American values and Native American literature notes for ideas) of your major paper.
  • Free write one handwritten page that supports your thesis statement (after you've reviewed your evidence from the book and the article).
  • Show your thesis statement and acquire teacher's approval (stamp)

    3. Review basic in-text citation and basic format for Works Cited for books.

  • How will students effectively prepare to write a major paper and take a unit exam on Native American literature? DUE TOMORROW, THURSDAY, MARCH 7th:
    ROUGH DRAFT OF FINAL PAPER (last HW assignment for the 1st marking period). You MUST provide at least one typed page (or two handwritten pages). Of course, the more you write, the better! Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists).

    DUE THIS COMING MONDAY, MARCH 11th:
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists). Here's what you need to incorporate in your paper: basic in-text citation and basic format for Works Cited for books. The Works Cited goes at the very end of your paper. Attach your edited rough draft, stamped thesis statement, introduction and freewrite.

    Tuesday, March 5th, 2013: 1. Do Now: Distribution of Graphic Organizer. Write your thesis statement in the goal box of the graphic organizer. This is a great method to organize your ideas.

    2. Discuss/Review the detailed requirements for the paper and tomorrow's exam (see HW section).

    3.Work Period:

  • Compose your introductory paragraph (look back at your writing on American values and Native American literature notes for ideas) of your major paper.
  • Free write one handwritten page that supports your thesis statement (after you've reviewed your evidence from the book and the article).
  • Show your thesis statement and acquire teacher's approval (stamp)

    4. If time allows, play a vocabulary game (act out a vocabulary word, and students guess).

  • How will students effectively prepare to write a major paper and take a unit exam on Native American literature? DUE TOMORROW, WEDNESDAY, MARCH 6th:
    TEST (50% of 1st marking period; multiple-choice questions ONLY; please bring a #2 pencil) ON THE NATIVE AMERICAN UNIT AND VOCABULARY LIST #2. You should know the following:
  • Evidence of respect, including problems with lack of respect and the need for a solution in the article, "Probing the Relationship Between Native Americans and Ecology". Know answers to the following questions (based on the article): How do people disrespect the environment? How do Native Americans respect the environment?
  • In Bury My Heart at Wounded Knee Chapter One, review answers to the questions discussed in class (review your notes). The questions explored the following: the author's tone toward the Indians, white Americans and Europeans, the themes, conflict resolution between the three groups mentioned, timeline of years mentioned in the chapter (you don't need to know specific dates, just the general centuries), and the author's characterization of the three groups mentioned.
  • Know definitions and parts of speech of each of the vocabulary words in VOCABULARY LIST #2. The questions on the test will mostly be SAT-style (sentence completion).

    DUE THIS THURSDAY, MARCH 7th:
    ROUGH DRAFT OF FINAL PAPER (last HW assignment for the 1st marking period). You MUST provide at least one typed page (or two handwritten pages). Of course, the more you write, the better! Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists).

    DUE NEXT MONDAY, MARCH 11th:
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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. Include sophisticated vocabulary to enhance your writing (see our two vocabulary lists).

  • Monday, March 4th, 2013: 1. Do Now: Compose your introductory paragraph (look back at your writing on American values and Native American literature notes for ideas) of your major paper.

    2. Work Period: Free write one handwritten page that supports your thesis statement (after you've reviewed your evidence from the book and the article).

    Show your thesis statement and acquire teacher's approval (stamp).

    3. Introduce Grading Rubric, which will guide you in composing a successful paper.

    4. HW Reminders

    How will students effectively prepare to write a major paper by composing the thesis statement, introductory paragraph and a free write? DUE THIS WEDNESDAY, MARCH 6th:
    TEST (50% of 1st marking period; multiple-choice questions ONLY; please bring a #2 pencil) ON THE NATIVE AMERICAN UNIT AND VOCABULARY LIST #2. You should know the following:
  • Evidence of respect, including problems with lack of respect and the need for a solution in the article, "Probing the Relationship Between Native Americans and Ecology". Know answers to the following questions (based on the article): How do people disrespect the environment? How do Native Americans respect the environment?
  • In Bury My Heart at Wounded Knee Chapter One, review answers to the questions discussed in class (review your notes). The questions explored the following: the author's tone toward the Indians, white Americans and Europeans, the themes, conflict resolution between the three groups mentioned, timeline of years mentioned in the chapter (you don't need to know specific dates, just the general centuries), and the author's characterization of the three groups mentioned.
  • Know definitions and parts of speech of each of the vocabulary words in VOCABULARY LIST #2. The questions on the test will mostly be SAT-style (sentence completion).

    DUE THIS THURSDAY, MARCH 7th:
    ROUGH DRAFT OF FINAL PAPER (last HW assignment for the 1st marking period):

    DUE NEXT MONDAY, MARCH 11th:
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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.

  • Friday, March 1st, 2013: 1. Do Now: Finish composing your thesis statement for the MAJOR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. Use the Writing a Thesis Statement Handout by University of North Carolina to guide you. Next, identify a minimum of three ways that Native Americans improved the lives of others and the environment (use chapter one of Bury My Heart at Wounded Knee and the article).

    Show HW: Vocabulary List #2 flashcards and any owed HW.

    2. Work Period: Compose your introductory paragraph (look back at your writing on American values and Native American literature notes for ideas). If time allows, free write one handwritten page that supports your thesis statement (after you've reviewed your evidence from the book and the article).

    How will students effectively prepare to write a major paper by examining the thesis statement writing process and prepare for the Native American Unit Test? DUE NEXT WEDNESDAY, MARCH 6th:
    TEST (50% of 1st marking period; multiple-choice questions ONLY; please bring a #2 pencil) ON THE NATIVE AMERICAN UNIT AND VOCABULARY LIST #2. You should know the following:
  • Evidence of respect, including problems with lack of respect and the need for a solution in the article, "Probing the Relationship Between Native Americans and Ecology". Know answers to the following questions (based on the article): How do people disrespect the environment? How do Native Americans respect the environment?
  • In Bury My Heart at Wounded Knee Chapter One, review answers to the questions discussed in class (review your notes). The questions explored the following: the author's tone toward the Indians, white Americans and Europeans, the themes, conflict resolution between the three groups mentioned, timeline of years mentioned in the chapter (you don't need to know specific dates, just the general centuries), and the author's characterization of the three groups mentioned.
  • Know definitions and parts of speech of each of the vocabulary words in VOCABULARY LIST #2. The questions on the test will mostly be SAT-style (sentence completion).

    DUE NEXT THURSDAY, MARCH 7th:
    ROUGH DRAFT OF FINAL PAPER (last HW assignment for the 1st marking period):

    DUE MONDAY, MARCH 11th:
    FINAL DRAFT OF PAPER (include the rough draft with peer edits) (25% of your 2nd marking period grade)=HERE'S YOUR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. 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, underline and insert at the end of the first paragraph). You should have 3-6 quotes cited properly (we will discuss and take notes in class). 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 4-5 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.

  • Thursday, February 28th, 2013: 1. Do Now: Write down these successful thesis statements and then answer the question that follows:
  • 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.
  • Due to the outdated computers, Info Tech HS should improve the technology with updates so it can help students succeed.


  • Why are these thesis statements successful?

    2. Work Period: Here's the MAJOR PAPER QUESTION: Explain how the Native Americans' value of respect for all improves the lives of others and the environment. Now, write a good thesis statement based on Writing a Thesis Statement Handout by University of North Carolina. Finally, identify a minimum of three ways that Native Americans improved the lives of others and the environment (use chapter one of Bury My Heart at Wounded Knee and the article).

    Show HW: Vocabulary Story on Vocabulary List #2. REMEMBER to adhere to (follow) Ms. Conn's Writing Standards. You must underline all of the vocabulary words in a creative or non-fiction story that you write about one of the following topics: American Values, Native American Values, Respect, Community Service, or the Environment.

    3. Share excerpts from your vocabulary story.

  • How will students effectively prepare to write a major paper by examining the thesis statement writing process and prepare for the Native American Unit Test? DUE TOMORROW, FRIDAY, MARCH 1st:
  • FLASHCARDS for Vocabulary List #2. On the front of the flashcard, write the word and part of speech. On the back of the flashcard, write the definition and an original sentence (your own sentence, not the sentence provided in the list). You may choose to use an electronic app to create your flashcards.

    DUE NEXT WEDNESDAY, MARCH 6th:
    TEST (50% of 1st marking period; multiple-choice questions ONLY; please bring a #2 pencil) ON THE NATIVE AMERICAN UNIT AND VOCABULARY LIST #2. You should know the following:

  • Evidence of respect, including problems with lack of respect and the need for a solution in the article, "Probing the Relationship Between Native Americans and Ecology". Know answers to the following questions (based on the article): How do people disrespect the environment? How do Native Americans respect the environment?
  • In Bury My Heart at Wounded Knee Chapter One, review answers to the questions discussed in class (review your notes). The questions explored the following: the author's tone toward the Indians, white Americans and Europeans, the themes, conflict resolution between the three groups mentioned, timeline of years mentioned in the chapter (you don't need to know specific dates, just the general centuries), and the author's characterization of the three groups mentioned.
  • Know definitions and parts of speech of each of the vocabulary words in VOCABULARY LIST #2. The questions on the test will mostly be SAT-style (sentence completion).

    MAJOR PAPER IS COMING SOON--STAY TUNED!

  • Wednesday, February 27th, 2013: 1. Do Now: Introduce Vocabulary List #2.

    2. In small table groups, discuss yesterday's Do Now writing assignment on why America has certain values, share your definition of the American values, offer historical examples (use examples from American history, at least 20 years or more in the past), offer a modern-day example (in the 21st century) and explain how these American values are similar or different to Native American values.

    3. Share Small group discussions with the whole class. What did you learn about American values? What did everyone agree upon regarding American values?

    4. Introduce the Native American Unit Exam details (see HW for all the details).

    5. Discuss the mini-paper on technology at Information Technology High School. Remind students that a thesis statement MUST persuade readers and MUST be challenge-worthy/arguable.

    6. HW Reminders

    How will students effectively prepare to write a major paper by examining the thesis statement writing process and prepare for the Native American Unit Test? DUE TOMORROW, THURSDAY, FEBRUARY 28th:
  • Vocabulary Story (one typed page--about 250 words OR two handwritten pages; this story will be checked for completion, not accuracy, though do your best to use the words correctly and avoid grammatical errors) using all words from Vocabulary List #2. REMEMBER to adhere to (follow) Ms. Conn's Writing Standards. You must underline all of the vocabulary words in a creative or non-fiction story that you write about one of the following topics: American Values, Native American Values, Respect, Community Service, or the Environment.

    DUE THIS FRIDAY, MARCH 1st:

  • FLASHCARDS for Vocabulary List #2. On the front of the flashcard, write the word and part of speech. On the back of the flashcard, write the definition and an original sentence (your own sentence, not the sentence provided in the list). You may choose to use an electronic app to create your flashcards.

    DUE NEXT WEDNESDAY, MARCH 6th:
    TEST (50% of 1st marking period; multiple-choice questions ONLY; please bring a #2 pencil) ON THE NATIVE AMERICAN UNIT AND VOCABULARY LIST #2. You should know the following:

  • Evidence of respect, including problems with lack of respect and the need for a solution in the article, "Probing the Relationship Between Native Americans and Ecology". Know answers to the following questions (based on the article): How do people disrespect the environment? How do Native Americans respect the environment?
  • In Bury My Heart at Wounded Knee Chapter One, review answers to the questions discussed in class (review your notes). The questions explored the following: the author's tone toward the Indians, white Americans and Europeans, the themes, conflict resolution between the three groups mentioned, timeline of years mentioned in the chapter (you don't need to know specific dates, just the general centuries), and the author's characterization of the three groups mentioned.
  • Know definitions and parts of speech of each of the vocabulary words in VOCABULARY LIST #2. The questions on the test will mostly be SAT-style (sentence completion).

    MAJOR PAPER IS COMING SOON--STAY TUNED!

  • Tuesday, February 26th, 2013: 1. Do Now: What are FIVE American values? Discuss with a neighbor/classmate. Write a well-developed paragraph (10-12 sentences for this paragraph) explaining why these five values are American values, in which you explain your definition of the values, offer historical examples (use examples from American history, at least 20 years or more in the past), offer a modern-day example (in the 21st century) and explain how these American values are similar or different to Native American values. Be ready to share.

    SHOW HW: your mini-paper with FIVE peer edits (punctuation, capitalization, spelling, word usage, etc.). Make sure your peer editor's name is in the top, right-hand corner of the paper. Turn in the extra credit (10 unknown words and definitions for the article)--this is the value of one extra credit HW.

    2. Share/Discuss the American values that you chose and excerpts from the Do Now paragraph. Share/Discuss excerpts from the mini-paper.

    3. Introduce Vocabulary List #2.

    How will students effectively prepare to write a major paper by examining the thesis statement writing process and prepare for the Native American Unit Test? DUE THIS THURSDAY, FEBRUARY 28th:
  • Vocabulary Story (one typed page--about 250 words OR two handwritten pages; this story will be checked for completion, not accuracy, though do your best to use the words correctly and avoid grammatical errors) using all words from Vocabulary List #2. REMEMBER to adhere to (follow) Ms. Conn's Writing Standards. You must underline all of the vocabulary words in a creative or non-fiction story that you write about one of the following topics: American Values, Native American Values, Respect, Community Service, or the Environment.

    DUE THIS FRIDAY, MARCH 1st:

  • FLASHCARDS for Vocabulary List #2. On the front of the flashcard, write the word and part of speech. On the back of the flashcard, write the definition and an original sentence (your own sentence, not the sentence provided in the list). You may choose to use an electronic app to create your flashcards.


  • TEST ON THE VOCABULARY AND THE NATIVE AMERICAN UNIT COMING SOON!
  • MAJOR PAPER IS COMING SOON--STAY TUNED!
  • Monday, February 25th, 2013: Work Period:
    1.) Exchange your mini-paper with a classmate and peer edit (use a different colored pen). Make a minimum of FIVE edits (punctuation, capitalization, spelling, word usage, etc.). Identify your peer editor in the top, right-hand corner of the paper. Be ready to turn it in tomorrow.
    2.) Make up any owed HW.
    3.) EXTRA CREDIT (value=free HW): Identify 10 unknown words from the article, "Probing the Relationship Between Native Americans and Ecology", and define the words. Be ready to turn in tomorrow.
    How will students effectively prepare to write a major paper by examining the thesis statement writing process? DUE TOMORROW, TUESDAY, FEBRUARY 26th:
  • TURN IN THE HW THAT WAS DUE TODAY--Mini-Paper (ungraded) on a Thesis Statement=turn in a one-page, typed paper OR two-page, handwritten paper supporting your thesis statement (underline your thesis statement in the paper) on the following paper topic: Analyze the technology at Information Technology High School. Remember, the thesis statement is in the end of the introductory paragraph. The entire paper must support the thesis statement. Don't forget to follow Ms. Conn's Writing Standards.

    Make up any owed HW.

  • Friday, February 22nd, 2013: 1. Do Now: Here's a topic for an imaginary paper: Analyze the technology at Information Technology High School. Create a thesis statement for your paper. Make sure it's persuasive and makes a claim that others will dispute. Identify 3-5 sub-topics/reasons (main ideas for 3-5 body paragraphs that would support this thesis statement).

    Show HW: Rewrite of your vocabulary story (see teacher edits). Make sure that you make ALL corrections that the teacher marked on your story. Bring in the original and the rewrite tomorrow.

    2. Discuss/Share Do Now. Discuss/Share 3-5 sub-topics/reasons to support the thesis statement. Discuss the relevance of the thesis statement to the students' lives (a thesis is a persuasive argument, much like a mission statement).

    3. Discuss and highlight important points in Writing a Thesis Statement Handout by University of North Carolina. This will help introduce the MAJOR PAPER on the Native American value of respect for all. Share your thesis statement. Be ready to discuss.

    4. Introduce HW.

    How will students effectively prepare to write a major paper by examining the thesis statement writing process? DUE THIS MONDAY, FEBRUARY 25th:
  • Mini-Paper (ungraded) on a Thesis Statement=turn in a one-page, typed paper OR two-page, handwritten paper supporting your thesis statement (underline your thesis statement in the paper) on the following paper topic: Analyze the technology at Information Technology High School. Remember, the thesis statement is in the end of the introductory paragraph. The entire paper must support the thesis statement. Don't forget to follow Ms. Conn's Writing Standards.

    Make up any owed HW.

  • Thursday, February 21st, 2013: 1. Do Now: Finish reviewing "Probing the Relationship Between Native Americans and Ecology". Discuss and add notes (for each paragraph) on evidence of respect, including problems with lack of respect and the need for a solution. Also, discuss answers to the following questions for the article:
    1.) 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.
    2.) 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. Read (silently) Writing a Thesis Statement Handout by University of North Carolina. This will help introduce the MAJOR PAPER on the Native American value of respect for all. Begin to think about and brainstorm for your thesis statement. Be ready to discuss.

    3. Introduce HW.

    How will students effectively prepare to write a major paper by examining Native Americans' practices within the environment and respect for nature? DUE TOMORROW, FRIDAY, FEBRUARY 22nd:
  • Rewrite your vocabulary story (see teacher edits). Make sure that you make ALL corrections that the teacher marked on your story. Bring in the original and the rewrite tomorrow.

    Make up any owed HW.

  • Wednesday, February 20th, 2013: 1. Do Now: Read Writing a Thesis Statement Handout by University of North Carolina. This will help introduce the MAJOR PAPER on the Native American value of respect for all. Begin to think about and brainstorm for your thesis statement.

    Show HW: "Probing the Relationship Between Native Americans and Ecology". Show notes (for each paragraph) on evidence of respect, including problems with lack of respect and the need for a solution. Show your answers to the following questions for the article:
    1.) 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.
    2.) 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. Discuss the HW article, summary notes/evidence of respect, problems with the lack of respect and a need for a solution.

    3. Review the first vocabulary quiz.

    How will students effectively prepare to write a major paper by examining Native Americans' practices within the environment and respect for nature? Make up any owed HW.
    Friday, February 15th, 2013: 1. Do Now: Compose at least one vocabulary card for the Word Wall.

    Show HW: Brainstorm/Freewrite one full page on the following statement: There is a great problem of diminished respect for other people and the environment and there is an urgent need for a solution.

    2. Discuss HW: Freewrite of one page on the problem of diminished respect for other people and the environment and the urgent need for solutions.

    3. Discuss 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.

    4. HW introduced.

    How will students effectively characterize leadership skills, messages to modern society and depictions of white Americans and American Indians in American history, as can be seen in a non-fiction text? DUE WEDNESDAY, FEBRUARY 20th:
  • Read article on the Native Americans' respect for the environment: "Probing the Relationship Between Native Americans and Ecology". Take notes (for each paragraph) on evidence of respect, including problems with lack of respect and the need for a solution. Answer the following questions for the article:
    1.) 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.
    2.) 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.

    Make up any owed HW.

  • Thursday, February 14th, 2013: 1. Do Now: Brainstorm/Freewrite one full page on the following statement: There is a great problem of diminished respect for other people and the environment and there is an urgent need for a solution.

    Show the HW (questions/answers for pages 10-12 in Bury My Heart at Wounded Knee) any owed HW.

    2. Discuss Do Now problem and solutions.

    3. Discuss 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.

    4. Sharing of "Sonnet 18" by William Shakespeare.

    5. Create a vocabulary card for the Word Wall.

    6. HW Reminder

    How will students effectively characterize leadership skills, messages to modern society and depictions of white Americans and American Indians in American history, as can be seen in a non-fiction text? DUE TOMORROW, FRIDAY, FEBRUARY 15th:
  • Finish today's classwork, if necessary: Brainstorm/Freewrite one full page on the following statement: There is a great problem of diminished respect for other people and the environment and there is an urgent need for a solution.

    Make up any owed HW.

  • Wednesday, February 13th, 2013: 1. Do Now: VOCABULARY QUIZ on Chapter One Vocabulary List from Bury My Heart at Wounded Knee

    Show any owed HW.

    2. 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.

    How will students effectively characterize leadership skills, messages to modern society and depictions of white Americans and American Indians in American history, as can be seen in a non-fiction text? DUE TOMORROW, THURSDAY, FEBRUARY 14th:
  • Show today's classwork questions on pp. 10-12 in Bury My Heart at Wounded Knee.

    Make up any owed HW.

  • Tuesday, February 12th, 2013: 1. Do Now: Work on any owed HW and prepare for tomorrow's quiz.

    Show yesterday's classwork: pp. 7-9 in Bury My Heart at Wounded Knee:
    1.) How does the author, Dee Brown, characterize the Europeans? Identify one direct quote to support your answer and explain 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 TIMELINE for all of the years/dates (include the events that occurred during those years/dates) in Chapter One of Bury My Heart at Wounded Knee.

    2. Discuss answers to yesterday's classwork questions on pp. 7-9.

    3. If time allows, make vocabulary cards for the Word Wall.

    How will students effectively characterize the American Indians, Europeans and Americans in American history, as can be seen in a non-fiction text? DUE TOMORROW, WEDNESDAY, FEBRUARY 13th:
  • QUIZ on Chapter One Vocabulary List from Bury My Heart at Wounded Knee. Know the definitions and how to compose sentences for each of the words. The quiz will not be matching or multiple-choice. You MUST know all of the definitions well.
  • Monday, February 11th, 2013: 1. Do Now: Read 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 explain 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. Finish working on the TIMELINE for all of the years/dates (include the events that occurred during those years/dates) in Chapter One of Bury My Heart at Wounded Knee.

    3. Make up any owed HW and show any owed HW.

    How will students effectively characterize the American Indians, Europeans and Americans in American history, as can be seen in a non-fiction text? DUE TOMORROW, TUESDAY, FEBRUARY 12th:
  • Show today's classwork (questions for pp. 7-9; see details in classwork section).
  • Show TIMELINE for Chapter One.

    DUE THIS WEDNESDAY, FEBRUARY 13th:

  • QUIZ on Chapter One Vocabulary List from Bury My Heart at Wounded Knee. Know the definitions and how to compose sentences for each of the words. The quiz will not be matching or multiple-choice. You MUST know all of the definitions well.
  • Friday, February 8th, 2013: Work Period: Continue to work on the TIMELINE for all of the years/dates (include the events that occurred during those years/dates) in Chapter One of Bury My Heart at Wounded Knee. If not finished, there will be time on Monday, in class. Make up any owed HW and work on preparing for upcoming vocabulary quiz. How will students effectively analyze the significance of the American Indian in American history, as can be seen in a non-fiction text? DUE THIS COMING WEDNESDAY, FEBRUARY 13th:
  • QUIZ on Chapter One Vocabulary List from Bury My Heart at Wounded Knee. Know the definitions and how to compose sentences for each of the words. The quiz will not be matching or multiple-choice. You MUST know the definitions well.
  • Thursday, February 7th, 2013: 1. Do Now: Create a TIMELINE for all of the years/dates (include the events that occurred during those years/dates) in Chapter One of Bury My Heart at Wounded Knee.

    Show HW: show the classwork for questions/answers on pages 1-6 (a total of 6 questions) for Bury My Heart at Wounded Knee. Show the vocabulary flashcards. Turn in the vocabulary story.

    2. Discussion/Note-Taking::

    Discuss pages 1-3 in Bury My Heart at Wounded Knee. Share answers to the following questions:
    1.) What's the author's tone (feeling/attitude) toward the Indians? Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.
    2.) What's the author's tone (feeling/attitude) toward the Europeans? Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.
    3.) What themes (messages the author is expressing) exist in these pages? A theme can be the importance of family. Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.

    Discuss/Take notes on the answers to the questions for pages 4-6 in Bury My Heart at Wounded Knee:
    1.) How do the Europeans resolve conflict with the Indians? Identify one direct quote to support your answer and explain 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 explain 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 explain how the quote supports your answer.

    3. HW Reminders

    How will students effectively understand and analyze conflict and conflict-resolution in a non-fiction text? DUE THIS COMING WEDNESDAY, FEBRUARY 13th:
  • QUIZ on Chapter One Vocabulary List from Bury My Heart at Wounded Knee. Know the definitions and how to compose sentences for each of the words. The quiz will not be matching or multiple-choice. You MUST know the definitions well.
  • Wednesday, February 6th, 2013: 1. Do Now: For pages 4-6 in Bury My Heart at Wounded Knee, answer the following questions:
    1.) How do the Europeans resolve conflict with the Indians? Identify one direct quote to support your answer and explain 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 explain 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 explain how the quote supports your answer.

    2. Work Period: Work on tomorrow's HW assignments--flashcards and vocabulary story (see HW section for details).

    3. HW Reminders

    How will students effectively understand and analyze conflict and conflict-resolution in a non-fiction text? DUE TOMORROW, THURSDAY, FEBRUARY 7th(note the new date!):
  • Flashcards for Chapter One Vocabulary List from Bury My Heart at Wounded Knee. On the front of the flashcard, write the word and part of speech. On the back of the flashcard, write the definition and an original sentence (your own sentence, not the sentence provided in the list).
  • Vocabulary Story (one typed page--about 250 words OR two handwritten pages) using all words from Chapter One Vocabulary List from Bury My Heart at Wounded Knee. REMEMBER to adhere to (follow) Ms. Conn's Writing Standards. You must underline all of the vocabulary words in a creative or non-fiction story that you write about one of the following topics: Native Americans (American Indians), My Goals, College Life, Junior Year or A Day in My Life.
  • CLASSWORK ASSIGNMENTS (all 6 questions/answers for pp. 1-6 in Bury My Heart at Wounded Knee) WILL BE CHECKED TOMORROW. Please make sure that everything is answered completely.

    DUE NEXT WEDNESDAY, FEBRUARY 13th:

  • QUIZ on Chapter One Vocabulary List from Bury My Heart at Wounded Knee. Know the definitions and how to compose sentences for each of the words. The quiz will not be matching or multiple-choice. You MUST know the definitions well.
  • Tuesday, February 5th, 2013: 1. Do Now: Introduce Chapter One Vocabulary List from Bury My Heart at Wounded Knee. Check any words that you already know, put a dash (-) next to words that look familiar, and put a question mark (?) next to words that you've never seen before.

    2. Review Do Now.

    3. Discuss pages 1-3 in Bury My Heart at Wounded Knee. Share answers to the following questions:
    1.) What's the author's tone (feeling/attitude) toward the Indians? Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.
    2.) What's the author's tone (feeling/attitude) toward the Europeans? Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.
    3.) What themes (messages the author is expressing) exist in these pages? A theme can be the importance of family. Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.

    4. Write down the following: For pages 4-6 in Bury My Heart at Wounded Knee, answer the following questions:
    1.) How do the Europeans resolve conflict with the Indians? Identify one direct quote to support your answer and explain 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 explain 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 explain how the quote supports your answer.

    5. HW Reminders

    How will students effectively understand tone and conflict in a non-fiction text? DUE THIS THURSDAY, FEBRUARY 7th(note the new date!):
  • Flashcards for Chapter One Vocabulary List from Bury My Heart at Wounded Knee. On the front of the flashcard, write the word and part of speech. On the back of the flashcard, write the definition and an original sentence (your own sentence, not the sentence provided in the list).
  • Vocabulary Story (one typed page--about 250 words OR two handwritten pages) using all words from Chapter One Vocabulary List from Bury My Heart at Wounded Knee. REMEMBER to adhere to (follow) Ms. Conn's Writing Standards. You must underline all of the vocabulary words in a creative or non-fiction story that you write about one of the following topics: Native Americans (American Indians), My Goals, College Life, Junior Year or A Day in My Life.
  • Monday, February 4th, 2013: 1. Do Now: Read pages 1-3 in Bury My Heart at Wounded Knee. Answer the following questions:
  • What's the author's tone (feeling/attitude) toward the Indians? Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.
  • What's the author's tone (feeling/attitude) toward the Europeans? Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.
  • What themes (messages the author is expressing) exist in these pages? A theme can be the importance of family. Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.

    2. Turn in the Contract and Information Form (page 5 from the syllabus).

    3. Discuss/Review answers to questions in the Do Now.

  • How will students effectively prepare to read the semester's texts and understand course expectations and requirements? DUE THIS FRIDAY, FEBRUARY 8th:
  • Flashcards for Chapter One Vocabulary List from Bury My Heart at Wounded Knee. On the front of the flashcard, write the word and part of speech. On the back of the flashcard, write the definition and an original sentence (your own sentence, not the sentence provided in the list).
  • Vocabulary Story, using all words from Chapter One Vocabulary List from Bury My Heart at Wounded Knee. You must underline all of the vocabulary words in a creative story that you write about one of the following topics: Native Americans (American Indians), My Goals, College Life, or Junior Year.
  • Monday, February 4th, 2013: 1. Do Now: Read pages 1-3 in Bury My Heart at Wounded Knee. Answer the following questions:
  • What's the author's tone (feeling/attitude) toward the Indians? Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.
  • What's the author's tone (feeling/attitude) toward the Europeans? Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.
  • What themes (messages the author is expressing) exist in these pages? A theme can be the importance of family. Identify one direct quote to support your answer. Explain why the quote supports your answer and identify the speaker of the quote.

    2. Turn in the Contract and Information Form (page 5 from the syllabus).

    3. Discuss/Review answers to questions in the Do Now.

  • How will students effectively prepare to read the semester's texts and understand course expectations and requirements? DUE THIS FRIDAY, FEBRUARY 8th:
  • Flashcards for Chapter One Vocabulary List from Bury My Heart at Wounded Knee. On the front of the flashcard, write the word and part of speech. On the back of the flashcard, write the definition and an original sentence (your own sentence, not the sentence provided in the list).
  • Vocabulary Story, using all words from Chapter One Vocabulary List from Bury My Heart at Wounded Knee. You must underline all of the vocabulary words in a creative story that you write about one of the following topics: Native Americans (American Indians), My Goals, College Life, or Junior Year.
  • Friday, February 1st, 2013: 1. Do Now: Finish reviewing the Junior English Syllabus

    2. Introduce Ms. Conn's Writing Standards.

    3. Discuss/Share: If necessary, finish discussing and taking notes on your prior knowledge of the Native American experience, the African-American experience and William Shakespeare--the man, his history and his influences.

    4. Distribute Bury My Heart at Wounded Knee (for in-class use only). Examine its packaging (illustration, back cover summary, author, copyright page, etc.). Discuss and share your predictions for this text.

    5. If time allows, begin the following: Read pages 1-3 in Bury My Heart at Wounded Knee. 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.
  • How will students effectively prepare to read the semester's texts and understand course expectations and requirements? DUE THIS MONDAY, FEBRUARY 4th:
  • Fill out (you and your parent/guardian) and turn in the Contract and Information Form (page 5) of the Junior English Syllabus.
  • Thursday, January 31st, 2013: 1. Do Now: Read the Junior English Syllabus

    Show classwork and homework from the previous two days: Qualities of College Writing (one full page of notes) and brainstorming/prior knowledge on the Native-American Experience, the African-American Experience and William Shakespeare--the man, his history and his influences (one full page of notes).

    2. Discuss/Share: Discuss and take notes on your prior knowledge of the Native American experience, the African-American experience and William Shakespeare--the man, his history and his influences.

    3. Introduce the Junior English Syllabus.

    How will students effectively prepare to read the semester's texts and understand course expectations and requirements? DUE THIS MONDAY, FEBRUARY 4th:
  • Fill out (you and your parent/guardian) and turn in the Contract and Information Form (page 5) of the Junior English Syllabus.
  • Wednesday, January 30th, 2013: 1. Do Now: Brainstorm the Qualities of College Writing. What are the essential components of a college paper? What are pre-writing steps? What are post-writing steps? This should fill a full page in your notebook/binder.

    2. Finish yesterday's Ice-breaker introductions, if necessary.

    3. Discuss/Share: Discuss and take notes on the qualities of college writing, as determined in the Do Now.

    4. Brainstorming/Prior Knowledge Activation: What do you know about the following: The Native-American Experience? The African-American experience? William Shakespeare--the man, his history and his influences? This should fill a full page in your notebook/binder.

    5. Discuss/Share: Discuss and take notes on your prior knowledge of the Native American experience, the African-American experience and William Shakespeare--the man, his history and his influences.

    How will students understand the qualities of college writing and prepare to read the semester's texts? Please make sure that all classwork for today and yesterday are completed. The classwork (please date appropriately) includes the following:
  • Self-Assessment (a full page of notes; this assignment was turned in)
  • Qualities of College Writing (a full page of notes)
  • The Native-American Experience, The African-American Experience, and William Shakespeare--the man, his history and his influences (a full page of notes)
  • Tuesday, January 29th, 2013: 1. Do Now: Take your designated seat and begin the Self Assessment (see handout): Write your answer to each question below in descriptive detail. You may want to include specific examples. This is your opportunity to show off, like using sophisticated vocabulary! Also, star (*) the one that you want me, your teacher, to read closely (perhaps because it's an interesting fact about you, it's well written, or another unique reason).

    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 (2014!)?
    6.) What are your future goals? What do you want to become? What area of study (for college and beyond) 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. Ice-breaker: Students at each table will find three things they have in common and share with the class as an introduction. For example, all students want to stay in New York City for college.

    How will students introduce themselves in written and oral expression? Not Applicable at this time.