Junior Assignments, Fall, 2014-Winter, 2015

Junior Assignments
Fall, 2014-Winter, 2015

DateAgendaAIMHomework Assignment
Friday, January 23rd, 2015: Regents Review Work Period (review the strategies with a neighbor):

HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS (MONDAY, JANUARY 26th at 12:15pm:

  • HERE'S A SAMPLE ENGLISH REGENTS FROM JUNE 2014.
  • 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.
  • How can we effectively prepare for the English Regents? GOOD LUCK ON THE ENGLISH REGENTS!!!

    HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS (MONDAY, JANUARY 26th at 12:15pm):

  • HERE'S A SAMPLE ENGLISH REGENTS FROM JUNE 2014.
  • 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.
  • Thursday, January 22nd, 2015: 1. Do Now: Copy the answers to the June 2014 multiple-choice questions. Regents Review:

    HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS (MONDAY, JANUARY 26th at 12:15pm:

  • HERE'S A SAMPLE ENGLISH REGENTS FROM JUNE 2014.
  • 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.

    2. Turn in all owed homework!!

  • How can we effectively prepare for the English Regents? GOOD LUCK ON THE ENGLISH REGENTS!!!

    HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS (MONDAY, JANUARY 26th at 12:15pm):

  • HERE'S A SAMPLE ENGLISH REGENTS FROM JUNE 2014.
  • 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.
  • Wednesday, January 21st, 2015: 1. Do Now: WRITE (OR REWRITE) THE CRITICAL LENS/SAT ESSAY

    2. Regents Review:

    HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS (MONDAY, JANUARY 26th at 12:15pm:

  • HERE'S A SAMPLE ENGLISH REGENTS FROM JUNE 2014.
  • 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.
  • How can we effectively prepare for the English Regents? MAKE UP OWED HOMEWORK (ALL OWED HOMEWORK MUST BE TURNED IN BY TOMORROW, THURSDAY, JANUARY 22nd!!!).
    Tuesday, January 20th, 2015: 1. Do Now: Work on practicing the strategies that were given on Friday. These strategies include the following:
  • Circle key words in the multiple-choice questions.
  • Underline line #s in the multiple-choice questions and in the reading passages.
  • Write summary notes in the margins.

    TURN IN HOMEWORK: CRITICAL LENS/SAT ESSAY.

    2. Regents Review:

    HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS (MONDAY, JANUARY 26th at 12:15pm:

  • HERE'S A SAMPLE ENGLISH REGENTS FROM JUNE 2014.
  • 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.
  • How can we effectively prepare for the English Regents? MAKE UP OWED HOMEWORK (ALL OWED HOMEWORK MUST BE TURNED IN BY THIS COMING THURSDAY, JANUARY 22nd!!!).
    Friday, January 16th, 2015: 1. Do Now: Regents Review:

    HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS (MONDAY, JANUARY 26th at 12:15pm:

  • HERE'S A SAMPLE ENGLISH REGENTS FROM JUNE 2014.
  • 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.

    2. Introduce HW.

  • How can we effectively prepare for the English Regents? DUE THIS COMING TUESDAY, JANUARY 20th:
  • LAST HOMEWORK ASSIGNMENT FOR THE SEMESTER: IF YOU HAVE NOT TAKEN/PASSED THE ENGLISH REGENTS WITH A 75 OR HIGHER, YOU MUST DO THE FOLLOWING: Compose (HANDWRITE; NO TYPING) the Critical Lens Essay from the ENGLISH REGENTS FROM JUNE 2014: PART 4, QUESTION 28. You MUST write on both The Scarlet Letter and Othello. You MUST write FIVE paragraphs. First, the introduction (4-6 sentences) includes the following: the critical lens quote (first sentence), your interpretation of the quote (in your own words), your opinion (whether you agree or disagree and why; it's better to agree!), and an introduction of the two works of literature (The Scarlet Letter and how they support the quote. Next, body pargraph #1 focuses on one work of literature (either The Scarlet Letter or Othello) and how that text supports the quote. You MUST refer to literary terms like characterization, theme, foreshadowing, etc. Then, body pargraph #2 focuses on the other work of literature (either The Scarlet Letter or Othello) and how that text supports the quote. You MUST refer to literary terms like characterization, theme, foreshadowing, etc. Then, body paragraph #3 should compare/contrast the two works of literature and connect both of them to the quote. The body paragraphs should be 8-10 sentences each, with lots of evidence from the texts. Finally, the conclusion (4-6 sentences) should summarize the ideas presented in the entire essay. INCLUDE SOPHISTICATED VOCABULARY IN YOUR ESSAY!

    DUE THIS COMING TUESDAY, JANUARY 20th:

  • LAST HOMEWORK ASSIGNMENT (IF YOU HAVE PASSED THE ENGLISH REGENTS WITH A 75 OR HIGHER): Choose one of the following SAT ESSAY PROMPTS. You MUST (HANDWRITE; NO TYPING) write a 5-paragraph essay (introduction-4-6 sentences; three body paragraphs-8-10 sentences each; conclusion-4-6 sentences). You MUST INCLUDE SOPHISTICATED VOCABULARY IN YOUR ESSAY!

    MAKE UP OWED HOMEWORK (ALL OWED HOMEWORK MUST BE TURNED IN BY THIS COMING THURSDAY, JANUARY 22nd!!!).

  • Thursday, January 15th, 2015: 1. Do Now: Othello Exam

    SHOW HW: Othello Study Guide and return Othello books.

    2. Extra Credit Presentations

    How can we effectively prove our knowledge of the characters, significant events and literary analysis of Othello? MAKE UP OWED HOMEWORK.
    Wednesday, January 14th, 2015: 1. Do Now: Roots Quiz

    2. Prepare for tomorrow's Othello Exam by answering the questions in the Study Guide.

    3. Extra Credit Presentations

    4. Sharing/Review: ACT 5 ANALYSIS: Students who are missing participation credit will be given one of the following notes. They should copy the note in their LA section. They should SHARE 2-3 sentences of analysis, which includes why the scene notes are important to the play as a whole and how the scene notes compare/contrast to The Scarlet Letter.

    5. Review most challenging questions and answers on the OTHELLO STUDY GUIDE.

    How can we effectively prove our knowledge of etymology (roots) and review the most important notes from Act V in Othello? DUE TOMORROW, THURSDAY, JANUARY 15th:
  • OTHELLO EXAM (50% of the 3rd marking period; multiple-choice questions; bring a #2 pencil).
  • OTHELLO STUDY GUIDE. You must answer all questions in complete sentences. This study guide will prepare you for the exam! Study the answers!
  • RETURN YOUR OTHELLO BOOKS!
  • EXTRA CREDIT PRESENTERS (LAST CHANCE TO PRESENT)

    MAKE UP OWED HOMEWORK.

    EXTRA CREDIT OPPORTUNITY MUST BE PRESENTED: LAST DAY--TOMORROW, THURSDAY, JANUARY 15th:
    You can earn SO many points on your Othello Exam! Here's how you can earn points: Grading Sheet for Othello Extra Credit.

  • You must present a soliloquy or a two-person scene from Othello. Here are some choices (you can also choose your own with teacher approval):
  • Iago's Soliloquy from Act II, Scene 1 (you must memorize 14 lines of the Original Text)
  • Iago's Soliloquy from Act II, Scene 3 (you must memorize 14 lines of the Original Text)
  • Othello's Soliloquy from Act V, Scene 2 (you must memorize 14 lines of the Original Text)
  • Act V, Scene 2 Dialogue between Othello and Desdemona (you must memorize the Original Text with a partner)
  • Act II, Scene 3 Dialogue between Cassio and Iago (you must memorize the Original Text with a partner)
  • Tuesday, January 13th, 2015: 1. Do Now: FINAL EXAM

    2. Prepare for tomorrow's roots quiz and Othello Exam on Thursday.

    3. Extra Credit Presentations

    4. Work Period: ACT 5 ANALYSIS: Students who are missing participation credit will be given one of the following notes. They should copy the note in their LA section. They should write 2-3 sentences of analysis, which includes why the scene notes are important to the play as a whole and how the scene notes compare/contrast to The Scarlet Letter.

    How can we effectively prove our literary knowledge on the final exam and review the most important notes from Act V in Othello? DUE TOMORROW, WEDNESDAY, JANUARY 14th:
  • QUIZ (about 10% of the 3rd marking period) on ROOTS (origins of vocabulary words)
  • Flashcards: On the front of the card, write the root. On the back of the card, write the definition, example words (provided on the list) and an ORIGINAL SENTENCE (underlined) using any word that contains the root. You may use an electronic flashcard app.
  • EXTRA CREDIT PRESENTERS (anyone who is ready will present!)

    DUE THIS THURSDAY, JANUARY 15th:

  • OTHELLO EXAM (50% of the 3rd marking period; multiple-choice questions; bring a #2 pencil).
  • OTHELLO STUDY GUIDE. You must answer all questions in complete sentences. This study guide will prepare you for the exam! Study the answers!
  • EXTRA CREDIT PRESENTERS (anyone who is ready will present!)

    MAKE UP OWED HOMEWORK.

    EXTRA CREDIT OPPORTUNITY MUST BE PRESENTED ONE OF THESE DAYS: TOMORROW, TUESDAY, JANUARY 13th, WEDNESDAY, JANUARY 14th, or THURSDAY, JANUARY 15th:
    You can earn SO many points on your Othello Exam! Here's how you can earn points: Grading Sheet for Othello Extra Credit.

  • You must present a soliloquy or a two-person scene from Othello. Here are some choices (you can also choose your own with teacher approval):
  • Iago's Soliloquy from Act II, Scene 1 (you must memorize 14 lines of the Original Text)
  • Iago's Soliloquy from Act II, Scene 3 (you must memorize 14 lines of the Original Text)
  • Othello's Soliloquy from Act V, Scene 2 (you must memorize 14 lines of the Original Text)
  • Act V, Scene 2 Dialogue between Othello and Desdemona (you must memorize the Original Text with a partner)
  • Act II, Scene 3 Dialogue between Cassio and Iago (you must memorize the Original Text with a partner)
  • Monday, January 12th, 2015: 1. Do Now:
  • Review the rest of Act IV and Act V in Othello. Student participation is required (all students who need class participation), which includes the following: Why is this note important to the play as a whole? Why does this note compare or contrast to The Scarlet Letter?

    Act IV notes for Othello:

    Scene I:

  • Iago conjures up images of Desdemona's fictional affair, which haunt Othello. "Naked in bed, Iago, and not mean harm? It is hypocrisy against the devil!" (7-8).
  • Iago brings up the significance of the missing "handkerchief" and Othello is tormented about its whereabouts. Othello falls in a trance (fainting) from this tormenting.
  • Iago tells Othello that he shouldn't assume that Desdemona is honest and chaste (pure, innocent).
  • Iago tells the audience (in a mini-soliloquy) that he will have Cassio talk to Bianca (a prostitute), and it will appear that Cassio is speaking about Desdemona in a sexual manner.
  • Othello watches them talking and sees Cassio take out Desdemona's handkerchief (though Cassio is talking to Bianca about copying the needlework). Othello says: "my heart is turned to stone" (201-202). Othello wants to murder Cassio for his supposed cheating with Desdemona.
  • Othello tells Iago that he wants to kill Desdemona: "hang her" (206), "I will chop her into messes" (219) and "get me some poison, Iago" (223). Iago tells Othello to kill her in different way: "strangle her in her bed, even the bed she hath contaminated" (226-227).
  • Othello sees Desdemona and strikes her. She replies, "I have not deserved this" (269).
  • Othello is not regretful for striking Desdemona, as he believes that she's a deceiver.
  • Lodovico is stunned by Othello's action and cannot believe that he is the virtuous man that was once extolled by the entire senate. Lodovico believes that over-working might be the root of his cruel action.

    Scene II:

  • Othello interrogates Emilia about Cassio and Desdemona, asking what they said and how they acted. Emilia says that Desdemona is honest.
  • Othello gives a soliloquy (lines 22-25) about Emilia being a whore who keeps secrets.
  • Othello confronts Desdemona and claims she's being deceptive to him: "Heaven truly knows that thou art false as hell" (48). Othello calls her a "strumpet" (94), and she replies that she is a "Christian" (95).
  • In a soliloquy, Desdemona asks, "How have I been behaved that he might stick the small'st opinion on my least misuse?" (126-127). She questions how she's behaved, because she believes she's behaved beautifully with Othello.
  • Emilia claims that an "eternal villain" (153) and a "villainous knave" (164) has instigated trouble with the Moor. This suggests Iago as the villain (and the audience knows the truth).
  • Desdemona confides in Iago, asking him how she can win Othello's love back (175-176). Then, she's prophetic, saying "his unkindnesss may defeat my life, but never taint my love" (189-190).
  • Iago replies that Othello is busy with work, and that's why he's being nasty (195-196). Iago, ironically, comforts Desdemona.
  • Iago is having Roderigo engaged in trivial errands; in particular, Roderigo has delivered jewelry to Desdemona but has received no reply (217-222).
  • Iago says that they need to kill Cassio (262-263), as that will help prevent Desdemona and Othello's relationship from blossoming further if they are delayed from going to Mauritania.
  • Iago tells Roderigo that killing Cassio is the right decision and Iago will relay the reasons soon.

    Scene III:

  • The scene opens up with Othello commanding Desdemona to go to bed, and for Emilia to be dismissed.
  • Prior to dismissing Emilia, Desdemona tells her a prophetic command: "If I do die before thee, prithee shroud me in one of those same sheets" (25-26).
  • Desdemona is singing (she recalls that her mother's maid was singing before her death; Shakespeare's other characters sing before their deaths, like Ophelia in Hamlet) in lines 43-51.
  • Desdemona questions Emilia if women would abuse their husbands like Othello did to Desdemona (lines 68-69). Desdemona doesn't think there are any women who would abuse their husbands and/or cheat, though Emilia believes there are women who would. Though, she blames men for women's infidelities: "But I do think it is their husbands' faults if wives do fall" (97-98).

    Act V Notes for Othello:
    Scene I:

  • The scene opens up with Iago orchestrating Roderigo's attack on Cassio. Roderigo reveals that he doesn't really want to commit the crime against Cassio: "I have no great devotion to the deed" (9).
  • Iago reveals, in a soliloquy, that he doesn't care if Rodrigo dies or not (when killing Cassio). Iago also reveals that Cassio's presence on earth makes Iago look bad, so Cassio must be annihilated: "If Cassio do remain, he hath a daily beauty in his life that make me look ugly" (19-21).
  • Roderigo thrusts his knife at Cassio, Cassio stabs Roderigo, Roderigo falls, and Iago stabs Cassio in the leg.
  • Othello enters and thinks that Iago has killed Cassio. He then proceeds to kill Desdemona.
  • Iago enters the scene, playing dumb and ignorant, and asks who did this to Cassio. Cassio reveals it was a villain, pointing to Roderigo. Iago kills Roderigo, and Roderigo says before his death: "O damned Iago! O inhuman dog" (74). Iago then binds Cassio's leg.
  • Bianca enters the scene, and Iago blames her for Cassio's injury. He is clearly a misogynist when he says: "this is the fruits of whoring" (137).

    Scene II:

  • Othello enters, beginning with a soliloquy about Desdemona's alleged infidelity and his need to murder her. "Yet she must die, else she'll betray more men" (6). He repeats "put out thy light" three times (7, 10), which is regarding his need to murder her. He uses imagery, such as: "when I have plucked the rose" (13-14), to emphasize her beauty and his need to destroy her. Othello kisses her twice. Desdemona awakens, and Othello asks if she's prayed yet (28), likely because she should repent before death.
  • Othello tells Desdemona what's been torturing him: "That handkerchief which I so loved, and gave thee, thou gav'st to Cassio" (58-60). Desdemona denies it, and she said to send for Cassio and prove that it's not true. He doesn't believe her and tells her to repent and that she's going to die. They go back and forth, Othello saying she's being deceptive and Desdemona saying she's not.
  • Desdemona asks for sympathy: banishment instead of death (98).
  • Othello has no sympathy, and smothers her. Though, Desdemona still hangs on, dying slowly, as she informs Emilia that she's wrongly on her deathbed: "O falsely, falsely murdered" (144). Then she says "farewell" and dies.
  • Othello reveals to Emilia that he murdered Desdemona, and that it was her fault: "She's like a liar gone to burning hell! 'Twas I that killed her" (159-160). He continues on, calling her a "whore" (162) and "false" (164, 166).
  • Othello tells Emilia that her husband, Iago, knew it all (Desdemona's alleged deceptions). Othello calls Iago an honest husband. Emilia disputes this, and reveals that Iago is a liar. Emilia then cries out that "The Moor hath killed my mistress! Murder, murder!" (203).
  • Emilia confronts her husband, Iago, asking him if he said that Desdemona was having an affair with Cassio. Emilia tells Iago that his reports have instigated her murder. Emilia then realizes that her husband is a villain (227-230). Emilia reveals that she had taken the handkerchief, after the prompting of her husband, Iago. Iago then calls her a "villainous whore" (273). Othello tries to attack Iago, but he can't because he's disarmed. Iago kills his wife (though she sings the same song that Desdemona sang first).
  • Othello bemoans his fate and the death of his beloved Desdemona (316-332).
  • Othello stabs Iago.
  • Othello asks for pardon for accusing Cassio of having an affair with Desdemona (352-354).
  • Lodovico reveals that the slain Rodrigo's pockets contain a letter remarking the importance of killing Cassio.
  • Othello asks Cassio: "How came you, Cassio, by that handkerchief that was my wife's?" (376-377). Cassio explains that he found it in his chamber, and Iago confessed that he dropped it for "a special purpose" (380).
  • Othello tells Lodovico what to say at Othello's funeral (400-417), and then Othello kills himself, but first kisses Desdemona (420-421).
  • Lodovico puts Cassio in charge, and tells Cassio that he needs to punish Iago for his crimes.

    2. HW Reminders

  • How can we effectively review the most important notes from Acts IV and V in Othello? DUE TOMORROW, TUESDAY, JANUARY 13th:
  • FINAL EXAM (15% of the 3rd marking period): You will be tested on reading comprehension, characterization, author's purpose of specific paragraphs, quote interpretations, parts of the plot (exposition, conflict, rising action, climax, falling action and resolution), setting, similes, metaphors, and point of view.
  • EXTRA CREDIT PRESENTERS (anyone who is ready will present!)

    DUE THIS WEDNESDAY, JANUARY 14th:

  • QUIZ (about 10% of the 3rd marking period) on ROOTS (origins of vocabulary words)
  • Flashcards: On the front of the card, write the root. On the back of the card, write the definition, example words (provided on the list) and an ORIGINAL SENTENCE (underlined) using any word that contains the root. You may use an electronic flashcard app.
  • EXTRA CREDIT PRESENTERS (anyone who is ready will present!)

    DUE THIS THURSDAY, JANUARY 15th:

  • OTHELLO EXAM (50% of the 3rd marking period; multiple-choice questions; bring a #2 pencil).
  • OTHELLO STUDY GUIDE. You must answer all questions in complete sentences. This study guide will prepare you for the exam! Study the answers!
  • EXTRA CREDIT PRESENTERS (anyone who is ready will present!)

    MAKE UP OWED HOMEWORK.

    EXTRA CREDIT OPPORTUNITY MUST BE PRESENTED ONE OF THESE DAYS: TOMORROW, TUESDAY, JANUARY 13th, WEDNESDAY, JANUARY 14th, or THURSDAY, JANUARY 15th:
    You can earn SO many points on your Othello Exam! Here's how you can earn points: Grading Sheet for Othello Extra Credit.

  • You must present a soliloquy or a two-person scene from Othello. Here are some choices (you can also choose your own with teacher approval):
  • Iago's Soliloquy from Act II, Scene 1 (you must memorize 14 lines of the Original Text)
  • Iago's Soliloquy from Act II, Scene 3 (you must memorize 14 lines of the Original Text)
  • Othello's Soliloquy from Act V, Scene 2 (you must memorize 14 lines of the Original Text)
  • Act V, Scene 2 Dialogue between Othello and Desdemona (you must memorize the Original Text with a partner)
  • Act II, Scene 3 Dialogue between Cassio and Iago (you must memorize the Original Text with a partner)
  • Friday, January 9th, 2015: Work Period:
  • Work onOTHELLO STUDY GUIDE (EXAM IS ON THURSDAY! The study guide is also due Thursday!).
  • Study for the QUIZ (about 10% of the 3rd marking period) on ROOTS (origins of vocabulary words)
  • Work on ROOTS Flashcards: On the front of each card, write the root. On the back of each card, write the definition, example words (provided on the list) and an ORIGINAL SENTENCE (underlined) using any word that contains the root. You may use an electronic flashcard app.
  • EXTRA CREDIT OPPORTUNITY MUST BE PRESENTED ONE OF THESE DAYS: TUESDAY, JANUARY 13th, WEDNESDAY, JANUARY 14th, or THURSDAY, JANUARY 15th (on Monday, you must tell Ms. Conn which day you prefer to present):
    You can earn SO many points on your Othello Exam! Here's how you can earn points: Grading Sheet for Othello Extra Credit.
  • You must present a soliloquy or a two-person scene from Othello. Here are some choices (you can also choose your own with teacher approval):
  • Iago's Soliloquy from Act II, Scene 1 (you must memorize 14 lines of the Original Text)
  • Iago's Soliloquy from Act II, Scene 3 (you must memorize 14 lines of the Original Text)
  • Othello's Soliloquy from Act V, Scene 2 (you must memorize 14 lines of the Original Text)
  • Act V, Scene 2 Dialogue between Othello and Desdemona (you must memorize the Original Text with a partner)
  • Act II, Scene 3 Dialogue between Cassio and Iago (you must memorize the Original Text with a partner)

  • How can we prepare for the assignments due next week and all upcoming tests? DUE NEXT TUESDAY, JANUARY 13th:
  • FINAL EXAM (15% of the 3rd marking period): You will be tested on reading comprehension, characterization, author's purpose of specific paragraphs, quote interpretations, parts of the plot (exposition, conflict, rising action, climax, falling action and resolution), setting, similes, metaphors, and point of view.
  • EXTRA CREDIT PRESENTERS (anyone who is ready will present!)

    DUE NEXT WEDNESDAY, JANUARY 14th:

  • QUIZ (about 10% of the 3rd marking period) on ROOTS (origins of vocabulary words)
  • Flashcards: On the front of the card, write the root. On the back of the card, write the definition, example words (provided on the list) and an ORIGINAL SENTENCE (underlined) using any word that contains the root. You may use an electronic flashcard app.
  • EXTRA CREDIT PRESENTERS (anyone who is ready will present!)

    DUE NEXT THURSDAY, JANUARY 15th:

  • OTHELLO EXAM (50% of the 3rd marking period; multiple-choice questions; bring a #2 pencil).
  • OTHELLO STUDY GUIDE. You must answer all questions in complete sentences. This study guide will prepare you for the exam! Study the answers!
  • EXTRA CREDIT PRESENTERS (anyone who is ready will present!)

    MAKE UP OWED HOMEWORK.

    EXTRA CREDIT OPPORTUNITY MUST BE PRESENTED ONE OF THESE DAYS: TUESDAY, JANUARY 13th, WEDNESDAY, JANUARY 14th, or THURSDAY, JANUARY 15th:
    You can earn SO many points on your Othello Exam! Here's how you can earn points: Grading Sheet for Othello Extra Credit.

  • You must present a soliloquy or a two-person scene from Othello. Here are some choices (you can also choose your own with teacher approval):
  • Iago's Soliloquy from Act II, Scene 1 (you must memorize 14 lines of the Original Text)
  • Iago's Soliloquy from Act II, Scene 3 (you must memorize 14 lines of the Original Text)
  • Othello's Soliloquy from Act V, Scene 2 (you must memorize 14 lines of the Original Text)
  • Act V, Scene 2 Dialogue between Othello and Desdemona (you must memorize the Original Text with a partner)
  • Act II, Scene 3 Dialogue between Cassio and Iago (you must memorize the Original Text with a partner)
  • Thursday, January 8th, 2015: 1. Do Now: Introduce OTHELLO STUDY GUIDE (due Thursday!).

    2. Introduce Extra Credit:
    EXTRA CREDIT OPPORTUNITY MUST BE PRESENTED ONE OF THESE DAYS: TUESDAY, JANUARY 13th, WEDNESDAY, JANUARY 14th, or THURSDAY, JANUARY 15th:
    You can earn SO many points on your Othello Exam! Here's how you can earn points: Grading Sheet for Othello Extra Credit.

  • You must present a soliloquy or a two-person scene from Othello. Here are some choices (you can also choose your own with teacher approval):
  • Iago's Soliloquy from Act II, Scene 1 (you must memorize 14 lines of the Original Text)
  • Iago's Soliloquy from Act II, Scene 3 (you must memorize 14 lines of the Original Text)
  • Othello's Soliloquy from Act V, Scene 2 (you must memorize 14 lines of the Original Text)
  • Act V, Scene 2 Dialogue between Othello and Desdemona (you must memorize the Original Text with a partner)
  • Act II, Scene 3 Dialogue between Cassio and Iago (you must memorize the Original Text with a partner)

  • How can we prepare for the exam on Shakespeare's Othello? DUE NEXT TUESDAY, JANUARY 13th:
  • FINAL EXAM (15% of the 3rd marking period): You will be tested on reading comprehension, characterization, author's purpose of specific paragraphs, quote interpretations, parts of the plot (exposition, conflict, rising action, climax, falling action and resolution), setting, similes, metaphors, and point of view.
  • EXTRA CREDIT PRESENTERS (anyone who is ready will present!)

    DUE NEXT WEDNESDAY, JANUARY 14th:

  • QUIZ (about 10% of the 3rd marking period) on ROOTS (origins of vocabulary words)
  • Flashcards: On the front of the card, write the root. On the back of the card, write the definition, example words (provided on the list) and an ORIGINAL SENTENCE (underlined) using any word that contains the root. You may use an electronic flashcard app.
  • EXTRA CREDIT PRESENTERS (anyone who is ready will present!)

    DUE NEXT THURSDAY, JANUARY 15th:

  • OTHELLO EXAM (50% of the 3rd marking period; multiple-choice questions; bring a #2 pencil).
  • OTHELLO STUDY GUIDE. You must answer all questions in complete sentences. This study guide will prepare you for the exam! Study the answers!
  • EXTRA CREDIT PRESENTERS (anyone who is ready will present!)

    MAKE UP OWED HOMEWORK.

    EXTRA CREDIT OPPORTUNITY MUST BE PRESENTED ONE OF THESE DAYS: TUESDAY, JANUARY 13th, WEDNESDAY, JANUARY 14th, or THURSDAY, JANUARY 15th:
    You can earn SO many points on your Othello Exam! Here's how you can earn points: Grading Sheet for Othello Extra Credit.

  • You must present a soliloquy or a two-person scene from Othello. Here are some choices (you can also choose your own with teacher approval):
  • Iago's Soliloquy from Act II, Scene 1 (you must memorize 14 lines of the Original Text)
  • Iago's Soliloquy from Act II, Scene 3 (you must memorize 14 lines of the Original Text)
  • Othello's Soliloquy from Act V, Scene 2 (you must memorize 14 lines of the Original Text)
  • Act V, Scene 2 Dialogue between Othello and Desdemona (you must memorize the Original Text with a partner)
  • Act II, Scene 3 Dialogue between Cassio and Iago (you must memorize the Original Text with a partner)
  • Wednesday, January 7th, 2015: Work Period: Work on the following (preparation for next week):
  • Study the ROOTS (origins of vocabulary words)
  • Compose Flashcards: On the front of the card, write the root. On the back of the card, write the definition, example words (provided on the list) and an ORIGINAL SENTENCE (underlined) using any word that contains the root. You may use an electronic flashcard app.
  • Compose five questions that you believe should belong on the Othello Study Guide (and ultimately on the Othello Exam). Include the answers. These questions and answers are the most important facts from the play (refer to our class notes). TURN IT IN AT THE END OF CLASS.
  • How can we prove our knowledge of Shakespeare's Othello? DUE NEXT TUESDAY, JANUARY 13th:
  • FINAL EXAM (15% of the 3rd marking period): You will be tested on reading comprehension, characterization, author's purpose of specific paragraphs, quote interpretations, parts of the plot (exposition, conflict, rising action, climax, falling action and resolution), setting, similes, metaphors, and point of view.

    DUE NEXT WEDNESDAY, JANUARY 14th:

  • QUIZ (about 10% of the 3rd marking period) on ROOTS (origins of vocabulary words)
  • Flashcards: On the front of the card, write the root. On the back of the card, write the definition, example words (provided on the list) and an ORIGINAL SENTENCE (underlined) using any word that contains the root. You may use an electronic flashcard app.

    DUE NEXT THURSDAY, JANUARY 15th:

  • OTHELLO EXAM (50% of the 3rd marking period; multiple-choice questions; bring a #2 pencil). Study Guide is coming!

    MAKE UP OWED HOMEWORK.

    EXTRA CREDIT OPPORTUNITY MUST BE PRESENTED ONE OF THESE DAYS: TUESDAY, JANUARY 13th, WEDNESDAY, JANUARY 14th, or THURSDAY, JANUARY 15th:
    You can earn SO many points on your Othello Exam! Here's how you can earn points: Grading Sheet for Othello Extra Credit.

  • You must present a soliloquy or a two-person scene from Othello. Here are some choices (you can also choose your own with teacher approval):
  • Iago's Soliloquy from Act II, Scene 1 (you must memorize 14 lines of the Original Text)
  • Iago's Soliloquy from Act II, Scene 3 (you must memorize 14 lines of the Original Text)
  • Othello's Soliloquy from Act V, Scene 2 (you must memorize 14 lines of the Original Text)
  • Act V, Scene 2 Dialogue between Othello and Desdemona (you must memorize the Original Text with a partner)
  • Act II, Scene 3 Dialogue between Cassio and Iago (you must memorize the Original Text with a partner)
  • Tuesday, January 6th, 2015: 1. Do Now: Students are assigned one of the following notes. They should write 2-3 sentence analysis of the notes, which includes why the scene notes are important to the play as a whole and how the scene notes compare/contrast to The Scarlet Letter.

    Act IV notes for Othello:

    Scene I:

  • Iago conjures up images of Desdemona's fictional affair, which haunt Othello. "Naked in bed, Iago, and not mean harm? It is hypocrisy against the devil!" (7-8).
  • Iago brings up the significance of the missing "handkerchief" and Othello is tormented about its whereabouts. Othello falls in a trance (fainting) from this tormenting.
  • Iago tells Othello that he shouldn't assume that Desdemona is honest and chaste (pure, innocent).
  • Iago tells the audience (in a mini-soliloquy) that he will have Cassio talk to Bianca (a prostitute), and it will appear that Cassio is speaking about Desdemona in a sexual manner.
  • Othello watches them talking and sees Cassio take out Desdemona's handkerchief (though Cassio is talking to Bianca about copying the needlework). Othello says: "my heart is turned to stone" (201-202). Othello wants to murder Cassio for his supposed cheating with Desdemona.
  • Othello tells Iago that he wants to kill Desdemona: "hang her" (206), "I will chop her into messes" (219) and "get me some poison, Iago" (223). Iago tells Othello to kill her in different way: "strangle her in her bed, even the bed she hath contaminated" (226-227).
  • Othello sees Desdemona and strikes her. She replies, "I have not deserved this" (269).
  • Othello is not regretful for striking Desdemona, as he believes that she's a deceiver.
  • Lodovico is stunned by Othello's action and cannot believe that he is the virtuous man that was once extolled by the entire senate. Lodovico believes that over-working might be the root of his cruel action.

    Scene II:

  • Othello interrogates Emilia about Cassio and Desdemona, asking what they said and how they acted. Emilia says that Desdemona is honest.
  • Othello gives a soliloquy (lines 22-25) about Emilia being a whore who keeps secrets.
  • Othello confronts Desdemona and claims she's being deceptive to him: "Heaven truly knows that thou art false as hell" (48). Othello calls her a "strumpet" (94), and she replies that she is a "Christian" (95).
  • In a soliloquy, Desdemona asks, "How have I been behaved that he might stick the small'st opinion on my least misuse?" (126-127). She questions how she's behaved, because she believes she's behaved beautifully with Othello.
  • Emilia claims that an "eternal villain" (153) and a "villainous knave" (164) has instigated trouble with the Moor. This suggests Iago as the villain (and the audience knows the truth).
  • Desdemona confides in Iago, asking him how she can win Othello's love back (175-176). Then, she's prophetic, saying "his unkindnesss may defeat my life, but never taint my love" (189-190).
  • Iago replies that Othello is busy with work, and that's why he's being nasty (195-196). Iago, ironically, comforts Desdemona.
  • Iago is having Roderigo engaged in trivial errands; in particular, Roderigo has delivered jewelry to Desdemona but has received no reply (217-222).
  • Iago says that they need to kill Cassio (262-263), as that will help prevent Desdemona and Othello's relationship from blossoming further if they are delayed from going to Mauritania.
  • Iago tells Roderigo that killing Cassio is the right decision and Iago will relay the reasons soon.

    Scene III:

  • The scene opens up with Othello commanding Desdemona to go to bed, and for Emilia to be dismissed.
  • Prior to dismissing Emilia, Desdemona tells her a prophetic command: "If I do die before thee, prithee shroud me in one of those same sheets" (25-26).
  • Desdemona is singing (she recalls that her mother's maid was singing before her death; Shakespeare's other characters sing before their deaths, like Ophelia in Hamlet) in lines 43-51.
  • Desdemona questions Emilia if women would abuse their husbands like Othello did to Desdemona (lines 68-69). Desdemona doesn't think there are any women who would abuse their husbands and/or cheat, though Emilia believes there are women who would. Though, she blames men for women's infidelities: "But I do think it is their husbands' faults if wives do fall" (97-98).

    2. Do Now Sharing: Students will share their analysis of Act IV notes. Students will share yesterday's work period: Identify one dynamic (changing) character and one static (unchanging) character from Othello. Explain your reasoning and textual evidence (2-3 sentences) to support your claims for each character. Refer to specific evidence from Act 4 or 5.

  • How can we prove our knowledge of Act 4 in Shakespeare's Othello? DUE NEXT TUESDAY, JANUARY 13th:
  • FINAL EXAM (15% of the 3rd marking period): You will be tested on reading comprehension, characterization, author's purpose of specific paragraphs, quote interpretations, parts of the plot (exposition, conflict, rising action, climax, falling action and resolution), setting, similes, metaphors, and point of view.

    DUE NEXT WEDNESDAY, JANUARY 14th:

  • QUIZ (about 10% of the 3rd marking period) on ROOTS (origins of vocabulary words)
  • Flashcards: On the front of the card, write the root. On the back of the card, write the definition, example words (provided on the list) and an ORIGINAL SENTENCE (underlined) using any word that contains the root. You may use an electronic flashcard app.

    DUE NEXT THURSDAY, JANUARY 15th:

  • OTHELLO EXAM (50% of the 3rd marking period; multiple-choice questions; bring a #2 pencil). Study Guide is coming!

    MAKE UP OWED HOMEWORK.

    EXTRA CREDIT OPPORTUNITY MUST BE PRESENTED ONE OF THESE DAYS: TUESDAY, JANUARY 13th, WEDNESDAY, JANUARY 14th, or THURSDAY, JANUARY 15th:
    You can earn SO many points on your Othello Exam! Here's how you can earn points: Grading Sheet for Othello Extra Credit.

  • You must present a soliloquy or a two-person scene from Othello. Here are some choices (you can also choose your own with teacher approval):
  • Iago's Soliloquy from Act II, Scene 1 (you must memorize 14 lines of the Original Text)
  • Iago's Soliloquy from Act II, Scene 3 (you must memorize 14 lines of the Original Text)
  • Othello's Soliloquy from Act V, Scene 2 (you must memorize 14 lines of the Original Text)
  • Act V, Scene 2 Dialogue between Othello and Desdemona (you must memorize the Original Text with a partner)
  • Act II, Scene 3 Dialogue between Cassio and Iago (you must memorize the Original Text with a partner)
  • Monday, January 5th, 2015: 1. Do Now: Reading Quiz on Acts 4 and 5 of Othello

    SHOW HW: COMPARE/CONTRAST PAPERS ON ACTS 4 AND 5. SHOW EXTRA CREDIT HW.

    2. Work Period: Identify one dynamic (changing) character and one static (unchanging) character from Othello. Explain your reasoning and textual evidence (2-3 sentences) to support your claims for each character. Refer to specific evidence from Act 4 or 5.

    How can we prove our knowledge of Acts 4 and 5 in Shakespeare's Othello? MAKE UP OWED HOMEWORK.
    Tuesday, December 23rd, 2014: 1. Do Now: Reminder of Extra Credit Film Review assignment. Details are here:
  • Read the sample NEW YORK TIMES MOVIE REVIEW as a GUIDE.
  • Write an introductory paragraph that includes the most intriguing part of the film. Include your general opinion (without writing in first person) of the film. You may want to include any recommendations you have (no first opinion allowed) to make the film better. The intro. should be 4-6 sentences.
  • Write one body paragraph (8-10 sentences) in which you highlight specific actors/characters that you find most intriguing (interesting). Explain why you those actors/characters are strong or weak in their performances. Choose specific scenes that are illuminated (stand out) in the film. Explain your reasoning. Use sophisticated vocabulary.
  • In the conclusion (4-6 sentences), summarize the reviews presented and compare/contrast the film to the book.

    2. Film Viewing of Othello: Watch and take notes for the extra credit assignment!

  • How can we evaluate the film version of Shakespeare's Othello? DUE MONDAY, JANUARY 5th, 2015 (after vacation):
  • READING QUIZ (10% of the 3rd marking period): Read Acts IV and V of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT IV of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT IV of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Write a compare/contrast journal for ACT V of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT V of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).

    EXTRA CREDIT HW ASSIGNMENT IS DUE MONDAY, JANUARY 5th, 2015

  • Read the sample NEW YORK TIMES MOVIE REVIEW as a GUIDE.
  • Follow Ms. Conn's writing standards.
  • Write an introductory paragraph that includes the most intriguing (interesting) part of the film. Include your general opinion (without writing in first person) of the film. You may want to include any recommendations you have (no first opinion allowed) to make the film better. The intro. should be 4-6 sentences.
  • Write one body paragraph (8-10 sentences) in which you highlight specific actors/characters that you find most intriguing (interesting). Explain why you those actors/characters are strong or weak in their performances. Choose specific scenes that are illuminated (stand out) in the film. Explain your reasoning. Use sophisticated vocabulary.
  • In the conclusion (4-6 sentences), summarize the reviews presented and compare/contrast the film to the book.
  • Monday, December 22nd, 2014: 1. Do Now: Introduction of Extra Credit Film Review assignment. Details are here:
  • Read the sample NEW YORK TIMES MOVIE REVIEW as a GUIDE.
  • Write an introductory paragraph that includes the most intriguing part of the film. Include your general opinion (without writing in first person) of the film. You may want to include any recommendations you have (no first opinion allowed) to make the film better. The intro. should be 4-6 sentences.
  • Write one body paragraph (8-10 sentences) in which you highlight specific actors/characters that you find most intriguing (interesting). Explain why you those actors/characters are strong or weak in their performances. Choose specific scenes that are illuminated (stand out) in the film. Explain your reasoning. Use sophisticated vocabulary.
  • In the conclusion (4-6 sentences), summarize the reviews presented and compare/contrast the film to the book.

    2. Film Viewing of Othello: Watch and take notes for the extra credit assignment!

  • How can we evaluate the film version of Shakespeare's Othello? DUE MONDAY, JANUARY 5th, 2015 (after vacation):
  • READING QUIZ (10% of the 3rd marking period): Read Acts IV and V of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT IV of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT IV of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Write a compare/contrast journal for ACT V of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT V of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).

    EXTRA CREDIT HW ASSIGNMENT IS DUE MONDAY, JANUARY 5th, 2015

  • Read the sample NEW YORK TIMES MOVIE REVIEW as a GUIDE.
  • Follow Ms. Conn's writing standards.
  • Write an introductory paragraph that includes the most intriguing (interesting) part of the film. Include your general opinion (without writing in first person) of the film. You may want to include any recommendations you have (no first opinion allowed) to make the film better. The intro. should be 4-6 sentences.
  • Write one body paragraph (8-10 sentences) in which you highlight specific actors/characters that you find most intriguing (interesting). Explain why you those actors/characters are strong or weak in their performances. Choose specific scenes that are illuminated (stand out) in the film. Explain your reasoning. Use sophisticated vocabulary.
  • In the conclusion (4-6 sentences), summarize the reviews presented and compare/contrast the film to the book.
  • Friday, December 19th, 2014: 1. Do Now: Introduction for Writing Newspaper Headlines. Students will be writing newspaper headlines for their assigned lines from Act III (or the play as a whole). Keep in mind the following:
  • Grab the reader’s attention
  • Summarize the story
  • Let the reader know that the play is captivating (appealing to their attention)
  • Use the active voice. Good: Vikings Trounce Steelers; Bad: Steelers are Trounced by Vikings
  • Use the present tense. Good: Cubs Pitchers Blank Braves; Bad: Cubs Pitchers Blanked Braves Last Night
  • Don’t Use Periods, and Use Commas instead of ‘And,’‘But,’ and Other Connecting Words Good: Penguin’s Martin Suspended, Jailed; Bad: Penguin’s Martin Suspended and then He’s Thrown in Jail.

    2. Work Period: Create your News Headline for the assigned lines (below) or the play as a whole. You should visually represent your news headline on the paper provided. You must turn it in at the end of class.

    Act III, Scene I:

  • Lines 34-45

    Act III, Scene III:

  • Lines 40-55
  • Lines 170-180
  • Lines 195-212
  • Lines 228-246
  • Lines 299-339
  • Lines 367-377
  • Lines 397-415
  • Lines 466-487
  • Lines 492-512
  • Lines 533-546

    3. Share News Headlines for Othello!

  • How can we understand how to effectively write news headlines in order to depict the most significant messages of Shakespeare's Othello? DUE MONDAY, JANUARY 5th, 2015 (after vacation):
  • READING QUIZ (10% of the 3rd marking period): Read Acts IV and V of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT IV of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT IV of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Write a compare/contrast journal for ACT V of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT V of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Thursday, December 18th, 2014: 1. Do Now: Review the following instructions. All students will read two of the following (assigned) notes from Act III of Othello. Then, they will provide their answers (determined in yesterday's class) to the following questions for each assigned note: Why is this textual evidence significant to the play as a whole? How does this textual evidence compare to or contrast with The Scarlet Letter? Please use the following sentence starters:
  • This textual evidence is significant to the play as a whole because...
  • This textual evidence compares to/contrasts with The Scarlet Letter when...


    Scene I:

  • Cassio arrives with a musician and a clown (this is suspense-building) to honor Othello and Desdemona.
  • Cassio asks Iago to find Desdemona so he can get his lieutenant job back. Cassio says that Iago is "kind and honest" (45), though the audience knows the truth.
  • Cassio then speaks to Emilia (Desdemona's assistant and Iago's wife) to get Desdemona, and Emilia declares that Othello loves Cassio. Cassio asks for some alone time with Desdemona.

    Scene II:

  • Othello asks Iago to deliver letters to the pilot of the ship that bore Othello to Cyprus.

    Scene III:

  • Desdemona vows to Cassio that she will have him and Othello on good terms again.
  • Othello quickly leaves upon Othello's entrance. Then, Iago notes that Cassio looked guilty: "that he would steal away so guiltylike, seeing your coming" (42-43).
  • Desdemona stands up for Cassio, saying that he's regretful: "he's penitent" (71).
  • Othello says that he'll listen to what Cassio has to say because he will do anything for Desdemona: "I will deny thee nothing" (84).
  • Iago reveals his true nature lies in his ability to spy on others, be jealous, be honest and be wise. "It is my nature's plague to spy into abuses, and my jealousy shapes faults that are not...my manhood, honesty and wisdom to let you know my thoughts" (172-180).
  • Iago then warns Othello to "beware, my lord, of jealousy! It is the green-eyed monster which doth mock the meat it feeds on" (195-197).
  • Othello says that he needs proof before he would ever be jealous or suspicious of his wife, Desdemona.
  • Iago then says, "Look to your wife; observe her well with Cassio; weare your eyes thus, not jealous nor secure" (228-229).
  • Iago warns Othello that Desdemona has lied before, and she could do it again. "She did deceive her father, marrying you..." (238). Iago continues to say that Desdemona has poor judgment. "I may fear her will, recoiling to her better judgment, may fall to match you with her country forms..." (275-277).
  • Othello begins to doubt Desdemona. "Why did I marry? This honest creature (Iago) doubtless sees and knows more, much more, than he unfolds" (283-284).
  • Othello, in a soliloquy, declares that Iago is honest and understands human behavior. Othello talks about people's appetites outside of marriage: "O curse of marriage, that we can call these delicate creatures ours and not their appetites" (309-311).
  • Then, Desdemona arrives, and Othello complains of a headache. Desdemona gets a handkerchief and binds Othello's head with it. Then, the handkerchief falls, unnoticed.
  • In a soliloquy, Emilia picks up the handkerchief and comments about how her husband, Iago, had asked for it numerous times. Now, she can bring it to him.
  • In a soliloquy, Iago reveals that he will use the handkerchief as evidence of an affair between Cassio and Desdemona. Iago will put the handkerchief in Cassio's home, and it will be the proof that Othello needs to support an affair between Desdemona and Cassio.
  • Othello demands proof of Desdemona's infidelity from Iago. "Give me a living reason she's disloyal" (466).
  • Iago tells Othello that Cassio was calling out Desdemona's name in his sleep. Then, Cassio would kiss Iago as if he was Desdemona.
  • Othello is disgusted and replies with "O monstrous! Monstrous" (483)! Though, Othello says it could just be a dream.
  • Iago claims that he has seen Desdemona's handkerchief (spotted with strawberries) and Cassio was wiping his beard with it. Othello is disgusted: Arise, black vengeance, from the hollow hell" (507).
  • Othello is convinced by the proof and vows to kill Desdemona, and Iago will kill Cassio. Othello makes Iago lieutenant.

    Scene IV:

  • Desdemona realizes that her handkerchief is missing, and she tells Emilia (who claims that she doesn't know where it is). Desdemona says that Othello will be jealous.
  • Othello enters, and asks Desdemona for the handkerchief. Desdemona says that she doesn't have it. Othello says that there's magic in the stitching.
  • Cassio enters and asks Desdemona to help him get his position back. "I do beseech you that by your virtuous means I may again exist, and be a member of his love..." (128-130). Desdemona replies that Othello is not acting like himself. She tells Cassio to be patient.
  • Desdemona tells Emilia that Othello is acting strangely. She says "Heaven keep that monster from Othello's mind" (184)!
  • Cassio asks Bianca to copy the needlework in the handkerchief that he found in his home.

    2. Work Period: Read and interpret the following lines (according to assigned tables). Compare/Contrast these lines (from Othello) and The Scarlet Letter. Act III, Scene I:

  • Lines 34-45

    Act III, Scene III:

  • Lines 40-55
  • Lines 170-180
  • Lines 195-212
  • Lines 228-246
  • Lines 299-339
  • Lines 367-377
  • Lines 397-415
  • Lines 466-487
  • Lines 492-512
  • Lines 533-546

    Act III, Scene IV:

  • COMING SOON!

    3. Share Work Period interpretations and compare/contrast analysis.

  • How can we understand the interpretations and significance of specific lines (textual evidence) from Act III in Othello and identify similarities and differences from The Scarlet Letter? DUE MONDAY, JANUARY 5th, 2015 (after vacation):
  • READING QUIZ (10% of the 3rd marking period): Read Acts IV and V of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT IV of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT IV of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Write a compare/contrast journal for ACT V of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT V of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Wednesday, December 17th, 2014: 1. Do Now: Listen to the following instructions. All students will read two of the following (assigned) notes from Act III of Othello. Then, they will provide their answers (determined in yesterday's class) to the following questions for each assigned note: Why is this textual evidence significant to the play as a whole? How does this textual evidence compare to or contrast with The Scarlet Letter? Please use the following sentence starters:
  • This textual evidence is significant to the play as a whole because...
  • This textual evidence compares to/contrasts with The Scarlet Letter when...


    Scene I:

  • Cassio arrives with a musician and a clown (this is suspense-building) to honor Othello and Desdemona.
  • Cassio asks Iago to find Desdemona so he can get his lieutenant job back. Cassio says that Iago is "kind and honest" (45), though the audience knows the truth.
  • Cassio then speaks to Emilia (Desdemona's assistant and Iago's wife) to get Desdemona, and Emilia declares that Othello loves Cassio. Cassio asks for some alone time with Desdemona.

    Scene II:

  • Othello asks Iago to deliver letters to the pilot of the ship that bore Othello to Cyprus.

    Scene III:

  • Desdemona vows to Cassio that she will have him and Othello on good terms again.
  • Othello quickly leaves upon Othello's entrance. Then, Iago notes that Cassio looked guilty: "that he would steal away so guiltylike, seeing your coming" (42-43).
  • Desdemona stands up for Cassio, saying that he's regretful: "he's penitent" (71).
  • Othello says that he'll listen to what Cassio has to say because he will do anything for Desdemona: "I will deny thee nothing" (84).
  • Iago reveals his true nature lies in his ability to spy on others, be jealous, be honest and be wise. "It is my nature's plague to spy into abuses, and my jealousy shapes faults that are not...my manhood, honesty and wisdom to let you know my thoughts" (172-180).
  • Iago then warns Othello to "beware, my lord, of jealousy! It is the green-eyed monster which doth mock the meat it feeds on" (195-197).
  • Othello says that he needs proof before he would ever be jealous or suspicious of his wife, Desdemona.
  • Iago then says, "Look to your wife; observe her well with Cassio; weare your eyes thus, not jealous nor secure" (228-229).
  • Iago warns Othello that Desdemona has lied before, and she could do it again. "She did deceive her father, marrying you..." (238). Iago continues to say that Desdemona has poor judgment. "I may fear her will, recoiling to her better judgment, may fall to match you with her country forms..." (275-277).
  • Othello begins to doubt Desdemona. "Why did I marry? This honest creature (Iago) doubtless sees and knows more, much more, than he unfolds" (283-284).
  • Othello, in a soliloquy, declares that Iago is honest and understands human behavior. Othello talks about people's appetites outside of marriage: "O curse of marriage, that we can call these delicate creatures ours and not their appetites" (309-311).
  • Then, Desdemona arrives, and Othello complains of a headache. Desdemona gets a handkerchief and binds Othello's head with it. Then, the handkerchief falls, unnoticed.
  • In a soliloquy, Emilia picks up the handkerchief and comments about how her husband, Iago, had asked for it numerous times. Now, she can bring it to him.
  • In a soliloquy, Iago reveals that he will use the handkerchief as evidence of an affair between Cassio and Desdemona. Iago will put the handkerchief in Cassio's home, and it will be the proof that Othello needs to support an affair between Desdemona and Cassio.
  • Othello demands proof of Desdemona's infidelity from Iago. "Give me a living reason she's disloyal" (466).
  • Iago tells Othello that Cassio was calling out Desdemona's name in his sleep. Then, Cassio would kiss Iago as if he was Desdemona.
  • Othello is disgusted and replies with "O monstrous! Monstrous" (483)! Though, Othello says it could just be a dream.
  • Iago claims that he has seen Desdemona's handkerchief (spotted with strawberries) and Cassio was wiping his beard with it. Othello is disgusted: Arise, black vengeance, from the hollow hell" (507).
  • Othello is convinced by the proof and vows to kill Desdemona, and Iago will kill Cassio. Othello makes Iago lieutenant.

    Scene IV:

  • Desdemona realizes that her handkerchief is missing, and she tells Emilia (who claims that she doesn't know where it is). Desdemona says that Othello will be jealous.
  • Othello enters, and asks Desdemona for the handkerchief. Desdemona says that she doesn't have it. Othello says that there's magic in the stitching.
  • Cassio enters and asks Desdemona to help him get his position back. "I do beseech you that by your virtuous means I may again exist, and be a member of his love..." (128-130). Desdemona replies that Othello is not acting like himself. She tells Cassio to be patient.
  • Desdemona tells Emilia that Othello is acting strangely. She says "Heaven keep that monster from Othello's mind" (184)!
  • Cassio asks Bianca to copy the needlework in the handkerchief that he found in his home.

    2. Show HW: Act III compare/contrast paper.

    3. Final Thoughts: How was today's Act III summary interpretations helpful in your understanding of the play?

  • How can we understand the interpretations and significance of specific lines (textual evidence) from Act III in Othello and identify similarities and differences from The Scarlet Letter? DUE MONDAY, JANUARY 5th, 2015 (after vacation):
  • READING QUIZ (10% of the 3rd marking period): Read Acts IV and V of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT IV of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT IV of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Write a compare/contrast journal for ACT V of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT V of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Tuesday, December 16th, 2014: 1. Do Now: Students will be assigned two of the following notes from Act III of Othello. Then, they will answer the following questions for each assigned note: Why is this textual evidence significant to the play as a whole? How does this textual evidence compare to or contrast with The Scarlet Letter?
    Scene I:
  • Cassio arrives with a musician and a clown (this is suspense-building) to honor Othello and Desdemona.
  • Cassio asks Iago to find Desdemona so he can get his lieutenant job back. Cassio says that Iago is "kind and honest" (45), though the audience knows the truth.
  • Cassio then speaks to Emilia (Desdemona's assistant and Iago's wife) to get Desdemona, and Emilia declares that Othello loves Cassio. Cassio asks for some alone time with Desdemona.

    Scene II:

  • Othello asks Iago to deliver letters to the pilot of the ship that bore Othello to Cyprus.

    Scene III:

  • Desdemona vows to Cassio that she will have him and Othello on good terms again.
  • Othello quickly leaves upon Othello's entrance. Then, Iago notes that Cassio looked guilty: "that he would steal away so guiltylike, seeing your coming" (42-43).
  • Desdemona stands up for Cassio, saying that he's regretful: "he's penitent" (71).
  • Othello says that he'll listen to what Cassio has to say because he will do anything for Desdemona: "I will deny thee nothing" (84).
  • Iago reveals his true nature lies in his ability to spy on others, be jealous, be honest and be wise. "It is my nature's plague to spy into abuses, and my jealousy shapes faults that are not...my manhood, honesty and wisdom to let you know my thoughts" (172-180).
  • Iago then warns Othello to "beware, my lord, of jealousy! It is the green-eyed monster which doth mock the meat it feeds on" (195-197).
  • Othello says that he needs proof before he would ever be jealous or suspicious of his wife, Desdemona.
  • Iago then says, "Look to your wife; observe her well with Cassio; weare your eyes thus, not jealous nor secure" (228-229).
  • Iago warns Othello that Desdemona has lied before, and she could do it again. "She did deceive her father, marrying you..." (238). Iago continues to say that Desdemona has poor judgment. "I may fear her will, recoiling to her better judgment, may fall to match you with her country forms..." (275-277).
  • Othello begins to doubt Desdemona. "Why did I marry? This honest creature (Iago) doubtless sees and knows more, much more, than he unfolds" (283-284).
  • Othello, in a soliloquy, declares that Iago is honest and understands human behavior. Othello talks about people's appetites outside of marriage: "O curse of marriage, that we can call these delicate creatures ours and not their appetites" (309-311).
  • Then, Desdemona arrives, and Othello complains of a headache. Desdemona gets a handkerchief and binds Othello's head with it. Then, the handkerchief falls, unnoticed.
  • In a soliloquy, Emilia picks up the handkerchief and comments about how her husband, Iago, had asked for it numerous times. Now, she can bring it to him.
  • In a soliloquy, Iago reveals that he will use the handkerchief as evidence of an affair between Cassio and Desdemona. Iago will put the handkerchief in Cassio's home, and it will be the proof that Othello needs to support an affair between Desdemona and Cassio.
  • Othello demands proof of Desdemona's infidelity from Iago. "Give me a living reason she's disloyal" (466).
  • Iago tells Othello that Cassio was calling out Desdemona's name in his sleep. Then, Cassio would kiss Iago as if he was Desdemona.
  • Othello is disgusted and replies with "O monstrous! Monstrous" (483)! Though, Othello says it could just be a dream.
  • Iago claims that he has seen Desdemona's handkerchief (spotted with strawberries) and Cassio was wiping his beard with it. Othello is disgusted: Arise, black vengeance, from the hollow hell" (507).
  • Othello is convinced by the proof and vows to kill Desdemona, and Iago will kill Cassio. Othello makes Iago lieutenant.

    Scene IV:

  • Desdemona realizes that her handkerchief is missing, and she tells Emilia (who claims that she doesn't know where it is). Desdemona says that Othello will be jealous.
  • Othello enters, and asks Desdemona for the handkerchief. Desdemona says that she doesn't have it. Othello says that there's magic in the stitching.
  • Cassio enters and asks Desdemona to help him get his position back. "I do beseech you that by your virtuous means I may again exist, and be a member of his love..." (128-130). Desdemona replies that Othello is not acting like himself. She tells Cassio to be patient.
  • Desdemona tells Emilia that Othello is acting strangely. She says "Heaven keep that monster from Othello's mind" (184)!
  • Cassio asks Bianca to copy the needlework in the handkerchief that he found in his home.

    2. Show HW: Act III compare/contrast paper.

    3. Final Thoughts: How was today's Act III summary interpretations helpful in your understanding of the play?

  • How can we understand the interpretations and significance of specific lines (textual evidence) from Act III in Othello and identify similarities and differences from The Scarlet Letter? DUE TOMORROW, WEDNESDAY, DECEMBER 17th:
  • Present today's classwork (see the Do Now).

    DUE MONDAY, JANUARY 5th, 2015 (after vacation):

  • READING QUIZ (10% of the 3rd marking period): Read Acts IV and V of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT IV of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT IV of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Write a compare/contrast journal for ACT V of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT V of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Monday, December 15th, 2014: 1. Do Now: Read and interpret the following lines (according to assigned tables). Compare/Contrast these lines (from Othello) and The Scarlet Letter.
    Act II, Scene III:
  • Lines 49-66
  • Lines 125-132
  • Lines 244-266
  • Lines 281-302
  • Lines 334-345
  • Lines 356-382

    2. Share Do Now interpretations and compare/contrast analysis.

    3. Final Thoughts: Are you allotting time for tonight's HW: Act III of Othello? Explain.

  • How can we understand the interpretations and significance of specific lines (textual evidence) from Act II in Othello and identify similarities and differences from The Scarlet Letter? DUE TOMORROW, TUESDAY, DECEMBER 16th:
  • Read Act III of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT III of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT III of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Friday, December 12th, 2014: 1. Do Now: Finish reading and interpreting the lines in your own words. Compare/Contrast (Find similarities and differences) these lines from Othello and The Scarlet Letter.
    Act II, Scene I:
  • Lines 38-42
  • Lines 182-190
  • Lines 197-220
  • Lines 238-256
  • Lines 308-334

    2. Share Do Now read-aloud, interpretation, comparisons and contrasts.

    3. Read and interpret the following lines (according to assigned tables). Compare/Contrast these lines from Othello and The Scarlet Letter.
    Act II, Scene III:

  • Lines 49-66
  • Lines 125-132
  • Lines 244-266
  • Lines 281-302
  • Lines 334-345
  • Lines 356-382

    4. Final Thoughts: What are your predictions for Act III of Othello?

  • How can we understand the interpretations and significance of specific lines (textual evidence) from Act II in Othello and identify similarities and differences from The Scarlet Letter? DUE NEXT TUESDAY, DECEMBER 16th:
  • Read Act III of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT III of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT III of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Thursday, December 11th, 2014: 1. Do Now: Finish sharing evidence from Act I that supports a comparison between Othello and The Scarlet Letter.
    Act I, Scene I:
  • Lines 74-86
  • Lines 105-112
  • Lines 129-131
  • Lines 161-177
  • Lines 191-192
  • Lines 203-206
    Act I, Scene II:
  • Lines 7-10
  • Lines 20-28
  • Lines 80-107


    Act I, Scene III:

  • Lines 70-77
  • Lines 91-94
  • Lines 121-124
  • Lines 155-160
  • Lines 193-195
  • Lines 210-214
  • Lines 408-413
  • Lines 438-447

    2. Work Period: Arrange in groups according to these lines. Interpret the lines in your own words. Compare/Contrast (Find similarities and differences) between these lines from Othello and The Scarlet Letter.
    Act II, Scene I:

  • Lines 38-42
  • Lines 182-190
  • Lines 197-220
  • Lines 238-256
  • Lines 308-334

    3. Reflections: What are your insights regarding connections between Othello and The Scarlet Letter based on the line numbers from Acts I and II?

  • How can we understand the significance of specific lines (textual evidence) from Acts I and II in Othello and identify similarities and differences from The Scarlet Letter? DUE NEXT TUESDAY, DECEMBER 16th:
  • Read Act III of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT III of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT III of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Wednesday, December 10th, 2014: 1. Do Now: Find a quote in the classroom that supports Othello and The Scarlet Letter, and write it in your LA section. Interpret the quote in your own words (1-2 sentences). Agree with it and explain why (1-2 sentences). Then, explain (in 1-2 sentences) how the quote supports both works of literature.

    Here's a sample to follow: "Family relationships can be either supportive or harmful." In other words, interactions between family members might be helpful or they might be detrimental. The truth of this statement is supported by the novel To Kill a Mockingbird by Harper Lee and the play King Lear by William Shakespeare. Each of these literary works has characters who are hurt or helped by their families.

    SHOW HW: ACT II COMPARE/CONTRAST JOURNAL.

    2. Share Do Now answers.

    3. Finish sharing evidence from Act I that supports a comparison between Othello and The Scarlet Letter.
    Act I, Scene I:

  • Lines 74-86
  • Lines 105-112
  • Lines 129-131
  • Lines 161-177
  • Lines 191-192
  • Lines 203-206
    Act I, Scene II:
  • Lines 7-10
  • Lines 20-28
  • Lines 80-107


    Act I, Scene III:

  • Lines 70-77
  • Lines 91-94
  • Lines 121-124
  • Lines 155-160
  • Lines 193-195
  • Lines 210-214
  • Lines 408-413
  • Lines 438-447

    4. Reflections: What are your insights regarding connections between Othello and The Scarlet Letter based on the line numbers from Act I, Scenes I, II and III?

  • How can we prepare for the English Regents (critical lens) and understand the significant lines from Act I in Othello and identify similarities and differences from The Scarlet Letter? DUE NEXT TUESDAY, DECEMBER 16th:
  • Read Act III of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT III of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT III of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Tuesday, December 9th, 2014: 1. Do Now: Finish sharing evidence from Act I that supports a comparison between Othello and The Scarlet Letter.
    Act I, Scene I:
  • Lines 74-86
  • Lines 105-112
  • Lines 129-131
  • Lines 161-177
  • Lines 191-192
  • Lines 203-206
    Act I, Scene II:
  • Lines 7-10
  • Lines 20-28
  • Lines 80-107


    Act I, Scene III:

  • Lines 70-77
  • Lines 91-94
  • Lines 121-124
  • Lines 155-160
  • Lines 193-195
  • Lines 210-214
  • Lines 408-413
  • Lines 438-447

    2. Reflections: What are your insights regarding connections between Othello and The Scarlet Letter based on the line numbers from Act I, Scenes I, II and III?

  • How can we understand the exposition and language style in Act I in Othello and identify similarities and differences from The Scarlet Letter? DATE CHANGE: DUE TOMORROW, WEDNESDAY, DECEMBER 10th:
  • Read Act II of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT II of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT II of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Monday, December 8th, 2014: 1. Do Now: Listen to assignment of line presentations and be prepare to share evidence from Act I that supports a comparison between Othello and The Scarlet Letter.
    Act I, Scene I:
  • Lines 74-86
  • Lines 105-112
  • Lines 129-131
  • Lines 161-177
  • Lines 191-192
  • Lines 203-206
    Act I, Scene II:
  • Lines 7-10
  • Lines 20-28
  • Lines 80-107


    Act I, Scene III:

  • Lines 70-77
  • Lines 91-94
  • Lines 121-124
  • Lines 155-160
  • Lines 193-195
  • Lines 210-214
  • Lines 408-413
  • Lines 438-447

    2. Discuss/Share: Share insights regarding connections between Othello and The Scarlet Letter based on the line numbers from Act I, Scenes I, II and III.

  • How can we understand the exposition and language style in Act I in Othello and identify similarities and differences from The Scarlet Letter? DATE CHANGE: DUE WEDNESDAY, DECEMBER 10th:
  • Read Act II of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT II of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT II of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Friday, December 5th, 2014: 1. Do Now: Find specific quotes from each of the following lines from Act I that support a comparison between Othello and The Scarlet Letter: Act I, Scene I (lines 74-86, 105-112, 129-131, 161-177, 191-192, and 203-206) and Scene II (lines 7-10, 20-28, and 80-107) of Othello. Be ready to share!

    SHOW HW: REWRITE OF THE SCARLET LETTER. YOU MUST SHOW THE ORIGINAL (WITH MS. CONN'S EDITS) TO EARN CREDIT.

    2. Read-Aloud: Continue reading aloud Act I, Scene I (lines 74-86, 105-112, 129-131, 161-177, 191-192, and 203-206) and Scene II (lines 7-10, 20-28, and 80-107) of Othello. Take notes on similarities and differences between Othello and The Scarlet Letter. Attend to characterization of main characters, plot events, themes of adversity and overcoming adversity, setting and language.

    How can we understand the exposition and language style in Act I in Othello and identify similarities and differences from The Scarlet Letter? DUE THIS COMING TUESDAY, DECEMBER 9th:
  • Read Act II of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT II of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT II of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Thursday, December 4th, 2014: 1. Do Now: Arrange in groups according to the statement below that resonates with you (in which you wrote a 1/2 page and included a personal example, a worldly example (an individual in your community, school, or anywhere in the world), and a literary example (preferably from The Scarlet Letter and/or Othello)).
    1.) The consequences of jealousy are often destructive to a relationship.
    2.) It can sometimes be difficult to determine the honesty of a friend.
    3.) A person's honesty can not be determined by his or her physical appearance.
    4.) When a person's reputation has been tainted, it is difficult to regain respect.
    5.) Sometimes parents know what is best for their children.
    6.) A person's love can be gained through material wealth.
    7.) Racial and age differences in a marriage are easily overcome.
    8.) Secondhand information is reliable.

    2. Discuss/Share reactions to each of the statements above in the Do Now (include personal, worldly and literary examples).

    2. Read-Aloud: Begin reading aloud Act I, Scene I of Othello. Take notes on similarities and differences between Othello and The Scarlet Letter. Attend to characterization of main characters, plot events, themes of adversity and overcoming adversity, setting and language.

    How can we understand the exposition and language style in Act I in Othello and identify similarities and differences from The Scarlet Letter? DUE TOMORROW, FRIDAY, DECEMBER 5th:
  • E-MAIL MS. CONN (hconn@schools.nyc.gov) the new and improved (fixing Ms. Conn's edits) paper on "Overcoming Adversities in The Scarlet Letter." You MUST e-mail me before your class time on Friday to earn credit. You MUST bring the original paper (with Ms. Conn's edits) to class on Friday.

    DUE NEXT TUESDAY, DECEMBER 9th:

  • Read Act II of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT II of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT II of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Wednesday, December 3rd, 2014: 1. Do Now: Othello Anticipation Guide: Do you agree or disagree with the following statements? Be ready to explain your answer for each of the statements below. Then, choose ONE statement that resonates (speaks to you!) and write a 1/2 page in which you include a personal example, a worldly example (an individual in your community, school, or anywhere in the world), and a literary example (preferably from The Scarlet Letter and/or Othello).
    1.) The consequences of jealousy are often destructive to a relationship.
    2.) It can sometimes be difficult to determine the honesty of a friend.
    3.) A person's honesty can not be determined by his or her physical appearance.
    4.) When a person's reputation has been tainted, it is difficult to regain respect.
    5.) Sometimes parents know what is best for their children.
    6.) A person's love can be gained through material wealth.
    7.) Racial and age differences in a marriage are easily overcome.
    8.) Secondhand information is reliable.

    SHOW HW: COMPARE/CONTRAST JOURNAL ON ACT I OF OTHELLO.

    2. Read-Aloud: Begin reading aloud Act I, Scene I of Othello. Take notes on similarities and differences between Othello and The Scarlet Letter. Attend to characterization of main characters, plot events, themes of adversity and overcoming adversity, setting and language.

    3. Return/Review of The Scarlet Letter papers. Introduce HW.

    How can we address Act I in Othello and identify similarities and differences from The Scarlet Letter? DUE THIS FRIDAY, DECEMBER 5th:
  • E-MAIL MS. CONN (hconn@schools.nyc.gov) the new and improved (fixing Ms. Conn's edits) paper on "Overcoming Adversities in The Scarlet Letter." You MUST e-mail me before your class time on Friday to earn credit. You MUST bring the original paper (with Ms. Conn's edits) to class on Friday.

    DUE NEXT TUESDAY, DECEMBER 9th:

  • Read Act II of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT II of OTHELLO(two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT II of OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Tuesday, December 2nd, 2014: 1. Work Period #1:
  • Brainstorm how themes in Othello relate to The Scarlet Letter and your own life: manipulation, forbidden love, parental and societal influence over their children's choices in love, adversity and overcoming adversity. (This will help prepare you for tonight's homework.)

    2. Work Period #2: Othello Anticipation Guide: Do you agree or disagree with the following statements? Be ready to explain your answer.
    1.) The consequences of jealousy are often destructive to a relationship.
    2.) It can sometimes be difficult to determine the honesty of a friend.
    3.) A person's honesty can not be determined by his or her physical appearance.
    4.) When a person's reputation has been tainted, it is difficult to regain respect.
    5.) Sometimes parents know what is best for their children.
    6.) A person's love can be gained through material wealth.
    7.) Racial and age differences in a marriage are easily overcome.
    8.) Secondhand information is reliable.

  • How can we prepare for the compare/contrast paper on Act I in Othello and the entire novel of The Scarlet Letter? DATE CHANGE: DUE TOMORROW, WEDNESDAY, DECEMBER 3rd:
  • Read Act I of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal for ACT I of OTHELLO (two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in ACT I in OTHELLO and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Monday, December 1st, 2014: Work Period:
  • Brainstorm how themes in Othello relate to The Scarlet Letter and your own life: manipulation, forbidden love, parental and societal influence over their children's choices in love, adversity and overcoming adversity.
  • Brainstorm the importance of reading literary works by great authors like Shakespeare and Hawthorne.
  • Work on the homework.
  • How can we prepare for the compare/contrast paper on Othello and The Scarlet Letter? DATE CHANGE: WEDNESDAY, DECEMBER 3rd:
  • Read Act I of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal (two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in Othello and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Wednesday, November 26th, 2014: 1. Do Now: Review of Shakespeare's life, times, work and writing style. SHOW ALL OWED HOMEWORK.

    2. Review midterm exam answers.

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

    How can we understand Shakespeare's life, times, work and writing style to better understand and prepare for Shakespeare's Othello? DUE NEXT TUESDAY, DECEMBER 2nd:
  • Read Act I of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal (two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in Othello and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Tuesday, November 25th, 2014: 1. Do Now: Prove iambic pentameter with the following famous quotes. First, interpret the quotes. Then, scan for iambic pentameter.
  • "Shall I compare thee to a summer's day?" (Sonnet 18).
  • ""This above all: to thine own self be true" (Hamlet, Act I, Scene III).
  • "I will speak daggers to her, but use none" (Hamlet, Act III, Scene II).
  • "The robbed that smiles steals something from the thief" (Othello, Act I, Scene III).
  • "Friends, Romans, countrymen, lend me your ears;/ I come to bury Caesar, not to praise him" (Julius Caesar, Act III, Scene II).

    2. Discuss the Do Now quotes and their application of iambic pentameter.

    3. Review of midterm exam answers.

    4. Introduce HW.

  • How can we understand the iambic pentameter to better understand Shakespeare's Othello? EXTRA CREDIT OPPORTUNITY IS TOMORROW! DON'T MISS IT! STUDY YOUR NOTES ON SHAKESPEARE'S LIFE, TIMES, WORK AND IAMBIC PENTAMETER. YOU CAN'T USE YOUR NOTES.

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

    MAKE UP HOMEWORK: FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WAS DUE LAST WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. IT WILL BE -10 POINTS EACH DAY LATE. YOU MUST FOLLOW the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists: The Scarlet Letter Vocabulary List #2, The Scarlet Letter Vocabulary List #1, and Commonly Used SAT Vocabulary) and follow THESE WRITING STANDARDS. YOUR FINAL PAPER MUST BE 3-4 TYPED, DOUBLE-SPACED PAGES. YOU MUST TURN IN THE FOLLOWING:

  • GRADING RUBRIC
  • Peer Review sheet (if you had a rough draft on Monday, 11/10)
  • Rough Draft
  • FINAL PAPER

    DUE NEXT TUESDAY, DECEMBER 2nd:

  • Read Act I of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal (two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in Othello and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Monday, November 24th, 2014: 1. Do Now: Introduce iambic pentameter. Take Cornell Notes in your LA section.

    2. Work Period: Prove iambic pentameter using this quote from Romeo and Juliet: "But soft, what light through yonder window breaks?" (2, 2, 2)

    EXCHANGE THE SCARLET LETTER FOR OTHELLO.

    How can we understand the iambic pentameter in Shakespeare's Othello?

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

    MAKE UP HOMEWORK: FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WAS DUE LAST WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. IT WILL BE -10 POINTS EACH DAY LATE. YOU MUST FOLLOW the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists: The Scarlet Letter Vocabulary List #2, The Scarlet Letter Vocabulary List #1, and Commonly Used SAT Vocabulary) and follow THESE WRITING STANDARDS. YOUR FINAL PAPER MUST BE 3-4 TYPED, DOUBLE-SPACED PAGES. YOU MUST TURN IN THE FOLLOWING:

  • GRADING RUBRIC
  • Peer Review sheet (if you had a rough draft on Monday, 11/10)
  • Rough Draft
  • FINAL PAPER

    DUE NEXT TUESDAY, DECEMBER 2nd:

  • Read Act I of Othello by William Shakespeare (copies distributed in class or available online). If you read the online version, read the original text (on the left-hand side) and then ready the modern text to better understand the language.
  • Write a compare/contrast journal (two handwritten pages OR one typed, double-spaced page; follow Ms. Conn's Writing Standards for proper heading and paper formatting) in which you find similarities and differences between the characters, events, and themes (adversity and overcoming adversity) in Othello and the characters, events, and themes (adversity and overcoming adversity) in The Scarlet Letter (use your adversity/overcoming adversity T-Charts and synopses to guide you).
  • Friday, November 21st, 2014: 1. Do Now: Why is it necessary to acquire background information on Shakespeare's life, times and works?

    2. Add notes to a CORNELL NOTES page on Background Sheet on Shakespeare's Life, Time Period and Literary Works in the LA section of your notebook.

    How can we learn background information on Shakespeare's life, time period and literary works and understand their relevance to our next work: Othello? RETURN THE SCARLET LETTER ON MONDAY!!! IN EXCHANGE FOR THE SCARLET LETTER, YOU WILL BE GIVEN OTHELLO.

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

    MAKE UP HOMEWORK: FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WAS DUE LAST WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. IT WILL BE -10 POINTS EACH DAY LATE. YOU MUST FOLLOW the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists: The Scarlet Letter Vocabulary List #2, The Scarlet Letter Vocabulary List #1, and Commonly Used SAT Vocabulary) and follow THESE WRITING STANDARDS. YOUR FINAL PAPER MUST BE 3-4 TYPED, DOUBLE-SPACED PAGES. YOU MUST TURN IN THE FOLLOWING:

  • GRADING RUBRIC
  • Peer Review sheet (if you had a rough draft on Monday, 11/10)
  • Rough Draft
  • FINAL PAPER
  • Thursday, November 20th, 2014: 1. Do Now: Students will receive a fact from the Background Sheet on Shakespeare's Life, Time Period and Literary Works. Why is this fact about Shakespeare's life, time period or literary works important and influential to his plays, like Othello? Write in CORNELL NOTES (title: "Shakespeare's Life, Times and Works") in the LA section.

    2. Share Do Now answers. Add notes to a CORNELL NOTES page on "Shakespeare's Life, Times and Works" in the LA section of your notebook.

    How can we learn background information on Shakespeare's life, time period and literary works and understand their relevance to our next work: Othello? MAKE UP HOMEWORK: FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WAS DUE LAST WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. IT WILL BE -10 POINTS EACH DAY LATE. YOU MUST FOLLOW the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists: The Scarlet Letter Vocabulary List #2, The Scarlet Letter Vocabulary List #1, and Commonly Used SAT Vocabulary) and follow THESE WRITING STANDARDS. YOUR FINAL PAPER MUST BE 3-4 TYPED, DOUBLE-SPACED PAGES. YOU MUST TURN IN THE FOLLOWING:
  • GRADING RUBRIC
  • Peer Review sheet (if you had a rough draft on Monday, 11/10)
  • Rough Draft
  • FINAL PAPER
  • Wednesday, November 19th, 2014: 1. Do Now: MIDTERM EXAM

    2. Work Period: In your LA section, create a K/W/L on Shakespeare's Life, Times and Works. What do you know about William Shakespeare--his life, times, and works? What do you want to know? What will be helpful in learning about Shakespeare's life and times in order to study and better understand his play? Brainstorm. Please identify at least three facts in the "K" column and three facts in the "W" (what you want to know) column.

    3. PRE-READING FOR OTHELLO (work on these questions in your LA section):
    1.) What rules dictate the behavior of young men and women in relationships today?
    2.) Name a situation in which the rules have clearly been violated. That is, what are things “nice girls” just don’t do? What are things “nice boys” just don’t do?
    3.) Why do these rules exist? Do you think they just apply locally or even just in your school? What are the possible consequences of breaking these rules?

    4. Make up any owed homework.

    How can we effectively prove our knowledge of vocabulary and literary terms on the midterm exam? MAKE UP HOMEWORK: FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WAS DUE LAST WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. IT WILL BE -10 POINTS EACH DAY LATE. YOU MUST FOLLOW the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists: The Scarlet Letter Vocabulary List #2, The Scarlet Letter Vocabulary List #1, and Commonly Used SAT Vocabulary) and follow THESE WRITING STANDARDS. YOUR FINAL PAPER MUST BE 3-4 TYPED, DOUBLE-SPACED PAGES. YOU MUST TURN IN THE FOLLOWING:
  • GRADING RUBRIC
  • Peer Review sheet (if you had a rough draft on Monday, 11/10)
  • Rough Draft
  • FINAL PAPER
  • Tuesday, November 18th, 2014: 1. Do Now: Identify the definitions and examples for each of the following vocabulary/literary words:
    1. Demeanor
    2. Eccentric
    3. Apathy
    4. Connotation
    5. Gist
    6. Fidelity
    7. Benevolent
    8. Adulterate
    Literary Terms:
    9. Metaphor
    10. Simile
    11. Personification
    12. Oxymoron
    13. Allusion
    14. Irony
    15. Imagery
    16. Hyperbole
    17. Foreshadowing
    18. Alliteration
    19. Repetition
    20. Onomatopoeia

    2. Group Review Activity: In assigned groups, students will earn extra credits on the midterm by providing the correct answers and examples for each of the above vocabulary/literary terms.

    How can we effectively learn vocabulary and literary terms for the midterm exam? DUE TOMORROW, WEDNESDAY, NOVEMBER 19th:
  • MIDTERM EXAM (15% of the 2nd marking period): You MUST know the definitions and how to identify examples for each of the following:
    Vocabulary:
    1. Demeanor
    2. Eccentric
    3. Apathy
    4. Connotation
    5. Gist
    6. Fidelity
    7. Benevolent
    8. Adulterate
    Literary Terms:
    9. Metaphor
    10. Simile
    11. Personification
    12. Oxymoron
    13. Allusion
    14. Irony
    15. Imagery
    16. Hyperbole
    17. Foreshadowing
    18. Alliteration
    19. Repetition
    20. Onomatopoeia

    MAKE UP HOMEWORK: FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WAS DUE LAST WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. IT WILL BE -10 POINTS EACH DAY LATE. YOU MUST FOLLOW the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists: The Scarlet Letter Vocabulary List #2, The Scarlet Letter Vocabulary List #1, and Commonly Used SAT Vocabulary) and follow THESE WRITING STANDARDS. YOUR FINAL PAPER MUST BE 3-4 TYPED, DOUBLE-SPACED PAGES. YOU MUST TURN IN THE FOLLOWING:

  • GRADING RUBRIC
  • Peer Review sheet (if you had a rough draft on Monday, 11/10)
  • Rough Draft
  • FINAL PAPER
  • Monday, November 17th, 2014: 1. Work Period: Film viewing of The Scarlet Letter. Finish answering the following questions (this is due AT THE END OF TODAY'S CLASS) that connect to the film of The Scarlet Letter:
    1.) Who is assumed to be the narrator (who's point of view)? Does this remain constant throughout the movie?
    2.) Who is the audience?
    3.) How does time flow?
    4.) Does the director make it clear that Hester is the hero and Chillingworth is the villain?
    5.)What are the cues (both visual and dialogue) that support Hester as the hero and Chillingworth as the villain?
    6.) What is the set design?
    7.) Are the costumes accurate? Explain.
    8.) How would you describe the music and sound? Why are these choices made?
    9.) Are there any literary inaccuracies? If yes, explain. If not, explain.
    10.) What are your impressions of the major characters: Hester, Chillingworth, Dimmesdale and Pearl?
    11.) Do your impressions of the major characters match your impressions of them as you were reading the novel? Explain.
    12.) Compare/Contrast any other qualities of the novel with the film.
    13.) What are your overall impressions/reviews of the film?

    2. Work on the HW (due AT THE END OF TODAY'S CLASS): CHOOSE ONE OF THE QUESTIONS ABOVE TO WRITE A 2-PAGE RESPONSE (handwritten) OR 1-PAGE TYPED, DOUBLE-SPACED RESPONSE. YOU SHOULD ELABORATE BY ADDRESSING THE 5 W'S AND 1 H (who, what, when, where, why and how).

    How can we effectively compare and contrast the film with the text of The Scarlet Letter? DUE THIS WEDNESDAY, NOVEMBER 19th:
  • MIDTERM EXAM (15% of the 2nd marking period): You MUST know the definitions and how to identify examples for each of the following:
    Vocabulary:
    1. Demeanor-behavior; manner
    2. Eccentric-strange; unique
    3. Apathy-lack of interest
    4. Connotation-suggestion
    5. Gist-main idea
    6. Fidelity-loyalty
    7. Benevolent-kind; charitable
    8. Adulterate-corrupt or make impure
    Literary Terms:
    9. Metaphor
    10. Simile
    11. Personification
    12. Oxymoron
    13. Allusion
    14. Irony
    15. Imagery
    16. Hyperbole
    17. Foreshadowing
    18. Alliteration
    19. Repetition
    20. Onomatopoeia

    MAKE UP HOMEWORK: FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WAS DUE LAST WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. IT WILL BE -10 POINTS EACH DAY LATE. YOU MUST FOLLOW the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists: The Scarlet Letter Vocabulary List #2, The Scarlet Letter Vocabulary List #1, and Commonly Used SAT Vocabulary) and follow THESE WRITING STANDARDS. YOUR FINAL PAPER MUST BE 3-4 TYPED, DOUBLE-SPACED PAGES. YOU MUST TURN IN THE FOLLOWING:

  • GRADING RUBRIC
  • Peer Review sheet (if you had a rough draft on Monday, 11/10)
  • Rough Draft
  • FINAL PAPER
  • Friday, November 14th, 2014: 1. Work Period: Work on answering the following questions (this is due MONDAY) that connect to the film of The Scarlet Letter:
    1.) Who is assumed to be the narrator (who's point of view)? Does this remain constant throughout the movie?
    2.) Who is the audience?
    3.) How does time flow?
    4.) Does the director make it clear that Hester is the hero and Chillingworth is the villain?
    5.)What are the cues (both visual and dialogue) that support Hester as the hero and Chillingworth as the villain?
    6.) What is the set design?
    7.) Are the costumes accurate? Explain.
    8.) How would you describe the music and sound? Why are these choices made?
    9.) Are there any literary inaccuracies? If yes, explain. If not, explain.
    10.) What are your impressions of the major characters: Hester, Chillingworth, Dimmesdale and Pearl?
    11.) Do your impressions of the major characters match your impressions of them as you were reading the novel? Explain.
    12.) Compare/Contrast any other qualities of the novel with the film.
    13.) What are your overall impressions/reviews of the film?

    2. Work on the HW (due MONDAY): CHOOSE ONE OF THE QUESTIONS ABOVE TO WRITE A 2-PAGE RESPONSE (handwritten) OR 1-PAGE TYPED, DOUBLE-SPACED RESPONSE. YOU SHOULD ELABORATE BY ADDRESSING THE 5 W'S AND 1 H (who, what, when, where, why and how).

    How can we effectively compare and contrast the film with the text of The Scarlet Letter? MAKE UP HOMEWORK: FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WAS DUE YESTERDAY WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. IT WILL BE -10 POINTS EACH DAY LATE. YOU MUST FOLLOW the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists: The Scarlet Letter Vocabulary List #2, The Scarlet Letter Vocabulary List #1, and Commonly Used SAT Vocabulary) and follow THESE WRITING STANDARDS. YOUR FINAL PAPER MUST BE 3-4 TYPED, DOUBLE-SPACED PAGES. YOU MUST TURN IN THE FOLLOWING:
  • GRADING RUBRIC
  • Peer Review sheet (if you had a rough draft on Monday, 11/10)
  • Rough Draft
  • FINAL PAPER

    DUE THIS MONDAY, NOVEMBER 17th:

  • Have ALL of the following in-class questions completed by the end of class: The Scarlet Letter movie discussion questions:
    1.) Who is assumed to be the narrator (who's point of view)? Does this remain constant throughout the movie?
    2.) Who is the audience?
    3.) How does time flow?
    4.) Does the director make it clear that Hester is the hero and Chillingworth is the villain?
    5.)What are the cues (both visual and dialogue) that support Hester as the hero and Chillingworth as the villain?
    6.) What is the set design?
    7.) Are the costumes accurate? Explain.
    8.) How would you describe the music and sound? Why are these choices made?
    9.) Are there any literary inaccuracies? If yes, explain. If not, explain.
    10.) What are your impressions of the major characters: Hester, Chillingworth, Dimmesdale and Pearl?
    11.) Do your impressions of the major characters match your impressions of them as you were reading the novel? Explain.
    12.) Compare/Contrast any other qualities of the novel with the film.
    13.) What are your overall impressions/reviews of the film?
  • CHOOSE ONE OF THE QUESTIONS ABOVE TO WRITE A 2-PAGE RESPONSE (handwritten) OR 1-PAGE TYPED, DOUBLE-SPACED RESPONSE. YOU SHOULD ELABORATE BY ADDRESSING THE 5 W'S AND 1 H (who, what, when, where, why and how).
  • Thursday, November 13th, 2014: 1. Do Now: Film viewing of The Scarlet Letter and work on answering the following questions:
    1.) Who is assumed to be the narrator (who's point of view)? Does this remain constant throughout the movie?
    2.) Who is the audience?
    3.) How does time flow?
    4.) Does the director make it clear that Hester is the hero and Chillingworth is the villain?
    5.)What are the cues (both visual and dialogue) that support Hester as the hero and Chillingworth as the villain?
    6.) What is the set design?
    7.) Are the costumes accurate? Explain.
    8.) How would you describe the music and sound? Why are these choices made?
    9.) Are there any literary inaccuracies? If yes, explain. If not, explain.
    10.) What are your impressions of the major characters: Hester, Chillingworth, Dimmesdale and Pearl?
    11.) Do your impressions of the major characters match your impressions of them as you were reading the novel? Explain.
    12.) Compare/Contrast any other qualities of the novel with the film.
    13.) What are your overall impressions/reviews of the film?

    2. Reflections on the film's questions.

    How can we effectively compare and contrast the film with the text of The Scarlet Letter? MAKE UP HOMEWORK: FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WAS DUE YESTERDAY WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. IT WILL BE -10 POINTS EACH DAY LATE. YOU MUST FOLLOW the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists: The Scarlet Letter Vocabulary List #2, The Scarlet Letter Vocabulary List #1, and Commonly Used SAT Vocabulary) and follow THESE WRITING STANDARDS. YOUR FINAL PAPER MUST BE 3-4 TYPED, DOUBLE-SPACED PAGES. YOU MUST TURN IN THE FOLLOWING:
  • GRADING RUBRIC
  • Peer Review sheet (if you had a rough draft on Monday, 11/10)
  • Rough Draft
  • FINAL PAPER

    DUE THIS MONDAY, NOVEMBER 17th:

  • Have ALL of the following in-class questions completed by the end of class: The Scarlet Letter movie discussion questions:
    1.) Who is assumed to be the narrator (who's point of view)? Does this remain constant throughout the movie?
    2.) Who is the audience?
    3.) How does time flow?
    4.) Does the director make it clear that Hester is the hero and Chillingworth is the villain?
    5.)What are the cues (both visual and dialogue) that support Hester as the hero and Chillingworth as the villain?
    6.) What is the set design?
    7.) Are the costumes accurate? Explain.
    8.) How would you describe the music and sound? Why are these choices made?
    9.) Are there any literary inaccuracies? If yes, explain. If not, explain.
    10.) What are your impressions of the major characters: Hester, Chillingworth, Dimmesdale and Pearl?
    11.) Do your impressions of the major characters match your impressions of them as you were reading the novel? Explain.
    12.) Compare/Contrast any other qualities of the novel with the film.
    13.) What are your overall impressions/reviews of the film?
  • CHOOSE ONE OF THE QUESTIONS ABOVE TO WRITE A 2-PAGE RESPONSE (handwritten) OR 1-PAGE TYPED, DOUBLE-SPACED RESPONSE. YOU SHOULD ELABORATE BY ADDRESSING THE 5 W'S AND 1 H (who, what, when, where, why and how).
  • Wednesday, November 12th, 2014: 1. Do Now: Introduce The Scarlet Letter movie discussion questions:
    1.) Who is assumed to be the narrator (who's point of view)? Does this remain constant throughout the movie?
    2.) Who is the audience?
    3.) How does time flow?
    4.) Does the director make it clear that Hester is the hero and Chillingworth is the villain?
    5.)What are the cues (both visual and dialogue) that support Hester as the hero and Chillingworth as the villain?
    6.) What is the set design?
    7.) Are the costumes accurate? Explain.
    8.) How would you describe the music and sound? Why are these choices made?
    9.) Are there any literary inaccuracies? If yes, explain. If not, explain.
    10.) What are your impressions of the major characters: Hester, Chillingworth, Dimmesdale and Pearl?
    11.) Do your impressions of the major characters match your impressions of them as you were reading the novel? Explain.
    12.) Compare/Contrast any other qualities of the novel with the film.
    13.) What are your overall impressions/reviews of the film?

    TURN IN THE FINAL PAPER, ROUGH DRAFT, GRADING RUBRIC, and PEER REVIEW SHEET

    2. Film viewing of The Scarlet Letter!

    3. Reflections on the film's questions.

    How can we effectively compare and contrast the film with the text of The Scarlet Letter? MAKE UP HOMEWORK: FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WAS DUE TODAY WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. IT WILL BE -10 POINTS EACH DAY LATE. YOU MUST FOLLOW the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists: The Scarlet Letter Vocabulary List #2, The Scarlet Letter Vocabulary List #1, and Commonly Used SAT Vocabulary) and follow THESE WRITING STANDARDS. YOUR FINAL PAPER MUST BE 3-4 TYPED, DOUBLE-SPACED PAGES. YOU MUST TURN IN THE FOLLOWING:
  • GRADING RUBRIC
  • Peer Review sheet (if you had a rough draft on Monday, 11/10)
  • Rough Draft
  • FINAL PAPER

    DUE MONDAY, NOVEMBER 17th:

  • Have ALL of the following in-class questions completed by the end of class: The Scarlet Letter movie discussion questions:
    1.) Who is assumed to be the narrator (who's point of view)? Does this remain constant throughout the movie?
    2.) Who is the audience?
    3.) How does time flow?
    4.) Does the director make it clear that Hester is the hero and Chillingworth is the villain?
    5.)What are the cues (both visual and dialogue) that support Hester as the hero and Chillingworth as the villain?
    6.) What is the set design?
    7.) Are the costumes accurate? Explain.
    8.) How would you describe the music and sound? Why are these choices made?
    9.) Are there any literary inaccuracies? If yes, explain. If not, explain.
    10.) What are your impressions of the major characters: Hester, Chillingworth, Dimmesdale and Pearl?
    11.) Do your impressions of the major characters match your impressions of them as you were reading the novel? Explain.
    12.) Compare/Contrast any other qualities of the novel with the film.
    13.) What are your overall impressions/reviews of the film?
  • CHOOSE ONE OF THE QUESTIONS ABOVE TO WRITE A 2-PAGE RESPONSE (handwritten) OR 1-PAGE TYPED, DOUBLE-SPACED RESPONSE. YOU SHOULD ELABORATE BY ADDRESSING THE 5 W'S AND 1 H (who, what, when, where, why and how).
  • Monday, November 10th, 2014: 1. Do Now: Underline your thesis statement (which should be found at the end of your intro. paragraph).

    2. Work Period--Peer Editing of Rough Draft:
    1.) Did your peer include an attention grabber in the intro. paragraph?
    2.) Did your peer include a clear thesis statement that supports or opposes propriety?
    3.) Did your peer write 4-6 sentences in the intro. paragraph?
    4.) Did your peer begin each body paragraph with a topic sentence that supports his/her thesis statement?
    5.) Did your peer include two citations (direct quotes that are ONLY one sentence each) in body paragraph #1 and two citations in body paragraph #2 that support his/her thesis statement?
    6.) Did your peer follow Ms. Conn's sample citation format (see the outline)?
    7.) Did your peer introduce each citation and and explain why each citation supports the thesis statement?
    8.) Did your peer include a clear counterclaim, with two citations in body paragraph #3, and an attack on the counterclaim?
    9.) Did your peer write 10=12 sentences for each body paragraph?
    10.) Did your peer write a conclusion that was 4-6 sentences, summarized and supported his/her thesis statement?
    11.) Did your peer write an organized paper with transitions and flow?
    12.) Did your peer use sophisticated vocabulary (including many vocabulary words taken from our vocabulary lists)?
    13.) Did your peer avoid grammatical errors, such as spelling, capitalization, and punctuation errors?

    3. Reflections/Final Thoughts:: Why was today's peer review helpful? How will you improve your writing for the final draft due on Wednesday?

    4. Distribution of Grading Rubric and HW Reminder

    How can we effectively prepare for our final paper on The Scarlet Letter?

    FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WILL BE DUE THIS WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. IT WILL BE -10 POINTS EACH DAY LATE. YOU MUST FOLLOW the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists: The Scarlet Letter Vocabulary List #2, The Scarlet Letter Vocabulary List #1, and Commonly Used SAT Vocabulary) and follow THESE WRITING STANDARDS. YOUR FINAL PAPER MUST BE 3-4 TYPED, DOUBLE-SPACED PAGES. YOU MUST TURN IN THE FOLLOWING:

  • GRADING RUBRIC
  • Peer Review sheet (if you had a rough draft on Monday, 11/10)
  • Rough Draft
  • FINAL PAPER
  • Thursday, November 6, 2014: 1. Do Now: Finish review of Argumentative Essay Outline on Overcoming Adversity.

    2. Review the characters' adversities and characters' experiences overcoming adversities in chapters 22-24.

    3. Work Period: Begin rough draft writing.

    How can we effectively prove our knowledge of adversities and overcoming adversities in chapters 22-24 in The Scarlet Letter and prepare for the argumentative essay? DUE THIS COMING MONDAY, NOVEMBER 10th:
  • ROUGH DRAFT OF THE OVERCOMING ADVERSITY ESSAY: Compose a rough draft of an essay on overcoming adversity in The Scarlet Letter (5 paragraphs, about 3-4 handwritten pages OR 2-3 typed, double-spaced typed pages), following the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists). HOMEWORK VALUE=20 points (double value).

    FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WILL BE DUE WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade. GRADING RUBRIC IS HERE. FOLLOW THESE WRITING STANDARDS.

    FYI: Just like Hester was a Sister of Charity in The Scarlet Letter, you can give back to the world and make it a better place! "The best way to cheer yourself up is to try to cheer someone else up."-Mark Twain
    Here are some opportunities and resource links that can help you volunteer:

  • Volunteer at the NYC Marathon
  • Volunteer Match: Find Volunteer Opportunities in Your Neighborhood

  • Wednesday, November 5, 2014: 1. Do Now: QUIZ on The Scarlet Letter Vocabulary List #2.

    SHOW HW: VOCABULARY FLASHCARDS.

    2. Introduce Argumentative Essay Outline on Overcoming Adversity.

    How can we effectively prove our knowledge of vocabulary in The Scarlet Letter? DUE THIS COMING MONDAY, NOVEMBER 10th:
  • ROUGH DRAFT OF THE OVERCOMING ADVERSITY ESSAY: Compose a rough draft of an essay on overcoming adversity in The Scarlet Letter (5 paragraphs, about 3-4 handwritten pages OR 2-3 typed, double-spaced typed pages), following the Argumentative Essay Outline on Overcoming Adversity. Include sophisticated vocabulary (see our vocabulary lists). HOMEWORK VALUE=20 points (double value).

    FINAL DRAFT OF THE OVERCOMING ADVERSITY ESSAY WILL BE DUE WEDNESDAY, NOVEMBER 12th. THIS WILL BE 25% of the 2nd marking period grade.

    FYI: Just like Hester was a Sister of Charity in The Scarlet Letter, you can give back to the world and make it a better place! "The best way to cheer yourself up is to try to cheer someone else up."-Mark Twain
    Here are some opportunities and resource links that can help you volunteer:

  • Volunteer at the NYC Marathon
  • Volunteer Match: Find Volunteer Opportunities in Your Neighborhood

  • Monday, November 3, 2014: 1. Do Now: Finish review for the QUIZ on The Scarlet Letter Vocabulary List #2.

    2. Review the exam on chapters 10-24 in The Scarlet Letter.

    3. Partner Review for Wednesday's quiz.

    How can we effectively prove our knowledge of vocabulary in The Scarlet Letter? DUE THIS WEDNESDAY, NOVEMBER 5th:
  • QUIZ on The Scarlet Letter Vocabulary List #2.
  • Flashcards: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.

    FYI: Just like Hester was a Sister of Charity in The Scarlet Letter, you can give back to the world and make it a better place! "The best way to cheer yourself up is to try to cheer someone else up."-Mark Twain
    Here are some opportunities and resource links that can help you volunteer:

  • Volunteer at the NYC Marathon
  • Volunteer Match: Find Volunteer Opportunities in Your Neighborhood

  • Friday, October 31st 2014: 1. Do Now: EXAM on chapters 10-24 in The Scarlet Letter

    SHOW HW: T-CHARTS AND SYNOPSES FOR CHAPTERS 22, 23 AND 24.

    2. Work Period: Study for the QUIZ on The Scarlet Letter Vocabulary List #2.

    3. Review (as a whole class) for the QUIZ on The Scarlet Letter Vocabulary List #2.

    How can we effectively prove our knowledge of chapters 10-24 in The Scarlet Letter? DUE THIS COMING WEDNESDAY, NOVEMBER 5th:
  • QUIZ on The Scarlet Letter Vocabulary List #2.
  • Flashcards: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.

    FYI: Just like Hester was a Sister of Charity in The Scarlet Letter, you can give back to the world and make it a better place! "The best way to cheer yourself up is to try to cheer someone else up."-Mark Twain
    Here are some opportunities and resource links that can help you volunteer:

  • Volunteer at the NYC Marathon
  • Volunteer Match: Find Volunteer Opportunities in Your Neighborhood
  • Thursday, October 30th, 2014: 1. Do Now: How will you prepare for tomorrow's exam? What are three good studying strategies for tomorrow's exam?

    2. Review the characters' adversities and characters' experiences overcoming adversities in chapters 20 and 21.

    3. Review the STUDY GUIDE for Chapters 10-24 EXAM.

    How can we effectively prepare for tomorrow's exam on chapters 10-24 in The Scarlet Letter? DUE TOMORROW, FRIDAY, OCTOBER 31st:
  • EXAM on CHAPTERS 10-24 in THE SCARLET LETTER (25% of the 2nd marking period grade). It will be multiple-choice questions (you need a #2 pencil). STUDY GUIDE IS HERE!
  • Read chapters 22, 23 and 24 (pp. 205-228). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.

    DUE NEXT WEDNESDAY, NOVEMBER 5th:

  • QUIZ on Vocabulary List #2.
  • Flashcards: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.

    FYI: Just like Hester was a Sister of Charity in The Scarlet Letter, you can give back to the world and make it a better place! "The best way to cheer yourself up is to try to cheer someone else up."-Mark Twain
    Here are some opportunities and resource links that can help you volunteer:

  • Volunteer at the NYC Marathon
  • Volunteer Match: Find Volunteer Opportunities in Your Neighborhood
  • Wednesday, October 29th, 2014: 1. Do Now: Review your FOUR CLAIM statements (AND EVIDENCE THAT SUPPORTS YOUR CLAIMS) in which you will argue that each of your textual examples (adversities and experiences overcoming adversities) from your assigned chapter (17, 18 or 19) shows the most grandiose adversity AND the most grandiose experience of overcoming adversity. Sentence Starters include the following: The most grandiose adversity is...because... OR The most grandiose experience of overcoming adversity is...because... (DO NOT INCLUDE DIRECT QUOTES AND PAGE NUMBERS IN THE CLAIM STATEMENT. YOU'RE SHARING THE CLAIMS IN YOUR OWN WORDS)

    2. Discussion/Sharing: The teacher will finish guiding the review of chapters 17, 18 and 19. Students will then present their claim statements for their assigned chapter (17, 18 or 19). Then, they will share their textual examples to support their claim statements. They will use at least one of the following SENTENCE STARTERS to present their textual examples.

    SENTENCE STARTERS TO PROVE A POINT:

  • To support my claim in favor of adversity/overcoming adversity, I found on page___________, where it said...
  • I know my claim in favor of adversity/overcoming adversity is right because...
  • In the text, it supported my claim in favor of adversity/overcoming adversity because it said...
  • A textual example is...
  • To paraphrase/summarize the author's ideas...

    SENTENCE STARTERS TO ADD TO A POINT:

  • I agree with _______________'s point because...
  • I think ________________'s opinion is valid because...
  • I'd like to add...
  • In addition to what ____________said,...
  • I appreciate ________________'s idea because...

    SENTENCE STARTERS TO ARGUE A POINT:

  • I respect __________________'s opinion, but disagree because...
  • I'd like to argue that...
  • I partially disagree with________________because...
  • I understand _________________'s point, but on the other hand...

    3. Reflections (in your LA section):
    1.) Why were these effective methods to present and argue claims and evidence?
    2.) What were your strengths and what areas would you like to improve in presentation and argument?
    3.) What can you predict about the purpose for these claim statements and evidence on adversities and experiences about overcoming adversities in The Scarlet Letter?

    SHOW HW: T-CHARTS AND SYNOPSES FOR CHAPTERS 20 AND 21.

  • How can we effectively make claims and use textual evidence to support our claims in chapters 17, 18 and 19 in The Scarlet Letter? DUE THIS FRIDAY, OCTOBER 31st:
  • EXAM on CHAPTERS 10-24 in THE SCARLET LETTER (25% of the 2nd marking period grade). It will be multiple-choice questions (you need a #2 pencil). STUDY GUIDE IS HERE!
  • Read chapters 22, 23 and 24 (pp. 205-228). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.

    DUE NEXT WEDNESDAY, NOVEMBER 5th:

  • QUIZ on Vocabulary List #2.
  • Flashcards: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.

  • Tuesday, October 28th, 2014: 1. Do Now: Review your FOUR CLAIM statements (AND EVIDENCE THAT SUPPORTS YOUR CLAIMS) in which you will argue that each of your textual examples (adversities and experiences overcoming adversities) from your assigned chapter (17, 18 or 19) shows the most grandiose adversity AND the most grandiose experience of overcoming adversity. Sentence Starters include the following: The most grandiose adversity is...because... OR The most grandiose experience of overcoming adversity is...because... (DO NOT INCLUDE DIRECT QUOTES AND PAGE NUMBERS IN THE CLAIM STATEMENT. YOU'RE SHARING THE CLAIMS IN YOUR OWN WORDS)

    2. Discussion/Sharing: The teacher will guide the review of chapters 17, 18 and 19. Students will then present their claim statements for their assigned chapter (17, 18 or 19). Then, they will share their textual examples to support their claim statements. They will use at least one of the following SENTENCE STARTERS to present their textual examples.

    SENTENCE STARTERS TO PROVE A POINT:

  • To support my claim in favor of adversity/overcoming adversity, I found on page___________, where it said...
  • I know my claim in favor of adversity/overcoming adversity is right because...
  • In the text, it supported my claim in favor of adversity/overcoming adversity because it said...
  • A textual example is...
  • To paraphrase/summarize the author's ideas...

    SENTENCE STARTERS TO ADD TO A POINT:

  • I agree with _______________'s point because...
  • I think ________________'s opinion is valid because...
  • I'd like to add...
  • In addition to what ____________said,...
  • I appreciate ________________'s idea because...

    SENTENCE STARTERS TO ARGUE A POINT:

  • I respect __________________'s opinion, but disagree because...
  • I'd like to argue that...
  • I partially disagree with________________because...
  • I understand _________________'s point, but on the other hand...

  • How can we effectively make claims and use textual evidence to support our claims in chapters 17, 18 and 19 in The Scarlet Letter? DUE TOMORROW, WEDNESDAY, OCTOBER 29th:
  • Read chapters 20-21 (pp. 187-204). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.

    DUE THIS FRIDAY, OCTOBER 31st:

  • EXAM on CHAPTERS 10-24 in THE SCARLET LETTER (25% of the 2nd marking period grade). It will be multiple-choice questions (you need a #2 pencil). STUDY GUIDE IS COMING SOON!
  • Read chapters 22, 23 and 24 (pp. 205-228). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.

    DUE NEXT WEDNESDAY, NOVEMBER 5th:

  • QUIZ on Vocabulary List #2.
  • Flashcards: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.

  • Monday, October 27th, 2014: 1. Work Period: In a Cornell Notes page in the LA section, compose four CLAIM statements in which you argue in favor of your textual examples (adversities and experiences overcoming adversities) from your assigned chapter (17, 18 or 19). It should show the most grandiose adversity OR the most grandiose experience of overcoming adversity. Sentence Starters include the following: The most grandiose adversity is...because... OR The most grandiose experience of overcoming adversity is...because... (DO NOT INCLUDE DIRECT QUOTES AND PAGE NUMBERS IN THE CLAIM STATEMENT. YOU'RE WRITING THE CLAIM IN YOUR OWN WORDS). Be ready to share your claims with evidence tomorrow.

    Show HW: T-charts and synopses for chapters 17, 18 and 19.

    2. Introduce Vocabulary List #2.

    *Evidence-Based Claims Unit Handouts (for tomorrow)

    How can we effectively make claims and use textual evidence to support our claims in chapters 17, 18 and 19 in The Scarlet Letter? DUE THIS WEDNESDAY, OCTOBER 29th:
  • Read chapters 20-21 (pp. 187-204). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.

    DUE THIS FRIDAY, OCTOBER 31st:

  • EXAM on CHAPTERS 10-24 in THE SCARLET LETTER (25% of the 2nd marking period grade). It will be multiple-choice questions (you need a #2 pencil). STUDY GUIDE IS COMING SOON!
  • Read chapters 22, 23 and 24 (pp. 205-228). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.

    DUE NEXT WEDNESDAY, NOVEMBER 5th:

  • QUIZ on Vocabulary List #2.
  • Flashcards: Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.

  • Friday, October 24th, 2014: 1. Do Now: Compose four CLAIM statements in which you argue in favor of your textual examples (adversities and experiences overcoming adversities) from your assigned chapter (15 or 16). It should show the most grandiose adversity OR the most grandiose experience of overcoming adversity. Sentence Starters include the following: The most grandiose adversity is...because... OR The most grandiose experience of overcoming adversity is...because... (DO NOT INCLUDE DIRECT QUOTES AND PAGE NUMBERS IN THE CLAIM STATEMENT. YOU'RE WRITING THE CLAIM IN YOUR OWN WORDS). Be ready to share your claims with evidence tomorrow.

    Show HW: T-charts and synopses for chapters 17, 18 and 19.

    2. Share the Do Now.

    3. Reflections: Why were the claim statements effective methods to present and argue evidence? What were your strengths? What areas would you like to improve in presentation and argument? How can we effectively summarize and highlight claims and evidence from chapters 15 and 16 that support the themes of adversity and overcoming adversity in The Scarlet Letter?

    How can we effectively make claims and use textual evidence to support our claims in chapters 15 and 16 in The Scarlet Letter? DUE THIS MONDAY, OCTOBER 27th:
  • Read chapters 17-19 (pp. 165-186). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.
  • Thursday, October 23rd, 2014: 1. Do Now: Compose FOUR CLAIM statements in which you argue that each of your textual examples (adversities and experiences overcoming adversities) from your assigned chapter (15 or 16) shows the most grandiose adversity AND the most grandiose experience of overcoming adversity. Sentence Starters include the following: The most grandiose adversity is...because... OR The most grandiose experience of overcoming adversity is...because... (DO NOT INCLUDE DIRECT QUOTES AND PAGE NUMBERS IN THE CLAIM STATEMENT. YOU'RE WRITING THE CLAIM IN YOUR OWN WORDS)

    SHOW HW: chapters 15 and 16 T-Charts and Synopses

    2. Note-Taking: Take notes on Chapter 14 in The Scarlet Letter.

    3. Discussion/Sharing: Students will present their claim statements for their assigned chapter (15 or 16). Then, they will share their textual examples to support their claim statements. They will use at least one of the following SENTENCE STARTERS to present their textual examples.

    SENTENCE STARTERS TO PROVE A POINT:

  • To support my claim in favor of adversity/overcoming adversity, I found on page___________, where it said...
  • I know my claim in favor of adversity/overcoming adversity is right because...
  • In the text, it supported my claim in favor of adversity/overcoming adversity because it said...
  • A textual example is...
  • To paraphrase/summarize the author's ideas...

    SENTENCE STARTERS TO ADD TO A POINT:

  • I agree with _______________'s point because...
  • I think ________________'s opinion is valid because...
  • I'd like to add...
  • In addition to what ____________said,...
  • I appreciate ________________'s idea because...

    SENTENCE STARTERS TO ARGUE A POINT:

  • I respect __________________'s opinion, but disagree because...
  • I'd like to argue that...
  • I partially disagree with________________because...
  • I understand _________________'s point, but on the other hand...

    4. Reflections: Why were these effective methods to present and argue claims and evidence? What were your strengths? What areas would you like to improve in presentation and argument? How can we effectively summarize and highlight claims and evidence from chapters 15 and 16 that support the themes of adversity and overcoming adversity in The Scarlet Letter?

  • How can we effectively make claims and use textual evidence to support our claims in chapters 15 and 16 in The Scarlet Letter? DUE MONDAY, OCTOBER 27th:
  • Read chapters 17-19 (pp. 165-186). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.
  • Wednesday, October 22nd, 2014: 1. Do Now: The remaining groups will present their claim statements for their assigned chapter (12, 13 or 14). Then, they will share their textual examples to support their claim statements. They will use at least one of the following SENTENCE STARTERS to present their textual examples.

    SENTENCE STARTERS TO PROVE A POINT:

  • To support my claim in favor of adversity/overcoming adversity, I found on page___________, where it said...
  • I know my claim in favor of adversity/overcoming adversity is right because...
  • In the text, it supported my claim in favor of adversity/overcoming adversity because it said...
  • A textual example is...
  • To paraphrase/summarize the author's ideas...

    SENTENCE STARTERS TO ADD TO A POINT:

  • I agree with _______________'s point because...
  • I think ________________'s opinion is valid because...
  • I'd like to add...
  • In addition to what ____________said,...
  • I appreciate ________________'s idea because...

    SENTENCE STARTERS TO ARGUE A POINT:

  • I respect __________________'s opinion, but disagree because...
  • I'd like to argue that...
  • I partially disagree with________________because...
  • I understand _________________'s point, but on the other hand...

    2. Reflections: Why were these effective methods to present and argue claims and evidence? What were your strengths? What areas would you like to improve in presentation and argument? How can we effectively summarize and highlight claims and evidence from chapters 12, 13 and 14 that support the themes of adversity and overcoming adversity in The Scarlet Letter?

  • How can we effectively make claims and use textual evidence to support our claims? DUE TOMORROW, THURSDAY, OCTOBER 23rd:

  • Read chapters 15-16 (pp. 153-164). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.
  • Tuesday, October 21st, 2014: 1. Do Now: Compose a CLAIM statement in which you argue that your textual example from your assigned chapter (12, 13 or 14) shows the most grandiose adversity OR the most grandiose experience of overcoming adversity. Sentence starters include the following: The most grandiose adversity is...because... OR The most grandiose experience of overcoming adversity is...because...

    2. Discussion/Sharing: Each group will present their claim statements for their assigned chapter (12, 13 or 14). Then, they will share their textual examples to support their claim statements. They will use at least one of the following SENTENCE STARTERS to present their textual examples.

    SENTENCE STARTERS TO PROVE A POINT:

  • To support my claim in favor of adversity/overcoming adversity, I found on page___________, where it said...
  • I know my claim in favor of adversity/overcoming adversity is right because...
  • In the text, it supported my claim in favor of adversity/overcoming adversity because it said...
  • A textual example is...
  • To paraphrase/summarize the author's ideas...

    SENTENCE STARTERS TO ADD TO A POINT:

  • I agree with _______________'s point because...
  • I think ________________'s opinion is valid because...
  • I'd like to add...
  • In addition to what ____________said,...
  • I appreciate ________________'s idea because...

    SENTENCE STARTERS TO ARGUE A POINT:

  • I respect __________________'s opinion, but disagree because...
  • I'd like to argue that...
  • I partially disagree with________________because...
  • I understand _________________'s point, but on the other hand...

    3. Reflections: Why were these effective methods to present and argue claims and evidence? What were your strengths? What areas would you like to improve in presentation and argument?

  • How can we effectively make claims and use textual evidence to support our claims? DUE THIS THURSDAY, OCTOBER 23rd:

  • Read chapters 15-16 (pp. 153-164). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.
  • Monday, October 20th, 2014: 1. Do Now: Review answers of the SUPER QUIZ ON COMMONLY USED SAT VOCABULARY

    2. Work Period: In assigned groups, choose one example (a brief, direct quote from the novel) of adversity and one example of overcoming adversity (a brief, direct quote from the novel) taken from your assigned chapter (12, 13 or 14). Make sure that everyone in the group agrees on the examples from the novel. Everyone in the group should be able to explain why one example is adversity and one example is overcoming adversity. Be ready to share tomorrow in class.

    How can we effectively improve our vocabulary and textual evidence skills? DUE TOMORROW, TUESDAY, OCTOBER 21st:
  • Be ready to share today's work period assignment.
  • Friday, October 17th, 2014: 1. Do Now: VOCABULARY SUPER QUIZ ON COMMONLY USED SAT VOCABULARY

    2. In your Regents/Test-Taking Strategies section, write the following questions and then provide the answers on note-taking skills:
    1.) Why are Cornell Notes being taught at ITHS?
    2.) What are your note-taking methods (e.g. bullet points, graphic organizers, drawings, sentences, phrases/key words, etc.)? Why do you use these methods?
    3.) What are your strengths in note-taking (e.g. write quickly, organized, good handwriting, gather key points, etc.)?
    4.) What are your weaknesses in note-taking (e.g. don't write the key points, write too slowly, messy notes, disorganized, etc.)
    5.) What is your MOST effective type of note-taking?

    SHOW ALL HW (vocabulary flashcards and chapters 12-14 t-charts and synopses from The Scarlet Letter AND OWED HW. TODAY IS THE LAST DAY OF THE 1ST MARKING PERIOD.

    2. Discuss/Share Note-Taking questions.

    3. Introduce Cornell Note-Taking. Let's watch a Cornell Note-Taking video. Here's another Cornell Note-Taking Resource.

    How can we effectively improve our vocabulary and note-taking skills? No HW!
    Thursday, October 16th, 2014: Work Period:
  • Study the list of COMMONLY USED SAT VOCABULARY (SUPER QUIZ IS TOMORROW!)
  • Work on flashcards for the vocabulary quiz.
  • Read chapters 12-14 in The Scarlet Letter. Work on the t-charts and synopses.
  • How can we effectively improve our SAT vocabulary and literary analysis of chapters 12-14 in The Scarlet Letter, keeping in mind the characters' adversities and characters' strategies for overcoming adversities? GOOD LUCK ON THE PSAT TOMORROW!

    DUE TOMORROW, FRIDAY, OCTOBER 17th:

  • SUPER QUIZ (20% of the 1st marking period) on COMMONLY USED SAT VOCABULARY. BRING A #2 PENCIL.
  • Compose flashcards for COMMONLY USED SAT VOCABULARY. Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.
  • Read chapters 12-14 (pp. 129-152). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.
  • Tuesday, October 14th, 2014: 1. Do Now: Review the list of COMMONLY USED SAT VOCABULARY.

    2. PSAT Strategies:
    1.) If you see words that you don't know, use prior knowledge, which includes looking at the roots to connect to familiar words and recalling other languages (like Spanish, French, or Greek).
    2.) Cover up the answer choices. Then, find your own answer without being distracted by the answer choices. Write it in the margin. Finally, uncover your answer choices and identify the answer that matches yours (it's usually right!).
    3.) You can and should leave some questions unanswered (this means to omit some questions; figure that you should leave 2-3 questions blank per section).
    4.) Preview questions for line numbers. Then, underline the line numbers in the reading passages (before you read!). Finally, read the passages, keeping the underlined lines in mind since there will questions on these lines.
    5.) The most common question types are inferences (which include "infer," "imply," "suggest," "assume," and "conclude") and author's purpose (WHY the author makes choices throughout the reading passages).

    3. Make Your Own PSAT-style vocabulary question, using your assigned word from the list above. Turn this in before you leave class today.

    How can we effectively prepare for the PSAT? GOOD LUCK ON THE PSAT TOMORROW!

    DATE CHANGE: DUE THIS FRIDAY, OCTOBER 17th:

  • SUPER QUIZ (20% of the 1st marking period) on COMMONLY USED SAT VOCABULARY
  • Compose flashcards for COMMONLY USED SAT VOCABULARY. Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.

    DUE THIS FRIDAY, OCTOBER 17th:

  • Read chapters 12-14 (pp. 129-152). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.
  • Friday, October 10th, 2014: 1. Do Now:
    1.) Read the list of COMMONLY USED SAT VOCABULARY.

    In your LA section, answer the following questions that correspond with chapters 1-11 in The Scarlet Letter.
    2.) Describe a time that you hid a personal mistake and then revealed it to others. How did it feel when you kept the mistake hidden? How did it feel when you revealed it to another person?
    3.) Describe a person you greatly respect. What are their qualities? Does he/she have any flaws? If so, explain.
    4.) Share a time when you were disappointed in yourself. How did you feel?

    SHOW YOUR HOMEWORK: CHAPTER 11 T-CHART AND SYNOPSIS.

    2. Discuss/Share Do Now answers.

    3. Discuss the rest of chapter 10 and chapter 11. Take notes.

    4. HW Reminders

    How can we effectively analyze chapters 10 and 11 in The Scarlet Letter, focusing on adversities and overcoming adversities? DUE NEXT THURSDAY, OCTOBER 16th:
  • SUPER QUIZ (20% of the 1st marking period) on COMMONLY USED SAT VOCABULARY
  • Compose flashcards for COMMONLY USED SAT VOCABULARY. Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.

    DUE NEXT FRIDAY, OCTOBER 17th:

  • Read chapters 12-14 (pp. 129-152). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for EACH chapter.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH chapter. You MUST keep it brief or you will NOT earn credit.
  • Thursday, October 9th, 2014: 1. Do Now: Review exam on chapters 1-9 in The Scarlet Letter and the rest of chapter 10.

    2. Presentations of predictions (1-2 sentences, using prior knowledge from previous chapters) for the chapter titles for chapters 10-24. Each person is presenting 4-5 chapter titles. Each person will present 1-2 sentences that predict what that chapter will focus on (use your prior knowledge: chapters 1-9 in The Scarlet Letter).

    How can we make accurate predictions for chapters 10-24 in The Scarlet Letter? DUE TOMORROW, FRIDAY, OCTOBER 10th:
  • Read chapter 11 (pp. 122-128). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for chapter 11.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in chapter 11. You MUST keep it brief or you will NOT earn credit.

    DUE NEXT THURSDAY, OCTOBER 16th:

  • SUPER QUIZ (20% of the 1st marking period) on COMMONLY USED SAT VOCABULARY
  • Compose flashcards for COMMONLY USED SAT VOCABULARY. Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.
  • Wednesday, October 8th, 2014: 1. Do Now: Look at the chapter titles for chapters 10-24. With neighbors at your table, divide up the chapter titles so that each person is assigned 4-5 chapter titles. Each person will write 1-2 sentences that predict what that chapter will focus on (use your prior knowledge: chapters 1-9 in The Scarlet Letter).

    SHOW HW: Chapter 10 t-chart and synopsis.

    2. Discuss Do Now predictions and Chapter 10.

    How can we make accurate predictions for chapters 10-24 in The Scarlet Letter? DUE TOMORROW, THURSDAY, OCTOBER 9TH:
  • Finish today's classwork: Look at the chapter titles for chapters 10-24. With neighbors at your table, divide up the chapter titles so that each person is assigned 4-5 chapter titles. Each person will write 1-2 sentences that predict what that chapter will focus on (use your prior knowledge: chapters 1-9 in The Scarlet Letter). Be ready to present your chapter predictions tomorrow. If you were not in class, please choose 5 chapter titles and write 1-2 sentences that predict what that chapter will focus on.

    DUE THIS FRIDAY, OCTOBER 10th:

  • Read chapter 11 (pp. 122-128). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for chapter 11.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in chapter 11. You MUST keep it brief or you will NOT earn credit.
  • Tuesday, October 7th, 2014: 1. Do Now: EXAM ON CHAPTERS 1-9 in The Scarlet Letter

    2. Work Period: Begin HW. Read the 1st page of chapter 10 and be ready to discuss the characters, evidence of figurative language, and predictions for the rest of the chapter.

    How can we prove our vocabulary skills and knowledge of the adversities, abilities of the characters to overcome adversities, and author's purpose in chapters 1-9 of The Scarlet Letter? DUE TOMORROW, WEDNESDAY, OCTOBER 8TH:
  • Read chapter 10 (pp. 113-121). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for chapter 10.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in chapter 10. You MUST keep it brief or you will NOT earn credit.
  • Monday, October 6th, 2014: 1. Do Now: Introduce and review the CHAPTERS 1-9 EXAM STUDY GUIDE.

    2. Work Period: Prepare for tomorrow's exam. Review the study guide and vocabulary.

    How can we improve our vocabulary skills and analyze the adversities, abilities of the characters to overcome adversities, and author's purpose in chapters 1-9 of The Scarlet Letter? DUE TOMORROW, TUESDAY, OCTOBER 7TH: EXAM (50% of the 1st marking period grade) on Chapters 1-9.

  • You must study all class and homework notes on ADVERSITIES and OVERCOMING ADVERSITIES, as well as the synopsis (summary) for each chapter. You must also know how to define and use each of the following vocabulary words in a sentence: The Scarlet Letter Vocabulary List #1. Here's the CHAPTERS 1-9 EXAM STUDY GUIDE. The Exam will be multiple-choice questions. PLEASE BRING A #2 PENCIL.
  • Friday, October 3rd, 2014: 1. Do Now: We will discuss chapter 9, focusing on the adversities, strategies for overcoming adversities, and plot events. Ask the following questions: Why is chapter 9 titled "The Leech"? What is the definition of a leech? What is the author's purpose in including character analysis of these two male characters in chapter 9? What are your personal opinions about the characters discussed in chapter 9?

    2. Work Period: You will FINISH (by the end of this class period) writing a Creative Vocabulary Story using ALL of the words in The Scarlet Letter Vocabulary List #1. You MUST use ALL of the words and underline them! Story topic/title choices (fiction or non-fiction, including poetry, play/movie script, etc.) MUST be one of the chapter titles for chapters 1-9 in The Scarlet Letter. You MUST use the words correctly in a story that makes sense. Write two pages handwritten. You MUST turn it in at the end of class TODAY.

    SHOW HW: Vocabulary Flashcards.

    How can we improve our vocabulary skills and analyze the adversities, abilities of the characters to overcome adversities, and author's purpose in chapter 9 of The Scarlet Letter? DUE THIS COMING TUESDAY, OCTOBER 7TH: EXAM (50% of the 1st marking period grade) on Chapters 1-9.

  • You must study all class and homework notes on ADVERSITIES and OVERCOMING ADVERSITIES, as well as the synopsis (summary) for each chapter. You must also know how to define and use each of the following vocabulary words in a sentence: The Scarlet Letter Vocabulary List #1. Here's the CHAPTERS 1-9 EXAM STUDY GUIDE. The Exam will be multiple-choice questions. PLEASE BRING A #2 PENCIL.
  • Thursday, October 2nd, 2014: 1. Do Now: You will write a Creative Vocabulary Story using ALL of the words in The Scarlet Letter Vocabulary List #1. You MUST use ALL of the words and underline them! Story topic/title choices (fiction or non-fiction, including poetry, play/movie script, etc.) MUST be one of the chapter titles for chapters 1-9 in The Scarlet Letter. You MUST use the words correctly in a story that makes sense. Write two pages handwritten. This is a CLASSWORK assignment (you will have in-class time today and tomorrow). You MUST turn it in at the end of class tomorrow.

    SHOW HW: CHAPTER 9 T-CHART AND SYNOPSIS.

    2. Discuss the Do Now.

    3. Review The Scarlet Letter Vocabulary List #1.

    4. Work Period: At your tables, discuss chapter 9, focusing on the adversities, strategies for overcoming adversities, and plot events. Ask the following questions: Why is chapter 9 titled "The Leech"? What is the definition of a leech? What is the author's purpose in including character analysis of these two male characters in chapter 9? What are your personal opinions about the characters discussed in chapter 9?

    How can we improve our vocabulary skills and analyze the author's purpose in chapter 9 of The Scarlet Letter? DUE TOMORROW, FRIDAY, OCTOBER 3rd:
  • Compose flashcards for The Scarlet Letter Vocabulary List #1. Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.
  • WORK ON TODAY'S CLASSWORK ASSIGNMENT (It MUST be turned in at the end of class tomorrow): You will write a Creative Vocabulary Story using ALL of the words in The Scarlet Letter Vocabulary List #1. You MUST use ALL of the words and underline them! Story topic/title choices (fiction or non-fiction, including poetry, play/movie script, etc.) MUST be one of the chapter titles for chapters 1-9 in The Scarlet Letter. You MUST use the words correctly in a story that makes sense. Write two pages handwritten. This is a CLASSWORK assignment (you will have in-class time today and tomorrow). You MUST turn it in at the end of class tomorrow.

    NEXT TUESDAY, OCTOBER 7TH: EXAM (50% of the 1st marking period grade) on Chapters 1-9.

  • You must study all class and homework notes on ADVERSITIES and OVERCOMING ADVERSITIES, as well as the synopsis (summary) for each chapter. You must also know how to define and use each of the following vocabulary words in a sentence: The Scarlet Letter Vocabulary List #1. A review sheet will be provided. The Exam will be multiple-choice questions. PLEASE BRING A #2 PENCIL.
  • Wednesday, October 1st, 2014: 1. Do Now: Read (individually) The Scarlet Letter Vocabulary List #1. Check off words that you're familiar with and circle words that you've never seen or don't know.

    2. Finish reviewing chapters 7 and 8, focusing on the adversities, strategies for overcoming adversities, and plot events.

    3. Review The Scarlet Letter Vocabulary List #1.

    4. Introduce HW.

    How can we effectively understand the major themes (parenting, bullying and faith), events and characters in Chapters 7 and 8 and vocabulary in chapters 1-9 in The Scarlet Letter? DUE TOMORROW, THURSDAY, OCTOBER 2nd:
  • Read chapter 9 (p. 104-112). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks; remember--the quotes can be short phrases. It's BEST to choose short phrases and understand what you're writing. If you EXPLAIN the quotes in your own words and prove why the fit the T-Chart, then you'll be better prepared for the tests/papers) for chapter 9.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in chapter 9. You MUST keep it brief or you will NOT earn credit.


  • DUE THIS FRIDAY, OCTOBER 3rd: Compose flashcards for The Scarlet Letter Vocabulary List #1. Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.
  • NEXT TUESDAY, OCTOBER 7TH: EXAM (50% of the 1st marking period grade) on Chapters 1-9. You must study all class and homework notes on ADVERSITIES and OVERCOMING ADVERSITIES, as well as the synopsis (summary) for each chapter. You must also know how to define and use each of the following vocabulary words in a sentence: The Scarlet Letter Vocabulary List #1. A review sheet will be provided. The Exam will be multiple-choice questions. PLEASE BRING A #2 PENCIL.
  • Tuesday, September 30th, 2014: 1. Do Now: In your LA section, please answer the following questions that correspond with chapters 6, 7 and 8.
    1.) How would you describe an ideal parent?
    2.) Why has bullying been a problem for hundreds of years? What is a solution to the problem of bullying?
    3.) Why do you believe that some people have faith in a religion while others don't have faith in a religion?

    SHOW OWED HW and TURN IN THE CROSSWORD PUZZLES.

    2. Discuss Do Now answers.

    3. Review chapters 6, 7 and 8, focusing on the adversities, strategies for overcoming adversities, and plot events.

    How can we effectively understand the major themes (parenting, bullying and faith), events and characters in Chapters 6-8 of The Scarlet Letter? DUE THURSDAY, OCTOBER 2nd:
  • Read chapter 9 (p. 104-112). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks) for chapter 9.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in chapter 9.

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

    LOOKING AHEAD:

  • DUE THIS FRIDAY, OCTOBER 3rd: Compose flashcards for The Scarlet Letter Vocabulary List #1. Write the vocabulary word and part of speech on the front of the card, and write the definition and an original sentence (not the sentence provided on the list above) on the back of the card. You may use an electronic flashcard app.
  • NEXT TUESDAY, OCTOBER 7TH: EXAM (50% of the 1st marking period grade) on Chapters 1-9. You must study all class and homework notes on ADVERSITIES and OVERCOMING ADVERSITIES, as well as the synopsis (summary) for each chapter. You must also know how to define and use each of the following vocabulary words in a sentence: The Scarlet Letter Vocabulary List #1. A review sheet will be provided. The Exam will be multiple-choice questions. PLEASE BRING A #2 PENCIL.
  • Monday, September 29th, 2014: Work Period: Finish the crossword puzzle (on the paper provided) for chapters 1-5 of The Scarlet Letter OR vocabulary (include page #s) from chapters 1-5 in The Scarlet Letter. You should have a minimum of 10 clues (5 across and 5 down). Write the answers on the back. You MUST turn it in at the end of class TODAY (or if we are short on time, you can turn it in for homework tomorrow). You can refer to the t-charts and synopses, as well as ideas from the book, or just look up unknown words. Focus on the most important ideas and/or language that would be useful for all students to remember.

    SHOW HW: T-CHARTS AND SYNOPSES FOR CHAPTERS 6, 7 AND 8.

    How can we effectively understand the major events and characters in Chapters 1-5 of The Scarlet Letter? DUE TOMORROW, TUESDAY, SEPTEMBER 30th:
  • Finish today's crossword puzzle (see details in the classwork) and turn it in!

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

  • Wednesday, September 24th, 2014: 1. Do Now: In your LA section, make a prediction (write 2-3 sentences) about chapters 6-24 in The Scarlet Letter. When making your prediction, consider the actions of Hester Prynne and Roger Chillingworth.

    *Show any owed HW.

    2. Review the Do Now answer.

    3. Finish reviewing chapter 4 T-Chart and Synopsis and chapter 5 T-Chart and Synopsis.

    4. Work Period: Begin a crossword puzzle (on the paper provided) for chapters 1-5 of The Scarlet Letter OR vocabulary (include page #s) from chapters 1-5 in The Scarlet Letter. You should have a minimum of 10 clues (5 across and 5 down). Write the answers on the back. You MUST turn it in at the end of class on MONDAY. You can refer to the t-charts and synopses, as well as ideas from the book, or just look up unknown words. Focus on the most important ideas and/or language that would be useful for all students to remember.

    How can we personally connect to Hester's crime, Hester's reactions and punishment, and her husband's feelings in Chapters 4 and 5 of The Scarlet Letter? DUE NEXT MONDAY, SEPTEMBER 29th--THREE HOMEWORK ASSIGNMENTS:
  • Read chapters 6, 7 and 8 (pp. 80-103). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks) for EACH CHAPTER.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH CHAPTER.
  • Tuesday, September 23rd, 2014: 1. Do Now: In your LA section, answer the following questions that correspond with Chapter 5 and the entire novel:
  • Who is a role model (or poster child) of what NOT to do in today's modern era? Explain why.
  • Since The Scarlet Letter is a difficult text, what are some strategies that would help all students better understand the story?

    *Show HW: Chapter 5 T-Chart and Synopsis, show owed HW and work on owed HW.

    2. Review the Do Now answer.

    3. Finish reviewing chapter 4 T-Chart and Synopsis and chapter 5 T-Chart and Synopsis.

  • How can we personally connect to Hester's crime, Hester's reactions and punishment, and her husband's feelings in Chapters 4 and 5 of The Scarlet Letter? DUE NEXT MONDAY, SEPTEMBER 29th--THREE HOMEWORK ASSIGNMENTS:
  • Read chapters 6, 7 and 8 (pp. 80-103). In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks) for EACH CHAPTER.
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in EACH CHAPTER.
  • Monday, September 22nd, 2014: 1. Do Now: In your LA section, answer the following questions that correspond with Chapter 4:
  • If you found out that your boyfriend/girlfriend cheated on you, how would you respond? Explain why you have this reaction.
  • Is revenge appropriate for a cheater? Explain your answer.
  • How would your family feel if you (or your girlfriend) became pregnant? Is it acceptable if you're not married?

    *Show HW: Chapter 4 T-Chart and Synopsis.

    2. Review the Do Now answers.

    3. Review chapter 4 T-Chart and Synopsis.

  • How can we personally connect to the relationships between Hester, her child and her husband (Chillingworth) in Chapter 4 of The Scarlet Letter? DUE TOMORROW, TUESDAY, SEPTEMBER 23rd:
  • Read chapter 5. In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks).
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in chapter 5.
  • Friday, September 19th, 2014: 1. Do Now: In your LA section, answer the following questions:
    1.) For whom would you keep a secret, even if it means that you are punished? Why?
    2.) Is it ever acceptable to commit adultery? Explain.
    3.) In this modern era, what would be an appropriate punishment for an adulterer (a person who commits adultery)? Explain reasoning for this punishment.

    *Show any owed HW.

    2. Review the Do Now answers.

    3. Review chapters 2 and 3 T-Charts and Synopses.

    How can we personally connect to the details of the plot, specifically adultery, punishment and secrets, and the adversities of characters in chapters 2 and 3 in The Scarlet Letter? DUE MONDAY, SEPTEMBER 22nd:
  • Read chapter 4. In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks).
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in chapter 4.
  • Thursday, September 18th, 2014: 1. Do Now: In your LA section, answer the following questions:
    1.) What's a popular subject of gossip among your friends and why?
    2.) Why would teenagers ostracize (make someone an outcast; exclude) someone today?
    3.) If Miley Cyrus or Lindsey Lohan (choose one) was forced to wear a letter (from the alphabet) on her clothes, which would reveal that she was ostracized, what letter would it be and why?

    *Show HW: Chapter 3 T-Chart and Synopsis.

    2. Review the Do Now answers and the Biography of Nathaniel Hawthorne (the author of The Scarlet Letter) and the historical background of The Scarlet Letter, examining adversities and methods to overcome adversity.

    3. Review chapters 2 and 3 T-Charts and Synopses.

    How can students understand adversities among their friends, celebrities and characters in chapters 2 and 3 in The Scarlet Letter? None. Make up any owed HW!
    Wednesday, September 17th, 2014: 1. Do Now: DIAGNOSTIC EXAM (When finished, show the HW: chapter 2 T-Chart and synopsis)

    2. Review Biography of Nathaniel Hawthorne (the author of The Scarlet Letter) and the historical background of The Scarlet Letter, examining adversities and methods to overcome adversity.

    3. Begin HW.

    How can students prove their reading, literary element and technique skills in a diagnostic exam? DUE TOMORROW, THURSDAY, SEPTEMBER 18th:
  • Read chapter 3. In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks).
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in chapter 3.
  • Tuesday, September 16th, 2014: 1. Do Now:
  • Take a copy of The Scarlet Letter and sign it out (write the last four digits of the bar code # from the back, inside cover). (SHOW THE 9/11 CLASSWORK FROM LAST WEEK)
  • Read the back cover synopsis (summary) and identify one example of ADVERSITY and one example of OVERCOMING ADVERSITY that you will be reading in this novel (create an ADVERSITY/OVERCOMING ADVERSITY t-chart in your LA SECTION).

    2. Share Do Now answers.

    3. Review Biography of Nathaniel Hawthorne (the author of The Scarlet Letter) and the historical background of The Scarlet Letter, examining adversities and methods to overcome adversity.

    4. Introduce and begin HW.

  • How can students prepare to read The Scarlet Letter by examining the synopsis, the author's background and the historical background? DUE TOMORROW, WEDNESDAY, SEPTEMBER 17th:
  • Read chapter 2. In your HOMEWORK SECTION, Identify TWO examples of ADVERSITY and TWO EXAMPLES OF OVERCOMING ADVERSITY in a T-CHART (include page #s and direct quotes, with quotation marks).
  • Write a brief synopsis (summary) of 2-4 sentences that explains the events and characters that emerge in chapter 2.
  • Monday, September 15th, 2014: 1. Do Now: Brainstorm adversities experienced by celebrities in the media. How does the media contribute to those adversities? How can celebrities overcome these adversities? What tools are needed to overcome these adversities?

    2. Discuss/Share Do Now answers. Discuss the HW assignment. What were the challenges? What were your accomplishments?

    3. Read Biography of Nathaniel Hawthorne (the author of The Scarlet Letter). What can you predict that you will see in Hawthorne's novel, based on his personal characteristics, values and life history? What adversities did he experience? Refer to specific details in his biography. Be ready to share.

    4. What adversities can you predict in the novel, The Scarlet Letter?

    Turn in the creative writing HW assignment.

    How can students find media connections to the theme of overcoming adversity and prepare to read The Scarlet Letter? Make up any owed HW.
    Friday, September 12th, 2014: 1. Do Now: Finish answering yesterday's questions on 9/11.
    A.) What has changed a 9/11 survivor's life, a victim's child's life and a first responder's (firefighter, police officer, or emergency medical technician) life?
    B.) What has changed an average New Yorker's life as a result of 9/11?
    C.) Do you remember your reaction to 9/11/01? Explain your reaction.
    D.) Why is it important to learn about the historical event of 9/11?
    E.) How does learning about 9/11 guide people to live differently? Explain.
    F.) Do you think that 9/11 changed people's faith (you may refer to their religious beliefs and faith in other human beings)? Explain your answer.

    Show HW: A MINIMUM OF TWO VOLUNTEER OPPORTUNITIES. INCLUDE THE COMPANY NAME/ORGANIZATION, LOCATION, THE DUTIES REQUIRED, AND THE CONTACT PERSON WITH PHONE NUMBER.

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

    3. Introduce HW.

    How can students recall the events of 9/11 and make personal connections? DUE MONDAY, SEPTEMBER 15th:
  • 9/11 CREATIVE WRITING STORY: Scan the 9/11 Photo Memorial and select a profile. Create a descriptive story (a paragraph of 6-8 sentences) for one of the 9/11 victims. You should appeal to the senses (sight, sound, touch, taste and smell). Show; don't tell. Bring each story to life. Even though you don't know the truth, you're honoring their memory by remembering them.

    Here's a sample: John Smith is a young 26-year-old man who took a shower that morning, using his favorite Irish spring soap, thinking about work, and how he is so glad for the stable job and chance to career build. He feels good that he finally has enough saved to afford to take out the beautiful girl he can't stop thinking about. He made reservations at the nicest restaurant in the city. "Oh yes," he thinks, "remember, pack your clean socks in the gym bag for that lunch hour workout! Call mom and tell her you want to meet for dinner tomorrow night." She had some health scares and she is better, so he is so happy about that. A lot of blessings.

  • Thursday, September 11th, 2014: 1. Do Now: Read the 9/11 Timeline.

    2. Answer the following questions:
    A.) What has changed a 9/11 survivor's life, a victim's child's life and a first responder's (firefighter, police officer, or emergency medical technician) life?
    B.) What has changed an average New Yorker's life as a result of 9/11?
    C.) Do you remember your reaction to 9/11/01? Explain your reaction.
    D.) Why is it important to learn about the historical event of 9/11?
    E.) How does learning about 9/11 guide people to live differently? Explain.
    F.) Do you think that 9/11 changed people's faith (you may refer to their religious beliefs and faith in other human beings)? Explain your answer.

    How can students recall the events of 9/11 and make personal connections? DUE TOMORROW, FRIDAY, SEPTEMBER 12th:
  • In honor of 9/11, pledge to volunteer. See Volunteering in the Community in Honor of 9/11 OR Volunteer Match. Determine your volunteering interests to honor the memory of the victims of 9/11, the heroes who gave their lives, and the heroic first responders (police officers, firefighters and emergency medical providers) who suffer every day due to their exposure to toxins at Ground Zero. BRING IN A MINIMUM OF TWO VOLUNTEER OPPORTUNITIES. INCLUDE THE COMPANY NAME/ORGANIZATION, LOCATION, THE DUTIES REQUIRED, AND THE CONTACT PERSON WITH PHONE NUMBER.

  • Finish yesterday's classwork: Read the article from Al Jazeera: "U.S. Marks 13 Years Since 9/11 Attacks". How is America overcoming adversities that have resulted from 9/11? Do you have any suggestions for methods to overcoming adversity?

  • Be ready to share your answers from the classwork.
  • Wednesday, September 10th, 2014: 1. Do Now: Brainstorm Top Ten Ways to Overcome Adversity (you may want to refer to the adversities that you listed yesterday).

    Show HW: binder/notebook with appropriate sections and signed syllabus.

    2. Share Do Now answers.

    3. Read the article from Al Jazeera: "U.S. Marks 13 Years Since 9/11 Attacks". How is America overcoming adversities that have resulted from 9/11? Do you have any suggestions for methods to overcoming adversity?

    4. Introduce HW.

    How can students effectively prepare to read The Scarlet Letter by examining the theme of overcoming adversity and its relevance to 9/11? DUE THIS FRIDAY, SEPTEMBER 12th:
  • In honor of 9/11, pledge to volunteer. See Volunteering in the Community in Honor of 9/11 OR Volunteer Match. Determine your volunteering interests to honor the memory of the victims of 9/11, the heroes who gave their lives, and the heroic first responders (police officers, firefighters and emergency medical providers) who suffer every day due to their exposure to toxins at Ground Zero. BRING IN A MINIMUM OF TWO VOLUNTEER OPPORTUNITIES. INCLUDE THE COMPANY NAME/ORGANIZATION, LOCATION, THE DUTIES REQUIRED, AND THE CONTACT PERSON WITH PHONE NUMBER.
  • Tuesday, September 9th, 2014: 1. Do Now: Review your answers from Friday's questions:
  • What are three adversities for teenagers living in NYC today?
  • What are three adversities for adults living in NYC today?
  • What are three adversities for teenagers living in the 1600's?
  • What are three adversities for adults living in the 1600's?

    2. From the answers to Friday's questions, determine the Top 10 adversities experienced in the 1600's-Present. Then, make a pie graph. You may want to create categories of adversities. For the pie graph, the total has to add up to 100%. For example, 50% may be finances, 30% may be relationships, and 20% may be health problems. You can work with a partner at your table or independently.

    3. Read Biography of Nathaniel Hawthorne (the author of The Scarlet Letter). What can you predict that you will see in Hawthorne's novel, based on his personal characteristics, values and life history? What adversities did he experience? Refer to specific details in his biography. Be ready to share.

  • How can students effectively prepare to read The Scarlet Letter by examining the theme's relevance today and the author's biography? DUE TOMORROW, WEDNESDAY, SEPTEMBER 10th:
  • Bring in supplies and signed permission slip (include your parent's signature and your signature) from the
  • JUNIOR ENGLISH SYLLABUS (you will be provided a hard copy in class on Monday).
  • Monday, September 8th, 2014: 1. Do Now: Introduce the JUNIOR ENGLISH SYLLABUS.

    *Turn in the "Letter to Yourself" HW.

    2. Discuss the Syllabus.

    How can students effectively understand the contents of the syllabus? DUE THIS WEDNESDAY, SEPTEMBER 10th:
  • Bring in supplies and signed permission slip (include your parent's signature and your signature) from the
  • JUNIOR ENGLISH SYLLABUS (you will be provided a hard copy in class on Monday).
  • Friday, September 5th, 2014: 1. Do Now:
  • Define the following word (using a dictionary): adversity.
  • What are three adversities for teenagers living in NYC today?
  • What are three adversities for adults living in NYC today?
  • What are three adversities for teenagers living in the 1600's?
  • What are three adversities for adults living in the 1600's?

    *Turn in the Self-Assessment Index card for HW credit.

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

    3. Work Period: Write a "Letter to Yourself" (a minimum of one full page) to be read on the last day of the semester. In the letter you should write down specific goals that you want to accomplish for the first half of this school year (first semester, which ends at the end of January, 2015), including the following:

  • what grade you hope to get
  • how you will improve as a student
  • what will have changed in your life (you may include what will have changed in and out of school)

    4. Reflections & turn in Letter to Yourself

  • How can students introduce themselves in written and verbal form? DUE THIS MONDAY, SEPTEMBER 8th:
  • Write a "Letter to Yourself" (a minimum of one full page) to be read on the last day of the semester. In the letter you should write down specific goals that you want to accomplish for the first half of this school year (first semester, which ends at the end of January, 2015), including the following:
  • what grade you hope to get
  • how you will improve as a student
  • what will have changed in your life (you may include what will have changed in and out of school)

    DUE NEXT WEDNESDAY, SEPTEMBER 10th:

  • Bring in supplies and signed permission slip (include your parent's signature and your signature) from the
  • JUNIOR ENGLISH SYLLABUS (you will be provided a hard copy in class on Monday).
  • Thursday, September 4th, 2014: 1. Do Now: Take your designated seat and fill out the index card, answering the following in complete sentences (when appropriate):
    1.) Your full name (include any nickname that you want to be called in class)
    2.) Your e-mail address (make sure it's appropriate to be used for school, preferably a gmail account)
    3.) Your parent's/guardian's e-mail address (please identify his/her name and their relation to you)
    4.) Your home phone # and parent/guardian
    5.) An emergency phone # and contact person (who will answer this # and how he/she is related to you)
    6.) Identify three extra-curricular activities that you participate in, both affiliated with the school and not affiliated with the school.
    7.) Identify any reading material that you read this summer. Provide titles of books, newspapers, magazines, etc.

    2. First Assignment: Take three minutes to complete your first assignment: "Sort yourselves in alphabetical order by last name."

    3. Discuss the process of working together to arrange seats in alphabetical order.

    4. Work Period: Choose one of these self-assessment questions, and fill up the index card (front and back). Focus on the ONE question you chose. Write your name in ALL CAPS in the top, right-hand corner.
    1.) Describe your performance in high school thus far. Include any factors that have influenced your school performance, either negatively or positively.
    2.) If you were writing yourself a recommendation for college, what would you say about yourself?
    3.) What skills do you want to improve or acquire in English and other subjects before high school graduation?
    4.) What are your future goals? What area of study (in college) most interests you and why?

    How can students introduce themselves in written and verbal form? DUE TOMORROW, FRIDAY, SEPTEMBER 5th:
  • FINISH THE CLASSWORK--CHOOSE ONE of these self-assessment questions, and fill up the index card (front and back). Focus on the ONE question you chose. Write your name in ALL CAPS in the top, right-hand corner.
    1.) Describe your performance in high school thus far. Include any factors that have influenced your school performance, either negatively or positively.
    2.) If you were writing yourself a recommendation for college, what would you say about yourself?
    3.) What skills do you want to improve or acquire in English and other subjects before high school graduation?
    4.) What are your future goals? What area of study (in college) most interests you and why?