Ms. Conn's Senior Class Assignments, Fall 2010/Winter 2011

Ms. Conn's Senior Class Assignments
Fall 2010/Winter 2011

DateAgendaAIMHomework Assignment
Monday, January 24th, 2011: 1. Do Now: Potluck Lunch!

2. Papers and grades disbursed/reviewed

How will we effectively review the strengths and areas needing improvement in our writing? Congrats on finishing the first semester of your senior year!! Graduation is quickly approaching! It was a pleasure teaching you!

GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships
  • Friday, January 21st, 2011: 1. Do Now: Review the Maslow Hierarchy of Needs. Students will identify a chosen character from A Doll's House and discuss the following:
  • Who helped that chosen character in A Doll's House fulfill these needs? How did they help this character?
  • What resources did this character have to fulfill these needs? How did he/she obtain these resources?

    2. What was the author's message in this play? What will you most remember about this play? What will you remember from this class?

    3. Sign up for Monday's potluck! What will you bring (an ethnic dish/dessert is recommended!)? Turn in all owed HW!

  • How will we examine Maslow's hierarchy of needs and author's message in A Doll's House? Congrats on finishing the first semester of your senior year!! Graduation is quickly approaching!

    Bring in a potluck dish/dessert for Monday's party! Make sure it serves 4-6 people.

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships
  • Thursday, January 20th, 2011: Discussion/Sharing: Share the found, direct quotes (cite properly!) for each of the following themes present in A Doll's House: The Conflict Between Appearance and Reality, The Influence of Deception, The Problematic Roles for Women, The Influence of Society's Moral Standards, The Value of Money, The Influence of Inheritance. What was the author's message in this play? How will we continue to examine the influence of themes in A Doll's House? DUE TOMORROW, FRIDAY, JANUARY 21st:
  • TURN IN ALL OWED HW (IT'S THE FINAL DAY OF THE SEMESTER). Check snapgrades.net for any and all owed HW!!!
  • FINAL PAPER WAS DUE ON TUESDAY, JANUARY 4th (It's -10 points for each day it's turned in late!):
  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

  • Wednesday, January 19th, 2011: 1. Do Now: Finish review of A Doll's House questions and answers. Take notes/fill in missing answers for A Doll's House questions and answers.

    2. Work Period: Find direct quotes (cite properly!) for each of the following themes present in A Doll's House: The Conflict Between Appearance and Reality, The Influence of Deception, The Problematic Roles for Women, The Influence of Society's Moral Standards, The Value of Money, The Influence of Inheritance.

    3. Discuss/Share: Share your findings.

    How will we continue to examine the influence of symbolism and themes in A Doll's House? Make-up HW:
  • Check snapgrades.net for any and all owed HW!!!
  • FINAL PAPER WAS DUE ON TUESDAY, JANUARY 4th (It's -10 points for each day it's turned in late!):
  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

  • Tuesday, January 18th, 2011: 1. Do Now: Continue to review A Doll's House questions and answers.

    2. Work Period: Take notes/fill in missing answers for A Doll's House questions and answers. Focus on the symbolism present in the play.

    How will we continue to examine the influence of symbolism in A Doll's House? Make-up HW:
  • Check snapgrades.net for any and all owed HW!!!
  • FINAL PAPER WAS DUE ON TUESDAY, JANUARY 4th (It's -10 points for each day it's turned in late!):
  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

  • Friday, January 14th, 2011: 1. Do Now: Show HW (A Doll's House questions).

    2. Discuss the questions, and take notes.

    How will we continue to examine the influence of symbolism in A Doll's House? Make-up HW:
  • Check snapgrades!!!
  • FINAL PAPER WAS DUE ON TUESDAY, JANUARY 4th (It's -10 points for each day it's turned in late!):
  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

  • Thursday, January 13th, 2011: 1. Do Now: Read the introductory scenes of A Doll's House. How do these scenes support our portrayals of a "doll." Which characters fit these portrayals and why? Why is the setting of this play fitting a doll's house?

    2. Discuss the Do Now questions.

    3. Work Period: Work on tomorrow's HW.

    How will we examine the influence of symbolism in A Doll's House? DUE TOMORROW FRIDAY, JANUARY 14th:
  • FINAL HW FOR THE SEMESTER: Read A Doll's House and answer the questions that follow (packet received in class).

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

    Make-up HW:
    FINAL PAPER WAS DUE ON TUESDAY, JANUARY 4th (It's -10 points for each day it's turned in late!):

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Wednesday, January 12th, 2011: WORK PERIOD: Prepare for Friday's HW assignment. How will we continue to study/analyze A Doll's House effectively? DUE THIS FRIDAY, JANUARY 14th:
  • FINAL HW FOR THE SEMESTER: Read A Doll's House and answer the questions that follow (packet received in class).

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

    Make-up HW:
    FINAL PAPER WAS DUE ON TUESDAY, JANUARY 4th (It's -10 points for each day it's turned in late!):

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Tuesday, January 11th, 2011: NO CLASS DUE TO THE ENGLISH REGENTS EXAM. How will we be prepared to study/analyze A Doll's House effectively? DUE THIS FRIDAY, JANUARY 14th:
  • FINAL HW FOR THE SEMESTER: Read A Doll's House and answer the questions that follow (packet received in class).

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

    Make-up HW:
    FINAL PAPER WAS DUE ON TUESDAY, JANUARY 4th (It's -10 points for each day it's turned in late!):

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Monday, January 10th, 2011: 1. Do Now: Continue the introduction of A Doll's House. How would you portray a doll's house? What would it look like from the outside and from the inside? Who might live in a doll's house? Explain your reasoning for these portrayals. What objects might be part of a doll's house? What predictions can you offer about this play?

    2. Discuss the Do Now questions/answers.

    3. Preview the questions at the back of A Doll's House packet.

    How will we be prepared to study/analyze A Doll's House effectively? DUE THIS FRIDAY, JANUARY 14th:
  • FINAL HW FOR THE SEMESTER: Read A Doll's House and answer the questions that follow (packet received in class).

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

    Make-up HW:
    FINAL PAPER WAS DUE ON TUESDAY, JANUARY 4th (It's -10 points for each day it's turned in late!):

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Friday, January 7th, 2011: 1. Do Now: Students will discuss/share their thoughts and analysis of Maslow's Hierarchy of Needs. Students will explain (in written form) how they personally fulfill those needs and how they don't fulfill those needs. Questions offered will include:
  • Who helps you fulfill these needs? How do they help you?
  • What resources do you have to fulfill these needs? How did you obtain these resources?

    They will also identify any characters from Othello and As You Like It that fulfilled those needs and didn't fulfill those needs, and they will be able to explain reasons to support both the fulfillment and lack of fulfillment of those needs. Questions offered will include:

  • Who helped these characters fulfill these needs? How did they help these characters?
  • What resources did these characters have to fulfill these needs? How did they obtain these resources?

    2. Introduce A Doll's House. How do you characterize a "doll"? How come women are described as dolls? Include the positive and negative connotations.

  • How will we understand Maslow's Hierarchy of Needs and apply its various levels to our previously read/studied plays, Shakespeare's Othello and As You Like It, and help prepare us for the study of Ibsen's A Doll's House? DUE NEXT FRIDAY, JANUARY 14th:
  • FINAL HW FOR THE SEMESTER: Read A Doll's House and answer the questions that follow (packet received in class).

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

    Make-up HW:
    FINAL PAPER WAS DUE ON TUESDAY, JANUARY 4th (It's -10 points for each day it's turned in late!):

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Thursday, January 6th, 2011: 1. Do Now: Maslow's Hierarchy of Needs will be introduced. Work Period Activity will be introduced: students will be assigned a specific level from the Maslow's Hierarchy of Needs and will be asked to explain (in written form) how they personally fulfill those needs and how they don't fulfill those needs. Questions offered will include:
  • Who helps you fulfill these needs? How do they help you?
  • What resources do you have to fulfill these needs? How did you obtain these resources?

    They will also identify any characters from Othello and As You Like It that fulfilled those needs and didn't fulfill those needs, and they will be able to explain reasons to support both the fulfillment and lack of fulfillment of those needs. Questions offered will include:

  • Who helped these characters fulfill these needs? How did they help these characters?
  • What resources did these characters have to fulfill these needs? How did they obtain these resources? [Turn in your "Love for ITHS" Sonnet HW]

    2. Work Period: Students will do the Do Now activity in groups of three (assigned by the teacher).

    3. Discuss/Share: Students will share their personal fulfillment of Maslow's Hierarchy of Needs and analysis of characters' personal fulfillments of Maslow's Hierarchy of Needs. Questions to explore will include the following:

  • Is it necessary to fulfill Maslow's Hierarchy of Needs? Why or why not?
  • Is the fulfillment of Maslow's Hierarchy of Needs important to our daily productivity? How may this fulfillment be important to our daily productivity?

    Objectives: Students will learn new information for understanding and application to literature and their own lives, particularly the Maslow's Hierarchy of Needs. Students will be able to use their prior knowledge/study of Othello and As You Like It to examine characters' fulfillments of Maslow's Hierarchy of Needs.

  • How will we understand Maslow's Hierarchy of Needs and apply its various levels to our previously read/studied plays, Shakespeare's Othello and As You Like It, and help prepare us for the study of Ibsen's A Doll's House? GREAT SCHOLARSHIPS:
  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

    Make-up HW:
    FINAL PAPER WAS DUE ON TUESDAY, JANUARY 4th (It's -10 points for each day it's turned in late!):

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Wednesday, January 5th, 2011: 1. Do Now: Continue discussion/analysis of Sonnet 18.

    2. Work Period: Work on the HW--"Love for ITHS" Sonnet (you must include the following to follow the sonnet requirements: 14 lines, ababcdcdefefgg, 10 syllables per line, and poetic techniques such as imagery, personification, alliteration, metaphor, simile, etc.). In this sonnet, reflect on your years at ITHS. Share what you love--friendships, classes, activities--clubs/sports, small school qualities, teachers, etc. If you choose to, you can be serious, comical, sarcastic, and/or reflective. But, most of all, be creative and follow the sonnet requirements! Many sonnets will be submitted to the yearbook. Who knows?? Maybe yours will be published! This MUST be typed and include a proper heading (your name and date in the right hand corner, my name and the course name/period in the left hand corner).

    How will we effectively compose a sonnet, using a model (Sonnet 18)? DUE TOMORROW, THURSDAY, JANUARY 6th, 2011:
  • "Love for ITHS" Sonnet (you must include the following to follow the sonnet requirements: 14 lines, ababcdcdefefgg, 10 syllables per line, and poetic techniques such as imagery, personification, alliteration, metaphor, simile, etc.). In this sonnet, reflect on your years at ITHS. Share what you love--friendships, classes, activities--clubs/sports, small school qualities, teachers, etc. If you choose to, you can be serious, comical, sarcastic, and/or reflective. But, most of all, be creative and follow the sonnet requirements! Many sonnets will be submitted to the yearbook. Who knows?? Maybe yours will be published! This MUST be typed and include a proper heading (your name and date in the right hand corner, my name and the course name/period in the left hand corner).

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

    FINAL PAPER WAS DUE YESTERDAY (It's -10 points for each day it's turned in late!):

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Tuesday, January 4th, 2011: 1. Do Now: Introduce Sonnet 18 [TURN IN THE FINAL PAPER WITH THE RUBRIC. RETURN ALL PLAYS]

    2. Work Period: Introduce the "Love for ITHS" Sonnet (you must include the following to follow the sonnet requirements: 14 lines, ababcdcdefefgg, 10 syllables per line, and poetic techniques such as imagery, personification, alliteration, metaphor, simile, etc.). In this sonnet, reflect on your years at ITHS. Share what you love--friendships, classes, activities--clubs/sports, small school qualities, teachers, etc. If you choose to, you can be serious, comical, sarcastic, and/or reflective. But, most of all, be creative and follow the sonnet requirements! Many sonnets will be submitted to the yearbook. Who knows?? Maybe yours will be published! This MUST be typed and include a proper heading (your name and date in the right hand corner, my name and the course name/period in the left hand corner).

    How will we effectively compose a sonnet, using a model (Sonnet 18)? DUE THURSDAY, JANUARY 6th, 2011:
  • "Love for ITHS" Sonnet (you must include the following to follow the sonnet requirements: 14 lines, ababcdcdefefgg, 10 syllables per line, and poetic techniques such as imagery, personification, alliteration, metaphor, simile, etc.). In this sonnet, reflect on your years at ITHS. Share what you love--friendships, classes, activities--clubs/sports, small school qualities, teachers, etc. If you choose to, you can be serious, comical, sarcastic, and/or reflective. But, most of all, be creative and follow the sonnet requirements! Many sonnets will be submitted to the yearbook. Who knows?? Maybe yours will be published! This MUST be typed and include a proper heading (your name and date in the right hand corner, my name and the course name/period in the left hand corner).

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships

    FINAL PAPER WAS DUE TODAY (It's -10 points for each day it's turned in late!):

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Monday, January 3rd, 2011: 1. Do Now: Awards for Best Costume, Best Actor, Best Actress and Best Performance

    2. Final Paper Reminders/Checklist

  • Review the grading rubric
  • Review the contents of the sample paper
  • focus on ONE question (taken from the selections)
  • find connections between Othello and As You Like It
  • How will we effectively review the requirements for the final paper and connect to the course focus? DUE TOMORROW, TUESDAY, JANUARY 4th, 2011:
  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.

    GREAT SCHOLARSHIPS:

  • Random House Creative Writing Competition for NYC Seniors--deadline is February 11th, 2011.
  • Hispanic College Fund Scholarships
  • Thursday, December 23rd, 2010: 1. Do Now: VOTING for Best Costume, Best Actor, Best Actress and Best Performance

    2. HW Reminders

    3. "Gifts of Kindness" Activity

    How will we reflect on the As You Like It interpretations and prepare for the final paper? DUE TUESDAY, JANUARY 4th, 2011:
  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Wednesday, December 22nd, 2010: 1. Do Now: Performance Reminders--
  • Don't stare at your lines! Show eye contact with your fellow actors/actresses and audience!
  • Determine who will introduce your scene to the audience.
  • Remember to bow at the end of the scene.
  • Remember to physically interact with each other.
  • Speak loudly and clearly.
  • Apply the Grading Sheet for As You Like It Scenes and turn in a copy to Ms. Conn to use for grading.

    2. PERFORMANCE PRESENTATIONS OF ACT II SCENE VII, ACT IV SCENE I, ACT IV SCENE III AND ACT V SCENES II, III AND IV

  • How will students perform their final interpretations of scenes from As You Like It with originality and accuracy? DUE TUESDAY, JANUARY 4th, 2011:
  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Tuesday, December 21st, 2010: 1. Do Now: Performance Reminders--
  • Don't stare at your lines! Show eye contact with your fellow actors/actresses and audience!
  • Determine who will introduce your scene to the audience.
  • Remember to bow at the end of the scene.
  • Remember to physically interact with each other.
  • Speak loudly and clearly.
  • Apply the Grading Sheet for As You Like It Scenes and turn in a copy to Ms. Conn to use for grading.

    2. PERFORMANCE PRESENTATIONS OF ACT I SCENE III, ACT II SCENE VII AND ACT III SCENE II

  • How will students perform their final interpretations of scenes from As You Like It with originality and accuracy? DUE TOMORROW, WEDNESDAY, DECEMBER 22nd (Act IV Scene i, Act IV Scene iii and Act V Scenes ii, iii and iv):
  • As You Like It Performance Presentation (Value of a quiz grade!): You and your group mates (Groups will be selected in class-stay tuned!) will perform one of these scenes: Act I Scene iii (Rosalind, Celia and Duke Frederick), Act II Scene vii (Duke Senior, First Lord, Jaques, Orlando, Adam, and Amiens), Act III Scene ii (Orlando, Corin, Touchstone, Rosalind, Celia, Jaques) from As You Like It. Act IV Scene i (Jaques, Rosalind, Orlando and Celia), Act IV Scene iii (Rosalind, Celia, Silvius, and Oliver), and Act V Scenes ii, iii and iv (Orlando, Oliver, Rosalind, Phebe, Silvius, Touchstone, Audrey, First Page/Second Page, Duke Senior, Jaques, Hymen, Second Brother). Scene performances should follow the Grading Sheet for As You Like It Scenes. Your scenes should be presented in 4:30-5:30 minutes. Student performers should stage the scenes, using props, costumes, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: A soap opera love scene. A 1980's style courtship. A gangster's duel. A movie version (How about The Wizard of Oz?) of the contrast between the royalty and countryside.). Make the scene location come to life. Add lighting and/or sound. Speak clearly and with a full voice. Make dynamic vocal choices. Use language/imagery to demonstrate an understanding of the play and characters. Make physical choices to represent characters. Edit to keep your scene 4:30-5:30 minutes (what can be excluded? What MUST be included? Do not change iambic pentameter.) Know your lines, where you are NOT staring at the page. You don't need to memorize, but be very familiar with your character's lines.

    DUE TUESDAY, JANUARY 4th, 2011:

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Monday, December 20th, 2010: 1. Do Now: Acting Techniques Reminders (again)--
  • actors facing each other and showing expressive emotions
  • actors physically touching/interacting with each other (PG, of course!)
  • different levels
  • audience participation
  • strong vocal projection and articulation
  • music/lighting/sound effects
  • application of the Grading Sheet for As You Like It Scenes.

    2. Work Period: In your groups, practice, practice, practice! Apply your director's vision. Keep in mind the Grading Sheet for As You Like It Scenes. Arrange stage directions, practice animated expression, body language and energy/enthusiasm (among other details from the grading rubric). Incorporate the acting exercises and director's vision/interpretation into your practice today. Turn in your two revised vocabulary stories (with the old versions.

  • How will students prepare their final interpretations of scenes from As You Like It with originality and accuracy? DUE TOMORROW, TUESDAY, DECEMBER 21st (Act I Scene iii, Act II Scene vii and Act III Scene ii)/WEDNESDAY, DECEMBER 22nd (Act IV Scene i, Act IV Scene iii and Act V Scenes ii, iii and iv):
  • As You Like It Performance Presentation (Value of a quiz grade!): You and your group mates (Groups will be selected in class-stay tuned!) will perform one of these scenes: Act I Scene iii (Rosalind, Celia and Duke Frederick), Act II Scene vii (Duke Senior, First Lord, Jaques, Orlando, Adam, and Amiens), Act III Scene ii (Orlando, Corin, Touchstone, Rosalind, Celia, Jaques) from As You Like It. Act IV Scene i (Jaques, Rosalind, Orlando and Celia), Act IV Scene iii (Rosalind, Celia, Silvius, and Oliver), and Act V Scenes ii, iii and iv (Orlando, Oliver, Rosalind, Phebe, Silvius, Touchstone, Audrey, First Page/Second Page, Duke Senior, Jaques, Hymen, Second Brother). Scene performances should follow the Grading Sheet for As You Like It Scenes. Your scenes should be presented in 4:30-5:30 minutes. Student performers should stage the scenes, using props, costumes, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: A soap opera love scene. A 1980's style courtship. A gangster's duel. A movie version (How about The Wizard of Oz?) of the contrast between the royalty and countryside.). Make the scene location come to life. Add lighting and/or sound. Speak clearly and with a full voice. Make dynamic vocal choices. Use language/imagery to demonstrate an understanding of the play and characters. Make physical choices to represent characters. Edit to keep your scene 4:30-5:30 minutes (what can be excluded? What MUST be included? Do not change iambic pentameter.) Know your lines, where you are NOT staring at the page. You don't need to memorize, but be very familiar with your character's lines.

    DUE TUESDAY, JANUARY 4th, 2011:

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Friday, December 17th, 2010: 1. Do Now: Acting Techniques Reminders--
  • actors facing each other and showing expressive emotions
  • actors physically touching/interacting with each other (PG, of course!)
  • different levels
  • audience participation
  • strong vocal projection and articulation
  • music/lighting/sound effects
  • application of the Grading Sheet for As You Like It Scenes.

    2. Work Period: In your groups, continue reading aloud your scenes and working on the editing process. Apply your director's vision. Keep in mind the Grading Sheet for As You Like It Scenes. Arrange stage directions, practice animated expression, body language and energy/enthusiasm (among other details from the grading rubric). Incorporate the acting exercises and director's vision/interpretation into your practice today.

  • How will students improve their interpretations of scenes from As You Like It with originality and accuracy? DUE THIS MONDAY, DECEMBER 20th:
  • Revise TWO vocabulary stories (bring in the original, teacher-edited stories, too). It's preferable to bring in the two stories that have the most errors.

    DUE THIS COMING TUESDAY, DECEMBER 21st/WEDNESDAY, DECEMBER 22nd (DETAILS DISCUSSED IN CLASS):

  • As You Like It Performance Presentation (Value of a quiz grade!): You and your group mates (Groups will be selected in class-stay tuned!) will perform one of these scenes: Act I Scene iii (Rosalind, Celia and Duke Frederick), Act II Scene vii (Duke Senior, First Lord, Jaques, Orlando, Adam, and Amiens), Act III Scene ii (Orlando, Corin, Touchstone, Rosalind, Celia, Jaques) from As You Like It. Act IV Scene i (Jaques, Rosalind, Orlando and Celia), Act IV Scene iii (Rosalind, Celia, Silvius, and Oliver), and Act V Scenes ii, iii and iv (Orlando, Oliver, Rosalind, Phebe, Silvius, Touchstone, Audrey, First Page/Second Page, Duke Senior, Jaques, Hymen, Second Brother). Scene performances should follow the Grading Sheet for As You Like It Scenes. Your scenes should be presented in 4:30-5:30 minutes. Student performers should stage the scenes, using props, costumes, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: A soap opera love scene. A 1980's style courtship. A gangster's duel. A movie version (How about The Wizard of Oz?) of the contrast between the royalty and countryside.). Make the scene location come to life. Add lighting and/or sound. Speak clearly and with a full voice. Make dynamic vocal choices. Use language/imagery to demonstrate an understanding of the play and characters. Make physical choices to represent characters. Edit to keep your scene 4:30-5:30 minutes (what can be excluded? What MUST be included? Do not change iambic pentameter.) Know your lines, where you are NOT staring at the page. You don't need to memorize, but be very familiar with your character's lines.

    DUE TUESDAY, JANUARY 4th, 2011:

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Thursday, December 16th, 2010: 1. Do Now: Acting Exercises--Volume/Projection exercise across the room (using sample lines from the play) and characters (Rosalind, Orlando, Oliver, Celia) as animals in . Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible. Tableau practice: Rosalind/Ganymede and Orlando AND Orlando and Oliver in Act I (actors facing each other with different levels and touching an arm/leg/shoulder--PG, of course!)

    2. Work Period: In your groups, continue reading aloud your scenes and working on the editing process. Determine director, roles, and director's vision/interpretation. Keep in mind the Grading Sheet for As You Like It Scenes. Arrange stage directions, practice animated expression, body language and energy/enthusiasm (among other details from the grading rubric). Incorporate the acting exercises and director's vision/interpretation into your practice today.

    How will students improve their interpretations of scenes from As You Like It with originality and accuracy? DUE THIS COMING MONDAY, DECEMBER 20th:
  • Revise TWO vocabulary stories (bring in the original, teacher-edited stories, too). It's preferable to bring in the two stories that have the most errors.

    DUE THIS COMING TUESDAY, DECEMBER 21st/WEDNESDAY, DECEMBER 22nd (DETAILS DISCUSSED IN CLASS):

  • As You Like It Performance Presentation (Value of a quiz grade!): You and your group mates (Groups will be selected in class-stay tuned!) will perform one of these scenes: Act I Scene iii (Rosalind, Celia and Duke Frederick), Act II Scene vii (Duke Senior, First Lord, Jaques, Orlando, Adam, and Amiens), Act III Scene ii (Orlando, Corin, Touchstone, Rosalind, Celia, Jaques) from As You Like It. Act IV Scene i (Jaques, Rosalind, Orlando and Celia), Act IV Scene iii (Rosalind, Celia, Silvius, and Oliver), and Act V Scenes ii, iii and iv (Orlando, Oliver, Rosalind, Phebe, Silvius, Touchstone, Audrey, First Page/Second Page, Duke Senior, Jaques, Hymen, Second Brother). Scene performances should follow the Grading Sheet for As You Like It Scenes. Your scenes should be presented in 4:30-5:30 minutes. Student performers should stage the scenes, using props, costumes, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: A soap opera love scene. A 1980's style courtship. A gangster's duel. A movie version (How about The Wizard of Oz?) of the contrast between the royalty and countryside.). Make the scene location come to life. Add lighting and/or sound. Speak clearly and with a full voice. Make dynamic vocal choices. Use language/imagery to demonstrate an understanding of the play and characters. Make physical choices to represent characters. Edit to keep your scene 4:30-5:30 minutes (what can be excluded? What MUST be included? Do not change iambic pentameter.) Know your lines, where you are NOT staring at the page. You don't need to memorize, but be very familiar with your character's lines.

    DUE TUESDAY, JANUARY 4th, 2011:

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Wednesday, December 15th, 2010: 1. Do Now: Finish reviewing details of the BIG PAPER (see HW section), particularly the Works Cited page.

    2. HW introduced (Scene performance details and group assignments): Grading Sheet for As You Like It Scenes.

    3. Work Period: In your groups, begin to read aloud your scenes and start the editing process. Determine director, roles, and director's vision/interpretation.

    How will students improve their higher-order literary analysis skills and preparation for the final paper and performance groups for As You Like It? DUE THIS COMING MONDAY, DECEMBER 20th:
  • Revise TWO vocabulary stories (bring in the original, teacher-edited stories, too). It's preferable to bring in the two stories that have the most errors.

    DUE TUESDAY, DECEMBER 21st/WEDNESDAY, DECEMBER 22nd (DETAILS TO COME):

  • As You Like It Performance Presentation (Value of a quiz grade!): You and your group mates (Groups will be selected in class-stay tuned!) will perform one of these scenes: Act I Scene iii (Rosalind, Celia and Duke Frederick), Act II Scene vii (Duke Senior, First Lord, Jaques, Orlando, Adam, and Amiens), Act III Scene ii (Orlando, Corin, Touchstone, Rosalind, Celia, Jaques) from As You Like It. Act IV Scene i (Jaques, Rosalind, Orlando and Celia), Act IV Scene iii (Rosalind, Celia, Silvius, and Oliver), and Act V Scenes ii, iii and iv (Orlando, Oliver, Rosalind, Phebe, Silvius, Touchstone, Audrey, First Page/Second Page, Duke Senior, Jaques, Hymen, Second Brother). Scene performances should follow the Grading Sheet for As You Like It Scenes. Your scenes should be presented in 4:30-5:30 minutes. Student performers should stage the scenes, using props, costumes, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: A soap opera love scene. A 1980's style courtship. A gangster's duel. A movie version (How about The Wizard of Oz?) of the contrast between the royalty and countryside.). Make the scene location come to life. Add lighting and/or sound. Speak clearly and with a full voice. Make dynamic vocal choices. Use language/imagery to demonstrate an understanding of the play and characters. Make physical choices to represent characters. Edit to keep your scene 4:30-5:30 minutes (what can be excluded? What MUST be included? Do not change iambic pentameter.) Know your lines, where you are NOT staring at the page. You don't need to memorize, but be very familiar with your character's lines.

    DUE TUESDAY, JANUARY 4th, 2011:

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Tuesday, December 14th, 2010: 1. Do Now: Discuss who said each of the quotes and interpret each quote (in terms of its importance to the play as a whole).
  • "He keeps me rustically at home" (Orlando, 1.1).
  • "And this our life exempt from public haunt...good in everything. I would not change it" (Duke Senior, 2.1).
  • "Let me be your servant...let me go with you; I'll do the service of a younger man" (Adam, 2.3).
  • "All the world's a stage and all the men and women merely players: They have their exits and entrances..." (Jaques, 2.7).
  • "A man in love in which cage of rushes I am sure you are not a prisoner" (Rosalind/Ganymede, 3.2).
  • "Tomorrow is the joyful day, Audrey; tomorrow will we be married" (Touchstone, 5.3).
  • "To you I give myself, for I am yours" (Rosalind, 5.4).

    2. Introduction of the BIG PAPER (see HW details)

  • How will students improve their higher-order literary analysis skills and preparation for the final paper? DUE NEXT MONDAY, DECEMBER 20th:
  • Revise TWO vocabulary stories (bring in the original, teacher-edited stories, too). It's preferable to bring in the two stories that have the most errors.

    DUE NEXT TUESDAY, DECEMBER 21st/WEDNESDAY, DECEMBER 22nd (DETAILS TO COME):

  • As You Like It Performance Presentation (Value of a quiz grade!): You and your group mates (Groups will be selected in class-stay tuned!) will perform one of these scenes: Act I Scene iii (Rosalind, Celia and Duke Frederick), Act II Scene vii (Duke Senior, First Lord, Jaques, Orlando, Adam, and Amiens), Act III Scene ii (Orlando, Corin, Touchstone, Rosalind, Celia, Jaques) from As You Like It. Act IV Scene i (Jaques, Rosalind, Orlando and Celia), Act IV Scene iii (Rosalind, Celia, Silvius, and Oliver), and Act V Scenes ii, iii and iv (Orlando, Oliver, Rosalind, Phebe, Silvius, Touchstone, Audrey, First Page/Second Page, Duke Senior, Jaques, Hymen, Second Brother). Scene performances should follow the Grading Sheet for As You Like It Scenes. Your scenes should be presented in 4:30-5:30 minutes. Student performers should stage the scenes, using props, costumes, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: A soap opera love scene. A 1980's style courtship. A gangster's duel. A movie version (How about The Wizard of Oz?) of the contrast between the royalty and countryside.). Make the scene location come to life. Add lighting and/or sound. Speak clearly and with a full voice. Make dynamic vocal choices. Use language/imagery to demonstrate an understanding of the play and characters. Make physical choices to represent characters. Edit to keep your scene 4:30-5:30 minutes (what can be excluded? What MUST be included? Do not change iambic pentameter.) Know your lines, where you are NOT staring at the page. You don't need to memorize, but be very familiar with your character's lines.

    DUE TUESDAY, JANUARY 4th, 2011:

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Use the following links for for proper paper format: PAPER HEADING/FORMAT, PROPER IN-TEXT CITATION, and WORKS CITED PAGE. See SAMPLE PAPER. Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Monday, December 13th, 2010: 1. Do Now: Vocabulary List #12 QUIZ (final vocabulary quiz) Turn in your final vocabulary story!

    2. Work Period: Guess who said each of the quotes and interpret each quote.

  • "He keeps me rustically at home" (Orlando, 1.1).
  • "And this our life exempt from public haunt...good in everything. I would not change it" (Duke Senior, 2.1).
  • "Let me be your servant...let me go with you; I'll do the service of a younger man" (Adam, 2.3).
  • "All the world's a stage and all the men and women merely players: They have their exits and entrances..." (Jaques, 2.7).
  • "A man in love in which cage of rushes I am sure you are not a prisoner" (Rosalind/Ganymede, 3.2).
  • "Tomorrow is the joyful day, Audrey; tomorrow will we be married" (Touchstone, 5.3).
  • "To you I give myself, for I am yours" (Rosalind, 5.4).

    3. HW Reminders

  • How will students improve their vocabulary acquisition and writing skills? DUE NEXT MONDAY, DECEMBER 20th:
  • Revise TWO vocabulary stories (bring in the original, teacher-edited stories, too). It's preferable to bring in the two stories that have the most errors.

    DUE NEXT TUESDAY, DECEMBER 21st/WEDNESDAY, DECEMBER 22nd (DETAILS TO COME):

  • As You Like It Performance Presentation (Value of a quiz grade!): You and your group mates (Groups will be selected in class-stay tuned!) will perform one of these scenes: Act I Scene iii (Rosalind, Celia and Duke Frederick), Act II Scene vii (Duke Senior, First Lord, Jaques, Orlando, Adam, and Amiens), Act III Scene ii (Orlando, Corin, Touchstone, Rosalind, Celia, Jaques) from As You Like It. Act IV Scene i (Jaques, Rosalind, Orlando and Celia), Act IV Scene iii (Rosalind, Celia, Silvius, and Oliver), and Act V Scenes ii, iii and iv (Orlando, Oliver, Rosalind, Phebe, Silvius, Touchstone, Audrey, First Page/Second Page, Duke Senior, Jaques, Hymen, Second Brother). Scene performances should follow the Grading Sheet for As You Like It Scenes. Your scenes should be presented in 4:30-5:30 minutes. Student performers should stage the scenes, using props, costumes, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: A soap opera love scene. A 1980's style courtship. A gangster's duel. A movie version (How about The Wizard of Oz?) of the contrast between the royalty and countryside.). Make the scene location come to life. Add lighting and/or sound. Speak clearly and with a full voice. Make dynamic vocal choices. Use language/imagery to demonstrate an understanding of the play and characters. Make physical choices to represent characters. Edit to keep your scene 4:30-5:30 minutes (what can be excluded? What MUST be included? Do not change iambic pentameter.) Know your lines, where you are NOT staring at the page. You don't need to memorize, but be very familiar with your character's lines.

    DUE TUESDAY, JANUARY 4th, 2011:

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Friday, December 10th, 2010: 1. Do Now: Finish discussing and taking notes on the Analysis Questions for As You Like It. (Turn in your permission slip for photo/work publication on the school website)

    2. Review the quiz on As You Like It.

    How will students improve their analysis of the tragic components, plot's events and characterizations in As You Like It? Make up any HW owed!!!!

    DUE THIS COMING MONDAY, December 13th:

  • Vocabulary List #12 QUIZ (Etymology: ami=friendly; fort=chance, luck; trica=perplexities/hindrances; ology=study of; don=give)
  • Vocabulary List #12 STORY on any topic from As You Like It OR ONE OF THESE CHALLENGE QUESTIONS: How is As You Like It typical of a Shakespearean comedy? How is As You Like It relevant to any stories in the bible (old/new testament)? How does As You Like It reveal elements of the human experience? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

    DUE TUESDAY, DECEMBER 21st/WEDNESDAY, DECEMBER 22nd (DETAILS TO COME):

  • As You Like It Performance Presentation (Value of a quiz grade!): You and your group mates (Groups will be selected in class-stay tuned!) will perform one of these scenes: Act I Scene iii (Rosalind, Celia and Duke Frederick), Act II Scene vii (Duke Senior, First Lord, Jaques, Orlando, Adam, and Amiens), Act III Scene ii (Orlando, Corin, Touchstone, Rosalind, Celia, Jaques) from As You Like It. Act IV Scene i (Jaques, Rosalind, Orlando and Celia), Act IV Scene iii (Rosalind, Celia, Silvius, and Oliver), and Act V Scenes ii, iii and iv (Orlando, Oliver, Rosalind, Phebe, Silvius, Touchstone, Audrey, First Page/Second Page, Duke Senior, Jaques, Hymen, Second Brother). Scene performances should follow the Grading Sheet for As You Like It Scenes. Your scenes should be presented in 4:30-5:30 minutes. Student performers should stage the scenes, using props, costumes, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: A soap opera love scene. A 1980's style courtship. A gangster's duel. A movie version (How about The Wizard of Oz?) of the contrast between the royalty and countryside.). Make the scene location come to life. Add lighting and/or sound. Speak clearly and with a full voice. Make dynamic vocal choices. Use language/imagery to demonstrate an understanding of the play and characters. Make physical choices to represent characters. Edit to keep your scene 4:30-5:30 minutes (what can be excluded? What MUST be included? Do not change iambic pentameter.) Know your lines, where you are NOT staring at the page. You don't need to memorize, but be very familiar with your character's lines.

    DUE TUESDAY, JANUARY 4th, 2011:

  • FINAL PAPER (50% of 3rd marking period)--Choose ONE question to explore in your final paper. Here are the choices: How does Shakespeare compare and contrast tragedy and comedy, as seen in Othello and As You Like It? How are Shakespeare's Othello and As You Like It typical of the universal human experience? Write a well-written 5-7 pp. paper, which is typed and double-spaced with 12 point font (Times New Roman font only). Use this Grading Rubric (also given in class). Include generous textual references to both plays in which you explain how the evidence contributes to your paper on the chosen question. You should include plentiful references to specific lines (with proper citations--we will discuss the process of proper citation in class) from the plays to support your answer to the question chosen. Do NOT summarize the plot. Stay focused on the essay question.
  • Thursday, December 9th, 2010: 1. Do Now: Continue discussing and taking notes on the Analysis Questions for As You Like It. (Turn in your permission slip for photo/work publication on the school website)

    2. If time allows, review the quiz on As You Like It.

    How will students improve their analysis of the tragic components, plot's events and characterizations in As You Like It? Make up any HW owed!!!!

    DUE NEXT MONDAY, December 13th:

  • Vocabulary List #12 QUIZ (Etymology: ami=friendly; fort=chance, luck; trica=perplexities/hindrances; ology=study of; don=give)
  • Vocabulary List #12 STORY on any topic from As You Like It OR ONE OF THESE CHALLENGE QUESTIONS: How is As You Like It typical of a Shakespearean comedy? How is As You Like It relevant to any stories in the bible (old/new testament)? How does As You Like It reveal elements of the human experience? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

  • Wednesday, December 8th, 2010: 1. Do Now: Discuss and take notes on the Analysis Questions for As You Like It.

    2. Finish introducing VOCABULARY LIST #12

    How will students improve their vocabulary acquisition and analysis of the components of As You Like It? Make up any HW owed!!!!

    DUE NEXT MONDAY, December 13th:

  • Vocabulary List #12 QUIZ (Etymology: ami=friendly; fort=chance, luck; trica=perplexities/hindrances; ology=study of; don=give)
  • Vocabulary List #12 STORY on any topic from As You Like It OR ONE OF THESE CHALLENGE QUESTIONS: How is As You Like It typical of a Shakespearean comedy? How is As You Like It relevant to any stories in the bible (old/new testament)? How does As You Like It reveal elements of the human experience? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

  • Tuesday, December 7th, 2010: 1. Do Now: As You Like It QUIZ (turn in your As You Like It analysis questions)

    2. Finish introducing VOCABULARY LIST #12

    3. If time allows, grade Quiz #11.

    How will students improve their vocabulary acquisition? DUE NEXT MONDAY, December 13th:
  • Vocabulary List #12 QUIZ (Etymology: TBA)
  • Vocabulary List #12 STORY on any topic from As You Like It OR ONE OF THESE CHALLENGE QUESTIONS: How is As You Like It typical of a Shakespearean comedy? How is As You Like It relevant to any stories in the bible (old/new testament)? How does As You Like It reveal elements of the human experience? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

  • Monday, December 6th, 2010: 1. Do Now: VOCABULARY LIST #11 QUIZ (Turn in Story #11)

    2. Introduce Vocabulary List #12.

    3. HW Reminders!

    How will students improve their vocabulary acquisition? DUE TOMORROW, TUESDAY, DECEMBER 7th:
  • Finish reading As You Like It (plays were distributed in class) (a reading quiz may be given)
  • Answer the Analysis Questions (THIS HW ASSIGNMENT WILL BE WORTH BETWEEN 5-10% OF THE 3RD MARKING PERIOD! IT WILL MAKE AN IMPACT ON YOUR GRADE.)

    DUE NEXT MONDAY, December 13th:

  • Vocabulary List #12 QUIZ (Etymology: TBA)
  • Vocabulary List #12 STORY on any topic from As You Like It OR ONE OF THESE CHALLENGE QUESTIONS: How is As You Like It typical of a Shakespearean comedy? How is As You Like It relevant to any stories in the bible (old/new testament)? How does As You Like It reveal elements of the human experience? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

  • Friday, December 3rd, 2010: 1. Do Now: Continue reading As You Like It. Reflect on the qualities of the introductory act in a romantic comedy (e.g. conflicts, love relationships and minor/major characters introduced). How is this play atypical of Shakespeare's plays?

    2. Work Period: Answer the Analysis Questions, focusing on the introductory scenes (from Act I) in the play, As You Like It.

    How will students identify the elements of a comedy in Act I of As You Like It? DUE THIS COMING MONDAY, December 6th:
  • Vocabulary List #11 QUIZ (Etymology: gyn=woman, mis=against or hate, anthrop=human, melli=sweet or honey, ob=over, and fusc=dark)
  • Vocabulary List #11 STORY on any topic from As You Like It OR ONE OF THESE CHALLENGE QUESTIONS: How does the famous quote by Ms. Conn's college professor, Ralph Williams, "I won't willingly let beauty die" pertain to As You Like It? How are the female characters in As You Like It atypical (not typical) of Shakespeare's female characters? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

    DUE THIS COMING TUESDAY, DECEMBER 7th:

  • Read As You Like It (plays were distributed in class) (a reading quiz may be given)
  • Answer the Analysis Questions (THIS HW ASSIGNMENT WILL BE WORTH BETWEEN 5-10% OF THE 3RD MARKING PERIOD! IT WILL MAKE AN IMPACT ON YOUR GRADE.)
  • Thursday, December 2nd, 2010: 1. Do Now: Introduce the
  • Analysis Questions, focusing on the introductory scenes (from Act I) in the play, As You Like It.

    2.Discuss/Share: Begin reading As You Like It. Reflect on the qualities of an introductory scene in a romantic comedy (e.g. conflicts, love relationship and minor characters introduced). Begin answering the Analysis Questions for Act I.

  • How will students be prepared to analyze the initial incident (first event of the plot) of As You Like It? DUE THIS COMING MONDAY, December 6th:
  • Vocabulary List #11 QUIZ (Etymology: gyn=woman, mis=against or hate, anthrop=human, melli=sweet or honey, ob=over, and fusc=dark)
  • Vocabulary List #11 STORY on any topic from As You Like It OR ONE OF THESE CHALLENGE QUESTIONS: How does the famous quote by Ms. Conn's college professor, Ralph Williams, "I won't willingly let beauty die" pertain to As You Like It? How are the female characters in As You Like It atypical (not typical) of Shakespeare's female characters? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

    DUE THIS COMING TUESDAY, DECEMBER 7th:

  • Read As You Like It (plays were distributed in class) (a reading quiz may be given)
  • Analysis Questions
  • Wednesday, December 1st, 2010: 1. Do Now: Here's the scenario: "Joe/Joanna" needs relationship advice. Joe/Joanna is having trouble with his/her boyfriend/girlfriend. He/She needs your help on making the relationship last. How should he/she act in order to make the relationship last? Write a one-page response, as if you are a relationship expert. You can decide the problems that Joe/Joanna is having in his/her relationship.

    2.Discuss/Share: Share excerpts from the Do Now. What are the characteristics of a man/woman in love? How can men/women be happy in love?

    How will students be prepared to study As You Like It? DUE NEXT MONDAY, December 6th:
  • Vocabulary List #11 QUIZ (Etymology: gyn=woman, mis=against or hate, anthrop=human, melli=sweet or honey, ob=over, and fusc=dark)
  • Vocabulary List #11 STORY on any topic from As You Like It OR ONE OF THESE CHALLENGE QUESTIONS: How does the famous quote by Ms. Conn's college professor, Ralph Williams, "I won't willingly let beauty die" pertain to As You Like It? How are the female characters in As You Like It atypical (not typical) of Shakespeare's female characters? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

    DUE NEXT TUESDAY, DECEMBER 7th:

  • Read As You Like It (plays were distributed in class) (a reading quiz may be given)
  • Analysis Questions
  • Tuesday, November 30th, 2010: 1. Do Now: Finish introducing List #11

    2.Discuss/Share: What are the elements of a comedy? How would a comedy open? How would a comedy develop? How would a comedy end? How would an atypical female character be portrayed in a Shakespearean play?

    How will students be able to improve their vocabulary acquisition and be prepared to study As You Like It? DUE NEXT MONDAY, December 6th:
  • Vocabulary List #11 QUIZ (Etymology: gyn=woman, mis=against or hate, anthrop=human, melli=sweet or honey, ob=over, and fusc=dark)
  • Vocabulary List #11 STORY on any topic from As You Like It OR ONE OF THESE CHALLENGE QUESTIONS: How does the famous quote by Ms. Conn's college professor, Ralph Williams, "I won't willingly let beauty die" pertain to As You Like It? How are the female characters in As You Like It atypical (not typical) of Shakespeare's female characters? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

    DUE NEXT TUESDAY, DECEMBER 7th:

  • Read As You Like It (plays were distributed in class) (a reading quiz may be given)
  • Analysis Questions
  • Monday, November 29th, 2010: 1. Do Now: Vocabulary #10 Quiz (turn in Story #10)

    2. Introduce List #11

    How will students be able to improve their vocabulary acquisition? DUE NEXT MONDAY, December 6th:
  • Vocabulary List #11 QUIZ (Etymology: gyn=woman, mis=against or hate, anthrop=human, melli=sweet or honey, ob=over, and fusc=dark)
  • Vocabulary List #11 STORY on any topic from As You Like It OR ONE OF THESE CHALLENGE QUESTIONS: How does the famous quote by Ms. Conn's college professor, Ralph Williams, "I won't willingly let beauty die" pertain to As You Like It? How are the female characters in As You Like It atypical (not typical) of Shakespeare's female characters? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

    DUE NEXT TUESDAY, DECEMBER 7th:

  • Read As You Like It (plays were distributed in class) (a reading quiz may be given)
  • Analysis Questions
  • Wednesday, November 24th, 2010: 1. Do Now: Finish Note-Taking/Brainstorming--
  • What can you anticipate in the comedy by William Shakespeare?
  • How does the title As You Like It affect your prediction?
  • How do you expect Shakespeare to address women?
  • Do you believe there is an essential difference between men and women? If so, what is the nature of the difference?
  • Why are there some expectations regarding men's roles and women's roles? What are these expectations?
  • How does social class affect the roles of men and women?

    2. Work Period: Prepare for quiz #10, begin writing story #10, and/or start reading As You Like It.

  • How will students be able to improve their vocabulary acquisition and prepare to read As You Like It? DUE NEXT MONDAY, NOVEMBER 29th:
  • Vocabulary List #10 QUIZ (Etymology: trep=shake, tremble; pacif=make peace; unda=flow, wave; trans=cross; integr=whole)
  • Vocabulary List #10 STORY on any topic of your choice OR THIS CHALLENGE QUESTION: How does the famous quote by Ms. Conn's college professor, Ralph Williams, "I won't willingly let beauty die" pertain to anything we've studied thus far or anything from your high school career? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

    DUE TUESDAY, DECEMBER 7th:

  • Read As You Like It (plays will be distributed in class)
  • Analysis Questions
  • Tuesday, November 23rd, 2010: 1. Do Now: Finish review of List #10.

    2. As You Like It play distributions/book receipts

    3. Note-Taking/Brainstorming:

  • What can you anticipate in the comedy by William Shakespeare?
  • How does the title As You Like It affect your prediction?
  • How do you expect Shakespeare to address women?
  • Do you believe there is an essential difference between men and women? If so, what is the nature of the difference?
  • Why are there some expectations regarding men's roles and women's roles? What are these expectations?
  • How does social class affect the roles of men and women?
  • How will students be able to improve their vocabulary acquisition and prepare to read As You Like It? DUE NEXT MONDAY, NOVEMBER 29th:
  • Vocabulary List #10 QUIZ (Etymology: trep=shake, tremble; pacif=make peace; unda=flow, wave; trans=cross; integr=whole)
  • Vocabulary List #10 STORY on any topic of your choice OR THIS CHALLENGE QUESTION: How does the famous quote by Ms. Conn's college professor, Ralph Williams, "I won't willingly let beauty die" pertain to anything we've studied thus far or anything from your high school career? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

    DUE TUESDAY, DECEMBER 7th:

  • Read As You Like It (plays will be distributed in class)
  • Analysis Questions
  • Monday, November 22nd, 2010: 1. Do Now: Vocabulary List #9 QUIZ (turn in Story #9)

    2. Introduce List #10.

    How will students be assessed on their vocabulary acquisition? DUE NEXT MONDAY, NOVEMBER 29th:
  • Vocabulary List #10 QUIZ (Etymology: trep=shake, tremble; pacif=make peace; unda=flow, wave; trans=cross; integr=whole)
  • Vocabulary List #10 STORY on any topic of your choice OR THIS CHALLENGE QUESTION: How does the famous quote by Ms. Conn's college professor, Ralph Williams, "I won't willingly let beauty die" pertain to anything we've studied thus far or anything from your high school career? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's always recommended to compose two pages of double-spaced, typed papers.

    DUE TUESDAY, DECEMBER 7th:

  • Read As You Like It (plays will be distributed in class)
  • Analysis Questions (TBA)
  • Friday, November 19th, 2010: Career Presentations (Students with last names beginning with A-C and any late presentations from previous days). You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes. It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional! How will students effectively present their career research in a professional format? DUE THIS MONDAY, NOVEMBER 22nd:
  • Vocabulary List #9 QUIZ (Etymology: caco=bad, evil; phon=voice, sound; voc=voice; cogn=knowledge; loq=talk/speak; pre=before; cede=go)
  • Vocabulary List #9 STORY on your career/research, identity exploration or anything we've studied this year so far (Othello, Shakespeare, resume writing, college essays, etc.). Challenge Story Questions (you may choose to address one of these questions in your paper in which you incorporate all of the vocabulary words): How does your career choice reflect your skills, personal interests and/or experiences? What college is most suitable for you and why? How does the changing theme of friendship reveal itself in Othello? How are Shakespeare's life, times and work reflective in his play(s)? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's recommended to write two pages, double-spaced, typed.
  • Thursday, November 18th, 2010: Career Presentations (Students with last names beginning with D-N and any late presentations from previous days). You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes. It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional! How will students effectively present their career research in a professional format? CAREER RESEARCH PROJECT/PRESENTATION: DUE TOMORROW, FRIDAY, NOVEMBER 19th (Last names beginning with A-C and ANY STUDENTS WHO STILL NEED TO PRESENT): It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes. Remember, -10 points each day late. ALL presentations MUST be delivered by TOMORROW (no later).

    DUE THIS COMING MONDAY, NOVEMBER 22nd:

  • Vocabulary List #9 QUIZ (Etymology: caco=bad, evil; phon=voice, sound; voc=voice; cogn=knowledge; loq=talk/speak; pre=before; cede=go)
  • Vocabulary List #9 STORY on your career/research, identity exploration or anything we've studied this year so far (Othello, Shakespeare, resume writing, college essays, etc.). Challenge Story Questions (you may choose to address one of these questions in your paper in which you incorporate all of the vocabulary words): How does your career choice reflect your skills, personal interests and/or experiences? What college is most suitable for you and why? How does the changing theme of friendship reveal itself in Othello? How are Shakespeare's life, times and work reflective in his play(s)? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's recommended to write two pages, double-spaced, typed.
  • Wednesday, November 17th, 2010: Career Presentations (Students with last names beginning with P-R and any late presentations from yesterday). You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes. It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional! How will students effectively present their career research in a professional format? CAREER RESEARCH PROJECT/PRESENTATION: DUE TOMORROW, THURSDAY, NOVEMBER 18th (Last names beginning with D-N) OR THIS FRIDAY, NOVEMBER 19th (Last names beginning with A-C): It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes. Remember, -10 points each day late. ALL presentations MUST be delivered by Friday (no later).

    DUE NEXT MONDAY, NOVEMBER 22nd:

  • Vocabulary List #9 QUIZ (Etymology: caco=bad, evil; phon=voice, sound; voc=voice; cogn=knowledge; loq=talk/speak; pre=before; cede=go)
  • Vocabulary List #9 STORY on your career/research, identity exploration or anything we've studied this year so far (Othello, Shakespeare, resume writing, college essays, etc.). Challenge Story Questions (you may choose to address one of these questions in your paper in which you incorporate all of the vocabulary words): How does your career choice reflect your skills, personal interests and/or experiences? What college is most suitable for you and why? How does the changing theme of friendship reveal itself in Othello? How are Shakespeare's life, times and work reflective in his play(s)? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's recommended to write two pages, double-spaced, typed.
  • Tuesday, November 16th, 2010: 1. Do Now: Career Presentations (Students with last names beginning with S-Z). You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes. It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional!

    2. Introduce List #9

    3. HW Reminders

    How will students effectively enhance their vocabulary/writing skills? CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE TOMORROW, TUESDAY, NOVEMBER 16th (Last names beginning with S-Z), THIS WEDNESDAY, NOVEMBER 17th (Last names beginning with P-R), THIS THURSDAY, NOVEMBER 18th (Last names beginning with D-N), OR THIS FRIDAY, NOVEMBER 19th (Last names beginning with A-C): It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes.

    DUE NEXT MONDAY, NOVEMBER 22nd:

  • Vocabulary List #9 QUIZ (Etymology: caco=bad, evil; phon=voice, sound; voc=voice; cogn=knowledge; loq=talk/speak; pre=before; cede=go)
  • Vocabulary List #9 STORY on your career/research, identity exploration or anything we've studied this year so far (Othello, Shakespeare, resume writing, college essays, etc.). Challenge Story Questions (you may choose to address one of these questions in your paper in which you incorporate all of the vocabulary words): How does your career choice reflect your skills, personal interests and/or experiences? What college is most suitable for you and why? How does the changing theme of friendship reveal itself in Othello? How are Shakespeare's life, times and work reflective in his play(s)? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's recommended to write two pages, double-spaced, typed.
  • Monday, November 15th, 2010: 1. Do Now: Vocabulary List #8 QUIZ (turn in story #8)

    2. Introduce List #9

    3. HW Reminders

    How will students effectively enhance their vocabulary/writing skills? CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE TOMORROW, TUESDAY, NOVEMBER 16th (Last names beginning with S-Z), THIS WEDNESDAY, NOVEMBER 17th (Last names beginning with P-R), THIS THURSDAY, NOVEMBER 18th (Last names beginning with D-N), OR THIS FRIDAY, NOVEMBER 19th (Last names beginning with A-C): It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes.

    DUE NEXT MONDAY, NOVEMBER 22nd:

  • Vocabulary List #9 QUIZ (Etymology: caco=bad, evil; phon=voice, sound; voc=voice; cogn=knowledge; loq=talk/speak; pre=before; cede=go)
  • Vocabulary List #9 STORY on your career/research, identity exploration or anything we've studied this year so far (Othello, Shakespeare, resume writing, college essays, etc.). Challenge Story Questions (you may choose to address one of these questions in your paper in which you incorporate all of the vocabulary words): How does your career choice reflect your skills, personal interests and/or experiences? What college is most suitable for you and why? How does the changing theme of friendship reveal itself in Othello? How are Shakespeare's life, times and work reflective in his play(s)? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's recommended to write two pages, double-spaced, typed.
  • Friday, November 12th, 2010: 1. Do Now: Compose the introductory paragraph of your career research presentation. Begin with an attention grabber (suggestions: a personal anecdote, a connection to your audience, a question, a famous quote) and a thesis statement (one or two sentences that will be the focus of your entire speech presentation).

    2. Speech Practice/Delivery: Work on eye contact, volume, articulation, appropriate gesturing, posture and varied tone.

    3. Work Period: Vocabulary #8 quiz and story writing preparation

    How will students effectively enhance their vocabulary/writing/speech delivery skills? DUE THIS COMING MONDAY, NOVEMBER 15th:
  • Vocabulary List #8 QUIZ (Etymology: ana=against, chron=time, plore=weep and cry out in expression, gress=walk or go, fidel=faith)
  • Vocabulary List #8 STORY on your career/research, Othello, theater or Shakespeare. Challenge Story Questions (you may choose to address one of these questions in your paper in which you incorporate all of the vocabulary words): How does your career choice reflect your skills, personal interests and/or experiences? Why is Othello significant in your life today or in the world today? How has Shakespeare's life, times and/or work positively affected your life as a student? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's recommended to write two pages, double-spaced, typed.

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE NEXT TUESDAY, NOVEMBER 16th (Last names beginning with S-Z), NEXT WEDNESDAY, NOVEMBER 17th (Last names beginning with P-R), NEXT THURSDAY, NOVEMBER 18th (Last names beginning with D-N), OR NEXT FRIDAY, NOVEMBER 19th (Last names beginning with A-C): It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes.

  • Wednesday, November 10th, 2010: 1. Review the requirements for the Career Research Presentation Project and Grading Rubric.

    2. Grade the Vocabulary #7 quizzes.

    How will students effectively enhance their vocabulary/writing/speech delivery skills? DUE THIS COMING MONDAY, NOVEMBER 15th:
  • Vocabulary List #8 QUIZ (Etymology: ana=against, chron=time, plore=weep and cry out in expression, gress=walk or go, fidel=faith)
  • Vocabulary List #8 STORY on your career/research, Othello, theater or Shakespeare. Challenge Story Questions (you may choose to address one of these questions in your paper in which you incorporate all of the vocabulary words): How does your career choice reflect your skills, personal interests and/or experiences? Why is Othello significant in your life today or in the world today? How has Shakespeare's life, times and/or work positively affected your life as a student? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's recommended to write two pages, double-spaced, typed.

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE NEXT TUESDAY, NOVEMBER 16th (Last names beginning with S-Z), NEXT WEDNESDAY, NOVEMBER 17th (Last names beginning with P-R), NEXT THURSDAY, NOVEMBER 18th (Last names beginning with D-N), OR NEXT FRIDAY, NOVEMBER 19th (Last names beginning with A-C): It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes.

  • Tuesday, November 9th, 2010: 1. Do Now: Finish introducing List #8

    2. Introduce the Career Research Presentation Project and Grading Rubric.

    How will students effectively enhance their vocabulary/writing/speech delivery skills? CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE NEXT TUESDAY, NOVEMBER 16th (Last names beginning with S-Z), NEXT WEDNESDAY, NOVEMBER 17th (Last names beginning with P-R), NEXT THURSDAY, NOVEMBER 18th (Last names beginning with D-N), OR NEXT FRIDAY, NOVEMBER 19th (Last names beginning with A-C): It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes.

    DUE NEXT MONDAY, NOVEMBER 15th:

  • Vocabulary List #8 QUIZ (Etymology: ana=against, chron=time, plore=weep and cry out in expression, gress=walk or go, fidel=faith)
  • Vocabulary List #8 STORY on your career/research, Othello, theater or Shakespeare. Challenge Story Questions (you may choose to address one of these questions in your paper in which you incorporate all of the vocabulary words): How does your career choice reflect your skills, personal interests and/or experiences? Why is Othello significant in your life today or in the world today? How has Shakespeare's life, times and/or work positively affected your life as a student? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's recommended to write two pages, double-spaced, typed.
  • Monday, November 8th, 2010: 1. Do Now: Vocabulary List #7 QUIZ (turn in story #7)

    2. Introduce List #8

    3. Awards Presentations!

    How will students effectively be assessed on vocabulary/writing skills? CAREER RESEARCH PROJECT/PRESENTATION (details will be discussed in class): DUE NEXT TUESDAY, NOVEMBER 16th (Last names beginning with S-Z), NEXT WEDNESDAY, NOVEMBER 17th (Last names beginning with P-R), NEXT THURSDAY, NOVEMBER 18th (Last names beginning with D-N), OR NEXT FRIDAY, NOVEMBER 19th (Last names beginning with A-C): It's the value of two quiz grades (this term it will be worth 15% of your grade). Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Your presentation should be a minimum of 2 minutes and maximum of 5 minutes.

    DUE NEXT MONDAY, NOVEMBER 15th:

  • Vocabulary List #8 QUIZ
  • Vocabulary List #8 STORY on your career/research, Othello, theater or Shakespeare. Challenge Story Questions (you may choose to address one of these questions in your paper in which you incorporate all of the vocabulary words): How does your career choice reflect your skills, personal interests and/or experiences? Why is Othello significant in your life today or in the world today? How has Shakespeare's life, times and/or work positively affected your life as a student? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's recommended to write two pages, double-spaced, typed.
  • Friday, November 5th, 2010: 1. Do Now: Preparation and reminders for scene performances (last minute prep).

    2. PERFORMANCES OF SCENES FROM OTHELLO. Scene performances should follow the Grading Sheet for Othello Scene Performance . Your scenes should be presented in 4:30-5:30 minutes. Before each performance, the group members will give a brief summary of their scene and provide introductions of each actor/character. After each performance, groups will bow, offer their director's vision and take audience questions.

    3. Voting on Best Actor, Best Actress, Best Overall Performance, and Best Costume

    How will students effectively be assessed on their understanding and application (interpretive performance) of Othello? DUE THIS MONDAY, NOVEMBER 8th:
  • Vocabulary List #7 QUIZ
  • Vocabulary List #7 STORY on anything from Othello, theater or Shakespeare. Challenge Story Questions (you may choose to address one of these questions in your paper in which you incorporate all of the vocabulary words): Why is Othello significant in your life today or in the world today? How do women play significant roles in Othello? How is prejudice revealed in Othello and why is it significant? You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. It's recommended to write two pages, double-spaced, typed.
  • Thursday, November 4th, 2010: 1. Do Now: Prepare for scene performances (last minute prep).

    2. PERFORMANCES OF SCENES FROM OTHELLO. Scene performances should follow the Grading Sheet for Othello Scene Performance . Your scenes should be presented in 4:30-5:30 minutes. Before each performance, the group members will give a brief summary of their scene and provide introductions of each actor/character. After each performance, groups will offer their director's vision and take audience questions.

    How will students effectively be assessed on their understanding and application (interpretive performance) of Othello? DUE TOMORROW, FRIDAY, NOVEMBER 5th (ACTS III AND V):
  • PERFORM YOUR CHOSEN SCENE FROM OTHELLO(Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act I Scene III (5 male characters and 1 female character), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE THIS COMING MONDAY, NOVEMBER 8th:

  • Vocabulary List #7 QUIZ
  • Vocabulary List #7 STORY on anything from Othello, theater or Shakespeare. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Wednesday, November 3rd, 2010: 1. Do Now: Acting Warm-Up Exercises--tableaus of character relationships

    2.Work Period: Arrange with your group mates for a rehearsal practice. Work on incorporating the acting exercises (enunciation, body language, spacing, staging and facial expressions) and director's vision/interpretation. Your scenes should be presented in 4:30-5:30 minutes. Student performers should stage the scenes, considering props, costumes, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision. Make the scene location come to life. Add lighting and/or sound. Speak clearly and with a full voice. Make dynamic vocal choices. Use language/imagery to demonstrate an understanding of the play and characters. Make physical choices to represent characters. Know your lines, where you are NOT staring at the page. You don't need to memorize, but be very familiar with your character's lines.

    How will students effectively improve their study and interpretive performance of Othello? DUE TOMORROW, THURSDAY, NOVEMBER 4th (ACTS I AND II) OR THIS FRIDAY, NOVEMBER 5th (ACTS III AND V):
  • PERFORM YOUR CHOSEN SCENE FROM OTHELLO(Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act I Scene III (5 male characters and 1 female character), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE NEXT MONDAY, NOVEMBER 8th:

  • Vocabulary List #7 QUIZ
  • Vocabulary List #7 STORY on anything from Othello, theater or Shakespeare. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Monday, November 1st, 2010: 1. Do Now: Vocabulary List #6 QUIZ (turn in story #6)

    2. Introduce List #7

    3. Arrange with your group mates when you will practice. Discuss editing, director's vision, props, costumes, and understanding of the scene.

    How will students effectively improve their study of vocabulary/etymology and drama? DUE THIS COMING THURSDAY, NOVEMBER 4th (ACTS I AND II) OR THIS COMING FRIDAY, NOVEMBER 5th (ACTS III AND V):
  • PERFORM YOUR CHOSEN SCENE FROM OTHELLO(Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act I Scene III (5 male characters and 1 female character), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    DUE NEXT MONDAY, NOVEMBER 8th:

  • Vocabulary List #7 QUIZ
  • Vocabulary List #7 STORY on anything from Othello, theater or Shakespeare. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Friday, October 29th, 2010: NO CLASS (due to Parent-Teacher Conferences). Use this time to prepare for your scene performance: meet with your group mates, continue editing (cut out words that aren't essential to the story), practice your acting style, facial expressions, and body language, and decide on costumes and props. How will students effectively improve their study of drama?

    DUE THIS COMING MONDAY, NOVEMBER 1st:

  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from Othello, theater or Shakespeare. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.

    DUE THIS COMING THURSDAY, NOVEMBER 4th (ACTS I AND II) OR THIS COMING FRIDAY, NOVEMBER 5th (ACTS III AND V):

  • PERFORM YOUR CHOSEN SCENE FROM OTHELLO(Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act I Scene III (5 male characters and 1 female character), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.
  • Thursday, October 28th, 2010: 1. Do Now: Continue the introduction of the Othello Scene Performance Assignment: You will prepare and perform a scene from Othello. Editing must be part of the process; what should be included and what should be excluded? YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), . Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    2. Acting Exercises: Begin tableaus--Statues (acting exercise to mark the characters' journeys over the course of Othello). Statues will include archetypes in literature (pretty princess, greedy elf, opera diva, valiant knight) and characters as animals in Othello. Tableaus (statues) for the following emotions and situations--anger, lonely, brave, jealous, loyal, two-faced, crazy, in love, drunk, revenge, forgiveness, Othello/Desdemona, Othello/Iago, Iago/Cassio, Desdemona/Emilia, ghost, monster, you forgot your homework, and you just won the lottery. Tableaus will include one person, two persons, and three persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible. Archetype portrayals (pretty princess, greedy elf, opera diva, and valiant knight).

    3. Work Period: Work on reading your scene, assigning roles, and editing.

    How will students effectively improve their study of drama?

    DUE THIS COMING MONDAY, NOVEMBER 1st:

  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from Othello, theater or Shakespeare. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.

    DUE NEXT THURSDAY, NOVEMBER 4th:

  • PERFORM YOUR CHOSEN SCENE FROM OTHELLO(Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act I Scene III (5 male characters and 1 female character), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.
  • Wednesday, October 27th, 2010: 1. Do Now: Continue the introduction of the Othello Scene Performance Assignment: You will prepare and perform a scene from Othello. Editing must be part of the process; what should be included and what should be excluded? YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), . Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    2. Acting Exercises: Begin tableaus--Statues (acting exercise to mark the characters' journeys over the course of Othello). Statues will include archetypes in literature (pretty princess, greedy elf, opera diva, valiant knight) and characters as animals in Othello. Tableaus (statues) for the following emotions and situations--anger, lonely, brave, jealous, loyal, two-faced, crazy, in love, drunk, revenge, forgiveness, Othello/Desdemona, Othello/Iago, Iago/Cassio, Desdemona/Emilia, ghost, monster, you forgot your homework, and you just won the lottery. Tableaus will include one person, two persons, and three persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible. Archetype portrayals (pretty princess, greedy elf, opera diva, and valiant knight).

    3. Work Period: Work on reading your scene, assigning roles, and editing.

    How will students effectively improve their study of drama?

    DUE THIS COMING MONDAY, NOVEMBER 1st:

  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from Othello, theater or Shakespeare. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.

    DUE NEXT THURSDAY, NOVEMBER 4th:

  • PERFORM YOUR CHOSEN SCENE FROM OTHELLO(Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act I Scene III (5 male characters and 1 female character), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.
  • Tuesday, October 26th, 2010: 1. Do Now: Finish the introduction of Vocabulary List #6.

    2. Introduce the Othello Scene Performance Assignment: You will prepare and perform a scene from Othello. Editing must be part of the process; what should be included and what should be excluded? YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), . Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.

    How will students effectively improve their vocabulary/language skills and study of drama?

    DUE NEXT MONDAY, NOVEMBER 1st:

  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from Othello, theater or Shakespeare. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.

    DUE NEXT THURSDAY, NOVEMBER 4th:

  • PERFORM YOUR CHOSEN SCENE FROM OTHELLO(Editing must be part of the process; what should be included and what should be excluded?). YOU WILL BE GRADED (a quiz grade) AS A GROUP ON the Grading Sheet for Othello Scene Performance. The Othello scene groups are: Act I Scene I (3 male characters), Act I Scene III (5 male characters and 1 female character), Act II Scene I (4 male characters and 1 female character), Act II Scene III (4 male characters and 1 female character), Act III Scene III (2 male characters and 1 female character), Act V Scene II (5 male characters and 2 female characters). Student performers should stage the scenes effectively, dress in costumes, use props, include stage directions, incorporate physical and emotional expressions to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), and a director's theme/vision (What is the creative focus of your scene? It can be a sentence or a few words. Examples: Heaven vs. Hell, A Rose Among Weeds, Revenge of the Nerds, etc.). Make the scene location come to life and add music, lighting and/or sound.
  • Monday, October 25th, 2010: 1. Do Now: QUIZ on Vocabulary List #5

    2. Introduce Vocabulary List #6

    How will students effectively improve their vocabulary/language skills? DUE NEXT MONDAY, NOVEMBER 1st:
  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from Othello, theater or Shakespeare. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Friday, October 22nd, 2010: 1. Do Now: Finish taking notes on Act IV.
    Be ready to share textual references (use proper citation) on the following notes for Act IV of Othello:
  • Scene I: Iago, the Devil. Othello, the Savage.
  • Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor.
  • Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    Take notes on Act V:

  • Scene I: Valiant Villains and Weary Whores Among Us
  • Scene II: A Rose Among Weeds. Heaven Forgive Us. 2. Discuss/Share: Discuss both Acts IV and V.
  • How will students effectively analyze Acts IV and V and find appropriate textual citations? DUE THIS MONDAY, OCTOBER 25th:
  • Vocabulary List #5 QUIZ
  • Vocabulary List #5 STORY on anything from Othello. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Thursday, October 21st, 2010: 1. Do Now: Work on the notes for Act IV.
    Be ready to share textual references (use proper citation) on the following notes for Act IV of Othello:
  • Scene I: Iago, the Devil. Othello, the Savage.
  • Scene II: Desdemona, the Cursed One. Iago, the Trusted Advisor.
  • Scene III: Desdemona's Prophecy. Emilia, the Wise One.

    2. Discuss/Share: Take notes on the evidence to support the Act IV notes.

  • How will students effectively analyze Act IV notes and find appropriate textual citations? Expect a POP reading quiz on Othello at any time!

    DUE TOMORROW, FRIDAY, OCTOBER 22nd:

  • Read Act V of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on ONE question to explore in your response paper. Choose ONE of the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act V? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    DUE NEXT MONDAY, OCTOBER 25th:

  • Vocabulary List #5 QUIZ
  • Vocabulary List #5 STORY on anything from Othello. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Wednesday, October 20th, 2010: 1. Do Now: Finish discussion and note-taking on Act III.
    Share textual references (use proper citation) on the following notes for Act III of Othello:
  • Scene I: The Fight for Cassio's Honor
  • Scene II: Iago, The Trusted Advisor
  • Scene III: Deception in Thy Nature
  • Scene III: What a Tangled Web We Weave When First We Practice to Deceive
  • Scene IV: Othello, Not the Man I Married

    2. Work Period: Work on owed response papers, reading Act IV (if necessary) and reading Act V (due Friday). Show Act IV response papers (today's HW).

  • How will students effectively analyze Act III notes and find appropriate textual citations? Expect a POP reading quiz on Othello at any time!

    DUE THIS FRIDAY, OCTOBER 22nd:

  • Read Act V of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on ONE question to explore in your response paper. Choose ONE of the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act V? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    DUE NEXT MONDAY, OCTOBER 25th:

  • Vocabulary List #5 QUIZ
  • Vocabulary List #5 STORY on anything from Othello. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Tuesday, October 19th, 2010: 1. Do Now: Introduce List #5.

    2. Discuss and Take Notes on Act III.
    Share textual references (use proper citation) on the following notes for Act III of Othello:

  • Scene I: The Fight for Cassio's Honor
  • Scene II: Iago, The Trusted Advisor
  • Scene III: Deception in Thy Nature
  • Scene III: What a Tangled Web We Weave
  • Scene IV: Othello, Not the Man I Married
  • How will students effectively improve their vocabulary/writing skills?

    DUE TOMORROW, WEDNESDAY, OCTOBER 20th:

  • Read Act IV of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on ONE question to explore in your response paper. Choose ONE of the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act IV? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    Expect a POP reading quiz on Othello at any time!

    DUE THIS FRIDAY, OCTOBER 22nd:

  • Read Act V of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on ONE question to explore in your response paper. Choose ONE of the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act V? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    DUE NEXT MONDAY, OCTOBER 25th:

  • Vocabulary List #5 QUIZ
  • Vocabulary List #5 STORY on anything from Othello. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Monday, October 18th, 2010: 1. Do Now:
  • Vocabulary List #4 QUIZ (turn in Story #4)

    2. Introduce List #5.

  • How will students effectively improve their vocabulary/writing skills?

    DUE THIS WEDNESDAY, OCTOBER 20th:

  • Read Act IV of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on ONE question to explore in your response paper. Choose ONE of the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act IV? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    Expect a POP reading quiz on Othello at any time!

    DUE THIS FRIDAY, OCTOBER 22nd:

  • Read Act V of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on ONE question to explore in your response paper. Choose ONE of the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act V? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    DUE NEXT MONDAY, OCTOBER 25th:

  • Vocabulary List #5 QUIZ
  • Vocabulary List #5 STORY on anything from Othello. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Friday, October 15th, 2010: Work Period: Work on owed HW (including today's Act III response paper, if necessary, previous response papers, reading Othello, etc.). How will students improve their study of Othello? DUE THIS MONDAY, OCTOBER 18th:
  • Vocabulary List #4 QUIZ
  • Vocabulary List #4 STORY on anything from Othello. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.

    DUE NEXT WEDNESDAY, OCTOBER 20th:

  • Read Act IV of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on ONE question to explore in your response paper. Choose ONE of the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act IV? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    Expect a POP reading quiz on Othello at any time!

    DUE NEXT FRIDAY, OCTOBER 22nd:

  • Read Act V of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on ONE question to explore in your response paper. Choose ONE of the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act V? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).
  • Thursday, October 14th, 2010: 1. Do Now: Finish finding textual references (use proper citation) on the following notes for Act II of Othello:
  • Scene I: Praise for Othello, the protagonist and namesake of this play
  • Scene I: Omens for Othello's Death
  • Scene I: Iago's vengeful thoughts
  • Scene III: Iago, the trusted advisor
  • Scene III: Cassio, an abased and debased man

    2. Discuss/Share: Share your findings. Take notes on exemplary citations.

    3. Review returned work (resumes, vocabulary stories, and college essays).

  • How will students improve their textual citation and study of Act II of Othello? MAKE UP ANY HW OWED--TOMORROW'S THE LAST DAY OF THE 1ST MARKING PERIOD!!!

    DUE TOMORROW, FRIDAY, OCTOBER 15th:

  • Read Act III of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on ONE question to explore in your response paper. Choose ONE of the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act III? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    Expect a POP reading quiz on Othello at any time!

    DUE THIS COMING MONDAY, OCTOBER 18th:

  • Vocabulary List #4 QUIZ
  • Vocabulary List #4 STORY on anything from Othello. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Tuesday, October 12th, 2010: 1. Do Now: Reading Quiz (pop!) on Acts I and II of Othello. Show HW (Act II Response Paper).

    2. Grade quizzes

    3. Work on finding textual references (use proper citation) on the following notes for Act II of Othello:

  • Scene I: Praise for Othello, the protagonist and namesake of this play
  • Scene I: Omens for Othello's Death
  • Scene I: Iago's vengeful thoughts
  • Scene III: Iago, the trusted advisor
  • Scene III: Cassio, an abased and debased man
  • How will students improve their textual citation and study of Act I and Act II of Othello? MAKE UP ANY HW OWED.

    DUE THIS COMING FRIDAY, OCTOBER 15th:

  • Read Act III of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on ONE question to explore in your response paper. Choose ONE of the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act III? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    Expect a POP reading quiz on Othello at any time!

    DUE NEXT MONDAY, OCTOBER 18th:

  • Vocabulary List #4 QUIZ
  • Vocabulary List #4 STORY on anything from Othello. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Friday, October 8th, 2010: 1. Do Now: Finish finding textual references on the following notes for Act I of Othello:
  • Scene I: Shakespeare 'speaking' to the audience (Brabantio's warning to the parents--watch out for rebellious daughters!)
  • Scenes II and III: Othello's earned status as a general and deserving role as Desdemona's husband
  • Scene II: Brabantio's belief that Othello is a wizard yielding magic over his daughter
  • Scene III: Othello reveals Desdemona's blossoming love
  • Scene III: Desdemona, the rebellious daughter and a woman ahead of her time
  • Scene III: Roderigo threatening his own life due to Desdemona's disinterest in him
  • Scene III: Iago's advice to Roderigo and reasons why the love between Othello and Desdemona will not last
  • Scene III: Iago's plot for revenge against Othello
  • All of Act I: The Power of Time

    2. Discuss/Share: Students will discuss and share their findings! Students will also work on proper textual citation!

    3. Begin reading aloud Act II Scene I of Othello. Find prophetic language that predicts the doom of this play, Shakespeare's background knowledge (Roman history, Catholic beliefs, etc.), brewing conflicts, and Iago's vengeful thoughts ready to be enacted.

  • How will students improve their textual citation and study of Act I and Act II of Othello? MAKE UP ANY HW OWED.

    DUE THIS COMING TUESDAY, OCTOBER 12th:

  • Read Act II of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on one question to explore in your response paper. Choose from the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act II? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    Expect a POP reading quiz on Othello at any time this coming week! LOOK AHEAD: Act III will be due NEXT Friday!

    DUE MONDAY, OCTOBER 18th:

  • Vocabulary List #4 QUIZ
  • Vocabulary List #4 STORY on anything from Othello. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Thursday, October 7th, 2010: 1. Do Now: Continue finding textual references on the following notes for Act I of Othello:
  • Scene I: Shakespeare 'speaking' to the audience (Brabantio's warning to the parents--watch out for rebellious daughters!)
  • Scenes II and III: Othello's earned status as a general and deserving role as Desdemona's husband
  • Scene II: Brabantio's belief that Othello is a wizard yielding magic over his daughter
  • Scene III: Othello reveals Desdemona's blossoming love
  • Scene III: Desdemona, the rebellious daughter and a woman ahead of her time
  • Scene III: Roderigo threatening his own life due to Desdemona's disinterest in him
  • Scene III: Iago's advice to Roderigo and reasons why the love between Othello and Desdemona will not last
  • Scene III: Iago's plot for revenge against Othello
  • All of Act I: The Power of Time

    2. Discuss/Share: Students will discuss and share their findings! Students will also work on proper textual citation!

  • How will students improve their textual citation and study of Act I and Act II of Othello? MAKE UP ANY HW OWED.

    DUE TUESDAY, OCTOBER 12th:

  • Read Act II of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on one question to explore in your response paper. Choose from the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act II? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    DUE MONDAY, OCTOBER 18th:

  • Vocabulary List #4 QUIZ
  • Vocabulary List #4 STORY on anything from Othello. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Wednesday, October 6th, 2010: 1. Do Now: Turn in your Act I Response Paper. Review the rest of Act I of Othello. Take notes on the following and find textual references for each note:
  • Scene I: Shakespeare 'speaking' to the audience (Brabantio's warning to the parents--watch out for rebellious daughters!)
  • Scenes II and III: Othello's earned status as a general and deserving role as Desdemona's husband
  • Scene II: Brabantio's belief that Othello is a wizard yielding magic over his daughter
  • Scene III: Othello reveals Desdemona's blossoming love
  • Scene III: Desdemona, the rebellious daughter and a woman ahead of her time
  • Scene III: Roderigo threatening his own life due to Desdemona's disinterest in him
  • Scene III: Iago's advice to Roderigo and reasons why the love between Othello and Desdemona will not last
  • Scene III: Iago's plot for revenge against Othello
  • All of Act I: The Power of Time

    2. Discuss/Share: Students will discuss and share their findings! Students will also work on proper textual citation!

  • How will students improve their textual citation and study of Act I of Othello? MAKE UP ANY HW OWED.

    DUE TUESDAY, OCTOBER 12th:

  • Read Act II of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on one question to explore in your response paper. Choose from the following questions: Why is Othello a tragedy? What is Shakespeare's message about relationships (including how they develop, the rules that apply and the obstacles that prevent their success)? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act II? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    DUE MONDAY, OCTOBER 18th:

  • Vocabulary List #4 QUIZ
  • Vocabulary List #4 STORY on anything from Othello. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Tuesday, October 5th, 2010: 1. Do Now: Finish introducing Vocab. List #4. Turn in revised resume HW with the original resume!

    2. Grade Vocab. List #3 Quiz

    3. Continue reading/interpreting Act I of Othello!

    4. HW Reminders!

    How will students improve their vocabulary skills through language acquisition and etymology? DUE TOMORROW WEDNESDAY, OCTOBER 6th:
  • Read the rest of Act I of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on one question to explore in your response paper. Choose from the following questions: What rules are revealed in the relationships developing in Act I? Why is Othello a tragedy? What sort of language is used by various characters (for example: Othello vs. Iago) and what's the significance of the difference? What is Shakespeare's purpose in writing this play, as you can determine thus far in Act I? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act I? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

  • Monday, October 4th, 2010: 1. Do Now: Vocab. List #3 Quiz (turn in story #3)

    2. Introduce Vocab. List #4

    3. HW Reminders!

    How will students improve their vocabulary skills through language acquisition and etymology? DUE TOMORROW, TUESDAY, OCTOBER 5th:
  • Revised Resume! Apply the corrections made by me, your teacher. Please turn in draft #1 and this new and improved resume.

    DUE THIS WEDNESDAY, OCTOBER 6th:

  • Read Act I of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on one question to explore in your response paper. Choose from the following questions: What rules are revealed in the relationships developing in Act I? Why is Othello a tragedy? What sort of language is used by various characters (for example: Othello vs. Iago) and what's the significance of the difference? What is Shakespeare's purpose in writing this play, as you can determine thus far in Act I? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act I? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

  • Friday, October 1st, 2010: 1. Do Now: Discuss the answers to the following questions: What makes a tragedy (refer to the components of a play or typical storyline)? Knowing what you know about Shakespeare, what can you expect in one of his tragic plays? Refer to his personal life/background/other works. What will be his purpose in writing this play?

    2. Reading of Act I Scene I of Othello. Connect the relationship rules and expectations on Shakespearean style to this first scene.

    How will students engage in beginning study of Othello? DUE THIS MONDAY, OCTOBER 4th:
  • QUIZ on Vocabulary List #3. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #3 (using List #3 on Shakespeare or Othello, which we will begin reading this week!). You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.

    DUE THIS COMING TUESDAY, OCTOBER 5th:

  • Revised Resume! Apply the corrections made by me, your teacher. Please turn in draft #1 and this new and improved resume.

    DUE THIS COMING WEDNESDAY, OCTOBER 6th:

  • Read Act I of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on one question to explore in your response paper. Choose from the following questions: What rules are revealed in the relationships developing in Act I? Why is Othello a tragedy? What sort of language is used by various characters (for example: Othello vs. Iago) and what's the significance of the difference? What is Shakespeare's purpose in writing this play, as you can determine thus far in Act I? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act I? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

  • Thursday, September 30th, 2010: 1. Do Now: Finish discussion on cultural rules in which young people live. Have them think and/or write about the following topics before discussing them:
  • What rules dictate the behavior of young men and women in relationships today?
  • 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?
  • 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?

    2. Work Period: Brainstorm answers to the following questions: What makes a tragedy (refer to the components of a play or typical storyline)? Knowing what you know about Shakespeare, what can you expect in one of his tragic plays? Refer to his personal life/background/other works. What will be his purpose in writing this play?

    3. Resume return. Discuss the corrections needed and HW (final draft of resume is due Tues.).

  • How will students improve their vocabulary skills and prepare to understand cultural rules in modern times (pre-reading activity for Othello)? DUE THIS COMING MONDAY, OCTOBER 4th:
  • QUIZ on Vocabulary List #3. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #3 (using List #3 on Shakespeare or Othello, which we will begin reading this week!). You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.

    DUE TUESDAY, OCTOBER 5th:

  • Revised Resume! Apply the corrections made by me, your teacher. Please turn in draft #1 and this new and improved resume.

    DUE NEXT WEDNESDAY, OCTOBER 6th:

  • Read Act I of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on one question to explore in your response paper. Choose from the following questions: What rules are revealed in the relationships developing in Act I? Why is Othello a tragedy? What sort of language is used by various characters (for example: Othello vs. Iago) and what's the significance of the difference? What is Shakespeare's purpose in writing this play, as you can determine thus far in Act I? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act I? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).
  • Wednesday, September 29th, 2010: 1. Do Now: Grade List #2 Quiz. Turn in Discipline Code Handbook forms (HW).

    2. Work Period: Have students examine cultural rules by which they live and compare and contrast these rules to the ones of Othello’s time. Have them think and/or write about the following topics before discussing them:

  • What rules dictate the behavior of young men and women in relationships today?
  • 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?
  • 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?

    3. Discuss/Share the questions above.

    4. Distribution of Othello and book receipts filled out.

  • How will students improve their vocabulary skills and prepare to understand cultural rules in modern times (pre-reading activity for Othello)? DUE NEXT WEDNESDAY, OCTOBER 6th:
  • Read Act I of Othello (play received in class). Write a one-page (typed, double-spaced, minimum of 300 words, proper heading) RESPONSE PAPER. Focus on one question to explore in your response paper. Choose from the following questions: What rules are revealed in the relationships developing in Act I? Why is Othello a tragedy? What sort of language is used by various characters (for example: Othello vs. Iago) and what's the significance of the difference? What is Shakespeare's purpose in writing this play, as you can determine thus far in Act I? How is Shakespeare's personal background (i.e. his religion, family life, and literary traditions) revealed in Act I? YOU MUST INCLUDE AT LEAST TWO QUOTES IN YOUR RESPONSE PAPER AND THEY MUST SUPPORT YOUR FOCUS QUESTION. Here's an example: "She loved me for the dangers I had passed, / And I loved her that she did pity them" (1.3.167-168).

    DUE NEXT MONDAY, OCTOBER 4th:

  • QUIZ on Vocabulary List #3. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #3 (using List #3 on Shakespeare or Othello, which we will begin reading this week!). You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Tuesday, September 28th, 2010: 1. Do Now: Introduce Vocabulary List #3. Turn in Discipline Code Handbook forms (HW).

    2. Work Period: Have students examine cultural rules by which they live and compare and contrast these rules to the ones of Othello’s time. Have them think and/or write about the following topics before discussing them:

  • What rules dictate the behavior of young men and women in relationships today?
  • 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?
  • 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?
  • How will students improve their vocabulary skills and prepare to understand cultural rules in modern times (pre-reading activity for Othello)? Make up any owed HW!

    DUE NEXT MONDAY, OCTOBER 4th:

  • QUIZ on Vocabulary List #3. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #3 (using List #3 on Shakespeare or Othello, which we will begin reading this week!). You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Monday, September 27th, 2010: 1. Do Now: Vocabulary List #2 Quiz. Turn in Story #2.

    2. Distribute List #3 and Discipline Code Handbook and forms distribution.

    How will students improve their vocabulary skills? DUE TOMORROW, TUESDAY, SEPTEMBER 28th:
  • BRING IN THE SIGNED AND COMPLETED DISCIPLINE CODE HANDBOOK FORMS.

    Make up any owed HW!

    DUE NEXT MONDAY, OCTOBER 4th:

  • QUIZ on Vocabulary List #3. Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Vocabulary Story #3 (using List #3 on Shakespeare or Othello, which we will begin reading this week!). You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Friday, September 24th, 2010: Do Now: Finish your Shakespearean (Love for Shakespeare) SONNET (14 lines, following the ababcdcdefefgg and iambic pentameter) with a partner. When finished, prepare for the Vocabulary List #2 Quiz. How will students improve their knowledge and understanding of Shakespeare's life, times, language and work? DUE THIS MONDAY, SEPTEMBER 27th:
  • QUIZ ON Vocabulary List #2.
    Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story #2 (using List #2 on My Future or Life at ITHS. You MAY work with a partner, if you choose. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred, though handwritten work is accepted at this time.
  • Thursday, September 23rd, 2010: 1. Do Now: Finish notes on Shakespeare's Life, Times and Work, Iambic Pentameter and Shakespearean language and its purpose (as Hamlet quotes: "words, words, words"), in general.

    2. Work Period: Work on a Shakespearean SONNET (14 lines, following the ababcdcdefefgg and iambic pentameter) with a partner.

    How will students improve their knowledge and understanding of Shakespeare's life, times, language and work? DUE THIS MONDAY, SEPTEMBER 27th:
  • QUIZ ON Vocabulary List #2.
    Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story #2 (using List #2 on My Future or Life at ITHS. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred, though handwritten work is accepted at this time.
  • Wednesday, September 22nd, 2010: 1. Do Now: Continue notes, beginning with these basic ideas: Shakespeare's Life, Times and Work and expanding on them. How will students improve their knowledge and understanding of Shakespeare's life, times and work? DUE NEXT MONDAY, SEPTEMBER 27th:
  • QUIZ ON Vocabulary List #2.
    Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story #2 (using List #2 on My Future or Life at ITHS. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred, though handwritten work is accepted at this time.
  • Tuesday, September 21st, 2010: 1. Do Now: Finish review of Vocab. List #2. Turn in resume--draft #1.

    2. Notes on Shakespeare's Life, Times and Work, Iambic Pentameter and Shakespearean language and its purpose (as Hamlet quotes: "words, words, words"), in general.

    How will students improve their knowledge and understanding of Shakespeare's life, times and work? DUE NEXT MONDAY, SEPTEMBER 27th:
  • QUIZ ON Vocabulary List #2.
    Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story #2 (using List #2 on My Future or Life at ITHS. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Monday, September 20th, 2010: 1. Do Now: Vocab. List #1 Quiz

    2. Discuss/Share: Introduce Vocab. List #2.

    3. HW reminders.

    4. If time allows, grade quizzes.

    How will students improve their lexicon? DUE TOMORROW, TUESDAY, SEPTEMBER 21st:
  • Bring in Draft #1 of your resume. Use these Sample College Resumes and Resume Information (discussed and analyzed in class) to guide you. Note: Do NOT include two addresses at the top of your resume. Only include your primary address below your name, e-mail address and phone number at the top (centered) of your resume. Your resume MUST be typed.

    DUE NEXT MONDAY, SEPTEMBER 27th:

  • QUIZ ON Vocabulary List #2.
    Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Vocabulary Story #2 (using List #2 on My Future or Life at ITHS. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred.
  • Friday, September 17th, 2010: 1. Do Now: Fill one page on your prior knowledge on William Shakespeare, his life, his work and his times. Also, write about why it's important to know about him, his life, his work and his times.

    2. Discuss/Share: Student volunteers will share their thoughts and prior knowledge on Shakespeare's life, work and times. We are preparing for lecture notes to be provided next week.

    How will students assess their prior knowledge and prepare for the upcoming vocabulary assessment? DUE THIS MONDAY, SEPTEMBER 20th:
  • QUIZ ON Vocabulary List #1.
    Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!

    DUE TUESDAY, SEPTEMBER 21st:

  • Bring in Draft #1 of your resume. Use these Sample College Resumes and Resume Information (discussed and analyzed in class) to guide you. Note: Do NOT include two addresses at the top of your resume. Only include your primary address below your name, e-mail address and phone number at the top (centered) of your resume. Your resume MUST be typed.
  • Thursday, September 16th, 2010: 1. Do Now: Analyze Sample Resumes--Students individually and collectively analyze the sample resumes. Guiding questions to answer while analyzing: What are the components of an academic resume? What are the strengths of each resume? What are the weaknesses? What qualities, in terms of formatting, writing style, and word usage, are worth including in your own resume?

    2. Work Period: Create a handwritten draft of your own resume. When finished, work on vocabulary study.

    How will students develop practical skills for college and career in resume writing? DUE THIS MONDAY, SEPTEMBER 20th:
  • QUIZ ON Vocabulary List #1.
    Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!

    DUE TUESDAY, SEPTEMBER 21st:

  • Bring in Draft #1 of your resume. Use these Sample College Resumes and Resume Information (discussed and analyzed in class) to guide you. Note: Do NOT include two addresses at the top of your resume. Only include your primary address below your name, e-mail address and phone number at the top (centered) of your resume. Your resume MUST be typed.
  • Wednesday, September 15th, 2010: 1. Do Now: Introduce/Review Vocabulary List #1.

    2. Read and discuss the value of "The Three Questions" by Leo Tolstoy. Why is this story a parable? How does this story set the tone for the course? For the time in your life? For others? For a lifelong lesson?

    3. Work Period: Reading of RESUMES 101. If time allows, analyze Sample Resumes--Students individually and collectively analyze the sample resumes. Guiding questions to answer while analyzing: What are the components of an academic resume? What are the strengths of each resume? What are the weaknesses? What qualities, in terms of formatting, writing style, and word usage, are worth including in your own resume?

    How will students best understand the course expectations and learn some valuable life lessons (from Tolstoy's short story and resume writing)? DUE TOMORROW, THURSDAY, SEPTEMBER 16th:
  • Brainstorm the components of your own resume. What will you include in the work experience section? The extracurricular activities section? Honors/Awards? Skills? Bring in these ideas and, if possible, a sample resume of your own.

    DUE NEXT MONDAY, SEPTEMBER 20th:

  • QUIZ ON Vocabulary List #1.
    Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Tuesday, September 14th, 2010: 1. Do Now: Finish review of Senior Syllabus.

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

    3. Discuss/Share: Share any of the self-assessment questions (perhaps #3 and #7).

    4. HW reminder. Introduce/Review Vocabulary List #1.

    How will students best understand the course expectations and their own academic/career goals? DUE NEXT MONDAY, SEPTEMBER 20th:
  • QUIZ ON Vocabulary List #1.
    Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam). Recommendation: Make flashcards for easier study!
  • Monday, September 13th, 2010: 1. Do Now: Distribute and review Senior Syllabus. Assigned seats given.

    2. Discuss/Share: Discuss the challenges and successes in composing the college essay.

    How will students best understand the course expectations and their own academic/career goals? DUE NEXT MONDAY, SEPTEMBER 20th:
  • QUIZ ON Vocabulary List #1.
    Know the definitions and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides. Suggestion: Go ahead and study all lists, as they will be extremely useful to improve your SAT score (especially if you're taking the October or November exam).
  • Wednesday, September 8th, 2010: 1. Do Now: 1. Do Now: Take your designated seat and fill out the index card, answering the following in complete sentences (when appropriate):
  • your full name (in parentheses, write any nickname that you want to be called in class)
  • your e-mail address (make sure it's appropriate to be used for school)
  • your parent's/guardian's e-mail address (please identify his/her name and their relation to you)
  • Home phone #
  • Emergency phone # and contact person (who will answer this # and how he/she is related to you)
  • What did you read this summer? Provide titles of books, newspapers, magazines, etc.
  • Identify FIVE colleges you will apply to. Star (*) your #1 choice.
  • What career do you plan to pursue and why?
  • What is your short-term goal (before graduation)?
  • What is your long-term goal (5-10 years from now)?

    2. Discuss/Share: Volunteers will share responses.

    3. Class expectations and curriculum preview.

    4. HW introduced

  • How will students introduce themselves, with reference to recent literary practice and personal and academic goals? DUE MONDAY, SEPTEMBER 13th:
  • Check out the Senior Syllabus.
  • College Essay--Draft #1. Requirements: 500 word minimum (about two pages), typed, double spaced, topic=your choice (suggested questions to answer and discuss in your paper: How are you a unique candidate for the college of your choice? What did you do in high school that makes you unique and worthy of your dream college? Hint: refer to your contributions to ITHS and/or your community. How do you help better your community and society at large? What are your career interests and how did you develop yourself throughout your high school years to help you for this career? Why is your background unique and what can your background/experiences contribute to your dream college? What is your most significant achievement and why is it meaningful to you? What is your most significant achievement and why is it meaningful to you?). Use the Sample College Essays and Expert Advice to guide you and examine the sample essays for organization of ideas, supporting details, language/word choices, connection to specific college. Read the advice from the University of Virginia Office of Admissions in the link above. Heading to be used on all work.
    
    Ms. Conn                                Your Name
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