Senior Assignments, Fall 2011/Winter 2012

Senior Assignments
Fall 2011/Winter 2012

DateAgendaAIMHomework Assignment
Monday, January 23rd, 2012: 1. Do Now: Review and Return of Final Papers

2. Final Thoughts/Reflections on the Semester

3. College Applications/Scholarship Reminders

How can we effectively engage in reflection of the entire semester? WORK ON YOUR COLLEGE APPLICATIONS!!!

CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, January 20th, 2012: 1. Do Now: Prepare to play Jeopardy. Categories: To Be or Not to Be--That is the Question (Characters from Hamlet), Do You Like Us? (Characters from As You Like It), Vocabulary Vitamins (Vocabulary Words from Lists #1-13), Dolls--Here, There, and Everywhere (Characters from A Doll's House), and The Bard (Facts about the Life, Times and Style of William Shakespeare).

    2. Visually represent images of happiness (just like we discussed what made our plays' protagonists happy): What images make you happy? Think about activities from your childhood (such as: jump-rope, skate-boarding, blowing bubbles, etc.) and activities now (such as: eating ice cream, playing basketball, petting a dog, etc.).

    3. Play Jeopardy! In the meantime, students who are prepared will present their extra-credit recitation of "Sonnet 18."

    How can we effectively engage in reflection of the entire semester and prepare for the future (by symbolically representing images of personal happiness)? WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, January 19th, 2012: 1. Do Now: What was worthwhile in studying Hamlet, As You Like It, and A Doll's House? Why were those plays part of our semester study? What were the protagonists' missions and were they accomplished? Why was it valuable to perform and watch scenes from Shakespeare's plays? What will you most remember about these plays? Discuss.

    2. HW reminders (last day of semester is TOMORROW!). A final extra credit opportunity (worth 3 HW credits!): Memorize, understand (be able to explain) and recite Sonnet 18.

    How can we effectively engage in reflection of the entire semester? TOMORROW IS THE LAST DAY OF THE SEMESTER (make up any owed HW; see jupitergrades.com and previous days on this website; extra credit opportunity due tomorrow ONLY: A final extra credit opportunity--worth 3 HW credits!): Memorize, understand (be able to explain) and recite Sonnet 18.

    MAKE UP HW: FINAL PAPER WAS DUE (50% of 3rd marking period; it's -10 points each day late; YOU MUST TURN IN THE FINAL PAPER IF YOU WANT THE OPPORTUNITY TO PASS THE SEMESTER!)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays (focus MORE on similarities). Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. A textual reference (direct quote) from a Shakespearean play looks like this: "To be, or not to be: that is the question" (Hamlet, Act 3, Scene 1). The citation (Hamlet, Act 3, Scene 1) includes the title of the play because there are two Shakespearean plays referenced in this paper. It also includes the Act (3) and Scene (1). The lines are not referenced because they are not available in the online version. If your direct quote is more than 4 lines, then you must center and single space the quote (a block quote). Whenever you include a direct quote, you must always introduce it and analyze it afterwards. These two plays are paired because of obvious similarities in Shakespearean style. You might choose a topic on love relationships, identity formation, protagonists' missions, or misogyny (hatred of women). Stay focused on the essay question. 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). Do NOT summarize the plot. Stay focused on the essay question. DO NOT use any form of "I" (my, me, I, mine, etc.) or "you" (you, your, our, we, us, etc.). Instead, you should write "readers" or "people" when referring to people who read and analyze Shakespeare's plays. Remember, it's -10 points for each day late! For students who did NOT pass the 1st or 2nd marking period, you MUST write 7 pages in order to be considered for passing the semester.
    Insert the Works Cited information (below) at the end of your paper:

    Shakespeare, William. As You Like It. 1623. The Literature Network. Jalic, Inc. Web. January 5, 2012. [http://www.online-literature.com/shakespeare/youlike/]. 
    
    Shakespeare, William. Hamlet. 1603. The Literature Network. Jalic, Inc. Web. January 5, 2012. 
    [http://www.online-literature.com/shakespeare/hamlet/]. 
    

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, January 18th, 2012: 1. Do Now: Discuss the questions (HW) that follow A Doll's House.

    2. HW reminders (last day of semester is Friday!).

    How can we effectively engage in the reading/study of A Doll's House through in-depth character analysis and symbolism of the "doll"? MAKE UP HW: FINAL PAPER WAS DUE (50% of 3rd marking period; it's -10 points each day late; YOU MUST TURN IN THE FINAL PAPER IF YOU WANT THE OPPORTUNITY TO PASS THE SEMESTER!)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays (focus MORE on similarities). Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. A textual reference (direct quote) from a Shakespearean play looks like this: "To be, or not to be: that is the question" (Hamlet, Act 3, Scene 1). The citation (Hamlet, Act 3, Scene 1) includes the title of the play because there are two Shakespearean plays referenced in this paper. It also includes the Act (3) and Scene (1). The lines are not referenced because they are not available in the online version. If your direct quote is more than 4 lines, then you must center and single space the quote (a block quote). Whenever you include a direct quote, you must always introduce it and analyze it afterwards. These two plays are paired because of obvious similarities in Shakespearean style. You might choose a topic on love relationships, identity formation, protagonists' missions, or misogyny (hatred of women). Stay focused on the essay question. 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). Do NOT summarize the plot. Stay focused on the essay question. DO NOT use any form of "I" (my, me, I, mine, etc.) or "you" (you, your, our, we, us, etc.). Instead, you should write "readers" or "people" when referring to people who read and analyze Shakespeare's plays. Remember, it's -10 points for each day late! For students who did NOT pass the 1st or 2nd marking period, you MUST write 7 pages in order to be considered for passing the semester.
    Insert the Works Cited information (below) at the end of your paper:
    Shakespeare, William. As You Like It. 1623. The Literature Network. Jalic, Inc. Web. January 5, 2012. [http://www.online-literature.com/shakespeare/youlike/]. 
    
    Shakespeare, William. Hamlet. 1603. The Literature Network. Jalic, Inc. Web. January 5, 2012. 
    [http://www.online-literature.com/shakespeare/hamlet/]. 
    

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, January 17th, 2012: 1. Do Now: Show HW (final assignment): questions for A Doll's House.

    2. Make up owed HW!

    How can we effectively engage in the reading/study of A Doll's House? MAKE UP HW: FINAL PAPER WAS DUE MONDAY (50% of 3rd marking period; it's -10 points each day late; YOU MUST TURN IN THE FINAL PAPER IF YOU WANT THE OPPORTUNITY TO PASS THE SEMESTER!)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays (focus MORE on similarities). Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. A textual reference (direct quote) from a Shakespearean play looks like this: "To be, or not to be: that is the question" (Hamlet, Act 3, Scene 1). The citation (Hamlet, Act 3, Scene 1) includes the title of the play because there are two Shakespearean plays referenced in this paper. It also includes the Act (3) and Scene (1). The lines are not referenced because they are not available in the online version. If your direct quote is more than 4 lines, then you must center and single space the quote (a block quote). Whenever you include a direct quote, you must always introduce it and analyze it afterwards. These two plays are paired because of obvious similarities in Shakespearean style. You might choose a topic on love relationships, identity formation, protagonists' missions, or misogyny (hatred of women). Stay focused on the essay question. 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). Do NOT summarize the plot. Stay focused on the essay question. DO NOT use any form of "I" (my, me, I, mine, etc.) or "you" (you, your, our, we, us, etc.). Instead, you should write "readers" or "people" when referring to people who read and analyze Shakespeare's plays. Remember, it's -10 points for each day late! For students who did NOT pass the 1st or 2nd marking period, you MUST write 7 pages in order to be considered for passing the semester.
    Insert the Works Cited information (below) at the end of your paper:
    Shakespeare, William. As You Like It. 1623. The Literature Network. Jalic, Inc. Web. January 5, 2012. [http://www.online-literature.com/shakespeare/youlike/]. 
    
    Shakespeare, William. Hamlet. 1603. The Literature Network. Jalic, Inc. Web. January 5, 2012. 
    [http://www.online-literature.com/shakespeare/hamlet/]. 
    

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, January 13th, 2012: 1. Do Now: Finish reading of Act I 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. Take notes on the Do Now and discuss/analyze the play.

    3. Work on the questions (HW) that follow A Doll's House.

    How can we effectively engage in the reading/study of A Doll's House? DUE THIS COMING TUESDAY, JANUARY 17th:
  • Read the rest of A Doll's House and answer the questions that follow.

    MAKE UP HW: FINAL PAPER WAS DUE MONDAY (50% of 3rd marking period; it's -10 points each day late; YOU MUST TURN IN THE FINAL PAPER IF YOU WANT THE OPPORTUNITY TO PASS THE SEMESTER!)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays (focus MORE on similarities). Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. A textual reference (direct quote) from a Shakespearean play looks like this: "To be, or not to be: that is the question" (Hamlet, Act 3, Scene 1). The citation (Hamlet, Act 3, Scene 1) includes the title of the play because there are two Shakespearean plays referenced in this paper. It also includes the Act (3) and Scene (1). The lines are not referenced because they are not available in the online version. If your direct quote is more than 4 lines, then you must center and single space the quote (a block quote). Whenever you include a direct quote, you must always introduce it and analyze it afterwards. These two plays are paired because of obvious similarities in Shakespearean style. You might choose a topic on love relationships, identity formation, protagonists' missions, or misogyny (hatred of women). Stay focused on the essay question. 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). Do NOT summarize the plot. Stay focused on the essay question. DO NOT use any form of "I" (my, me, I, mine, etc.) or "you" (you, your, our, we, us, etc.). Instead, you should write "readers" or "people" when referring to people who read and analyze Shakespeare's plays. Remember, it's -10 points for each day late! For students who did NOT pass the 1st or 2nd marking period, you MUST write 7 pages in order to be considered for passing the semester.
    Insert the Works Cited information (below) at the end of your paper:

    Shakespeare, William. As You Like It. 1623. The Literature Network. Jalic, Inc. Web. January 5, 2012. [http://www.online-literature.com/shakespeare/youlike/]. 
    
    Shakespeare, William. Hamlet. 1603. The Literature Network. Jalic, Inc. Web. January 5, 2012. 
    [http://www.online-literature.com/shakespeare/hamlet/]. 
    

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, January 12th, 2012: 1. Do Now: Reading of Act I 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. Take notes on the Do Now and discuss/analyze the play.

    How can we effectively engage in the reading/study of A Doll's House? DUE THIS COMING TUESDAY, JANUARY 17th:
  • Read the rest of A Doll's House and answer the questions that follow.

    MAKE UP HW: FINAL PAPER WAS DUE MONDAY (50% of 3rd marking period; it's -10 points each day late; YOU MUST TURN IN THE FINAL PAPER IF YOU WANT THE OPPORTUNITY TO PASS THE SEMESTER!)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays (focus MORE on similarities). Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. A textual reference (direct quote) from a Shakespearean play looks like this: "To be, or not to be: that is the question" (Hamlet, Act 3, Scene 1). The citation (Hamlet, Act 3, Scene 1) includes the title of the play because there are two Shakespearean plays referenced in this paper. It also includes the Act (3) and Scene (1). The lines are not referenced because they are not available in the online version. If your direct quote is more than 4 lines, then you must center and single space the quote (a block quote). Whenever you include a direct quote, you must always introduce it and analyze it afterwards. These two plays are paired because of obvious similarities in Shakespearean style. You might choose a topic on love relationships, identity formation, protagonists' missions, or misogyny (hatred of women). Stay focused on the essay question. 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). Do NOT summarize the plot. Stay focused on the essay question. DO NOT use any form of "I" (my, me, I, mine, etc.) or "you" (you, your, our, we, us, etc.). Instead, you should write "readers" or "people" when referring to people who read and analyze Shakespeare's plays. Remember, it's -10 points for each day late! For students who did NOT pass the 1st or 2nd marking period, you MUST write 7 pages in order to be considered for passing the semester.
    Insert the Works Cited information (below) at the end of your paper:

    Shakespeare, William. As You Like It. 1623. The Literature Network. Jalic, Inc. Web. January 5, 2012. [http://www.online-literature.com/shakespeare/youlike/]. 
    
    Shakespeare, William. Hamlet. 1603. The Literature Network. Jalic, Inc. Web. January 5, 2012. 
    [http://www.online-literature.com/shakespeare/hamlet/]. 
    

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, January 11th, 2012: 1. Do Now: A Doll's House introduction. How do you characterize a "doll"? How come women are described as dolls? Include the positive and negative connotations. 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? Finish discussing/preparing to read.

    2. 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?

    How can we effectively prepare for the reading/study of A Doll's House? DUE NEXT TUESDAY, JANUARY 17th:
  • Read A Doll's House and answer the questions that follow.

    MAKE UP HW: FINAL PAPER DUE MONDAY (50% of 3rd marking period; it's -10 points each day late)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays (focus MORE on similarities). Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. A textual reference (direct quote) from a Shakespearean play looks like this: "To be, or not to be: that is the question" (Hamlet, Act 3, Scene 1). The citation (Hamlet, Act 3, Scene 1) includes the title of the play because there are two Shakespearean plays referenced in this paper. It also includes the Act (3) and Scene (1). The lines are not referenced because they are not available in the online version. If your direct quote is more than 4 lines, then you must center and single space the quote (a block quote). Whenever you include a direct quote, you must always introduce it and analyze it afterwards. These two plays are paired because of obvious similarities in Shakespearean style. You might choose a topic on love relationships, identity formation, protagonists' missions, or misogyny (hatred of women). Stay focused on the essay question. 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). Do NOT summarize the plot. Stay focused on the essay question. DO NOT use any form of "I" (my, me, I, mine, etc.) or "you" (you, your, our, we, us, etc.). Instead, you should write "readers" or "people" when referring to people who read and analyze Shakespeare's plays. Remember, it's -10 points for each day late! For students who did NOT pass the 1st or 2nd marking period, you MUST write 7 pages in order to be considered for passing the semester.
    Insert the Works Cited information (below) at the end of your paper:

    Shakespeare, William. As You Like It. 1623. The Literature Network. Jalic, Inc. Web. January 5, 2012. [http://www.online-literature.com/shakespeare/youlike/]. 
    
    Shakespeare, William. Hamlet. 1603. The Literature Network. Jalic, Inc. Web. January 5, 2012. 
    [http://www.online-literature.com/shakespeare/hamlet/]. 
    

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, January 10th, 2012: 1. Do Now: Finish discussing/taking notes on a pyramid/hierarchy of needs for an ITHS student. This will prepare us for the study/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?

    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 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?

    3. If time allows, we will discuss the pre-reading questions above on A Doll's House.

  • How did we effectively prepare for our FINAL PAPER? DUE NEXT TUESDAY, JANUARY 17th:
  • Read A Doll's House and answer the questions that follow.

    MAKE UP HW: FINAL PAPER DUE YESTERDAY (50% of 3rd marking period; it's -10 points each day late)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays (focus MORE on similarities). Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. A textual reference (direct quote) from a Shakespearean play looks like this: "To be, or not to be: that is the question" (Hamlet, Act 3, Scene 1). The citation (Hamlet, Act 3, Scene 1) includes the title of the play because there are two Shakespearean plays referenced in this paper. It also includes the Act (3) and Scene (1). The lines are not referenced because they are not available in the online version. If your direct quote is more than 4 lines, then you must center and single space the quote (a block quote). Whenever you include a direct quote, you must always introduce it and analyze it afterwards. These two plays are paired because of obvious similarities in Shakespearean style. You might choose a topic on love relationships, identity formation, protagonists' missions, or misogyny (hatred of women). Stay focused on the essay question. 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). Do NOT summarize the plot. Stay focused on the essay question. DO NOT use any form of "I" (my, me, I, mine, etc.) or "you" (you, your, our, we, us, etc.). Instead, you should write "readers" or "people" when referring to people who read and analyze Shakespeare's plays. Remember, it's -10 points for each day late! For students who did NOT pass the 1st or 2nd marking period, you MUST write 7 pages in order to be considered for passing the semester.
    Insert the Works Cited information (below) at the end of your paper:

    Shakespeare, William. As You Like It. 1623. The Literature Network. Jalic, Inc. Web. January 5, 2012. [http://www.online-literature.com/shakespeare/youlike/]. 
    
    Shakespeare, William. Hamlet. 1603. The Literature Network. Jalic, Inc. Web. January 5, 2012. 
    [http://www.online-literature.com/shakespeare/hamlet/]. 
    

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, January 9th, 2012: 1. Do Now: Reflect on your final paper. What were your strengths? What aspects of this paper give you pride? If you had more time, what would you revise/edit?

    2. Work Period: Create a pyramid/hierarchy of needs for an ITHS student. This will prepare us for the study/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?
  • How did we effectively prepare for our FINAL PAPER? MAKE UP HW: FINAL PAPER DUE TODAY (50% of 3rd marking period; it's -10 points each day late)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays (focus MORE on similarities). Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. A textual reference (direct quote) from a Shakespearean play looks like this: "To be, or not to be: that is the question" (Hamlet, Act 3, Scene 1). The citation (Hamlet, Act 3, Scene 1) includes the title of the play because there are two Shakespearean plays referenced in this paper. It also includes the Act (3) and Scene (1). The lines are not referenced because they are not available in the online version. If your direct quote is more than 4 lines, then you must center and single space the quote (a block quote). Whenever you include a direct quote, you must always introduce it and analyze it afterwards. These two plays are paired because of obvious similarities in Shakespearean style. You might choose a topic on love relationships, identity formation, protagonists' missions, or misogyny (hatred of women). Stay focused on the essay question. 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). Do NOT summarize the plot. Stay focused on the essay question. DO NOT use any form of "I" (my, me, I, mine, etc.) or "you" (you, your, our, we, us, etc.). Instead, you should write "readers" or "people" when referring to people who read and analyze Shakespeare's plays. Remember, it's -10 points for each day late! For students who did NOT pass the 1st or 2nd marking period, you MUST write 7 pages in order to be considered for passing the semester.
    Insert the Works Cited information (below) at the end of your paper:
    Shakespeare, William. As You Like It. 1623. The Literature Network. Jalic, Inc. Web. January 5, 2012. [http://www.online-literature.com/shakespeare/youlike/]. 
    
    Shakespeare, William. Hamlet. 1603. The Literature Network. Jalic, Inc. Web. January 5, 2012. 
    [http://www.online-literature.com/shakespeare/hamlet/]. 
    

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, January 6th, 2012: 1. Do Now: Final Paper Reminders/Checklist (review the requirements in the HW section)
  • Review the grading rubric
  • Review the contents of the sample paper
  • Focus on the essay question
  • Find connections between Hamlet and As You Like It

    2. Work Period: Work on your FINAL PAPER.

  • How can we effectively prepare for our FINAL PAPER? DUE THIS MONDAY, JANUARY 9th, 2012:
  • FINAL PAPER (50% of 3rd marking period)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays (focus MORE on similarities). Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. A textual reference (direct quote) from a Shakespearean play looks like this: "To be, or not to be: that is the question" (Hamlet, Act 3, Scene 1). The citation (Hamlet, Act 3, Scene 1) includes the title of the play because there are two Shakespearean plays referenced in this paper. It also includes the Act (3) and Scene (1). The lines are not referenced because they are not available in the online version. If your direct quote is more than 4 lines, then you must center and single space the quote (a block quote). Whenever you include a direct quote, you must always introduce it and analyze it afterwards. These two plays are paired because of obvious similarities in Shakespearean style. You might choose a topic on love relationships, identity formation, protagonists' missions, or misogyny (hatred of women). Stay focused on the essay question. 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). Do NOT summarize the plot. Stay focused on the essay question. DO NOT use any form of "I" (my, me, I, mine, etc.) or "you" (you, your, our, we, us, etc.). Instead, you should write "readers" or "people" when referring to people who read and analyze Shakespeare's plays. Remember, it's -10 points for each day late! For students who did NOT pass the 1st or 2nd marking period, you MUST write 7 pages in order to be considered for passing the semester.
    Insert the Works Cited information (below) at the end of your paper:
    Shakespeare, William. As You Like It. 1623. The Literature Network. Jalic, Inc. Web. January 5, 2012. [http://www.online-literature.com/shakespeare/youlike/]. 
    
    Shakespeare, William. Hamlet. 1603. The Literature Network. Jalic, Inc. Web. January 5, 2012. 
    [http://www.online-literature.com/shakespeare/hamlet/]. 
    

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, January 5th, 2012: 1. Do Now: Review MLA Format for Citations/Block Quotes. Introduce the Works Cited page.

    2. Introduce a sample paper (examining format).

    3. Work Period: Work on your rough draft.

    How can we effectively prepare for our FINAL PAPER? DUE THIS MONDAY, JANUARY 9th, 2012:
  • FINAL PAPER (50% of 3rd marking period)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays (focus MORE on similarities). Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. A textual reference (direct quote) from a Shakespearean play looks like this: "To be, or not to be: that is the question" (Hamlet, Act 3, Scene 1). The citation (Hamlet, Act 3, Scene 1) includes the title of the play because there are two Shakespearean plays referenced in this paper. It also includes the Act (3) and Scene (1). The lines are not referenced because they are not available in the online version. If your direct quote is more than 4 lines, then you must center and single space the quote (a block quote). Whenever you include a direct quote, you must always introduce it and analyze it afterwards. These two plays are paired because of obvious similarities in Shakespearean style. You might choose a topic on love relationships, identity formation, protagonists' missions, or misogyny (hatred of women). Stay focused on the essay question. 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). Do NOT summarize the plot. Stay focused on the essay question. DO NOT use any form of "I" (my, me, I, mine, etc.) or "you" (you, your, our, we, us, etc.). Instead, you should write "readers" or "people" when referring to people who read and analyze Shakespeare's plays. For students who did NOT pass the 1st or 2nd marking period, you MUST write 7 pages in order to be considered for passing the semester.
    Insert the Works Cited information (below) at the end of your paper:
    Shakespeare, William. As You Like It. 1623. The Literature Network. Jalic, Inc. Web. January 5, 2012. [http://www.online-literature.com/shakespeare/youlike/]. 
    
    Shakespeare, William. Hamlet. 1603. The Literature Network. Jalic, Inc. Web. January 5, 2012. 
    [http://www.online-literature.com/shakespeare/hamlet/]. 
    

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, January 4th, 2012: 1. Do Now: Introduce the FINAL paper Grading Rubric (also given in class).

    2. Discussion/Peer Sharing: Share yesterday's findings--what are your strengths and areas needing improvement in your rough draft? Do you focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays. Do NOT summarize the plot. Using textual references will enhance your rough draft and, ultimately, your final paper. Stay focused on the essay question.

    3. Introduce details of in-text citation and Works Cited.

    How can we effectively prepare for our FINAL PAPER? DUE MONDAY, JANUARY 9th, 2012:
  • FINAL PAPER (50% of 3rd marking period)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays. Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. Stay focused on the essay question. 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 textual references to both plays in which you explain how the evidence contributes to your paper on the question. You should include 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. Do NOT summarize the plot. Stay focused on the essay question. DO NOT use any form of "I" (my, me, I, mine, etc.) or "you" (you, your, our, we, us, etc.).

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, January 3rd, 2012: 1. Do Now: Awards for Best Actor, Best Actress, Best Costume and Best Performance

    2. Introduce the FINAL paper

    3. Work Period/Peer Sharing: Read a neighbor's rough draft. On post-its (two post-its for each page), offer insight about your neighbor's strengths and areas needing improvement. Is your neighbor prepared to write the final paper? If so, why? If not, why not? Show HW: TWO PAGES (TYPED) OR FOUR PAGES (HANDWRITTEN) OF A ROUGH DRAFT FOR THE FINAL PAPER (this is a HW assignment; the FINAL PAPER WILL BE WORTH 50% OF YOUR 3rd MARKING PERIOD AND THE FINAL PAPER WILL BE DISCUSSED FURTHER THE WEEK OF JANUARY 3rd): Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays. Do NOT summarize the plot. Using textual references will enhance your rough draft and, ultimately, your final paper. Stay focused on the essay question.

    4. Discuss/Share insight about the Peer Sharing in the Work Period.

    How can we effectively prepare for our FINAL PAPER? DUE MONDAY, JANUARY 9th, 2012:
  • FINAL PAPER (50% of 3rd marking period)--Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays. Here are some ideas to get you focused: Tragedy is relevant to Hamlet, and comedy is relevant to As You Like It. You can explore how Hamlet has a tragic style and As You Like It has a comedic style, according to Shakespeare's interpretation. You may want to examine word choice, characterization of tragic vs. comedic characters and plot development in a tragedy and plot development in a comedy. Do NOT summarize the plot. You MUST use 5-7 (no more, no less) textual references in your final paper. Stay focused on the essay question. 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 textual references to both plays in which you explain how the evidence contributes to your paper on the question. You should include 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. Do NOT summarize the plot. Stay focused on the essay question.

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, December 23rd, 2011: 1. Do Now: Voting on Best Actor, Best Actress, Best Costume and Best Performance

    2. Reflections on yesterday's performances: Discuss strengths and areas needing improvement (if we had more time to practice).

    3. HW Reminders

    4. Gifts of Kindness Activity! Compose "Letter to an ITHS Freshman" to give advice on achieving success in 2012!

    How can we effectively reflect on our As You Like It scenes for interpretive performance? DUE TUESDAY, JANUARY 3rd, 2012:
  • TWO PAGES (TYPED) OR FOUR PAGES (HANDWRITTEN) OF A ROUGH DRAFT FOR THE FINAL PAPER (this is a HW assignment; the FINAL PAPER WILL BE WORTH 50% OF YOUR 3rd MARKING PERIOD AND THE FINAL PAPER WILL BE DISCUSSED FURTHER THE WEEK OF JANUARY 3rd): Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays. Do NOT summarize the plot. Using textual references will enhance your rough draft and, ultimately, your final paper. Stay focused on the essay question.

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, December 22nd, 2011: As You Like It Performances! Address the Grading Sheet for As You Like It Scenes. How can we effectively present our As You Like It scenes for interpretive performance? DUE TUESDAY, JANUARY 3rd, 2012:
  • TWO PAGES (TYPED) OR FOUR PAGES (HANDWRITTEN) OF A ROUGH DRAFT FOR THE FINAL PAPER (this is a HW assignment; the FINAL PAPER WILL BE WORTH 50% OF YOUR 3rd MARKING PERIOD AND THE FINAL PAPER WILL BE DISCUSSED FURTHER THE WEEK OF JANUARY 3rd): Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays. Do NOT summarize the plot. Using textual references will enhance your rough draft and, ultimately, your final paper. Stay focused on the essay question.

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, December 21st, 2011: 1. Do Now: FINAL REHEARSAL of your As You Like It Performance Groups. 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.

    2. HW Reminders--

    How can we prepare our As You Like It scenes for performance? DUE TOMORROW, THURSDAY, DECEMBER 22nd:
    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 3rd, 2012:

  • TWO PAGES (TYPED) OR FOUR PAGES (HANDWRITTEN) OF A ROUGH DRAFT FOR THE FINAL PAPER (this is a HW assignment; the FINAL PAPER WILL BE WORTH 50% OF YOUR 3rd MARKING PERIOD AND THE FINAL PAPER WILL BE DISCUSSED FURTHER THE WEEK OF JANUARY 3rd): Focus on this question: How is Shakespearean style revealed in both Hamlet and As You Like It? You should explain how Shakespearean style is similar and different in both plays. Do NOT summarize the plot. Using textual references will enhance your rough draft and, ultimately, your final paper. Stay focused on the essay question.

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, December 20th, 2011: 1. Do Now: Arrange in your chosen As You Like It Performance Groups. 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.

    2. HW Reminders--get to know your scene (read it online!) and get to know your part! Memorize lines!

    How can we prepare our As You Like It scenes for performance? DUE THIS THURSDAY, DECEMBER 22nd:
    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.

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, December 19th, 2011: 1. Do Now: Acting Exercises: get into tableaus with a partner, according to your chosen part in your scene (i.e. Rosalind/Celia, Rosalind/Orlando, Orlando/Oliver, etc.)

    2. Work Period: Arrange in your chosen As You Like It Performance Groups. 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.

    3. HW Reminders--get to know your scene (read it online!) and get to know your part!

    How can we prepare our As You Like It scenes for performance? DUE THIS THURSDAY, DECEMBER 22nd:
    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.

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, December 16th, 2011: 1. Do Now: Arrange in your chosen As You Like It Performance Groups, choose parts in your group, theme and do a read-aloud.

    2. Begin editing your scene.

    3. Acting Exercises: get into tableaus with a partner (i.e. Rosalind/Celia, Rosalind/Orlando, Orlando/Oliver, etc.)

    4. HW Reminders--get to know your scene (read it online!) and get to know your part!

    How can we prepare our As You Like It scenes for performance? DUE THURSDAY, DECEMBER 22nd:
    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.

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, December 15th, 2011: 1. Do Now: Finish discussing and taking notes on the Analysis Questions for As You Like It. Discuss and take notes on the Shakespearean style in As You Like It and the Shakespearean style when comparing As You Like It and Hamlet.

    2. Introduce the As You Like It Performance Groups and Grading Sheet for As You Like It Scenes. If time allows, choose parts in your group.

    3. HW Reminders--get to know your scene (read it online!) and get to know your part!

    How can we examine Shakespearean style in As You Like It and understand its significance to the play as a whole and in comparison to Hamlet? DUE THURSDAY, DECEMBER 22nd:
    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.

    Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, December 14th, 2011: 1. Do Now: Discuss the Analysis Questions for As You Like It.

    2. Take notes on the Do Now. Discuss the Shakespearean style in As You Like It and the Shakespearean style when comparing As You Like It and Hamlet.

    3. HW Reminders

    How can we examine Shakespearean style in As You Like It and understand its significance to the play as a whole and in comparison to Hamlet? Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, December 13th, 2011: 1. Do Now: Show your As You Like It analysis questions and answers.

    2. Discuss and take notes on the Analysis Questions for As You Like It.

    3. HW Reminders

    How can we examine specific quotes and their significance to As You Like It as a whole? Make up any owed HW (see previous days on this website).

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, December 12th, 2011: 1. Do Now: Quiz on List #13 (Show HW: Story #13 on any topic)

    2. Work Period: Identify the speaker of 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).

    3. HW Reminders

  • How can we examine specific quotes and their significance to As You Like It as a whole? DUE TOMORROW, TUESDAY, DECEMBER 13th:
  • Read As You Like It (plays will be distributed in class or you can read it here online) Analysis Questions (a MAJOR HW assignment: 10% of your 3rd marking period)

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, December 9th, 2011: 1. Do Now: Continue 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 is this play typical and atypical of Shakespeare's plays? Reflect on the qualities of the introductory act in a romantic comedy (e.g. conflicts, love relationships and minor/major characters introduced).

    2. Take notes on the Do Now.

    3. HW Reminders.

    How can we examine men's and women's roles, social class and relationships in Act I of As You Like It? DUE THIS COMING MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE THIS COMING TUESDAY, DECEMBER 13th:

  • Read As You Like It (plays will be distributed in class or you can read it here online) Analysis Questions (a MAJOR HW assignment: 10% of your 3rd marking period)

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, December 8th, 2011: 1. Do Now: Sharing of your best advice from the one-page relationship expert response you wrote yesterday.

    2. 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 is this play typical and atypical of Shakespeare's plays?

    How can we examine men's and women's roles, social class and relationships in order to prepare to read As You Like It? DUE THIS COMING MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE THIS COMING TUESDAY, DECEMBER 13th:

  • Read As You Like It (plays will be distributed in class or you can read it here online) Analysis Questions (a MAJOR HW assignment: 10% of your 3rd marking period)

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, December 7th, 2011: 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: Here's a 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. This will count as a HW assignment.

    3.Discuss/Share: Share excerpts from the Work Period. What are the characteristics of a man/woman in love? How can men/women be happy in love? These relationship ideas will be revealed in As You Like It.

  • How can we examine men's and women's roles, social class and relationships in order to prepare to read As You Like It? DUE NEXT MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, DECEMBER 13th:

  • Read As You Like It (plays will be distributed in class or you can read it here online) Analysis Questions (a MAJOR HW assignment: 10% of your 3rd marking period)

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, December 6th, 2011: 1. Do Now: Finish introducing List #13

    2. 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 can we improve our vocabulary/language skills? DUE NEXT MONDAY, DECEMBER 12th:
  • Quiz on List #13 (the LAST VOCABULARY QUIZ!)
  • Vocabulary Story on List #13 on any topic of your choice. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all of the vocabulary words used.

    DUE NEXT TUESDAY, DECEMBER 13th:

  • Read As You Like It (plays will be distributed in class or you can read it here online) Analysis Questions (a MAJOR HW assignment: 10% of your 3rd marking period)

    WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, December 5th, 2011: 1. Do Now: Quiz on List #12 (Show HW: story #12 OR canned food item for food drive)

    2. AWARDS presented for Best Actor, Best Actress, Best Costume, and Best Overall Performance of scenes from Hamlet.

    3. Introduce List #13

    How can we improve our vocabulary/language skills? WORK ON YOUR COLLEGE APPLICATIONS!!!

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, December 1st, 2011: 1. Do Now: Voting for Best Actor, Best Actress, Best Costume, and Best Overall Performance of scenes from Hamlet. Reflections on yesterday's performances.

    2. Work Period: Show all owed HW (today is the last day of the 2nd marking period). Begin HW (study for quiz and/or create story #12).

    How can students effectively evaluate our scenes from Hamlet? BRING IN A CANNED FOOD ITEM THIS MONDAY FOR A FREE HW PASS (this pass will give you a free vocabulary story!)!

    DUE THIS MONDAY, DECEMBER 5th:

  • QUIZ on Vocabulary List #12. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides.
  • Vocabulary Story #12 (using List #12 on YOUR choice). Topic suggestions include: your performance of the Hamlet scene, acting, senior year, love, tragedy, or any topic (fictional or truthful) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO handwritten pages OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, December 1st, 2011: 1. Do Now: PERFORMANCES of scenes from Hamlet. Scene performances should follow the GRADING SHEET FOR YOUR HAMLET SCENE. 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, provide introductions of each actor/character, and explain their director's vision/theme. After each performance, groups will bow and take audience questions, if time allows.

    2. HW Reminders

    How can students effectively perform scenes from Hamlet? MAKE UP ANY OWED HW: See jupitergrades.com and previous days on this website. The last day of the 2nd marking period is TOMORROW, FRIDAY (all owed work must be turned in by the end of the school day).

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, November 30th, 2011: 1. Do Now: Arrange with your group mates for the FINAL rehearsal practice for your scene from Hamlet. Make sure to incorporate the acting exercises (levels, body language, spacing, animated facial expressions and other requirements from the grading rubric) and director's vision/interpretation. Your scenes should be presented in 4:30-5:30 minutes (so finalize editing, if necessary). 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 (low, middle, high), and 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 thoughtful 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.

    2. HW Reminders

    How can students prepare for their upcoming performances of scenes from Hamlet? DUE TOMORROW, THURSDAY, DECEMBER 1st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    MAKE UP ANY OWED HW: See jupitergrades.com and previous days on this website. The last day of the 2nd marking period is THIS FRIDAY (all owed work must be turned in by the end of the school day).

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, November 29th, 2011: 1. Do Now: Arrange with your group mates for a rehearsal practice. Work on incorporating the acting exercises (levels, body language, spacing, animated facial expressions and other requirements from the grading rubric) and director's vision/interpretation. Your scenes should be presented in 4:30-5:30 minutes (so continue editing, if necessary). 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 (low, middle, high), and 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 thoughtful 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.

    2. HW Reminders

    How can students prepare for their upcoming performances of scenes from Hamlet? DUE THIS THURSDAY, DECEMBER 1st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    MAKE UP ANY OWED HW: See jupitergrades.com and previous days on this website. The last day of the 2nd marking period is THIS FRIDAY (all owed work must be turned in by the end of the school day).

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, November 28th, 2011: 1. Do Now: Quiz on List #11 (Show HW: Story #11)

    2. Introduce List #12

    3. HW Reminders

    How can students effectively improve their vocabulary skills? DUE THIS THURSDAY, DECEMBER 1st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    MY RECOMMENDATION: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, November 23rd, 2011: 1. Do Now: Scene Groups will get together, continue editing, apply your director's vision, embody your character roles and character depictions (including identities, physical, emotional and costume choices), decide props, arrange stage scenery, make spatial choices, and determine music, lighting and sound choices. READ THROUGH YOUR SCENE AND GET UP ON YOUR FEET, implementing the acting exercises (tableaus, levels, physical interactions, sounds, facial expressions, and projection). Make arrangements for group practice on your own time!

    2. Review Hamlet Exam

    3. HW Reminders

    How can students effectively prepare to perform scenes from the play, Hamlet? DUE MONDAY, NOVEMBER 28th (right after Thanksgiving weekend):
  • Quiz on List #11
  • Vocabulary Story on List #11 on anything in Hamlet, acting or Shakespeare. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all 25 of the vocabulary words used.

    DUE THURSDAY, DECEMBER 1st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, November 22nd, 2011: 1. Do Now: Acting Exercises within your acting groups (tableaus of your characters, levels, spatial relationships, character sounds, animated facial expressions)

    2. Work Period: Scene Groups will get together, continue editing, determine director's vision, character roles, character depictions (including identities, physical, emotional and costume choices), props, stage scenery, spatial choices, music, lighting and sound choices. READ THROUGH YOUR SCENE AND GET UP ON YOUR FEET, implementing the acting exercises. Make arrangements for group practice on your own time!

    How can students effectively prepare to perform scenes from the play, Hamlet? DUE MONDAY, NOVEMBER 28th:
  • Quiz on List #11
  • Vocabulary Story on List #11 on anything in Hamlet, acting or Shakespeare. Remember, your story MUST be ONE page (typed and double-spaced) OR TWO pages (handwritten). Don't forget to underline all 25 of the vocabulary words used.

    DUE THURSDAY, DECEMBER 1st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP (quiz grade) ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, November 21st, 2011: 1. Do Now: Quiz on List #10 (Show HW: Story #10)

    2. Introduce List #11.

    3. Work Period: Scene Groups will get together and continue editing and determine director's vision, character roles, character depictions (including identities, physical, emotional and costume choices), props, stage scenery, spatial choices, music, lighting and sound choices. Make arrangements for group practice on your own time!

    How can students be effectively assessed on vocabulary acquisition and prepare to perform scenes from the play, Hamlet? DUE THURSDAY, DECEMBER 1st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, November 18th, 2011: 1. Do Now: Introduce the Grading Sheet for Hamlet Scenes. An explanation of the Hamlet scene groups. Here are the scenes: Act I Scene V (4 characters), Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters), Act III Scene I (7 characters), Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters), and Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers will stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is your scene's interpretation? Examples: Angels and Demons, Vampires, Super heroes), make the scene location come to life, add lighting and/or sound.

    2. Acting Exercises: Continue tableaus--Statues (acting exercise to show relationships: Hamlet and Gertrude, Hamlet and Ophelia, Hamlet and Laertes, Hamlet and Claudius, Claudius and Laertes, Claudius and Polonius). Tableaus will include two-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. Tongue Twisters/Articulation/Projection Practice.

    3. Work Period: Scene Groups will get together and begin editing and determine director's vision, character roles, character depictions (including identities, physical, emotional and costume choices), props, stage scenery, spatial choices, music, lighting and sound choices. Make arrangements for group practice on your own time!

    How can students prepare to perform scenes from the play, Hamlet? DUE THIS MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Vocabulary Story using List #10; topic=your choice (suggestions include the following: acting, theater, Shakespeare, Hamlet, and Thanksgiving)

    DUE THURSDAY, DECEMBER 1st:
    PERFORM ONE OF THE FIVE SCENES CHOSEN IN CLASS (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed between 4:30-5:30) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (Examples: Angels and Devils, Superheroes and Villains, Vampires, Jersey Shore, etc.), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, November 17th, 2011: 1. Do Now: Review List #10

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

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

    4. Sign up for your chosen Hamlet acting group.

    How can students prepare to perform scenes from the play, Hamlet? DUE MONDAY, NOVEMBER 21st:
  • Quiz on List #10
  • Vocabulary Story using List #10; topic=your choice (suggestions include the following: acting, theater, Shakespeare, Hamlet, and Thanksgiving)

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, November 16th, 2011: 1. Do Now: Hamlet Exam

    2. Review List #10.

    How can students prove their knowledge and analysis of the play, Hamlet? Make up any owed HW:
  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, November 15th, 2011: 1. Do Now: Finish review of the Hamlet Exam Study Guide.

    2. Discuss the end of Act III, Act IV and Act V by addressing answers to these questions: Why does Shakespeare have Claudius repent to the audience? Why does Shakespeare have Hamlet delay killing Claudius? When is it clear that Hamlet has gone on a downward spiral toward insanity? Why must Polonius die? Why must Hamlet be obsessed with his mother's sexual acts? What ominous language does Shakespeare use to lead the audience to the end of the play? What has Hamlet done that has caused him to be dangerous? How will he be punished? How does Hamlet interact with other people to reveal insanity? What does Hamlet say that reveals he still has his sanity? What happens to other characters that will contribute to Hamlet's downfall? Who will help Hamlet keep his sanity and how do you know this person is trustworthy? Why open the final scene with comic relief? What does Hamlet reveal about human beings, in general, in Act V Scene I (at the gravesite)? What foreshadowing is revealed in this scene? How does the play end? How does the interaction between Hamlet and his mother reveal sexual connotation? How does Gertrude die and why is her death ironic? Why is Claudius' death ironic? How does the ending tie back to the beginning? How does Hamlet die? Why does he have a slow death? How does the play have both a religious and militant ending?

    3. Work Period: Work on the study guide in preparation for tomorrow's exam.

    How can students understand the significance of the storyline, characterization and Shakespearean techniques in the play, Hamlet? DUE TOMORROW, WEDNESDAY, NOVEMBER 16th:
  • HAMLET EXAM (50% OF 2ND MARKING PERIOD!). EXAM STUDY GUIDE IS HERE. Use the study guide, in-class notes, and your own journal entries to help you prepare for this exam.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, November 14th, 2011: 1. Do Now: Vocabulary Quiz on List #9 (Show HW: Story #9 and four character journals for Acts IV and V). Distribution of List #10.

    2. Review the Hamlet Exam Study Guide.

    3. HW Reminders

    How can students understand the significance of the storyline, characterization and Shakespearean techniques in the play, Hamlet? DUE THIS WEDNESDAY, NOVEMBER 16th:
  • HAMLET EXAM (50% OF 2ND MARKING PERIOD!). EXAM STUDY GUIDE IS HERE. Use the study guide, in-class notes, and your own journal entries to help you prepare for this exam.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, November 10th, 2011: 1. Do Now: Act II discussion/analysis. Act II is filled with the struggle between inferiority and authority, as seen in deception, love, old vs. young, and betrayal. Examine the relationships between Polonius and Laertes and Polonius and Ophelia, the class structure that creates some characters in authoritative positions and others in inferior positions. How does status affect the play? How does Hamlet reveal his shrewdness and sharp intellect (refer to the arrangement of the play to reveal Claudius's guilt)?

    Discuss Act III Scene I and analyze the characterization of Hamlet in the famous "To Be or Not to Be" soliloquy. Discussion of Act III Scenes iii and iv of Hamlet. Discuss the major events in Scene iii--a revelation of Claudius' guilt and Hamlet's decision to delay killing Claudius. Scene iii reveals religious influence over the characters' choices. Why does Shakespeare have Claudius repent to the audience? Why does Shakespeare have Hamlet delay killing Claudius? Scene iv--Hamlet's unwitting and unregretful killing of Polonius, Hamlet's downward spiral toward insanity, and Hamlet's obsession with his mother's sexual acts with Claudius. Why must Polonius die? Why must Hamlet be obsessed with his mother's sexual acts? What ominous language does Shakespeare use to lead the audience to the end of the play? Finish discussion/analysis of Act III Scene III of Hamlet. Discuss the themes in Scene II--metatheatricality (the play within a play), trustworthy friendship vs. betrayed friendship, a revelation of Claudius' guilt.

    2. Introduce the Hamlet Exam Review Sheet.

    3. HW Reminders

    How can students understand the significance of characterization and Shakespearean techniques to the storyline in Acts II and III of Hamlet? DUE THIS COMING MONDAY, NOVEMBER 14th:
  • Read Acts IV and V of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act IV and Act V.
  • QUIZ ON List #9 and Vocabulary Story #9 on Shakespeare or anything in Hamlet (be true to the story!).

    DUE NEXT WEDNESDAY, NOVEMBER 16th:

  • HAMLET EXAM (50% OF 2ND MARKING PERIOD!). EXAM STUDY GUIDE IS HERE.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, November 9th, 2011: 1. Do Now: Finish introducing List #9.

    2. Work Period: Make up any HW owed (reading of Acts I, II and III, journals owed, and vocabulary stories owed). Show HW: Acts II and III journals (a total of 4 journals).

    3. HW Reminders

    How can students understand the significance of vocabulary and Acts II and III of Hamlet? DUE NEXT MONDAY, NOVEMBER 14th:
  • Read Acts IV and V of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act IV and Act V.
  • QUIZ ON List #9 and Vocabulary Story #9 on Shakespeare or anything in Hamlet (be true to the story!).

    DUE NEXT WEDNESDAY, NOVEMBER 16th:

  • HAMLET EXAM (50% OF 2ND MARKING PERIOD!). EXAM STUDY GUIDE IS HERE.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, November 7th, 2011: 1. Do Now: Quiz on List #8 and turn in Story #8.

    2. Introduce List #9.

    3. HW Reminders

    How can students understand the significance of vocabulary and Acts II and III of Hamlet? DUE THIS WEDNESDAY, NOVEMBER 9th:
  • Read Acts II and III of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act II and Act III.

    DUE NEXT MONDAY, NOVEMBER 14th:

  • Read Acts IV and V of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act IV and Act V.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, November 4th, 2011: 1. Do Now: Discuss the rest of Act I of Hamlet. Discuss topics of authority, gender roles, parent vs. child, self-esteem, and trust issues. How do we characterize Claudius? How do we characterize Hamlet? What important roles do Laertes and Polonius offer to this play? What about Horatio's role in the play--how is he important to Hamlet? Why is the ghost's message significant at the end of Act I? What are the audience's first impressions of Gertrude? What's evidence of the fractured relationship between Claudius and Hamlet? What's evidence of the fractured relationship between Queen Gertrude and Hamlet? How does Hamlet's (and Shakespeare's) misogyny reveal itself in Act I? What's Laertes's advice to his sister Ophelia? What's Polonius's advice to his son Laertes? How does the audience know that Hamlet is feeling depressed and having low self worth? Why would the audience suspect the ghost is not trustworthy? What important "truths" does the ghost reveal to Hamlet? How does the ghost feel about Queen Gertrude? What religious references are used and for what purpose? What can we expect in the acts to come? Take notes.

    2. Work Period: Work on preparing for Monday's quiz on list #8 and story #8. Show HW: TWO journals for Act I.

    How can students understand the significance of Act I in Hamlet in terms of the topics of authority, gender roles, parent vs. child, self-esteem, and trust issues? DUE THIS MONDAY, NOVEMBER 7th:
  • QUIZ on LIST #8
  • VOCABULARY STORY ON List #8 on Hamlet or Shakespeare. You can be creative but don't alter facts about the play or Shakespeare. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten).

    DUE WEDNESDAY, NOVEMBER 9th:

  • Read Acts II and III of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act II and Act III.

    DUE MONDAY, NOVEMBER 14th:

  • Read Acts IV and V of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act IV and Act V.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, November 3rd, 2011: 1. Do Now: Reflect on yesterday's reading. Continue reading the introductory scenes of Act I of Hamlet. How do we characterize Claudius? How do we characterize Hamlet? What important roles do Laertes and Polonius offer to this play? What about Horatio's role in the play--how is he important to Hamlet? Why is the ghost's message significant at the end of Act I? How can we prepare to do our HW journal entries? What can we expect in the scenes to come?

    2. Work Period: Take notes on the Do Now.

    How can students understand the significance of Act I in Hamlet? DUE TOMORROW, FRIDAY, NOVEMBER 4th:
  • Finish reading Act I of Hamlet. Compose TWO CHARACTER JOURNAL ENTRIES (TWO homework assignments). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for that character in Act I.

    DUE MONDAY, NOVEMBER 7th:

  • QUIZ on LIST #8
  • VOCABULARY STORY ON List #8 on Hamlet or Shakespeare. You can be creative but don't alter facts about the play or Shakespeare. Remember, your story MUST be ONE page (typed and double-spaced) or TWO pages (handwritten).

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

  • Read Acts II and III of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act II and Act III.

    DUE MONDAY, NOVEMBER 14th:

  • Read Acts IV and V of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act IV and Act V.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, November 2nd, 2011: 1. Do Now: Continue reading the introductory scenes of Act I of Hamlet. Why has the ghost of King Hamlet appeared? How has Shakespeare's life and times become evident in his writing? How can we prepare to do our HW journal entries? What can we expect in the scenes to come?

    2. Work Period: Take notes on the Do Now.

    How can students understand the significance of Act I in Hamlet? DUE THIS FRIDAY, NOVEMBER 4th:
  • Read Act I of Hamlet. Compose TWO CHARACTER JOURNAL ENTRIES (TWO homework assignments). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for that character in Act I.

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

  • Read Acts II and III of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act II and Act III.

    DUE MONDAY, NOVEMBER 14th:

  • Read Acts IV and V of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act IV and Act V.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, November 1st, 2011: 1. Do Now: Finish introducing List #8.

    2. Read the introductory scene of Act I of Hamlet. Why has the ghost of King Hamlet appeared? What can we expect in the scenes to come?

    3. Discuss HW journals.

    How can students enhance their vocabulary/writing skills and begin Hamlet? DUE THIS FRIDAY, NOVEMBER 4th:
  • Read Act I of Hamlet. Compose TWO CHARACTER JOURNAL ENTRIES (TWO homework assignments). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for that character in Act I.

    DUE NEXT WEDNESDAY, NOVEMBER 9th:

  • Read Acts II and III of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act II and Act III.

    DUE MONDAY, NOVEMBER 14th:

  • Read Acts IV and V of Hamlet. Compose FOUR CHARACTER JOURNAL ENTRIES--TWO JOURNAL ENTRIES FOR EACH ACT (FOUR homework assignments in total). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for characters in Act IV and Act V.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, October 31st, 2011: 1. Do Now: Vocabulary List #7 QUIZ
    Show HW: Vocabulary Story #7. Share excerpts from Halloween-themed stories!

    2. Introduce List #8.

    How can students enhance their vocabulary/writing skills? DUE THIS FRIDAY, NOVEMBER 4th:
  • Read Act I of Hamlet. Compose TWO CHARACTER JOURNAL ENTRIES (TWO homework assignments). A character journal entry is a "dear diary" in which you write as if you are a character in the play, Hamlet. Each journal entry should be a minimum of 250 words (that's about 1-2 handwritten pages or 1 typed page). It is recommended that you put journal entries in your notebook. The journal entry should have the character's name at the top. For example, "Gertrude's Journal." You should write in 1st person (using forms of "I"). You should include the character's thoughts/feelings, actions, desires, interactions with other characters and perceptions of other characters. You should only include what happens for that character in Act I.

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, October 28th, 2011: Work Period: Work on vocabulary crossword puzzle and vocabulary story #7. How can students enhance their vocabulary/writing skills? DUE THIS MONDAY, OCTOBER 31st:
  • QUIZ on Vocabulary List #7. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides.
  • Vocabulary Story #7 (using List #7 on YOUR choice). Topic suggestions include: Halloween, ghost story, Shakespeare--fraud or legend, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    CHECK OUT Random House Creative Writing Competition/Scholarship for NYC High School Seniors--Deadline is February 10, 2012

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, October 27th, 2011: 1. Do Now: Review List #7, if not finished from yesterday.

    2. Work Period: Work on vocabulary crossword puzzle and vocabulary story #7.

    How can students enhance their vocabulary/writing skills? DUE THIS MONDAY, OCTOBER 31st:
  • QUIZ on Vocabulary List #7. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides.
  • Vocabulary Story #7 (using List #7 on YOUR choice). Topic suggestions include: Halloween, ghost story, Shakespeare--fraud or legend, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, October 26th, 2011: 1. Do Now: Finish the Letter to the Editor assignment in the Modified Block Format for the Business Letter. In light of the controversy regarding Shakespeare's existence and the new movie, Anonymous, coming out this Friday, imagine The New York Times has just asserted that the Shakespearean Sonnet will be abolished. You decide to write a Letter to the Editor to persuade the Editor that the Shakespearean Sonnet should live on forever and that no one should eradicate (destroy) the Shakespearean Sonnet. You will use evidence of Shakespeare's "Sonnet 18", Shakespeare's life and times, and your own "Love for ITHS" Sonnet.

    2. Review List #7.

    How can students understand and apply their knowledge of the Shakespearean Sonnet and business letter writing? DUE MONDAY, OCTOBER 31st:
  • QUIZ on Vocabulary List #7. Know the definitions, parts of speech, different forms of the words, and how to use each vocabulary word in a detailed sentence. Use the sample sentences as guides.
  • Vocabulary Story #7 (using List #7 on YOUR choice). Topic suggestions include: Halloween, ghost story, Shakespeare--fraud or legend, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    Make up any owed HW:

  • See previous dates on this website and jupitergrades.com for all owed assignments.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, October 25th, 2011: 1. Do Now: Introduce the Letter to the Editor assignment and the Modified Block Format for the Business Letter.Here's the address for the Letter to the Editor of The New York Times. In light of the controversy regarding Shakespeare's existence and the new movie, Anonymous, coming out this Friday, imagine The New York Times has just asserted that the Shakespearean Sonnet will be abolished. You decide to write a Letter to the Editor to persuade the Editor that the Shakespearean Sonnet should live on forever and that no one should eradicate (destroy) the Shakespearean Sonnet. You will use evidence of Shakespeare's "Sonnet 18", Shakespeare's life and times, and your own "Love for ITHS" Sonnet.

    2. Work Period: Work on the composition of your Letter to the Editor. You should include answers to the following questions:

  • What is the purpose of your letter?
  • What supporting evidence support your purpose?
  • Why is your purpose important? Think about your audience (readers of The New York Times and the general public.

    3. Discuss/Share/Reflect: How are the skills practiced today applicable and useful for college?

    OBJECTIVE:Students will write a persuasive business letter and cite textual evidence to assert their beliefs. Students will also read for information, understanding and critical analysis.

  • How can students understand and apply their knowledge of the Shakespearean Sonnet and business letter writing? Make up any owed HW:
  • See previous dates on this website and jupitergrades.com for all owed assignments.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, October 24th, 2011: 1. Do Now: Quiz on Vocabulary List #6. Show HW: Vocabulary Story #6 and Research on Hamlet and Othello by William Shakespeare, showing reasons/evidence to support your argument in favor of our class reading one of these plays (we can only choose one). You MUST have at least TWO reasons/evidence to support your choice.

    2. Work Period: Finish writing your "Love for ITHS" Sonnet (you must include the following to follow the sonnet requirements: 14 lines, ababcdcdefefgg, 10 syllables per line, and at least two 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!

    How can students understand and apply the Shakespearean Sonnet to their own sonnet writing? DUE TOMORROW, Tuesday, October 25th:
  • Make sure you are finished with your in-class "Love for ITHS" Sonnet. Here are the requirements--14 lines, ababcdcdefefgg, 10 syllables per line, and at least two 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!
  • Be ready to persuade non-believers that the sonnet should live on forever and that no one should eradicate (destroy) the sonnet. The problem is that the sonnet is in danger of being abolished and it is your job to convince the sonnet abolitionists to not allow this to happen. You will do this tomorrow, using the evidence of Shakespeare's "Sonnet 18" and your own "Love for ITHS" Sonnet. You may also refer to Shakespeare's life, times and reputation.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, October 21st, 2011: 1. Do Now: Discuss "Sonnet 18". Analyze the sonnet for poetic devices and Shakespeare's life and times. Examine the influences of Shakespeare's life and times on his poetry writing. Take notes and discuss.

    2. Introduce the in-class sonnet writing, titled "Love for ITHS." You must follow the same format of the Shakespearean Sonnet. Begin writing. "Love for ITHS" Sonnet (you must include the following to follow the sonnet requirements: 14 lines, ababcdcdefefgg, 10 syllables per line, and at least two 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! Turn in HW: Research Hamlet and Othello by William Shakespeare, looking for reasons/evidence to support your argument in favor of our class reading one of these plays (we can only choose one). You MUST have at least TWO reasons/evidence to support your choice.

    How can students understand and apply the Shakespearean Sonnet to their own writing? DUE THIS COMING MONDAY, OCTOBER 24th:
  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from your love for ITHS, theater or Shakespeare. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page typed OR two pages handwritten). You may write in poetry or prose (paragraph form).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, October 20th, 2011: 1. Do Now: Finish note-taking/discussion on Shakespeare's Life, Times and Background

    2. Introduce "Sonnet 18". Analyze the sonnet for poetic devices and Shakespeare's life and times. Examine the influences of Shakespeare's life and times on his poetry writing. Take notes and discuss.

    How can students acquire knowledge of Shakespeare's time period, poetic style and language? DUE TOMORROW, FRIDAY, OCTOBER 21st:
  • Research Hamlet and Othello by William Shakespeare, looking for reasons/evidence to support your argument in favor of our class reading one of these plays (we can only choose one). You MUST have at least TWO reasons/evidence to support your choice.

    DUE NEXT MONDAY, OCTOBER 24th:

  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from theater or Shakespeare. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page typed OR two pages handwritten). You may write in poetry or prose (paragraph form).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, October 19th, 2011: 1. Do Now: Note-taking/Discussion on Shakespeare's Life, Times and Background

    2. Discuss the Do Now. Q & A.

    How can students acquire knowledge of Shakespeare's life, times, and background? DUE NEXT MONDAY, OCTOBER 24th:
  • Vocabulary List #6 QUIZ
  • Vocabulary List #6 STORY on anything from theater or Shakespeare. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page typed OR two pages handwritten).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, October 18th, 2011: 1. Do Now: Vocabulary Quiz on List #5. Show HW: vocabulary #5 story.

    2. Introduce List #6.

    How can students enhance and apply their vocabulary skills? READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):
  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, October 17th, 2011: Work Period: Vocabulary Puzzle How can students enhance their vocabulary skills? DUE TOMORROW, TUESDAY, OCTOBER 18:
  • Quiz on List #5.
  • Vocabulary List #5 STORY on a topic of your choice. Here are topic suggestions: Shakespeare, Senior Year, My Childhood. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page, typed) OR two handwritten pages.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, October 14th, 2011: 1. Do Now: Discuss (and take notes on) 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. Work Period: Prepare for Tuesday's quiz and vocabulary story.

    How can students enhance their prior knowledge recall and vocabulary skills? DUE THIS TUESDAY, OCTOBER 18:
  • Quiz on List #5.
  • Vocabulary List #5 STORY on a topic of your choice. Here are topic suggestions: Shakespeare, Senior Year, My Childhood. Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred (one page, typed) OR two handwritten pages.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, October 13th, 2011: 1. Do Now: Finish introducing List #5.

    2. Career Presentations (students who owed presentations from previous days). Students will follow these Career Project Presentation Guidelines and adhere to the Rubric, which was given prior to the presentation. Students will incorporate new and old vocabulary words from Lists 1-5.

    3. Reflections: How did we improve our language skills through new vocabulary acquisition and speech presentation?

    Objectives: Students will improve language acquisition through vocabulary and speech skill building.

    Common Core Standards:

  • L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  • L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11�12 reading and content, choosing flexibly from a range of strategies.
  • L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • How can students improve their language skills through vocabulary acquisition and speech presentation? ALL OWED WORK MUST BE TURNED IN BY the end of TODAY, THURSDAY, OCTOBER 13th! The gradebook closes at the end of today's school day, Thursday, October 13th.

    MAKE UP ANY OWED HW (see jupitergrades.com and previous days on this website)

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, October 11th, 2011: 1. Do Now: Vocabulary List #4 QUIZ (Show vocabulary story HW--story could be on a topic of your choice)

    2. If time allows, Career Presentations (students who owed presentations from previous days)

    3. Introduce List #5

    How can students enhance their speech and vocabulary skills? ALL OWED WORK MUST BE TURNED IN BY THIS THURSDAY, OCTOBER 13th! The gradebook closes at the end of the school day, Thursday, October 13th.

    MAKE UP ANY OWED HW (see jupitergrades.com and previous days on this website)

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, October 7th, 2011: 1. Do Now: Career Presentations (students with last names beginning with A-B and any owed presentations from previous days)

    2. If time allows, study for Tuesday's vocabulary quiz and prepare the vocabulary story HW.

    How can students enhance their speech and vocabulary skills? DUE THIS COMING TUESDAY, OCTOBER 11th:
  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, 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 #4 (using List #4 on YOUR choice. Topic suggestions include: College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, October 6th, 2011: 1. Do Now: Career Presentations (students with last names beginning with C-J and any owed presentations from previous days)

    2. Continue reviewing List #4

    How can students enhance their speech and vocabulary skills? CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE TOMORROW, FRIDAY, OCTOBER 7th (Last names beginning with A-B): It's the value of 50% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 4-5 minutes (if you go under 4 minutes or over 5 minutes, you will lose -3 points for every 10 seconds). If you don't present on your assigned day (see above), then you will lose -10 points for each day late.

    DUE NEXT TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, 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 #4 (using List #4 on YOUR choice. Topic suggestions include: College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, October 5th, 2011: 1. Do Now: Career Presentations (students with last names beginning with K-N)

    2. Continue reviewing List #4 (Turn in your new and improved resume and old resume HW).

    How can students enhance their speech and vocabulary skills? CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE TOMORROW, WEDNESDAY, OCTOBER 5th (Last names beginning with K-N and any students who didn't present today), THURSDAY, OCTOBER 6th (Last names beginning with C-J), OR FRIDAY, OCTOBER 7th (Last names beginning with A-B): It's the value of 50% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 4-5 minutes (if you go under 4 minutes or over 5 minutes, you will lose -3 points for every 10 seconds). If you don't present on your assigned day (see above), then you will lose -10 points for each day late.

    DUE NEXT TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, 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 #4 (using List #4 on YOUR choice. Topic suggestions include: College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, October 4th, 2011: 1. Do Now: Career Presentations (students with last names beginning with P-Z)

    2. Continue reviewing List #4

    How can students enhance their speech and vocabulary skills? Due tomorrow, Wednesday, October 5th:
  • New and improved resume and old resume (with Ms. Conn's edit/recommendations) attached

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE TOMORROW, WEDNESDAY, OCTOBER 5th (Last names beginning with K-N and any students who didn't present today), THURSDAY, OCTOBER 6th (Last names beginning with C-J), OR FRIDAY, OCTOBER 7th (Last names beginning with A-B): It's the value of 50% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 4-5 minutes (if you go under 4 minutes or over 5 minutes, you will lose -3 points for every 10 seconds). If you don't present on your assigned day (see above), then you will lose -10 points for each day late.

    DUE NEXT TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, 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 #4 (using List #4 on YOUR choice. Topic suggestions include: College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, October 3rd, 2011: 1. Do Now: Vocabulary Quiz #3 (turn in Story #3)

    2. Introduce List #4

    3. HW Reminders

    How can students enhance their vocabulary skills? Due THIS Wednesday, October 5th:
  • New and improved resume and old resume (with Ms. Conn's edit/recommendations) attached

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE TOMORROW, TUESDAY, OCTOBER 4th (Last names beginning with P-Z), WEDNESDAY, OCTOBER 5th (Last names beginning with K-N), THURSDAY, OCTOBER 6th (Last names beginning with C-J), OR FRIDAY, OCTOBER 7th (Last names beginning with A-B): It's the value of 50% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 4-5 minutes (if you go under 4 minutes or over 5 minutes, you will lose -3 points for every 10 seconds). If you don't present on your assigned day (see above), then you will lose -10 points for each day late.

    DUE NEXT TUESDAY, OCTOBER 11th:

  • QUIZ on Vocabulary List #4. Know the definitions, parts of speech, different forms of the words, 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 #4 (using List #4 on YOUR choice. Topic suggestions include: College, Senior Year, Life at ITHS, or any topic (fictional or truthful!) Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, September 28th, 2011: 1. Do Now: Finish composing 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 #3 quiz and story writing preparation

    How can students enhance their vocabulary and improve their speech writing/delivery? DUE NEXT MONDAY, OCTOBER 3rd:
  • QUIZ on Vocabulary List #3. Know the definitions, parts of speech, different forms of the words, 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 your career choice. You may want to write a creative fictional story (for example: imagine you meet your future self!) or address this question: How does your career choice reflect your skills, personal interests and/or experiences?). Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE TUESDAY, OCTOBER 4th (Last names beginning with P-Z), WEDNESDAY, OCTOBER 5th (Last names beginning with K-N), THURSDAY, OCTOBER 6th (Last names beginning with C-J), OR FRIDAY, OCTOBER 7th (Last names beginning with A-B): It's the value of 50% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 4-5 minutes (if you go under 4 minutes or over 5 minutes, you will lose -3 points for every 10 seconds).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, September 27th, 2011: 1. Do Now: Create portfolio folders and insert Autobiography Writing Assignment. See teacher comments/edits. Turn in discipline code handout (HW).

    2. Introduce List #3.

    3. Work Period: 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).

    How can students enhance their vocabulary and improve their speech writing? DUE NEXT MONDAY, OCTOBER 3rd:
  • QUIZ on Vocabulary List #3. Know the definitions, parts of speech, different forms of the words, 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 your career choice. You may want to address this question: How does your career choice reflect your skills, personal interests and/or experiences?). Be ready to share. Use all vocabulary words in a story that makes sense. Underline the vocabulary words. Typed stories are preferred. You should write TWO pages, handwritten, OR one typed page. Proper heading includes your name, the date, my name, and the class name (E7, Period____).

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE TUESDAY, OCTOBER 4th (Last names beginning with P-Z), WEDNESDAY, OCTOBER 5th (Last names beginning with K-N), THURSDAY, OCTOBER 6th (Last names beginning with C-J), OR FRIDAY, OCTOBER 7th (Last names beginning with A-B): It's the value of 50% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 4-5 minutes (if you go under 4 minutes or over 5 minutes, you will lose -3 points for every 10 seconds).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, September 26th, 2011: 1. Do Now: Vocabulary quiz on List #2 and turn in your vocabulary story.

    2. Discipline Code Booklet/handout distributed and reviewed

    How can students enhance their vocabulary and knowledge of NYC's discipline code? DUE TOMORROW, TUESDAY, SEPTEMBER 27th:
  • Discipline Code handout completed

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE TUESDAY, OCTOBER 4th (Last names beginning with P-Z), WEDNESDAY, OCTOBER 5th (Last names beginning with K-N), THURSDAY, OCTOBER 6th (Last names beginning with C-J), OR FRIDAY, OCTOBER 7th (Last names beginning with A-B): It's the value of 50% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 4-5 minutes (if you go under 4 minutes or over 5 minutes, you will lose -3 points for every 10 seconds).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, September 23rd, 2011: 1. Do Now: In your career groups, get to know each other's career interests, reasons for their chosen career, and any work experience they have in their chosen career.

    2. Introduce group mates and share their career interests, reasons for their chosen career, and any work experience they have in their chosen career.

    3. Introduce the RUBRIC.

    4. Work Period: Prep for Monday's vocabulary quiz and vocabulary story.

    How can students prepare to do career research through the independent access of prior knowledge and group activity? DUE THIS COMING MONDAY, SEPTEMBER 26th:
  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) 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 (using List #2 on one of these topics: My Future or Current Events. 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. You should write about one page, typed, double-spaced OR two pages, handwritten.

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE TUESDAY, OCTOBER 4th (Last names beginning with P-Z), WEDNESDAY, OCTOBER 5th (Last names beginning with K-N), THURSDAY, OCTOBER 6th (Last names beginning with C-J), OR FRIDAY, OCTOBER 7th (Last names beginning with A-B): It's the value of 50% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 4-5 minutes (if you go under 4 minutes or over 5 minutes, you will lose -3 points for every 10 seconds).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, September 22nd, 2011: 1. Do Now: Review the Career Research Presentation Project.

    2. Organize into similar fields/career choices. Compare/Contrast in your groups. Students should get to know each other's career interests, reasons for their chosen career, and any work experience they have in their chosen career.

    How can students prepare to do career research through the independent access of prior knowledge and group activity? DUE THIS COMING MONDAY, SEPTEMBER 26th:
  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) 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 (using List #2 on one of these topics: My Future or Current Events. 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. You should write about one page, typed, double-spaced OR two pages, handwritten.

    CAREER RESEARCH PROJECT/PRESENTATION (details discussed today in class): DUE TUESDAY, OCTOBER 4th (Last names beginning with P-Z), WEDNESDAY, OCTOBER 5th (Last names beginning with K-N), THURSDAY, OCTOBER 6th (Last names beginning with C-J), OR FRIDAY, OCTOBER 7th (Last names beginning with A-B): It's the value of 50% of the 1st marking period. Dress up for your presentation day! Show that you take this assignment seriously, as a professional! You will be graded on this RUBRIC. Follow the Career Research Presentation Project Guidelines. Your presentation should be 4-5 minutes (if you go under 4 minutes or over 5 minutes, you will lose -3 points for every 10 seconds).

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, September 21st, 2011: 1. Do Now: Prepare for the Career Research Presentation Project by brainstorming/accessing prior knowledge for each category.

    2. Sharing of the Do Now.

    3. Organize into similar fields/career choices. Compare/Contrast in your groups. Students should get to know each other's career interests and be able to introduce them to the class.

    How can students prepare to do career research through the independent access of prior knowledge and group activity? DUE NEXT MONDAY, SEPTEMBER 26th:
  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) 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 (using List #2 on one of these topics: My Future or Current Events. 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. You should write about one page, typed, double-spaced OR two pages, handwritten.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Tuesday, September 20th, 2011: 1. Do Now: Finish introducing List #2. Introduce Vocabulary Story assignment.

    Turn in HW: Draft #1 of your resume.

    2. Begin working/brainstorming the vocabulary story.

    How can students expand their vocabulary? DUE NEXT MONDAY, SEPTEMBER 26th:
  • QUIZ ON Vocabulary List #2. Know the definitions, parts of speech, different forms of the words (for example: abhor is a verb and means to hate; abhor is the verb form of abhorrent) 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 (using List #2 on one of these topics: My Future or Current Events. 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. You should write about one page, typed, double-spaced OR two pages, handwritten.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Monday, September 19th, 2011: 1. Do Now: Quiz on Vocabulary List #1

    2. Introduce List #2.

    How can students expand their vocabulary? DUE TOMORROW, TUESDAY, SEPTEMBER 20th:
    Bring in Draft #1 of your resume. Use these Sample College Resumes and Resume Information (discussed and analyzed in class) to guide you. Your resume MUST be typed.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Friday, September 16th, 2011: 1. Do Now: Brainstorm the components of your own resume. What will you include in the work experience section? The extracurricular activities section? Honors/Awards? Skills?

    2. Work Period: Work on your resume draft and Vocabulary List #1.

    How can students prepare for the college application process in resume analysis/composition and vocabulary study? DUE THIS COMING MONDAY, SEPTEMBER 19th:
  • 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).

    DUE THIS COMING TUESDAY, SEPTEMBER 20th:
    Bring in Draft #1 of your resume. Use these Sample College Resumes and Resume Information (discussed and analyzed in class) to guide you. Your resume MUST be typed.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Thursday, September 15th, 2011: 1. Do Now: Discuss and 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? Take notes. Any ideas from for your own resume? Write them down.

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

    How can students prepare for the college application process in resume analysis/composition? DUE THIS COMING MONDAY, SEPTEMBER 19th:
  • 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).

    DUE TUESDAY, SEPTEMBER 20th:
    Bring in Draft #1 of your resume. Use these Sample College Resumes and Resume Information (discussed and analyzed in class) to guide you. Your resume MUST be typed.

    READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

  • The New York Times
  • The Wall Street Journal
  • US News and World Report
  • Wednesday, September 14th, 2011: 1. Do Now: Read Resumes 101.

    2. Discuss/Share: 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?

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

    How can students prepare for the college application process in resume analysis/composition? DUE NEXT MONDAY, SEPTEMBER 19th:
  • 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).

    DUE TUESDAY, SEPTEMBER 20th:
    Bring in Draft #1 of your resume. Use these Sample College Resumes and Resume Information (discussed and analyzed in class) to guide you. Your resume MUST be typed.

  • Tuesday, September 13th, 2011: 1. Do Now: Finish introducing Vocabulary List #1.

    2. Discuss/Share: With a neighbor, discuss the challenges and successes in composing the college essay. Turn in your college essay

    3. Work Period: If time allows, work on vocabulary study/notecard preparation.

    How can students prepare for the college application process and the SAT? DUE NEXT MONDAY, SEPTEMBER 19th:
  • 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).
  • Monday, September 12th, 2011: 1. Do Now: Continue review of College Essay HW.

    2. Introduce Vocabulary List #1.

    How can students prepare for the college application process and the SAT? DUE TOMORROW, TUESDAY, SEPTEMBER 13th:
  • College Essay--Draft #1. Requirements: 500 word minimum (about two pages), typed, double spaced; TOPIC=YOUR CHOICE. You may choose to focus on one of these questions to 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
    Class, Period                           Date
     
          
                         Original Title 
    
    
    

    DUE NEXT MONDAY, SEPTEMBER 19th:

  • 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).
  • Friday, September 9th, 2011: 1. Do Now: Finish Autobiography Writing: Student Life.

    2. Introduce the Senior English Syllabus.

    3. Introduce HW.

    4. If time allows, begin HW prep.

    How can students self-assess themselves as learners in an introductory writing piece? DUE TUESDAY, SEPTEMBER 13th:
  • College Essay--Draft #1. Requirements: 500 word minimum (about two pages), typed, double spaced; TOPIC=YOUR CHOICE. You may choose to focus on one of these questions to 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
    Class, Period                           Date
     
          
                         Original Title 
    
    
    
  • Thursday, September 8th, 2011: 1. Do Now: Introductions/Greetings

    2. Work Period: Begin Autobiography Writing: Student Life. (If not completed in class today, finish tomorrow)

    How can students self-assess themselves as learners in an introductory writing piece? DUE TOMORROW, Friday, September 9th:
  • Prepare to finish the in-class autobiographical writing piece.

    DUE TUESDAY, SEPTEMBER 13th:

  • College Essay--Draft #1. Requirements: 500 word minimum (about two pages), typed, double spaced; TOPIC=YOUR CHOICE. You may choose to focus on one of these questions to 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
    Class, Period                           Date
     
          
                         Original Title