Ms. Conn's Freshman English Assignments, Spring 2017

Ms. Conn's Freshman English Assignments
Spring 2017

DateAgendaAIMHomework Assignments
Tuesday, June 27th, 2017: 1. Warm-Up: Do the Teacher Evaluation Survey

2. Discuss/Share:

  • Turn and talk. Captain sharing.
  • Share wisdom from ITHS' graduation keynote speaker--Dr. Bonnie Butler:
    1.) Learn as you are to live forever. Strive to continue to learn. It makes life enriching.
    2.) Be passionate about everything you do.
    3.) Persevere. Always move forward and make progress.
    4.) Make a list of things you want to do (like a bucket list).
    5.) Make resolutions that are positive.
    6.) Do service. Give of yourself. Volunteer. Do things like coaching youth sports or feeding the homeless.
    7.) Smile. Be nice. Be kind to everyone from the janitor to the CEO.
    8.) Cherish the important people in your lives.

    *How can people implement her advice? Why do you think her advice is important?

    3. Work Period: Coloring book pages for brain boosters and stress relief

    		• How can we evaluate the class and prepare for the summer and life in the future? Summer Recommendations: Get a job that will help you with your future career (find your future career at Best Jobs of 2017 (they include business, technology, medical and education professionals) or another career that suits you better. Then, go to U.S. Bureau of Labor Statistics), volunteer (check out volunteer match), read books you've always wanted to read and books to challenge your mind (check out Barnes and Noble Recommendations for Teenagers, write poetry/creative writing/a book, create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more), and so much more!
    Monday, June 12th, 2017: Work Period: Shakespeare in Love movie

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we evaluate a film's historical interpretation of Shakespeare's life? Summer Recommendations: Get a job that will help you with your future career (find your future career at Best Jobs of 2017 (they include business, technology, medical and education professionals) or another career that suits you better. Then, go to U.S. Bureau of Labor Statistics), volunteer (check out volunteer match), read books you've always wanted to read and books to challenge your mind (check out Barnes and Noble Recommendations for Teenagers, write poetry/creative writing/a book, create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more), and so much more!
    Friday, June 9th, 2017: 1. Warm-Up: Review answers to the Extra Credit Test (earn up to 40 points on your lowest test grade!).

    2. Read-Aloud: Read the following and share key points that everyone should know.

  • "7 Important Tasks to Complete the Summer before Sophomore Year"
  • "7 Things High School Sophomores Should be Doing" from CBS News
  • Action Plan for Sophomore Year (College Board)

    3. Movie (if time allows)

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we prove our knowledge of the semester's work on our extra credit test and prepare for our future? Summer Recommendations: Get a job that will help you with your future career (find your future career at Best Jobs of 2017 (they include business, technology, medical and education professionals) or another career that suits you better. Then, go to U.S. Bureau of Labor Statistics), volunteer (check out volunteer match), read books you've always wanted to read and books to challenge your mind (check out Barnes and Noble Recommendations for Teenagers, write poetry/creative writing/a book, create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more), and so much more!
    Wednesday, June 7th, 2017: 1. Warm-Up: Extra Credit Test (earn up to 40 points on your lowest test grade!).

    2. Work Period: Choose a career that interests you from Best Jobs of 2017 (they include business, technology, medical and education professionals) or another career that suits you better. Then, go to U.S. Bureau of Labor Statistics to research that career (type in the name of the career in the top, right-hand search box. Answer the following (and be ready to share):

  • What's your chosen career and why?
  • What's the expected salary?
  • What degree do you need to pursue that career?

    3. Discuss/Share: Share your career research findings.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we prove our knowledge of the semester's work on our extra credit test and prepare for our future? Summer Recommendations: Get a job that will help you with your future career (find your future career at Best Jobs of 2017 (they include business, technology, medical and education professionals) or another career that suits you better. Then, go to U.S. Bureau of Labor Statistics), volunteer (check out volunteer match), read books you've always wanted to read and books to challenge your mind (check out Barnes and Noble Recommendations for Teenagers, write poetry/creative writing/a book, create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more), and so much more!
    Tuesday, June 6th, 2017: 1. Warm-Up: Using one of the assigned literary terms, write a multiple-choice question for the extra credit test. You should provide FIVE answer choices, and circle the correct answer. Turn it in for class credit!

    2. Work Period:

  • MAKE UP OWED HOMEWORK (all owed work MUST be turned in by next Wednesday, June 7th): See previous days' assignments.
  • EXTRA CREDIT TEST: Earn up to 100 extra credit points by studying the following literary terms (look up their definitions and/or look in your class notes):
    Martin Luther King's "I Have a Dream"
    1.) Repetition
    2.) Imagery
    3.) Metaphor
    4.) Simile
    5.) Tone
    6.) Allusion
    7.) Theme of struggle and progress

    "Reading Lolita from Tehran" and "Persepolis 2: The Story of a Return"
    8.) Theme of restrictions on freedom vs. Rebellion
    9.) Author's purpose for writing these stories
    10.) Setting and Mood for Life in Iran

    Romeo and Juliet: Define the words below and be able to explain their significance (importance) in the play
    11.) Iambic Pentameter
    12.) Prologue
    13.) Characterization
    14.) Conflict
    15.) Imagery
    16.) Unrequited love
    17.) Foreshadowing
    18.) Soliloquy
    19.) Famous Quotes and their Interpretations
    20.) Fate vs. Free Will
    21.) Dramatic Irony
    22.) Themes of love and survival
    23.) Shakespeare's background and its influences on the play
    24.) Symbolism
    25.) Film vs. the play

    Poetry: "The End and the Beginning" and "Who Understands Me but Me"
    26.) Repetition and its purpose
    27.) Speaker's attitude
    28.) Tone
    29.) Imagery
    30.) Comparisons and contrasts with the play, Romeo and Juliet

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we prepare for our extra credit test and any owed work? DUE TOMORROW, WEDNESDAY, JUNE 7th:
  • MAKE UP OWED HOMEWORK (all owed work MUST be turned in by next Wednesday, June 7th): See previous days' assignments.
  • EXTRA CREDIT TEST: Earn up to 100 extra credit points by studying the following literary terms (look up their definitions and/or look in your class notes):
    Martin Luther King's "I Have a Dream"
    1.) Repetition
    2.) Imagery
    3.) Metaphor
    4.) Simile
    5.) Tone
    6.) Allusion
    7.) Theme of struggle and progress

    "Reading Lolita from Tehran" and "Persepolis 2: The Story of a Return"
    8.) Theme of restrictions on freedom vs. Rebellion
    9.) Author's purpose for writing these stories
    10.) Setting and Mood for Life in Iran

    Romeo and Juliet: Define the words below and be able to explain their significance (importance) in the play
    11.) Iambic Pentameter
    12.) Prologue
    13.) Characterization
    14.) Conflict
    15.) Imagery
    16.) Unrequited love
    17.) Foreshadowing
    18.) Soliloquy
    19.) Famous Quotes and their Interpretations
    20.) Fate vs. Free Will
    21.) Dramatic Irony
    22.) Themes of love and survival
    23.) Shakespeare's background and its influences on the play
    24.) Symbolism
    25.) Film vs. the play

    Poetry: "The End and the Beginning" and "Who Understands Me but Me"
    26.) Repetition and its purpose
    27.) Speaker's attitude
    28.) Tone
    29.) Imagery
    30.) Comparisons and contrasts with the play, Romeo and Juliet

    • Monday, June 5th, 2017: 1. Warm-Up: Why do you believe the poems, "The End and the Beginning" by Wislawa Szymborska (also found in the textbook on p. 351) and "Who Understands Me But Me" do not have a rhyme scheme?

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Read-Aloud and Review of Questions and Answers:

  • Read this poem: "The End and the Beginning" by Wislawa Szymborska (also found in the textbook on p. 351). Answer the following questions and include textual evidence from the poem to support each answer:
    1.) What is the purpose of the repetition (repeating) of the word "someone"?
    2.) What is the speaker's attitude toward the situation he/she is describing?
    3.) What is the tone (positive or negative feeling) throughout the poem? Explain how the tone changes.
    4.) What are examples of imagery about the idea of war?
    5.) In the last stanza of the poem, what does the grass symbolize (or represent)?
    6.) Why did the poet title her poem "The End and the Beginning" instead of the more common order "The Beginning and the End"?
    7.) How can you compare (find similarities) and contrast (find differences) this poem with Romeo and Juliet?


  • Read this poem: "Who Understands Me But Me". Answer the following questions and include textual evidence from the poem to support each answer:
    1.) What is the tone (positive or negative feeling) throughout the poem?
    2.) What is the poet's theme (message to his reader)?
    3.) What imagery is most powerful to you and why?
    4.) What's the purpose of the repetition in the poem?
    5.) Identify three unknown words and define them.
    6.) How can you compare and contrast this poem with "The End and the Beginning"?
    7.) How can you compare and contrast this poem with Romeo and Juliet?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we analyze two poems in the context of the theme of survival and connect them to Romeo and Juliet? DUE THIS WEDNESDAY, JUNE 7th:
  • MAKE UP OWED HOMEWORK (all owed work MUST be turned in by next Wednesday, June 7th): See previous days' assignments.
  • EXTRA CREDIT OPPORTUNITY: Earn up to 100 extra credit points by studying the following literary terms (look up their definitions and/or look in your class notes):
    Martin Luther King's "I Have a Dream"
    1.) Repetition
    2.) Imagery
    3.) Metaphor
    4.) Simile
    5.) Tone
    6.) Allusion
    7.) Theme of struggle and progress

    "Reading Lolita from Tehran" and "Persepolis 2: The Story of a Return"
    8.) Theme of restrictions on freedom vs. Rebellion
    9.) Author's purpose for writing these stories
    10.) Setting and Mood for Life in Iran

    Romeo and Juliet: Define the words below and be able to explain their significance (importance) in the play
    11.) Iambic Pentameter
    12.) Prologue
    13.) Characterization
    14.) Conflict
    15.) Imagery
    16.) Unrequited love
    17.) Foreshadowing
    18.) Soliloquy
    19.) Famous Quotes and their Interpretations
    20.) Fate vs. Free Will
    21.) Dramatic Irony
    22.) Themes of love and survival
    23.) Shakespeare's background and its influences on the play
    24.) Symbolism
    25.) Film vs. the play

    Poetry: "The End and the Beginning" and "Who Understands Me but Me"
    26.) Repetition and its purpose
    27.) Speaker's attitude
    28.) Tone
    29.) Imagery
    30.) Comparisons and contrasts with the play, Romeo and Juliet

    • Friday, June 2nd, 2017: 1. Warm-Up: Why do the poems, "The End and the Beginning" by Wislawa Szymborska (also found in the textbook on p. 351) and "Who Understands Me But Me", relate to Romeo and Juliet?

    Show HW: Show HW questions on these two poems.

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Review the answers to the Romeo and Juliet Exam on Acts IV and V.

    4. Work Period: Make up HW (including the work that was due today).

  • Read this poem: "The End and the Beginning" by Wislawa Szymborska (also found in the textbook on p. 351). Answer the following questions and include textual evidence from the poem to support each answer:
    1.) What is the purpose of the repetition (repeating) of the word "someone"?
    2.) What is the speaker's attitude toward the situation he/she is describing?
    3.) What is the tone (positive or negative feeling) throughout the poem? Explain how the tone changes.
    4.) What are examples of imagery about the idea of war?
    5.) In the last stanza of the poem, what does the grass symbolize (or represent)?
    6.) Why did the poet title her poem "The End and the Beginning" instead of the more common order "The Beginning and the End"?
    7.) How can you compare (find similarities) and contrast (find differences) this poem with Romeo and Juliet?


  • Read this poem: "Who Understands Me But Me". Answer the following questions and include textual evidence from the poem to support each answer:
    1.) What is the tone (positive or negative feeling) throughout the poem?
    2.) What is the poet's theme (message to his reader)?
    3.) What imagery is most powerful to you and why?
    4.) What's the purpose of the repetition in the poem?
    5.) Identify three unknown words and define them.
    6.) How can you compare and contrast this poem with "The End and the Beginning"?
    7.) How can you compare and contrast this poem with Romeo and Juliet?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we analyze two poems in the context of the theme of survival and connect them to Romeo and Juliet? MAKE UP OWED HOMEWORK (all owed work MUST be turned in by next Wednesday, June 7th): See previous days' assignments.
    Wednesday, May 31st-Thursday, June 1st, 2017: Work Period:Work on the HW DUE THIS FRIDAY, JUNE 2nd:
  • Read this poem: "The End and the Beginning" by Wislawa Szymborska (also found in the textbook on p. 351). Answer the following questions and include textual evidence from the poem to support each answer:
    1.) What is the purpose of the repetition (repeating) of the word "someone"?
    2.) What is the speaker's attitude toward the situation he/she is describing?
    3.) What is the tone (positive or negative feeling) throughout the poem? Explain how the tone changes.
    4.) What are examples of imagery about the idea of war?
    5.) In the last stanza of the poem, what does the grass symbolize (or represent)?
    6.) Why did the poet title her poem "The End and the Beginning" instead of the more common order "The Beginning and the End"?
    7.) How can you compare (find similarities) and contrast (find differences) this poem with Romeo and Juliet?


  • Read this poem: "Who Understands Me But Me". Answer the following questions and include textual evidence from the poem to support each answer:
    1.) What is the tone (positive or negative feeling) throughout the poem?
    2.) What is the poet's theme (message to his reader)?
    3.) What imagery is most powerful to you and why?
    4.) What's the purpose of the repetition in the poem?
    5.) Identify three unknown words and define them.
    6.) How can you compare and contrast this poem with "The End and the Beginning"?
    7.) How can you compare and contrast this poem with Romeo and Juliet?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we analyze two poems in the context of the theme of survival? DUE THIS FRIDAY, JUNE 2nd:
  • Read this poem: "The End and the Beginning" by Wislawa Szymborska (also found in the textbook on p. 351). Answer the following questions and include textual evidence from the poem to support each answer:
    1.) What is the purpose of the repetition (repeating) of the word "someone"?
    2.) What is the speaker's attitude toward the situation he/she is describing?
    3.) What is the tone (positive or negative feeling) throughout the poem? Explain how the tone changes.
    4.) What are examples of imagery about the idea of war?
    5.) In the last stanza of the poem, what does the grass symbolize (or represent)?
    6.) Why did the poet title her poem "The End and the Beginning" instead of the more common order "The Beginning and the End"?
    7.) How can you compare (find similarities) and contrast (find differences) this poem with Romeo and Juliet?


  • Read this poem: "Who Understands Me But Me". Answer the following questions and include textual evidence from the poem to support each answer:
    1.) What is the tone (positive or negative feeling) throughout the poem?
    2.) What is the poet's theme (message to his reader)?
    3.) What imagery is most powerful to you and why?
    4.) What's the purpose of the repetition in the poem?
    5.) Identify three unknown words and define them.
    6.) How can you compare and contrast this poem with "The End and the Beginning"?
    7.) How can you compare and contrast this poem with Romeo and Juliet?

    MAKE UP OWED HOMEWORK (all owed work MUST be turned in by next Wednesday, June 7th): See previous days' assignments.

    • Tuesday, May 30th, 2017: 1. Warm-Up: Watch the film version of Acts IV and V in Romeo and Juliet. Compare (find similarities) and contrast (find differences) between the film and the play. You may want to consider the interactions between characters, the characters' portrayals (acting, personality, appearance), sounds, color, set design, props, etc.

    2. Discuss/Share: Students will share their findings from the warm-up--comparison/contrast of Romeo and Juliet.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we prove our knowledge of the plot, characters and literary techniques in Acts IV and V in Romeo and Juliet? DUE THIS FRIDAY, JUNE 2nd:
  • Read this poem: "The End and the Beginning" by Wislawa Szymborska (also found in the textbook on p. 351). Answer the following questions and include textual evidence from the poem to support each answer:
    1.) What is the purpose of the repetition (repeating) of the word "someone"?
    2.) What is the speaker's attitude toward the situation he/she is describing?
    3.) What is the tone (positive or negative feeling) throughout the poem? Explain how the tone changes.
    4.) What are examples of imagery about the idea of war?
    5.) In the last stanza of the poem, what does the grass symbolize (or represent)?
    6.) Why did the poet title her poem "The End and the Beginning" instead of the more common order "The Beginning and the End"?
    7.) How can you compare (find similarities) and contrast (find differences) this poem with Romeo and Juliet?


  • Read this poem: "Who Understands Me But Me". Answer the following questions and include textual evidence from the poem to support each answer:
    1.) What is the tone (positive or negative feeling) throughout the poem?
    2.) What is the poet's theme (message to his reader)?
    3.) What imagery is most powerful to you and why?
    4.) What's the purpose of the repetition in the poem?
    5.) Identify three unknown words and define them.
    6.) How can you compare and contrast this poem with "The End and the Beginning"?
    7.) How can you compare and contrast this poem with Romeo and Juliet?

    MAKE UP OWED HOMEWORK (all owed work MUST be turned in by next Wednesday, June 7th): See previous days' assignments.

    • Friday, May 26th, 2017: 1. Warm-Up: EXAM on Acts IV and V in Romeo and Juliet

    2. Work Period: Interpretation of Famous Quotes (handout must be turned in by the end of class):
    1.) “O Romeo, Romeo, wherefore art thou Romeo?” –Juliet (Act 2, Scene 2)
    2.) “But, soft! what light through yonder window breaks? It is the east, and Juliet is the sun.” –Romeo (Act 2, Scene 2)
    3.) “Two households both alike in dignity in fair Verona where we lay our scene” —Prologue
    4.) “What's in a name? That which we call a rose by any other name would smell as sweet.” –Juliet (Act 2, Scene 2)
    5.) “O! she doth teach the torches to burn bright. It seems she hangs upon the cheek of night like a rich jewel in an Ethiop's ear…”—Romeo
    6.) “Good night, good night. Parting is such sweet sorrow that I shall say “Good night” till it be morrow.”—Juliet (Act 2, Scene 2)
    7.) “A plague o' both your houses! They have made worms' meat of me!” --Mercutio (Act 3, Scene 1)
    8.) “A pair of star-cross'd lovers take their life”--Prologue
    9.) “These violent delights have violent ends” –Friar Lawrence (Act 2, Scene 6)
    10.) “O true apothecary, thy drugs are quick. Thus with a kiss I die.” --Romeo (Act 5, Scene 3)

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we prove our knowledge of the plot, characters and literary techniques in Acts IV and V in Romeo and Juliet? MAKE UP OWED HOMEWORK: See previous days' assignments.
    Thursday, May 25th, 2017: 1. Warm-Up: Finish reading Act V, Scene 3 (pp. 277-278). Characters are the following: Friar Lawrence, Prince, Balthasar, Page, Mr. Capulet, and Mr. Montague Answer the following questions as we read:
  • Why is the Prince's role important in this scene?
  • Why does the Prince say that "All are punished"?
  • What are the interactions and gifts exchanged between Mr. Capulet and Mr. Montague?
  • What are the final lines of the play and why are they significant (important)?

    2. Work Period: Review for tomorrow's test on Acts IV and V.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How does Romeo endure the adversities (struggles) of banishment and the revelation of Juliet's death? THIS FRIDAY, MAY 26th: EXAM ON ACTS IV AND V IN ROMEO AND JULIET (25% of the 3rd marking period): You should know the answers to the following questions (these questions were answered in class; see your class notes!).
  • Act IV, Scenes 1 and 2: How would you characterize (describe in appearance, personality, points of view) Paris? Why do the characters seek out the Nurse and Friar Lawrence for advice and support? What are Paris' expectations? What is Friar's advice to Juliet? What's an example of dramatic irony? How would you characterize Juliet in this state of anxiety? How does Juliet interact with her parents and why have her interactions changed?
  • Act IV, Scenes 3 and 4: Why doesn't Juliet confide in Nurse about her plans? What are Juliet's fears and concerns before drinking the sleeping potion (in her soliloquy)?
  • Act IV, Scene 5: How does Shakespeare build suspense in this scene? How can you describe Mr. Capulet's response to Juliet's supposed death? What literary techniques does Shakespeare use in this scene and why? How does Friar Lawrence respond to Juliet's supposed death? What's an example of dramatic irony in this scene? How does this scene end and why?
  • Act V, Scene 1: What does Romeo dream and why is it prophetic (foreshadowing)? What news does Balthasar provide Romeo? What does Romeo reveal about his plans in his soliloquy? What is our ASSUMPTION about Romeo's achievement of his plans? Why does the apothecary sell Romeo poison?
  • Act V, Scenes 2 and 3: What prevented Friar John from giving a letter to Romeo about Juliet's fake death? What does Friar Lawrence plan to do to rectify (fix) this situation? What does Romeo pretend is the reason for him visiting Juliet's dead body? What literary techniques does Shakespeare use and why? Why does Paris want to fight Romeo at the Capulets' tomb? How does Paris die? What does Romeo say in his final soliloquy? What does Romeo say in his final soliloquy? How does Romeo die? What are examples of foreshadowing? What does Juliet learn from Friar Lawrence when she awakens from her long sleep? What solution does Friar Lawrence offer Juliet? How does Juliet die? What is the purpose of the watchmen in this play? What do Mr. Capulet and Lady Capulet discover and what is their reaction? Who reveals all the details of Romeo and Juliet's relationship and why they died? Why does this person reveal all of these details? Why is the Prince's role important in this final scene of the play? Why does the Prince say that "All are punished"? What are the interactions and gifts exchanged between Mr. Capulet and Mr. Montague? What are the final lines of the play and why are they significant (important)?

    MAKE UP OWED HOMEWORK: See previous days' assignments.

    • Wednesday, May 24th, 2017: 1. Warm-Up: Answer the following question in 2-3 sentences.
  • What has surprised you in this play? You may refer to a plot twist, a character's choice, Shakespeare's language or literary techniques, or something else unique and unexpected.

    TURN IN OWED HW: Argumentative Essay on the following question: Should Romeo and Juliet be considered one of the most popular plays of all time?

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Read-Aloud: Read Act V, Scene 3 (pp. 272-276). Characters are the following: Romeo, Friar Lawrence, Balthasar, Juliet, Chief Watchman, Page, Second Watchman, Third Watchman, Capulet, Lady Capulet and Prince Answer the following questions as we read:

  • What does Romeo say in his final soliloquy?
  • How does Romeo die?
  • What are examples of foreshadowing?
  • What does Juliet learn from Friar Lawrence when she awakens from her long sleep?
  • What solution does Friar Lawrence offer Juliet?
  • How does Juliet die?
  • What is the purpose of the watchmen in this play?
  • What do Mr. Capulet and Lady Capulet discover and what is their reaction?
  • Who reveals all the details of Romeo and Juliet's relationship and why they died? Why does this person reveal all of these details?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How does Romeo endure the adversities (struggles) of banishment and the revelation of Juliet's death? THIS FRIDAY, MAY 26th: EXAM ON ACTS IV AND V IN ROMEO AND JULIET (25% of the 3rd marking period): You should know the answers to the following questions (these questions were answered in class; see your class notes!).
  • Act IV, Scenes 1 and 2: How would you characterize (describe in appearance, personality, points of view) Paris? Why do the characters seek out the Nurse and Friar Lawrence for advice and support? What are Paris' expectations? What is Friar's advice to Juliet? What's an example of dramatic irony? How would you characterize Juliet in this state of anxiety? How does Juliet interact with her parents and why have her interactions changed?
  • Act IV, Scenes 3 and 4: Why doesn't Juliet confide in Nurse about her plans? What are Juliet's fears and concerns before drinking the sleeping potion (in her soliloquy)?
  • Act IV, Scene 5: How does Shakespeare build suspense in this scene? How can you describe Mr. Capulet's response to Juliet's supposed death? What literary techniques does Shakespeare use in this scene and why? How does Friar Lawrence respond to Juliet's supposed death? What's an example of dramatic irony in this scene? How does this scene end and why?
  • Act V, Scene 1: What does Romeo dream and why is it prophetic (foreshadowing)? What news does Balthasar provide Romeo? What does Romeo reveal about his plans in his soliloquy? What is our ASSUMPTION about Romeo's achievement of his plans? Why does the apothecary sell Romeo poison?
  • Act V, Scenes 2 and 3: What prevented Friar John from giving a letter to Romeo about Juliet's fake death? What does Friar Lawrence plan to do to rectify (fix) this situation? What does Romeo pretend is the reason for him visiting Juliet's dead body? What literary techniques does Shakespeare use and why? Why does Paris want to fight Romeo at the Capulets' tomb? How does Paris die? What does Romeo say in his final soliloquy? What does Romeo say in his final soliloquy? How does Romeo die? What are examples of foreshadowing? What does Juliet learn from Friar Lawrence when she awakens from her long sleep? What solution does Friar Lawrence offer Juliet? How does Juliet die? What is the purpose of the watchmen in this play? What do Mr. Capulet and Lady Capulet discover and what is their reaction?

    MAKE UP OWED HOMEWORK: See previous days' assignments.

    • Tuesday, May 23rd, 2017: 1. Warm-Up: Answer the following question in 2-3 sentences.
  • What do you predict will happen in the remaining 10 pages of this play (besides Romeo and Juliet's deaths) and why?

    TURN IN OWED HW: Argumentative Essay on the following question: Should Romeo and Juliet be considered one of the most popular plays of all time?

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Read-Aloud: Read Act V, Scenes 2-3 (pp. 268-272). Characters are the following: Friar John, Friar Lawrence, Paris, Page, Romeo, and Balthasar Answer the following questions as we read:

  • What prevented Friar John from giving a letter to Romeo about Juliet's fake death?
  • What does Friar Lawrence plan to do to rectify (fix) this situation?
  • What does Romeo pretend is the reason for him visiting Juliet's dead body?
  • What literary techniques does Shakespeare use and why?
  • Why does Paris want to fight Romeo at the Capulets' tomb?
  • How does Paris die?
  • What does Romeo say in his final soliloquy?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How does Romeo endure the adversities (struggles) of banishment and the revelation of Juliet's death? THIS FRIDAY, MAY 26th: EXAM ON ACTS IV AND V IN ROMEO AND JULIET (25% of the 3rd marking period): You should know the answers to the following questions (these questions were answered in class; see your class notes!).
  • Act IV, Scenes 1 and 2: How would you characterize (describe in appearance, personality, points of view) Paris? Why do the characters seek out the Nurse and Friar Lawrence for advice and support? What are Paris' expectations? What is Friar's advice to Juliet? What's an example of dramatic irony? How would you characterize Juliet in this state of anxiety? How does Juliet interact with her parents and why have her interactions changed?
  • Act IV, Scenes 3 and 4: Why doesn't Juliet confide in Nurse about her plans? What are Juliet's fears and concerns before drinking the sleeping potion (in her soliloquy)?
  • Act IV, Scene 5: How does Shakespeare build suspense in this scene? How can you describe Mr. Capulet's response to Juliet's supposed death? What literary techniques does Shakespeare use in this scene and why? How does Friar Lawrence respond to Juliet's supposed death? What's an example of dramatic irony in this scene? How does this scene end and why?
  • Act V, Scene 1: What does Romeo dream and why is it prophetic (foreshadowing)? What news does Balthasar provide Romeo? What does Romeo reveal about his plans in his soliloquy? What is our ASSUMPTION about Romeo's achievement of his plans? Why does the apothecary sell Romeo poison?
  • Act V, Scenes 2 and 3: What prevented Friar John from giving a letter to Romeo about Juliet's fake death? What does Friar Lawrence plan to do to rectify (fix) this situation? What does Romeo pretend is the reason for him visiting Juliet's dead body? What literary techniques does Shakespeare use and why? Why does Paris want to fight Romeo at the Capulets' tomb? How does Paris die? What does Romeo say in his final soliloquy? MORE QUESTIONS TO COME!

    MAKE UP OWED HOMEWORK: See previous days' assignments.

    • Monday, May 22nd, 2017: 1. Warm-Up: Answer the following question in 2-3 sentences.
  • Do you think Juliet made the right decision to take the sleeping potion (given to her by Friar Lawrence)? Explain your answer.

    TURN IN HW: Argumentative Essay on the following question: Should Romeo and Juliet be considered one of the most popular plays of all time?

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Read-Aloud: Read Act V, Scenes 1-2 (pp. 266-269). Characters are the following: Romeo, Balthasar, Apothecary, Friar John and Friar Lawrence. Answer the following questions as we read:

  • What does Romeo dream and why is it prophetic (foreshadowing)?
  • What news does Balthasar provide Romeo?
  • What does Romeo reveal about his plans in his soliloquy?
  • What is our ASSUMPTION about Romeo's achievement of his plans?
  • Why does the apothecary sell Romeo poison?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How does Romeo endure the adversities (struggles) of banishment and the revelation of Juliet's death? MAKE UP OWED HOMEWORK: See previous days' assignments.
    Friday, May 19th, 2017: 1. Warm-Up: Choose one (or both) of the following questions to answer. Write 2-3 sentences.
  • Who is a great author and why?
  • Why do you believe Shakespeare is one of the most well-known playwrights (authors of plays) of all time?

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Work Period:

  • Find two quotes from Romeo and Juliet (pp. 186-264 in the Collections textbook) that support your answer to the question: Should Romeo and Juliet be considered one of the most popular plays of all time?
  • Begin the HW: ARGUMENTATIVE ESSAY: Write THREE paragraphs answering the following question: Should Romeo and Juliet be considered one of the most popular plays of all time? Write about the strengths or weaknesses in Shakespeare's famous play, the events of the plot, the characters, the literary techniques (dramatic irony, foreshadowing, imagery, soliloquys, iambic pentameter, etc.) that Shakespeare uses, and the themes of love and survival. Write an introduction paragraph of 4-6 sentences, a body paragraph of 10-12 sentences with textual evidence (a minimum of two quotes from the play), and a conclusion paragraph. This homework assignment is worth THREE HOMEWORK ASSIGNMENTS! You can use Romeo and Juliet online or the textbook to find textual evidence.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we compose an argumentative essay on the popularity of Romeo and Juliet? DUE THIS MONDAY, MAY 22nd:
  • ARGUMENTATIVE ESSAY: Write THREE paragraphs answering the following question: Should Romeo and Juliet be considered one of the most popular plays of all time? Write about the strengths or weaknesses in Shakespeare's famous play, the events of the plot, the characters, the literary techniques (dramatic irony, foreshadowing, imagery, soliloquys, iambic pentameter, etc.) that Shakespeare uses, and the themes of love and survival. Write an introduction paragraph of 4-6 sentences, a body paragraph of 10-12 sentences with textual evidence (a minimum of two quotes from the play), and a conclusion paragraph. This homework assignment is worth THREE HOMEWORK ASSIGNMENTS! You can use Romeo and Juliet online or the textbook to find textual evidence.

    MAKE UP OWED HOMEWORK: See previous days' assignments.

    • Thursday, May 18th, 2017: 1. Warm-Up: Choose one of the following questions to answer.
  • What are the most common fears that people have today?
  • Do you believe that Juliet's fears before drinking the sleeping potion are justified (reasonable)? Explain your answer.

    2. Quiz Distribution and Review: Review the answers to yesterday's quiz.

    3. Read-Aloud of Act IV, Scene 5 (pp. 260-264): Characters: Nurse, Lady Capulet, Mr. Capulet, Friar Lawrence, and Paris

  • How does Shakespeare build suspense in this scene?
  • How can you describe Mr. Capulet's response to Juliet's supposed death?
  • What literary techniques does Shakespeare use in this scene and why?
  • How does Friar Lawrence respond to Juliet's supposed death?
  • What's an example of dramatic irony in this scene?
  • How does this scene end and why?

    4. Introduce HW.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• Why are dramatic irony and personification important in Act IV, Scene 5? DUE THIS MONDAY, MAY 22nd:
  • ARGUMENTATIVE ESSAY: Write THREE paragraphs answering the following question: Should Romeo and Juliet be considered one of the most popular plays of all time? Write about the strengths or weaknesses in Shakespeare's famous play, the events of the plot, the characters, the literary techniques that Shakespeare uses, and the themes of love and survival. Write an introduction paragraph of 4-6 sentences, a body paragraph of 10-12 sentences with textual evidence from the play, and a conclusion paragraph. This homework assignment is worth THREE HOMEWORK ASSIGNMENTS! You can use Romeo and Juliet online or the textbook to find textual evidence.

    MAKE UP OWED HOMEWORK: See previous days' assignments.

    • Wednesday, May 17th, 2017: 1. Warm-Up: QUIZ on Act IV, Scenes 1 and 2

    2. Read-Aloud of Act IV, Scenes 3 and 4 (pp. 257-260): Characters: Juliet, Lady Capulet, Nurse, Mr. Capulet, and Servants.

  • Why doesn't Juliet confide in Nurse about her plans?
  • What are Juliet's fears and concerns in her soliloquy?
  • How can you summarize Scene 4?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we effectively understand the plot events in Act IV, Scenes 3 and 4 in Romeo and Juliet and understand the characters' abilities to endure in the face of adversity? MAKE UP OWED HOMEWORK: See previous days' assignments.
    Tuesday, May 16th, 2017: 1. Warm-Up: Choose one of the following questions to answer.
  • How would you characterize (describe in appearance, personality, points of view) Paris?
  • Why do you believe the characters seek out the Nurse and Friar Lawrence for advice and support?

    SHOW HW: Show fate and freewill quotes/character descriptions.

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Read-Aloud of Act IV, Scenes 1 and 2 (pp. 253-257): Characters: Paris, Friar, Juliet, Mr. Capulet, serving man, nurse, and Lady Capulet. What are Paris' expectations? What is Friar's advice to Juliet? What's an example of dramatic irony? How would you characterize Juliet in this state of anxiety? How does Juliet interact with her parents and why have her interactions changed?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we effectively understand the plot events in Act IV, Scenes 1 and 2 in Romeo and Juliet and understand the characters' abilities to endure in the face of adversity? DUE TOMORROW, WEDNESDAY, MAY 16th:
  • Read the rest of Act IV, Scenes 1 and 2 in Romeo and Juliet. You will have a QUIZ (10% of the 3rd marking period; short answers) on today's class notes and proof that you read all of Act IV, Scenes 1 and 2.

    MAKE UP OWED HOMEWORK: See previous days' assignments.

    • Monday, May 15th, 2017: 1. Warm-Up: Choose one of the following questions to answer.
  • What are one character's adversities (struggles) in Romeo and Juliet?
  • How do the characters in Romeo and Juliet endure (survive) in the face of adversity (struggle)?

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Read-Aloud/Exam Answers: Go over the answers to the Exam on Acts II and III in Romeo and Juliet

  • What adversities did you encounter in this exam and why?
  • What can you predict will come next in Acts IV and V?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we effectively assess our knowledge of Acts II and III in Romeo and Juliet and understand the characters' abilities to endure in the face of adversity? DUE TOMORROW, TUESDAY, MAY 16th:
    THIS WAS FRIDAY'S CLASSWORK. IF YOU DIDN'T DO IT, YOU MUST TURN IT IN TOMORROW!! Describe one example of free will (a character's choice) and one example of fate (a character's destiny) of FIVE of the following characters in Romeo and Juliet. Each character description of free will and fate should be 1-2 sentences. Find FIVE quotes from Romeo and Juliet online; one quote (1-2 sentences per quote) for each of the FIVE characters you chose (from the list below) on each character's free will or fate concerning the major topic of love.
    1.) Romeo
    2.) Juliet
    3.) Nurse
    4.) Friar Lawrence
    5.) Mercutio
    6.) Benvolio
    7.) Lady Capulet
    8.) Lord Capulet
    9.) Lady Montague
    10.) Lord Montague

    MAKE UP OWED HOMEWORK: See previous days' assignments.

    Friday, May 12th, 2017: Work Period: Describe one example of free will (a character's choice) and one example of fate (a character's destiny) of FIVE of the following characters in Romeo and Juliet. Each character description of free will and fate should be 1-2 sentences. Find FIVE quotes from the textbook; one quote (1-2 sentences per quote) for each of the FIVE characters you chose (from the list below) on each character's free will or fate concerning the major topic of love. TURN IN to earn classwork credit.
    1.) Romeo
    2.) Juliet
    3.) Nurse
    4.) Friar Lawrence
    5.) Mercutio
    6.) Benvolio
    7.) Lady Capulet
    8.) Lord Capulet
    9.) Lady Montague
    10.) Lord Montague

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we effectively assess our knowledge of Acts II and III in Romeo and Juliet and prove how the characters are ruled by fate and free will? MAKE UP OWED HOMEWORK: See previous days' assignments.
    Thursday, May 11th, 2017: 1. Warm-Up: EXAM on Acts II and III in Romeo and Juliet

    2. Work Period: What are the definitions of fate and free will? Are people ruled by fate or free will? Write a well-developed paragraph (10-12 sentences) in which you use the characters in Romeo and Juliet to support your answer to the underlined question. You MUST include one citation (a quote of 1-2 sentences) from the play (use the textbook or your notebook). Here's a proper citation: "O Romeo, Romeo, wherefore art thou Romeo?" (Act II, Scene 2, Line 36). You MUST turn this in for classwork credit today.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we effectively assess our knowledge of Acts II and III in Romeo and Juliet and prove how the characters are ruled by fate and free will? MAKE UP OWED HOMEWORK: See previous days' assignments.
    Wednesday, May 10th, 2017: 1. Warm-Up: Film Viewing of Romeo and Juliet

    2. Work Period: Answer the Act III questions (see handout and HW).

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we effectively understand the events and literary techniques in Act III of the film version of Romeo and Juliet? DUE TOMORROW, THURSDAY, MAY 11th:
    EXAM (25% of the 3rd marking period) on Acts II and III in Romeo and Juliet. You should know the answers to the following for Act II. Act III handout MUST also be turned in (see the questions below). Act II QUESTIONS:
    1.) How can you describe Romeo's strong desire for Juliet?
    2.) What are the examples of foreshadowing in Scenes 1 and 2?
    3.) How would you characterize Mercutio?
    4.) Where has Romeo disappeared to and why is his disappearance important?
    5.) What does the balcony scene reveal about Romeo and Juliet's blossoming relationship?
    6.) What are the contrasting emotions of love and hate in this act?
    7.) Why is Romeo seeking Friar Lawrence's attention in Act II, Scene 3?
    8.) What is the purpose of Friar Lawrence's soliloquy in Act II, Scene 3? What is a soliloquy?
    9.) What is an example of foreshadowing in Friar Lawrence's soliloquy?
    10.) Why does Friar ask Romeo if he was with Rosaline?
    11.) What wisdom does Friar Lawrence speak about concerning young people in love?
    12.) Why does Friar Lawrence agree to marry Romeo and Juliet?
    13.) What advice does the Nurse tell Romeo?
    14.) Why does the Nurse talk to Romeo?
    15.) What does Romeo say will be Juliet's excuse to meet Romeo?
    16.) What is the Nurse's flaw?
    17.) How are the Friar and the Nurse comparable and contrasting in Act II, Scenes 5 and 6?
    18.) How does Act II end?
    19.) How are the costumes and color choices revealed in the film version of Romeo and Juliet?
    20.) How are the sound effects and music choices important in the film version of Romeo and Juliet?

    ACT III QUESTIONS
    1.) How do Benvolio and Mercutio reveal that there is a possibility of a fight to come?
    2.) How does Romeo act when he and Tybalt first meet?
    3.) How is Mercutio stabbed?
    4.) Why does Romeo decide to fight Tybalt?
    5.) What does the Prince do to punish Romeo?
    6.) Why is this scene of killing Tybalt considered the climax (or turning point) of the play?
    7.) Dramatic Irony occurs when the audience knows something that the character does not know. What is an example of dramatic irony in this act?
    8.) What does Juliet learn about the consequences from the fight between Romeo, Tybalt, and Mercutio?
    9.) How do the Nurse and Friar help Romeo and Juliet be together after Romeo's punishment?
    10.) What do Juliet's parents plan for Juliet's immediate future and why?

    Tuesday, May 9th, 2017: 1. Warm-Up: Film Viewing of Romeo and Juliet

    Show HW: Act II questions handout

    2. Work Period: Answer the Act III questions (see handout and HW).

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we effectively understand the events and literary techniques in Act III of the film version of Romeo and Juliet? DUE THIS THURSDAY, MAY 11th:
    EXAM (25% of the 3rd marking period) on Acts II and III in Romeo and Juliet. You should know the answers to the following for Act II. Act III handout MUST also be turned in (see the questions below). Act II QUESTIONS:
    1.) How can you describe Romeo's strong desire for Juliet?
    2.) What are the examples of foreshadowing in Scenes 1 and 2?
    3.) How would you characterize Mercutio?
    4.) Where has Romeo disappeared to and why is his disappearance important?
    5.) What does the balcony scene reveal about Romeo and Juliet's blossoming relationship?
    6.) What are the contrasting emotions of love and hate in this act?
    7.) Why is Romeo seeking Friar Lawrence's attention in Act II, Scene 3?
    8.) What is the purpose of Friar Lawrence's soliloquy in Act II, Scene 3? What is a soliloquy?
    9.) What is an example of foreshadowing in Friar Lawrence's soliloquy?
    10.) Why does Friar ask Romeo if he was with Rosaline?
    11.) What wisdom does Friar Lawrence speak about concerning young people in love?
    12.) Why does Friar Lawrence agree to marry Romeo and Juliet?
    13.) What advice does the Nurse tell Romeo?
    14.) Why does the Nurse talk to Romeo?
    15.) What does Romeo say will be Juliet's excuse to meet Romeo?
    16.) What is the Nurse's flaw?
    17.) How are the Friar and the Nurse comparable and contrasting in Act II, Scenes 5 and 6?
    18.) How does Act II end?
    19.) How are the costumes and color choices revealed in the film version of Romeo and Juliet?
    20.) How are the sound effects and music choices important in the film version of Romeo and Juliet?

    ACT III QUESTIONS
    1.) How do Benvolio and Mercutio reveal that there is a possibility of a fight to come?
    2.) How does Romeo act when he and Tybalt first meet?
    3.) How is Mercutio stabbed?
    4.) Why does Romeo decide to fight Tybalt?
    5.) What does the Prince do to punish Romeo?
    6.) Why is this scene of killing Tybalt considered the climax (or turning point) of the play?
    7.) Dramatic Irony occurs when the audience knows something that the character does not know. What is an example of dramatic irony in this act?
    8.) What does Juliet learn about the consequences from the fight between Romeo, Tybalt, and Mercutio?
    9.) How do the Nurse and Friar help Romeo and Juliet be together after Romeo's punishment?
    10.) What do Juliet's parents plan for Juliet's immediate future and why?

    Monday, May 8th, 2017: 1. Warm-Up: Film Viewing of Romeo and Juliet

    2. Work Period: Answer the exam review questions (see HW).

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we effectively evaluate the film version of Romeo and Juliet? DUE TOMORROW, TUESDAY, MAY 9th:
  • HANDOUT of answers to Act II questions (see below; the handout was also provided in class). You should use your class notes to answer the questions in complete sentences (you will only earn credit if each answer is in at least 1-2 complete sentences).

    DUE THIS THURSDAY, MAY 11th:
    EXAM (25% of the 3rd marking period) on Acts II and III in Romeo and Juliet. You should know the answers to the following for Act II:
    1.) How can you describe Romeo's strong desire for Juliet?
    2.) What are the examples of foreshadowing in Scenes 1 and 2?
    3.) How would you characterize Mercutio?
    4.) Where has Romeo disappeared to and why is his disappearance important?
    5.) What does the balcony scene reveal about Romeo and Juliet's blossoming relationship?
    6.) What are the contrasting emotions of love and hate in this act?
    7.) Why is Romeo seeking Friar Lawrence's attention in Act II, Scene 3?
    8.) What is the purpose of Friar Lawrence's soliloquy in Act II, Scene 3? What is a soliloquy?
    9.) What is an example of foreshadowing in Friar Lawrence's soliloquy?
    10.) Why does Friar ask Romeo if he was with Rosaline?
    11.) What wisdom does Friar Lawrence speak about concerning young people in love?
    12.) Why does Friar Lawrence agree to marry Romeo and Juliet?
    13.) What advice does the Nurse tell Romeo?
    14.) Why does the Nurse talk to Romeo?
    15.) What does Romeo say will be Juliet's excuse to meet Romeo?
    16.) What is the Nurse's flaw?
    17.) How are the Friar and the Nurse comparable and contrasting in Act II, Scenes 5 and 6?
    18.) How does Act II end?
    19.) How are the costumes and color choices revealed in the film version of Romeo and Juliet?
    20.) How are the sound effects and music choices important in the film version of Romeo and Juliet?

    • Friday, May 5th, 2017: 1. Warm-Up: Read the Film Review of Romeo and Juliet handout (see questions below):
    1.) How can you describe the set designs (the environment and all objects used in the background) and how do they contribute to the play's plot (storyline)?
    2.) How can you describe the costumes and how do they contribute to the plot?
    3.) How do the props (objects that the characters hold in their hands) contribute to the plot?
    4.) How can you describe the music in the movie and how does it contribute to the plot? Would you have chosen different music? Explain.
    5.) How is the use of sounds (other than music) presented in the movie? How do the sounds enhance (help) or hurt the movie's plot? What sounds, other than music, would you have used to tell the story?
    6.) How is the use of color used in the movie? How are the colors symbolic of emotions (feelings) in the movie?
    7.) How do the actors and actresses perform the characters we read about in the play, Romeo and Juliet? Evaluate their performances, using real evidence from the movie.

    2. Film Viewing of Romeo and Juliet: Turn in the Film Review handout of Romeo and Juliet.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we effectively evaluate the film version of Romeo and Juliet? MAKE-UP HOMEWORK:
    See previous days' assignments.
    Thursday, May 4th, 2017: 1. Warm-Up: Choose one of the following questions to answer. Write 2-3 sentences.
  • Which supporting character--the Nurse or the Friar--do you like more and why?
  • How are the Nurse and Friar comparable (similar) and contrasting (different)?

    Show HW: Show your midterm essay rewrite (underlined corrections and the original midterm essay).

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Read-Aloud pp. 224-226 in Act II, Scenes 5 and 6 in Collections of Romeo and Juliet: Characters are the following: Nurse, Juliet, Friar Laurence, and Romeo. Take notes on answering the following:

    4. Exit Slip

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the significance of the supporting characters who assist in Romeo and Juliet's relationship in Act II, Scenes 5 and 6 of Romeo and Juliet? MAKE-UP HOMEWORK:
    See previous days' assignments.
    Wednesday, May 3rd, 2017: 1. Warm-Up: Choose one of the following questions to answer. Write 2-3 sentences.
  • Do you believe that Romeo and Juliet are truly in love? Explain your answer.
  • What can you conclude about the reason Romeo rushes to Friar Lawrence to perform the marriage ceremony with Juliet?

    ***Listen to requirements for daily class participation rubric.

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Read-Aloud p 217 in Act II, Scene 3 and pp. 221-223 in Act II, Scene 4 in Collections of Romeo and Juliet: Characters are the following: Friar Lawrence, Romeo and Nurse. Take notes on answering the following:

  • Why does Friar Lawrence agree to marry Romeo and Juliet?
  • What is the opening of Act II, Scene 4 about? Romeo and Mercutio trying to prove who's smarter, and newly confident Romeo wins the battle of who's smarter!
  • What advice does the Nurse tell Romeo?
  • Why does the Nurse talk to Romeo?
  • What does Romeo say will be Juliet's excuse to meet Romeo?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the significance of the supporting characters who assist in Romeo and Juliet's relationship in Act II, Scenes 3 and 4 of Romeo and Juliet? DUE TOMORROW, THURSDAY, MAY 4th:
    Rewrite your midterm exam essay. Highlight the corrections. Bring in the original midterm with the teacher's edits. You can type or handwrite the rewrite.
    Tuesday, May 2nd, 2017: 1. Warm-Up: Fill out the Goal Sheet for the 3rd marking period. Look at my corrections on your midterm exam essay. Add your graded essays and tests in your portfolio folder. What is one strength in your writing and one weakness in your writing? Be ready to share with the class. Write on your goals sheet.

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Read-Aloud pp. 214-217 in Collections--Act II, Scene 3 of Romeo and Juliet: Characters are the following: Friar Lawrence and Romeo. Take notes on answering the following:
    1.) Why is Romeo seeking Friar Lawrence's attention in Act II, Scene 3?
    2.) What is the purpose of Friar Lawrence's soliloquy (a character sharing his/her inner thoughts and spoken aloud only to the audience)?
    3.) What is an example of foreshadowing in Friar Lawrence's soliloquy?
    5.) Why does Friar ask Romeo if he was with Rosaline?
    6.) What wisdom does Friar Lawrence speak about concerning young people in love?
    7.) Why does Friar Lawrence agree to marry Romeo and Juliet?

    4. Read-Aloud pp. 221-223 in Collections--Act II, end of Scene 4: Characters are the following: Nurse and Romeo. Take notes on answering the following:
    1.) What is the opening of Act II, Scene 4 about? Romeo and Mercutio trying to prove who's smarter, and newly confident Romeo wins the battle of who's smarter!
    2.) What advice does the Nurse tell Romeo?
    3.) Why does the Nurse talk to Romeo?
    4.) What does Romeo say will be Juliet's excuse to meet Romeo?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the significance of the supporting characters who assist in Romeo and Juliet's relationship in Act II, Scenes 3 and 4 of Romeo and Juliet? DUE THIS THURSDAY, MAY 4th:
    Rewrite your midterm exam essay. Highlight the corrections. Bring in the original midterm with the teacher's edits. You can type or handwrite the rewrite.
    Monday, May 1st, 2017: 1. Warm-Up:
  • Fill out the index card provided with your full name.
  • What is your #1 goal for the 3rd marking period? Switch tables according to where your index card is located.

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share the consensus of their answers with the class.

    3. Read-Aloud pp. 211-214 in Collections--Act II, Scene 2 of Romeo and Juliet: Characters are the following: Romeo and Juliet. How can you describe Romeo's strong desire for Juliet? What are the examples of foreshadowing? What does the balcony scene reveal about Romeo and Juliet's blossoming relationship?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the significance of Romeo and Juliet's blossoming relationship in Act II, Scene 2 of Romeo and Juliet? N/A
    Friday, April 28th, 2017: 1. Warm-Up: Answer one of the following questions. Write 2-3 sentences.
  • Why do you believe teenagers rush into relationships?
  • How would you describe a successful, romantic relationship?

    Turn in HW due today and any owed HW: well-developed paragraph on dramatic effect of love and hate in Acts I and II.

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share the consensus of their answers with the class.

    3. Read-Aloud pp. 211-214 in Collections--Act II, Scene 2 of Romeo and Juliet: Characters are the following: Romeo and Juliet. How can you describe Romeo's strong desire for Juliet? What are the examples of foreshadowing? What does the balcony scene reveal about Romeo and Juliet's blossoming relationship?

    4. Act I Exam distribution and review

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the significance of Romeo and Juliet's blossoming relationship in Act II, Scene 2 of Romeo and Juliet? N/A
    Thursday, April 27th, 2017: Work Period: Work on the following assignments.
  • Homework due tomorrow: Well-Developed Paragraph on the Dramatic Effects of Love and Hate in Romeo and Juliet: Write a well-developed paragraph (10-12 sentences) in which you answer the following question: How does Shakespeare create a dramatic effect by pairing the two emotions of love and hate in Acts I and II in Romeo and Juliet? Include two quotes (one quote from Act I and one quote from Act II from the class textbook or Romeo and Juliet online) that support the strong emotions of love and hate. Explain the effects of these passionate emotions on readers/audience.
  • ALL owed HW (TOMORROW is the last day of the 2nd marking period).

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the dramatic effects of love and hate in Acts I and II in Romeo and Juliet? DUE TOMORROW, FRIDAY, APRIL 28th:
  • Well-Developed Paragraph on the Dramatic Effects of Love and Hate in Romeo and Juliet: Write a well-developed paragraph (10-12 sentences) in which you answer the following question: How does Shakespeare create a dramatic effect by pairing the two emotions of love and hate in Acts I and II in Romeo and Juliet? Include two quotes (one quote from Act I and one quote from Act II from the class textbook or Romeo and Juliet online) that support the strong emotions of love and hate. Explain the effects of these passionate emotions on readers/audience.
  • ALL owed HW (this is the last day of the 2nd marking period).
    • Wednesday, April 26th, 2017: 1. Warm-Up: How would you characterize (describe) two teenagers who claim to be in love? Consider their actions, speech, appearance and other people's points of view.

    Turn in owed HW.

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share the consensus of their answers with the class.

    3. Read-Aloud pp. 207-214 in Collections--Act II, Scenes 1 and 2 of Romeo and Juliet: Characters are the following: Chorus, Romeo, Benvolio, Mercutio, and Juliet. How can you describe Romeo's strong desire for Juliet? What are the examples of foreshadowing? How would you characterize Mercutio? Where has Romeo disappeared to and why is his disappearance important? What does the balcony scene reveal about Romeo and Juliet's blossoming relationship?

    4. Act I Exam distribution and review

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the significance of characters' relationships (friends and romance) in Act II, Scenes 1-2 of Romeo and Juliet? Make up owed HW (see previous days' assignments).

    DUE THIS FRIDAY, APRIL 28th:

  • Write a well-developed paragraph (10-12 sentences) in which you answer the following question: How does Shakespeare create a dramatic effect by pairing the two emotions of love and hate in Acts I and II in Romeo and Juliet? Include two quotes (one quote from Act I and one quote from Act II from the class textbook or Romeo and Juliet online) that support the strong emotions of love and hate. Explain the effects of these passionate emotions on readers/audience.
  • ALL owed HW (this is the last day of the 2nd marking period).
    • Tuesday, April 25th, 2017: 1. Warm-Up: Now that Romeo learns that Juliet is from his enemy's family, what is your advice to him? What is a reason that Romeo cannot stay away from Juliet? (Answer in 2-3 complete sentences)

    Turn in HW: one-page diary entry (with one quote from Act I)

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share one of their answers with the class.

    3. Read-Aloud pp. 207-210 in Collections--Act II, Scenes 1 and 2 of Romeo and Juliet: Characters are the following: Chorus, Romeo, Benvolio, Mercutio, and Juliet. How can you describe Romeo's strong desire for Juliet? What are the examples of foreshadowing? How would you characterize Mercutio? Where has Romeo disappeared to and why is his disappearance important? What does the balcony scene reveal about Romeo and Juliet's blossoming relationship?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the significance of characters' relationships (friends and romance) in Act II, Scenes 1-2 of Romeo and Juliet? Make up owed HW (see previous days' assignments).
    Monday, April 24th, 2017: 1. Warm-Up: Exam on Act I of Romeo Juliet

    Turn in owed HW.

    2. Work Period: Work on the HW.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we prove our knowledge of characterization, the plot's major events, literary techniques and characters' relationships in Act I of Romeo and Juliet? DUE TOMORROW, TUESDAY, APRIL 25th:
    Diary Entry of a Character in Act I of Romeo and Juliet:
  • Imagine you are a character in Act I (such as Romeo, Juliet, Lady Capulet, Lord Capulet, Nurse, Tybalt, Benvolio, Mercutio, Rosaline, etc.). Write a diary entry of ONE, full, handwritten page (or 1/2, typed page) in your chosen character's voice. Write in first person (use I, my, and me). Answer the following questions in your diary entry: What are your character's feelings about love? What are your character's actions in Act I? What are your character's hopes and dreams? What are your character's points of view about other characters in Act I? Include one quote from Act I (see the textbook or go online version of Act I in Romeo and Juliet).

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

    • Friday, April 21st, 2017: 1. Warm-Up: Is love at first sight possible? Explain your answer. (Write 2-3 sentences)

    Turn in owed HW.

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share one of their answers with the class.

    3. Read-Aloud pp. 200-205 in Collections--Act I, Scene 5 of Romeo and Juliet: Characters are the following: Capulet, Second Capulet (cousin), Romeo, Servant, Tybalt, Juliet, and Nurse. What are Romeo's first impressions of Juliet? What is Tybalt's reaction to Romeo's presence at the Capulets' party? How does Capulet respond to the fact that Romeo is present at the party? How would you characterize Tybalt and Capulet based on their reactions? What is Romeo's and Juliet's first encounter? Why is this first interaction important? How do Romeo and Juliet react when they learn they are from enemy families? What can you foreshadow about what will come next in the subsequent (following) acts?

    4. Test Preparation: Review answers to the questions (see HW section).

    5. HW Pass Lottery

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we understand the significance of Romeo's presence at the Capulets' party and Romeo and Juliet's first encounter in Act I, Scene 5 in Romeo and Juliet? DUE THIS COMING MONDAY, APRIL 24th:
  • ACT I TEST (25% of the 2nd marking period grade): This will be a multiple-choice test (you must bring your own #2 pencil). You should study your notes on the following. You should find direct quotes (identify the line numbers) to support each answer. Which characters open the play, what do they talk about and why did Shakespeare choose them? What does the prince threaten the citizens who are fighting in the streets? Why is Romeo hiding himself in seclusion in Scene 1? What advice does Benvolio give to his cousin, Romeo, at the end of Scene 1? Who wants to marry Juliet? What does Juliet's father, Lord Capulet, think about this man's proposition for marriage to Juliet? What is Romeo's reason for wanting to attend the Capulets' party? Why is it a bad idea for Romeo to attend the party? How is the Nurse's relationship with Juliet? How does the Nurse's relationship with Juliet contrasting (different) from Juliet's relationship with Lady Capulet (her mother)? How do Lady Capulet and the Nurse describe Paris? What advice does Mercutio tell Romeo about his unrequited (unreturned) love in Scene 4? How does Romeo react when he first sees Juliet in Scene 5? How does Tybalt react when he first sees Romeo at his family's party in Scene 5? How do Romeo and Juliet interact at their first meeting in Scene 5? How does Romeo compare Juliet (refer to the metaphor he uses)? How does Act I end (refer to what Romeo and Juliet learn about each other)?

    MAKE-UP HOMEWORK: THIS WAS DUE on WEDNESDAY, APRIL 19th: Find ONE news article (not sports; each article should be a minimum of 5 paragraphs) from either CNN or FOX NEWS. Print out the news articles or e-mail them to hconn@schools.nyc.gov. READ the articles. WRITE ONE well-developed paragraph (10-12 sentences) in which you answer one of these questions: What conflict exists between the people in this article and why? What external (outside) influences are affecting this love relationship (in the news article) and why? Include two quotes (one sentence for each quote) in the paragraph.

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

    • Thursday, April 20th, 2017: 1. Warm-Up: If you had a friend who was enduring unrequited love (unreturned love), what would you advise your friend and why? (Write 2-3 sentences)

    Turn in owed HW: news article and well-developed paragraph

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share one of their answers with the class.

    3. Read-Aloud pp. 193-200 in Collections--Act I, Scene 4 of Romeo and Juliet: Characters are the following: Romeo, Mercutio, and Benvolio. How do Romeo's friends help him through unrequited (unreturned) love?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we understand the importance of friendships when characters are dealing with romantic love in Act I, Scene 4 in Romeo and Juliet? DUE MONDAY, APRIL 24th:
  • ACT I TEST (25% of the 2nd marking period grade): This will be a multiple-choice test (you must bring your own #2 pencil). You should study your notes on the following. You should find direct quotes (identify the line numbers) to support each answer. Which characters open the play, what do they talk about and why did Shakespeare choose them? What does the prince threaten the citizens who are fighting in the streets? Why is Romeo hiding himself in seclusion in Scene 1? What advice does Benvolio give to his cousin, Romeo, at the end of Scene 1? Who wants to marry Juliet? What does Juliet's father, Lord Capulet, think about this man's proposition for marriage to Juliet? What is Romeo's reason for wanting to attend the Capulets' party? Why is it a bad idea for Romeo to attend the party? How is the Nurse's relationship with Juliet? How does the Nurse's relationship with Juliet contrasting (different) from Juliet's relationship with Lady Capulet (her mother)? How do Lady Capulet and the Nurse describe Paris? What advice does Mercutio tell Romeo about his unrequited (unreturned) love in Scene 4? How does Romeo react when he first sees Juliet in Scene 5? How does Tybalt react when he first sees Romeo at his family's party in Scene 5? How do Romeo and Juliet interact at their first meeting in Scene 5? How does Romeo compare Juliet (refer to the metaphor he uses)? How does Act I end (refer to what Romeo and Juliet learn about each other)?

    MAKE-UP HOMEWORK: THIS WAS DUE YESTERDAY, WEDNESDAY, APRIL 19th: Find ONE news article (not sports; each article should be a minimum of 5 paragraphs) from either CNN or FOX NEWS. Print out the news articles or e-mail them to hconn@schools.nyc.gov. READ the articles. WRITE ONE well-developed paragraph (10-12 sentences) in which you answer one of these questions: What conflict exists between the people in this article and why? What external (outside) influences are affecting this love relationship (in the news article) and why? Include two quotes (one sentence for each quote) in the paragraph.

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

    • Wednesday, April 19th, 2017: 1. Warm-Up: How would your parent(s) describe your ideal mate? Think about what kind of person they would REQUIRE (demand or order) for you, if they could arrange your future spouse (husband or wife). Explain your answer. (Write 2-3 sentences)

    TURN IN HW: news article and well-developed paragraph

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share one of their answers with the class.

    3. Read-Aloud pp. 193-200 in Collections--Act I, Scenes 3-4 of Romeo and Juliet: Characters are the following: Lady Capulet, Nurse, Juliet, Servingman, Romeo, Mercutio, and Benvolio. What is the close relationship between the Nurse and Juliet? What is the portrayal of Paris as an ideal man for Juliet? How do Romeo's friends help him through unrequited (unreturned) love?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we compare and contrast parent-child relationship and friendships when characters are dealing with romantic love in Act I, Scenes 3 and 4 in Romeo and Juliet? MAKE-UP HOMEWORK: THIS WAS DUE TODAY, WEDNESDAY, APRIL 19th: Find ONE news article (not sports; each article should be a minimum of 5 paragraphs) from either CNN or FOX NEWS. Print out the news articles or e-mail them to hconn@schools.nyc.gov. READ the articles. WRITE ONE well-developed paragraph (10-12 sentences) in which you answer one of these questions: What conflict exists between the people in this article and why? What external (outside) influences are affecting this love relationship (in the news article) and why? Include two quotes (one sentence for each quote) in the paragraph.

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

    Friday, April 7th, 2017: 1. Warm-Up: Choose one question below. Write 2-3 detailed sentences in your answer.
  • Why do you believe Romeo and Juliet is so popular, over 400 years later?
  • How is Romeo and Juliet related to people living today?

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share one of their answers with the class.

    3. Quiz Review: Review the answers to the Super Quiz

    4. HW/Reflections: Prepare for the HW.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we understand the modern-day importance of Romeo and Juliet? DUE WEDNESDAY, APRIL 19th (the day we return after Spring Break): Find ONE news article (not sports; each article should be a minimum of 5 paragraphs) from either CNN or FOX NEWS. Print out the news articles or e-mail them to hconn@schools.nyc.gov. READ the articles. WRITE ONE well-developed paragraph (10-12 sentences) in which you answer ONE of these questions: What conflict exists between the people in this article and why? What external (outside) influences are affecting this love relationship (in the news article) and why? Include two quotes (one sentence for each quote) in the paragraph.

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

    Thursday, April 6th, 2017: 1. Warm-Up: Choose one question below. Write 2-3 detailed sentences in your answer.
  • What are conflicts that teenagers experience in romantic relationships?
  • What would happen if teenagers had arranged marriages?

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share one of their answers with the class.

    3. Read-Aloud pp. 190-193 in Collections--Act I, Scene 2 of Romeo and Juliet: Characters are the following: Capulet, Paris, Servant, Benvolio, and Romeo. What does Paris want from Capulet? Why is Capulet in conflict with Paris? What is Romeo's opinion about romantic love? How is Romeo in conflict with Benvolio about romantic love?

    4. Exit Slip: What is one conflict between characters regarding the theme of love in Romeo and Juliet?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we understand the conflicts over love in Act I, Scene 2 in Romeo and Juliet? DUE WEDNESDAY, APRIL 19th: Find ONE news article (not sports; each article should be a minimum of 5 paragraphs) from either CNN or FOX NEWS. Print out the news articles or e-mail them to hconn@schools.nyc.gov. READ the articles. WRITE ONE well-developed paragraph (10-12 sentences) in which you answer this question: What conflict influences love between the people in this article? Include two quotes (one sentence for each quote) in the paragraph.

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

    Tuesday, April 4th, 2017: 1. Warm-Up: Super Quiz on Shakespeare's Life and the Prologue of Romeo and Juliet (20% of the 2nd marking period)

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share one of their answers with the class.

    3. Work Period: Summarize the Prince's warning to the two families on p. 186. Cite evidence (at least two quoted lines) to support your summary.

    4. Read-Aloud p. 186 in Collections--Act I, Scene I of Romeo and Juliet: Characters are the following: Benvolio, Lady Montague, Montague, and Romeo. Where's Romeo? Why is his absence important? What is Shakespeare's purpose in writing that Romeo is sad about a girl who doesn't return his love (she's not Juliet)?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we understand the significance of Romeo's absence and appearance in the end of Act I, Scene I in Romeo and Juliet? Make up owed HW (see previous days' assignments).
    Monday, April 3rd, 2017: 1. Warm-Up: Review notes on Shakespeare's life, times and background and the prologue translation. What is one important fact that you think everyone should remember long term?

    Turn in HW: questions on the introduction of Romeo and Juliet

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share one of their answers with the class.

    3. Whiteboard Game: Teams will earn 2 points each for answering questions correctly.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we prepare for a quiz on Shakespeare's life, times and background and the prologue of Romeo and Juliet? DUE TOMORROW, TUESDAY, APRIL 4th: SUPER QUIZ (20% of the 2nd marking period) on Shakespeare's Life, Times and Background and the Prologue of Romeo and Juliet:
  • Know the facts about Shakespeare's life, times and background and the translation of the Prologue of Romeo and Juliet. Bring a #2 pencil. The Super Quiz will be multiple-choice questions. If your questions are chosen, you will earn +5 points per question on the Super Quiz!

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

    • Friday, March 31st, 2017: 1. Warm-Up: Choose one question below. Answer in 2-3 sentences.
  • Why do you believe Shakespeare starts many of his plays with minor characters?
  • Why do you think Shakespeare begins his tragedies (like Romeo and Juliet) with a humorous scene?

    Turn in HW: REWRITE of the Prologue paragraph. Show original with Ms. Conn's edits.

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share one of their answers with the class.

    3. Read-Aloud/Cornell Note-Taking: Read aloud Act I, Scene 1 of Romeo and Juliet. Take Cornell Notes on the purpose of the minor characters and the conflict established between the Montagues and the Capulets. Consider the themes of love and hate.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we understand the significance of Act I, Scene I in Romeo and Juliet? DUE THIS MONDAY, APRIL 3rd:
  • FOR PERIOD 6 ONLY:
    1.) What is the tension in the opening scene of Romeo and Juliet? How do you know there's tension?
    2.) The Capulet servants (Sampson and Gregory) insult the Montague servants. What rude gesture do they use as an insult? What does that rude gesture compare to in 2017?
    3.) Which character has a monologue in the opening scene and tries to keep the peace? What does he threaten the people if they disturb the peace again?
    4.) Who is a character that instigates (starts fights)?
    5.) How do the citizens react to the fighting in the streets?

    DUE THIS COMING TUESDAY, APRIL 4th: SUPER QUIZ (20% of the 2nd marking period) on Shakespeare's Life, Times and Background and the Prologue of Romeo and Juliet:

  • Know the facts about Shakespeare's life, times and background and the translation of the Prologue of Romeo and Juliet. Bring a #2 pencil. The Super Quiz will be multiple-choice questions. If your questions are chosen, you will earn +5 points per question on the Super Quiz!

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

    • Thursday, March 30th, 2017: 1. Warm-Up: Compile your portfolio folders, add graded essays and all graded materials (including exit slips), and write in goals, strengths and weaknesses in the goals sheet.

    Turn in HW: Two multiple-choice questions (which include 4 answer choices)

    2. Discuss/Share: Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share one of their answers with the class.

    3. Read-Aloud/Cornell Note-Taking: Read aloud Act I, Scene 1 of Romeo and Juliet. Take Cornell Notes on the purpose of the minor characters and the conflict established between the Montagues and the Capulets. Consider the themes of love and hate.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we understand the significance of Act I, Scene I in Romeo and Juliet? DUE TOMORROW, FRIDAY, MARCH 31st:
  • REWRITE the Prologue of Romeo and Juliet. Bring in the original with Ms. Conn's edits. Highlight the corrections on the REWRITE.

    DUE TUESDAY, APRIL 4th: SUPER QUIZ (20% of the 2nd marking period) on Shakespeare's Life, Times and Background and the Prologue of Romeo and Juliet:

  • Know the facts about Shakespeare's life, times and background and the translation of the Prologue of Romeo and Juliet. Bring a #2 pencil. The Super Quiz will be multiple-choice questions. If your questions are chosen, you will earn +5 points per question on the Super Quiz!

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

    • Wednesday, March 29th, 2017: 1. Warm-Up: Listen to the Midterm Exam Instructions.

    2. Work Period: Finish the Midterm Exam. Read the passage provided (DO NOT answer the short answer questions contained within the passage). Annotate. Prepare to write the central idea essay in the pages at the back of the Midterm Exam. If time allows, begin writing the essay.

    Preparing for the Super Quiz on Shakespeare's Life, Times and Background and the Prologue of Romeo and Juliet:

  • Create TWO multiple-choice questions with four answer choices each. Circle the correct answer for each question.

    Make up owed HW:

  • Argumentative Essay Rewrite
  • Well-developed paragraph on the prologue of Romeo and Juliet.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we be effectively assessed on our reading and writing skills in a central idea essay (Midterm Exam)? DUE TOMORROW, THURSDAY, MARCH 30th:
  • Create TWO multiple-choice questions on Shakespeare's Life, Times and Background and the Prologue of Romeo and Juliet:
  • Create TWO multiple-choice questions with four answer choices each. Circle the correct answer for each question.

    DUE TUESDAY, APRIL 4th: SUPER QUIZ (20% of the 2nd marking period) on Shakespeare's Life, Times and Background and the Prologue of Romeo and Juliet:

  • Know the facts about Shakespeare's life, times and background and the translation of the Prologue of Romeo and Juliet. Bring a #2 pencil. The Super Quiz will be multiple-choice questions. If your questions are chosen, you will earn +5 points per question on the Super Quiz!

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

    • Tuesday, March 28th, 2017: 1. Warm-Up: Listen to the Midterm Exam Instructions.

    2. Work Period: Begin the Midterm Exam. Read the passage provided (DO NOT answer the short answer questions contained within the passage). Annotate. Prepare to write the central idea essay in the pages at the back of the Midterm Exam. If time allows, begin writing the essay.

    Show HW: Argumentative Essay rewrite AND the well-developed paragraph on the prologue of Romeo and Juliet.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we be effectively assessed on our reading and writing skills in a central idea essay (Midterm Exam)? DUE TOMORROW, WEDNESDAY, MARCH 29th:
  • FINISH THE MIDTERM EXAM (this is a test that you cannot study for, and only tests your reading and writing skills, as well as your ability to follow the instructions) 25% of the 2nd marking period): Finish reading a passage, annotating (take notes in the margin) and writing an essay (remember, each body paragraph should be 10-12 sentences).
    • Monday, March 27th, 2017: Work Period: Work on the HW (due tomorrow)
  • REWRITE the Argumentative Essay: Bring in the original essay (with Ms. Conn's edits) and highlight (with color or underlining) the corrections on your rewrite. You may type, handwrite or show the corrected essay on an electronic device.

  • Well-Developed Paragraph on the Prologue: Does the Prologue of Romeo and Juliet intrigue (interest) audiences to desire to view the play? Write a well-developed paragraph of 10-12 sentences to support your answer.
    1.) Clearly answer your question in the first sentence (this is your THESIS, which is the focus of your entire paragraph). Sentence Starter examples: The Prologue of Romeo and Juliet does intrigue audiences to desire to view the play because... OR The Prologue of Romeo and Juliet does not intrigue audiences to desire to view the play because...
    2.) You MUST include quotes AND line numbers from the Prologue to support your answer.
    3.) You MUST analyze (explain) why those quotes from the Prologue support your answer.
    4.) You MUST offer a counterclaim (what the other side would say) and you MUST attack that counterclaim.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we learn about Shakespeare's life and begin to interpret the prologue of Romeo and Juliet? DUE TOMORROW, TUESDAY, MARCH 28th:
  • MIDTERM EXAM: Be prepared to read a passage, annotate (take notes in the margin) and write an essay (remember, each body paragraph should be 10-12 sentences). More details to come!
  • REWRITE the Argumentative Essay: Bring in the original essay (with Ms. Conn's edits) and highlight (with color or underlining) the corrections on your rewrite. You may type, handwrite or show the corrected essay on an electronic device.
  • Well-Developed Paragraph on the Prologue: Does the Prologue of Romeo and Juliet intrigue (interest) audiences to desire to view the play? Write a well-developed paragraph of 10-12 sentences to support your answer.
    1.) Clearly answer your question in the first sentence (this is your THESIS, which is the focus of your entire paragraph). Sentence Starter examples: The Prologue of Romeo and Juliet does intrigue audiences to desire to view the play because... OR The Prologue of Romeo and Juliet does not intrigue audiences to desire to view the play because...
    2.) You MUST include quotes AND line numbers from the Prologue to support your answer.
    3.) You MUST analyze (explain) why those quotes from the Prologue support your answer.
    4.) You MUST offer a counterclaim (what the other side would say) and you MUST attack that counterclaim.
    • Friday, March 24th, 2017: PARENT-TEACHER CONFERENCES (1/2 day; our class didn't meet today)

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we learn about Shakespeare's life and begin to interpret the prologue of Romeo and Juliet? DUE NEXT TUESDAY, MARCH 28th:
  • MIDTERM EXAM: Be prepared to read a passage, annotate (take notes in the margin) and write an essay (remember, each body paragraph should be 10-12 sentences). More details to come!
  • REWRITE the Argumentative Essay: Bring in the original essay (with Ms. Conn's edits) and highlight (with color or underlining) the corrections on your rewrite. You may type, handwrite or show the corrected essay on an electronic device.
  • Well-Developed Paragraph on the Prologue: Does the Prologue of Romeo and Juliet intrigue (interest) audiences to desire to view the play? Write a well-developed paragraph of 10-12 sentences to support your answer.
    1.) Clearly answer your question in the first sentence (this is your THESIS, which is the focus of your entire paragraph). Sentence Starter examples: The Prologue of Romeo and Juliet does intrigue audiences to desire to view the play because... OR The Prologue of Romeo and Juliet does not intrigue audiences to desire to view the play because...
    2.) You MUST include quotes AND line numbers from the Prologue to support your answer.
    3.) You MUST analyze (explain) why those quotes from the Prologue support your answer.
    4.) You MUST offer a counterclaim (what the other side would say) and you MUST attack that counterclaim.
    • Thursday, March 23rd, 2017: Work Period: Work on the HW (due this coming Tuesday)
  • REWRITE the Argumentative Essay: Bring in the original essay (with Ms. Conn's edits) and highlight (with color or underlining) the corrections on your rewrite. You may type, handwrite or show the corrected essay on an electronic device.

  • Well-Developed Paragraph on the Prologue: Does the Prologue of Romeo and Juliet intrigue (interest) audiences to desire to view the play? Write a well-developed paragraph of 10-12 sentences to support your answer.
    1.) Clearly answer your question in the first sentence (this is your THESIS, which is the focus of your entire paragraph). Sentence Starter examples: The Prologue of Romeo and Juliet does intrigue audiences to desire to view the play because... OR The Prologue of Romeo and Juliet does not intrigue audiences to desire to view the play because...
    2.) You MUST include quotes AND line numbers from the Prologue to support your answer.
    3.) You MUST analyze (explain) why those quotes from the Prologue support your answer.
    4.) You MUST offer a counterclaim (what the other side would say) and you MUST attack that counterclaim.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we learn about Shakespeare's life and begin to interpret the prologue of Romeo and Juliet? DUE NEXT TUESDAY, MARCH 28th:
  • MIDTERM EXAM: Be prepared to read a passage, annotate (take notes in the margin) and write an essay (remember, each body paragraph should be 10-12 sentences). More details to come!
  • REWRITE the Argumentative Essay: Bring in the original essay (with Ms. Conn's edits) and highlight (with color or underlining) the corrections on your rewrite. You may type, handwrite or show the corrected essay on an electronic device.
  • Well-Developed Paragraph on the Prologue: Does the Prologue of Romeo and Juliet intrigue (interest) audiences to desire to view the play? Write a well-developed paragraph of 10-12 sentences to support your answer.
    1.) Clearly answer your question in the first sentence (this is your THESIS, which is the focus of your entire paragraph). Sentence Starter examples: The Prologue of Romeo and Juliet does intrigue audiences to desire to view the play because... OR The Prologue of Romeo and Juliet does not intrigue audiences to desire to view the play because...
    2.) You MUST include quotes AND line numbers from the Prologue to support your answer.
    3.) You MUST analyze (explain) why those quotes from the Prologue support your answer.
    4.) You MUST offer a counterclaim (what the other side would say) and you MUST attack that counterclaim.
    • Wednesday, March 22nd, 2017: 1. Warm-Up: The prologue of Romeo and Juliet is comparable to a movie trailer. What makes a captivating (attention-grabbing) movie trailer?

    Show HW: Pre-Reading Romeo and Juliet Opinionnaire (answers and analysis for 5 statements)

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Note-Taking on William Shakespeare's Life, Times and Background:

  • Finish note-taking. Add to the "L" column in your K/W/L chart. What are your first impressions of this legendary man? Why do you believe he's still so popular today? Discuss iambic pentameter, and take notes.
  • Read and interpret Prologue of Romeo and Juliet. Take notes on the interpretations for each line. What literary techniques/devices does Shakespeare use in the prologue? Why are these techniques/devices important to the prologue's message?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.9-10.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on reading and content.
    		• How can we learn about Shakespeare's life and begin to interpret the prologue of Romeo and Juliet? DUE NEXT TUESDAY, MARCH 28th:
  • MIDTERM EXAM: Be prepared to read a passage, annotate (take notes in the margin) and write an essay (remember, each body paragraph should be 10-12 sentences). More details to come!
  • REWRITE the Argumentative Essay: Bring in the original essay (with Ms. Conn's edits) and highlight (with color or underlining) the corrections on your rewrite. You may type, handwrite or show the corrected essay on an electronic device.
  • Well-Developed Paragraph on the Prologue: Does the Prologue of Romeo and Juliet intrigue (interest) audiences to desire to view the play? Write a well-developed paragraph of 10-12 sentences to support your answer.
    1.) Clearly answer your question in the first sentence (this is your THESIS, which is the focus of your entire paragraph). Sentence Starter examples: The Prologue of Romeo and Juliet does intrigue audiences to desire to view the play because... OR The Prologue of Romeo and Juliet does not intrigue audiences to desire to view the play because...
    2.) You MUST include quotes AND line numbers from the Prologue to support your answer.
    3.) You MUST analyze (explain) why those quotes from the Prologue support your answer.
    4.) You MUST offer a counterclaim (what the other side would say) and you MUST attack that counterclaim.
    • Tuesday, March 21st, 2017: 1. Warm-Up: Romeo and Juliet, by William Shakespeare, is a very famous tragedy about teenagers in love. Do you believe that teenagers can experience true love? Explain your answer in 2-3 sentences.

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Note-Taking on William Shakespeare's Life, Times and Background: Finish note-taking. Add to the "L" column in your K/W/L chart. What are your first impressions of this legendary man? Why do you believe he's still so popular today? Discuss iambic pentameter, and take notes.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we learn about Shakespeare's life and prepare to read his tragic play, Romeo and Juliet? DUE TOMORROW, WEDNESDAY, MARCH 22nd:
  • Romeo and Juliet Pre-Reading OPINIONNAIRE: Identify whether you agree or disagree with the statements below. Provide an analysis (explanation) by defending your position. Write 2-3 sentences for each analysis.

    1.) Teenagers can't understand what true love really is. Agree/Disagree
    Analysis:

    2.) Good friends should stick together at all times no matter how wrong a friend may be. Agree/Disagree
    Analysis:

    3. At times, young people have more passion than wisdom, while older people forget the power of love. Agree/Disagree
    Analysis:

    4. Love is more powerful than hate. Agree/Disagree
    Analysis:

    5. The right age to get married is 18 years old. Agree/Disagree
    Analysis:

    • Monday, March 20th, 2017: 1. Warm-Up: Romeo and Juliet, by William Shakespeare, is a very famous tragedy. What can you predict (based on our new knowledge of Shakespeare's life and time period) that will be included in the tragedies that Shakespeare wrote?

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Note-Taking on William Shakespeare's Life, Times and Background: Add to the "L" column in your K/W/L chart. What are your first impressions of this legendary man? Why do you believe he's still so popular today?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we learn about Shakespeare's life and prepare to read his tragic play, Romeo and Juliet? DUE THIS WEDNESDAY, MARCH 22nd:
  • Romeo and Juliet Pre-Reading OPINIONNAIRE: Identify whether you agree or disagree with the statements below. Provide an analysis (explanation) by defending your position. Write 2-3 sentences for each analysis.

    1.) Teenagers can't understand what true love really is. Agree/Disagree
    Analysis:

    2.) Good friends should stick together at all times no matter how wrong a friend may be. Agree/Disagree
    Analysis:

    3. At times, young people have more passion than wisdom, while older people forget the power of love. Agree/Disagree
    Analysis:

    4. Love is more powerful than hate. Agree/Disagree
    Analysis:

    5. The right age to get married is 18 years old. Agree/Disagree
    Analysis:

    • Friday, March 17th, 2017: 1. Warm-Up: Finish yesterday's K/W/L chart in your LA section. In the "K" column, answer the following question: What do you KNOW about William Shakespeare, his plays and poetry, his background, the time in which he lived, and any other information? Write as much as you can to fill the entire column (from top to bottom). Write at least THREE questions that you'd like to know in the "W" section.

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Note-Taking on William Shakespeare's Life, Times and Background: Add to the "L" column in your K/W/L chart. What are your first impressions of this legendary man? Why do you believe he's still so popular today?

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we learn about Shakespeare's life and prepare to read his tragic play, Romeo and Juliet? N/A
    Thursday, March 16th, 2017: 1. Warm-Up: Finish your ARGUMENTATIVE ESSAY today. Write your argument on the following question: Should freedom be given or demanded? Provide three reasons to support your answer. Write your introduction paragraph (based on what you wrote on Monday), 3 body paragraphs (10-12 sentences for each body paragraph), including textual evidence (from the three texts we read in the book: "I Have a Dream," "Reading Lolita in Tehran," and "Persepolis 2") and use the argumentative essay outline (provided in class) to guide you. You MUST FINISH the essay TODAY (you will have all of today's class time to write the essay). You will be allowed to use the texts as you write the essay. You will be graded on this Argumentative Essay Rubric. This will be 30% of your 1st marking period grade. You may use your notes and textbook. You MUST follow this argumentative essay outline (provided in class).

    2. Work Period: Create a K/W/L chart in your LA section. In the "K" column, answer the following question: What do you KNOW about William Shakespeare, his plays and poetry, his background, the time in which he lived, and any other information? Write as much as you can to fill the entire column (from top to bottom). Write at least THREE questions that you'd like to know in the "W" section.

    3. Make up owed HW

    Common Core Standards:

  • W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we effectively write an argumentative essay on freedom being given or demanded? Make up HW (see previous days' assignments) by TOMORROW, FRIDAY, MARCH 17th (the last day of the marking period).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    Wednesday, March 15th, 2017: 1. Warm-Up: Read the argumentative essay outline (provided in class).

    2. Work Period:

  • Rewrite your introduction paragraph (based on what you wrote on Monday) on a new piece of loose leaf paper. Right below the intro, compose (write) 3 body paragraphs (10-12 sentences for each body paragraph), including textual evidence (from the three texts we read in the book: "I Have a Dream," "Reading Lolita in Tehran," and "Persepolis 2") and use the argumentative essay outline (provided in class) to guide you. You MUST finish the essay on Thursday (you will have all of Thursday's class time to write the essay).
  • Extra Credit Opportunity (you should use your notebook, but you cannot use any electronic device). See handout.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we effectively write an argumentative essay on freedom being given or demanded? DUE TOMORROW, THURSDAY, MARCH 16th (at the end of class):
  • FINISH THE ARGUMENTATIVE ESSAY: Write your argument on the following question: Should freedom be given or demanded? Provide three reasons to support your answer in a 5-PARAGRAPH ESSAY. EACH BODY PARAGRAPH MUST CONTAIN 10-12 SENTENCES. You MUST use textual evidence from "I Have a Dream," "Reading Lolita in Tehran," and "Persepolis 2." You will be allowed to use the texts as you write the essay. You will be graded on this Argumentative Essay Rubric. This will be 30% of your 1st marking period grade. You may use your notes and textbook. You MUST follow this argumentative essay outline (provided in class).

    Make up HW (see previous days' assignments) by THIS FRIDAY, MARCH 17th (the last day of the marking period).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Monday, March 13th, 2017: 1. Warm-Up: Write the introduction to your argumentative essay.
  • Attention Grabber/Hook: You may start with a question, famous quote, interesting fact, or an anecdote (story). You should write 1-2 sentences.
  • Introduce the topic: Sentence starter: "There has been a debate lately as to..."
  • Acknowledge both sides of the issue: Sentence starter: "Some say it would be good to...yet others argue..."
  • Thesis/Claim: Answer the question--Should freedom be given or demanded? Provide three reasons.

    Show owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Work Period: Read the sample introduction paragraph to an argumentative essay:

    Argumentative Question: Should the United States put in a bid to host the Olympic Games?

    Introduction:
    Since they were first created, the Olympics have brought people together from all over the world. The Olympics permit people to put aside various cultural barriers and come together in support of athleticism. There has been a debate lately as to whether or not the United States should put in a bid to host the Olympic Games. Some say it would be good for the United States to host the Olympic Games because it will benefit the country, yet others argue that we should not host the games. If the United States were to host the Olympic Games, it would benefit the hosting community both environmentally and economically.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we prepare to write an argumentative essay on freedom being given or demanded? DUE THIS WEDNESDAY, MARCH 15th and THURSDAY, MARCH 16th:
  • ARGUMENTATIVE ESSAY: Write your argument on the following question: Should freedom be given or demanded? Provide three reasons to support your answer in a 5-PARAGRAPH ESSAY. You MUST use textual evidence from "I Have a Dream," "Reading Lolita in Tehran," and "Persepolis 2." You will be allowed to use the texts as you write the essay. You will be graded on this Argumentative Essay Rubric. This will be 30% of your 1st marking period grade. You may use your notes and textbook.

    EXTRA CREDIT OPPORTUNITY THIS WEDNESDAY, MARCH 15th: Make sure that you have ALL warm-ups (include the dates and answers; if you don't write the questions, then make sure you can figure out the question based on the answer you provided). You will be able to earn up to 10 extra credit points on your FINAL MARKING PERIOD GRADE!

    Make up HW (see previous days' assignments) by THIS FRIDAY, MARCH 17th (the last day of the marking period).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Friday, March 10th, 2017: 1. Warm-Up: Choose one of the following questions. Write 2-3 sentences.
  • If you wanted to get someone's attention in an argument, what would you do?
  • What is bait and why do fisherman use it?
  • What are the parts of an argument?

    Show owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Work Period: In your LA section, write a full page of writing on the following question: Should freedom be given or demanded? Think back to the three texts we've studied this marking period: "I Have a Dream," "Reading Lolita in Tehran" and "Persepolis 2." Reference the texts in your writing in paraphrase and/or quotes from the texts. This completed writing assignment is due by the end of class for classwork credit.. This is preparation for the graded essay we will be writing next Wednesday and Thursday, in class. It will be 30% of your 1st marking period grade.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we prepare to write an argumentative essay on freedom being given or demanded? Make up HW (see previous days' assignments).

    EXTRA CREDIT OPPORTUNITY NEXT WEDNESDAY, MARCH 15th: Make sure that you have ALL warm-ups (include the dates and answers; if you don't write the questions, then make sure you can figure out the question based on the answer you provided). You will be able to earn up to 10 extra credit points on your FINAL MARKING PERIOD GRADE!

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    Thursday, March 9th, 2017: 1. Warm-Up: How does Sanaz demand freedom of expression for herself?

    Show owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Work Period: Using the Comic Strip Rubric, COMPLETE the Performance Task (see p. 86) TODAY. It's worth 24 points (classwork).

    4. Exit Slip. Turn it in for a grade.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How is Sanaz's journey developed in Reading Lolita in Tehran? Make up HW (see previous days' assignments).

    EXTRA CREDIT OPPORTUNITY NEXT WEDNESDAY, MARCH 15th: Make sure that you have ALL warm-ups (include the dates and answers; if you don't write the questions, then make sure you can figure out the question based on the answer you provided). You will be able to earn up to 10 extra credit points on your FINAL MARKING PERIOD GRADE!

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    Wednesday, March 8th, 2017: 1. Warm-Up: Choose one. Write 2-3 sentences.
  • Why is it important to study stories, like Reading Lolita in Tehran and Persepolis 2?
  • What are your emotional reactions to the stories, Reading Lolita in Tehran and Persepolis 2?

    Show HW: 50 attitudes of gratitude

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Work Period: Introduce Comic Strip Rubric. Begin the Performance Task on p. 86.

    4. Exit Slip. Turn it in for a grade.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How do authors, Nafisi and Satrapi, use different mediums to express the restricted freedom of women in Iran? Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    Tuesday, March 7th, 2017: 1. Warm-Up: Choose one of the questions below to answer. Write 2-3 sentences.
  • What are various forms of rebellion and protest going on in our country and around the world?
  • How have you engaged in rebellion or protest against authority?

    Show owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.
  • Review the answers to the questions on p. 86.

    3. Work Period: Begin the Performance Task on p. 86.

    4. HW Reminders.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How do authors, Nafisi and Satrapi, use different mediums to express the restricted freedom of women in Iran? DUE TOMORROW, WEDNESDAY, MARCH 8th:
  • 50 Attitudes of Gratitude: Write a list of 50 things you are grateful for. Here are questions to get you thinking about gratitude: What if someone gave you 1 million dollars in exchange for your eyes? Your hands? Your legs? Your ability to speak? Do you realize what precious, priceless gifts you carry with you every day? Are you grateful for freedom of speech, religion, and the press? Are you grateful for modern medicine, immunizations, clean, drinking water, nutritious food, accessible food, food that you can buy at the grocery store and not hunt or pick with your bare hands? Are you grateful for a roof over your head, clothing to choose from in your closet, pillows, blankets, and a mattress? Are you grateful for heat during the winter, a microwave, an oven, and a freezer? Are you grateful for modern technology, like your cell phone, TV, ipod, dvd's, and internet access? Are you grateful for family, friends, teachers, classmates, and free public education? Are you grateful for access to shopping malls, movie theaters, bodegas, and subway stations? Are you grateful for trees, flowers, sun, parks and beaches? Are you grateful for money, hospitals, police officers, and traffic lights?

    Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Monday, March 6th, 2017: 1. Warm-Up: Choose one of the questions below to answer. Write 2-3 sentences.
  • What do you believe is the purpose for reading "Reading Lolita in Tehran" and "Persepolis 2"?
  • What are you grateful for that the characters in these stories do not have? Share 2-3 things that you are grateful for.

    Show HW: Answers to the questions (1-7) on p. 86.

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.
  • Review the answers to the questions on p. 86.

    5. Introduce the HW.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How do authors, Nafisi and Satrapi, use different mediums to express the restricted freedom of women in Iran? DUE WEDNESDAY, MARCH 8th:
  • 50 Attitudes of Gratitude: Write a list of 50 things you are grateful for. Here are questions to get you thinking about gratitude: What if someone gave you 1 million dollars in exchange for your eyes? Your hands? Your legs? Your ability to speak? Do you realize what precious, priceless gifts you carry with you every day? Are you grateful for freedom of speech, religion, and the press? Are you grateful for modern medicine, immunizations, clean, drinking water, nutritious food, accessible food, food that you can buy at the grocery store and not hunt or pick with your bare hands? Are you grateful for a roof over your head, clothing to choose from in your closet, pillows, blankets, and a mattress? Are you grateful for heat during the winter, a microwave, an oven, and a freezer? Are you grateful for modern technology, like your cell phone, TV, ipod, dvd's, and internet access? Are you grateful for family, friends, teachers, classmates, and free public education? Are you grateful for access to shopping malls, movie theaters, bodegas, and subway stations? Are you grateful for trees, flowers, sun, parks and beaches? Are you grateful for money, hospitals, police officers, and traffic lights?

    Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Friday, March 3rd, 2017: Work Period: Answer the questions (1-7) on p. 86 in the Collections Textbook. Do not write the questions. Only write the answers in complete sentences. Cite textual evidence (quotes, page numbers, and line numbers) to support your answers. This assignment will be checked for homework credit on Monday, March 6th.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How do authors, Nafisi and Satrapi, use different mediums to express the restricted freedom of women in Iran? DUE THIS MONDAY, MARCH 6th:
  • Answer the questions (1-7) on p. 86. Do not write the questions. Only write the answers in complete sentences. Cite textual evidence (quotes, page numbers, and line numbers) to support your answers.

    Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Thursday, March 2nd, 2017: 1. Warm-Up: Choose one and write 2-3 sentences:
    1.) What are two freedoms that you possess today and take for granted?
    2.) Protesting against a government can be dangerous. Do you agree with this statement? Explain your answer.

    Show any owed HW.

    2. Discuss/Share #1:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Mini-Lesson: Read and listen to the following. Today we will be focusing on perspective (the way a person observes (or sees) the world), point of view (how an author thinks or feels about a subject), and central idea (main idea expressed by the author). We will be looking at rhetoric, which is the choosing of words carefully to advance a point of view. We will be reading an excerpt from a graphic novel. Then, we will be comparing and contrasting the perspectives, points of view and central ideas in the excerpt from a novel that we read yesterday and the excerpt from the graphic novel. They are memoirs (personal stories of someone's life and experiences) told in different mediums (ways of communicating). The mediums are a graphic novel and a novel.

    4. Discuss/Share #2: Review the questions and answers on "Reading Lolita in Tehran" (p. 82 in Collections textbook). In your LA section, answer the following, using textual evidence (include a quote, page # and paragraph #):
    1.) What are some of the rules Sanaz must be aware of as she navigates the outside world?
    2.) How do these rules restrict her freedom as a woman and as an individual?

    5. Class Reading/Guided Practice: Class Reading of an excerpt from graphic novel, Persepolis 2: The Story of a Return. In your LA section: Create a Venn Diagram in which you compare and contrast the memoirs. Focus on the following literary elements: perspective, point of view and central idea. Support your ideas with textual evidence from both.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How do authors, Nafisi and Satrapi, use different mediums to express the restricted freedom of women in Iran? DUE MONDAY, MARCH 6th:
  • Answer the questions (1-7) on p. 86. Do not write the questions. Only write the answers in complete sentences.

    Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Wednesday, March 1st, 2017: 1. Warm-Up: Choose one and write 2-3 sentences:
    1.) Imagine that one day the president decided to take away rights you used to take for granted, such as wearing whatever you want, listening to your choice of music, etc. How would you react and why?
    2.) What do you know about life in Iran?

    Show any owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.

    3. Historical Background (LA section): Read-aloud p. 81 biographies of Azar Nafisi and Marjane Satrapi. Discuss and answer the following questions:
    1.) What do you believe are these authors' purposes for writing?
    2.) What's similar and different in their personal backgrounds?

    4. Mini-Lesson: Read and listen to the following. Today we will be looking at two different types of a memoir. Both memoirs discuss how the life of women changed dramatically in Iran after the Revolution in 1979. What is a memoir? Before the revolution, women were integrated into Iranian society. They went to school, dressed how they pleased, voted, owed property, and more, very much like women in the U.S. However in 1979, the country underwent a Revolution, and this revolution put severe restrictions on the lives and actions of women, as well as men. As we read these two memoirs, we will learn how these new rules impacted the lives of women who lived under them.

    5. Class Reading/Guided Practice: Class Reading of an excerpt from "Reading Lolita in Tehran" (p. 82 in Collections textbook). After the reading, in your LA section, answer the following, using textual evidence (include a quote, page # and paragraph #):
    1.) What are some of the rules Sanaz must be aware of as she navigates the outside world?
    2.) How do these rules restrict her freedom as a woman and as an individual?

    6. Independent Reading: Read excerpt from graphic novel, Persepolis 2: The Story of a Return. What are some common elements in the memoir and graphic novel? Support your ideas with textual evidence from both.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How do authors, Nafisi and Satrapi, use different mediums to express the restricted freedom of women in Iran? Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    Tuesday, February 28th, 2017: 1. Warm-Up: What were your challenges and strengths in annotating the news articles and composing the well-developed paragraph on the following question: How would Martin Luther King, Jr. feel about the struggles for freedom and progress achieved since 1963?

    Show HW: annotations and well-developed paragraph (10-12 sentences).

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.
  • Student volunteers will share their findings from the annotations about struggles and progress in the articles. Volunteers may want to share the following: Struggles: riots, police brutality, discrimination, and racism; Progress: hate crimes going down, nonviolent marches, protests, no more segregation, people have the rights to vote, and people unifying in solidarity with victims of discrimination and people taking action against the immigrant ban

    3. Work Period: Read the background of Iran and the authors, Azar Nafisi and Marjane Satrapi, on p. 81 (Collections textbook). Answer the following questions in your LA section:
    1.) What do you believe are these authors' purposes for writing?
    2.) How do you believe the similarities and differences in their personal histories affect their individual purposes?

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we identify struggles and progress in current event articles and prepare to read Middle Eastern literature that also deals with struggles and progress? Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    Monday, February 27th, 2017: 1. Warm-Up: What progress have we achieved since 1963 (the year that MLK delivered his "I Have a Dream" speech)? Identify two examples of progress achieved in the past 54 years.

    Show owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.
  • Review answers of the Quiz on Literary Terms in "I Have a Dream."

    3. Work Period: Work on HW due tomorrow.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we identify progress achieved since 1963 and connect to the struggles and progress in current event articles? DUE TOMORROW, TUESDAY, FEBRUARY 28th: THREE HOMEWORK ASSIGNMENTS (value=30 points). Read each of the following articles. Annotate (take notes) in the margins of each article, focusing on notes that connect to the following question: How would Martin Luther King, Jr. feel about the struggles for freedom and progress achieved since 1963? Also, write a well-developed paragraph (see directions below).
  • Read "Black Lives Matter Activists Aim to Reclaim MLK as Radical" (Fox News).
  • Read "Trump's Muslim Visa Ban Galvanizes Protests" (Huffington Post).

  • Write a well-developed paragraph (10-12 sentences) in which you answer the following question: How would Martin Luther King, Jr. feel about the struggles for freedom and the progress achieved since 1963? You MUST include at least two citations (two quotes): one quote (1-2 sentences per quote) from each article to support your answer. You should include MLK's opinions about struggles and progress, based on his "I Have a Dream" speech (you may include one quote from his speech) if he were alive today.

    Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Friday, February 17th, 2017: 1. Warm-Up: What can you predict about the contents of the following news article titles (choose one)?
  • "Black Lives Matter Activists Aim to Reclaim MLK as Radical"
  • "Trump's Muslim Visa Ban Galvanizes Protests"

    Show HW: revision of the audience's perspective on "I Have a Dream."

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.
  • Review answers of the Quiz on Literary Terms in "I Have a Dream."

    3. Introduce HW.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we prove our knowledge of figurative language and prepare to write an argument essay on MLK and current event issues? DUE TUESDAY, FEBRUARY 28th: THREE HOMEWORK ASSIGNMENTS (value=30 points). Read each of the following articles. Annotate (take notes) in the margins of each article, focusing on notes that connect to the following question: How would Martin Luther King, Jr. feel about the struggles for freedom and progress achieved since 1963? Also, write a well-developed paragraph (see directions below).
  • Read "Black Lives Matter Activists Aim to Reclaim MLK as Radical" (Fox News).
  • Read "Trump's Muslim Visa Ban Galvanizes Protests" (Huffington Post).

  • Write a well-developed paragraph (10-12 sentences) in which you answer the following question: How would Martin Luther King, Jr. feel about the struggles for freedom and the progress achieved since 1963? You MUST include at least two citations (two quotes): one quote (1-2 sentences per quote) from each article to support your answer. You should include MLK's opinions about struggles and progress, based on his "I Have a Dream" speech (you may include one quote from his speech) if he were alive today.

    Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Friday, February 17th, 2017: 1. Warm-Up: What can you predict about the contents of the following news article titles (choose one)?
  • "Black Lives Matter Activists Aim to Reclaim MLK as Radical"
  • "Trump's Muslim Visa Ban Galvanizes Protests"

    Show HW: revision of the audience's perspective on "I Have a Dream."

    2. Discuss/Share:

  • Turn and talk with your table mates and share your warm-up answers at your table. Captains will gather their table mates' answers. Captains from each table will share their answers with the class.
  • Review answers of the Quiz on Literary Terms in "I Have a Dream."

    3. Introduce HW.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we prove our knowledge of figurative language and prepare to write an argument essay on MLK and current event issues? DUE TUESDAY, FEBRUARY 28th: THREE HOMEWORK ASSIGNMENTS (value=30 points). Read each of the following articles. Annotate (take notes) in the margins of each article, focusing on notes that connect to the following question: How would Martin Luther King, Jr. feel about the struggles for freedom and progress achieved since 1963? Also, write a well-developed paragraph (see directions below).
  • Read "Black Lives Matter Activists Aim to Reclaim MLK as Radical" (Fox News).
  • Read "Trump's Muslim Visa Ban Galvanizes Protests" (Huffington Post).

  • Write a well-developed paragraph (10-12 sentences) in which you answer the following question: How would Martin Luther King, Jr. feel about the struggles for freedom and the progress achieved since 1963? You MUST include at least two citations (two quotes): one quote (1-2 sentences per quote) from each article to support your answer. You should include MLK's opinions about struggles and progress, based on his "I Have a Dream" speech (you may include one quote from his speech) if he were alive today.

    Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Thursday, February 16th, 2017: 1. Warm-Up: QUIZ on Literary Terms from MLK's "I Have a Dream"

    Show owed HW.

    2. Work Period: Fill out the Goals Sheet, review the graded Exit Slip and create a portfolio folder.

    3. Discuss/Share: Answer the following questions in your LA section, and prepare to discuss with the class.

  • What current event issue would MLK find most troubling and why? How does this issue connect to MLK's struggle for freedom for African Americans? Suggested issues include the following: racism, "Black Lives Matter" movement, misogyny (poor treatment of women), immigration, ban of Muslim countries, Syrian refugees, building a wall along the U.S.-Mexico border, etc.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we prove our knowledge of figurative language and prepare to write an argument essay on MLK and current event issues? DUE TOMORROW, FRIDAY, FEBRUARY 17TH:
  • REVISION of the AUDIENCE'S PERSPECTIVE OF "I HAVE A DREAM": Rewrite the original (with Ms. Conn's edits). Highlight the corrections that you made in the rewrite. Make sure to correct ALL of Ms. Conn's edits. You may handwrite or type this revision. Bring in the original AND the revision.

    DUE TUESDAY, FEBRUARY 28th: Read each of the following articles. Annotate (take notes) in the margins of each article, focusing on summarizing each paragraph. Also, write a well-developed paragraph (see directions below).

    Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Wednesday, February 15th, 2017: 1. Warm-Up: Coretta Scott King (the wife of Martin Luther King, Jr., an author, activist and civil rights leader) said, "Freedom and justice cannot be parceled out in pieces to suit political convenience. I don't believe you can stand for freedom for one group of people and deny it to others."
  • Explain it in your own words. Suggested sentence starter: This quotation means/suggests/implies...
  • State whether this quote is valid (true) or invalid (not true) and why. Suggested sentence starter: This quotation is valid/invalid because...

    Show HW: Flashcards for Literary Terms.

    2. Discuss/Share #1: Turn and talk with your table mates and share your warm-up answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Discuss/Share #2: Read and discuss pp. 56-57 in Nobody Turn Me Around: A People's History of the 1963 March on Washington. In your LA section, answer the following questions. Cite textual evidence (a quote and line number) to support each answer.
    1.) Why is MLK's use repetition effective in his speech?
    2.) What does the metaphor of a bad check mean for African Americans during MLK's time period?
    3.) What allusion does MLK make in his speech?

    4. Prepare for tomorrow's quiz.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the struggle for freedom by examining a famous quote and figurative language used in "I Have a Dream" speech? DUE TOMORROW, THURSDAY, FEBRUARY 16th:
  • Literary Terms Quiz (20% of the 1st marking period): Know the definitions of the following literary terms and textual examples below: Know the definitions of the following literary terms and textual examples in "I Have a Dream":
    1.) Parallelism: use of repetition in sentences that are grammatically similar in structure, sound, meaning or rhythm. Example: "This is no time...now is the time...now is the time" (lines 35-38).
    2.) Repetition: use of the same word or words more than once for emphasis. Example: "Let there be..Let there be" (Nelson Mandela).
    3.) Extended Metaphor: a comparison between two unlike things that is explored in depth. Example: MLK uses the extended metaphor of the "bad check" (line 28) to explain that the U.S. government has failed in its obligation to its African American citizens.
    4.) Allusion: an indirect reference to something that audience is expected to know. MLK makes more than one allusion to the Declaration of Independence when he mentions "unalienable rights of life, liberty, and the pursuit of happiness" (lines 23-24).
    5.) Imagery: words that create mental pictures. Example: MLK stated, "I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low" (lines 115-116).
    6.) Cadence: a lyrical rhythm. Example: MLK's cadence engaged the audience and emphasized powerful words when he said "I am happy to join with you today" (line 8, p. 55).
    7.) Alliteration: repetition of the same letter or sound at the beginning of closely connected words. Example: MLK said, "citizens of color are concerned" (line 26).
    8.) Tone: author's attitude/feeling toward a subject. Tone is some form of positive or negative. Example: MLK's tone is uplifting and encouraging.
    9.) Theme: central message of the author. Example: MLK's theme is that African Americans must fight to have freedom because they are still not free from segregation and discrimination.
    10.) Structure: the organizational order of a work of literature. Example: The structure of MLK's "I Have a Dream" speech is argumentative with evidence to support his claim.

    DUE THIS FRIDAY, FEBRUARY 17TH:

  • REVISION of the AUDIENCE'S PERSPECTIVE OF "I HAVE A DREAM": Rewrite the original (with Ms. Conn's edits). Highlight the corrections that you made in the rewrite. Make sure to correct ALL of Ms. Conn's edits. You may handwrite or type this revision. Bring in the original AND the revision.

    DUE TUESDAY, FEBRUARY 28th: Read each of the following articles. Annotate (take notes) in the margins of each article, focusing on summarizing each paragraph. Also, write a well-developed paragraph (see directions below).

  • Read "Obama Explains the Problem with 'All Lives Matter'" (thinkprogress.org)
  • Read "Black Lives Matter Activists Aim to Reclaim MLK as Radical" (Fox News).
  • Write a well-developed paragraph (10-12 sentences) in which you explain the Black Lives Matter movement. You MUST include at least two citations (two quotes): one quote (1-2 sentences per quote) from each article to support your explanation of the movement. You should include what you believe MLK's opinions would be, if he were alive today.

    Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Tuesday, February 14th, 2017: 1. Warm-Up: How do celebrities (like musicians at the Grammy's) reveal that the struggle for freedom still continues today? Explain reasoning for your answer.

    Show owed HW..

    2. Discuss/Share #1: Turn and talk with your table mates and share your warm-up answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Discuss/Share #2: Read and discuss p. 55 in Nobody Turn Me Around: A People's History of the 1963 March on Washington. In your LA section, answer the following questions:
    1.) How does MLK's cadence (lyrical rhythm) persuade his audience to demand freedom for African-Americans? Cite textual evidence (a quote and line number).
    2.) How does MLK use allusion (reference to another text) to show that freedom must be demanded? Cite textual evidence (a quote and line number).
    3.) How does MLK's background influence his message about demanding freedom? Cite textual evidence (a quote and line number).

    4. Review the Literary Terms vocabulary (see the HW).

    5. Exit Slip: How do you believe MLK would react to the struggle for freedom that exists today in America? Use textual evidence (a quote and a paraphrase) from "I Have a Dream" on pp. 48-51 or from "Nobody Turn Me Around" on p. 55.

    6. Distribution and reading of "How Do I Love Thee?" by Elizabeth Barrett Browning in honor of Valentine's Day.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the modern-day relevance to the struggle for freedom in MLK's "I Have a Dream" speech and "Nobody Turn Me Around"? DUE TOMORROW, WEDNESDAY, FEBRUARY 15th:
    Create flashcards for all of the literary terms. Write the literary term on the front of the card. Write the definition, the example provided below and an original example or original sentence (NOT the examples provided above). *You may use an electronic flashcard app. THERE WILL BE A QUIZ ON THURSDAY: Know the definitions of the following literary terms and textual examples in "I Have a Dream":
    1.) Parallelism: use of repetition in sentences that are grammatically similar in structure, sound, meaning or rhythm. Example: "This is no time...now is the time...now is the time" (lines 35-38).
    2.) Repetition: use of the same word or words more than once for emphasis. Example: "Let there be..Let there be" (Nelson Mandela).
    3.) Extended Metaphor: a comparison between two unlike things that is explored in depth. Example: MLK uses the extended metaphor of the "bad check" (line 28) to explain that the U.S. government has failed in its obligation to its African American citizens.
    4.) Allusion: an indirect reference to something that audience is expected to know. MLK makes more than one allusion to the Declaration of Independence when he mentions "unalienable rights of life, liberty, and the pursuit of happiness" (lines 23-24).
    5.) Imagery: words that create mental pictures. Example: MLK stated, "I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low" (lines 115-116).
    6.) Cadence: a lyrical rhythm. Example: MLK's cadence engaged the audience and emphasized powerful words when he said "I am happy to join with you today" (line 8, p. 55).
    7.) Alliteration: repetition of the same letter or sound at the beginning of closely connected words. Example: MLK said, "citizens of color are concerned" (line 26).
    8.) Tone: author's attitude/feeling toward a subject. Tone is some form of positive or negative. Example: MLK's tone is uplifting and encouraging.
    9.) Theme: central message of the author. Example: MLK's theme is that African Americans must fight to have freedom because they are still not free from segregation and discrimination.
    10.) Structure: the organizational order of a work of literature. Example: The structure of MLK's "I Have a Dream" speech is argumentative with evidence to support his claim.

    DUE THIS THURSDAY, FEBRUARY 16th:

  • Literary Terms Quiz (20% of the 1st marking period): Know the definitions of the following literary terms and textual examples below: Know the definitions of the following literary terms and textual examples in "I Have a Dream":
    1.) Parallelism: use of repetition in sentences that are grammatically similar in structure, sound, meaning or rhythm. Example: "This is no time...now is the time...now is the time" (lines 35-38).
    2.) Repetition: use of the same word or words more than once for emphasis. Example: "Let there be..Let there be" (Nelson Mandela).
    3.) Extended Metaphor: a comparison between two unlike things that is explored in depth. Example: MLK uses the extended metaphor of the "bad check" (line 28) to explain that the U.S. government has failed in its obligation to its African American citizens.
    4.) Allusion: an indirect reference to something that audience is expected to know. MLK makes more than one allusion to the Declaration of Independence when he mentions "unalienable rights of life, liberty, and the pursuit of happiness" (lines 23-24).
    5.) Imagery: words that create mental pictures. Example: MLK stated, "I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low" (lines 115-116).
    6.) Cadence: a lyrical rhythm. Example: MLK's cadence engaged the audience and emphasized powerful words when he said "I am happy to join with you today" (line 8, p. 55).
    7.) Alliteration: repetition of the same letter or sound at the beginning of closely connected words. Example: MLK said, "citizens of color are concerned" (line 26).
    8.) Tone: author's attitude/feeling toward a subject. Tone is some form of positive or negative. Example: MLK's tone is uplifting and encouraging.
    9.) Theme: central message of the author. Example: MLK's theme is that African Americans must fight to have freedom because they are still not free from segregation and discrimination.
    10.) Structure: the organizational order of a work of literature. Example: The structure of MLK's "I Have a Dream" speech is argumentative with evidence to support his claim.

    DUE THIS FRIDAY, FEBRUARY 17TH:

  • REVISION of the AUDIENCE'S PERSPECTIVE OF "I HAVE A DREAM": Rewrite the original (with Ms. Conn's edits). Highlight the corrections that you made in the rewrite. Make sure to correct ALL of Ms. Conn's edits. You may handwrite or type this revision. Bring in the original AND the revision.

    Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Monday, February 13th, 2017: CTE ACADEMY VISITS How can we understand the struggle for freedom in MLK's "I Have a Dream" speech and Nobody Turn Me Around? DUE THIS WEDNESDAY, FEBRUARY 15th:
    Create flashcards for all of the literary terms. Write the literary term on the front of the card. Write the definition, the example provided below and an original example or original sentence (NOT the examples provided above). *You may use an electronic flashcard app. THERE WILL BE A QUIZ ON THURSDAY: Know the definitions of the following literary terms and textual examples in "I Have a Dream":
    1.) Parallelism: use of repetition in sentences that are grammatically similar in structure, sound, meaning or rhythm. Example: "This is no time...now is the time...now is the time" (lines 35-38).
    2.) Repetition: use of the same word or words more than once for emphasis. Example: "Let there be..Let there be" (Nelson Mandela).
    3.) Extended Metaphor: a comparison between two unlike things that is explored in depth. Example: MLK uses the extended metaphor of the "bad check" (line 28) to explain that the U.S. government has failed in its obligation to its African American citizens.
    4.) Allusion: an indirect reference to something that audience is expected to know. MLK makes more than one allusion to the Declaration of Independence when he mentions "unalienable rights of life, liberty, and the pursuit of happiness" (lines 23-24).
    5.) Imagery: words that create mental pictures. Example: MLK stated, "I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low" (lines 115-116).
    6.) Cadence: a lyrical rhythm. Example: MLK's cadence engaged the audience and emphasized powerful words when he said "I am happy to join with you today" (line 8, p. 55).
    7.) Alliteration: repetition of the same letter or sound at the beginning of closely connected words. Example: MLK said, "citizens of color are concerned" (line 26).
    8.) Tone: author's attitude/feeling toward a subject. Tone is some form of positive or negative. Example: MLK's tone is uplifting and encouraging.
    9.) Theme: central message of the author. Example: MLK's theme is that African Americans must fight to have freedom because they are still not free from segregation and discrimination.
    10.) Structure: the organizational order of a work of literature. Example: The structure of MLK's "I Have a Dream" speech is argumentative with evidence to support his claim.

    DUE THIS THURSDAY, FEBRUARY 16th:

  • Literary Terms Quiz (20% of the 1st marking period): Know the definitions of the following literary terms and textual examples below: Know the definitions of the following literary terms and textual examples in "I Have a Dream":
    1.) Parallelism: use of repetition in sentences that are grammatically similar in structure, sound, meaning or rhythm. Example: "This is no time...now is the time...now is the time" (lines 35-38).
    2.) Repetition: use of the same word or words more than once for emphasis. Example: "Let there be..Let there be" (Nelson Mandela).
    3.) Extended Metaphor: a comparison between two unlike things that is explored in depth. Example: MLK uses the extended metaphor of the "bad check" (line 28) to explain that the U.S. government has failed in its obligation to its African American citizens.
    4.) Allusion: an indirect reference to something that audience is expected to know. MLK makes more than one allusion to the Declaration of Independence when he mentions "unalienable rights of life, liberty, and the pursuit of happiness" (lines 23-24).
    5.) Imagery: words that create mental pictures. Example: MLK stated, "I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low" (lines 115-116).
    6.) Cadence: a lyrical rhythm. Example: MLK's cadence engaged the audience and emphasized powerful words when he said "I am happy to join with you today" (line 8, p. 55).
    7.) Alliteration: repetition of the same letter or sound at the beginning of closely connected words. Example: MLK said, "citizens of color are concerned" (line 26).
    8.) Tone: author's attitude/feeling toward a subject. Tone is some form of positive or negative. Example: MLK's tone is uplifting and encouraging.
    9.) Theme: central message of the author. Example: MLK's theme is that African Americans must fight to have freedom because they are still not free from segregation and discrimination.
    10.) Structure: the organizational order of a work of literature. Example: The structure of MLK's "I Have a Dream" speech is argumentative with evidence to support his claim.

    Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    • Friday, February 10th, 2017: 1. Warm-Up: Some people argue that freedom is never given and that it's a struggle to achieve freedom. Do you agree with this belief? Explain reasoning for your answer.

    Show owed HW..

    2. Discuss/Share #1: Turn and talk with your table mates and share your warm-up answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Discuss/Share #2: Acquire a textbook and turn to p. 53 in "Analyzing the Text" for "I Have a Dream" speech, and write the answers in the LA section.

    4. Read-Aloud: Read p. 55 in Nobody Turn Me Around: A People's History of the 1963 March on Washington. In your LA section, answer the following questions:
    1.) How does MLK's cadence (lyrical rhythm) persuade his audience to demand freedom for African-Americans? Cite textual evidence (a quote and line number).
    2.) How does MLK use allusion (reference to another text) to show that freedom must be demanded? Cite textual evidence (a quote and line number).
    3.) How does MLK's background influence his message about demanding freedom? Cite textual evidence (a quote and line number).

    5. K/W/L Exit Slip: What do you know about the struggle for freedom? What do you want to know? What did you learn today?

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the struggle for freedom in MLK's "I Have a Dream" speech and Nobody Turn Me Around? Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    Thursday, February 9th, 2017: SNOW DAY How can we identify the argument and figurative language in MLK's "I Have a Dream" speech? Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    Wednesday, February 8th, 2017: 1. Warm-Up: What is your dream for yourself/your family/your friends/NYC/USA/world? (Write a detailed, sophisticated answer in 1-2 sentences)

    Show HW: labeled sections of your notebook (WA, LA, LS, and HW) and a folder for this class.

    2. Discuss/Share #1: Turn and talk with your table mates and share your warm-up answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Discuss/Share #2: Acquire a textbook and turn to p. 48. Discuss the following questions:
    1.) What are the reasons that MLK delivered his speech? Find at least three examples on p. 48, using citations (quotes and line numbers).
    2.) What figurative language does MLK use in his speech? Suggestions: repetition, parallelism, imagery, metaphor, and alliteration. Find at least three examples on pp. 48-49, using citations (quotes and line numbers).
    3.) How is MLK's speech delivery inspirational to his audience? Refer to the video and MLK's tone (feeling), volume, and pauses.

    Discuss and answer the "Analyzing the Text" ("I Have a Dream" speech) questions on p. 53 (write answers in the LA section).

    4. HW Reminders

    5. K/W/L Exit Slip: What do you know about the importance of "I Have a Dream" already? What do you want to know? What did you learn today?

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we identify the argument and figurative language in MLK's "I Have a Dream" speech? Make up HW (see previous days' assignments).

    ***LATE HOMEWORK ASSIGNMENT POLICY: If you turn in a late, informal homework assignment (without a legitimate, approved note from a parent/guardian/doctor), you will automatically earn half-credit. Each homework assignment is worth 10 points, so if it's turned in late (one day, 10 days, 20 days, etc.), you will earn only 5 points for the assignment. TURN IN WORK ON TIME! Major, formal homework assignments that are 100 points will have -10 points deducted for each day late (without a legitimate, approved note from a parent/guardian/doctor).

    Tuesday, February 7th, 2017: 1. Warm-Up: Why do you believe it's important to study MLK's "I Have a Dream" over 50 years later?

    Turn in owed HW.

    2. Discuss/Share #1: Turn and talk with your table mates and share your warm-up answers with the CAPTAIN at your table. Captains from each table will share the answers with the entire class.

    3. Discuss/Share #2: Finish reading Essential Rules of this Classroom. What are your reactions (opinions) to these classroom rules? Do you believe that they're just (fair)? Explain your answers.

    4. Work Period: Acquire a textbook and turn to p. 48. Watch the Martin Luther King, Jr.'s "I Have a Dream" Speech and follow along on pp. 48-49. Answer the following questions:
    1.) What are the reasons that MLK delivered his speech? Find at least three examples on p. 48, using citations (quotes and line numbers).
    2.) What figurative language does MLK use in his speech? Suggestions: repetition, parallelism, imagery, metaphor, and alliteration. Find at least three examples on pp. 48-49, using citations (quotes and line numbers).
    3.) How is MLK's speech delivery inspirational to his audience? Refer to the video and MLK's tone (feeling), volume, and pauses.

    5. HW Reminders

    6. K/W/L Exit Slip: What do you know about the importance of "I Have a Dream" already? What do you want to know? What did you learn today?

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    		• How can we understand the importance of MLK's "I Have a Dream" speech? DUE TOMORROW, WEDNESDAY, FEBRUARY 8th:
  • Bring in the notebook/binder you are using for this class with LABELED, DIVIDED SECTIONS: Warm-Ups and Aims (WA), Literary Analysis (LA), Language Skills (LS), and Homew