Tuesday, September 23, 2008


Students:


Your assignment today is to read an online source, take notes, and revise your answer to the question "Why have American's sought to remember the Great Depression?"


Start by going to this website:




  • Choose ONE topic (Right side of the page) to read carefully.

  • In MS Word, take notes using a chart like this one to the right

  • Print and turn in the chart by the end of the period.

For HW and Due Monday:


Revise and type your asnwer to the question above, using all the new information you have.



Tuesday, September 9, 2008

We're starting a Novel!


Last Friday, the 9th graders took a test on the 4 short stories we've read in class. Now, we're moving on to Of Mice and Men, a short novel by John Steinbeck.




Tonight, students are to read and annotate chapter 1, pgs 1-15. They were to have 12 annotations total.




For the next 3 weeks, you should see this novel coming home with your student!


Thursday, August 28, 2008

Homework for the long weekend

Read the poem, "Caged Bird" by May Angelou, on pg. 488.

Complete the review questions 1-7 for "I Know Why the Caged Bird Sings" on page 490. Notice that numbers 6 & 7 require a paragraph length answer.

As always:

  • Write on loose-leaf paper
  • Restate the question in your complete sentence.
  • Give evidence for your opinions

Ms. Schlee's Assignment

Current Events Online Scavenger Hunt

Overview: Today you are going to look at a variety of reliable online news sources and learn a helpful method for extracting and analyzing information from a current events article. You will be directed to a number of different sites and asked to find, read, and analyze various new reports. Follow the directions below, step-by-step. You are expected to stay on task and work quietly by yourself (aka…absolutely no talking while in the lab).

Part I – CNN
Directions:
1) Go to www.cnn.com
2) Browse the homepage. On a separate sheet of paper, write down the different features you see on the homepage. What sections/features look of interest to you?
3) Scroll down to the section that says “More News” and click either “World” or “U.S.”
4) Choose one article from this section that looks of interest to you and read it from top to bottom.
5) Once you have finished reading the article answer the “News Article Questions” below. This strategy will help you dissect and analyze a current event, which in turn will help you better understand the event and its significance/importance.

News Article Questions:
A) What is the title of the article?
B) Name the source you got your article from.
C) When was the article published?
D) Who are the people involved in this article?
E) What happened in the story?
F) Where did the story take place?
G) When did the story take place?
H) Why did the events in the story occur?
I) In 4-5 sentences, or more, discuss the effect the story has or had on the world around it. Be sure to think about your answer; you won’t find the answer word for word in the article. Re-read the article and think about why the story is important and what might happen in its aftermath.

Part II – Chicago Tribune
Directions:
1) Go to www.chicagotribune.com
2) Browse the homepage. What features do you see on this homepage? How is the Chicago Tribune homepage different or similar than CNN’s homepage, information wise?
3) Scroll down the page and click where it says “local” news on the left hand side.
4) Pick one of the articles and read it from top to bottom.
5) Complete the “News Article Questions” above for this article.

Part III – Other New Sources
Directions: If you finish with both Part I and Part II take a look at and browse the reliable news sources below. Look for special features and the type of specific information they display.
1) www.nytimes.com
2) www.msnbc.msn.com
3) www.foxnews.com
4) www.bbc.co.uk/

Monday, August 11, 2008

I'm back at work!

Well, today all the teachers were back at Providence St. Mel. We shared updates and gathered our materials--all in preparation for our students to come back next week!

Can't wait to see you. Enjoy your last week of summer :)

Wednesday, May 28, 2008

Did you start your summer reading?

Hi! I know you're missing me already. So, I've created a summer reading blog for all incoming 10th graders. Check it out! Use it...leave comments and helpful questions about the book!

http://readkiterunner.blogspot.com/

Monday, May 19, 2008

Saturday, May 17, 2008

Saturday Tutoring Extra Credit

Find the subject, verb, and (not every sentence will have the following) direct objects, indirect objects, and objects of the prepositions in the following sentences.
1. Karen went to the mall.
2. Carl didn't help his dad.
3. Mom cooks breakfast every morning.
4. I want a new bike for Christmas.
5. Ann has had a new baby girl.
************************************************************
1. Jeanne was the chairperson of the dance committee.
2. The boys at the park played tag and ran races.
3. The baker cut and wrapped the bread.
4. The large round spaceship rose over the quiet city.
5. Jeff and Carl speak the same language.
*******************************************************
1. Someone must have dialed my number by mistake.
2. They hung up quickly.
3. I hate phone calls.
4. The girl combed her hair and brushed her teeth for her date.
5. The boy and the girl love their dogs.
6. Joe should have been captain of the debate team.
7. The soldier cleaned and polished his rifle.
8. The girls fished for hours without a bite.
9. Today was the warmest day in years.
10. You must do your lessons correctly.

Wednesday, May 14, 2008

Final Exam Content and Forma

CONTENT



  • "One Survivor Remembers" with Gerda Weissmann

  • "Holocaust Timeline" by the Florida Center for Instructional Technology

  • Your independent reading book from the LRC

  • "Not to Go With the Others" by John Hershy

  • Night by Elie Wiesel

  • "A Special Presentation: Oprah and Elie Wiesel Visit Auschwitz Death Camp"

  • Primary Sources: An American newspaper from 1939, A Yellow star of David, A picture of Gerda used for her Ghetto Identification, A picture of identification tattoos on the arms of survivors, etc.

  • "A sister I never knew delivers an eternal Holocaust message" by Zahava Scherz

  • “Sudan’s Darfur conflict” BBC News

  • “Pol Pot in Cambodia” the History Place

  • ‘“Hotel Rwanda” Portrays Hero Who Fought Genocide” National Geographic News

GRAMMAR AND MECHANICS



  • Punctuation and capitalization

  • Direct objects

  • Indirect objects

  • Predicate nominatives

  • Object of the preposition

  • Vocabulary
    Unit 1
    Unit 2
    Unit 3

  • Basic Holocaust vocabulary

Format:



  • Objective: Multiple Choice

  • Identification

  • Reading comprehension

  • Visual analysis

  • Write a five-paragraph essay proving a thesis

Updates and Announcements

Announcements:

  • There will NOT be a quiz tomorrow.
  • We will continue to work on Grammar and Vocabulary Unit 3.
  • They'll be on the exam.

Reflective Essay:

  • Essay is due Friday in class.
  • It is your homework tonight and tomorrow.
  • The lab is closed today because of a faculty meeting. I will try to open the lab Thursday after school. If you cannot type your paper at home, please see me after class and we will make arrangements.
  • See yesterday's posts for complete instructions.

Tuesday, May 13, 2008

Reflective Essay Assignment

This essay is an assessment of all you've learned about writing this year.

Now that you've done brainstorming in Inspiration, you're ready to write an essay. You will write this essay without step by step help from the teacher--you're ready to write this on your own, from organization through revison.

You're essay should
  • follow the format we studied (in your notes)
  • include reference to at least 3 sources
  • include at least 1 quote
  • focus on the lesson you've learned from studying the Holocaust.





List of sources with correct spelling and punctuation
  1. One Survivor Remembers with Gerda Weissmann

  2. "Holocaust Timeline" by the Florida Center for Instructional Technology

  3. "Not to Go With the Others" by John Hershy

  4. Night by Elie Wiesel

  5. "A Special Presentation: Oprah and Elie Wiesel Visit Auschwitz Death Camp"

  6. Primary Sources--refer to them by their names: An American newspaper from 1939, A Yellow star of David, A picture of Gerda used for her Ghetto Identification, A picture of identification tatoos on the arms of survivors, etc.

  7. "A sister I never knew delivers an eternal Holocaust message" by Zahava Scherz

  8. Your independent reading book from the LRC--should be underlined!!!
If you finish early, use these peer/editing questions to improve your essay.


  • Is the thesis clearly stated in the first paragraph? In your own words, restate the thesis.
  • Does the body support the thesis? Find connections between each body paragraph and the thesis.
  • Are they're any places that unnecessary information is included? Cross it out.
  • Are any sentences awkward or unclear? If so, give suggestions for improving them.
  • Make any spelling and grammar changes necessary.
  • Look for mistakes in the puctuation of titles and spellings of names.












Genocide in the Modern World

Read the first three pages of the hand-out. All 3 are from the BBC and are about the conflict in Darfur.

As you read, find 5 connections to the Jewish Holocaust. Highlight them on the article and in the margins, explain the connection.

Due tomorrow.

Friday, May 2, 2008

Week 7 Homework & Saturday Tutoring

In class, we're watching Oprah and Elie Wiesel's visit to Auschwitz. If you miss Friday or Monday, May 5th, be sure to see me to make up this viewing.

By Monday, finish reading Night. Complete 10 more "night" motifs in your chart.

I expect everyone to have completed this homework, as it was all that was assigned for the entire week. If you remember, I told you that by reading 10 pages a day for homework, you could have finished early. Hopefully, some of you are already done :)

If you have questions while reading, post them here and I will answer--perhaps one of your classmates will respond, too.

Extra credit for questions having to do with ANALYSIS, SYNTHESIS, or EVALUTATION.

Wednesday, April 23, 2008

Saturday Tutoring Extra Credit

Directions: Answer the following questions in complete sentences. Restate the question!

CH 3

  1. Why is the Weisel family eventually separated? Be specific.
  2. How do Elie his father stay together during the first selection?
  3. Elie contemplates sucide in ch 3--how does he think he could easily accomplish it?
CH 4
  1. Why does Idek give Elie 25 lashes?
  2. After Idek gives Elie 25 lashes, who helps him?
  3. What are the prisoners subjected to each time they enter a new camp? Be detailed.
  4. After the hanging of 3 prisoners, one prisoner demands to know where God is; to himself, Elie replies, "He is hanging here on this gallows." Describe which of the 3 prisoners Elie is talking about and why this death was difficult for him to witness.
  5. Describe 3 instances of dehumanization Elie and/or his father experience in Ch 1-4.

Friday, April 18, 2008

Weekend homework!!!!

Today in class:


  • Peer review of Holocaust Response Poems
  • Post revised poems to Y:// at PSM
  • Vocabulary pg 31

Homework

  • Read Chapter 1 of Night
  • Complete vocabulary pg 31 if you didn't finish in class



WORD BANK

  1. adroit
  2. amicable
  3. averse
  4. belligerent
  5. benevolent
  6. cursory
  7. duplicity
  8. extol
  9. feasible
  10. grimace
  11. holocaust
  12. impervious
  13. impetus
  14. jeopardy
  15. meticulous
  16. nostalgia
  17. quintessence
  18. retrogress
  19. scrutinize
  20. tepid

Thursday, April 17, 2008

Theme for English 1, Quarter 4

Below are the directions I gave you in class. Furthermore, remember:

  • The topic of the poem is...
  • 1--who are you?
  • 2--what has changed about you since we've studied the Holocuast?
  • 3--what are you going to do with this new you and new information?

Read Langston Hughes Poem:
http://www.eecs.harvard.edu/~keith/poems/English_B.html

This is a very famous poem. You may be wondering what this has to do with our study of the Holocaust. Well, directly, nothing. However, I want to use Mr. Hughes’ format. The format of “Theme for English B” explores self. Our poem will be a bit different; I’d like you to write a “Theme for English 1, Quarter 4.” The first stanza could be:

  • My teacher said,
  • Go home and write
  • a page tonight.
  • About how our studies have affected you---
  • Then, it will be true.

Are you following me? I want you to write a poem that explores your personal response to learning about the Holocaust. Some questions to help you get started are: How does this information make you feel? Why do we still learn about the Holocaust? What has changed about you since you’ve learned about the Holocaust? How can we stop genocide in the world?

Details: Your poem should be 15-25 lines. You can handwrite it tonight. Put yourself in the poem—remember, you’re the future; what are you going to do with what you’ve learned through our study of the Holocaust? Due in class tomorrow.

Reading each others' responses

Go to yesterday's post and click "comments." Read some and think about it!

Tuesday, April 15, 2008

What did you think?

Which of the Survivor poems was your favorite? Use your knowledge of the Holocaust and poetry to explain why this poem speaks to you.

  • Use the "comment" option and respond.
  • Under "Choose an Identity" please choose "Name/URL"
  • In the "Name" box, type your FIRST and LAST name.
  • If you don't, I can't give you credit!!!!

    Only those posts that 1) have proper grammar, spelling and mechanics, and 2) make thoughtful statements about the poetry will be posted. This is worth 10 points. An unposted comment will earn a 5 or less.

Important dates

April Dates

March 17th--College Fair at PSM
March 18th--Drama Club performance
March 22nd--Honors Assembly for Q3
March 24th--College Visit field trip

Wednesday, April 2, 2008

If you finish early...

You can

  1. Check your work! Did you spell everything correctly? Do you have any additional questions that you should take note of?
  2. Read your independent reading book.
  3. Click the external links at the end of each timeline webpage. There are videos, pictures, and information to supplement what we've learned so far.

Tuesday, April 1, 2008

In the lab

We need to study the causes, events and effects of the Holocaust on humanity. To start, we need to understand what happened when, where, and why. Let's begin by studying a timeline.

  • Follow this link to a brief timeline http://fcit.usf.edu/holocaust/timeline/timeline.htm
  • Notice it matches the timeline I handed out.
  • Read each title and follow the link to a more detailed description.
  • Take notes on at least 5 important facts from each detailed description. You can use the space on the timeline to write or on loose-leaf paper.
  • Due at the end of class Wednesday.

Monday, March 31, 2008

Homework for this week

Each night this week, students should be reading their Holocaust books from the LRC. On Friday, the last 5 annotations are due in class.

Keep up with your reading!

Thursday, March 20, 2008

Spring Break Assignment


Happy First Day of Spring!


Read aproximately half of your independent reading books. Complete 1-5 on the worksheet titled "During Reading," which is worth 25 points.


Enjoy your time off!

Wednesday, March 19, 2008

Independent Reading--The Holocaust


Today we visited the LRC. Students each chose a book having to do with the Holocaust. The worksheet titled "Before Reading" is due tomorrow. These are some of the books students checked out.

Tuesday, March 18, 2008

Class work and Homework



In Class:

  • Start up: Copy definitions and part of speech for Vocabulary Unit 1 words, 11-15
  • In class Timed Writing Assessment
  • Holocaust Project preview

Homework: Connotations and Denotations--worksheet. Due tomorrow in class.

Monday, March 17, 2008

Welcome to Quarter 4



  • Happy St. Patrick's Day!
  • Today in class we

  • -Introduced Vocabulary books and Unit 1 Vocabulary, 1-10
  • -Reviewed our exams and examined ways to improve test taking skills
  • -Prepared for a timed writing assignment tomorrow.

Homework: Using 5 vocabulary words that you know you need to practice, write a sentence for each. 2 points each sentence--1 for properly using the word, 1 for using proper grammar and Standard English. Due Tuesday in class.

Friday, February 29, 2008

Saturday Tutoring Extra Credit




Come one, come all! Get you're "Romeo and Juliet" crossword from Mr. McGrath. Up to 5 extra credit points!!!! (The picture to the left is only an example...you have to get the worksheet from Mr. McGrath).

Your Dialogues

These websites might help you with your dialogue:
http://www.personal.utulsa.edu/~marc-carlson/history/elizlng.html
http://www.renfaire.com/Language/insults.html
http://www.pangloss.com/seidel/shake_rule.html
http://www.pangloss.com/seidel/Shaker/

Thursday, February 28, 2008

Updates

Friday, February 29th--Notes taken during research (in notebook)

Monday, March 3rd: TEST--over Acts 3, 4, and 5

Tuesday, March 4th--Research Project Due, including

  • Annotated Bibliography
  • 2 page dialogue

Wednesday, February 27, 2008

In the lab today...

Today you must:

  • Complete at least 4 bibliographic citations in MS Word
  • Finish reading and taking notes on your 2 reliable websites
  • Find and cite 1 Britannica Online source.

I will check your notes tomorrow. I will check the Y:// after school to check your bibliographies.

HW: 5.1-3 should be finished by tomorrow. Meet in the classroom.

Tuesday, February 26, 2008

Research Project: Day 2

First, you will be listening
Search Engines
-We will use the most common search engine today--> Google

Lesson 1: Don't click on the advertisements!
-Search engines are owned by companies.
-These companies make money by advertising.

Lessson 2: Searching properly is important--there are many wrong ways!
-Quotations
-Advanced Search Options
-Keyword searching

Lesson 3: Many websites are created by people who don't know what they're talking about!
-It's true! Anyone can make a website. Ms. Miller could make a website about NBA Basketball. She could put all kinds of unfounded opinions up for everyone to read.
-In order to be sure we're not using invalid or unreliable websites, we'll have to learn some rules.

  1. URLs are like phone numbers: .org=organization, .gov=government, .edu=education, .com=commercial, .net=network, and so on.
  2. Websites that have contact information are probably more reliable than those which don't.
  3. Websites with "date last updated" information are probably more reliable than those which don't.
  4. Websites with an author's name, or a group/company/institution responsible for the information are probably more reliable than those which don't.
  5. Bottom line: Do not trust a website unless you've also confirmed some of it's information with more reliable research sources (books, encyclopedias, online databases)

Now you will be doing

  • Type the bibliographic information you found yesterday in MS word. SAVE IT TO THE Y:// DRIVE in the english 1 folder.
  • Complete Step 2 on your project handout. Be sure to add the new bibliographic information to the bibliography you've started typing today.

*Note: Please be sure that you are reading sources before you copy their bibliographic information. Don't forget that the main objective is to find information about the person/place you're researching.

Monday, February 25, 2008

Homework for Week 8

Monday-Wednesday: Read and annotate 5.1-3, final revision of paper due Tuesday


Thursday and Friday: Finish the play and work on projects

Tuesday, February 19, 2008

Homework for Week 8

Monday:
Read and Annotate 4.1-2

Tuesday:
Read and Annotate 4.3

Wednesday:
Read and Annotate 4.4

Thursday:
Read and Annoate 45.
Complete Act 4 questions on loose-leaf
Final Draft of compare/contrast essay due Wednesday Feb 27th

Friday, February 15, 2008

Saturday Tutoring

Extra Credit Option: Answer the following questions:

ACT THREE - SCENE FIVE
Day breaks, and the two lovers must part. Juliet is very reluctant to have Romeo leave her and does not want to admit that it is morning. Finally Romeo leaves and Juliet's mother comes to her chamber. Their conversation about Tybalt's death has Juliet speaking in ambiguous terms.

1. Explain the paradoxical phrases in lines 94-103.
2. How does Capulet react to Juliet's refusal to marry Paris?
3. What advise does the nurse give Juliet?
4. What does Juliet decide to do?

Thursday, February 14, 2008

Compare and Contrast Essay Due Dates

Homework for Thursday and Friday:

A complete typed draft of your compare and contrast essay is due Monday, in class. No excuses!

Wednesday, February 13, 2008

3.4--Homework

Read and annotate 3.4

Keep up with annotations! I'm collecting your books tomorrow.

Compare and Contrast Essay

Analysis of Shakespeare's balcony scene in
Franco Zeffirelli and Baz Luhrmann's
versions of "Romeo and Juliet"

Use your time today wisely. A complete, typed draft of your Compare and Contrast Essay is due in class on Monday, February 18th.
  • Anything you don't finish in class today, you're responsible for completing as homework, between now and Monday.
  • The computer lab is open on Saturday. Plan accordingly!
  • If you do not have computer access at home, you should discuss it with me today!
  • It will not be an acceptable excuse for a late draft.

Don't forget:

  • Your paper must be in PSM Format
  • Language Mechanics are very important!
  • Proofreading your paper will definitely improve your grade.
  • Introductions and Conclusions cannot be skipped.

Need to email this to yourself? It's easy, and you'll be able to open your essay anywhere with online computer access.

  • 1. Go to www.psm.k12.il.us
  • 2. Click the link "PSM Email" (it's in the upper right corner)
  • 3. Sign in, the same way you would sign into a computer at school.
  • 4. Once it's open, choose "New" and put your own email address in the "To" box. (your PSM address, or another)
  • 5. Next, choose "Attachements." A new box will open.
  • 6. In the new box, choose "Browse." Find your essay and double click.
  • 7. Click "Attach." Click "Done." The box will close. Now click "Send." You've done it!

Tuesday, February 12, 2008

Homework for Monday and Tuesday--02/11-12

Monday:
Read and annotate 3.1-3.2. Create a timeline of important events in these scenes.

Tuesday:
Read and annotate 3.3

Books will be collected on Thursday to grade annotations.

Thursday, February 7, 2008

Saturday Tutoring Extra Credit

To get extra credit this weekend, complete your outline and then have a tutor help you review at least 1 of the paragraph outlines.

I want to see the first draft and second before I give EC.

Have the tutor sign right next to the paragraph you revised.

You cannot get EC just for having a tutor sign your outline! You must actually ask the tutor questions and make improvements.

Compare and Contrast

Homework: complete the outline for your compare/contrast essay.

Assignment:
Romeo and Juliet: On Film

The Objective: To observe and analyze two versions of Shakespeare’s Romeo and Juliet 2.2, conclude that one film portrays Shakespeare’s scene better than the other based on 3 factual observations.


Step 1: View the Films--Observe and Analyze.
Take notes while you watch each version of 2.2. Remember to record information about the director’s artistic, dramatic and script decisions.

Step 2: Compare and Contrast--Finding the differences!Create a Venn diagram comparing and contrasting the FACTUAL observations you’ve made about the directors’ artistic, dramatic and script decisions.

Step 3: Thesis--What do you think?

Zeffirelli (Subject 1) and Luhrmann’s (Subject 2) versions of 2.2
+
Your answer to this question: Which film best portrays 2.2?
+
3 (Points) factual observations you’ve made about the two films.
=
One sentence explaining your opinion and the reasons you’ve got to back it up!

Step: 4: Outline--Make a plan!
I. Introduction
A. Hook
B. Introduce the topic
C. Describe and provide background for the specific topic
D. Thesis

II. Body Paragraph 1
A. Topic Sentence--about the first fact in your blueprint
B. Zeffirelli point
C. Specific example from Zeffirelli's film
D. Luhrmann point
E. Specific example from Luhrmann's film
F. How these facts prove your thesis
G. Sentence to sum up the topic of this paragraph

III. Body Paragraph 2
A. Topic Sentence--about the second fact in your blueprint
B. Zeffirelli point
C. Specific example from Zeffirelli's film
D. Luhrmann point
E. Specific example from Luhrmann's film
F. How these facts prove your thesis
G. Sentence to sum up the topic of this paragraph

IV. Body Paragraph 3
A. Topic Sentence--about the third fact in your blueprint
B. Zeffirelli point
C. Specific example from Zeffirelli's film
D. Luhrmann point
E. Specific example from Luhrmann's film
F. How these facts prove your thesis
G. Sentence to sum up the topic of this paragraph

V. Conclusion
A. Summary of your main point
B. Choose to write 3 sentences about 1 of the following conclusion options:
• Encourage the reader to believe and act on your opinion,
• make a prediction,
• conclude with a story that briefly gives an example of your opinion,
• relate the topic to your peers or to all.

Wednesday, February 6, 2008

Zeffirelli vs. Luhrmann

Homework:
Create a Venn Diagram for Zeffirelli and Luhrmann's film versions of 2.2
Label each characteristic in the diagram as A--artistic, D--dramatic, or S--script manipulation.

Important Events Update--2.3




Tuesday, February 5, 2008

End of Act 2

Homework:

Pg 1043--Answer #'s 1-5 and 7.

Important:
Today we analyzed Zeffirelli's 2.2 and took notes for compare and contrast paper!

Monday, February 4, 2008

2.4-6--"These violent delights have violent ends"

Homework:
Read and annotate 2.6. If you were absent Friday, you also need to read and annotate 2.4-5.

If you're behind, catch up tonight!

Saturday, February 2, 2008

Saturday Tutoring Extra Credit

Directions: You can choose to 1) Complete only the paraphrases, 2) Complete only the questions, 3) Complete both (for the most extra credit possible).

2.2
1. Fill in the blanks in this paraphrase of Romeo's soliloquy (lines 1-32)

Shh! What _____ is at the _____? ______ shines through the window like the ______ rises in the ______. Arise, beautiful sun (Juliet) and replace the _________ who is jealous because you, her maid (Diana - Virgin moon goddess) are ________ than she. Don't be a ________ since the moon is _________ of you. Her innocence is sickly, and only a _______ would keep it.
Oh! It's Juliet! I wish she knew that I _________ her. She speaks. but says __________. How strange. She speaks with her eyes. I'll ____________ her. No, I'd better not since she isn't _________ ____ ____.
Two of the ________ _______ in heaven have asked her _______ to twinkle for them while they take care of some __________. If her eyes were there, her ___________ would make the stars seem dull just as _________ outshines a lamp. Her eyes would shine so ________________ that the _______ would think it were _______________ and begin to __________. O' I wish that I could touch her _____________.
She speaks. 0 speak again bright ________, for you are as glorious to this ____________, being over my __________ (up at the window) as is an angel of ______________ is to _______ who look up and see him when he walks on the ___________ and sails on the ________________.


2. Fill in the blanks in this paraphrase of Juliet's speech (lines 35-106)

You know it is ________ or you could see me __________ because you __________ me talking about you. If I followed proper etiquette, I'd _______ I ever said it. But who cares about etiquette! Do you ________ me? Don't say yes unless you really ________ it. If you think that I am too ___________. 1'll play _______ ____ _____ so you can _______ my affections. The truth is I am foolishly in ______ with you, and you might not take me ___________. But _________ me, and I'll _________ myself to be more _______ than those who know how to play hard to ________. I would have been more __________ I must confess, but since you allude _________ me confess my __________ for you, there is no ___________ to be.

2.3
1. Paraphrase Friar Laurence’s soliloquy (starting with Line 1)

The sky turns _________ as the _______ gives way to ________. Streaks of __________ speckle the Eastern ______ as the ______ rises in its normal course. Now, before the ______ rises fully and ______ the dew, I must fill this ____________ with _____ and ______. The earth is both the place of ______ and _______ for all of _________. We find all kinds of ______ growing from the earth; Some are ______ and some ______, but all are ____________. Plants and ______ and ______ have great ___________. There is nothing on earth so _______ that it does not have some _______ qualities, and nothing so ________ that it cannot be used for ________. Even goodness itself turns to vice when __________, and _______ put to good use may appear worthy. Within this _________ ______ lies _________ as well as ___________; for it has a very pleasing _______, but if you _______ it, it will __________ you. It is the same with _______. He is part ________ and part _______, and when the bad side of his nature is ______________ than the good, he'll sooner or later __________ himself.

Answer the following questions, in complete sentences:

2. Why does Romeo go to see Friar Laurence?
3. How does Friar Laurence respond to Romeo's request?
4. Why does Friar Laurence consent to Romeo's request?

2.4
1. For whom is the nurse looking and why?
2. What warning does she give Romeo?

2.5
Juliet is waiting very impatiently for the nurse's return. Why does she become so irritated when the nurse does return?

Friday, February 1, 2008

2.4-5--"Pardon, good Mercutio, my business was great"

This weekend, you're homework is to read and annotate 2.4-5. Find out how Romeo plans to marry Juliet, why Mercutio is annoyed with Romeo, and how Tybalt plans to avenge Romeo's appearance at the party!

Thursday, January 31, 2008

2.2 Comments? Questions?

Great job in class today! I was very pleased with participation and contribution to our discussion of 2.2. Let's use our blog to continue. If you have a comment or question about 2.2, post it here! Provocative and interesting questions might get some extra credit.

2.3--"The earth that's nature's mother is her tomb; what is her burying grave that is her womb"


Homework: Read and annotate 2.3.

Wednesday, January 30, 2008

Film Critique, Part 1

Decide which of the two directors (Zeffirelli or Luhrmann) best portrays 1.5. Write a paragraph explaining why.


Common Prepositions


about
above
across
after
against
around
at
before
behind
below
beneath
beside
besides
between
beyond

by
down
during
except
for
from
in
inside
into
like
near
of
off
on
out

outside
over
since
through
throughout
to
toward
under
until
up
upon
with
without

according to
because of
by way of
in addition to
in front of
in place of
in regard to
in spite of
instead of
on account of
out of

Tuesday, January 29, 2008

2.2--"But soft? What light through yonder window breaks? It is the East, and Juliet is the sun!"


Read and annotate 2.2--the most famous scene in history!


Reminder: Books will be collected tomorrow.

Monday, January 28, 2008

2.1--"Romeo! humors! madman! passion! lover!"

Read The Chorus (of Act 2) and 2.1 Annotate. Aim for 2 annotations per page, however, it doesn't matter if you have 3 on one page and 1 on another.

Remember, I'm collecting your books on Wednesday.

Saturday, January 26, 2008

Saturday Tutoring Extra Credit

Using the vocabulary words below, write a paragraph (5-7 sentences) responding to this question:

When people react with strong emotions to a situation, the way Romeo and Juliet react to meeting each other, how do others around them respond? (Remember a strong emotion could be positive or negative. Romeo and Juliet experienced "love at first sight," but other strong emotions could be anger, sadness, jealousy, or glee.)

Vocabulary Words
augment
pernicious
solemnity
forfeit
covert
breach

Friday, January 25, 2008

1.5--"My only love, sprung from my only hate!"

If you were absent today, we took a test. Be sure to schedule a re-take time on Monday.

Homework:

  • Annotate 1.5 (we listened to it in class together)
  • Answer questions 2-5 on page 1019 of your textbook. (For number 5, the question asks you to use your Reader's Notebook--instead, use your Important Events Chart)

Thursday, January 24, 2008

Important Events Update--1.4


Remember, study for your test tomorrow!

Test:
Shakespeare's life
Elizabethan Drama
Sonnets (18 and 130)
Iambic Pentameter
Rhyme Scheme
Blank Verse
Comic Relief
Foil
Tragedy
1.1-4

Wednesday, January 23, 2008

1.4--"True, I talk of dreams; which are the children of an idle brain"


HW: Complete Reading Response Journal 1.4
Be sure to re-read 1.4 if necessary!

Act 1, Scene 4
Check Your Comprehension! If you read well, you should be able put these events in order.
A. Some Montagues and Capulets engage in a street brawl
B. Romeo is asked to read the guest list.
C. Romeo and Mercutio argue about whether or not Romeo is going to Capulet’s party.
D. The nurse tells a story about Juliet as an infant
E. Lady Capulet speaks to Juliet about count Paris

Extended response:
Close Reading is the practice of examining just a few lines in a book and analyzing them. In other words, it’s like looking closely at one grain of sand on an entire beach. Much can be learned from this practice. We’ll begin today. Read the quote given below and answer the following questions: Who is the speaker and who is being spoken to? Where is the speaker? What, in your own words, is being said? What themes from the text are evident in this quote? Are any literary techniques being used? (Metaphor? Simile? Personification? Foreshadowing?) Why is this quote important to the entire story?

1.4.114-119—
I fear, to early; for my mind misgives
Some consequence, yet hanging in the stars,
Shall bitterly begin his fearful date
With this night’s revels and expire the term
Of a despised life, closed in my breast,
By some vile forfeit of untimely death.

Tuesday, January 22, 2008

Important Daily Events 1.3


1.2-3: "I'll look to like, if looking liking move."

Homework: Reading Response Journal 1.2-3--remember to follow any comments I gave you in the corrections of 1.1!!

Annotations will be graded at the end of each ACT. Please remember to keep up and follow all the directions.

Monday, January 21, 2008

Happy Birthday, Dr. King!

*Period 3, no homework due to assembly.

Classwork: We had a hand-off discussion exploring the idea of Agape and how MLK used this when convincing his followers to embrace nonviolence. We then discussed how this idea of Agape could help the people of Verona. Finally, we applied this idea to our own lives, and how we can embrace Agape to become whole people and one with humanity.

Homework: Pretend you are Martin Luther King, Jr. and write a letter to Prince Escalus, giving him advice about how to end the feud between the Montagues and Capulets. Include both reasons based on Agape, and the feuding families' great Philia. 1 page, due tomorrow.

Friday, January 18, 2008

Saturday Tutoring Extra Credit--01/19/08

This extra credit needs to be either A) signed by Mr. McGrath (to show me you actually attended Saturday Tutoring), or B) Turned in at Saturday Tutoring. Otherwise, no credit will be given.

EXTRA CREDIT 1.1-3: Answer the questions below in complete sentences. At the end of each answer, put the act.scene.lines where you found the answer in parenthesis.

EXAMPLE: What two families are involved in a street brawl?
Answer: The Montagues and Capulets are involved in a street brawl. (1.1.10-163)

  1. What advice does Benvolio give Romeo about Rosaline?
  2. How does Capulet respond to Paris' proposal to marry Juliet?
  3. Why is Capulet's servant frustrated with his master's orders?
  4. How do Romeo and Benvolio learn about the Capulet's ball?
  5. What do they decide to do?
  6. When talking to Juliet, why does Lady Capulet first kick the Nurse out of the room, yet then call her back?
  7. How does Juliet feel about getting married?
  8. How old is Juliet?
  9. What is Lammastide? On what date does it come?

Important Daily Events 1.1-1.2


1.2-Does Juliet have a choice? 1.3-Are Juliet and her mom close?

Homework: For Monday

  • Read 1.2-3
  • Annotate (on post-it notes!) using reading strategies visualize, clarify and draw conclusions
  • include aproximately 2 annotations per page--or 12 total.

Please note: There are links on the RIGHT which will help you if you need to look up a word, or if you have forgotten (GASP!) your textbook!

Thursday, January 17, 2008

Important Daily Events--1.1

To zoom in on the chart, click!

Reading Response Journal 1.1

Complete the Reading Response Journal for Act 1, Scene 1. It is in your folder. Be sure to read the directions carefully!

Wednesday, January 16, 2008

"What, art thou drawn among these heartless hinds?"

Read of 1.1.1-163
Using visualize, clarify, and drawing conclusions, make at least 2 annotations per page.

If the going gets tough, remember--this is English! Just slow down, check the reading notes, and paraphrase the lines as you read. The goal is to be able to understand what the characters are doing and why they're doing it.

Tuesday, January 15, 2008

Reminder!

Don't forget your post-it notes. We need them for annotating "Romeo and Juliet."

The Chorus

Write a paragraph explaining what will end the long-time feud between the Capulets and the Montagues. Remember, all the information you need is in the Chorus of Romeo and Juliet.

Vocabulary Quiz tomorrow! All language mechanics will be assessed!

Monday, January 14, 2008

Read!!!

New Vocabulary Word: Breach

Homework: Read pages 986-987 in English Textbook

Friday, January 11, 2008

Iambic Pentameter is brilliant!

Complete both assignments for class on Monday, 01/14/08

Read for HW
"How Shakespeare Saw the World"
It's the first page of your folder.
You do NOT need to complete the activity.

Sonnet Activity (Complete tasks on on the worksheet--no need to rewrite)
1. Read Sonnet 130
2. Label the Rhyme Scheme
3. Label Quatrains 1, 2, 3
4. Label the Rhyming Couplet
5. In Quatrain 1 label the iambs
6. In Quatrains 2 and 3, label the iambic pentameter.
7. Paraphrasing

  • If your last name starts with A-F: paraphrase quatrain 1
  • If your last name starts with G-N: paraphrase quatrain 2
  • If your last name starts with O-R: paraphrase quatrain 3
  • If your last name starts with S-Z: paraphrase the Rhyming Couplet

Notes from Class:

Shakespearean Sonnet
A poem containing 3 specific elements:
1) four stanzas of three quatrains and a final couplet
2) with the rhyme scheme abab cdcd efef gg
3) composed in iambic pentameter


Element 1: Quatrains and Rhyming Couplet
& Element 2: Rhyme Scheme

















Element 3: Iambic Pentameter

Thursday, January 10, 2008

Compare me to what?

Homework:

  1. Read Sonnet 18.
  2. Read Sonnet 18, again.
  3. Use the new Shakespearean words we've learned to paraphrase each lines.

NOTES:

  • The sonnet has 14 lines.
  • Your HW should be14 paraphrased lines on a sheet of loose-leaf paper.
  • If you feel confused about a line, attempt to paraphrase as many words of it as you can, then re-read the orignial line, and make a final attempt at paraphrasing.
  • Credit will be given for a concentrated effort at correctly paraphrasing the poem.

Sonnet 18
By William Shakespeare

Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:

Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature's changing course untrimm'd;

But thy eternal summer shall not fade
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou growest:

So long as men can breathe or eyes can see,
So long lives this and this gives life to thee.

Shakespearean words we learned in class--

an: if
marry: by the virgin Mary, a mild oath meaning “indeed”
soft: an exclamation meaning “wait a minute”
withal: with
heavy: sad, depressed
thee: you
nought: nothing
attend: listen to
counsel: advice
will: desire
whereto: to which
sirrah: used when addressing people of inferior rank, like “boy”
thither: there
foe: enemy
hither: here
discourses: speaks
thou art: you are
nay: no
woo: chase ( as in boy-chase-girl)
doth: does
adieu: farewell
woe: misery
thy: your
mark: pay attention to
hie: go
pray: beg
plague: curse
wrought: provided
would: wish
tidings: news
decree: order
resolve: plan
methinks: I think
dispatch: kill
privy: informed

Wednesday, January 9, 2008

Vocabulary Review

Write 6 sentences about Elizabethan England, drama, or Shakespeare. In each, use one of the 6 vocabulary words. Be sure you're using the words correctly, both in terms of their meanings and parts of speech.

Words:

  1. importune
  2. covert
  3. discreet
  4. grievance
  5. purge
  6. forfeit

Tuesday, January 8, 2008

Drama: Then and Now

Homework:

Think of your favorite movie, then consider how it would be different if it had been produced in Elizabethan England as a play. Write a three paragraph journal explaining how it would be different. In each paragraph, focus on 1 of the 3 main differences between drama today and drama in Elizabethan England (according to the video). Due 01/09.

Notes from class today:

1) The importance of Words
Shakespeare's plays are primarily verbal, not visual
Modern dramas are primarily visual.

2) Real life vs. Stage life
Characters in Shakespeare's plays are understood to be characters--not real
Modern drama suggests that everything is real
3) Symbolic Art

Shakespeare was influenced by symbolic art
Many characters, places and events in Shakespeare's plays are SYMBOLIC

Monday, January 7, 2008

Introduction to Shakespeare

Homework

Read pg 983--985 in English Textbook
Answer these questions:
1) How is your life today different from life in England during Shakespeare's time? (Name 3 differences)

2) How did the presence of a mixed audience of upper and lower classes at the theater affect Shakespeare's plays?

3) What makes theater in Shakespeare's time different from theater today?

4) What is the main idea of the section titled "Shakespeare's Impact on the English Language" ?