Pd. 2 - (H) English 9B Assignments

• FINAL TODAY! If you missed it, make-ups will be held tomorrow. Tomorrow is the last day you will be able to make up the test.

• On Demand writing practice
• Closing discussion - Romeo and Juliet
• Final review

• SSR
• Review study guide (download below)
• Practice quiz - Act V  
• Review Act V, Scene 3
• View Act V, Scene 3

• Start studying for your final. Your final is on Monday, April 21, 2008

• Write to Learn #22
  Please respond to the following prompt:
  • Do you believe your destiny is shaped by your deliberate choices and free will, or do you believe there is a “greater being” (i.e…God, karma) out there that is controlling your destiny? Explain.
  Then, please respond to one of the following prompts:
  • In the play so far, which character do you think is most responsible for Romeo and Juliet’s tragic fate?
  • In your opinion, which moment in the play is the climax? Explain why you think this moment is the climax. Remember, the climax is the moment of the play filled with most tension or drama and completely changes the direction of the plot.
• Practice quiz - Act IV
• Review HW
• Read Act V, Scenes 1, 2
• View Film

• SSR
• Complete presentations
• Act III practice quiz
• Review HW
• Read Act IV, Scenes 1-2

• Write to Learn #21
• Review Friday's quiz
• Complete presentations
• Review HW
• Summarize Act III, Scene iv, Read Act III, Scene v

• Romeo and Juliet quiz
• Review HW
• Read Act II, Scenes 5-6
• Complete 4-Square for these scenes
• View presentations

• Write to Learn #20
• Review HW
• Part I of performances
• Read Act II, Scene iii

• Write to Learn #19
  Please respond to the following prompt:
  • Describe what yesterday’s class was about.
  Then, please respond to one of the following:
  • What do you think is the purpose of dreams?
  • Do you believe in love at first sight?
• Review HW - 4 square for Act I, Scenes iv-v
• Research theme and plan assigned scene for performance in small groups

• SSR
• Review HW - 4 Square for Act I, Scene ii-iii
• Read Act I, Scene iv
• Tone analysis in composition book
• View Act I, Scene iv

• Write to Learn #18 - Please discuss what we have covered in class over the past two days.
• Review 4-Square HW for Act I, Scene i
• Read Act I, Scene ii
• Watch Luhrmann's version of Act I, Scene ii

• SSR
• Notes - Dramatic Terms
• Prologue comparison - Venn Diagram
• Assign books and read Act I, Scene i, Romeo and Juliet

• Write to Learn #17
  Please respond to the following prompt:
  • What was the content of yesterday’s class?
  Then, please respond to the following:
  • If you were a film director, how would you stage the prologue in Romeo and Juliet? For instance, what time period would you set it in, who would read the prologue, and would you have all 14 lines read? Consider some of these questions as you respond.
• Create your own Shakespearean insult (download below)
• Notes/Powerpoint Presentation: Shakespeare's Life and Times
• Video comparison (Venn Diagram): Prologue of Romeo and Juliet

• Write to Learn #16
  Please respond to the following prompt:
  • What was the content of yesterday’s class?
  Then, select one of the following prompts to respond to:
  • Do you prefer reading more structured poems like Shakespeare’s sonnets, or do you prefer reading free verse poems like the ones we have been reading in class? Explain your response.
  • What do you know about the play Romeo and Juliet?
• Review sonnet form - scramble game
• Whole class reading of Prologue
• Small group - Translation of prologue

• Write to Learn #15:
  Please respond to the following prompt:
  • For the past four weeks, we have studied the art of literary analysis. In what way has this study improved the quality of your writing or the manner in which you read?
  Then, select one of the following prompts to respond to:
  • What do you know about the life and works of William Shakespeare?
  • What do you know about the historical period known as “The Renaissance?”
• Mini Lesson: The Anatomy of a Sonnet (download Sonnet Analysis)
• Small group work: QUICKFLOP sonnet 18 (download QUICKFLOP template)
• Whol class discussion: review QUICKFLOP template

Agenda - Thursday, March 27, 2008

• Write to Learn #14
• Mini Lesson: Creating a Works Cited List and Incorporating Parenthetical Citations
• Peer Edit entire draft of essay

• Mini-Lesson: Writing Your Conclusion Using the "Cup" Analogy (Download handout below)
• Writing workshop: Begin draft of conclusion
• Pre-computer lab activity: Review MLA format (Download sample MLA format document)
• Computer lab

• SSR
• QUICKFLOP Poetry Presentations in small groups
• Peer editing- edit a peer's introduction paragraph using the peer editing checklist (self-edit if you were absent for this; download the sheet below)
• Writing workshop - look at sample body paragraph and begin work on first draft of 2nd body paragraph (download sample body paragraph below)

• Write to Learn #13 -
  Please respond to the following prompt:
  • Please discuss what Friday’s class was about.
  Then, select one of the following prompts to respond to:
  • Please address any points you would have liked to make that were not addressed during Thursday’s discussion on “The Gift of the Magi” and “The Giving Tree.”
  • Reflecting on how we learned something is as important as the actual act of learning. Write a brief “writing history” by describing moments in your past that helped you learn how to write.
• Poem analysis - in your small groups, read the assigned poem and create a QUICKFLOP chart on the chart paper provided. You will present these charts tomorrow.
• Writing workshop - begin work on first body paragraph

• SSR
• Mini-Lesson: Reading poetry using the QUICKFLOP strategy
• Poem analysis - "Early in the Morning" (download)
• Writing workshop: How to Begin Your Introduction Paragraph (download essay outline and introduction samples)

• Write to Learn #12
• Resume literature circles and evaluate peers
• Whole class discussion
• Discuss midterm essay prompt (Download below)

• Write to Learn #11
• Review themes in "The Giving Tree"
• Whole class - read Matthew 2 (The Visit of the Magi)
• Literature circles - read "The Gift of the Magi"

• Write to Learn #10
• Literary Terms Notes - allusion
• Allusion identification worksheet (download below)
• Read passage from Matthew 2 (The GIft of the Magi)

• Write to Learn #9
• Writing workshop - Peer editing checklist (download below)
• Literary terms notes - Theme
• Identify theme in "Tag Banger's Last Can" using theme ID chart and theme list

• Take figurative language test
• If you were absent today, you will need to make this test up next Monday and Tuesday at lunch, as it will take approximately one hour to finish the test.

• Write to Learn #8
• Review oxymoron analysis HW
• Figurative language terms notes - diction, tone, and mood
• "Tropics of New York" analysis
• Review game

• Write to Learn #7
• Writing workshop - Improving commentary (download below)
• Figurative language notes - oxymoron
• Oxymoron matching game and analysis worksheet(download)

• Write to learn #6
• Mini lesson - How to Integrate Quotes (download below)
• Writing workshop

• Write to learn #5
• Review "The Bells" and answer analysis questions (download questions below)
• Figurative language notes - hyperbole
• Read "First Period" and identify examples of hyperbole (download poem below)

• Write to learn #3
• Review question diagram and discuss texts "Trees" and "Under the Bridge"
• Mini lecture: Writing a compare or contrast paragraph using block or point-by-point format (download below)
• Writing workshop - Discuss the similarities or differences in the ways the authors Kilmer and Kiddis use personification to feminize their subjects. I will check both the outline and first draft tomorrow.

• Write to learn #2
• Review "Trees" (Download below)
• "Under the Bridge" Analysis (download below)
• SSR (Pd. 1 only)
• "Ways of Questioning" Notes
• Question diagram

• Write to Learn #1:
  In your composition books, respond to the following prompts. You MUST respond to # 1, and you may choose to respond to either prompt 2 or 3. Answers must be written in paragraph form in complete sentences. Responses should be at least half a page. All "Write to Learns" are worth five points each and will be collected at the end of each week. 
•  (1)Summarize what yesterday’s class was about. (2) What was something new you learned yesterday that you found interesting? (3) Finally, was there anything you had a hard time understanding? If so, how might you clarify any confusion? If not, what more might you want to know about the topics covered yesterday?
• Writing workshop: Complete handout and apply observations to your own writing (Download "Desire Sample Paragraph" worksheet below)
• Figurative language notes - #5 Personification
• "Trees" analysis (Download below)

• Warm-up: It's the beginning of the term, and you are pumped to have a successful school year. However, weeks pass, things get harder, and you're starting to doubt yourself. Write a letter to yourself to encourage yourself in this moment of crisis. These letters will be mailed to you later in the mester.
• Review syllabus (download below)
• Figurative Language Terms Notes
• Literal
• Figurative
• Metaphor
• Tenor
• Vehicle
• Simile
• "Desire" analysis (Download below)
• Writing workshop - Write one paragraph that defends what you believe "Desire" means. Use the provided outline to brainstorm your ideas. Then, on a separate sheet of paper, write one, cohesive paragraph that addresses the question. Remember to double space your paragraph. (Download outline template below)