Writing Seminar 10B Assignments
- Instructor
- Jeff Herrold
- Term
- Semester 6
- Department
- English
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Today in class on Thursday, June 19, we:
1. We discussed the final paper, which will be due on Friday, June 20. We will be working on it in class and for homework all week.
2. We did peer editing for those who had at least two body paragraphs written. Peer editing included going through a checklist to see if the papers included the necessary elements.
3. The full essay, including introduction and conclusion, is due tomorrow.
4. We discussed that students needed to complete the three body paragraph portions of the Essay Outline (pages 1-6), and then write a DOUBLE SPACED draft of those three paragraphs for peer review tomorrow (typing is encouraged and will be worth extra credit - and then you only have to make changes to it on the computer instead of writing it all over again). Each page of the Outline will be stamped as a 10 point grade; the three body paragraph rough draft will be a 30 point grade.
5. This final essay will be worth 105 points. Deciding not to do it will negatively impact your grade between 20 and 25 points.
===========
HOMEWORK:
1. Finish pages 1-8 of the Essay Outline, including the Introduction and Conclusion pages.
2. Make any changes to the three paragraph rough draft and add the introduction and conclusion paragraphs.
3. DUE TOMORROW - The 8 page Essay Outline, the 6 page Thesis Worksheet, the three paragraph rough draft, and the final essay. Also needed are the Rubric and the Checklist you were given.
1. We discussed the final paper, which will be due on Friday, June 20. We will be working on it in class and for homework all week.
2. We did peer editing for those who had at least two body paragraphs written. Peer editing included going through a checklist to see if the papers included the necessary elements.
3. The full essay, including introduction and conclusion, is due tomorrow.
4. We discussed that students needed to complete the three body paragraph portions of the Essay Outline (pages 1-6), and then write a DOUBLE SPACED draft of those three paragraphs for peer review tomorrow (typing is encouraged and will be worth extra credit - and then you only have to make changes to it on the computer instead of writing it all over again). Each page of the Outline will be stamped as a 10 point grade; the three body paragraph rough draft will be a 30 point grade.
5. This final essay will be worth 105 points. Deciding not to do it will negatively impact your grade between 20 and 25 points.
===========
HOMEWORK:
1. Finish pages 1-8 of the Essay Outline, including the Introduction and Conclusion pages.
2. Make any changes to the three paragraph rough draft and add the introduction and conclusion paragraphs.
3. DUE TOMORROW - The 8 page Essay Outline, the 6 page Thesis Worksheet, the three paragraph rough draft, and the final essay. Also needed are the Rubric and the Checklist you were given.
Due:
Assignment
Today in class on Wednesday, June 18, we:
1. We discussed the final paper, which will be due on Friday, June 20. We will be working on it in class and for homework all week.
2. We went through the "Simple Ways to Show Love" essay (the numbered list version) -and examined the homework, including the way the later sentences in the essay became more complex, such as mixing the evidence and the commentary (such as the say and the mean portion), or the commentaries (such as the mean and the matter in one sentence).
3. We discussed how concluding sentences need to "bookend" the paragraph with the topic sentence, like two fences around a yard. Therefore, the conclusion should be similar to the topic sentence, which helps make sure it's proving the thesis (since a topic sentence is just a MORE SPECIFIC VERSION OF THE THESIS, including details).
4. We got handouts to work on the paper (Macbeth Essay Outline and the Macbeth Grade Rubric, attached and in the folder in class). We continued discussing the proper elements the paper will require, including further defining a Topic Sentence in a body paragraph as just a SPECIFIC VERSION of the thesis, including MORE DETAILS. We examined the sample theses and topic sentences on page 3 of the handout, seeing how each topic sentence was basically the thesis with more details, and compared it to the theses that students had come up with.
5. Common errors on student theses were making them too specific (guilt causes hallucinations, instead of guilt can lead to destruction, which can include hallucinations), and adding details more suitable for the topic sentences.
6. We got into groups and evaluated each other's theses, including revising them to make sure they had a SUBJECT and an OPINION.
7. We discussed that students needed to complete the three body paragraph portions of the Essay Outline (pages 1-6), and then write a DOUBLE SPACED draft of those three paragraphs for peer review tomorrow (typing is encouraged and will be worth extra credit - and then you only have to make changes to it on the computer instead of writing it all over again). Each page of the Outline will be stamped as a 10 point grade; the three body paragraph rough draft will be a 30 point grade.
8. This final essay will be worth 105 points. Deciding not to do it will negatively impact your grade between 20 and 25 points.
===========
HOMEWORK:
1. Finish pages 1-6 of the Essay Outline (attached).
2. Write the 6 pages into three body paragraphs, DOUBLE SPACED. Typing is encouraged and gives extra credit.
3. If you haven't already, finish the Essay Organizer Thesis and Topic Sentence worksheet (attached).
4. If you haven't already, finish coding the "Simple Ways to Show Love" essay (the numbered list version) - code the thesis (subject + verb + opinion), topic sentences, evidence and introduction, commentary one (mean) and two (matter) for the two body paragraphs.
1. We discussed the final paper, which will be due on Friday, June 20. We will be working on it in class and for homework all week.
2. We went through the "Simple Ways to Show Love" essay (the numbered list version) -and examined the homework, including the way the later sentences in the essay became more complex, such as mixing the evidence and the commentary (such as the say and the mean portion), or the commentaries (such as the mean and the matter in one sentence).
3. We discussed how concluding sentences need to "bookend" the paragraph with the topic sentence, like two fences around a yard. Therefore, the conclusion should be similar to the topic sentence, which helps make sure it's proving the thesis (since a topic sentence is just a MORE SPECIFIC VERSION OF THE THESIS, including details).
4. We got handouts to work on the paper (Macbeth Essay Outline and the Macbeth Grade Rubric, attached and in the folder in class). We continued discussing the proper elements the paper will require, including further defining a Topic Sentence in a body paragraph as just a SPECIFIC VERSION of the thesis, including MORE DETAILS. We examined the sample theses and topic sentences on page 3 of the handout, seeing how each topic sentence was basically the thesis with more details, and compared it to the theses that students had come up with.
5. Common errors on student theses were making them too specific (guilt causes hallucinations, instead of guilt can lead to destruction, which can include hallucinations), and adding details more suitable for the topic sentences.
6. We got into groups and evaluated each other's theses, including revising them to make sure they had a SUBJECT and an OPINION.
7. We discussed that students needed to complete the three body paragraph portions of the Essay Outline (pages 1-6), and then write a DOUBLE SPACED draft of those three paragraphs for peer review tomorrow (typing is encouraged and will be worth extra credit - and then you only have to make changes to it on the computer instead of writing it all over again). Each page of the Outline will be stamped as a 10 point grade; the three body paragraph rough draft will be a 30 point grade.
8. This final essay will be worth 105 points. Deciding not to do it will negatively impact your grade between 20 and 25 points.
===========
HOMEWORK:
1. Finish pages 1-6 of the Essay Outline (attached).
2. Write the 6 pages into three body paragraphs, DOUBLE SPACED. Typing is encouraged and gives extra credit.
3. If you haven't already, finish the Essay Organizer Thesis and Topic Sentence worksheet (attached).
4. If you haven't already, finish coding the "Simple Ways to Show Love" essay (the numbered list version) - code the thesis (subject + verb + opinion), topic sentences, evidence and introduction, commentary one (mean) and two (matter) for the two body paragraphs.
Due:
Assignment
Today in class on Tuesday, June 17, we:
1. We discussed the final paper, which will be due on Friday, June 20. We will be working on it in class and for homework all week.
2. We got handouts to work on the paper (Macbeth Essay Thesis Organizer, attached and in the folder in class). We discussed the various subjects covered in Macbeth, such as Ambition, Power, Betrayal/Treachery, Guilt, Fate vs. Choice, Heroism,
Honor/Honesty, Consequences, Loyalty, or Revenge, and how these things relate to various characters such as MacBeth, Lady MacBeth, MacDuff, Banquo, Malcolm, The Three Witches, MacDuff’s Son, King Duncan, or Lennox.
3. We then discussed how a Topic Sentence in a body paragraph is just a SPECIFIC VERSION of the thesis, including MORE DETAILS. We examined the sample theses and topic sentences on page 3 of the handout, seeing how each topic sentence was basically the thesis with more details.
3. We went through the "Simple Ways to Show Love" essay (the numbered list version) -and coded the essay. We examined the introduction paragraph and figured out what the hook was, the tie-in (including previewing the evidence), and the thesis, including the parts of a thesis (subject + verb + opinion).
4. We then examined the Topic Sentences, including how they align with the thesis. We then talked a lot about how to introduce the evidence (sentence 5), including telling about where we are in the story, so we don't "surprise" our audience with a quote out of nowhere.
5. We then examined how the "mean" and the "matter" were combined in sentence 6, and how we don't need "this means" and "this matters because."
6. This essay will be worth 100 points. Deciding not to do it will negatively impact your grade between 20 and 25 points.
===========
HOMEWORK:
1. Finish the Essay Organizer Thesis and Topic Sentence worksheet (attached).
2. Finish coding the "Simple Ways to Show Love" essay (the numbered list version) - code the thesis (subject + verb + opinion), topic sentences, evidence and introduction, commentary one (mean) and two (matter) for the two body paragraphs.
1. We discussed the final paper, which will be due on Friday, June 20. We will be working on it in class and for homework all week.
2. We got handouts to work on the paper (Macbeth Essay Thesis Organizer, attached and in the folder in class). We discussed the various subjects covered in Macbeth, such as Ambition, Power, Betrayal/Treachery, Guilt, Fate vs. Choice, Heroism,
Honor/Honesty, Consequences, Loyalty, or Revenge, and how these things relate to various characters such as MacBeth, Lady MacBeth, MacDuff, Banquo, Malcolm, The Three Witches, MacDuff’s Son, King Duncan, or Lennox.
3. We then discussed how a Topic Sentence in a body paragraph is just a SPECIFIC VERSION of the thesis, including MORE DETAILS. We examined the sample theses and topic sentences on page 3 of the handout, seeing how each topic sentence was basically the thesis with more details.
3. We went through the "Simple Ways to Show Love" essay (the numbered list version) -and coded the essay. We examined the introduction paragraph and figured out what the hook was, the tie-in (including previewing the evidence), and the thesis, including the parts of a thesis (subject + verb + opinion).
4. We then examined the Topic Sentences, including how they align with the thesis. We then talked a lot about how to introduce the evidence (sentence 5), including telling about where we are in the story, so we don't "surprise" our audience with a quote out of nowhere.
5. We then examined how the "mean" and the "matter" were combined in sentence 6, and how we don't need "this means" and "this matters because."
6. This essay will be worth 100 points. Deciding not to do it will negatively impact your grade between 20 and 25 points.
===========
HOMEWORK:
1. Finish the Essay Organizer Thesis and Topic Sentence worksheet (attached).
2. Finish coding the "Simple Ways to Show Love" essay (the numbered list version) - code the thesis (subject + verb + opinion), topic sentences, evidence and introduction, commentary one (mean) and two (matter) for the two body paragraphs.
Due:
Assignment
Today in class on Monday, June 16, we:
1. We finished presenting each ACT FOUR poster, including opportunities for classmates to challenge the poster with a moment they believed to be more significant. Challenges for ACT FOUR should be noted as Assignment 23 in your journal (ACT IV CHALLENGES).
2. We took the test on ACT FOUR, and corrected it in Periods 2 and 3.
3. We discussed the final paper, which will be due on Friday, June 20. We will be working on it in class and for homework all week.
===========
HOMEWORK:
1. Study for the ACT FOUR test on Monday!
2. Assignment 24: In your journal, summarize ACT FIVE, Scenes 5, 6, and 7. SEPARATE SUMMARIES for each scene.
1. We finished presenting each ACT FOUR poster, including opportunities for classmates to challenge the poster with a moment they believed to be more significant. Challenges for ACT FOUR should be noted as Assignment 23 in your journal (ACT IV CHALLENGES).
2. We took the test on ACT FOUR, and corrected it in Periods 2 and 3.
3. We discussed the final paper, which will be due on Friday, June 20. We will be working on it in class and for homework all week.
===========
HOMEWORK:
1. Study for the ACT FOUR test on Monday!
2. Assignment 24: In your journal, summarize ACT FIVE, Scenes 5, 6, and 7. SEPARATE SUMMARIES for each scene.
Due:
Assignment
Today in class on Friday, June 13, we:
1. We continued presenting each ACT FOUR poster, including opportunities for classmates to challenge the poster with a moment they believed to be more significant. Challenges for ACT FOUR should be noted as Assignment 23 in your journal (ACT IV CHALLENGES).
2. We created Assignment 24 in the journal (see homework, below).
===========
HOMEWORK:
1. Study for the ACT FOUR test on Monday!
2. Assignment 24: In your journal, summarize ACT FIVE, Scenes 5, 6, and 7. SEPARATE SUMMARIES for each scene.
1. We continued presenting each ACT FOUR poster, including opportunities for classmates to challenge the poster with a moment they believed to be more significant. Challenges for ACT FOUR should be noted as Assignment 23 in your journal (ACT IV CHALLENGES).
2. We created Assignment 24 in the journal (see homework, below).
===========
HOMEWORK:
1. Study for the ACT FOUR test on Monday!
2. Assignment 24: In your journal, summarize ACT FIVE, Scenes 5, 6, and 7. SEPARATE SUMMARIES for each scene.
Due:
Assignment
Today in class on Thursday, June 12, we:
1. We divided ACT FOUR into sections. Each group was given a section to choose a significant moment and create a poster illustrating it. Significant moments should reveal something new about the character, or change something we knew about the character.
2. We then presented each poster, including opportunities for classmates to challenge the poster with a moment they believed to be more significant. Challenges for ACT FOUR should be noted as Assignment 23 in your journal (ACT IV CHALLENGES).
3. We created Assignment 24 in the journal (see homework, below).
===========
HOMEWORK:
1. Assignment 24: In your journal, summarize ACT FIVE, Scenes 5, 6, and 7. SEPARATE SUMMARIES for each scene.
1. We divided ACT FOUR into sections. Each group was given a section to choose a significant moment and create a poster illustrating it. Significant moments should reveal something new about the character, or change something we knew about the character.
2. We then presented each poster, including opportunities for classmates to challenge the poster with a moment they believed to be more significant. Challenges for ACT FOUR should be noted as Assignment 23 in your journal (ACT IV CHALLENGES).
3. We created Assignment 24 in the journal (see homework, below).
===========
HOMEWORK:
1. Assignment 24: In your journal, summarize ACT FIVE, Scenes 5, 6, and 7. SEPARATE SUMMARIES for each scene.
Due:
Assignment
Today in class on Wednesday, June 11, we:
1. We reviewed ACT FOUR, including the apparitions and prophecies in Scene 1, the fate of Lady Macduff in Scene 2, and what happens in Scene 3.
2. Scene 3 has three segments - Macduff convincing Malcolm to trust him; the Doctor and holy King Edward's talent; and Ross telling Macduff the news of the fate of his family.
A. In the first segment, Malcolm lists all the reasons he doesn't trust Macduff, in order to see if he is an assassin or a spy. If he keeps protesting he's innocent, he may be suspicious. However, Macduff gives up, feeling he'll never convince Malcolm. Malcolm views this as a good sign; would a spy give up? So he changes tactics, and begins to prove that he would be a worse king than Macbeth. He does a good job that Macduff becomes enraged, and not only believes Malcolm is unfit to be king, but unfit just to live! At the height of his despair, he declares that since Macbeth will kill him if he returns, and since he won't help Malcolm (who he now thinks is worse) take the throne back, he can never return to Scotland. This has the effect of proving to Malcolm that Macduff is genuine, cares for his country above all else, and so can be trusted.
B. In the second segment, a Doctor relates that he is unable to help a sick crowd who has come because it is rumored that King Edward can cure them with a touch. This is a brief nod to the actual King of England, for whom Shakespeare may have performed this play at the royal court. It pays to kiss up to the boss.
C. In the last segment, Ross informs Macduff that his family has been slain by murderers. Malcolm urges him to use his grief to fuel his rage, and Macduff vows to destroy Macbeth.
3. We created Assignment 22 in the journal (see homework, below).
===========
HOMEWORK:
1. If you were absent on Friday, your homework is to create a poster (on regular paper) with a significant moment from any scene except Scene 3 (Banquo's murder). Make sure you poster includes the Act, Scene and Lines; includes a quote and a picture to illustrate that quote; and answers the questions, "What is revealed about the character?" and/or, "What is changed about what we knew?"
2. Assignment 21: Write an essay (at least one page - SEPARATE PAPER) responding to this prompt: "Describe something you did that made you feel guilty. Did you do anything to make amends (make it right)? If not, how do you feel about this?"
3. Assignment 22: In your journal, summarize ACT FIVE, Scenes 1, 2, 3, and 4. SEPARATE SUMMARIES for each scene, minimum one page for Scene 1.
1. We reviewed ACT FOUR, including the apparitions and prophecies in Scene 1, the fate of Lady Macduff in Scene 2, and what happens in Scene 3.
2. Scene 3 has three segments - Macduff convincing Malcolm to trust him; the Doctor and holy King Edward's talent; and Ross telling Macduff the news of the fate of his family.
A. In the first segment, Malcolm lists all the reasons he doesn't trust Macduff, in order to see if he is an assassin or a spy. If he keeps protesting he's innocent, he may be suspicious. However, Macduff gives up, feeling he'll never convince Malcolm. Malcolm views this as a good sign; would a spy give up? So he changes tactics, and begins to prove that he would be a worse king than Macbeth. He does a good job that Macduff becomes enraged, and not only believes Malcolm is unfit to be king, but unfit just to live! At the height of his despair, he declares that since Macbeth will kill him if he returns, and since he won't help Malcolm (who he now thinks is worse) take the throne back, he can never return to Scotland. This has the effect of proving to Malcolm that Macduff is genuine, cares for his country above all else, and so can be trusted.
B. In the second segment, a Doctor relates that he is unable to help a sick crowd who has come because it is rumored that King Edward can cure them with a touch. This is a brief nod to the actual King of England, for whom Shakespeare may have performed this play at the royal court. It pays to kiss up to the boss.
C. In the last segment, Ross informs Macduff that his family has been slain by murderers. Malcolm urges him to use his grief to fuel his rage, and Macduff vows to destroy Macbeth.
3. We created Assignment 22 in the journal (see homework, below).
===========
HOMEWORK:
1. If you were absent on Friday, your homework is to create a poster (on regular paper) with a significant moment from any scene except Scene 3 (Banquo's murder). Make sure you poster includes the Act, Scene and Lines; includes a quote and a picture to illustrate that quote; and answers the questions, "What is revealed about the character?" and/or, "What is changed about what we knew?"
2. Assignment 21: Write an essay (at least one page - SEPARATE PAPER) responding to this prompt: "Describe something you did that made you feel guilty. Did you do anything to make amends (make it right)? If not, how do you feel about this?"
3. Assignment 22: In your journal, summarize ACT FIVE, Scenes 1, 2, 3, and 4. SEPARATE SUMMARIES for each scene, minimum one page for Scene 1.
Due:
Assignment
Today in class on Tuesday, June 10, we:
1. We reviewed the ACT THREE test.
2. We began ACT FOUR, Scene 1.
3. We created Assignment 21, an essay about Guilt (see homework, below).
===========
HOMEWORK:
1. If you were absent on Friday, your homework is to create a poster (on regular paper) with a significant moment from any scene except Scene 3 (Banquo's murder). Make sure you poster includes the Act, Scene and Lines; includes a quote and a picture to illustrate that quote; and answers the questions, "What is revealed about the character?" and/or, "What is changed about what we knew?"
2. Write an essay (at least one page) responding to this prompt: "Describe something you did that made you feel guilty. Did you do anything to make amends (make it right)? If not, how do you feel about this?"
1. We reviewed the ACT THREE test.
2. We began ACT FOUR, Scene 1.
3. We created Assignment 21, an essay about Guilt (see homework, below).
===========
HOMEWORK:
1. If you were absent on Friday, your homework is to create a poster (on regular paper) with a significant moment from any scene except Scene 3 (Banquo's murder). Make sure you poster includes the Act, Scene and Lines; includes a quote and a picture to illustrate that quote; and answers the questions, "What is revealed about the character?" and/or, "What is changed about what we knew?"
2. Write an essay (at least one page) responding to this prompt: "Describe something you did that made you feel guilty. Did you do anything to make amends (make it right)? If not, how do you feel about this?"
Due:
Assignment
Today in class on Monday, June 9, we:
1. We finished presenting our ACT THREE Significant Moment posters, including opportunities for classmates to challenge the poster with a moment they believed to be more significant. Challenges for ACT THREE should be noted as Assignment 20 in your journal (ACT III CHALLENGES). If you were absent on Friday, your homework is to create a poster (on regular paper) with a significant moment from any scene except Scene 3 (Banquo's murder). Make sure you poster includes the Act, Scene and Lines; includes a quote and a picture to illustrate that quote; and answers the questions, "What is revealed about the character?" and/or, "What is changed about what we knew?"
2. We took a test on ACT THREE
===========
HOMEWORK:
1. If you were absent on Friday, your homework is to create a poster (on regular paper) with a significant moment from any scene except Scene 3 (Banquo's murder). Make sure you poster includes the Act, Scene and Lines; includes a quote and a picture to illustrate that quote; and answers the questions, "What is revealed about the character?" and/or, "What is changed about what we knew?"
1. We finished presenting our ACT THREE Significant Moment posters, including opportunities for classmates to challenge the poster with a moment they believed to be more significant. Challenges for ACT THREE should be noted as Assignment 20 in your journal (ACT III CHALLENGES). If you were absent on Friday, your homework is to create a poster (on regular paper) with a significant moment from any scene except Scene 3 (Banquo's murder). Make sure you poster includes the Act, Scene and Lines; includes a quote and a picture to illustrate that quote; and answers the questions, "What is revealed about the character?" and/or, "What is changed about what we knew?"
2. We took a test on ACT THREE
===========
HOMEWORK:
1. If you were absent on Friday, your homework is to create a poster (on regular paper) with a significant moment from any scene except Scene 3 (Banquo's murder). Make sure you poster includes the Act, Scene and Lines; includes a quote and a picture to illustrate that quote; and answers the questions, "What is revealed about the character?" and/or, "What is changed about what we knew?"
Due:
Assignment
Today in class on Friday, June 6, we:
1. We finished ACT THREE, Scene 6.
2. We divided ACT THREE into sections. Each group was given a section to choose a significant moment and create a poster illustrating it. Significant moments should reveal something new about the character, or change something we knew about the character.
3. We then presented each poster, including opportunities for classmates to challenge the poster with a moment they believed to be more significant. Challenges for ACT THREE should be noted as Assignment 20 in your journal (ACT III CHALLENGES).
===========
HOMEWORK:
1. TEST ON ACT THREE on Monday. Study!
1. We finished ACT THREE, Scene 6.
2. We divided ACT THREE into sections. Each group was given a section to choose a significant moment and create a poster illustrating it. Significant moments should reveal something new about the character, or change something we knew about the character.
3. We then presented each poster, including opportunities for classmates to challenge the poster with a moment they believed to be more significant. Challenges for ACT THREE should be noted as Assignment 20 in your journal (ACT III CHALLENGES).
===========
HOMEWORK:
1. TEST ON ACT THREE on Monday. Study!
Due:
Assignment
Today in class on Thursday, June 5, we:
1. We went over AP classes and selecting preferences for taking any AP classes next year.
2. Went over ACT THREE, Scenes 3, 4, 5 and 6, including how Thomas Middleton is likely the author of Scene 5 - first, the scene contains a song, which Shakespeare never added; second, the song is the same title as one written by Middleton; third, MIddleton staged the play 100 years later when witches were in vogue, and this scene adds witches; fourth, the entire scene is in Iambic Quatrameter (eight syllables), and all rhyming couplets, giving the dialogue a sing-song quality that lacks the sophistication of Shakespeare.
===========
HOMEWORK:
1. Read and summarize ACT FOUR, Scenes 2 and 3 (separate summaries for each scene) in your journal (Assignment 19).
1. We went over AP classes and selecting preferences for taking any AP classes next year.
2. Went over ACT THREE, Scenes 3, 4, 5 and 6, including how Thomas Middleton is likely the author of Scene 5 - first, the scene contains a song, which Shakespeare never added; second, the song is the same title as one written by Middleton; third, MIddleton staged the play 100 years later when witches were in vogue, and this scene adds witches; fourth, the entire scene is in Iambic Quatrameter (eight syllables), and all rhyming couplets, giving the dialogue a sing-song quality that lacks the sophistication of Shakespeare.
===========
HOMEWORK:
1. Read and summarize ACT FOUR, Scenes 2 and 3 (separate summaries for each scene) in your journal (Assignment 19).
Due:
Assignment
Today in class on Wednesday, June 4, we:
1. Finished presenting ACT TWO significant moments, including ACT TWO challenges (Assignment 15).
2. Went over ACT THREE, Scenes 1, 2 and 3.
===========
HOMEWORK:
1. Read and summarize ACT FOUR, Scenes 2 and 3 (separate summaries for each scene) in your journal (Assignment 19).
1. Finished presenting ACT TWO significant moments, including ACT TWO challenges (Assignment 15).
2. Went over ACT THREE, Scenes 1, 2 and 3.
===========
HOMEWORK:
1. Read and summarize ACT FOUR, Scenes 2 and 3 (separate summaries for each scene) in your journal (Assignment 19).
Due:
Assignment
Today in class on Tuesday, June 3, we:
1. Continued presenting ACT TWO significant moments, including ACT TWO challenges (Assignment 15).
===========
HOMEWORK:
1. Read and summarize ACT FOUR, Scene 1 (Assignment 18).
1. Continued presenting ACT TWO significant moments, including ACT TWO challenges (Assignment 15).
===========
HOMEWORK:
1. Read and summarize ACT FOUR, Scene 1 (Assignment 18).
Due:
Assignment
Today in class on Monday, June 2, we:
[Mr. Herrold was out for a training]
1. Read and summarize ACT THREE, Scenes 4, 5 and 6 (Assignment 17).
2. Read an SSR book if we finished early.
===========
HOMEWORK:
1. Read and summarize ACT THREE, Scenes 1, 2 and 3 (separate summaries for each scene) in your journal (Assignment 16), and Scenes 4, 5 and 6 (Assignment 17).
[Mr. Herrold was out for a training]
1. Read and summarize ACT THREE, Scenes 4, 5 and 6 (Assignment 17).
2. Read an SSR book if we finished early.
===========
HOMEWORK:
1. Read and summarize ACT THREE, Scenes 1, 2 and 3 (separate summaries for each scene) in your journal (Assignment 16), and Scenes 4, 5 and 6 (Assignment 17).
Due:
Assignment
Today in class on Friday, May 30, we:
1. We got into groups and continued presenting our significant moments from ACT ONE, including challenges.
2. We began creating ACT TWO significant moments, including ACT TWO challenges (Assignment 15).
===========
HOMEWORK:
1. Read and summarize ACT THREE, Scenes 1, 2 and 3 (separate summaries for each scene) in your journal (Assignment 16).
1. We got into groups and continued presenting our significant moments from ACT ONE, including challenges.
2. We began creating ACT TWO significant moments, including ACT TWO challenges (Assignment 15).
===========
HOMEWORK:
1. Read and summarize ACT THREE, Scenes 1, 2 and 3 (separate summaries for each scene) in your journal (Assignment 16).
Due:
Assignment
Today in class on Thursday, May 29, we:
1. We got into groups and shared significant moments from ACT ONE, from the homework.
2. Groups created posters, and developed challenges for other groups (Assignment 14 - ACT I Challenges)
3. We presented and challenged.
===========
HOMEWORK:
None.
1. We got into groups and shared significant moments from ACT ONE, from the homework.
2. Groups created posters, and developed challenges for other groups (Assignment 14 - ACT I Challenges)
3. We presented and challenged.
===========
HOMEWORK:
None.
Due:
Assignment
Today in class on Wednesday, May 28, we:
1. We got into groups and picked the best evidence for the words each group was assigned.
2. We created a chart listing all the words and the evidence (Assignment 12 in your journal).
3. We discussed the words and how there had been very little evidence for some of the words (such as greedy), and how some of the evidence seemed to fit more than one word (her plan to kill Duncan is conniving, clever, evil, fearless, devious, etc.), and how some of the words were very similar (brave, courageous, fearless
4. Groups were assigned sections of ACT ONE to find significant moments for homework (Assignment 13 in your journal).
===========
HOMEWORK:
1. Pick Significant Moments from the scene your group was assigned. You need at least two.
1. We got into groups and picked the best evidence for the words each group was assigned.
2. We created a chart listing all the words and the evidence (Assignment 12 in your journal).
3. We discussed the words and how there had been very little evidence for some of the words (such as greedy), and how some of the evidence seemed to fit more than one word (her plan to kill Duncan is conniving, clever, evil, fearless, devious, etc.), and how some of the words were very similar (brave, courageous, fearless
4. Groups were assigned sections of ACT ONE to find significant moments for homework (Assignment 13 in your journal).
===========
HOMEWORK:
1. Pick Significant Moments from the scene your group was assigned. You need at least two.
Due:
Assignment
Today in class on Tuesday, May 27, we:
1. We took a test on ACT TWO.
2. We corrected the test.
===========
HOMEWORK:
1. Finish the Lady Macbeth words - TWO pieces of evidence from the text for EACH WORD, including SAY (evidence), MEAN (what the quote means in your own words) and MATTER (why it's important and how it proves that she is that word.
1. We took a test on ACT TWO.
2. We corrected the test.
===========
HOMEWORK:
1. Finish the Lady Macbeth words - TWO pieces of evidence from the text for EACH WORD, including SAY (evidence), MEAN (what the quote means in your own words) and MATTER (why it's important and how it proves that she is that word.
Due:
Assignment
Today in class on Friday, May 23, we:
1. We discussed the end of ACT TWO, Scene 3, and finished Scene 4, including discussing the symbolism of the falcon being killed by a mousing owl (a regal, king-like bird is killed by a bird that hunts at night; this is symbolic of Macbeth murdering Duncan).
2. We got into groups and created ASSIGNMENT 11 in our journals. The first page was a circle map of all the words we could think of to describe Lady Macbeth (e.g., ambitious, manipulative, cunning, etc.). Then, groups picked their top three and we created a second map (second page of assignment 11) as a class. Then, the class map was divided into sections so that every group had 3-4 words.
3. Each group has to take those 3-4 words and find TWO pieces of EVIDENCE from the play to prove that word is true (not all words will be). This will be the next page of assignment 11. For example, for the word manipulative, we found proof in the line, "From this time such I account thy love" (I.vii.38-39). This line MEANS that from now on, she will know what his love is worth, and the implication is that it's worth nothing. This MATTERS because it shows manipulation - she is doubting Macbeth's love, which he will try to then prove, by doing what she wants - and what she wants is Duncan dead. By using her love as motivation, she manipulates Macbeth into doing what she wants: killing Duncan.
===========
HOMEWORK:
1. Study for the ACT II test on Tuesday. Good luck!
2. Finish the Lady Macbeth words - TWO pieces of evidence from the text for EACH WORD, including SAY (evidence), MEAN (what the quote means in your own words) and MATTER (why it's important and how it proves that she is that word.
1. We discussed the end of ACT TWO, Scene 3, and finished Scene 4, including discussing the symbolism of the falcon being killed by a mousing owl (a regal, king-like bird is killed by a bird that hunts at night; this is symbolic of Macbeth murdering Duncan).
2. We got into groups and created ASSIGNMENT 11 in our journals. The first page was a circle map of all the words we could think of to describe Lady Macbeth (e.g., ambitious, manipulative, cunning, etc.). Then, groups picked their top three and we created a second map (second page of assignment 11) as a class. Then, the class map was divided into sections so that every group had 3-4 words.
3. Each group has to take those 3-4 words and find TWO pieces of EVIDENCE from the play to prove that word is true (not all words will be). This will be the next page of assignment 11. For example, for the word manipulative, we found proof in the line, "From this time such I account thy love" (I.vii.38-39). This line MEANS that from now on, she will know what his love is worth, and the implication is that it's worth nothing. This MATTERS because it shows manipulation - she is doubting Macbeth's love, which he will try to then prove, by doing what she wants - and what she wants is Duncan dead. By using her love as motivation, she manipulates Macbeth into doing what she wants: killing Duncan.
===========
HOMEWORK:
1. Study for the ACT II test on Tuesday. Good luck!
2. Finish the Lady Macbeth words - TWO pieces of evidence from the text for EACH WORD, including SAY (evidence), MEAN (what the quote means in your own words) and MATTER (why it's important and how it proves that she is that word.
Due:
Assignment
Today in class on Monday, May 19, we:
1. We completed CST questions 87-95 (pages 56-61). The CST review books were ours to keep and take home. We discussed that we should look through and find question types that we had trouble on, and focus on reviewing those for the ELA CST tomorrow.
2. 11th Grade counselors Ms. Larsen and Mrs. Jay came in and programmed classes for next year.
3. We stamped homework (all except period 3 - will stamp tomorrow).
4. We began discussing the Porter (period 1 only) in ACT TWO, Scene 3, including explaining his humor, and it's function in keeping the lower class audience members (the Groundlings) engaged in the play by giving them someone to identify with; as well as providing some much needed "comic relief" to relieve the tension that had collected up to this scene. We also discussed how the Porter's opening speech is attributed as the origin of the "knock, knock" joke.
===========
HOMEWORK:
1. Study for the ELA CST tomorrow. Good luck!
1. We completed CST questions 87-95 (pages 56-61). The CST review books were ours to keep and take home. We discussed that we should look through and find question types that we had trouble on, and focus on reviewing those for the ELA CST tomorrow.
2. 11th Grade counselors Ms. Larsen and Mrs. Jay came in and programmed classes for next year.
3. We stamped homework (all except period 3 - will stamp tomorrow).
4. We began discussing the Porter (period 1 only) in ACT TWO, Scene 3, including explaining his humor, and it's function in keeping the lower class audience members (the Groundlings) engaged in the play by giving them someone to identify with; as well as providing some much needed "comic relief" to relieve the tension that had collected up to this scene. We also discussed how the Porter's opening speech is attributed as the origin of the "knock, knock" joke.
===========
HOMEWORK:
1. Study for the ELA CST tomorrow. Good luck!
Due:
Assignment
Today in class on Friday, May 16, we:
1. We completed CST questions 75-86 (pages 50-55).
2. We reviewed the ACT TWO, Scene 2, discussing Macbeth's reaction to committing the murder, including discussing the figurative language of HYPERBOLE (exaggeration), where Macbeth believes even the entire ocean couldn't clean his hands of blood, and that his hands would in fact stain the ocean instead.
3. Journal assignment #10 - part A (one page), summarize ACT TWO, Scene 3, focusing on what mistake Macbeth makes, and how Malcolm and Donalbain make things "easy" for Macbeth - part B (second page), summarize ACT TWO, Scene 4, including describing how nature "rebels" against Duncan's murder.
4. We also discussed the use of comic relief to release tension; in this case, the Porter (doorman) in ACT TWO, Scene 3 is used in this way, and his remarks are supposed to be humorous (and in many cases, dirty). The Porter's opening speech is also attributed as the origin of the "knock, knock" joke.
5. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
===========
HOMEWORK:
1. Read ACT II, Scene iii and iv - write a summary (see above).
2. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
1. We completed CST questions 75-86 (pages 50-55).
2. We reviewed the ACT TWO, Scene 2, discussing Macbeth's reaction to committing the murder, including discussing the figurative language of HYPERBOLE (exaggeration), where Macbeth believes even the entire ocean couldn't clean his hands of blood, and that his hands would in fact stain the ocean instead.
3. Journal assignment #10 - part A (one page), summarize ACT TWO, Scene 3, focusing on what mistake Macbeth makes, and how Malcolm and Donalbain make things "easy" for Macbeth - part B (second page), summarize ACT TWO, Scene 4, including describing how nature "rebels" against Duncan's murder.
4. We also discussed the use of comic relief to release tension; in this case, the Porter (doorman) in ACT TWO, Scene 3 is used in this way, and his remarks are supposed to be humorous (and in many cases, dirty). The Porter's opening speech is also attributed as the origin of the "knock, knock" joke.
5. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
===========
HOMEWORK:
1. Read ACT II, Scene iii and iv - write a summary (see above).
2. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
Due:
Assignment
Today in class on Thursday, May 15, we:
1. We reviewed the ACT TWO, Scene 1, discussing SUBTEXT, particularly in II.i.22-29, where Macbeth tries to determine if Banquo will support his bid to become king, and Banquo tries to determine how serious Macbeth is about following the prophecy.
2. Subtext is basically what a character THINKS that may be different from what he or she SAYS. Subtext is "reading between the lines" to figure out what the character REALLY MEANS.
3. We then had an in-depth look at Macbeth's soliloquy, with small groups working to decipher sections of it. Groups had to determine what their section MEANS (translate it into their own words), why it MATTERS (why is it important - what does it change or reveal about Macbeth, or our understanding of the play), and if there is any SUBTEXT or CONFLICT within Macbeth (such as the line, "Is this a dagger before me?" indicates his senses - which see the dagger - are in conflict with his mind, which knows the dagger must be an hallucination).
4. We reviewed what a soliloquoy was, including the importance of CONFLICT within the writing, in order to keep it interesting that the stage is probably occupied by only one actor. That actor must demonstrate conflict with their performance and physical actions to make the conflict of the soliloquoy come alive.
5. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
===========
HOMEWORK:
1. Read ACT II, Scene ii - write a summary.
2. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
1. We reviewed the ACT TWO, Scene 1, discussing SUBTEXT, particularly in II.i.22-29, where Macbeth tries to determine if Banquo will support his bid to become king, and Banquo tries to determine how serious Macbeth is about following the prophecy.
2. Subtext is basically what a character THINKS that may be different from what he or she SAYS. Subtext is "reading between the lines" to figure out what the character REALLY MEANS.
3. We then had an in-depth look at Macbeth's soliloquy, with small groups working to decipher sections of it. Groups had to determine what their section MEANS (translate it into their own words), why it MATTERS (why is it important - what does it change or reveal about Macbeth, or our understanding of the play), and if there is any SUBTEXT or CONFLICT within Macbeth (such as the line, "Is this a dagger before me?" indicates his senses - which see the dagger - are in conflict with his mind, which knows the dagger must be an hallucination).
4. We reviewed what a soliloquoy was, including the importance of CONFLICT within the writing, in order to keep it interesting that the stage is probably occupied by only one actor. That actor must demonstrate conflict with their performance and physical actions to make the conflict of the soliloquoy come alive.
5. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
===========
HOMEWORK:
1. Read ACT II, Scene ii - write a summary.
2. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
Due:
Assignment
Today in class on Wednesday, May 14, we:
1. Did CST review questions 61-74 (pages 43-49).
2. We reviewed the Lady Macbeth ACT ONE, Scene 5 True/False worksheet, including quotes and citations.
3. Lady Macbeth True/False worksheet and Macbeth Anticipation Guide were collected.
4. We reviewed what a soliloquoy was, including the importance of CONFLICT within the writing, in order to keep it interesting that the stage is probably occupied by only one actor. That actor must demonstrate conflict with their performance and physical actions to make the conflict of the soliloquoy come alive. JOURNAL ASSIGNMENT 7 - summarize ACT II, Scene i, focusing on the soliloquoy and the conflict in it.
5. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
===========
HOMEWORK:
1. Read ACT II, Scene i - write a summary, focusing on the CONFLICT in the soliloquoy (see #4 above).
2. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
1. Did CST review questions 61-74 (pages 43-49).
2. We reviewed the Lady Macbeth ACT ONE, Scene 5 True/False worksheet, including quotes and citations.
3. Lady Macbeth True/False worksheet and Macbeth Anticipation Guide were collected.
4. We reviewed what a soliloquoy was, including the importance of CONFLICT within the writing, in order to keep it interesting that the stage is probably occupied by only one actor. That actor must demonstrate conflict with their performance and physical actions to make the conflict of the soliloquoy come alive. JOURNAL ASSIGNMENT 7 - summarize ACT II, Scene i, focusing on the soliloquoy and the conflict in it.
5. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
===========
HOMEWORK:
1. Read ACT II, Scene i - write a summary, focusing on the CONFLICT in the soliloquoy (see #4 above).
2. FINAL WARNING - anyone who owes the Fun With Shakespeare Crossword/Multiple Choice homework must be turned in by FRIDAY, MAY 16, or you will take a ZERO.
Due:
Assignment
Today in class on Tuesday, May 13, we:
1. Took a test on Macbeth, ACT I.
2. We reviewed the test afterward.
===========
HOMEWORK:
1. Finish the Macbeth Anticipation Guide, adding citations for sections of the play that match the ideas.
2. Finish the Lady Macbeth TRUE/FALSE worksheet.
1. Took a test on Macbeth, ACT I.
2. We reviewed the test afterward.
===========
HOMEWORK:
1. Finish the Macbeth Anticipation Guide, adding citations for sections of the play that match the ideas.
2. Finish the Lady Macbeth TRUE/FALSE worksheet.
Due:
Assignment
Today in class on Monday, May 12, we:
1. Did CST review questions 52-60 (pages 39-42).
2. Completed a Small Learning Community Survey.
3. Updated everyone on participation grades and the Grade Challenge (Period 2 is winning).
4. We continued discussing the Macbeth Anticipation Guide, including finding quotes from the play that support each idea.
5. We reviewed Roman numerals and proper play citation. ACT is given as a large Roman numeral, Scene is given as a small Roman numeral, and the lines are given as regular numbers. So ACT ONE, Scene 5, lines 40 to 49 would read:
I.v.40-49
6. We introduced the Lady Macbeth ACT ONE, Scene 5 True/False worksheet, including that you must include quotes and citations (see #5 above).
===========
HOMEWORK:
1. Finish the Macbeth Anticipation Guide, adding citations for sections of the play that match the ideas.
2. Finish the Lady Macbeth TRUE/FALSE worksheet.
1. Did CST review questions 52-60 (pages 39-42).
2. Completed a Small Learning Community Survey.
3. Updated everyone on participation grades and the Grade Challenge (Period 2 is winning).
4. We continued discussing the Macbeth Anticipation Guide, including finding quotes from the play that support each idea.
5. We reviewed Roman numerals and proper play citation. ACT is given as a large Roman numeral, Scene is given as a small Roman numeral, and the lines are given as regular numbers. So ACT ONE, Scene 5, lines 40 to 49 would read:
I.v.40-49
6. We introduced the Lady Macbeth ACT ONE, Scene 5 True/False worksheet, including that you must include quotes and citations (see #5 above).
===========
HOMEWORK:
1. Finish the Macbeth Anticipation Guide, adding citations for sections of the play that match the ideas.
2. Finish the Lady Macbeth TRUE/FALSE worksheet.
Due:
Assignment
Today in class on Friday, May 9, we:
1. Did CST review questions 40-51 (pages 35-38).
2. Finished ACT I: Scene 7, including discussing the role Lady Macbeth is having in encouraging Macbeth to murder.
3. We discussed in pairs the Macbeth Anticipation Guide, which lists a series of statements and asks if you agree or disagree, and why.
===========
HOMEWORK:
1. Finish the Macbeth Anticipation Guide.
2. Journal Assignment #6 - Write one question each for Scenes 5, 6, and 7 (3 total questions) - what confused you, what you are wondering about, or what you want to know.
1. Did CST review questions 40-51 (pages 35-38).
2. Finished ACT I: Scene 7, including discussing the role Lady Macbeth is having in encouraging Macbeth to murder.
3. We discussed in pairs the Macbeth Anticipation Guide, which lists a series of statements and asks if you agree or disagree, and why.
===========
HOMEWORK:
1. Finish the Macbeth Anticipation Guide.
2. Journal Assignment #6 - Write one question each for Scenes 5, 6, and 7 (3 total questions) - what confused you, what you are wondering about, or what you want to know.
Due:
Assignment
Today in class on Thursday, May 8, we:
1. Continued reviewing ACT I: Scene 3, and finished Scenes 4, 5 and 6, and got most of the way through Scene 7.
2. We discussed Medieval Castles and how they stank due to lack of indoor plumbing and stabling horses nearby, and how the horse was the most valuable possession up to the last century.
3. We discussed Macbeth's 7 reasons for not killing Duncan in his soliloquy in ACT 1: Scene 7 (he might get caught, he's afraid of karma and that his actions will come back to him, Duncan is family, Duncan is a guest, Duncan is a good king, people will cry when Duncan dies, and Macbeth only has ambition as a motive, which can lead to one's downfall), and how none of the reasons are "because murder is wrong."
===========
HOMEWORK:
1. Write one question each for Scenes 5, 6, and 7 (3 total questions) - what confused you, what you are wondering about, or what you want to know.
1. Continued reviewing ACT I: Scene 3, and finished Scenes 4, 5 and 6, and got most of the way through Scene 7.
2. We discussed Medieval Castles and how they stank due to lack of indoor plumbing and stabling horses nearby, and how the horse was the most valuable possession up to the last century.
3. We discussed Macbeth's 7 reasons for not killing Duncan in his soliloquy in ACT 1: Scene 7 (he might get caught, he's afraid of karma and that his actions will come back to him, Duncan is family, Duncan is a guest, Duncan is a good king, people will cry when Duncan dies, and Macbeth only has ambition as a motive, which can lead to one's downfall), and how none of the reasons are "because murder is wrong."
===========
HOMEWORK:
1. Write one question each for Scenes 5, 6, and 7 (3 total questions) - what confused you, what you are wondering about, or what you want to know.
Due:
Assignment
Today in class on Wednesday, May 7, we:
1. Did our CST prep packets, questions 28-39 (pages 27-34).
2. Continued reviewing ACT I: Scene 3, and started Scene 4.
===========
HOMEWORK:
1. Finish ACT I, Scene 4 and write in your journal a summary of what happened.
1. Did our CST prep packets, questions 28-39 (pages 27-34).
2. Continued reviewing ACT I: Scene 3, and started Scene 4.
===========
HOMEWORK:
1. Finish ACT I, Scene 4 and write in your journal a summary of what happened.
Due:
Assignment
Today in class on Tuesday, May 6, we:
1. Reviewed posted grades and the Grade Challenge (class that wins gets their lowest grade dropped).
2. Got into groups and shared ACT I: Scene 3 summaries, and shared two questions about the scene. Questions including clarifying what a Thane is (like a Baron, below a king, ruling a territory; like a Governor to a President); asking why the witches are helping Macbeth, asking if Banquo is jealous, asking why drums precede Macbeth (marching drums), etc.
3. Continued reviewing ACT I: Scene 3.
===========
HOMEWORK:
1. Finish ACT I, Scene 4 and write in your journal a summary of what happened.
1. Reviewed posted grades and the Grade Challenge (class that wins gets their lowest grade dropped).
2. Got into groups and shared ACT I: Scene 3 summaries, and shared two questions about the scene. Questions including clarifying what a Thane is (like a Baron, below a king, ruling a territory; like a Governor to a President); asking why the witches are helping Macbeth, asking if Banquo is jealous, asking why drums precede Macbeth (marching drums), etc.
3. Continued reviewing ACT I: Scene 3.
===========
HOMEWORK:
1. Finish ACT I, Scene 4 and write in your journal a summary of what happened.
Due:
Assignment
Today in class on Monday, May 5, we:
1. Did our CST PREP Packet, questions 19-27 (pages 19-26).
2. Stamped the homework (summary of ACT I: Scene 2/3).
3. Reviewed and collected the Fun With Shakespeare packet (crossword and multiple choice).
4. Reviewed the rituals and chose our favorites.
===========
HOMEWORK:
1. Finish ACT I, Scene 3 and write in your journal a summary of what happened.
1. Did our CST PREP Packet, questions 19-27 (pages 19-26).
2. Stamped the homework (summary of ACT I: Scene 2/3).
3. Reviewed and collected the Fun With Shakespeare packet (crossword and multiple choice).
4. Reviewed the rituals and chose our favorites.
===========
HOMEWORK:
1. Finish ACT I, Scene 3 and write in your journal a summary of what happened.
Due:
Assignment
Today in class on Friday, May 2, we:
1. Did our CST PREP Packet, questions 8-18 (pages 13-18).
2. Began reading the play. We discussed Stage direction (setting, action), and the procedure for reading the play. We will be reading from the left side of each page (the original Shakespeare), and using the right side for help with comprehension (a more modern English version).
3. Using the Map of Scotland, we showed where the battles were taking place.
4. We read ACT I, Scene 1 and Scene 2. Period 1 began Scene 3.
===========
HOMEWORK:
1. Finish ACT I, Scene 3 and write in your journal a summary of what happened.
2. Finish Shakespeare worksheet.
3. Finish rituals if you haven't already (In your journal, create TWO (2) silly rituals that students will have to perform to dispel evil spirits if they are caught off task. Rituals must be appropriate, physically possible, simple and quick. Examples include the chicken dance, singing I'm a Little Teapot, or clapping hands and snapping fingers).
1. Did our CST PREP Packet, questions 8-18 (pages 13-18).
2. Began reading the play. We discussed Stage direction (setting, action), and the procedure for reading the play. We will be reading from the left side of each page (the original Shakespeare), and using the right side for help with comprehension (a more modern English version).
3. Using the Map of Scotland, we showed where the battles were taking place.
4. We read ACT I, Scene 1 and Scene 2. Period 1 began Scene 3.
===========
HOMEWORK:
1. Finish ACT I, Scene 3 and write in your journal a summary of what happened.
2. Finish Shakespeare worksheet.
3. Finish rituals if you haven't already (In your journal, create TWO (2) silly rituals that students will have to perform to dispel evil spirits if they are caught off task. Rituals must be appropriate, physically possible, simple and quick. Examples include the chicken dance, singing I'm a Little Teapot, or clapping hands and snapping fingers).
Due:
Assignment
Today in class on Thursday, May 1, we:
1. Did our CST PREP Packet, questions 1-7 (page 12).
2. Watched a DVD about Shakespeare, and worked on a crossword and worksheet (due as homework).
3. Passed out copies of the play, ACT I AND ACT II. Ground rules of the journal apply (don't lose it, bring it every day, don't tag/doodle on it, treat it well, etc.)
4. Introduced the map of Scotland and surrounding lands.
===========
HOMEWORK:
1. Finish Shakespeare worksheet.
2. Finish rituals if you haven't already (In your journal, create TWO (2) silly rituals that students will have to perform to dispel evil spirits if they are caught off task. Rituals must be appropriate, physically possible, simple and quick. Examples include the chicken dance, singing I'm a Little Teapot, or clapping hands and snapping fingers).
1. Did our CST PREP Packet, questions 1-7 (page 12).
2. Watched a DVD about Shakespeare, and worked on a crossword and worksheet (due as homework).
3. Passed out copies of the play, ACT I AND ACT II. Ground rules of the journal apply (don't lose it, bring it every day, don't tag/doodle on it, treat it well, etc.)
4. Introduced the map of Scotland and surrounding lands.
===========
HOMEWORK:
1. Finish Shakespeare worksheet.
2. Finish rituals if you haven't already (In your journal, create TWO (2) silly rituals that students will have to perform to dispel evil spirits if they are caught off task. Rituals must be appropriate, physically possible, simple and quick. Examples include the chicken dance, singing I'm a Little Teapot, or clapping hands and snapping fingers).
Due:
Assignment
Today in class on Wednesday, April 30, we:
1. Took the Periodic Assessment, including a Short Constructed Response that will be used as a grade. You need to make this up if you missed the assessment.
===========
HOMEWORK:
None.
1. Took the Periodic Assessment, including a Short Constructed Response that will be used as a grade. You need to make this up if you missed the assessment.
===========
HOMEWORK:
None.
Due:
Assignment
Today in class on Tuesday, April 29, we:
1. Discussed Superstition, what it means, and many cultural examples (like La Llorona).
2. Discussed Superstition as it relates to MACBETH, including the theater traditions surrounding productions of the play.
3. Watched an episode of the British Comedy Series BLACKADDER where actors are spooked by any mention of Macbeth, and must perform a silly ritual to dispel malicious spirits.
4. Discussed that we will have our own silly rituals to dispel bad luck when students invite mischievous spirits by being off-task (daydreaming, talking, etc.).
===========
HOMEWORK:
1. In your journal, create TWO (2) silly rituals that students will have to perform to dispel evil spirits if they are caught off task. Rituals must be appropriate, physically possible, simple and quick. Examples include the chicken dance, singing I'm a Little Teapot, or clapping hands and snapping fingers.
1. Discussed Superstition, what it means, and many cultural examples (like La Llorona).
2. Discussed Superstition as it relates to MACBETH, including the theater traditions surrounding productions of the play.
3. Watched an episode of the British Comedy Series BLACKADDER where actors are spooked by any mention of Macbeth, and must perform a silly ritual to dispel malicious spirits.
4. Discussed that we will have our own silly rituals to dispel bad luck when students invite mischievous spirits by being off-task (daydreaming, talking, etc.).
===========
HOMEWORK:
1. In your journal, create TWO (2) silly rituals that students will have to perform to dispel evil spirits if they are caught off task. Rituals must be appropriate, physically possible, simple and quick. Examples include the chicken dance, singing I'm a Little Teapot, or clapping hands and snapping fingers.