over the weekend

On Monday we will go over the FINAL drafts of your Where I'm From poems and share them with the class. 

You need to read Chapter 9 and annotate it. 

ENJOY! 

W

MONDAY:

Today in class we reviewed some figurative language in the text, caught up on reading, and caught up on viewing!

HW:

Get definitions for 4th column of vocab!

Good Monday to you! 

Today in class we did color-specific peer editing of rough drafts for Prompt #2. Thank goodness for bright colored pencils! 

After students completed the peer editing portion of the class they moved on to THEME work. 

Selecting, writing, cutting, rearranging, assembling, analyzing! Oh my! 

HW: 

Your 2nd writing response is due TOMORROW by 3pm to Turnitin.com 

Also - find the definitions for Vocab list #3 in your purple packet. 

Characterization Monday: Class #1

In class we:

Created chapter expert groups - we summarized the events, characterized each sister, and found quotes that illustrated both the plot and the sister's personality.

- People shared out their chapter findings.

- We then created drawings of each sister -  that showed their actions, emotions, thoughts, and quotes that charcterized them well.

HOMEWORK:

VOCAB LIST #2 -

Get definitions for words 24-41.
Quiz friday.

Over the weekend

Over the weekend you need to :

Read and annotate Chapter 3&4 of Butterflies.
Also - write down 3 inferences about the text when you've completed your reading.

Your first reading response is due Monday, April 30th by 3pm to Turnitin.com

The options are:

Critical: Symobolism & Metaphor.
Identify a theme from the first two chapters of the novel and then explain how Alvarez uses symbolism or metaphor to develop that theme. Possible choices include but are not limited to: tree symbolism in chapter 1,  rabbit metaphor in chapter 2, hammer and nail metaphor in Chapter 2.

Creative: Historical Fiction
Part 1: Find a news article about something you find interesting.
Part 2: Drawing on your understanding of historical fiction, use the article as a starting point for a short story in which you develop characters and a conflict.

Class #2

In class we:

Checked HW
Reviewed the vocabulary words.
Presentation of a Powerpoint on the historical aspects of the book
Video of Mirabal sisters

HW -
Read and annotate the first two chapters of the book (run off on a handout)
Find and write down in the packet
Motifs
Are there any themes that are present already? If not - what do you think will emerge.
Come up with three good questions about the text.

...and we're back! Monday Class

In class today

Introduction to In the Time of the Butterflies, by Julia Alvarez.

We received our new Butterfly Packets, and became acquainted with its contents!

Silent answering of Anticipation Guide Questions.
Discussion of our answers.

If time: Page 26 - read

HW:
Get definitions for words 1-23 on page 6 in your Butterfly Packet.
Read & underline/annotate lightly - page 18 & 19 in your Butterfly Packet.
Read page 26 in your Butterfly Packet if needed.

Also -
Please bring back your R&J book. You can clean out your R&J binder and turn it into a Butterflies binder.
Tip -
Restock a bit of your supplies. Get new pens (that you like!) and new pencils/erasers and maybe a new notebook. Even though we have only 8 weeks left, you can benefit from cleaning things out and getting a fresh start.

Week before break! Class #1

In class we deepened our understanding of R&J by analyzing the Baz Luhrmann version of the film.

Students made charts with the Date, Similarities, Differences, Sound, Setting, and My Reaction   Columns - they worked on filling these out with their notes while they were watching in class.

We also reviewed the Scene 5 questions from the Balcony packet.

HW: Type a 1 paragraph personal response to the viewing today. Be ready to share it in class tomorrow.

Class #2

In class:

Checked HW: which was to have terms and questions answered for 4.1` and 4.2
We reviewed the terms and questions together.

We re read significant parts of 4.1 & 4.2 and watched how those scenes were played out in the film.

HW tonight:

Finish reading Act 4. Answer all remaining questions in your Balcony Packet for Act 4.


Have a a good day!!

over the weekend -

Over the weekend HW:

Read the rest of Act 3.
Answer the questions in your Balcony packet for ACT 3.
(I'll check them on Monday)

Be sure to bring your bookmark to class if you didn't check it with me already!

Week #26 - Class #2

In class we:

Checked HW -
Reviewed literary terms and vocabulary.
We read 3.2 together --> We looked at how Juliet showed her feelings -

HW tonight:
3.1 & 3.2 questions.

Week #26 - Class #1

Today we ....

caught up on the questions in the Balcony packet from the end of Scene 2.

We read 3.1
We watched 3.1

HW:
Find the definitions for the vocab and terms for Scene 3 (In your balcony packet)
Fill out the metaphor sheet.
Read for IRP

Monday - March 19th!

In class:

Peer editing of "Fight Write" rough draft -

Read Act 2, Scene 3 -

HW:

In your own words, write a summary of all the action in Scene 3 --> You can write a paragraph, draw a character map, or rewrite it line by line.
--> Also, answer all the 2.3 Questions in your Balcony Packet!

Use this time during MCAS to catch up on work, reading, and rest!

FRIDAY MARCH 16!

Over the weekend -->

Type up the rough draft to your "Fight Write"
and have it double spaced and printed.

Bring it to class Monday for a bit of peer editing after our R&J work.

The Fight Write

Your Assignment: Write a personal narrative that uses a specific incident in your life to show your feelings about fighting.  This incident could be:

·       A specific verbal or physical fight you were involved in or witnessed

·       A specific memory of hearing about real fighting or violence in the news

·       A specific memory about fictional fighting or violence in a television show, movie, or game

Important Note: This is NOT an analytic essay, so you are not trying to make an argument for what an author is doing with a text.  Instead, you are writing the text—this is creative nonfiction.  Consider how you can use the things we pay attention to when we closely read and annotate to make the incident you portray and your feelings about it come to life. 

Style and Content Checklist:

____

c  Choose an incident that really affected you and how you think about fighting.

c  As you pre-write, clarify your purpose.  What are your feelings about fighting?  How does this incident show those feelings?

c  Use numerous, specific, and vivid details to show your characters, the action, and your feelings.  Use to diction, imagery, metaphors, symbols, etc. to add meaning and to support your purpose.  Use dialogue to support characterization.

c  Organize your essay with a clear beginning, middle, and end.  The beginning should grab the readers’ interest, the middle should build a complex situation through a logical sequence, and the end should resolve the incident and provide the reader with closure.

c  Revise for style.  Does your essay sound like you? Does it show your real feelings in a believable way?

c  Is your word choice and sentence structure interesting and sophisticated, but still natural?

Narrative Essay Rubric	Exemplary	Proficient	Satisfactory	Beginning
Focus and Content	·  The narrative is interesting, sophisticated, and has a clear purpose.  ·  Narrative contains numerous and specific details about people, places, and events that clearly support purpose.  ·  Dialogue is used effectively to support characterization and purpose.  ·  Characterization shows careful consideration of self-portrayal and portrayal of others.	·  The narrative has a clear purpose. ·  Narrative contains some specific details about people, places, and events, but some may not be clear enough or may not clearly support purpose.  ·  Dialogue is used to support characterization and purpose. ·  Characterizations show some consideration.	·  The narrative is generally coherent, but the purpose is not clear.  ·  The amount and type of details do not demonstrate an awareness of characterization and/or purpose.	·  The purpose of the narrative is not clear.  ·  The narrative may lack essential details.
Organization	·  The narrative has a clear beginning, middle, and end.  The beginning pulls the reader into the essay, the middle introduces and builds a complex situation in an organized manner, and the end resolves or explains.  ·  Author uses sophisticated transitions to link sentences and paragraphs.	·  The narrative has a beginning, middle, and end. It introduces and resolves a complex situation.  ·  Author uses transitions.	·  The narrative may lack a clear beginning or end.  ·  General organization may be unclear and transitions may be rare or awkward.	·  The writing does not have a clear beginning, middle, or end. ·   Essay lacks general organization of ideas.
Style	·  Writes creatively and clearly in a style appropriate for the audience. ·  Uses sophisticated vocabulary and sentence structures without distracting from the purpose. ·  The narrative shows the author is truly interested in the subject, and speaks with knowledge and/or enthusiasm.  ·  The narration and characters are believable.	·  Writes in a style appropriate for the audience. ·  Uses appropriate and varied vocabulary and sentence structures. ·  The narrative shows interest in the subject. ·  The narration and characters are generally believable.	·  Writing is sometimes unclear and shows little attention to the audience. ·  Demonstrates limited variety in vocabulary and sentence structure. ·  The narrative shows inconsistent interest in the subject. ·  The narration and characters are occasionally believable.	·  Writing is unclear and shows little attention to audience. ·  Demonstrates problems in sentence structure and weak vocabulary. ·  The narrative shows little or no interest in the subject. ·  The narration and characters are usually not believable.
Conventions	·  Essay contains no errors in grammar, usage, mechanics, or spelling.  ·  The author consistently uses the first-person point of view.  ·  Dialogue is punctuated correctly.	·  Essay contains few errors in grammar, usage, mechanics, or spelling.  ·  The author consistently uses the first-person point of view. ·  The punctuation in the dialogue may have minor errors.	·  Essay contains multiple errors in grammar, usage, mechanics, or spelling.  ·  The point of view is inconsistent.  ·   Dialogue is punctuated incorrectly or inconsistently.	·   Numerous errors in grammar, usage, mechanics, or spelling interfere with reader comprehension.  ·   The point of view shifts. ·   Dialogue may lack essential punctuation.

Comments:                                                                                                                                                                         Grade:

MONDAY - March 12

Welcome back! Hope you had a nice weekend! (Did you see any forsythia in bloom?)

I will be out doing observations for half the blocks today so some of you may have a sub.

Here is the basic rundown:

When you come in, take out your "Balcony" packets
-- answer all of the questions for Act 1.

Once that is complete, move on to the Act 1 Quotes Sheet
- You may work with a partner and answer the questions on a separate sheet of paper.
- Answer for 6 out of the 9 quotes (your choice!)

And once all of that good work is finished, move on to your homework, which is to find definitions for the vocabulary and literary terms for Act 2!

Reminders:
R&J books need to come to school! Leave them here if you're worried you'll forget them at home.

Stay organized in your R&J binders - 3 hole punch things you want to keep, and discard anything that doesn't belong.

Keep up with your IRP - better to work harder now and rest at the end of the quarter than to feel terribly stressed come month end.

Bring in a box of tissues (put your name on it!) for an extra two quiz points! And then remind me you did so!

Week #25 - Class #1

In class:

Reviewed our new "Balcony Packet"
Reviewed our Prologue sheet.
Reviewed our William Shakespeare questions.
-and finally, began to read!

Homework:
Find definitions for vocabulary and literary terms on page 1&2 of your balcony packet.
Do not do the reading comprehension questions.

See you next class!

Week # 24 - Class #3

In class:

Writing your own sonnets with rhyming couplets!

Watching Biography on William Shakespeare -- what type of man is he? how did he grow up?

Potential for a pop-quiz of sorts tomorrow...

HW:
Read and fill out the William Shakespeare packet...
Bring IRP book.
Review your notes from the week...

Stay warm and dry!!

Week #24 - Class #1

In class:

Students will be able to understand the concept of FATE.

- Journal on fate.
- Setting up for R&J - Book Talk Sign Up.
- Read in class "The Fatalist".
- Discussion - was it fate?


HW:
Get a R&J Binder.
Read for IRP
Finish "The Fatalist"  if you didnt in class.

Week #23 - Schedule

Week #22 - Rough Schedule.

WEEK OF : February 6^th – February 10^th.

Class #1:

Address turnitin questions

Read Scene 3 and Ode 3

Have summary by end of class

Discuss – what questions do you have?

HW:

Cento Poem due tomorrow at noon!

Class #2

Do now:

Scene 3 questions in groups

Review Ode 3 with one partner in your group

Answer Ode 3 Questions

-       Can you make any predictions?

HW: Read ONLY scene 4 & answer question WITH QUOTES in the Eyes packet.

Class #3

Do now: So what did you learn? What can you tell me now?

Review the scene 4 questions

Do now: Read Ode IV –

Act out Ode IV.

HW: Get ready for quiz tomorrow and have an IRP book!

Class #4

Quiz

IRP

Book Talks

HW: Over weekend:

Read for IRP. 

Week #21 - Class #3

In class:

Review of Scene 2 questions.

Acting groups!
Prepare and act out the scene.


HW:

Study the vocab and the reading.
Bring an IRP book for Friday.
Get ready for booktalks.

Week 21 - Class #2

In class:

Checking HW from the night before.

In class:
Quick Silent Gallery Walk.

All class read of Scene 2. What is the tone of each character?


HW:
Answer Scene 2 questions with quotes.

Week #21 - Class #1

check:
- vocab squares for parodos and scene 1
- Answers to SCENE 1 questions.



IN CLASS:

Do now: Answer questions for Scene 1.
- review vocab squares
- review answers to scene 1
- Read the Ode - Summarize Ode
- Discuss Ode.


Homework:
Draw a travel path of the events of the book thus far - use labels.
and be sure you have at least 5 significant event -
Use symbols to indicate characters, events, etc.
Plot motifs too.

Week #20 - Class 4

check -
bookmarks/book

in class:
IRP time
Book talks
Quiz



HW over weekend...
Read for IRP
Answer Questions in Packet for Scene 1 --> use a quote for each!
Make vocab squares for Parodos & scene 1 words

Week 20 - Class #3

In class:

I'm checking: Answers to Parodos. Making sure motifs have been tracked.

In class:
Review answers to Parodos.
Time to work together in groups to plan out acting.
ACT OUT PARODOS! Amuse Ms. Weiss!
Assign parts and read Scene 1. Track during or after (group choice).

HW:
Make sure you understand Scene 1, and have tracked the motifs.
Study for vocab quiz.
Bring book for IRP.
Prepare for Book Talks if you have one.


See you Friday!
Ms. W

Week 20 - Class #2

In class:

Hw check: Vocab squares, motifs tracked for prologue?

Do now: In your "Eyes" packet - answer the questions for PROLOGUE.
Use textual evidence for all!

Review vocab.

Read the Parodos in groups / summarize it at the end.

Prepare to act it out in your own words next class!

HW: Answer the questions in the "Eyes" packet for Parodos.
Be sure you have tracked the motifs for that section.
Get ready to act tomorrow.

Have a book for Friday IRP time, after your Vocab Quiz!

SEE YOU NEXT CLASS
(if you just wanted to track my use of the word "see" with a stickie note... 10 pts!) :)

Week 20 - Class #1 - OEDIPUS REX PROLOGUE STUDY

In class:

We learned the meaning of motif and the purpose of a prologue.

I checked: Stickie notes, quarter 2 bookmarks, and quarter 3 books to read.
Students worked in groups, picked new jobs for the week, set up their stickie
notes to track motifs.
They read a sheet about the purpose of a prologue in greek tragedies and answered questions about it.
They read the prologue
We summarized the prologue at the end of class.

HW: Vocab squares for just the words from the PROLOGUE are due next class. There will be a quiz on vocab/reading on Friday.
Finish reading and tracking motif in the prologue if you did not in class.

DEFINTIONS TO HAVE:
motif: any recurring element that has a symbolic significance. --> through its repetition a motif can create mood or establish a theme. 


SEE YOU NEXT CLASS! 
W

Week 19 - getting ready for friday

END OF THE TERM ON FRIDAY! I will collect bookmarks on Monday.
If you lost yours - get a new one - here:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B9bQwqNjIlgNN2RiYWI4YjItNGQyNy00MTg5LTk5NWMtY2Q0NGE3ODNmYzU5&hl=en_US

There will be a quiz on the first 12 words on page 7 of your Oedipus "Eyes" packet.
Perhaps a couple of reading comp. questions, too!

Also - by Monday - plan to get those the stickie-notes to make the motif-tracking work next week.

week 19 - class #1

In class:

Pre-reading questions - OEDIPUS "Eyes" packet.
Review & Discuss.
Read up to page 7 in packet.
Quiz friday on reading and 10 vocab words.

HW: get vocab, organize, read for IRP

Week 18 - Getting ready for Friday!

In class:
We reviewed the remaining questions that pertained to poems "On Turning Ten" by Billy Collins and "Remembrance" by Ray Bradbury. We then moved on to the first Oedipus packet and began to read about Aristotle's "The Poetics".

Students will finish reading and annotating the packet over the weekend.

For Friday:

- Get ready for the quiz on the poetry terms.
- Get  a specially designated Oedipus Rex binder and/or notebook. Due friday.
- Keep reading for the IRP!

Week 18 - Class #1

In class:
-Journal.
-Terms to learn and poetry to inspire - a packet with terms, 3 poems, and accompanying questions!
-Small group work on the packet.
-Time to work on packet, IRP, art/poem (students decide!)


HW:  Final draft of poem/art DUE next class. Keep reading for the IRP in spare time!
UPCOMING: Quiz friday on the poetry terms reviewed today.

Have a question? A problem? Something I should know? Let me know! 
cweiss@sch.ci.lexington.ma.us 

Week 17 - SCHEDULE