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!
Friday, March 30, 2012
Tuesday, March 27, 2012
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.
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.
Monday, March 26, 2012
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
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 19, 2012
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!
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, 2012
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.
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, 2012
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!
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!
Monday, March 5, 2012
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!
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!
Thursday, March 1, 2012
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!!
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!!
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