Objective: Students will be able to evaluate evidence in order to determine if a defendant is innocent or guilty.
Do-Now: Do you believe the old man and the woman may be lying (or may not be correct) about what they saw/heard the night of the murder? What might they have really seen/heard? Why might their testimonies be incorrect? Explain.
Today: 1) Finish reading Act 2 of "Twelve Angry Men." Record/evaluate additional evidence on your charts.
2) Watch Act 2 of "Twelve Angry Men"
Homework: Quiz on Act 2 of "Twelve Angry Men" TOMORROW!!!
Wednesday, April 30, 2014
Tuesday, April 29, 2014
Wednesday, April 30 (Half-Day)
Objective: Students will be able to evaluate evidence and arguments in order to determine if a defendant is innocent or guilty.
Do-Now: Get your folder and take out your Evidence/Arguments charts from "Twelve Angry Men." Add the FOUR pieces of evidence we read about yesterday that are listed on the board. Make sure to write each one in a separate box. We will be evaluating this evidence as a class.
Today: 1) Go over quiz on Act 1 of "Twelve Angry Men."
2) Evaluate evidence from Act 2 of "Twelve Angry Men" on chart.
3) Continue reading Act 2 of "Twelve Angry Men" in groups.
Homework: Quiz on Act 2 of "Twelve Angry Men" on FRIDAY!!!
Do-Now: Get your folder and take out your Evidence/Arguments charts from "Twelve Angry Men." Add the FOUR pieces of evidence we read about yesterday that are listed on the board. Make sure to write each one in a separate box. We will be evaluating this evidence as a class.
Today: 1) Go over quiz on Act 1 of "Twelve Angry Men."
2) Evaluate evidence from Act 2 of "Twelve Angry Men" on chart.
3) Continue reading Act 2 of "Twelve Angry Men" in groups.
Homework: Quiz on Act 2 of "Twelve Angry Men" on FRIDAY!!!
Monday, April 28, 2014
Tuesday, April 29
Objective: Students will be able to identify evidence and arguments in order to determine if a defendant is innocent or guilty.
Do-Now: At the end of Act 1, another juror changed his mind and switched to a "not guilty" verdict. Which juror do you believe this was? Why? What do you believe may have made him change his mind? Explain.
Today: 1) Quiz on Act 1 of "Twelve Angry Men"
2) Watch Act 1 of "Twelve Angry Men"
3) Begin reading Act 2 of "Twelve Angry Men."
Exit Slip: What argument did Juror #8 present to the group? Explain whether or not you believe his argument is valid.
Homework: Quiz on Act 2 of "Twelve Angry Men" the day after we finish reading Act 2 in class.
Do-Now: At the end of Act 1, another juror changed his mind and switched to a "not guilty" verdict. Which juror do you believe this was? Why? What do you believe may have made him change his mind? Explain.
Today: 1) Quiz on Act 1 of "Twelve Angry Men"
2) Watch Act 1 of "Twelve Angry Men"
3) Begin reading Act 2 of "Twelve Angry Men."
Exit Slip: What argument did Juror #8 present to the group? Explain whether or not you believe his argument is valid.
Homework: Quiz on Act 2 of "Twelve Angry Men" the day after we finish reading Act 2 in class.
Friday, April 25, 2014
Monday, April 28
Objective: Students will be able to identify run-ons and comma splices in order to turn them into separate thoughts. Students will be able to identify evidence and arguments in order to determine if a defendant is innocent or guilty.
Do-Now: You have TEN minutes to study for your vocabulary quiz and prepare for your quiz on run-ons and comma splices.
Today: 1) Vocabulary Quiz #4 and Quiz on Run-Ons and Comma Splices
2) Finish reading Act 1 of "12 Angry Men"
3) Watch Act 1 of "12 Angry Men"
Exit Slip: After reading Act 1, do you believe the boy is innocent or guilty? Explain your reasoning by giving evidence from the play and evaluating the evidence to show how it proves the defendant is/is not guilty. (Use your evidence chart to help.)
Do-Now: You have TEN minutes to study for your vocabulary quiz and prepare for your quiz on run-ons and comma splices.
Today: 1) Vocabulary Quiz #4 and Quiz on Run-Ons and Comma Splices
2) Finish reading Act 1 of "12 Angry Men"
3) Watch Act 1 of "12 Angry Men"
Exit Slip: After reading Act 1, do you believe the boy is innocent or guilty? Explain your reasoning by giving evidence from the play and evaluating the evidence to show how it proves the defendant is/is not guilty. (Use your evidence chart to help.)
Thursday, April 24, 2014
Friday, April 25
Objective: Students will be able to identify run-ons and comma splices in order to turn them into separate thoughts. Students will be able to identify evidence and arguments in order to determine if a defendant is innocent or guilty.
Do-Now: Vocabulary Practice Quiz #4 and Run-Ons and Comma Splices I: Test 1 and Test 4
Today: 1) Go over Vocabulary Practice Quiz #4 and Run-Ons and Comma Splices I: Test 1 and Test 4
2) Finish reading Act 1 of "Twelve Angry Men" and continue to fill out evidence chart
3) Watch Act 1 of "Twelve Angry Men"
Exit Slip: After reading Act 1, do you believe the boy is innocent or guilty? Explain your reasoning by giving evidence from the play and evaluating the evidence to show how it proves the defendant is/is not guilty. (Use your evidence chart to help.)
Homework: Quiz on Vocabulary List #4 and Run-Ons and Comma Splices on MONDAY!!!
Do-Now: Vocabulary Practice Quiz #4 and Run-Ons and Comma Splices I: Test 1 and Test 4
Today: 1) Go over Vocabulary Practice Quiz #4 and Run-Ons and Comma Splices I: Test 1 and Test 4
2) Finish reading Act 1 of "Twelve Angry Men" and continue to fill out evidence chart
3) Watch Act 1 of "Twelve Angry Men"
Exit Slip: After reading Act 1, do you believe the boy is innocent or guilty? Explain your reasoning by giving evidence from the play and evaluating the evidence to show how it proves the defendant is/is not guilty. (Use your evidence chart to help.)
Homework: Quiz on Vocabulary List #4 and Run-Ons and Comma Splices on MONDAY!!!
Wednesday, April 23, 2014
Thursday, April 24
Objective: Students will be able to identify run-ons and comma splices in order to turn them into separate thoughts. Students will be able to identify evidence and arguments in order to evaluate each to determine if a defendant is innocent or guilty.
Do-Now: Vocabulary Practice: irrational, superficial, obscure, advocates, conscientiously, affluent
1) Would an irrational parent be likely to punish his/her child for minor offenses? Explain why or why not.
2) Give an example of a superficial reason for choosing someone as a friend.
3) Describe something a criminal might due to obscure his involvement in a crime.
4) Are you an advocate of the death penalty? Explain why or why not.
5) Should you think about your future career conscientiously? Explain why or why not.
6) Would an affluent person be found shopping at a thrift store? Explain why or why not.
Today: 1) Run-Ons and Comma Splices: Test 3
2) Preview vocabulary for "12 Angry Men"
3) Begin reading Act 1 of "12 Angry Men" pp. 9-14 and begin filling out "Evaluating Evidence & Arguments in '12 Angry Men'"
4) Finish reading Act 1 of "12 Angry Men" pp. 14-26
Exit Slip: After reading Act 1, do you believe the boy is innocent or guilty? Explain your reasoning by giving evidence from the play and evaluating the evidence to show how it proves the defendant is/is not guilty. (Use your chart to help.)
Homework: Quiz on Run-Ons and Comma Splices and Quiz on Vocabulary MONDAY!!!
Do-Now: Vocabulary Practice: irrational, superficial, obscure, advocates, conscientiously, affluent
1) Would an irrational parent be likely to punish his/her child for minor offenses? Explain why or why not.
2) Give an example of a superficial reason for choosing someone as a friend.
3) Describe something a criminal might due to obscure his involvement in a crime.
4) Are you an advocate of the death penalty? Explain why or why not.
5) Should you think about your future career conscientiously? Explain why or why not.
6) Would an affluent person be found shopping at a thrift store? Explain why or why not.
Today: 1) Run-Ons and Comma Splices: Test 3
2) Preview vocabulary for "12 Angry Men"
3) Begin reading Act 1 of "12 Angry Men" pp. 9-14 and begin filling out "Evaluating Evidence & Arguments in '12 Angry Men'"
4) Finish reading Act 1 of "12 Angry Men" pp. 14-26
Exit Slip: After reading Act 1, do you believe the boy is innocent or guilty? Explain your reasoning by giving evidence from the play and evaluating the evidence to show how it proves the defendant is/is not guilty. (Use your chart to help.)
Homework: Quiz on Run-Ons and Comma Splices and Quiz on Vocabulary MONDAY!!!
Tuesday, April 22, 2014
Wednesday, April 23
Objective: Students will be able to identify run-ons and comma splices in order to turn them into separate thoughts. Students will be able to identify an author's arguments and evidence in order to evaluate each.
Do-Now: Vocabulary Practice: dire, retribution, fervent, aspiring, deliberation
1) Describe a dire incident you recently read about or saw in the news.
2) What do you believe is appropriate retribution for someone who has committed murder?
3) Describe something you are fervent about.
4) What are you aspiring to do after you graduate high school?
5) Describe a decision you made which required a lot of deliberation.
Today: 1) Run-Ons and Comma Splices I: Practices 2 and 3. (Correct each error within the sentence. DO NOT re-write the sentences!!!)
2) Watch video on the Criminal Justice System.
3) Class will read "A Defense of the Jury System" pp. 310-311, completing yellow block questions #1-3.
4) Watch video on Racism in the Criminal Justice System.
Exit Slip: Complete questions #1-3 on pg. 312.
Homework: Quiz on Run-Ons and Comma Splices and Quiz on Vocabulary on MONDAY!!!
Do-Now: Vocabulary Practice: dire, retribution, fervent, aspiring, deliberation
1) Describe a dire incident you recently read about or saw in the news.
2) What do you believe is appropriate retribution for someone who has committed murder?
3) Describe something you are fervent about.
4) What are you aspiring to do after you graduate high school?
5) Describe a decision you made which required a lot of deliberation.
Today: 1) Run-Ons and Comma Splices I: Practices 2 and 3. (Correct each error within the sentence. DO NOT re-write the sentences!!!)
2) Watch video on the Criminal Justice System.
3) Class will read "A Defense of the Jury System" pp. 310-311, completing yellow block questions #1-3.
4) Watch video on Racism in the Criminal Justice System.
Exit Slip: Complete questions #1-3 on pg. 312.
Homework: Quiz on Run-Ons and Comma Splices and Quiz on Vocabulary on MONDAY!!!
Monday, April 21, 2014
Tuesday, April 22 (Half-Day)
Objective: Students will be able to explain how the ending of a story is ambiguous in order to make inferences about character motivation to clarify the ambiguity.
Do-Now: Vocabulary Practice: exuberant, genial, impartial, allegiance, procured
1) Give an example of an occasion which makes people feel exuberant and explain why this occasion makes them feel this way.
2) Would a genial person have a lot of friends? Explain why or why not.
3) Why is it important for a judge to be impartial? Explain.
4) Name one person/place/thing you show allegiance to. Why do you show allegiance to this person/place/thing?
5) Name THREE things you hope to procure by the time you're 30.
Today: 1) Finish reading "The Lady, or The Tiger?" pp. 298-304, completing "Inferring Character Motivation" questions #1-5.
Exit Slip: What do you believe came out of the door---the lady, or the tiger? Support your answer using the Princess' motivation as evidence.
Homework: Vocabulary Quiz and Run-Ons and Comma Splices Quiz on MONDAY, April 28!!!
Do-Now: Vocabulary Practice: exuberant, genial, impartial, allegiance, procured
1) Give an example of an occasion which makes people feel exuberant and explain why this occasion makes them feel this way.
2) Would a genial person have a lot of friends? Explain why or why not.
3) Why is it important for a judge to be impartial? Explain.
4) Name one person/place/thing you show allegiance to. Why do you show allegiance to this person/place/thing?
5) Name THREE things you hope to procure by the time you're 30.
Today: 1) Finish reading "The Lady, or The Tiger?" pp. 298-304, completing "Inferring Character Motivation" questions #1-5.
Exit Slip: What do you believe came out of the door---the lady, or the tiger? Support your answer using the Princess' motivation as evidence.
Homework: Vocabulary Quiz and Run-Ons and Comma Splices Quiz on MONDAY, April 28!!!
Thursday, April 17, 2014
Monday, April 21
Objective: Students will be able to identify run-ons and comma splices
in order to turn them into separate thoughts.
Do-Now: Copy new vocabulary words and definitions from pg. 297 and pg. 309: exuberant, genial, impartial, allegiance, procured, dire, retribution, fervent, aspiring, deliberation, irrational, superficial, obscure, advocates, conscientiously, affluent
Today: 1) Introduction to Run-Ons and Comma Splices: Check Your Understanding and Practice 1
2) Note-taking: ambiguity = when something can be interpreted/understood in more than one way
Example: John and Mike were driving his car Friday night when they got into an accident. (Whose car were they driving? John or Mike's?)
Example: I love hunting dogs. (Do I love dogs that are used for hunting, or do I love to hunt dogs?)
Ambiguous Newspaper Headlines:
- KIDS MAKE NUTRITIOUS SNACKS
- JUVENILE COURT TO TRY SHOOTING DEFENDANT
- COMPLAINTS ABOUT NBA REFEREES GROWING UGLY
- POLICE BEGIN CAMPAIGN TO RUN DOWN JAYWALKERS
3) Read "The Lady, or The Tiger?" pp. 298-304, completing "Inferring Character Motivation" questions #1-5.
Exit Slip: What do you believe came out of the door---the lady, or the tiger? Support your answer using the Princess' motivation as evidence.
Homework: Vocabulary Quiz and Run-Ons and Comma Splices Quiz on MONDAY, April 28!!!
Students will be able to explain how the ending of a story
is ambiguous in order to make inferences about character motivation to clarify
the ambiguity.
Do-Now: Copy new vocabulary words and definitions from pg. 297 and pg. 309: exuberant, genial, impartial, allegiance, procured, dire, retribution, fervent, aspiring, deliberation, irrational, superficial, obscure, advocates, conscientiously, affluent
Today: 1) Introduction to Run-Ons and Comma Splices: Check Your Understanding and Practice 1
2) Note-taking: ambiguity = when something can be interpreted/understood in more than one way
Example: John and Mike were driving his car Friday night when they got into an accident. (Whose car were they driving? John or Mike's?)
Example: I love hunting dogs. (Do I love dogs that are used for hunting, or do I love to hunt dogs?)
Ambiguous Newspaper Headlines:
- KIDS MAKE NUTRITIOUS SNACKS
- JUVENILE COURT TO TRY SHOOTING DEFENDANT
- COMPLAINTS ABOUT NBA REFEREES GROWING UGLY
- POLICE BEGIN CAMPAIGN TO RUN DOWN JAYWALKERS
3) Read "The Lady, or The Tiger?" pp. 298-304, completing "Inferring Character Motivation" questions #1-5.
Exit Slip: What do you believe came out of the door---the lady, or the tiger? Support your answer using the Princess' motivation as evidence.
Homework: Vocabulary Quiz and Run-Ons and Comma Splices Quiz on MONDAY, April 28!!!
Wednesday, April 16, 2014
Thursday, April 17
Objective: Students will be able to complete make-up work and extra credit in order to supplement their grades for the third semester.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Turn in Poetry Projects
2) Work on Make-Up work and Extra Credit (If you have not completed at least one of your two unit tests, you must complete one today)
Exit Slip: What grade do you believe you have earned for this semester? Why do you believe you have earned this grade? What goals do you have for yourself for the rest of the year?
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Turn in Poetry Projects
2) Work on Make-Up work and Extra Credit (If you have not completed at least one of your two unit tests, you must complete one today)
Exit Slip: What grade do you believe you have earned for this semester? Why do you believe you have earned this grade? What goals do you have for yourself for the rest of the year?
Tuesday, April 15, 2014
Wednesday, April 17
Objective: Students will be able to analyze the techniques used by spoken word poets in order to determine if the techniques are being used effectively to enhance each poem's meaning.
Do-Now: Today we are going to be watching examples of spoken word poetry (poetry which is performed by the author.) How can poetry be performed? How can an author use his/her voice/body to enhance the meaning of his/her poetry? Describe a poem you've seen performed and what the author did to make the performance more powerful/meaningful.
Today: 1) Spoken Word Poetry: Watch SIX videos and complete a chart for each performance.
2) Finish final copies for Poetry Project.
Homework: All make-up work due TOMORROW!!! Poetry Project (final copies of all FIVE types of poems) due TOMORROW!!!
Do-Now: Today we are going to be watching examples of spoken word poetry (poetry which is performed by the author.) How can poetry be performed? How can an author use his/her voice/body to enhance the meaning of his/her poetry? Describe a poem you've seen performed and what the author did to make the performance more powerful/meaningful.
Today: 1) Spoken Word Poetry: Watch SIX videos and complete a chart for each performance.
2) Finish final copies for Poetry Project.
Homework: All make-up work due TOMORROW!!! Poetry Project (final copies of all FIVE types of poems) due TOMORROW!!!
Tuesday, April 15
Objective: Students will be able to identify the style of free verse poetry in order to compose their own free verse poems. Students will be able to complete final copies of each of their poems in order to complete a poetry project.
Do-Now: Which style of poetry have you enjoyed the most? Why? Which style have you enjoyed the least? Why? What has been the biggest challenge for you while writing your poems? Explain.
Today: 1) Free Verse Poetry
2) Compose your own free verse poem on a topic of your choice. Your poem should be a minimum of TWENTY complete lines (more if your lines are very short) and does not have to rhyme, but may rhyme if you like. Even though you are choosing your own topics, your poems should not be written about anything inappropriate.
3) Finish final copies for all of your poems.
Exit Slip: Share out your free verse poem.
Homework: Poetry Projects (final copies of all FIVE types of poems) due Thursday! All Make-Up Work Due Thursday!
Do-Now: Which style of poetry have you enjoyed the most? Why? Which style have you enjoyed the least? Why? What has been the biggest challenge for you while writing your poems? Explain.
Today: 1) Free Verse Poetry
2) Compose your own free verse poem on a topic of your choice. Your poem should be a minimum of TWENTY complete lines (more if your lines are very short) and does not have to rhyme, but may rhyme if you like. Even though you are choosing your own topics, your poems should not be written about anything inappropriate.
3) Finish final copies for all of your poems.
Exit Slip: Share out your free verse poem.
Homework: Poetry Projects (final copies of all FIVE types of poems) due Thursday! All Make-Up Work Due Thursday!
Thursday, April 10, 2014
Friday, April 11
Objective: Students will be able to identify the elements of a shape poem in order to create their own shape poems.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Intro to Shape Poetry: How is the shape of a poem used to enhance its meaning?
2) Create THREE shape poems. Each poem should be written in a shape that enhances its meaning.
Exit Slip: Share out your shape poems.
Homework: Poetry Project Due THURSDAY! All Make-Up Work Due THURSDAY!
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Intro to Shape Poetry: How is the shape of a poem used to enhance its meaning?
2) Create THREE shape poems. Each poem should be written in a shape that enhances its meaning.
Exit Slip: Share out your shape poems.
Homework: Poetry Project Due THURSDAY! All Make-Up Work Due THURSDAY!
Wednesday, April 9, 2014
Thursday, April 10
Objective: Students will be able to identify the elements of an ode in order to compose their own odes.
Do-Now: Describe something/someone that you really love. What is it that you love about this thing/person? Be specific, giving as many details as possible.
Today: 1) Quiz on Fragments II
2) What is an ode? How can odes be viewed as hyperbole?
3) Read sample ode, "Ode to Turkey."
4) Compose your own ode about anything/anyone you wish. Remember, this ode should exaggerate how much you love this thing/person and describe what exactly you love about it. Your ode should be about TWENTY lines and should RHYME. You may choose to follow any rhyme scheme you wish (ABAB, AABB, ABBA, etc.)
Exit Slip: Share out your Ode.
Homework: Finish your rough copy of your Ode. Write a final copy of your Seven Stages poem. Poetry Project (the final copies of all FIVE poem types) due no later than THURSDAY, April 17. All make-up work due by THURSDAY, April 17!!!
Do-Now: Describe something/someone that you really love. What is it that you love about this thing/person? Be specific, giving as many details as possible.
Today: 1) Quiz on Fragments II
2) What is an ode? How can odes be viewed as hyperbole?
3) Read sample ode, "Ode to Turkey."
4) Compose your own ode about anything/anyone you wish. Remember, this ode should exaggerate how much you love this thing/person and describe what exactly you love about it. Your ode should be about TWENTY lines and should RHYME. You may choose to follow any rhyme scheme you wish (ABAB, AABB, ABBA, etc.)
Exit Slip: Share out your Ode.
Homework: Finish your rough copy of your Ode. Write a final copy of your Seven Stages poem. Poetry Project (the final copies of all FIVE poem types) due no later than THURSDAY, April 17. All make-up work due by THURSDAY, April 17!!!
Tuesday, April 8, 2014
Wednesday, April 9
Objective: Students
will be able to identify the seven stages of a person/place/thing in order to write a poem describing the stages.
Do-Now: Make a list of what you believe are the seven stages of someone's life. (Example: Young Adulthood)
Today: 1) Seven Stages Share-Out
2) Note-taking: extended metaphor - comparing two unlike things over the course of multiple lines
3) Class will read Shakespeare's "The Seven Ages of Man" on pp. 444-445.
4) Compose your own poem which discusses seven stages of something other than a person's life. (Ie. Seven Stages of a Relationship, Seven Stages of a Football Player, Seven Stages of a School Day) Your poem should discuss each of your seven stages in the order they occur. This poem should be approximately TWENTY lines and does not have to rhyme.
Exit Slip: Share out your Seven Stages poem.
Homework: Finish your Seven Stages poem (if not finished already) and bring the rough draft in TOMORROW!!! Write your final copy of your haiku/tanka to submit for your poetry project. Quiz on Fragments TOMORROW!!! All Make-Up Work Due by Thursday, April 17!!! Poetry Project Due by Thursday, April 17!!!
Do-Now: Make a list of what you believe are the seven stages of someone's life. (Example: Young Adulthood)
Today: 1) Seven Stages Share-Out
2) Note-taking: extended metaphor - comparing two unlike things over the course of multiple lines
3) Class will read Shakespeare's "The Seven Ages of Man" on pp. 444-445.
4) Compose your own poem which discusses seven stages of something other than a person's life. (Ie. Seven Stages of a Relationship, Seven Stages of a Football Player, Seven Stages of a School Day) Your poem should discuss each of your seven stages in the order they occur. This poem should be approximately TWENTY lines and does not have to rhyme.
Exit Slip: Share out your Seven Stages poem.
Homework: Finish your Seven Stages poem (if not finished already) and bring the rough draft in TOMORROW!!! Write your final copy of your haiku/tanka to submit for your poetry project. Quiz on Fragments TOMORROW!!! All Make-Up Work Due by Thursday, April 17!!! Poetry Project Due by Thursday, April 17!!!
Monday, April 7, 2014
Tuesday, April 8
Objective: Students will be able to identify sentence fragments in order to turn them into full sentences. Students will be able to identify the elements of haiku and tanka in order to compose their own haiku and tanka.
Do-Now: Fragments II: Test 1 and Test 4 (Practice Quiz)
Today: 1) Go over Fragments II: Test 3
2) Finish watching "Romeo & Juliet"
3) Notetaking: Haiku vs. Tanka:
~ Haiku and Tanka are Japanese forms of poetry
~ A haiku has THREE unrhymed lines and a tanka has FIVE unrhymed lines
~ Both haiku and tanka use images from nature
~ Both haiku and tanka capture a single moment
~ A haiku has a syllable count of 5-7-5, and a tanka has a syllable count of 5-7-5-7-7
4) Read Haiku and Tanka examples
5) Begin composing your own THREE haiku and your own TWO tanka.
Exit Slip: Share out one of your haiku or tanka.
Homework: Finish your THREE haiku and TWO tanka. Fragments II Quiz on Thursday!!! All Make-Up Work Due by Thursday, April 17!!!
Friday, April 4, 2014
Monday, April 7
Objective: Students will be able to identify sentence fragments in order to turn them into full sentences.
Do-Now: Fragments II: Test 3 (Underline FIVE fragments and correct them within the passage. DO NOT write them on the lines!!!)
Today: 1) Go over Fragments II: Test 3
2) Individual Learning Plans
Homework: Finish your THREE haiku and TWO tanka. All Make-Up Work Due by Thursday, April 17!!!
Do-Now: Fragments II: Test 3 (Underline FIVE fragments and correct them within the passage. DO NOT write them on the lines!!!)
Today: 1) Go over Fragments II: Test 3
2) Individual Learning Plans
Homework: Finish your THREE haiku and TWO tanka. All Make-Up Work Due by Thursday, April 17!!!
Friday, April 4
Objective: Students will be able to answer 80% or more test questions correctly in order to demonstrate their knowledge and understanding of "Romeo & Juliet."
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Unit Test 2 on "Romeo & Juliet"
2) Extra Credit Opportunities
Homework: Extra Credit Due MONDAY!!!
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Unit Test 2 on "Romeo & Juliet"
2) Extra Credit Opportunities
Homework: Extra Credit Due MONDAY!!!
Wednesday, April 2, 2014
Thursday, April 3
Objective: Students will be able to complete a Cheat Sheet in order to review for tomorrow's Unit Test #2 on "Romeo & Juliet."
Do-Now: Begin filling out your Cheat Sheet for tomorrow's test.
Today: 1) Fill out your Cheat Sheet.
2) Finish watching "Romeo & Juliet."
Homework: Unit Test #2 on "Romeo & Juliet" TOMORROW!!!
Do-Now: Begin filling out your Cheat Sheet for tomorrow's test.
Today: 1) Fill out your Cheat Sheet.
2) Finish watching "Romeo & Juliet."
Homework: Unit Test #2 on "Romeo & Juliet" TOMORROW!!!
Tuesday, April 1, 2014
Wednesday, April 2
Objective: Students will be able to identify sentence fragments in order to turn them into full sentences. Students will be able to evaluate the events in the resolution and denouement of "Romeo & Juliet" in order determine the play's theme.
Do-Now: Fragments II: Practice 3
Today: 1) Go over Fragments II: Practice 3
2) Review dramatic irony, resolution, denouement, and theme
3) Read Act 5 of "Romeo & Juliet"
To Read Act 5 online CLICK HERE.
4) Watch Act 5 of "Romeo & Juliet"
Exit Slip: Describe an instance of dramatic irony from Act 5. Explain whether or not you believe this dramatic irony is effective in creating suspense. Describe the resolution and denouement of the play. Based on the resolution and denouement, what do you believe may be the theme of the play? Give at least one example to support your claim.
Homework: Unit Test #2 on "Romeo & Juliet" on FRIDAY!!!
Do-Now: Fragments II: Practice 3
Today: 1) Go over Fragments II: Practice 3
2) Review dramatic irony, resolution, denouement, and theme
3) Read Act 5 of "Romeo & Juliet"
To Read Act 5 online CLICK HERE.
4) Watch Act 5 of "Romeo & Juliet"
Exit Slip: Describe an instance of dramatic irony from Act 5. Explain whether or not you believe this dramatic irony is effective in creating suspense. Describe the resolution and denouement of the play. Based on the resolution and denouement, what do you believe may be the theme of the play? Give at least one example to support your claim.
Homework: Unit Test #2 on "Romeo & Juliet" on FRIDAY!!!
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