WARDperiod7


 * HERE'S THE FINAL ESSAY PROMPT FOR YOUR CHARACTER ANALYSIS FOR ROMEO AND JULIET: DUE THURSDAY, JUNE 7, 2012**


 * IT IS A 2-FOR-1 ASSIGNMENT AS HLOG #17 AND FINAL ESSAY!**


 * Using your dialectical journal and all of your character notes: HOW DOES YOUR CHARACTER CHANGE OVER TIME? CONNECT YOUR CHARACTER TO A THEME (NOT TOPIC AS IN ONE WORD) AND SHOW HOW YOUR CHARACTER DEVELOPS OVER TIME--USING THE THE 6 POINTS OF THE "PLOT LINE" HAPPY WRITING!**

Homework Log #13 requires you to complete the "Shakespeare's Language Tricks" form for all of Act II scene iii, iv, v, vi (3-6) where you are to collect evidence of: personification, metaphor, simile, classical allusions, reversed words, reversed thought, and reversed sentence construction. After you've identified these examples you will offer an inference of what Shakespeare is saying (in your own words) from Romeo and Juliet (Act II), and finally, you will also create and experiment with Shakespeare's languge tricks and come up with one example of each, in your own words, on your own topic. Due Friday, 5-4-12. Use the attachment to help you with the Dialectical Journal assignment;

Quiz Act II scenes 3-6 name _ period Answer the following questions in complete sentence using short answers (no more than 2-3 well thought out answers. 1) Why does Friar Lawrence agree to marry Romeo and Juliet? 2) What advice does the Friar give Romeo at the end of scene iii? 3) How do you know Tybalt is still angry? 4) Romeo does not tell his friends about Juliet. What does this silence reveal about him? 5) Can the Nurse be trusted not to tell Juliet’s parents? Do you think she should tell them? 6) How does the Nurse to seem to feel about the marriage? 7) How soon after meeting one another have Romeo and Juliet married? 8) What advice does the Friar give Romeo about love?

CHECK THIS OUT AFTER WE FINISH READING ROMEO AND JULIET THE ODYSSEY E TEXT LINK [|Homer's Odyssey]

take a look at the Jazz Avenue trip to Germany last month--thanks to Sharmaine for documenting your travels!

HLOG #11 article for your critique of the review from the 1968 version of Romeo and Juliet. Today we were watching some of this in class, and we will watch more as we continue our study of Romeo and Juliet. Please read and respond, connecting the review to #9 in the Literary Criticism section on pg. 967 in your textbook. This question asks "Is Romeo and Juliet living up to your expectations? Explain." Please read the entire question on pg. 967 as well as the entire review before doing your homework log. Here is the review for you to read for this week's homework log. This review was written by Renata Adler in 1968 about the Franco Zeffirelli version of Romeo and Juliet. Read Alder review [|HERE]

OK, link not working for the Adler piece? Try this: @http://movies.nytimes.com/movie/review?res=EE05E7DF173EE571BC4153DFB6678383679EDE

HLOG #10 AND here is the link to the CST materials we used as a practice exam in class today, where you were to bubble in your answers. Ms Arikian and Mrs Ward would like you to 1) check your answers with the answer key found at the bottom of the exam. Then you will need to cross reference, or double check, your answers with the standards, also listed on the same document. You will do this in order for you and your teachers to know which of the standards you need the most help with. *Remember that the real CST exam is NOT timed and there will be approximately 85 questions, not 114 as posted on this practice exam! You will need to complete the process and bring the practice exam with your notes of areas of need, to class on FRIDAY, 4-13-12 as homework. Be prepared to work with your teachers on any of the standards YOU may need to learn, or re-learn. HERE IS THE LINK: [|CST answer key plus standards gr 9]

Good luck!

Friday (3-30-2012), we completed the following activities:

1) Continued/reviewed discussion on character analysis terms (flat, round, static, dynamic) 2) Group shared terms as they applied to assigned R + J characters Romeo, Benvolio, Capulet, Juliet, Lady Capulet, Nurse, and Mercutio 3) Discussed the character foil literary convention and evaluated the statement, "Mercutio acts as a foil for Romeo" using textual evidence from Act I 4) Assigned parts for R + J Act I, Scene V and completed a shared reading of the scene

Turned in the worksheet entitled, "The Love Connection" with added analysis (a few sentences) on your assigned characters. This response was meant to elicit thoughts on why Shakespeare includes certain characters in his play (what are their literary functions?)

Hlog #9 due! (Textbook pages 930-937: read, practice skills, textual response and especially ANSWER THE QUESTIONS to what it says and what it does using full word point count)

Assigned Dialectical Journal activity for Romeo and Juliet. Instructions for successful completion of this assignment are as follows: -Choose a character to "follow" throughout the play -Select a quote from each ACT (Acts I - V) as we read. Provide in-depth responses to these quotes in which you consider the following: What do the quotes reveal about your character? Why are your quotes important? Do any questions arise as you examine your character? Any information you find relevant Remember: Your dialectical journal must also include responses to the blue questions in the margins of your literature book (Romeo and Juliet, Acts I- V). Restate the question so I know which ones you are addressing, then follow with responses.

Have a wonderful Spring Break!

Today, (Wednesday 3-28-12), we completed the following activities: 1) Quickwrite: "What do you suppose writers mean when they refer to characters as "static" or "dynamic?" Are these terms similar to "flat" and "round" character descriptions? 2) Mini lesson: "Character Analysis." We defined key terms as follows: - "Flat" characters: possess one dominant character trait - "Round" characters: possess multiple, often contradictory personality traits - "Static" characters: Remain the same throughout a work - "Dynamic" characters: Change in some way over the course of a work 3) Finished Act 1, Scenes III and IV 4) Completed a group activity entitled "The Love Connection: Romeo and Juliet," which required line and character analysis, including "extended evaluations."
 * Don't forget to add a few lines of (assigned) character analysis to your worksheets. Up to the point we have read in Romeo and Juliet, do you think that your character is: Flat? Round? Static? Dynamic? How does your character function in the play?


 * NOTES: Friday: Act 1, Scene V. You are cordially invited to the Capulet Masque: Please bring a mask :)**

In class today, 3-26-12 we did the following: Quiz I.Define and explain the 7 key terms: 1) tragic hero 2) antagonist 3) foil 4) soliloquy 5) aside 6) drama irony 7) comic relief Quiz part II respond to the following argument where you will list pro and con using textual evidence from pages 926-929: "The era in which Shakespeare wrote was a period of relative political stability under Queen Elizabeth I and intense intellectual and cultural activity." Pantomime review of Act I scene i with small groups using ONLY gestures and movement to recap the events--no spoken words! Shared reading of Act I scene ii, iii, iv Hlog #9 due Friday, 3-30-12

HLOG#8 will be page 2 of the Anticipatory set, where you research the two paintings, the comparative analysis of Pyramis and Thisbe, and any thing else you want to comment about the Anticipatory Set.
 * AGAIN, here's HLOG #8 due Thursday this week!**


 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32"]] Anticipatory_set_Romeo_and_Juliet.docx**


 * Today, 3-20-12 we are completing the Content Imperative charts and share findings with classmates. We will want to know the most valuable part(s) of your group's discussion as well as students deeper understanding or appreciation for the work, The Things They Carried by Tim O'Brian.**


 * We will also officially begin our study of language today for Romeo and Juliet by examining the Prologue. What is a prologue and what purpose does it serve? How does this prologue affect your understanding of the story, R&J?**


 * We will then step outside to "hurl insults" at one another to end the day!**


 * The link below will direct you to a blog post RE: Meta-Painting within Diego Velazquez' famous work, "Las Meninas" (1656). Velazquez was a leading Spanish artist in the court of King Philip IV, and as such, was commissioned to paint grand works of portraiture. "Las Meninas" combines traditional elements of portaiture with meta-themes that ultimately cause us to question the true subject/purpose of the painting.**
 * "[|Las Meninas" by Velasquez: A Meta-Painting] **


 * Tim O'Brian's use of Meta-fiction; be sure to read the following article we discussed in class:**
 * http://www.illyria.com/tobhp.html**


 * O'brien inserts himself into the writing and this works as author's style--why does he use Meta-Fiction? He offers the reader his insight as people or events to immortalize them. In other words, O'brien uses his stories to keep the people and events alive, even after their death and works for the reader as a way to preserve people, places and events as a way to pay homage and respect for them.**

HLOG#8 will be page 2 of the Anticipatory set, where you research the two paintings, the comparative analysis of Pyramis and Thisbe, and any thing else you want to comment about the Anticipatory Set.**
 * AGAIN, here's HLOG #8 due Thursday this week!**

HLOG #7 is where you will:

Write your response to this question as PART of HLOG #7: WHAT DO YOU THINK MAKES A WAR STORY TRUE? assignment for week of March 3-9-12 to 3-14-12
 * 1) Why does O’Brien use the word choice full of swear words and condescension? Homework #7 will be to read the short story, “The Things They Carried” where you will to be determined!
 * 2) English 1-2 Cluster

Welcome period 7 Today students will be able to "A thing may happen and be a total lie; another thing may not happen and be truer than the truth."
 * 1) Chart completion pick up from Wednesday!
 * 2) Presentations completed as they are all due today!
 * 3) Quick Write a response to the following quote (identify and explain what you think he means) and then explain how this might connect to //All Quiet on the Western Front// by Remarque
 * 1) After the next Shared Reading you will expand your response to include this reading of “How to Tell a True War Story” at []
 * 2) Share findings and discuss the transition to the stories we will read online from “The Things They Carried”.
 * 3) Write your response to this question as PART of HLOG #7: WHAT DO YOU THINK MAKES A WAR STORY TRUE?
 * 4) Why does O’Brien use the word choice full of swear words and condescension? Homework #7 will be to read the short story, “The Things They Carried” where you will to be determined!

assignment for Feb 13, 2012 Erich Maria Remarque's novel, All Quiet on the Western Front Initial assignment is to read the first 30 pages and to collect new vocabulary words You will also need to complete HLOG#3 where you will read through page 97, collect words (3 fold word list), and questions (2+) and commentary (2+ entries). Your commentary does not need to answer your questions but rather use it for discussion opportunities. MultiplePerspectivesVietNamWar (9) [| Edit][| 0] 0 [| 5]… Digital History Lesson integrated in the English 1-2 CL classroom Feb 2012 Objective is to build schema for the Viet Nam War, the Cold War, multiple perspectives surrounding the Viet Nam war through readings by Barry Denenberg, Le Ly Hayslip, and W. D. Ehrhart. We are also reading Tim O’Brien’s, //The Things They Carried// in order to realize the fictional drama with a few elements of non-fiction. How do these sources lead us to understand the war through multiple perspectives. Students read, respond, and observe these sources in order to build background for social studies. The culminating piece includes the digital presentations of the various stages of the Cold War as well as a culminating essay The “9 Ways of Looking” essay assignment integrating digital photo from individual students connecting the art of photography and the art of writing—between visual and textual literacies. Unit Overview in includes the use of:
 * 1) //Why Viet Nam?// With LBJ and original footage via DVD miniseries
 * 2) Digital images from several resources like Time Life publications; this leading the discussion of how the media reveals to the public the true images of war and how this changed the point of view of Americans and the Viet Nam war, and subsequent understanding of war.
 * 3) Reading from Daybook of Critical Reading and Writing, 1998.
 * 4) Students complete presenting a subject, using supporting material, firsthand experience, different genres, and comparing perspectives.
 * 5) We use the model from the Center for Gifted Education using the //Reasoning Web// model with the //Reasoning about a Situation or Event// graphic organizers.
 * 6) Students inquire what is the Cold War, so we view a survey Flipchart, Cold War Overview II by Beth Simmons where students make notes about key events and then conduct research on one agreed upon event then either alone or with ONE partner. [[file:digitalhistorysdusd/Cold_War_II Vietnam.flipchart|Cold_War_II Vietnam.flipchart]]
 * 7) Students create a 10 slide presentation for fellow students. Notes are cross curricular in that we use elements of writing like a historian and perspective along with the ELA research, summary, and explanatory writing models. Rubric is created with students and follows a basic 6+1 rubric along with a guiding question, informational (5/Ws and 1H) in support of the bid ideas with specific and accurate historical information (not always accurate sadly) conveyed clearly and effectively. The note making generated will be submitted as this week's Homework Log.
 * 8) Poetry analysis through movement and kinesthetic learners using,” The Next Step” by W. D. Ehrhart [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" link="file:digitalhistorysdusd/The%20Next%20Step%20by%20W.docx"]] [[file:digitalhistorysdusd/The Next Step by W.docx|The Next Step by W.docx]]
 * 9) Students assess each other’s presentations as well
 * 10) Students then work with upcoming writing assignment in search of critical thinking in the guise of a more creative form of writing, between personal and public, creative and critical, fiction and non-fiction, and seeing and writing.