--Please pick up the following from the front table:
- your index card from last class block upon which you wrote your thesis statement (essay claim)
- I have provided some potentially helpful feedback (albeit brief) to help you move forward.
- a copy of the "End-of-Unit Essay--Procedures List #1" with sample work included upon it
- a copy of the "End-of-Unit Essay--Procedures List #2"
- a copy of the "Direct Quotations--Transcribing and Parenthetically Referencing" halfsheet
--Take out your copy of the...
- "The Tragedy of Romeo and Juliet End-of-Unit Essay" document
- "End-of-Unit Essay--Procedures List #1" document.
--Reminder: It is important for you to stay caught up with regard to all of your coursework. It is in your best interest to check the blog and Schooltool often. Additionally, if you have an "INC" for a Marking Period, following up with me ASAP would be wise.
--agenda/HW
- You should leave class today with...
- your evidence fully gathered and formatted
- your thesis statement updated...
- based on the feedback provided to you
- to include a preview of the "so what?!"
- the "so what?!" component of the essay more fully understood and your own "so what?!" brainstormed
- a rough idea of what you will put in each of your body paragraphs
--Reminder: THROUGHOUT THE COURSE OF THE WRITING PROCESS, I WILL MODEL WITH THE FOLLOWING ESSAY QUESTION:
- WHO IS A BETTER FRIEND TO ROMEO, BENVOLIO OR MERCUTIO? SO WHAT?!*
--modeling the halfsheet with Act 2, scene 1, lines 17-21
--purposeful oral reading of Step #5/Q & A
--quiet and independent work time
--brief share-out via a drawing of cards (properly write a direct quotation on the front board)
--process repeated for remaining steps
--quiet and independent work time
--brief share-out via a drawing of cards (properly write a direct quotation on the front board)
--process repeated for remaining steps
*Block 2 BDF and Block 3 BDF: AS YOU WORK, YOUR LAST TWO THE TRAGEDY OF ROMEO AND JULIET UNIT ASSESSMENTS WILL BE RETURNED. WHEN YOU FINISH NEED A BREAK FROM GATHERING EVIDENCE, SPEND SOME TIME LOOKING THROUGH YOUR ASSESSMENTS IN ORDER TO DEEPEN YOUR UNDERSTANDING OF THE PLAY. (FOR EXAMPLE, IF YOU WERE UNABLE TO ACCURATELY IDENTIFY THE LINES INCLUDED AS #3 ON THE SECOND ASSESSMENT, USE YOUR PARSONS TEXT. DOING SO WILL ALLOW YOU TO SEE THAT ROMEO SPEAKS THESE LINES, HIGHLIGHTING THE EXTENT TO WHICH HE ALREADY BELIEVES HIS LIFE REVOLVES AROUND JULIET.) REMEMBER THAT IN ORDER TO SUCCESSFULLY WRITE YOUR END-OF-UNIT ESSAY, YOU MUST FULLY UNDERSTAND THE PLAY. USING YOUR ASSESSMENTS AS LEARNING TOOLS OUGHT TO HELP!*
Brain Break -- The Shoe Game
--It's been a while!
Transition
Block 2 BDF and Block 3 BDF: Return your The Tragedy of Romeo and Juliet Unit assessments by placing them in the black basket on the front table.
--Please pick up the "Sample Thesis Statement and 'So What?!'" document from the front.Writing Workshop #2 -- The Tragedy of Romeo and Juliet End-of-Unit Essay
--rationale behind "Sample Thesis Statement and 'So What?!'" document
--oral reading of "Sample Thesis Statement and 'So What?!'" document
--Q & A/three "so what?!"s shared by student volunteers
--Transition
- Please pick up a copy of the "End-of-Unit Essay--Procedures List #3" document from the front table.
--purposeful oral reading of part one of Step 8
--modeling/Q & A
--quiet and independent work time--thesis statement improvement (part one of Step 8)
--purposeful oral reading of part two of Step 8
--modeling/Q & A
--quiet and independent work time--beginning to outline (part two of Step 8)Transition
--Pick up an index card from the front table and write your name at the top of the lined side of the card.
Closure
--On your index card, write the thesis statement for your essay as it currently stands. Please do your best work so that I can do my best work in order to aid you!
- When you finish, place your index card in the black basket on the front table.
HW (Class Preparation)
--Read at least 10 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS! This final marking period, I will randomly check for books and include your level of preparation in my reporting via Schooltool.HW (Class Preparation/Writing)
- finish figuring out how you might organize/break up your body paragraphs
- begin roughly outlining
- begin thinking about writing your introduction. How will you "hook" your reader (e.g., sharing a story of your own impulsivity)?
