Jump Off
--Please sit in your new assigned seats again today.
--Here is the to-do list for today's class block:
--Please sit in your new assigned seats again today.
--Here is the to-do list for today's class block:
- Log in to Membean and complete the quiz that has been deployed. Consider completing a 15-minute training session, too (if time permits).
- Complete the "Soft Skills Self-Assessment" document for Marking Period 4 (located in a stack on the front table).
- I encourage you to access the blog so that you can specifically recall what we have been up to since 1/28 that you should be considering.
- Take care of the free reading course component for Marking Periods 3 and 4 (if you have not already done so) via a one-pager or the book review template.
- Quietly look for a new novel-length work in our classroom library (with the knowledge, though, that we will head to the library during class soon)
- Engage in free reading of your current free reading book if you have already selected one
- Engage in free reading of Upfront newsmagazine
- Begin pre-reading Act 2 of The Tragedy of Romeo and Juliet.
ATTEND TO THE TO-DO LIST
HW (Practice/Take-Home Assessment)
--2 ACE/3 ACE: Complete 45 minutes of Membean training in three different days before 11:59 PM TODAY (Thursday, 3/14) (see the "English Department Membean Routine" sheet).
--WE ARE TAKING A BREAK FROM MEMBEAN 3/15-3/21; HOWEVER, YOU CAN STILL TRAIN THESE NEXT 7 DAYS (AND ARE HIGHLY ENCOURAGED TO DO SO IF YOU HAVE FALLEN BEHIND)
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/28 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--2 ACE/3 ACE: If you are planning on delivering an in-person book talk, you must do so by the end of the after-school period TODAY (unless we have made other arrangements).
--If you have not yet selected your final free reading book of the school year, consider doing so this weekend (with the knowledge, though, that we will head to the library next week)--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--Strongly consider pre-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet before next class for the "gist". Consider visiting the following web address:
--Complete another 45 minutes of Membean training in three different days before 11:59 PM on Thursday, 3/28 (see the "English Department Membean Routine" sheet).
HW (Class Preparation)
--2 ACE/3 ACE: If you are planning on delivering an in-person book talk, you must do so by the end of the after-school period TODAY (unless we have made other arrangements).
--If you have not yet selected your final free reading book of the school year, consider doing so this weekend (with the knowledge, though, that we will head to the library next week)--ALWAYS BRING YOUR FREE READING BOOK TO CLASS!
--Strongly consider pre-reading Act 2 of William Shakespeare's The Tragedy of Romeo and Juliet before next class for the "gist". Consider visiting the following web address:
--Sometime in the near future (Monday and Tuesday of the week after next?!), a The Tragedy of Romeo and Juliet Unit mini-test will occur. In order to continue/finish preparing, consider...
- reviewing your "Purposeful Viewing of Gnomeo & Juliet" document
- reviewing your "Drama Terms Notes/Poetry Terms Notes" document
- Are you able to match each of the terms to its definition?
- Can you apply your understanding of each of the terms to Act 1 of the play?
- reviewing your "The Shakespearean Sonnet" sheet, especially bearing in mind the highly effective answers/responses to the "'Sonnet 116'--Comprehension/Closure Questions" sheet
- Can you recognize a sonnet when you see one?
- What distinguishes a Shakespearean Sonnet from, say, a Petrarchan Sonnet?
- What is the "gist" of "Sonnet 116"?
- What is the theme (central idea) of "Sonnet 116"?
- How does Shakespeare deliberately use writing strategies (e.g., diction, figurative language, etc.) to convey the theme (central idea) of "Sonnet 116"?
- reviewing the character map on the inside cover of your Parson text
- Who's who?!
- Who are the main characters?
- What relationships exist between the main characters?
- What are the roles of some of the minor characters (e.g., Samson and Gregory)?
- rereading Act 1 of the play and visiting the following web address in order to improve your Act 1 viewing/reading guide responses
- reviewing your Act 1 viewing/reading guide responses
- rereading Act 2 of the play and visiting the following web address in order to improve your Act 2 text frames with gaps items and viewing/reading guide responses
- reviewing your Act 2 text frames with gaps items and viewing/reading guide responses
- staying after school in Room 203 on 3/8 and/or 3/11 to discuss any lingering questions that you have.
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)
On the backburner:
On the backburner:
- Finishing Gnomeo & Juliet by further discussing/returning to guide
- opening a window into The Tragedy of Romeo and Juliet
- continuing to master Reading Literature standards, irony, and theme
- Prior to "The Interlopers", complete acting activity reviewing the types of irony from both Gnomeo & Juliet and Act 1 of The Tragedy of Romeo and Juliet.
- Writing returned/revised in waves
- Wave 1?!?!
- Wave 2--organization as per sample paragraphs for "The Cask of Amontillado"
- Prior to "The Interlopers", share a few paragraphs as review of both organization and concepts therein.
- Wave 3--grammar hammer as per common errors
- Continuing to master Reading Literature standards, irony, and theme
- Short works--The Tragedy of Romeo and Juliet Unit
- Poe's "The Cask of Amontillado"
- Saki's "The Interlopers"
