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February 15, 2019

Friday


  • Hamlet
    • HW turned in: Analysis of "To Be" soliloquy performances
    • Notes / discussion on III, 2 (Listen to notes on podcast)
    • In-class assignment:
      • Research stage directions, stage movement, and set design. In your notebook, make detailed notes on these elements in preparation for an assignment next week.
    • HW due Tues. 2/19/19: Read and make notes on III, 3-4

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February 13, 2019

Wednesday

  • Writing Practice
    • Act I Soliloquy essay due by TONIGHT Wed. 2/13/19 by 11:59 pm
    • Submit revised Act I analytical essay (soliloquies) on Classroom. Use MLA format for setting up your document.
    • Scoring guide for all three parts

  • Hamlet
    • Activity: "To Be or Not to Be" analysis:
    1. Discuss your homework notes with your team members and add new ideas:
      • Take the soliloquy a sentence at a time and paraphrase what Hamlet seems to be thinking.
      • Locate imagery that refers to the uncertainty of death.
      • Identify imagery that refers to the negative experiences of life.
      • Identify and mark evidence of the following comparisons:
        • life on earth = 
        • afterlife = 
        • life = 
        • death = 
                           2. Watch the selected clips of the soliloquy. Make notes about each on the
                               analysis sheet, then discuss and share with your team.

                           3. Use your notes to complete the compare/contrast Venn diagram for four   
                               of the performances.
  • HW due Fri. 2/15/19: Read and annotate III, 2. focus on characterization of Hamlet and Claudius
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February 11, 2019

Monday

  • Hamlet
    • Discussion: study guide for Act III, scene 1 (🔈podcast)
    • HW due Wed. 2/13/19: Analyze and make notes on your copy of Hamlet's "To Be or Not to Be" soliloquy:
      1. Take the soliloquy a sentence at a time and paraphrase what Hamlet seems to be thinking.
      2. Locate imagery that refers to the uncertainty of death.
      3. Identify imagery that refers to the negative experiences of life.
      4. Identify and mark evidence of the following comparisons:
      • life on earth = 
      • afterlife = 
      • life = 
      • death = 
  • Writing Practice
    • Act I Soliloquy essay revision
      • Notes on effective conclusions for analytical essays (🔈podcast)
      • We completed in-class revision of body paragraphs & conclusions.
      • Due Wed. 2/13/19 by 11:59 pm: Submit revised Act I analytical essay (soliloquies) on Classroom. Use MLA format for setting up your document.
      • Scoring guide for all three parts
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February 7, 2019

Thursday

  • Writing Practice
    • I returned the Act I timed essays with body paragraph feedback based on AP scoring (1-9). I discussed the qualities of a good body paragraph (see pg. 2). Then, we revised the body paragraphs and turned them back in. We will look at the conclusions next.
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February 5, 2019

Tuesday

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    January 31, 2019

    Thursday

    • Writing Practice
      • I returned the timed essays with introduction/thesis feedback based on AP scoring (1-9). I discussed the qualities of a good thesis statement. Then, we revised the thesis statements and turned them back in.
    • Hamlet
      • Act II, 2, part 1 (1-215)
        • QUIZ (see me for make up if you were absent)
        • Annotation guide 
        • HW due Tues. 2/5/19: 
          • Read and annotate to the end of Act II.
          • Analyze Hamlet's next soliloquy, "A Rogue and Peasant Slave" (lines 505-562). Although it isn't the most famous soliloquy in Hamlet, the Act II, 2 soliloquy is considered by many actors to be the most eloquent in the drama. Spend some quality time looking at it and marking it for these key features:
            • self-realizations
            • short moments of profound depression
            • self-directed insults
            • incredulous questioning
            • changes in tone
            • peaks of rage
            • the seeds of a plan
          • NOTE: You will need to understand the mythological origin of the Pyrrhus/Priam/Hecuba allusion in order to understand much of the soliloquy. Here are some good sources for researching this:
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    January 29, 2019

    Tuesday

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    January 25, 2019

    Friday

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    January 23, 2019

    Wednesday

    • Podcast
      • I'm trying out podcasting the sections of class where I give notes on what we are studying. You can access this on the YouTube playlist, Spotify, or my podcast account. There is also a side widget here on this weblog page (-->). Since this is new for me, I would like your feedback on whether this is helpful or how I can improve it.
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    January 21, 2019

    Monday

    • Hamlet
      • Discussion of homework for I, 2.
      • Notes on I, 3 (Listen here and make your own notes.)
      • We watched this stage version of I, 1-3 to 23:30, the end of scene 3. Think about the following directorial decisions:
        • What has been left out of this performance and what are the effects of this omission?
        • What emotions does the actor playing Hamlet seem to emphasize? Do you think this is effective?
        • Comments on the staging, lighting, music effects.
      • HW due Wed. 1/23/19: Read, make notes, and complete the study guide for I, 4 and I, 5.
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    January 17, 2019

    Thursday

    • Hamlet
      • QUIZ: Vocab for Act I
      • Analysis of I, 2
      • HW due Mon. 1/21/19: Analyze Hamlet’s first soliloquy, “O that this too, too sallied flesh…” (129-159). Mark your text and explain the following:
    □      paraphrase sections
    □       comparisons
    □       striking phrases and images
    □       progression / sequence of thoughts,
    □       how Hamlet’s tone differs from his tone earlier in the scene
    □       attitude / state of mind
    □       allusions
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    January 15, 2019

    Tuesday

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    January 11, 2019

    Friday

    • Create Your 2018-19 Writing Portfolio
        1. Access this folder on my drive.
        2. Create a folder and title it with your last name, first name. 
        3. Insert copies of all essays from 1st semester into your folder.
        4. Title the essays as follows:
          • College Admissions Essay
          • Semester Exam Essay: Critical Theory Analysis (pictures of essay)
              5. Make sure the folder is set for viewing by anyone in WISD.

    • Hamlet
      • HW turned in: Answers to Hamlet Theatrical Poster Analysis questions
      • Notes on drama
      • Discussion of background/fact research topics below. Complete notes by Tues. 1/15/19.
        • Shakespeare's lifespan
        • Key events of Shakespeare's life
        • The extent of Shakespeare's work
        • Questions about the authorship of Shakespeare's works
        • Characteristics of life in the Elizabethan Era
        • What life was like in London during the Elizabethan Era
        • The lifespan of Elizabeth I
        • Important contributions of Elizabeth I 
      • Prepare / practice vocabulary for Act I: 
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    January 9, 2019

    Wednesday


    • Hamlet
      • Intro activity: Theatrical Poster Analysis (If you were absent, you can view the posters here.)
      • Complete and turn in answers to the Theatrical Poster Analysis questions. I am expecting a paragraph response for each question.
      1. What do many of the theatrical posters have in common?
      2. What do you think each similarity signifies?
      3. Which poster seems most provocative to you? Explain why.
      4. Write three questions this activity makes you want to answer by reading the drama Hamlet.
    • HW start for Fri. 1/11/19; Due Tues. 1/15/19: Begin background research on William Shakespeare and the Elizabethan Era. Come to class with accurate facts in your notes about:
      • Shakespeare's lifespan
      • Key events of Shakespeare's life
      • The extent of Shakespeare's work
      • Questions about the authorship of Shakespeare's works
      • Characteristics of life in the Elizabethan Era
      • What life was like in London during the Elizabethan Era
      • The lifespan of Elizabeth I
      • Important contributions of Elizabeth I 
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    December 19, 2018

    Wednesday


    • Semester Exam
    • Written responses in notebook graded

    • Test Prep: I can create an account for anyone who would like to practice for the ACT / SAT / or TSI online. If you would like to try this out, please let me know by filling out this quick form.


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    December 17, 2018

    Live stream study session

    Watch the study session for the semester exam from Mon. 12/17/18: 

    Image result for Internet rainbow gif
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    Monday

    • Don't forget about your Winter Break Reading! ☃️Books are ready at the desk in the library if you plan to check it out there.
    • Test Prep: I can create an account for anyone who would like to practice for the ACT / SAT / or TSI online. If you would like to try this out, please let me know by filling out this quick form.
    Image result for facts girls denied education worldwide 2018
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    December 13, 2018

    Thursday

    • Root Words
    • Don't forget about your Winter Break Reading! ☃️Books are ready at the desk in the library if you plan to check it out there.
    • Test Prep: I can create an account for anyone who would like to practice for the ACT / SAT / or TSI online. If you would like to try this out, please let me know by filling out this quick form.
    Image result for facts girls denied education worldwide 2018
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    December 11, 2018

    Tuesday

    • Root of the Week: OMNI- (all, everything)
    • Short Fiction
        • Image result for araby meme joyce
      • Continued work on the group assignment: Application of 5 Critical Literary Perspectives to "Araby" (find doc to complete in Google Classroom). 
                        After you read, mark and make textual notes for:
        • thesis statement
        • the main point of each paragraph (highlight & note or summarize in margin)
        • elements of reader-response perspective
        • elements of archetypal perspective
        • references to light/dark imagery
    • Don't forget about your Winter Break Reading! ☃️Books are ready at the desk in the library if you plan to check it out there.
    • Test Prep: I can create an account for anyone who would like to practice for the ACT / SAT / or TSI online. If you would like to try this out, please let me know by filling out this quick form.
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    December 7, 2018

    Friday

    HERE IS THE HORSE CLONING THING I MENTIONED IN CLASS TODAY! 🐴
    • Root of the Week: GRAPH (writing, recording)
    • Test Prep: I can create an account for anyone who would like to practice for the ACT / SAT / or TSI online. If you would like to try this out, please let me know by filling out this quick form.
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    December 5, 2018

    Wednesday

    • Root of the Week: GRAPH (writing, recording)
    • Test Prep: I can create an account for anyone who would like to practice for the ACT / SAT / or TSI online. If you would like to try this out, please let me know by filling out this quick form.
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    December 3, 2018

    Monday

    • Short Fiction Study
      • HW due Wed. 11/5/18: Read and annotate "Araby" by James Joyce. Be sure to look up unfamiliar words / concepts / references.
    • Test Prep: I can create an account for anyone who would like to practice for the ACT / SAT / or TSI online. If you would like to try this out, please let me know by filling out this quick form.
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    November 29, 2018

    Thursday

    • Test Prep: I can create an account for anyone who would like to practice for the ACT / SAT / or TSI online. If you would like to try this out, please let me know by filling out this quick form.
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    November 27, 2018

    Tuesday

    • ROOT OF THE WEEK: CONTRA- (against or opposite)
      • In-Class Assignment*:
        1. Together, learn about the critical literary perspective you have been assigned. Be sure to examine the "For Further Study" links.
        2. Make notes in your notebook on the key elements of the perspective. Be sure to write these in your own words by synthesizing the material.
        3. Discuss how stories we have read in class ("Born Bad", "We Show What We Have Learned", "Eleven", "The Nightingale and the Rose", "The Yellow Wallpaper") can be viewed using the critical literary perspective you have been assigned. 
        4. Create a presentation for your classmates that (A) teaches your critical literary perspective and (B) demonstrates the perspective in action using stories we have read in class.
                          * If you were absent, contact me ASAP about how you can make up this group assignment.
    • HW due Thurs. 11/29/18: 
      • Prepare final touches on your group's presentation of your assigned critical perspective. Presentations will be Wednesday.
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    November 16, 2018

    Friday


    • Short Fiction: "The Yellow Wallpaper" by Charlotte Perkins Gilman
      • Written Response #12
      • We watched some video versions of the story:
      • Complete work for "The Yellow Wallpaper" study guide. Make sure it is turned in on Classroom today.
        • Use Google docs to create your guide.
        • Think about the types of questions that help you when you're reading. The goal is to be helpful and open up meaning for students.
        • Use plot structure to organize your study guide- 2 questions from each section of the plot (10 total questions).
          • 5 factual questions designed to help the reader understand the story on a basic level
          • 5 interpretive questions designed to lead the reader to think more deeply about the story
        • Provide an answer key. For the interpretive questions, provide possible viable answers.
        • Choose one group member to submit the assignment to Google Classroom. Make sure all group members' names are on the doc.
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    November 14, 2018

    Wednesday


    • POW: AP m/c practice for last week's poem. If you were absent today, see me about making this up ASAP.
        1. Use Google docs to create your guide.
        2. Think about the types of questions that help you when you're reading. The goal is to be helpful and open up meaning for students.
        3. Use plot structure to organize your study guide- 2 questions from each section of the plot (10 total questions).
          • 5 factual questions designed to help the reader understand the story on a basic level
          • 5 interpretive questions designed to lead the reader to think more deeply about the story
        4. Provide an answer key. For the interpretive questions, provide possible viable answers.
        5. Choose one group member to submit the assignment to Google Classroom. Make sure all group members' names are on the doc.

    Image result for yellow wallpaper cartoon gilman
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    November 12, 2018

    Monday


    • ROOT OF THE WEEK: -ITE (native of; quality of; belonging to)
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    November 8, 2018

    Thursday

    • Written Responses Due: Because of the college admissions essays, I will not be able to read all of the responses you wrote this six weeks (#6-11). Please submit ONE of your responses on Google Classroom for me to grade as a representative of your responses from this group. Directions are on the Classroom.
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    November 6, 2018

    Tuesday

    • Root of the Week: CHROM
    • POW: "One Art" by Elizabeth Bishop
      • Complete a 1-2-3 analysis/annotation for your assigned poem. Also, make notes on characterization of the speaker and the way the poem shifts.
    • College Admissions Essays: 
      • Final drafts will need to be completed no later than TODAY, Tues. 11/6/18 at 11:59 pm.
      • Remember that you need to conference one-on-one with me at some point in your college essay process. Please see me to sign up for a conference if you have not already had one. I have already entered grades for those who have completed their conference. You can have more than one conference if you like.
                         VIEW THE CURRENT WRITING CONFERENCE SCHEDULE HERE
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    November 2, 2018

    Friday

                         VIEW THE CURRENT WRITING CONFERENCE SCHEDULE HERE

    • College Admissions Essays: 
      • Final drafts will need to be completed no later than Tues. 11/6/18.
      • Remember that you need to conference one-on-one with me at some point in your college essay process. Please see me to sign up for a conference if you have not already had one. I have already entered grades for those who have completed their conference. You can have more than one conference if you like.
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