First, fourth, and sixth periods began using WordPress for our class blog: students.ourenglishclass.net. We’ll be finishing up Monday with our first posts (persuasive pieces on the death penalty), and we’ll be publishing some next week. Those who have turned in their permission slips will be able to publish. Currently, there’s very little posted.

First, fourth, and sixth periods worked on persuasive writing and their introductions. Additionally, sixth period spent a bit more time doing research.

First, fourth, and sixth periods did more research today. Second period had a day of catch-up.

First, fourth, and sixth periods spent some time in the library doing research for their social position papers (i.e., persuasive essays) on capital punishment. We’ll be spending one more day in the library before returning to the classroom to begin writing our actual essay.
Homework
None

First, fourth, and sixth periods click here to access the death penalty research resources.

As part of a cross-curricular project with Ms. Green, the social studies teacher, students in first, fourth, and sixth periods will be spending this week working on social position papers about the capital punishment.
Today, we discussed the issue and made lists of pro and con arguments.
Tomorrow, we’ll be going to the library to do some [...]

First period reviewed direct objects from yesterday and went over indirect objects today.
Second period completed act 3 scene 5, with Capulet’s famous tirade (lines 145-173):
Soft! take me with you, take me with you, wife.
How! will she none? doth she not give us thanks?
Is she not proud? doth she not count her blest,
Unworthy as she is, [...]

First period worked on a review of direct objects. Afterwards, we began organizing our persuasive writing pieces. During exploratory, students completed a first draft.
Second period completed R&J act three scene two. We noted several parallels between how Juliet describes Romeo in the opening soliloquy and how Romeo describes her in act 2 scene 2. There [...]

First period worked on developing an argument. We looked at how to take an initial argument — such as the argument from emotion — and developing it into a full paragraph.
Second, fourth, and sixth periods did not have class with me as I was on the field trip to the Roper Mountain Science Center.

First period worked on persuasive techniques, covering the arguments from

authority,
reason/logic, and
emotion.

Second period — well, Min should be covering that shortly.
Fourth period watched the inauguration.

No classes.

No classes today.

First, fourth, and sixth periods presented their persuasive argument about who should win the prize — a bit of free time at the end of class tomorrow. The groups presented in random order, and an outside teacher evaluated the arguments in two of the three classes (she was busy in sixth period).
Second period finished working [...]

Second period took a break from Romeo and Juliet to look at the four types of sentences:

simple,
compound,
complex, and
compound-complex.

The other periods began with a quick starter. One exercise: make a prediction about the following passage:
The ground-breaking ceremony for the new game arcade began quietly. The ceremony was solemn, with builders, bankers, and investors making nice speeches [...]

First period had an extended review/starter. It didn’t work out quite as well as the student-leaders planned as their prepared Power Point materials decided not to cooperate.
Second period completed act 2 scene 2 — the most famous scene in theater: the balcony scene.
But, soft! what light through yonder window breaks?
It is the east, and Juliet [...]