2017

Act 2 Review and Project Work

English I Honors students, after going briefly over last week’s article of the week (I was out yesterday), reviewed act 2 in preparation for tomorrow’s test. We went over the study guide then took and discussed a practice test.

English 8 worked on their outline/presentation project for the Grateful Dead STEAM unit. Students will have their presentations on Monday

Homework

  • English 8 Studies: work on Seven Habits outline as needed.
  • English I Honors: prepare for tomorrow’s test on act 2.

This, ladies and gentlemen, is how blues is supposed to sound.

Jack White and the White Stripes made a passable version of this, but it’s nothing like the purity of the original.

If I had to choose a favorite blues artist (how could you ever do that?), I’d probably have to go with Lightning Hopkins, for songs like this.

If you’ve never listened to Lead Belly, you’ve really missed out. This one is one of his best and one of my all-time favorite songs.

Soliloquy and Project Work

English I Honors students finished up Friar Laurence’s soliloquy in 2.3:

The grey-eyed morn smiles on the frowning night,
Chequering the eastern clouds with streaks of light,
And flecked darkness like a drunkard reels
From forth day’s path and Titan’s fiery wheels:
Now, ere the sun advance his burning eye,
The day to cheer and night’s dank dew to dry,
I must up-fill this osier cage of ours
With baleful weeds and precious-juiced flowers.
The earth that’s nature’s mother is her tomb;
What is her burying grave that is her womb,
And from her womb children of divers kind
We sucking on her natural bosom find,
Many for many virtues excellent,
None but for some and yet all different.
O, mickle is the powerful grace that lies
In herbs, plants, stones, and their true qualities:
For nought so vile that on the earth doth live
But to the earth some special good doth give,
Nor aught so good but strain’d from that fair use
Revolts from true birth, stumbling on abuse:
Virtue itself turns vice, being misapplied;
And vice sometimes by action dignified.
Within the infant rind of this small flower
Poison hath residence and medicine power:
For this, being smelt, with that part cheers each part;
Being tasted, slays all senses with the heart.
Two such opposed kings encamp them still
In man as well as herbs, grace and rude will;
And where the worser is predominant,
Full soon the canker death eats up that plant.

We divided into groups and worked through the whole, complicated passage in a single day:

English 8 students worked on the project after making sure they were caught up with their inference work.

And then the snow started…

100% Club

Fifth period
Sixth period

Homework

  • English 8 Studies: none.
  • English I Honors: read 2.4-2.6 in Romeo and Juliet.
Starting the Project and Motifs

English I Honors students worked on two motifs that appear throughout Romeo and Juliet: light/dark and fate. We’ll be looking for these things throughout the rest of the play.

English 8 began their pre-winter-break project: The Seven Habits of Successful Teens. Students will be responsible for a single habit and then present the habits to their peers. We began reading and outlining/summarizing today.

Standards for Today

English 8

  • RI-6.1 Provide an objective summary of a text with two or more central ideas; cite key supporting details to analyze their development.
English I Honors

  • RL-5.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; identify multiple supported interpretations.
  • RL-6.1 Determine a theme of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Homework

  • English 8 Studies: complete the article of the week.
  • English I Honors: 
    • read 2.3 for tomorrow;
    • complete the article of the week.
Class Notes

Notes for the day's classes are available here.

Please note that this is a composite file including notes from all classes, though occasionally it might only be one or two classes. I don't differentiate in the file; that is up to you to do.

All students took the winter MAP reading test today. That means all other classes met only for half a hour. English I Honors students finished up yesterday’s work by looking at the Royal Shakespeare Company’s version of the balcony scene:

English 8 students continued working on their outlining work.

Standards for Today

English 8

  • RI-8.2 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic.
English I Honors

  • RL-7.1 Trace the development of a common theme in two different artistic mediums.

Homework

  • English 8 Studies: work on this week’s article of the week.
  • English I Honors: 
Outlining and the Balcony Scene

English 8 students worked on outlining in preparation for the project we’ll begin shortly on the habits of effective teens. Today we used a text about paradigms to practice our outlining. We focused using text elements like headings to determine how the basics of the outline should appear. We’ll finish this portion up tomorrow.

English I Honors looked at the first of two versions of 2.2 from Romeo and Juliet — the famous balcony scene. We used the Alvin Rakoff version of 1978 (which stars John Gielgud and Alan Rickman among others) as our first version.

We’ll finish up tomorrow with the second version.

Standards for Today

English 8

  • RI-8.2 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic.
English I Honors

  • RL-7.1 Trace the development of a common theme in two different artistic mediums.

Homework

  • English 8 Studies: none.
  • English I Honors: reread 2.2, making sure you can answer all questions on the study guide (on Google Classroom).
December Friday

English I Honors students had their act 1 test on Romeo and Juliet.

English 8 students did their Friday inference work.

And here are this week’s Dojo 100% Clubs

English I students finished up the first act of Romeo and Juliet. We had a practice test today to see what the actual test tomorrow will look like.

English 8 students began combining skills, using outlining to summarize their current social studies chapter. (The handout is below.)

Homework

  • English 8 Studies: complete the article of the week.
  • English I Honors: prepare for tomorrow’s test; begin working on the first forum question.
Class Notes

Notes for the day's classes are available here.

Please note that this is a composite file including notes from all classes, though occasionally it might only be one or two classes. I don't differentiate in the file; that is up to you to do.

English 8 students had a stems quiz today followed by an overview of outlining, which we will use in our current unit to apply our newly-minted summarizing skills.

English I Honors students went over 1.5, in particular, the meeting of Romeo and Juliet.

Homework

  • English 8 Studies: none.
  • English I Honors: prepare for the act 1 test on Friday.
Hidden Stage Directions and Summarizing

English I Honors students began 1.5 by looking at all the various stage directions that Shakespeare embeds in his text.

We finished up with the tirade Tybalt goes on when he discovers Romeo’s presence.

English 8 students continued with the new unit, which will focus on summarizing and outlining, which in turn relies on determining the main idea of texts. To this end, we reviewed and practiced summarizing.

Homework

  • English 8 Studies: complete the final summarizing practice.
  • English I Honors: re-read 1.5 from “She doth teach the torches to burn bright” to the end.

English I students worked on the Queen Mab passage in Romeo and Juliet.

“O, then, I see Queen Mab hath been with you.
She is the fairies’ midwife, and she comes
In shape no bigger than an agate-stone
On the fore-finger of an alderman,
Drawn with a team of little atomies
Athwart men’s noses as they lies asleep;
Her wagon-spokes made of long spinners’ legs,
The cover of the wings of grasshoppers,
The traces of the smallest spider’s web,
The collars of the moonshine’s wat’ry beams,
Her whip of cricket’s bone; the lash of film;
Her waggoner a small grey-coated gnat,
Not half so big as a round little worm
Pricked from the lazy finger of a maid:
Her chariot is an empty hazelnut
Made by the joiner squirrel or old grub,
Time out o’ mind the fairies’ coachmakers.
And in this state she gallops night by night
Through lovers’ brains, and then they dream of love;
O’er courtiers’ knees, that dream on court’sies straight,
O’er lawyers’ fingers, who straight dream on fees,
O’er ladies’ lips, who straight on kisses dream,
Which oft the angry Mab with blisters plagues,
Because their breaths with sweetmeats tainted are:
Sometime she gallops o’er a courtier’s nose,
And then dreams he of smelling out a suit;
And sometime comes she with a tithe-pig’s tail
Tickling a parson’s nose as a’ lies asleep,
Then dreams, he of another benefice:
Sometime she driveth o’er a soldier’s neck,
And then dreams he of cutting foreign throats,
Of breaches, ambuscadoes, Spanish blades,
Of healths five-fathom deep; and then anon
Drums in his ear, at which he starts and wakes,
And being thus frighted swears a prayer or two
And sleeps again. This is that very Mab
That plaits the manes of horses in the night,
And bakes the elflocks in foul sluttish hairs,
Which once untangled, much misfortune bodes:
This is the hag, when maids lie on their backs,
That presses them and learns them first to bear,
Making them women of good carriage:
This is she—”

We were looking at the following issues:

  • Indicate where the soliloquy changes from a description of appearance to a description of actions.
  • Find three uses of repetition in the soliloquy and make an inference about why Shakespeare includes them.
  • Number the actions that Mab performs.
  • Find a common thread in all of Mab’s actions.
  • On the back, draw Mab’s carriage.

We determined that Shakespeare included this as one of the passages for the upper-class, educated audience members and not the uneducated groundlings.

English 8 students began a STEAM unit on effective habits that can lead to success. Today we looked at some bad habits that will most definitely not lead to success.

Homework

  • English 8 Studies: stems test tomorrow.
  • English I Honors: 
    • complete the drawing of Mab;
    • annotate the drawing with the lines from the play that provide support for the details of the drawing.

Today was career day, so our academic portion of the day was shortened to the time of a two-hour snow delay.

English I Honors had a project overview for the Romeo and Juliet unit project. They’ll have a chance to begin picking songs now that they know what the project is about.

English 8 students practiced their critical thinking with a half-hour of chess.

Homework

  • English 8 Studies: none.
  • English I Honors: 
    • by Monday, read 1.4;
    • re-read the Queen Mab speech an additional two times (three times in total);
    • complete the Love Connection graphic organizer;
    • begin thinking about which easy and which hard song to use for the project.