All classes spent a little time on the article of the week. I provided students with some additional help in the form of a stems list to help students determine words from context.

English I students finished up work on implied blocking in  Shakespeare by looking at a couple of passages. The first was when Capulet was dressing down Tybalt:

Go to, go to;
You are a saucy boy: is’t so, indeed?
This trick may chance to scathe you, I know what:
You must contrary me! marry, ’tis time.
Well said, my hearts! You are a princox; go:
Be quiet, or–More light, more light! For shame!
I’ll make you quiet. What, cheerly, my hearts!

The second was the conversation between the nurse and Juliet:

JULIET

Come hither, nurse. What is yond gentleman?

Nurse

The son and heir of old Tiberio.

JULIET

What’s he that now is going out of door?

Nurse

Marry, that, I think, be young Petrucio.

JULIET

What’s he that follows there, that would not dance?

Nurse

I know not.

JULIET

Go ask his name: if he be married.
My grave is like to be my wedding bed.

Nurse

His name is Romeo, and a Montague;
The only son of your great enemy.

JULIET

My only love sprung from my only hate!

English 8 students continued working on outlining. We’ll have one more day mastering it tomorrow before we turn to outlining an existing text next week.

Homework

• English 8 Studies: none.
• English I Honors: 
  • reread these portions of RJ;
  • make sure you look at the video from yesterday’s performances (for privacy sake, you will have to be logged into your Greenville County Google account to view it).