First period is now done — done — with Much Ado About Nothing. Well, we’re done watching it. We’ll be writing reviews of the Kenneth Branagh adaptation, which we viewed concurrently with reading it in class.
Fourth and sixth periods have probably two more days.
First period: first draft of review.
Second period (reminder):
sentence type review (2 pages).
Fourth and sixth periods: complete all materials for the fourth act.
Because much of second period has left on the Beta Club trip and we’re nearing the conclusion of Great Expectations, I decided to take a break with the nine remaining students and not finish the book with less than half the class present. Instead, we’re joining all other periods to watch Much Ado About Nothing. As students have experience with Shakespeare from Romeo and Juliet earlier in the year, they should be able to sit back and enjoy one of Shakespeare’s most beloved comedies.
First period completed the fourth act today.
Fourth and sixth finished and reviewed the third act before watching the first half of the first scene of act five. We discussed the violent reaction Leonato has and the view of yesteryear that a daughter “belonged” to the father
First period: complete act four “Putting the Play in Our Own Words.”
Second period: none.
Fourth and sixth periods: complete act three “Putting the Play in Our Own Words.”
Today, all classes watched curriculum-related films. Second period, as there were many students absent for the fifth-graders’ visit, watched student-selected scenes from Great Expectations. First, fourth, and sixth periods watched the first two acts of Branaugh’s production of Much Ado About Nothing.
Second period learned who Pip’s benefactor is. We began transitioning to the question of point of view.
First period went through most of act II of Much Ado. Fourth and sixth also worked on act II, but began the day with a little arts and crafts session, spending fifteen minutes working on masks for the masquerade scene.
First, fourth, and sixth periods began Much Ado About Nothing. They’re quickly seeing how difficult it can be to act on the fly. We’ll be spending class time — now that I’ve shown then and not simply told them — preparing each day before working as a class to act out the play.
Second period discussed the reading for the evening and Pip’s self-loathing as evidenced by his behavior when Joe comes to London to visit him. We’ll be working with characterization tomorrow.
read chapters 30-33;
complete one additional character word-splash;
revise three existing multi-word descriptions by finding an appropriate adjective;
work on theme database (courses.ourenglishclas.net).
Second period was behind. Indeed, we still are behind. However, we collapsed a lot of things into one lesson today. We’re still very behind with the presentations, but we’ll be starting those tomorrow.
First, fourth, and sixth periods all begain Much Ado About Nothing today. We’ll be deciding parts tomorrow.
First, fourth, and sixth periods: none.
read chapters 27-29;
three entries per student in the theme database by Monday
First period worked on iambic pentameter to increase their understanding of Shakespeare’s poetic writing.
Second period, quite bluntly, didn’t do the reading for today. This was confirmed, in class, by the quiz results. We did it in class, turning the quiz into study questions for another grade to offset the quiz grades.
Fourth period looked at verb tense consistency. There were lots of issues with verb tense consistency in their Charlie projects, so I decided to add a quick lesson to deal with that teachable moment.
Sixth period began the Shakespeare unit. We’ll likely be doing the verb tense consistency lesson later, for their projects have just been turned in.
First period: study questions on iambic pentameter.
First period began a unit on Shakespeare. We’ll be reading a condensed form of Much Ado About Nothing. We watched a film about Billy’s life and his use of language. Students returned to the topic of poetry briefly in order to learn what specifically blank verse is (unrhymed iambic pentameter).
Second period went over their Lord of the Flies/Antigone projects. We’ll have our first presentation tomorrow. We also looked at Kohlberg’s six stages of moral development during the last ten minutes of class. This will serve as a focal point for analyzing Pip’s actions and decisions.
Fourth period finished the debates. I took on one student in a one-on-one, free-for-all debate. I think he probably won.
Sixth period spent one last day in the library working on their Flowers for Algernon project.
First period: look for examples of iambic pentameter in your daily life.
Second period: read chapters 21 and 22 of Great Expectations.