Romeo and Juliet

English I students had their two-part test on act three from Romeo and Juliet today. It will be on the third-quarter reporting period.

English 8 students finished up the work on objective summaries, a skill we will apply several times throughout the rest of the year.

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.
Acting after Cutting and Clearing up Work

English I Honors students performed their cut (and curt) versions of 3.2 and 3.3. Aside from a few flubs here and there, where students cut more than they should have and made the passage just a bit confusing, the groups did excellent work.

English 8 students finished up yesterday’s work, checked to make sure the major inference assignment for the quarter was done, and played a little chess (if done).

This Week’s 100% Clubs

Homework

  • English 8 Studies: none.
  • English I Honors: work on your “Decoration Day” analysis (due Monday).
Argument, Audience, and Cutting

English 8 students continued working on the importance of praise by analyzing an article for the argument and the audience.

English I Honors students worked on their cutting their given scenes (either 3.2 or 3.3). We’ll be presenting the cut versions tomorrow.

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.
  • RI-11.1 Analyze the impact of text features and structures on authors’ similar ideas or claims about the same topic.
  • RI-11.2 Analyze and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
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, finding 2-3 more pieces of evidence for the implied claim “Employees need praise” we found;
    • answer questions 1 and 2 from the same article.
  • English I Honors: work on your “Decoration Day” analysis (due Monday).

Our first day back was fairly successful. English I students began a multi-day lesson on how to evaluate Shakespeare’s text and — gasp — cut portions that are not necessary, strictly speaking. It’s blasphemy, I tell you, but good practice for deep critical reading.

English 8 students began a three-day reorientation and re-situation of what we’re doing in class. We worked on a new element in classroom management and atmosphere: some students felt a little stupid doing it, I know — I’m looking at you, Bingo — but all in all, an important day’s work.

Standards for Today

English 8

  • C-1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.
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-8.1 Analyze how characters or a series of ideas or events is introduced, connected, and developed within a particular context.

Homework

  • English 8 Studies: none.
  • English I Honors: 
    • read 3.2 or 3.3 (depending on your group) and make at least five cuts to the text for tomorrow;
    • work on your “Decoration Day” analysis (due Monday).
Project Work and Presentations

English I Honors students began working on their first song for the soundtrack project: “Decoration Day.” We planned three Schaffer paragraphs (of which we will be writing two) and worked in partners fleshing things out a bit further.

Notes from class are available below for download.

English 8 students presented their habits from Seven Habits of Highly Effective Teens.

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.
  • C-1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.
  • C-1.2 Participate in discussions; share evidence that supports the topic, text, or issue; connect the ideas of several speakers and respond with relevant ideas, evidence, and observations.
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-8.1 Analyze how characters or a series of ideas or events is introduced, connected, and developed within a particular context.
  • W-1.1 a. Write arguments that introduce a precise claim and differentiate between the claim and counterclaims;
  • W-1.1 g. Write arguments that quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;

Homework

  • English 8 Studies: none.
  • English I Honors: 
    • read Romeo and Juliet 3.2, 3.3, and 3.4 over break;
    • optional: work on “Decoration Day” paragraphs.
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.

Final Day and 3.1

English I Honors had a whoosh through 3.1 of Romeo and Juliet. Shakespeare is starting to turn the screws increasingly tighter, making things more and more challenging for our young lovers. We’ll be starting our culminating writing project on Monday, so students need to read the song lyrics in the homework to be prepared for Monday.

English 8 students had their final day of planning for their Seven Habits presentations Monday. Outlines are due when the presentations are due.

100% Club

We had a couple of first-time members in the 100% club this week.

Fifth period
Sixth period

Homework

Penultimate Prep Day and a Test

English I Honors had their act 2 test. We’ll begin act 3 after our field trip tomorrow.

English 8 began with their article of the week. We went over some annotations they should have completed at this point.

Afterward, they had their penultimate (next-to-last) preparation session with The Seven Habits of Highly Effective Teens. They’ll be presenting Monday.

Homework

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.
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.

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.