English I students worked on a revised Socratic Seminar, repeating Friday’s discussion with some additional preparation completed over the weekend.
English 8 students finished up the first portion of the Frederick Douglass text by going over annotations and creating an objective summary of the text. We also reviewed vocabulary and subordinate clauses.
English I Honors students worked on the EQ “How does Shakespeare use figurative language to set the mood in a scene?” when examining Juliet’s soliloquy in 4.3, just before she takes the potion:
Farewell! God knows when we shall meet again.
I have a faint cold fear thrills through my veins,
That almost freezes up the heat of life:
I’ll call them back again to comfort me:
Nurse! What should she do here?
My dismal scene I needs must act alone.
What if this mixture do not work at all?
Shall I be married then to-morrow morning?
No, no: this shall forbid it: lie t`hou there.
Laying down her dagger
What if it be a poison, which the friar
Subtly hath minister’d to have me dead,
Lest in this marriage he should be dishonour’d,
Because he married me before to Romeo?
I fear it is: and yet, methinks, it should not,
For he hath still been tried a holy man.
How if, when I am laid into the tomb,
I wake before the time that Romeo
Come to redeem me? there’s a fearful point!
Shall I not, then, be stifled in the vault,
To whose foul mouth no healthsome air breathes in,
And there die strangled ere my Romeo comes?
Or, if I live, is it not very like,
The horrible conceit of death and night,
Together with the terror of the place,–
As in a vault, an ancient receptacle,
Where, for these many hundred years, the bones
Of all my buried ancestors are packed:
Where bloody Tybalt, yet but green in earth,
Lies festering in his shroud; where, as they say,
At some hours in the night spirits resort;–
Alack, alack, is it not like that I,
So early waking, what with loathsome smells,
And shrieks like mandrakes’ torn out of the earth,
That living mortals, hearing them, run mad:–
O, if I wake, shall I not be distraught,
Environed with all these hideous fears?
And madly play with my forefather’s joints?
And pluck the mangled Tybalt from his shroud?
And, in this rage, with some great kinsman’s bone,
As with a club, dash out my desperate brains?
O, look! methinks I see my cousin’s ghost
Seeking out Romeo, that did spit his body
Upon a rapier’s point: stay, Tybalt, stay!
Romeo, I come! this do I drink to thee.
She falls upon her bed, within the curtains
Students determined the eight concerns she has with taking the potion and then examined the text for the use of figurative language.
English 8 students added a new skill for reading tough texts like Frederick Douglass’s autobiography: finding subordinate clauses. We’ll be using this skill to simplify sentences.
We finished up with some practice identifying them.
First, second, and seventh periods went over linking verbs in a desperate attempt to get subject-verb and pronoun-antecedent agreement finished before the PASS writing test next week. We should finish up working on verbs tomorrow.
Fourth period went over clauses, both independent and dependant/subordinate. This is in preparation for Great Expectations, when one of the grammar focuses will be on sentence type.
First period continued working on the newspaper articles for The Giver. I tried to impress upon students the concept of spin: since everything in Jonas’s community is completely controlled, the powers that be would not willingly admit that something had spun out of their control. They would not be forthright when explaining what had been going on.
First period also continued looking at sentence types, specifically complex sentences (one independent clause with one or more subordinate clause.
Second period continued working on Antigone. One might say we continued concluding it, for we’re in the final few lessons.
We started the lesson by concluding the group writing prompt from yesterday:
Creon says, “Whomsoever the city may appoint, that man must be obeyed, in little things and great, just things and unjust…(132).” Do you agree or disagree that citizens should always obey elected officials? Explain your response.
Students took turns evaluating the initial drafts. Next, we took the work and evaluated it in small groups.
We ended the day with another topic:
Creon says, “Disobedience is the worst of evils (132).” Is obedience necessary for good citizenship? Is there ever a time when civil disobedience might be more right than blind obedience.
We’ll be finishing it all up tomorrow and the next day, tying up all the loose ends to determine an overall theme for Antigone.
Fourth period completed the work on point of view in conjunction with Flowers for Algernon. We began working on a short concluding project in which we switch from first to third person point of view. We’ll be writing a report, and we brainstormed the following topics:
Sixth period completed prepositions, doing a bit of work with prepositional phrases, before beginning the final analysis of point of view in Flowers for Algernon.
First period: complete the second side of the complex sentences handout.