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Today, first and fourth periods began with a starter about the types of sentences. We were given two sentences, and based on the number of subordinate and independent clauses were to determine the type of the sentence.

Starter for first and fourth periods, marked.

We then began working on our research project for Great Expectations, which we will be working on for the next few weeks. To be able to complete the project, students learned about inquiry questions. We learned about what an inquiry question is, and then looked at some examples. Students will need to formulate an inquiry question for their topic, and gather research about it from the provided sources. We will use the gathered information to connect Victorian England to Great Expectations. (inquiry question handout)

Inquiry questions from first period

1. What role do social classes play beliefs about fate?
2. Is Romeo’s obsession with fate realistic given his upper-class status?
3. How accurately does R’s obsession with fate mirror the time period?
4. How would Romeo, as an upper-class individual, view fate?

Inquiry questions from fourth period

1. How did the view of fate change between different social classes?
2. Is Romeo’s obsession with fate in the play realistic in the Elizabethan age? (Y/N question; premise = R’s obsession)
3. How do R’s ideas of fate reflect the beliefs of the upper class in the E age? (premise = R’s reflecting view of fate)
4. How do R’s ideas of fate compare to the ideas of the upper class?

Today  second and seventh periods were reading more of the book monster and they also acted it out during class.

Homework

• English I Honors: 
  • Go through the EOC review exercises at the Moodle site.
  • Read through chapter 40 by Friday.
  • Chapter 45 must be finished by Monday.