English I students worked on 3.4 from Romeo and Juliet, reaching two surprising conclusions: Things for Juliet are getting decidedly trickier. The amount of time that has passed in this play is shockingly short. We also went over active/passive voice. English 8...
English 8 students had their first round of lit circles today. We simply practiced in small groups what we worked on yesterday, so students had a chance to work through the mechanics of a lit circle without having to worry about what exactly to say and to prepare....
English 8 students began preparing for literature circles they’re going to be conducting over the next week as we begin a new unit in celebration of Black History Month. Students looked at the eight roles in a lit circle: Summarizer: Your job is to prepare a...
English 8 students had their figurative speech presentations today. We didn’t quite finish, but we’ll finish up tomorrow. English I students went through 3.1 from Romeo and Juliet and began talking about the big project for the unit, the Romeo and Juliet...
The day started with a pep rally. English I students went through 2.3 from Romeo and Juliet, which includes the first soliloquy of the play: The grey-eyed morn smiles on the frowning night, Chequering the eastern clouds with streaks of light, And flecked darkness like...
English 8 began a three-day overview/review of figurative language before we begin our next unit next week. We read “The New Colossus” to see examples of similes, metaphors, allusions, and alliteration — some of the basics of poetry. This corresponds...
English 8 students completed the final reading for the immigration unit. We’ll be using this to review the process of developing the main idea and creating an objective summary of a text. It’s something students have done since elementary school, but...
English I students worked on 5.1, which is the famous party scene in which Romeo finally meets Juliet. Our focus for the day was on the hidden stage instructions that guide actors and directors in their creative decisions regarding the play’s staging. We looked...
English 8 students went through some of the questions for “Tears of Autumn” before we begin using it as a model for redesigning/reconceptualizing our plan of attack for the TDA portion of the end-of-year state text. English I students continued with Romeo...
English 8 students finished up (in theory) their reading of “Tears of Autumn,” annotating for three things: The main character’s expectations for the arranged marriage (echoing our activating strategy yesterday); Other characters’ expectations for the...
English 8 students continued reading “The Tears of Autumn.” Students should how have only the last page and a half to read and to annotate for tomorrow. English I students began actually acting/reading Romeo and Juliet. They discovered a couple of things:...
English I students completed the prologue with the discovery that it is, in fact, a sonnet. Afterward, we went over the basics of Shakespeare’s language and the characters of the play, both of which are critical to understanding the play. English 8 students...
English 8 students had some front-loading for the next story we read in the immigration unit eighth-grade students are currently working on. We practiced group discussion and collaboration in preparation for “The Tears of Autumn,” a story we’ll read...
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