English 8 students continued working on their research for the argumentative essay we will be writing next week. Students should be finishing the research tomorrow. The next TDA will take place on Thursday, so we will have a shortened lesson then. We won’t begin...
English I students worked on determining the subtext of certain passages in scenes one and two from act four of Romeo and Juliet. The occurrence of subtextual elements will increase as the play continues. English 8 students had day two of their research for their...
English I students read 3.4, where we make a couple of discoveries: Juliet has to marry by Thursday. It’s late Monday evening. Things have gotten From this information, we were able to create a timeline, which surprised students. Yes, only approximately 36 hours...
English 8 students went over the last text we explored and then finished up a Kahoot from yesterday about evaluating claims and evidence: English 8 students had a gallery walk comparing eight excerpts from Romeo and Juliet, looking for connections: HomeworkEnglish 8...
English 8 students worked on a brief practice with identifying strong claims and strong evidence on Kahoot. We’ll be evaluating more claims and evidence as we continue through the quarter. English I students worked on paraphrasing the friar’s long monolog...
English I students worked on their projects for Romeo and Juliet after reading 3.2 and discovering the confusion pronoun/antecedent ambiguity can cause. English 8 students had to maintain a holding pattern today with the writing we’ve been working on to be ready...
Everyone was working on arguments in one form or another today. English I students were creating claims about the connections between “Decoration Day” and Romeo and Juliet. Students came up with three claims: In both the song and the play there are feuds...
English I students worked on the major project for the Romeo and Juliet unit. We first looked at the encounter between Romeo and Tybalt to make some connections clear: We then turned our attention to “Decoration Day,” the song we will all be working on...
English I students worked on the big turn in Romeo and Juliet: act 3 scene 1. We worked on summarizing and will return to it later in the unit with other scenes. We also began the mini-unit on active and passive voice. Students will need to take the pre-assessment...
English I students finished looking at Friar Laurence’s opening soliloquy in 2.3, which is filled with parallelism, inversions, and all the other language tricks Shakespeare uses to be impressive. Students presented their analysis of their division of the...
Students in English I looked at several different versions of the balcony scene to see how important visual cues are in Shakespeare and have a few epiphanies from the scenes. One discovery students made was that it is Juliet who brings up the topic of marriage and not...
All students took the math benchmark today. As such, we had only thirty minutes per period. English I students worked on the practice test for Romeo and Juliet act I. The test will be on Friday. English 8 students used a Gimkit to frontload some vocabulary for our...
English I students worked on some of the hidden stage instructions in act 1 scene 5 of Romeo and Juliet : ROMEO […] Did my heart love till now? forswear it, sight! For I ne’er saw true beauty till this night. TYBALT This, by his voice, should be a Montague....
English 8 students are finishing up their analytic paragraphs on “The Christmas Gift,” a chapter from The Circuit. The kids did some amazing work today and made substantial progress on the project. Additionally, several students are demonstrating mastery...
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