Friday, April 28 Agenda

}Bell Ringer: Word Parts (roots)

}Work Cited Reminder: Starting Presentations on Tuesday!!

}Discussion Rubric and Procedures

}First Small Group: Discuss stereotype video, survey points from Wednesday (WN entry), KWL, view images together and listen to interviews (whole class, discuss as small)

◦Group response to video on Schoology, plus overall notes on discussion points

◦Evaluation of peers and self at end of discussion

}What are Focus Points? How we use them

}Read beginning of chapter 1: start together: Start annotations -aim for at least 8 ?s/comments/details/connections to focus points you are thinking while reading/things that you think may be important later/etc. on the first ch (in own notebook or on post its), finish on own (can listen to audio as well, look at side of blog for link)

}Hwk: Work on presentation, Chapters 1 read with annotations

◦Reminder: A link to the audiobook is on my blog (you can also just search for it on YouTube). If you want to listen to the chapters, that is fine (if you are a fast reader, this will take you much longer though), but make sure you still create annotations!

Wednesday, April 26 Agenda

}Bell Ringer: To Kill a Mockingbird General Info:

◦Stereotype Video

◦Use questions to help take notes while watching: prepare to discuss tomorrow

}Online Survey: Go to my edublogs blog. Click on the link in post titled “To Kill a Mockingbird Big Ideas Survey”.  When you are done answering all questions, pick one of them and write your thoughts about it in your writer’s notebook (at least a paragraph).

◦Continue to work on project when done with video and survey (and paragraphs with survey)

}Post-its (or another way) for close reading annotations: YOU NEED THEM ASAP!!

}Think for awhile about people who you have heard speak that you liked/were interested in and those that you didn’t/were bored by. Then, in your writer’s notebook, create a brainstormed list about the characteristics public speakers need to be effective and a list of what speakers should NOT do to be effective.

}Public Speaking characteristics

}Presentation Work Time

◦Remember, you need images, videos, audio files, you don’t just want words on the screen

◦USE the RUBRIC to check if you are doing things correctly!!

◦Give credit to where your information comes from, also you need a works cited page

Tuesday, April 25 Agenda

}Bell Ringer: To Kill a Mockingbird

◦Small Group on “Stories We Tell Ourselves”

◦Pivotal Moments

–Under your identity chart from yesterday, brainstorm a list of moments, events, ideas, etc that you feel have been important in your life

–Pick the 2 that you feel are the most pivotal (a turning point to who you are today): one that is within your control, one that was not

}Research/Project work time

◦Tying Romeo and Juliet into presentation

–You have your three pieces of textual evidence, somehow work them into your presentation

–Needs to logically work, needs to flow with what you are including from your research

◦REMEMBER: CITE YOUR SOURCES ON YOUR PROJECT!!!

–Works Cited Page (due when you present)

◦Remember, you need images, videos, audio files, you don’t just want words on the screen

◦USE the RUBRIC to check if you are doing things correctly!!

}WN Entry: Patterns in the world:

}“We all know we are unique individuals, but we tend to see others as representatives of groups. It’s a natural tendency, since we must see the world in patterns in order to make sense of it; we wouldn’t be able to deal with the daily onslaught of people and objects if we couldn’t predict a lot about them and feel that we know who or what they are.”     -Deborah Tannen

}Respond to this: Do you agree? Why yes/no? What parts? What is the benefit of looking for patterns? What gets lost when we view the world like this? When is it harmful or offensive to see others as representatives of groups?

Monday, April 24 Agenda

}Bell Ringer: WN: Brainstorm ideas for these questions: What is identity? To what extent do we determine our own identities? What influence does society have?

◦Identity Chart

◦“Stories We Tell Ourselves”

}Research Time

◦Continue notes, look on your rubric (IDEAS section) if you aren’t sure what to take notes on

◦Ways to present: Web page, video, power point with links, prezi, Thinglink, HaikuDeck, Picktochart

◦As you think of ways to present your information, consider:

–Ways to include videos, audio, images

–How to keep class interested

–Do you want them to think or do anything after seeing your presentation

◦Link to other ideas (sources) or include the videos, pictures, etc in the presentation

◦Work time today, Monday, some on Tuesday and Wednesday, maybe some on Thursday, and the first presentations will be Friday (lottery for order Thursday)

}*Need ‘postits’ by Wednesday (the earlier the better): this is how you keep track of what you read/ know/ learn/ should remember (can be any strategy of close reading)

Thursday, April 20 Agenda

}Bell Ringer: Reliability online –need computer on

◦Google Drive Document and Schoology Posts

}Research next step

◦You should have at least 15 (hopefully closer to 20) potential sources

◦If necessary: Continue researching: you want a lot of different texts (articles, audio clips, video clips, pictures, etc) that show the importance of your theme/issue (you should be looking during your research for an issue/problem/negative situation connected to your theme)

◦If you have 15-20 sources, start taking notes. Think about your research questions and your final goal, and take notes that help you achieve your purpose

}Your final goal is to present your findings to the class in order to give your peers an awareness of issues affecting teens in society today

}SSR Post: Up by tomorrow; beginning of class. 

◦Three paragraphs, RESPONSE not summary, connecting in at least one paragraph to your universal theme/big idea

Wednesday, April 19 Agenda

}Bell Ringer: Get outline for essay out/print it out (do this quickly and quietly)

}My movie essay outline: “How-to” explanation of paragraph (also look through the paragraphs handed back to you)

}Essay Test: staple outline and paper to rubric to turn in

◦All essays must be done by the end of the block

◦Your essay should have either four paragraphs (2 body paragraphs with TIQA run twice) or six body paragraphs (4 body paragraphs with TIQA run once)

}Research Time (if you are finished with the essay)

◦Aim for 15-20 potential sources (due by beginning of class tomorrow)

◦Continue researching: you want a lot of different texts (articles, audio clips, video clips, pictures, etc) that show the importance of your theme/issue (you should be looking during your research for an issue/problem/negative situation connected to your theme)

}Make sure you are reading your independent book, you will need to post to your blog by Friday:

◦In a blog post, write a three paragraph SSR letter, reacting to your book (NOT SUMMARIZING WHAT YOU READ), where at least one paragraph connects your book to your universal theme and/or big idea that you are researching

Tuesday, April 18 Agenda

}Bell Ringer: Outline to Essay

◦Writing a body paragraph from an outline (Who is Responsible outline)

–I do then you do

◦Get out YOUR Outline for the movie essay

◦Intro and Conclusion Sections

◦Is your outline ready to write an essay tomorrow? If so, read your book/work on research; if not, work on your outline

}Current Teen Issues in Romeo and Juliet Research:

◦Issues tied to themes: Examples from last semester

◦Textual Evidence (at least three)

–Should be done

◦Questions and Key Terms (shared with me through Google Drive)

–Should be done

◦Potential Sources (need at least 15, aim for more): These should be on the same document as the questions and key terms

◦Today’s goals (Point 3 due by the beginning of class Thursday):

–Textual Evidence (3) of theme in play

–Questions and Key Terms

–Absolute minimum 15 potential sources (aim for more)

–Videos, first person info, images, as well as articles

Thursday, April 13 Agenda

}Bell Ringer: Universal Themes/Topic

◦Brainstorm with partner, then small group to create a list of AT LEAST 5 (universal theme that is in Romeo and Juliet and is relevant to teens today): post to Schoology

}“How To” questions and key terms for R&J Universal Theme/Social Issue Project

}Current Teen Issues in Romeo and Juliet

◦8 Research questions with key terms highlighted (due Tuesday)

◦Find your theme in the play (at least three pieces of textual evidence): due after 20-30 minutes

}Outline Discussion

◦Time to work on BODY of outline

◦Check blog for helpful tips and links

}Essay portion of the test on Wednesday

}OUTLINE due at beginning class Tuesday

Outlining for the Essay Test

Once you have picked your scene, characterization, event, relationship, etc from the text and movie versions of Romeo and Juliet, you need to establish what specific similarities and differences you are going to be analyzing. (All of this is explained on the assignment sheet you should have, if you don't, here is a link to it)

You should look for two specific similarities and two specific differences.  These could be between two versions or among all three.

Once you know the similarities and differences you want to focus on, you are going to think about why the directors chose to keep them similar or to change.  For this, think about the impact of the choice made by the director, what came before the choice and what comes after it.

With the 'why' in mind, you are going to find textual evidence from Shakespeare's text to support why you believe the directors made the choices that they did.  With all of this in your head/in your notes, you are ready to make an outline for your essay.

You will follow the Outline template that I handed out to you, where I. is introduction, II. is body, and III. is conclusion.  Your first step is to organize your ideas.  Are you going to write about similarities in one section and then differences in another, or are there other logical ways to organize your ideas. This link will take you to an outline organized by similarities and differences.  This link will take you to an outline organized by big ideas (that link actually has two outlines, they are both the same material, but organized in two different ways.  The first one is the similarity/diff way, the second is the main point way.).

Once you have figured out how you are organizing it, put your information that you have (similarities, textual evidence to support, differences, textual evidence to support) into the outline.

By Tuesday the 18th you should have a first draft outline for me to check so that we can work on it and prepare for the essay portion of the test, which is on Wednesday (4/19).

Wednesday, April 12 Agenda

}Bell Ringer: Check Translation Practice with Partner

}Translation Practice Answers

}Creating an Outline for the essay

◦Planning Sheet

◦How to go from planning sheet to outline

◦You need to have your textual evidence picked out so you can make the outline after the test. Grab a book or use online text (linked on my blog)

◦Outlining a paper (I=intro, II=body, III=conclusion)

◦Sample Outline

}Translation Test: turn in to first folder in green crate

}When done with test, work on your outline (textual evidence!!!)

◦Four pieces of evidence by tomorrow! (maybe outline started too)

◦Look at example outlines on my blog (linked in the “Outlining for the Essay” post)

◦Compare your outline to mine, will yours help you to answer the question? Do you have in-text citations?

◦If you need a book, sign your name on the white board, or you could use the online text, which is linked on the right side of the agenda blog (or the scanned copies of the text which are in the English Resources link)

Tuesday, April 11 Agenda

}Bell Ringer: Finish Play (A5): EVERYONE has to act today!!

}Who Is Responsible?

◦–brainstorm on your sheet

◦Who should be pardoned or punished?

}Outline brainstorm from yesterday

}Outline to TIQA Paragraph Practice:

◦Finish brainstorming and then organize the information to come up with your ‘answer’

◦Outline for Who is Responsible?

–Need at least one person outlined with textual evidence for each reason they are responsible

}Translation Practice

◦Due tomorrow

Friday, April 7 Agenda

}Bell Ringer: Finish Viewing Act 3 Scenes 3, 4, 5

}Continue the process of weeding through notes from the movies, focusing on one scene in all three versions (mediums)

}Version of Source Text Analysis: Answer these questions:

◦What is an important scene, characterization, etc. in all three versions we ‘experienced’ where choices were made concerning what to keep the same and what to change? What are the most important similarities or differences and what textual evidence can you use to support the choices made by the directors?

}Time for Movie Essay Planning

}Universal Big Idea: Love and Hate

◦Examples of themes/big ideas from sheet

◦Whole class example, then:

◦On the Big Idea sheet, write how you’ve seen the topics by turning them into themes.  Theme: big idea plus something about it/message (potential idea, combine big ideas together)

◦How do each of the themes drive the characters and plot? (talk about this)

}Theme Sharing

}Read A4 Scene 1

◦Write down Friar Laurence’s plan for Juliet

Thursday, April 6 Agenda

}Bell Ringer: AoW Post (see my edublogs blog for directions)

}With partner, what are some things in Romeo and Juliet that people today still experience? What are some problems faced by teens in the play/ actions taken by people/ emotions of people/ reactions of people/ etc. that are experienced by teens today or can connect to things experienced by teens today? (WRITE THIS IN NOTES)

}Teens Today and Romeo and Juliet

}Paragraphs connecting this reading and the play due tomorrow (make sure you have specifics from both the article and the play in your paragraphs)

}AoW Post Commenting

}Read the post that your collaborator wrote, make sure your comment has two parts, one for the AoW part and one for the research follow-up part.

}Comment on at least one other person’s post as well

Wednesday, April 5 Agenda

}Bell Ringer: Share Translations: 93-102, 116-123, 160-168, 177-187, 188-196, 213-226, 232-end

}Act 3 Quiz: turn in to stool when done and read your book (or finish your close read if you aren’t done)

}Discuss final essay for R and J

}Begin Viewing A3 S3-5

Tuesday, April 4 Agenda

}Bell Ringer: Roots

}Grab a Lit book, then: Big Idea Sheet: Fate- what is it? How seen? With a partner, discuss the theme of Fate and how it has been seen so far in the play.  Where is fate referred to? (if you don’t have this already)

}Read Act 3 S4, and 5

◦Discuss Friar L’s plan (Act 3 Scene 3 day chart –what we read yesterday)

–What does he tell Romeo to do? What does he say he’ll do? Lines 146-158 and 166-172

}Fill out day chart (Tuesday = Scene 5)

}What does the Nurse tell Juliet to do? Why? (does the nurse think it’s the best?) What is Juliet’s response?

}Act 3 Quiz tomorrow!

}Translation Practice (pairs translate 93-102, 116-123, 160-168, 177-187, 188-196, 213-226, 232-end)

If you finish the translation, fill out your day chart and then STUDY FOR THE QUIZ (it’s tomorrow) and then read your AoW or book

Monday, April 3 Agenda

}Bell Ringer: Test Correcting (make sure you have a colorful writing utensil!!)

}Finish Viewing A3 S1 and 2

}Discuss Portrayal and Evidence: Which portrayal is more accurate to the text/your interpretation (A3S1)? Why?  Find at least one line to support

}Act 3 Scene 3

}Take out TIQA notes from Craft Lesson Section

}TIQA areas of improvement (add to TIQA notes sheet)

}HOW EXACTLY does your evidence prove what you say it does?

}Transition between examples

}Intro: context= who said it, when, to whom, where, etc

}No personal pronouns

}Mood Paragraphs (if you don’t have one, write one):

◦Once you receive someone else’s, label the parts (two different colors, underline and circle [or four colors])

◦Evaluate the level and explain why (you can annotate the paragraph and/or explain in sentence format)

◦Hand back to writer

◦Turn in your own when you get it back, if you disagree with the level, explain how it fits a different one. –read your AoW when you have turned the paragraph to me. AoW Close Read due Wednesday