Wednesday, Oct. 31 Agenda

}Bell Ringer: Word Part Studying!! –test tomorrow

}Act 1 Quiz

◦All things you’ve written (notes) can be used on the quiz

◦When done, keep the quiz on your desk then read your independent book

}Viewing A1S4 and 5

◦Make sure the notes you are taking are focusing on both similarities and differences and will help you think about WHY directors make the choices they do

Tuesday, Oct. 30 Agenda

}Bell Ringer: Word Part Studying (5 min)

}Paper (and bibliography) printed out after 10 minutes to be on time (if your bibliography isn’t done, at least turn the paper in now)

◦Need Title

◦Write Theme on Rubric

◦READ YOUR BOOK when your story is in (10 minutes reading)

}A1S4 Translation answers

}Finish A1S5 and view summary

}R and J Big Question: Who is to blame? Who is responsible for the fate of individuals? (back of Big Ideas sheet)

◦Add to Your Notes

}Big Ideas of R and J sheet –what themes (big ideas, one word or phrase –think of some of those universal ideas from writing the perspective story) are we seeing so far? Brainstorm with neighbor and write them all down

}Act 1 Quiz Tomorrow (Prologue through Scene 5)

◦Study for Quiz (everything discussed or in plot/character details fair game for this)

}Homework: Study for word part test

Friday, Oct. 26 Agenda

}Bell Ringer: Finish Viewing A1 S1-3

}Romeo and Juliet: Act 1 Scene 4

}Discuss Queen Mab speech pg 960 (end), list the seven types of people she visits and what dreams she brings to each

}Comments on your peer’s story are due MONDAY!!

Thursday, Oct. 25 Agenda

}Bell Ringer: 10 Min. Reading

}Finishing Adding Pictures and Commenting on Peer’s Story

◦Comments due Monday

}Grab a literature book

}Share info on Nurse, Juliet, Lady C from yesterday

}Staging of Romeo and Juliet

}View Scenes 1, 2, 3: Note sheet

◦What are the differences? (“old” version to the play, “new” version to the play, old and new to each other)

◦What choices do the directors make? Why?

Wednesday, Oct. 24 Agenda

}Bell Ringer: Roots

}R&J: more parts…

◦Scene 2

–“Day Chart” –fill out Sunday 3, 4 

◦Act 1 Scene 3

–“Day Chart” Sunday #5 –give details

◦Describe Juliet’s nurse (be detailed and specific) and then describe the nurse and Juliet’s relationship (pg 953)

◦Venn Diagram Capulet and Lady C on Juliet’s marriage, add to Sunday day chart

–Discuss

}Writer’s Workshop Time:

}Post your short story to YOUR blog

}Enhancing Readers’ Understanding

}Need at least 3 images/videos/links posted by Thursday

}Finish working on your bibliography or helping others with theirs. 

Tuesday, Oct. 23 Agenda

}Bell Ringer: Writer’s Workshop:

◦Bibliographic Entries: How to

–Bibliography due Friday

–Alphabetical order! You DO need to add addresses.

◦Draft posted on your blog tomorrow –should be at a ‘final’ point

◦Work at whatever step you need to complete (theme tracing, revising for craft/content, revising for editing (and meeting with me), etc. End result: best piece of writing you have ever created)

–Peer Edit and Self Edit as you work toward your final draft

–Work on your next and final draft using my comments and the comments of peers (as well as your own self-editing)

}Finish A1S1

}Big Idea Sheet: What are some big ideas that we know will be in it based on the prologue and A1S1?

}In RJ Section: Romeo’s opinion on love? Quotes from 948 to show 

Thursday, Oct. 18 Agenda

}Bell Ringer: Prefixes

}Act 1 Scene 1 Cont.

◦Finish pg. 945

◦view family interview

◦Who would Prince be today? Pay attention to when he comes into the play. What did he say?

}Writer’s Workshop:

◦Perspective Story Rubric 

◦Theme Conferences

◦Work at whatever step you need to complete (revising for craft/content, revising for editing (and meeting with me), etc. End result: best piece of writing you have ever created)

–Pink: basic conventions (punctuation (other than commas), capitalization, etc.) fluency

–Yellow: things that are in your editing section: sentence structure (fragment/run-on, comma splice, commas), dialogue format, verb tense, etc.

}Take a look at your first short story

◦Most likely you have some similar issues (especially punctuation, sentence structure, and grammar), so check your perspective story for those.

◦I will be grading this one more critically than the first one, so REALLY look at your story.

}All parts of the story

◦Make sure your story has all aspects of a plot chart (especially the falling actions/resolution)

◦Universal theme –theme tracing meeting

}Show don’t Tell

◦Make sure you have LOTS of details!

}Revising sometimes means taking things out that don’t work.

}Fluency- make sure your story SOUNDS good and that sentences and words flow

}Edit/Proof Read

◦Print out your story if it will help you check for errors more.

}Meet with me if you would like: make sure you have a purpose in our meeting…

You will be publishing a draft of your story on your blog next week, so work on it over the weekend!!!

Wednesday, Oct. 15 Agenda

}Bell Ringer: 10 Min Reading

}Upload your most current draft to the assignment in Turnitin then print off your story (hopefully you have worked on revising it, so it isn’t the same version as last week)

◦Theme tracing –what is your theme? Where is it alluded to? What details build your message? –highlight all pieces of theme as you develop it (think of “The Sniper”)

◦Also use printed copy for editing

◦Once you have highlighted the whole story, bring it back to meet with me

}Writer’s Workshop time

◦Work on what you need to do to make this story the best piece of writing you have done

◦Third/fourth draft –fluency self-edit

}Couplets reminder

}Day Chart: How to use

}Romeo and Juliet Act 1 Scene 1 (start)

◦Take notes on what we discuss, there will be a quiz at end of each act

◦942 -945 (right after Tybalt enters)

Tuesday, Oct. 16 Agenda

}Bell Ringer: Writer’s Workshop: Revising and Editing

◦Take a look at your first story, identifying some areas of concern with your writing for you to focus on with the current story we are writing

◦Second draft –editing draft:

–Pink: basic conventions (punctuation (other than commas), capitalization, etc.) fluency

–Yellow: things that are in your editing section: sentence structure (fragment/run-on, comma splice, commas), dialogue format, verb tense, etc.

◦Work on REVISING your story (think of the questions from last week, from the suggestions you brainstormed for your areas of concern, etc)

–Remember, part of revising is often DELETING things

–Print out draft to edit: use your comma note sheet

–Need to confer with me today or tomorrow

Monday, Oct. 15 Agenda

}Bell Ringer: Word Parts

}Go to Reader’s Notebook –make a Romeo and Juliet Section

}Large Group Discussion

◦Discussion of Video Preview

}Read through Prologue

◦Rhyme Scheme and Translation (2 videos)

–OP= original pronunciation

}Writer’s Workshop:

◦Share your answers to the sheet from Friday with your partner

◦Brainstorm with partner how to fix two of the ‘-’ issues on the board

◦Sign up for a conference with me to talk about what you’ve been working on and what you still want to do

◦Work on REVISING your story (think of the questions from Friday and human experience, what you just brainstormed, etc)

–Remember, part of revising is often DELETING things, not just adding

◦Universal theme? What are your plans for including it?

◦Editing Draft:

–Pink: basic conventions (punctuation (other than commas), capitalization, etc.) fluency

–Yellow: things that are in your editing section: sentence structure (fragment/run-on, comma splice, commas), dialogue format, verb tense, etc.

◦As you work on your story, our third draft is going to focus on Universal Themes and Fluency

Friday, Oct. 12 Agenda

}Bell Ringer: Roots

}Grab a Lit Book –skim through info on pages 930 and 932

}Literary Terms for Romeo and Juliet Notes

◦Iambic Pentameter and Blank Verse

–Syllables

–Video: Review of John Green video; https://youtu.be/I5lsuyUNu_4

}Character Questions: become the main character from your perspective story and answer the questions on the sheet.  Make sure you answer at least 8 of them; everyone needs to answer #3, #8, #9, #13 and #14.

}Writer’s Workshop

◦Work on your draft (making it better, starting with the ‘-’ column ideas or other places you know you need to work

◦Conferences with me: when you have an idea how you are going to work on one of your ‘-’ notes, sign up for a conference/come up to me and we’ll meet on what you are planning to do (and I’ll answer any questions you have)

◦Continuing with Revising and working on your story

◦Start fixing your story from an editing perspective as well.  I will be reading through this weekend for that, and you want me to get as far as possible when I hit six highlighted errors. Make sure your draft is shared with me in Drive and titled: Title Editing Draft

Thursday, Oct. 11 Agenda

}Bell Ringer: Roots

}Discussion of Shakespeare notes from reading and preview videos

}Small group post on Schoology

}Shakespeare Quiz

}Reading Time (when you are done with the quiz)

}Writer’s Workshop

◦Overall issue I noticed: many stories seem like they could just have a few words changed and have an experience that happened here in WI…that’s not our goal…

–The HUMAN EXPERIENCE of an individual in a different country (some things are universal, but many things are dependent on the place you live…SHOW THIS in your story)

◦Post one of your – comments and one of your + comments from your draft on the front whiteboard

–Small group discussion on revising ideas

◦Editing Draft: While working on revising for craft, you also should be looking at editing.  Share your draft and tonight/tomorrow I will read for editing issues: Story Title: EDITING DRAFT

Wednesday, Oct. 10 Agenda

}Bell Ringer: Make sure you have headphones then take out your notes from the reading yesterday

}Check of “Shakespeare’s World” notes (add more)

}Shakespeare Intro: The info from this, as well as the reading from earlier, can be used for the quiz. Make sure each question has lots of details underneath.  You don’t want one answer, you want lots of ideas from different videos/article. The videos can answer multiple questions and you will want to use info from multiple videos for each question

◦Extra Credit: Post a blog post on your blog with a link to a video, set of pictures, or article you think helps give a better understanding of Shakespeare or his influence or any of the other questions.  Along with the link, post what you think can be learned from what you found. 

◦When you have finished the note taking, work on one of these things: your first draft of the Perspective Story or read your own book

}Homework: Finish craft draft (if not done yet; it will be late but it will still get comments on it if you upload it); in order for me to read your draft, it must be uploaded to Turnitin

Tuesday, Oct. 9 Agenda

}Bell Ringer: Independent Reading Time (last 4 meet with me)

}In Writer’s Notebook: Discuss with partner and record notes: What do you know about Shakespeare and/or his works? List anything and everything you can think of about who he was/is, what he wrote, when he wrote, etc.

}“Shakespeare’s World”

◦Read and take notes pg 926-929

◦Take detailed notes as there will be an open notes quiz (after discussion of all notes tomorrow or Wednesday) –post one piece of info to the board

}Work Time if you finish the reading and notes before we move on:

◦Choices: Work on first draft (must be uploaded to Turnitin by 7 to be on time), write the blog post, comment on blog post, read comment, read choice book

}Homework: Work on draft, uploaded by 7:00 (MUST BE TITLED: Name COMPLETED Craft Draft)

Monday, Oct. 8 Agenda

}Bell Ringer: Roots

}10 min reading (goal meetings during writer’s workshop time)

}Writer’s Workshop: turn on computer

◦Work on your first draft.  Remember to think of Universal Theme!!

◦Make sure you are basing what is happening off your research (do more if needed)

◦Blog Post and Commenting Collaborators

–Narrative Leads: Post the beginning of your story on your blog.  Your Commenting Collaborator will read what you have so far and give suggestions: what narrative leads technique is being used, what can be done to keep reader’s interest, what questions do you have, etc.

◦Once you’ve posted, check your collaborator’s blog, then comment, then go back to your post, read their comments, and get back to work on writing your story

◦First draft (Craft Draft) can be done at the end of workshop time (shared with me on Google Docs and uploaded to Turnitin) but is due by tomorrow evening

◦HWK: Work on your first draft, when it is done, write “Name Completed Craft Draft” as the document title on Google Drive and Turnitin: I will only read through drafts that are titled this way

Friday, Oct. 5 Agenda

}Bell Ringer: Suffixes

}Collaboration time

◦Grab Universal Big Ideas for Themes sheet from me when you go

}Research Writing Project guidelines

}First Person Accounts

}Writer’s Workshop

◦Finish any steps that you haven’t (research, notes, etc)

◦Story Map or Plot Chart: you need a plan for your story that covers the main points of a short story (like we made for our last story) (Due end of class today at latest): digital or paper

–Your story must have exposition (setting, characters, internal and external conflict), rising actions, climax, falling actions, resolution, universal theme

◦Get story map checked

}Narrative Lead suggestions (shared)

◦Begin writing your rough draft; consult your notes for details and remember the requirements we talked about!!

◦By the beginning of class Monday you should have at least 1/3 – ½ of your draft done

◦Rough Draft due Tuesday about 7pm uploaded to Turnitin (turn it in early if done, I make no promise of work time on it Tuesday though)

◦Work on your first draft over the next few days, when it is done, write “Name Completed Craft Draft” as the document title on Google Drive and Turnitin: I will only read through drafts that are titled this way

Thursday, Oct. 4 Agenda

}Bell Ringer: Reading Goals and Independent Reading Survey

}First Person Accounts Vs. Typical News Stories (Perspective Writing)

}What do I still need? Get your computer, log on, think of the question, “What am I missing?”:

}Final class research time (+/- 35 min)

◦Anything that helps answer “What is it like to be    in    dealing with   ?” –what aspect of the life of that person/group do you not know yet? Find answers!

◦You need to have at least one video that you are using as a resource.  Look through the videos on BBC and Reuters before going to YouTube or just searching the web

◦Remember, you are going to become a person with this perspective, so get as much information as you can to help you write AS a/the person in the situation/event/issue

}In order to start writing your story tomorrow (which is where you need to be), you need to have notes on at least (minimum) 9 sources (Aim for 12 or even more with images and such)!!

}Look through your notes, create a list of the information that you have that you feel could be universal/common in other situations

}HWK: Finish Notes; Organize your notes, figuring out what event/situation/issue you are going to be writing about first –once you have thought about how to make your information match the requirements, you can start making a story map (make a copy of the story map shared with you); read independent book

Wednesday, Oct. 3 Agenda

}Bell Ringer: Make sure you have headphones!! Prefixes

}How to take notes from videos/pictures

◦You should take notes on at least one video/audio clip (label for me so when I check notes, I can see which are video, which are article)

}Turn on computer, pull up research document (it should be shared with me)

}Research Time:

◦Step one: finish finding potential sources (You should be done with this)

◦Step two: weed out your sources and start taking notes on articles (You should be done with at least 3 articles or more)

◦Step three: Find more videos/continue taking notes on pictures/slide shows and videos

◦Step four: Finish taking notes on sources: aim for 9-12 sources with substantial notes

}Homework: By tomorrow, have the notes for at least 1/3 - ½ of your sources done. Your end goal of sources should be around 9-12 quality, reliable sources with LOTS of notes on each to help you answer your research question and become a person in that place/situation.   Be prepared to finish your note taking and share your findings with a group tomorrow and start your writing on Friday