mono-
bi-
di-, dia-
iso-
nom,-onomy, -onomous
onym
[By now you should have 45 total roots]
Monday, April 30, 2012
Saturday, April 28, 2012
Romeo and Juliet essay checklist
Name: Period:
My Romeo and Juliet essay…
_________ Is
written in the “literary present” tense
When writing about literature, make it seem as
though the story is taking place right now. For example [present tense verbs bolded]:
Romeo and
Juliet wish to be secretly married.
Friar Laurence, despite his advice to go slowly, agrees to marry them. He hopes
that the marriage will bring the feuding families together.
_________ Uses
formal words rather than slang / conversational style
“Romeo is
strongly attracted to Juliet,” is better than “Romeo wants to get with
Juliet.” “Love makes him act foolishly,” is better than “Love makes him go
bonkers.”
_________ Does
not use “you”
_________ Eliminates
unnecessary “I think” or “I feel” statements (they’re usually redundant)
_________ Smoothly
integrates quotes
“Fate is a
powerful force; as Romeo puts it, he is ‘Fortune’s fool,’” is better than, “Romeo
says, ‘O, I am Fortune’s fool!’
This quote is saying that…”
_________ Has
no noticeable errors in conventions (spelling, grammar, etc.)
_________ Is
shared with jvahomework@gmail.com
Author’s Note (explaining revisions,
improvements, etc.)
Monday, April 23, 2012
agendas, April 23-25
Monday, 4/23
Watch most recent scenes of Romeo and Juliet
Intro to timeline graphic organizers (with examples)
Intro to insight
Explanation of activity
We will get into assigned groups
Groups will work on the timeline graphic organizer activity
Groups will report out
Exit slip
Tuesday, 4/24
Homework: essay checklist
About the activity
Make real-life connections to the play
Get into assigned groups
Discussion and note-taking on prompts (~20 min)
Reflection on discussion (~5 min)
Intro to persuasive speeches (10-15 min)
Exit slip (~4 min)
Wednesday, 4/25
Announcements / instructions
Go over rubric
Get into groups
Work on speeches
Present out
Reflection/comments on speeches
Final assessment
Watch most recent scenes of Romeo and Juliet
Intro to timeline graphic organizers (with examples)
Intro to insight
Explanation of activity
We will get into assigned groups
Groups will work on the timeline graphic organizer activity
Groups will report out
Exit slip
Tuesday, 4/24
Homework: essay checklist
About the activity
Make real-life connections to the play
Get into assigned groups
Discussion and note-taking on prompts (~20 min)
Reflection on discussion (~5 min)
Intro to persuasive speeches (10-15 min)
Exit slip (~4 min)
Wednesday, 4/25
Announcements / instructions
Go over rubric
Get into groups
Work on speeches
Present out
Reflection/comments on speeches
Final assessment
Friday, April 20, 2012
Journal #22
After the skits based on Act III of Romeo and Juliet are finished...
1. Best Actor in a Leading Role
2. Best Supporting Actor
3. Best Overall Production
Wednesday, April 18, 2012
Monday, April 16, 2012
agendas, April 16-20
Monday, 4/16
Goals:
* To understand a rich and complicated text
* To understand choices directors make
Tasks:
1. Previewing the text: reading Act III, scene 1
2. Reader's Theater
3. The film
Have you finished your essay and shared it with me on Google Docs?
Tomorrow: new vocab
Tuesday, 4/17
Goals:
* To augment our vocabulary
* To understand a rich and complicated text
Tasks:
1. New roots!
2. Roots drawings
3. R&J continued; quotes
Have you finished your essay and shared it with me on Google Docs?
Act III: 8 quotes
Wednesday, 4/18
Goals:
* To read for focus and fluency
* To understand a rich and complicated text
Tasks:
0. Quote Sheet Samples
1. Reading / Work Time
2. Journal #21
Thursday, 4/19
Goals:
* To understand a rich and complicated text
* To bring a text to life in performance
Tasks:
0. Brief preassessment for next week's activities
1. Forming small groups
2. Reading Act III: scenes 3-5
3. Summaries on notecards
4. Preparing dramatic presentations (as time permits)
Friday, 4/20
Goals:
* To understand a rich and complicated text
* To bring a text to life in performance
Tasks:
1. Preparing your skit (15-20 min)
2. Performances
3. Reflection: the Tony Awards (Journal #22)
4. The Shakespeare Challenge (as time permits)
Goals:
* To understand a rich and complicated text
* To understand choices directors make
Tasks:
1. Previewing the text: reading Act III, scene 1
2. Reader's Theater
3. The film
Have you finished your essay and shared it with me on Google Docs?
Tomorrow: new vocab
Tuesday, 4/17
Goals:
* To augment our vocabulary
* To understand a rich and complicated text
Tasks:
1. New roots!
2. Roots drawings
3. R&J continued; quotes
Have you finished your essay and shared it with me on Google Docs?
Act III: 8 quotes
Wednesday, 4/18
Goals:
* To read for focus and fluency
* To understand a rich and complicated text
Tasks:
0. Quote Sheet Samples
1. Reading / Work Time
2. Journal #21
Thursday, 4/19
Goals:
* To understand a rich and complicated text
* To bring a text to life in performance
Tasks:
0. Brief preassessment for next week's activities
1. Forming small groups
2. Reading Act III: scenes 3-5
3. Summaries on notecards
4. Preparing dramatic presentations (as time permits)
Friday, 4/20
Goals:
* To understand a rich and complicated text
* To bring a text to life in performance
Tasks:
1. Preparing your skit (15-20 min)
2. Performances
3. Reflection: the Tony Awards (Journal #22)
4. The Shakespeare Challenge (as time permits)
Friday, April 13, 2012
Monday, April 9, 2012
agendas, April 9-13
Monday, 4/9
Goals:
* To augment our vocabulary
Tasks:
1. Journal #20
2. New roots!
3. Roots drawings
4. Roots practice
5. Neologisms
Tuesday, 4/10
Goals:
* To understand a rich and complicated text
Tasks:
1. Watching Act II, scenes 1-2
2. Interactive lecture over same
3. Quote Sheet from Act II (7 needed from this act)
Wednesday, 4/11
Goals:
* To understand a rich and complicated text
* To read for focus and fluency
Tasks:
0. Quotes Quiz (from Act II:1-2)
1. Reading Time
2. Calculating WPM
3. Review
Thursday, 4/12
Goals:
* To understand a rich and complicated text
Tasks:
1. Small Groups: reading Act II:3-6 aloud
* Ask questions along the way (notecard if you need it)
* Go quickly--if your group doesn't finish Act II, you'll need to finish tonight
2. The Film
Goals:
* To understand a rich and complicated text
* To demonstrate this understanding in writing
Tasks:
1. Quick recap / Quote Sheets - finishing Act II
2. Writing Assignment, D-12 lab (on Google Docs)
Goals:
* To augment our vocabulary
Tasks:
1. Journal #20
2. New roots!
3. Roots drawings
4. Roots practice
5. Neologisms
Tuesday, 4/10
Goals:
* To understand a rich and complicated text
Tasks:
1. Watching Act II, scenes 1-2
2. Interactive lecture over same
3. Quote Sheet from Act II (7 needed from this act)
Wednesday, 4/11
Goals:
* To understand a rich and complicated text
* To read for focus and fluency
Tasks:
0. Quotes Quiz (from Act II:1-2)
1. Reading Time
2. Calculating WPM
3. Review
Thursday, 4/12
Goals:
* To understand a rich and complicated text
Tasks:
1. Small Groups: reading Act II:3-6 aloud
* Ask questions along the way (notecard if you need it)
* Go quickly--if your group doesn't finish Act II, you'll need to finish tonight
2. The Film
Goals:
* To understand a rich and complicated text
* To demonstrate this understanding in writing
Tasks:
1. Quick recap / Quote Sheets - finishing Act II
2. Writing Assignment, D-12 lab (on Google Docs)
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