5.13.08

Here is this week: past, present and future, all in one. Monday, we introduce the individual "Romeo and Juliet" writing assignment based upon "blame" for their deaths. The pre-writing chart of 3 character choice and quote supplement was homework, as was getting a parent to sign their updated grade sheet.
Tuesday was the MAP test with no homework.
Wednesday, I took time to go through the schedule for the entire project: DUE Thurs=intro and body 1; DUE Fri. at beginning FROM Thurs. class time=body 2 and 3; DUE Fri by end=conclusion. Each of these must be hand written and according to a modified MEL-Con structure, provided by following the worksheet blanks in their packets.
I also took some time to explain HOW to complete the introduction and body 1 paragraph, in detail, with how to 'sandwich' quotes within a paragraph. After instruction and q/a time, students had 30 min. to work and ask questions individually. Many did; a few did not.
Thursday we will have work time to write; computers will be available only after the pieces (rough draft) are done. The final, typed copy of the paper is due Monday.

5.7.08

Today was a wrap up of the previous two days with the sub (who was wonderful!). We reviewed the quotes after the Act V quiz. I also collected the homework. We discussed ideas from Act V, and then watched about ten minutes of the end of the movie. The test is Friday. Next Tuesday, students will be taking the M.A.P. test once more during the class period. We also have two more assessment tests (writing and editing) coming up, tba. There will be NO spelling quiz this Friday.

Monday/Tuesday

On Monday, students will finish reading Act V of "Romeo and Juliet," completing their study guide questions as well. Here's where all the dramatic angst pulls together to heighten the tragedy and wreak havoc on those around. For Tuesday, students will partner together to complete the quote identification, translation, and significance section and work on p. 915 of the text with similes, metaphors, personification, etc. in "Romeo and Juliet".

4.24.08

We nearly completed reading Act III today in class, with the study guide, of course. Tomorrow students should have completed through question 5 on page 32 of the study guide. We reviewed the problems Romeo and Juliet face with their love, as well as fate vs. emotions ruling their choices and behaviors. Is their no rational act/thinking from teenagers in love?!

4.15.08

Students took a pop quiz on the quotes from Act I, which they worked on yesterday and were to have correctly completed. Then, we showed the the opening of the DiCaprio version of the film, and continued working on the study guide. Page 17 should be completed for the Montagues and Capulets by tomorrow. Please note that Abrams and Balthazar should be Capulets while Gregory and Sampson should be Montagues. Sorry for any confusion.

4.04.08

Whew! Today flew! Students took the spelling quiz, followed by the reading quiz. Next, I read (with dynamic flair and spectacle) the opening of the play, prologue and half of Act I, scene i. We deciphered it using the hints in the textbook margins. It was very successful. Finally, we moved to the computer lab where students hunted on-line for "Romeo and Juliet" sites that were fun; they were to complete the site evaluation form as best they could and write a paragraph summary for two sites.
Before leaving, students picked up a three page article to read over the weekend.