Comp/Lit 9: 12/17/2010

Romeo & Juliet, Act V and Spelling & Vocabulary QUIZ #15-16

• We had our Spelling & Vocabulary #15-16 QUIZ at the beginning of the period.  
• After the quiz, the students worked quietly on one of several assignments (INB notes, theme notes, etc).
• We corrected the quiz as a class, then we quickly moved on to the final act of the play.
• I gave the students a few minutes to set up their INB for Act V, then I started the audio.
• We finished just in time a review a bit before the end of the period.
• Homework:  Act V Notes, Act V visual, make sure that your Interactive Notebook is complete, Study Lines for your Performance and Think about ideas for a costume, prop & sound effect,  Complete Part III of the Performance Project (Summary & Character Motivation)
• Extra Credit Opportunities for the Break
• Rewrite the Writing Assessment (Again) for up to 10 points of Extra Credit.
    Mark all of your changes to get credit and turn in the original.  Use the editing marks & comments to improve your essay.
• Committed to Memory– Memorize a poem to recite to the class on Monday January 11.  Get the assignment handout from Mrs. Minyard.  You may earn up to 10 pts of Extra Credit.

Comp/Lit 10: 12/17/2010

Vocabulary & Spelling QUIZ #15-16 and Of Mice & Men In-Class Essay

• We started the period with the last Vocabulary & Spelling QUIZ (#15-16) of the semester.
• After the quiz, the students read silently until all quizzes were complete.
• We then corrected the Vocabulary & Spelling QUIZ as a class.
• I then spent a few minutes reviewing some notes/ideas to get the students ready for the in-class essay.  The students were allowed to use any notes and the introductory paragraph that they wrote at home for homework.
• The students had the last 45 minutes of the period to write their Of Mice and Men In-Class Essay. 
• If they finished before the end of the period, they read silently.
• Homework: Complete Outside Reading Log #3
• Visual-Character Collage
• Grammar- 1.  Complex sentence; 2.  Compound sentence
• Upload to Turnitin.com by Monday January 3 @ 11:59pm

Comp/Lit 9: 12/15/2010

Romeo & Juliet, Act IV

• We started the period by finishing scene v of Act III.  
• I then gave the students a bit of time to finish up the Act III notes and get their notebooks set-up for Act IV.
• Before beginning Act IV, we reviewed the main events that took place in Act III, including: the fight, Mercutio's and Tybalt's deaths, Romeo's banishment, and Capulet's contempt for his daughter's disobedience. 
• We then listened to Act IV.
• The final activity of the period was connected to the final Romeo & Juliet essay.  We defined topic (a general single-word subject) and theme (the author's specific message about a topic).   The students then had time in class to come up with examples and find supporting quotes for four topics (Fate, Prejudice, Loyalty, and Hate)
• Homework for ALL Classes: Study Vocabulary & Spelling #15-16; Finish Act IV Notes and Visual; Complete Cue Cards, Complete 12 of 18 Creating a Character questions (in the Performance Project Packet).  In addition to the above, 3rd period (only) needs to have 2 examples with quotes for each theme.

Comp/Lit 10: 12/15/2010

Of Mice and Men Final Discussion

• As usual, we started the period with a bit of grammar.  Today we examined Noun Clauses.  The students completed page 115-119 (odd #'s only for exercises 1, 3, 4).  We then reviewed the answers.
• We quickly transitioned to our final discussion of Steinbeck's Of Mice and Men.  We finished talking about "Underdogs", then moved on to "Is He Right?" During this discussion I introduced the different moral philosophies and we talked about all of the potential alternatives that George was faced with.
• We spent the end of the period discussing the final essay prompt.  I walked them through the necessary steps to prepare and write an in-class essay in 45 minutes.  The essay will take place in class next time.
• Homework: Study Vocabulary & Spelling #15-16; Bring your OR Book and your OMM Book; Complete and bring your OMM packet; Write the Introductory Paragraph for your In-class Essay.

Comp/Lit 9: 12/13/2010

Romeo & Juliet, Act III

• We started the period with the selection of scenes for the R&J Performance Project.  While I drew names, the students worked on a QUICK WRITE in their INB.  Marriage: Should Romeo and Juliet have gotten married?  Why or why not? Once they finished their response, they were to set up their INB for Act III notes.
• As soon as all groups were selected, we moved on.  I passed out the new course calendar that goes until the end of the semester.  We reviewed the performance project due dates, essay due dates and final exam date.  I also briefly explained the extra credit opportunities for over the winter break.

• Performance Project: Dress Rehearsal on Friday January 15; Performances during the Final Exam period.
• R&J Theme Essay: Rough Draft DUE on Monday January 11; Final Draft DUE on Wednesday January 13.
• Extra Credit Opportunities for the Break
• Rewrite the Writing Assessment (Again) for up to 10 points of Extra Credit. Mark all of your changes to get credit and turn in the original. Use the editing marks & comments to improve your essay
• Committed to Memory– Memorize a poem to recite to the class on Monday January 11. Get the assignment handout from Mrs. Minyard. You may earn up to 10 pts of Extra Credit.

• We then spent the rest of the period listening to Act III
• Homework: Finish Act III Notes, Finish Act III Visual; Work on Cue Cards and Creating a Character Questions (for the R&J Performance).  The last two assignments are due on Friday Dec. 17.

Comp/Lit 10: 12/13/2010

Of Mice and Men, Chapters 5-6

• The students took a reading comprehension quiz covering OMM Chapters 5-6
• Immediately following the quiz, they completed, pages 111-114 in the grammar workbook-Adverb Clauses.  We reviewed the answers as a class.  We also reviewed the definitions: clause, phrase, adjective, and adverb.
• We then corrected the chapter 5-6 quiz as a class.
• At that point we finished discussing the "Assuming That..." worksheet.
• The students then had about 20 minutes to respond to the prompt at the bottom of the "Assuming That..." worksheet and get started on the "Underdogs" chart.
• We spent the rest of the period discussing "Underdogs"
• Homework: Finish "Is He Right?" (packet page 13-14); Finish "Off the Fatta' the Lan'" (packet page 16); make sure that each theme has at least one quote.

Comp/Lit 9: 12/9/2010

Romeo & Juliet, Act II

• I introduced the Romeo & Juliet Performance Project at the beginning of the period.  This is a project that has a couple of elements and will be in progress for several weeks.  
• The students will need to select a group and a scene by Monday December 13.  I will draw names out of a hat, and groups will be able to sign-up when their name is called.  No scene may be done more than once.
• During the week of December 13, the students will need to create cue cards for their lines.  These are due on Friday December 17.  The students will also need to begin to explore their character to learn as much detail as possible.  The Creating a Character assignment (pages 3-4 of the performance packet) will also be due on Friday December 17.
• It is expected that the students will work to memorize their lines.
• After break, each student will turn in a typed assignment that will include two paragraphs and be a minimum of one page in length.  The first paragraph will be a summary of the scene they will be performing.  The second paragraph will be about their character specifically.  They will need to write about the character's motivations, feelings, thoughts, actions, etc. I highly recommend that you use the Creating a Character handout to help you write this.
• The students will have a part of one class period to prepare.  This time should be thought of as a dress rehearsal, in other words, all memorizing, blocking, staging, sound effects, set design, costumes and props should all be done and figured out.  
• Finally, the performances will take place in class.  On the day of the performances, students will need to make sure that one group member is prepared to introduce the scene.  Each student will need to have his/her costume and props.  And everyone will need to bring a food or drink item to share.
• Periods 5 & 7 completed the friend quick write.
• We spent the rest of the period listening to Act II.  We stopped several times to discuss the amazing poetry and many of Shakespeare's most famous lines.
• Homework:  Complete the Act II notes and visual; VFA #15-16; decide on your group and scene for the performance project.

Comp/Lit 10: 12/9/2010

Of Mice and Men, Chapters 3-4

• We started the period with a 25 minute fill-in the blank reading comprehension quiz on OMM Chapters 3-4.
• We then spent some time discussing the responses that the students completed last class period and for homework-Dreams and Euthanasia.
• After that discussion, we moved on to "An Unlikely Pair" (page 8) and discussed the generalizations that have been made int he story.  We ultimately had some great discussion, especially around Curly's Wife.
• We ended the period by starting to discuss "Assuming that..."
• Homework:  Finish reading the book and add to the theme notes, VFA #15-16, complete prejudice response (packet page 15), complete "Assuming that..." (page 9).

Comp/Lit 9: 12/7/2010

Romeo & Juliet Act I

• We started the period with a review of subjects & predicates.  We went over the answers on page 8 of the grammar workbook.  We also reviewed the definitions of prepositional phrases, phrases vs. clauses, and inverted sentences.
• We then spent a little bit of time reviewing the literary elements of Romeo & Juliet (Setting, character development, conflict and main events) for Act I.i.
• The students set up their interactive notebooks to accommodate notes for the entire Act.  Then, we got right into listening to the rest of Act I.  
• 3rd period began Act II.i and started the Friends response.
• Homework: Complete Act I notes and Act I visual.  3rd period only: Complete Act II.i notes and the Friends Quick Write.

Comp/Lit 10: 12/7/2010

Of Mice & Men, Chapters 1 & 2

• We started the period with a reading comprehension quiz covering OMM Chapters 1-2.
• When the students completed the quiz, they worked on two pages of grammar-complex and compound-complex sentences, pages 105-106; and they completed the Dream Response on page 15 in the OMM packet.
• The students then had about 15 minutes to complete their theme poster.  Once all of the posters were complete, each group presented theirs to the class.  It was expected that everyone  added to their theme notes (packet pages 2-4).
• We ended the period by reviewing the notes they took for chapters 1-2.  We briefly discussed examples of each theme from those chapters.
• Homework: Finish reading chapters 3-4 and take notes on the themes.

Comp/Lit 9: 12/3/2010

Vocabulary & Spelling and Romeo & Juliet

• We started the period with the Vocabulary & Spelling #13-14 QUIZ.
• After the quiz, the students completed pages 7-8 in the grammar workbook and page 15 (Shakespearean Insults) in the Romeo & Juliet packet.
• Once all of the students completed page 7 in the grammar workbook, we reviewed that page only.
• We then spent some time reviewing the prologue activity (Completed for homework). 
• I then introduced the Perfect Mate homework assignment.
• At this point, I explained the two major assignments that will be completed for each act (notes in the INB and a visual).
• The visual will be completed at the end of each act.  Divide one 8.5x11 piece of paper into the appropriate number of sections (based on the number of scenes in the act).  Each section must include a quote with citation, an image (showing the meaning of the quote) and an explanation.  Fill one side of the paper only.  Fill the entire piece of paper.
• The notes will be in the Interactive Notebook. You will need to take notes for each page of the play.  At the end of each act, you will complete notes about the setting, character development, conflict and main event.
• We set-up the Interactive Notebook for Act I, scene i (I.i), then we got started.
• We only listened to the first scene of the play.
• Homework: Complete notes for Act I, scene i (or as far as your class read), complete the perfect mate assignment, get the Challenge Day permission slip signed.

Comp/Lit 10: 12/3/2010

Vocabulary & Spelling and a bit of OMM

• We started the period with the Vocabulary & Spelling #13-14 QUIZ.
• The students read silently for about 15 minutes before we moved on to some grammar.
• I introduced clauses, phrases, simple sentences and compound sentences.  We reviewed the rules found on pages 101-102, then the students completed pages 103-104 odd #'s only.  We then reviewed the answers as a class.
• I discussed the calendar for the next 2 weeks and pointed out the fact that the OR Log #3 won't be due until after the winter break.  
• We spent that last part of class creating posters of the themes in Of Mice and Men.
• Homework:  Finish reading OMM Chapters 1-2, complete the theme notes for Chapters 1-2.

Comp/Lit 9: 12/1/2010

Romeo & Juliet Here We Come!

• As the students entered the room, I assigned them to one of the six stations set up around the room, and asked them to grab a pen and leave the rest of their belongings at the front of the room.
• Once the period started, I passed out the Intro to Romeo & Juliet packet.  I explained that they would be at each of the six stations for about 8 minutes.  
• Once the stations activity was over, we reviewed that material from the poster board, then we went on to the reaction opportunity activity.  
• I had students stand if they agreed with the statement and stay seated if they disagreed.  
• I passed out a new calendar covering the next two weeks. 
• I then introduced the sonnet.   I had students take notes about sonnet format in their packet on page 8.  
• We ended the period reviewing the importance of knowing prepositions and prepositional phrases in the grammar workbook, pages 5-6.
• Homework:  Study Vocabulary & Spelling #13-14; complete the prologue activity on page 9; read the article called "What's Love Got to Do With It?" and complete the quiz.

Comp/Lit 10: 12/1/2010

Julius Caesar Unit Exam & Of Mice and Men Introduction

• The students took the majority of the period to complete the Julius Caesar Unit Exam.  
• After the exam, several tasks were to be completed.
• Return the Julius Caesar book to the textbook office.
• Pick-up Of Mice and Men if it was not picked-up on Monday
• Complete the Steinbeck journal on page 1 of the OMM packet
• Read and complete notes for pages 5-7 in the OMM packet
• Work on the homework: Take notes for the assigned theme on pages 2-4; Read OMM Chapters 1 & 2
• Homework:  Finish the packet work that was not completed in class-pages 1-7; read OMM chapters 1-2 by Tuesday Dec. 7; Study Vocabulary & Spelling #13-14; bring your OR Book.