If you were absent, make up Vocab. Quiz 9/1 the day you return!
Book Club Meeting #2 was successfully conducted: homework is to continue reading...
Friday, May 27, 2005
World Studies: Romeo and Juliet
Yesterday we read through and discussed Act I, Scene 1. We discussed oxymorons, and students had an assignment where they had to identify the oxymorons in speeches of Romeo and Juliet, then illustrate one of Shakespeare's oxymorons and make up one of their own and illustrate it on the other side. Students were also required to list the important things that happen in this scene in their journals, and describe the characters of Tybalt, Benvolio and Romeo so far, listing phrases or lines that back up their decisions.
Today we read Act I, Scenes 2-4. We discussed the characters of the Nurse and Juliet. We also discussed sonnets and 'extended metaphors,' with reference to Lady Capulet's description of Paris, and 'puns', with reference to Scene 4, where Mercutio and Benvolio are punning to try to get Romeo to cheer up. Then we tried to guess what Romeo's bad dream might have been that is giving him such a foreboding feeling about the evening to come (lines 106-111).
Homework:
Until he sees Juliet, Romeo believes he is in love with Rosaline. Write a few entries in Rosaline's diary. How does she feel about Romeo's infatuation? What did she say as she kept him at a distance (see Act I, Scene 1, lines 199-215) refusing his advances? Remember, she's Juliet's cousin, so she's a Capulet too! (Romeo is a Montague)
Credit will be given for creativity and authenticity!
Due Tuesday, May 31, along with flashcards
Today we read Act I, Scenes 2-4. We discussed the characters of the Nurse and Juliet. We also discussed sonnets and 'extended metaphors,' with reference to Lady Capulet's description of Paris, and 'puns', with reference to Scene 4, where Mercutio and Benvolio are punning to try to get Romeo to cheer up. Then we tried to guess what Romeo's bad dream might have been that is giving him such a foreboding feeling about the evening to come (lines 106-111).
Homework:
Until he sees Juliet, Romeo believes he is in love with Rosaline. Write a few entries in Rosaline's diary. How does she feel about Romeo's infatuation? What did she say as she kept him at a distance (see Act I, Scene 1, lines 199-215) refusing his advances? Remember, she's Juliet's cousin, so she's a Capulet too! (Romeo is a Montague)
Credit will be given for creativity and authenticity!
Due Tuesday, May 31, along with flashcards
Wednesday, May 25, 2005
World Studies: Romeo and Juliet
Today we covered the Prologue of the play. You should be able to identify the who, what, where, when and why of the story of Romeo and Juliet by reading the prologue. Students also learned about iambic pentameter and practiced writing it; they learned the pattern for a Shakespearean sonnet (the prologue is an example) and need to write a parody of the Prologue following sonnet form by tomorrow, May 26th.
Instructions:
The quickest way to learn to write a sonnet is to have one in front of you and to write a parody of it. (A parody is a funny version imitating the real thing.) Turn to the Prologue and complete the following sonnet by carefully fitting the last twelve lines to the rhythm and rhyme scheme of Shakespeare’s language:
Two classrooms, quite unlike in atmosphere,
In our school building, (where I write this down),
….
Remember to write in iambic pentameter: 5 unstressed syllables alternating with 5 stressed syllables to make a 10 syllable line (tap to check the rhythm.)
Remember to follow the sonnet rhyme scheme:
ABAB, CDCD, EFEF, GG.
Instructions:
The quickest way to learn to write a sonnet is to have one in front of you and to write a parody of it. (A parody is a funny version imitating the real thing.) Turn to the Prologue and complete the following sonnet by carefully fitting the last twelve lines to the rhythm and rhyme scheme of Shakespeare’s language:
Two classrooms, quite unlike in atmosphere,
In our school building, (where I write this down),
….
Remember to write in iambic pentameter: 5 unstressed syllables alternating with 5 stressed syllables to make a 10 syllable line (tap to check the rhythm.)
Remember to follow the sonnet rhyme scheme:
ABAB, CDCD, EFEF, GG.
American Studies: Grammar
Students took notes on the 4 sentence types and practiced writing sentences of their own for each type. See 759 in your Writer's Inc. or get the notes from another student, and be sure you know how to identify and write each type of sentence.
Tuesday, May 24, 2005
World Studies: Vocabulary
Vocab. Flashcards 51-60 due Tuesday. Vocab. Quiz words 41-60 on Wednesday, 6/1.
World Studies: Romeo and Juliet
Today students checked out copies of the play in the book room. If you don't have your own copy, you will need to arrange with Ms. Eide in the library to check out a copy when you return. You will need to have your Romeo and Juliet in class every day.
We started out by taking a look at the Globe Theater and doing an online Scavenger Hunt about it. The link for the Scavenger Hunt is listed here on my page: you will need to pick up a copy of the purple handout from the gray file box and complete it if you were absent. This page will be in your homework packet.
Shakespeare created a lot of words and phrases that we use every day: he was also a master of the insult. Using the links on this page, we practiced insulting one another, then created insults of our own. In pairs, students created a short skit using the insults they had created. Skits were performed and collected for participation points. If you were absent, pick up the handout called "What Did you Call Me?" from the grayfile box and complete it; use the links on this page to check out some insults and create 5-6 of your own. Then write a short skit, using the skit on "What Did you Call Me" as a model, and turn it in for credit. Save the handout for your homework packet.
We started out by taking a look at the Globe Theater and doing an online Scavenger Hunt about it. The link for the Scavenger Hunt is listed here on my page: you will need to pick up a copy of the purple handout from the gray file box and complete it if you were absent. This page will be in your homework packet.
Shakespeare created a lot of words and phrases that we use every day: he was also a master of the insult. Using the links on this page, we practiced insulting one another, then created insults of our own. In pairs, students created a short skit using the insults they had created. Skits were performed and collected for participation points. If you were absent, pick up the handout called "What Did you Call Me?" from the grayfile box and complete it; use the links on this page to check out some insults and create 5-6 of your own. Then write a short skit, using the skit on "What Did you Call Me" as a model, and turn it in for credit. Save the handout for your homework packet.
American Studies: Robert Lowell, "For the Union Dead"
Today we discussed your conclusions about the New York School poets. We came to the conclusion that their poems are about the poet setting off for a destination without knowing exactly where he/she is headed, so they are about the process of writing the poem. We also decided that the New York School poets are indirect: they get at their message sideways instead of hitting it head on. They also seem to stand at a distance from tragedy, not wanting to address it directly. Their poems are personal, but they're not confessional: not exposing all your emotions for everyone to see.
Today we moved on to the Confessional Poets. The New York School poets didn't particularly like the confessional poets. They felt the poetry was too personal. The Confessional poets were influenced by Allen Ginsberg and the other Beats. Robert Lowell was one of the first. Read his bio in your Lit. book (page 948) or on poets.org. We read his poem, "For the Union Dead," (written in 1964) in the lit. book, pages 950-952. This is a poem that you must read more than once to understand. You should also read the background information on page 949, and the captions under the pictures on pages 950 and 952. After analyzing and discussing the poem, students were asked to make a journal entry explaining what they understood the message of the poem to be. Robert Lowell influenced other confessional poets such as Anne Sexton and Sylvia Plath: we will look at them later in the week.
Today we moved on to the Confessional Poets. The New York School poets didn't particularly like the confessional poets. They felt the poetry was too personal. The Confessional poets were influenced by Allen Ginsberg and the other Beats. Robert Lowell was one of the first. Read his bio in your Lit. book (page 948) or on poets.org. We read his poem, "For the Union Dead," (written in 1964) in the lit. book, pages 950-952. This is a poem that you must read more than once to understand. You should also read the background information on page 949, and the captions under the pictures on pages 950 and 952. After analyzing and discussing the poem, students were asked to make a journal entry explaining what they understood the message of the poem to be. Robert Lowell influenced other confessional poets such as Anne Sexton and Sylvia Plath: we will look at them later in the week.
Monday, May 23, 2005
American Studies: New York School Poets
We discussed Frank O'Hara's poem "The Day Lady Died" today, as an example of a poem of the New York School, the same artistic movement Jackson Pollock belonged to. Homework assigned was to read another poem by O'Hara as well as a short essay about him, and analyze the poem yourself, coming up with a definition of the New York School movement. If you were absent today, handouts are available under "Monday" in the blue bin. This assignment is due tomorrow.
Also, please bring Lit. books to class tomorrow...we will be using them for the next few days in class!
Also, please bring Lit. books to class tomorrow...we will be using them for the next few days in class!
Subscribe to:
Comments (Atom)