English 9 FINAL

1. Part One: Vocabulary Test-

2. Part Two: Research-http://goo.gl/xPzN7n

3. Letter to Yourself in 3 years.

MONDAY, June 2

Final Prep

What makes a source credible?  http://goo.gl/IhAPbc   

Link to your responses last week to the "Got Credibility?" form: http://goo.gl/UaA6hI

Check in here: http://goo.gl/URuvrW

Work on filling out the paper chart AS A GROUP, finding facts to support your claims about your area of investigation.    Making an Evidence-Based claim handout: http://goo.gl/QpUuFf

 (BEWARE: if you are doing this at home, please print it out, since you will not be able to save a copy!)

Friday, May 30

Target:  to continue annotating a source in order to form a claim about your area of investigation

If you haven't already, fill out this "Got Credibility?" form ONCE YOU HAVE FOUND A SOURCE YOU WANT TO USE to ensure that you have found a credible source: http://goo.gl/hwglaV

 Copy and paste the source you have found into a copy of this document for you to record your annotations and work towards making a claim.  (Be sure to put it in your research folder.)

Fill out the details box that help support your question and then form a claim, based off the details you pull out of the article.  You will be sharing this claim with your group members on Monday.  

Thursday, May 29

Annotating a Source

Target: to find a good source of information on your area of investigation (one that helps you answer your question) that you can practice READING CLOSELY in order to come to a claim.

Begin today by finding a good source using the Napa Country Databases or the google search engine that will help you answer your inquiry question. If you found one yesterday that you emailed to yourself from the databases, you may use that one!

If you haven't already, fill out this "Got Credibility?" form to ensure that you have found a credible source: http://goo.gl/hwglaV

 Copy and paste the source you have found into a copy of this document for you to record your annotations and work towards making a claim.  (Be sure to put it in your research folder.)

Wednesday, May 28

Got Credibility?  

Today you and your group should narrow your search to one area of investigation and one question.

I would like you to try using the Napa County databases to see if you can find sources about your topic that you can trust.  Follow this link to the Napa Library websites: http://goo.gl/RzEYrL.  You will need to open your GMAIL to access the ECARD you will create when you first get to this site.  This ecard is free and will allow you to access the valuable resources on the databases.

Continue to fill out your potential sources handout, looking for a minumum of two sources each.

When you are done,  fill out this "Got Credibility?" form to ensure that you have found a source you can use to annotate tomorrow and Friday: http://goo.gl/hwglaV

If you have time, copy and paste the source you have found into a copy of this document for you to annotate tomorrow.

Thank you, Maya Angelou.   April 4, 1928- May 28, 2014

Tuesday, May 27

Target: To conduct a pre-search for your area of investigation 

1.  In groups of 4, choosing two areas of investigation, conduct a pre-search for materials, completing the Potential Sources handout.

2. Consider the Area Evaluation Checklist http://goo.gl/dzJ2PJ

3. Use this padlet to brainstorm more questions related to your area of investigation. Get help from other groups to add more questions. 

1st period: http://goo.gl/jiMHD5

3rd period: http://goo.gl/eqUN74

5th period: http://goo.gl/0SYfqY

Friday, May 23

Target: Conduct a pre-search for your three areas of interest, and assess credibility of the potential sources.

1. Review padlet from yesterday.

2. Together, we will fill out the potential sources handout using "How Twitter Works":  http://goo.gl/Z3lC

3. In groups of 4, choosing two areas of investigation, conduct a pre-search for materials, completing the Potential Sources handout.

3. Consider the Area Evaluation Checklist http://goo.gl/dzJ2PJ

4. Use this padlet to brainstorm more questions related to your area of investigation. Get help from other groups to add more questions. 

Wednesday, May 21: An article from a Study Sync Blast

Learning Target:  To read CLOSELY a potential source of information that might help you answer this inquiry question: 

How is social media changing the way we communicate?

 Link to source: http://goo.gl/SGM9tm

Fill out this analyzing details chart: http://goo.gl/pX94d4

If you would like to read more on this subject, you can visit studysync.com and sign in to watch videos and read more.  You can find it under the BLAST page on your account. 

Tuesday: Gary Snyder poem and NY TImes article

Research Project: Technology

Introduction

NY Times article: http://goo.gl/3Wldde

Guiding questions and answers go here:   1st period: http://goo.gl/FNX5HC  3rd perid   http://goo.gl/Fr2Vs3  5th period: http://goo.gl/gPG5Zg

GUIDING QUESTIONS: http://goo.gl/vFZWCp

Exploring the Topic:

Finding a potential area of interest:

Tool to record your conversation in your groups: Exploring the Topic Tool

Use this tool for making questions: Posing Inquiry Questions

Padlet link to share your group's questions: 1st period http://padlet.com/wall/gjaofze86rs

3rd period: http://padlet.com/wall/2dr50r9f341v   5th period: http://goo.gl/WpLuce

Monday:TURN IT IN and Begin Research Project

Target:  to turn in your final draft (whew!) and begin thinking about what research is and why it matters.

1. Drop your essay link here:http://goo.gl/frgyZk to turn in your final draft.

2. Begin RESEARCH PROJECT--watch Mythbusters video.

3. Try agoogleaday: http://goo.gl/xFxAm

Notes on a conclusion

Your essay should end by going back to the beginning of your essay.  Revisit your thesis (major claim) and bring me back out into your world.  How does this story apply to your life?  What do you think it is important to remember about Romeo and Juliet?  You want to try to bring in new thoughts and insights that come to you as you consider this text one last time.

Think of the upside down funnel as the basic structure for your essay.  Start with your thesis, discuss the play as a whole, and then bring me back to (y)our world.

Good luck!  Essays are due in class on Monday.

FRIDAY is EDITING DAY

Target: to review the editing process and prepare your essay to turn in on during class on Monday.

 1. Review MLA formating rules:

• Double-space your paper.  Eliminate large spaces between paragraphs.
• Insert Header--Right align--Last name--Insert page number top corner.
• put a heading in the top left hand corner
• Looks like this:  Your name/ English 9/ LaMonte Period/ Literary Essay/day/month/year
• Make sure you have quotation marks around your direct quotations and that you attribute (Romeo says,)  and cite every line or paraphrase of the text. 
• Citations need to be punctuated like this: ... end of your quote" (Act.scene.line). 
• Indent the first line of every paragraph. 
• Make sure your font is consistent--12 point  No fancy fonts!
• Give your paper a title that sums up your point.  Don't underline it.  Just capitalize every world (except articles and prepositions) and center it after your heading, before your essay.
• Italicize the title Romeo and Juliet and be sure that you have spelled William Shakespeare correctly.

2. Grammar check:  

• Spellcheck!  Review the suggestions, but be aware that spellcheck can't catch it all.  Be vigilant here!  Check for common errors:  there/they're/their  it's/its  who/whom  to/too
• Read your (or your partner's paper) out loud.  Check for sentence errors: fragments, run ons, comma splices, fused sentences.
• Find one place where you could combine sentences to avoid repetition.
• Has the writer properly introduced each piece of text with context?  

PEER EDITING: SHARE YOUR PAPER WITH YOUR PARTNER on google docs. Set to comment only.  When you see an error in your partner's paper, comment on it and tell them what the problem is. For example, sp=spelling error, frag= fragment, ro=run on sentence, ^ insert missing word, cs=comma splice, fs=fused sentence, ???= can't understand what you are saying here/rephrase, 

Thursday: Peer Response

Target:  To critically review another classmate's writing in order to give them feedback for revision.  

1. Go to studysync.com  Log on is: NVUSDstudent #   password is a "locker number".  See me if you need this.

2. Open up your google doc essay.  Copy the entire essay by clicking control + a and then control + c to copy.

3. Go to your assignment in study sync.  Paste your essay in the space for writing using control  + v. Hit submit.

4. Go to REVIEWS tab on studysync.  Click on picture and assess the writing using the Odell Rubric.  You MUST leave some constructive comments for this writer!

       One should tell the writer what you like about the essay.  (its strength)

       One should suggest one thing the writer should change about the essay.  

Wednesday: Writing your 3rd body paragraph

Today you have more time to work on the body of your Romeo and Juliet essay.   (At this point you all should be working in your doc titled "Your name's R & J essay." )

Tomorrow you will be working in groups to peer review your essays and give each other feedback.

Each body paragraph should have

• a claim that is NOT a fact!  This is a conclusion that comes naturally from your thesis.
• evidence/details from the text that support your conclusion about the text.
• commentary that carefully and thoughtfully explains what you see in the details you cite.  

By tomorrow, you should have an opening paragraph, along with three body paragraphs.

Here is a link to the rubric we will be using: RUBRIC

Tuesday: Body Paragraphs

Target:  to write a body paragraph that supports your thesis, using a claim and at least two pieces of evidence, along with your commentary.

Here is structure to follow for each of your 3 body paragraphs:

1. Point/claim #1  

FRAME:  "One reason I think that (your thesis) is because _________________"

1. Context for first detail  (who is speaking, what is happening in the story--make it brief)

FRAME: At the beginning of the play, Romeo is in a state of despair because Rosaline doesn't love him back.  He says, "                                 

1. First detail (citation) 

Remember citations look like this:  "this unworthy hand" (I.ii. 23-25).  (act. scene. lines)

1. Commentary (1st sentence) on the diction in that detail.

These lines are important because......       "When Romeo uses the word "      " he shows that he is..."

1. Commentary (2nd sentence) on "so what?" (AKA how does it support my point?)

This is evidence that (your theme) because........

1. Transition/Context for second detail
2. 2nd detail (citation)
3. Commentary-parts one and two
4. Make sure you bring the discussion back to your original point!

Monday: Begin building the body of your essay

Learning Target:  to write one body paragraph in google docs

In order to begin writing a body paragraph today, you will need to 

A) Copy and paste your OPENING (intro) paragraph into a new google doc titled "Your Name's R & J essay".  (this is also where you will be writing your body paragraph) SHARE IT with me.

B) Complete the detail collection chart---ask me for help if you need it!

Remember:  Your 1st body paragraph should look like this:

1. Point/claim #1
2. Context for first detail  (who is speaking, what is happening in the story--make it brief)
3. First detail (citation)
4. Commentary (1st sentence) on the diction in that detail.
5. Commentary (2nd sentence) on "so what?" (AKA how does it support my point?)
6. Transition/Context for second detail
7. 2nd detail (citation)
8. Commentary-parts one and two

Last ten minutes:  copy and paste your body paragraph (what you have so far) into this shared doc:  

1st period:  http://goo.gl/8WqKxu

3rd period: http://goo.gl/4MhCKu

5th period: http://goo.gl/uAVhDF

  

Thursday's class

1.  Write your Opening Paragraph for your Romeo and Juliet: http://goo.gl/KrG4Mm

2. Fill out review handout for Lesson 14 Vocabulary test tomorrow!

Wednesday: Gathering evidence

Today your writing target for your final essay is to find at least three pieces of evidence for each point or claim in your essay.

See my sample again:  http://goo.gl/BH6iNi

Tomorrow you will be writing your introductory paragraph and reviewing vocabulary words for test on FRIDAY-Lesson 14!

Parts of an Intro Paragraph: review for tomorrow:

• HOOK: Engage your reader!
• introduce the book title, author and topic.  Briefly summarize the story (1-2 sentences)
• THESIS-theme statement--this is main point that you are trying to prove!!!

TUESDAY's Class: Gathering evidence to support your claim

Today we will breaking our thesis statement into distinct claims or points, in order to narrow our search for evidence to support our/your thesis.

By the end of the period, you should have at least two pieces of evidence for each point/claim.

See my model here: http://goo.gl/BH6iNi

Vocabulary Lesson 14 and Beginning your essay

Link to quizlet words for Lesson 14: http://goo.gl/2ZI1PW

Vocabtest.com: http://goo.gl/F3G21R

spend 5 minutes playing a game!

See below for work on your essay:  Today we will be opening up the doc we all copied on Friday, revising our thesis statements, coming up with an organizing scheme for your essay and gathering details to support that thesis.

Your Romeo and Juliet Essay: Writing Evidence Based Claims

Friday's Learning Target:  To understand what a 3 part claim looks like and form a thesis statement for your essay that could be broken up into 3 parts. 

1. Answer text specific questions from yesterday.  See the link in yesterday's post.  

2. Review a sample 3 part claim for Plato's "Apology" (thanks Mr. Title) http://goo.gl/Uz749A

3. Here is a link to the prompt and pre-writing worksheet: http://goo.gl/iAIclY

Make a copy of this document and put it in your English folder BEFORE you begin working on it.

Target for today:  Compose a solid theme statement and brainstorm ways to organize your essay in 3 parts.

Act V: Another view

Learning Target:  To evaluate a cinematic interpretation of Shakespeare's text, considering details that lead you to a deeper understanding of the tragedy.  

Today we will watch the ending of Baz Luhrman's version of Romeo and Juliet. 

Use the same guiding question as we did with Zefferelli:

What stands out to you as you watch?  Write it here: Period 1 http://goo.gl/ts9i7C
Period 3: http://goo.gl/vlG6yJ Period 5: http://goo.gl/zIeYgV

Then, ask and asnwer a text-specific question here: http://goo.gl/YhKuHK
 Sample question: Why do both films leave out the death of Paris? 

Wednesday & ACT V: The FATE DEBATE

Learning Target: to be responsible for one page of text, finding important lines that reveal whether or not it is human error or FATE that is responsible for the tragedy in the end. 

1. Review the Act IV form from yesterday.

2. What is fate?  5 minute dig!

3. Open up a new google doc and insert a two column table.  

Open up the digital text and copy your assigned page into the left side of the table.

Annotate that text, HIGHLIGHTING  any references to Fate (use pink) or Human Error (use yellow) or Fortune/chance (use blue). 

4. Debrief and share your findings with the class!

Tomorrow we will watch two versions of the ending.

Act IV: Romeo and Juliet

Monday: Negotiating the text independently and Submitting a claim

1. We will begin class with the VOCABULARY TEST on Lesson 13.

2. Then, take the quiz on Act IV scene one on the following form: http://goo.gl/bh5V00

3. After you are done, please read Juliet's soliloquy from Act IV, scene 3: Scene 3

          Be ready to tell me what you think of Juliet's choice here.

4. We will listen to Act IV, scene 5

Then,  in your groups of 4, decide who you think is most responsible for Juliet's "death".

Submit your answer here:  http://goo.gl/e3STTI  ONLY ONE per group!!!!

Thursday/Friday: What does a good claim look like?

What makes a strong claim?

Vote!  Here is the form:  http://goo.gl/2qlVFp

Act IV-Romeo and Juliet  Act IV audio file

Subtext:  Information that is implied by a character but not stated by a character in dialogue, including actions and thoughts.

How does an actor communicate subtext?  Volume, body language, tone, pacing, inflection.

I'm so glad you are here.

Honey, I'm home.

Reading Act IV, scene i together.  Decide on Juliet's subtext in her lines with Paris.

Juliet's soliloquy:  What do you think of her choice here?

Who is responsible for Juliet's "death"?  

Wednesday: Group claims

Learning Target: In your table groups, today you will be making a claim about a theme using connections between the characters in Act Three in Romeo and Juliet.

1. (5 min) After we are finished watching Act Three, get into your groups and discuss the patterns of behavior you notice among all the main characters in the play.  You can use the back side of the Making Claims chart.

2. (5 min) As a class, we will list those connections on the board.

3. (10 min) As a group, take that connection and use it to form an intelligent statement about what you learn about that topic from reading/watching Act Three.  Line up the evidence underneath.

For example,  in Act One, you might make a theme statement (claim) that reads like this:

Connection:  family loyalty/war

Theme:  Sometimes the love for "family" can drive us to hate others and create chaos and violence out of peace. 

    Evidence:  The servants who hate each other only because they are members of the opposite family.
    Evidence: Romeo says about the aftermath of the fight scene, "Here's much to do with hate, but more with love."
    Evidence:  Tybalt wants to fight Romeo at the party in order to establish Capulet honor....Romeo's presence there is an insult and should not be tolerated, even though Romeo brings only love with him.

Act Three wrap-up

Act 3: what connections can we find between characters?

Today we will review Act 3 on film and in your notes in order to come up with a clear claim that makes a conclusion about a theme we see in the play so far.  

Monday: Claims in Act 3

Learning Target: Today you will be continuing your work reading your scene from Act 3 closely and forming a claim, based on a few key details.

About half way through the period, we will be presenting our claims to each other in a shared google doc and then using that conversation to make a claim about a THEME in the Act.

Link to shared google doc for posting your claim:

Period 1 : http://goo.gl/sJaC4n

Period 3: http://goo.gl/aZxvD7

Period 5: http://goo.gl/Uvt6tf

Here is the form we will use to make a CLASS CLAIM together about the theme in Act 3: http://goo.gl/QpUuFf

Thursday: Vocabulary and Luhrman film Act Two

Today you will spend the first 25 minutes taking Vocabulary Notes on Lesson 13 for the test Monday, April 28th.  quizlet link: http://goo.gl/dfga0n

If you want extra credit, create a slideshow of your own for this lesson and then share it with me when you are done!

Romeo and Juliet:  Watching another balcony scene and fight scene (III.i)

Think about how this version differs from the Zefferelli version.  I hope we can have a good discussion about this on Monday.

Wednesday: The Turning Point

Act 3, scene 1

Today we will work again on annotating and finding details in order to discover more about the main characters in the play.

(20 minutes) We will watch Zefferell's version of the Act 3, scene 1 and then we will look at my model of your next activity:

http://goo.gl/wGEYvH

(30 minutes) Then, you will be assigned a scene from Act 3 in order to make a claim about a main character from the play.

Nurse: Act Three, scene 2  http://goo.gl/C8kvfc

                              scene 5 http://goo.gl/BNVVhG

Juliet: Act Three, scene 2  http://goo.gl/C8kvfc

                             scene 5 http://goo.gl/BNVVhG

Romeo: Act Three, scene 3 http://goo.gl/6Tfm1U

Friar:  Act Three, scene 3  http://goo.gl/6Tfm1U

Father Capulet: Act Three, scene 5 http://goo.gl/BNVVhG

Open the link and read the lines and then annotate looking only for details which reveal your CHARACTER.  Work through the text, ultimately pulling out the three most important details to show us exactly WHO THIS CHARACTER IS.  Make your claims by Monday to present. 

Learning Target:  Speaking and Listening

Collaborate and Discuss

Data: Socratic Seminar / Student-Centered Discussion

Skill	A	P	AP	NP
1) Prepare for discussion and follow guidelines for the conversation
2) Present ideas and claims clearly, using details to support my claims
3) Pose good questions that are centered on the text
4) Make thoughtful connections between my ideas and others

Today, you will be PRESENTING your claim from yesterday to a small group (20 min) and filling out this self-evaluation**. (5-10 min). 

Guidelines:  

1. Meet with the 3 other people assigned your number.  
2. Assign the oldest member the position of TIMER.  He/she may use his phone as a stopwatch.
3. PRESENTER: Share your claim and explain the details you found to support your claim. You have 5 minutes to share and answer questions.
4. LISTENER:  Ask questions AND/ OR tell the group how this claim relates or connects to your claim.  What patterns do you notice in the text?
5. Fill out the self-evaluation hyperlinked above.

 **Make sure to make a copy of the self-evaluation and put it in  your English folder, of course.

Last 15 minutes: AUDIO LINK

 Listen to Act 3, scene 1 and submit your answer to one of these questions as your "exit ticket:

What do the author's words cause me to see or feel?

What words or phrases are powerful and unique?

Monday: Create and Present claims for Act 2

Today you will be

ANNOTATING with your partner your assigned passage from Act Two. (10 min)

ASKING a text-specific question about the passage. (5 min)

FINDING evidence to help you answer that question. (10 min)

CONNECTING the evidence and

FORMING a sound, intelligent claim that can be supported by your passage. (10 min)

Then, you will be PRESENTING that claim to a small group (20 min) and filling out this self-evaluation. (5-10 min).  **Make sure to make a copy of it and put it in  your English folder, of course.

Friday: Group Annotations of the rest of Act 2

Learning Target:  To apply your close reading skills to help you question the text and come to your own conclusions.

(10-15 minutes)  Vocabulary Test Lesson 12


(15 min) Watch Zefferelli: Act Two, scenes 3-6.

(15-20 min) With your partner, annotate the assigned passage and then use your annotations to help you come up with a text-specific question that you can use to come to a conclusion about the text.  (that is page 2 of the linked document below.)

Passage 1: http://goo.gl/3oTM9N

Passage 2: http://goo.gl/SBcRPT

Passage 3: http://goo.gl/wWessK

Passage 4: http://goo.gl/Xr8WQW

Passage 5: http://goo.gl/YNnoGk

Act Two, scene 3: "Holy Saint Francis! What a change is here!"

Learning Target: Applying our close reading to text-specific questions

(20 minutes) In groups, you will attempt to answer the following questions from Shakespeare Set Free (O'Brien)  about this scene:

• What does Friar Lawerence explain about the nature of these herbs?
• How does this nature lesson apply to life in general?
• How does this nature lesson apply to the relationship between Romeo and Juliet?
• How does the use of language tricks enhance this speech for you?

Record your answers here on this form: http://goo.gl/qRq2UD

(20 minutes) Listen to the rest of Act Two, scene 3.  Then, consider this question with your partner:

What is motivating the Friar?  Why does he agree to marry Romeo and Juliet?  Can you find more than one motive for his willingness to do such an outrageous and subversive act?

(10 minutes)  Vocabulary Volleyball!  Lesson 12 test is tomorrow.

Wednesday: "The Gray-Eyed Morn"

Learning Target:  To answer text-specific questions in collaborative groups--and to practice annotating a part of the play on your own.

Digital text is here: http://www.folgerdigitaltexts.org/?chapter=5&play=Rom&loc=p7

Part One: The beginning of Act Two, scene 3 is Friar Lawrence's soliloquy (this is when a character in a play speaks his thoughts aloud).

(5 minutes) We will begin by reading it in unison.  

(15 minutes) Then we will practice annotating it individually.  

To do this, you will need to go to this document and go to FILE and make a copy of it, which you will put immediately in your shared English folder.  

I will model how you should annotate, using the highlighting tool under "add-ons".  You should practice annotating FIGURATIVE LANGUAGE, THEMES or big ideas, and parts of the text that make you ask questions.  

Romeo and Juliet: Claims about the Balcony Scene

Today we will watch some of the balcony scene, Act Two, scene ii in order to help you visualize the choices one director, Franco Zefferelli, made about staging that scene.

Then, we will review your lines from yesterday and you will submit claims that answer the following questions to another shared document.

What does Romeo want?
What does Juliet want?

First period: http://goo.gl/zEj8Kr

Third period: http://goo.gl/WWQmJl

5th period: http://goo.gl/YX4n87

Monday: Romeo, Romeo, Wherefore art thou Romeo?

Learning Targets: to understand and paraphrase a key line from Act Two, scene two: The Balcony Scene.

Also...to consider the choices a director and actor have to make when performing a scene from the play. 

(15 minutes):  Watch the Baz Luhrman version of the party scene.  

(5 minutes): Discuss the differences and why they matter to you.

(30 minutes):  Read silently, (or at home you can listen: http://goo.gl/EIpKqR) Act Two, scene ii.  After you are done, in partners decide which of you is Romeo and which of you is Juliet.  Then discuss:

• What does your character want in this scene?  ---FIND A KEY LINE THAT HELPS YOU ANSWER THIS QUESTION.  Open the shared document below and write the line down as well as your paraphrase.  

FIRST PERIOD: http://goo.gl/wtW0Pi

THIRD PERIOD: http://goo.gl/rKkD0O

FIFTH PERIOD: http://goo.gl/JNLKwB

• Does he/she get what they want? ---FIND A KEY LINE and PARAPHRASE in writing again on the shared document.

FRIDAY: My heart never loved til this night!

Act One, Scene Five (I.v.)

Today we will closely consider the first lines Romeo and Juliet speak to each other.

After watching the Zefferelli version, we will try to defend these two claims with evidence from this scene (using the Making EBC's handout):

Claim: Romeo uses figurative language to get Juliet’s love.

Claim: Romeo and Juliet are doomed lovers.

Thursday: Vocab and R & J paragraph

Vocabulary Lesson 12

30 minutes: Here is the link to the visual slideshow for Lesson 12 (test next Friday).  Flashcards have been added to my quizlet page as well.

Finish your R & J paragraph about Love and Marriage.

After you are done presenting TWO pieces of evidence (along with their context and meaning), end your paragraph explaining how this character is like you.  Present one example to help make the connection clear to me. 

Wednesday: Finish reflection and write paragraph

What will you do differently this time?

This semester we have been working on getting better at writing academic paragraphs, that state a claim and support it with evidence and commentary.  Today you will take another swing at this skill, and hopefully your experiences so far will help you hit a "home run". 

10 minutes--take another look at the DWA and the "Apology" paragraphs, as well as your HOS one.  What did you do right?  What do you need to fix? RUBRIC

30 minutes--Begin your paragraph today with the following claim frame:

_________________(your chosen character who is a mirror of your attitude on love/marriage) thinks love/marriage is _________________________________________________________.

Your next move should be to provide a CONTEXT and introduction for the first piece of evidence from Act One that you will use.  What is going on when your characters says the lines?

For example: 

At the beginning of the play, Romeo has just spend the previous night moping through the sycamore grove because a girl named Rosaline does not love him back.  He moans, "Alas, that love, whose view is muffled still,/Should without eyes see pathways to his will!" (I.i. 174-5)  Here Romeo makes love seem like a separate person (a "he") who is torturing him based on his "will" or deliberate actions.  Clearly Romeo feels like a victim here, without any control over his emotions.  His use of the exclamation mark and the word "Alas" indicate his dramatic delivery of these lines, and demonstrate his tendency to veer towards the melancholy.

Note: the highlighted part contains the COMMENTARY part of this paragraph. 

Be sure to do this  (CLAIM/EVIDENCE/COMMENTARY) TWICE in this paragraph.  Then, tell me how this character is a mirror for yourself in your closing lines.

DUE at the end of the period.

Tuesday: Reflection and write day

Reflection on the DWA and "Apology" Paragraphs and HOS paragraphs

(30 minutes) Anchor Set review: Review and calibrate.

(20 minutes)Today I am going to return to you a few important pieces of writing that you have completed this semester. I would like you to assess your performance on these skills, using the three writing pieces in front of you.

Here is the link to the handout I would like you to complete today: Reflection ELO

4. Writing.4

Clear and Organized Writing

Data: Analytical Essay

(A:Advanced Proficient, P:Proficient, AP:Approaching Proficient, NP: Not Proficient)

Skill	A	P	AP	NP
1) Use pre-writing strategies to organize my ideas
2) Write opening paragraphs that introduce my topic, set context, and make a strong thesis statement.
3) Write interior paragraphs that use claims, supported by evidence and commentary.
4) Create conclusions that wrap up my ideas and show a comprehensive understanding of the topic
5) Revise to correct grammar and sentence structure
6) Revise for word choice and voice

Welcome back! Getting re-acquainted with the characters from Romeo and Juliet

Act One:  Which character is most like you?

Today we are getting good at supporting claims about characters with evidence from Act One. By the end of class you will begin writing a paragraph that makes a claim that states which character is most like you in their attitude towards love and/or marriage.  

1. (20 min) Watch Act One, scenes 2-4. 

2. (5 min) Review the characters (see post from last week with the list) and their attitudes.

3. Fill out a "Forming an evidence-based claim"  handout that should simply state what that character's attitude is toward love and/or marriage, based on quotations from Act One, scenes 1-4.

4. Begin writing the paragraph, starting with your claim and providing context for the 2-3 pieces of evidence you will use to support your understanding of this character and how he/she relates to you.

Your commentary about the chosen lines from the play should explain how this line is "a mirror" for your attitudes about love/and or marriage.

Thursday: Romeo and Juliet

Getting acquainted with the characters

10 minutes:  Evaluate the claims from yesterday on Act One, scene i

1st period: https://docs.google.com/forms/d/1ViGYy1kZDD05M2ClDCMN-DFze_kCb4QaHHzuwLu9_9w/viewform

3rd period:  http://goo.gl/L8Lc2R

5th period: http://goo.gl/afVawk

15 minutes:  Listen to Act One, scenes 2-4--take notes on what you notice about each character's attitude towards love and marriage.

On the back of your handout, write these characters' names down with spaces between them.  Take your notes here.  

Lord Capulet

Paris

Romeo

Benvolio

Nurse

Lady Capulet

Juliet

Mercutio

15 minutes:  Make a claim about one character using the Forming EBClaims Handout.  Use details from Act One so far.  

Wednesday's class: Forming Claims and Scenes 2-4

Making connections/forming claims:

15-20 minutes: Today we will move from connections to full-fledged claims in order to answer the questions from yesterday.  

I will model and then you will do it yourself on the handout from yesterday. Here is the model from each period:  

1st period

3rd period
5th period

Tuesday: "Do you bite your thumb at me, Sir?"

Today we are getting good at making connections in the text (Act One, scene i) by answering text-specific questions.

15 minutes:  Finish listening to Act One scene i: http://goo.gl/TR1reS

5 minutes: Post questions to TODAYS MEET about this scene.

15 minutes: Using the Text-Specific Questions handout, answer two of the following text-specific questions:


1) Why does Sampson "bite his thumb" at Abram?
2) How is Tybalt different than Benvolio?
3) What is the prince angry about?
4) What stands out when we first meet Romeo?

10 minutes: Mrs. LaMonte models making an EVIDENCE-BASED CLAIM.

MONDAY: Evaluating Claims from the Prologue

Act One, Scene i

Today we are getting good at: 

Evaluating claims that show critical thinking and understanding of the text and...

Using guiding questions to analyze Act One, scene one. (I.i.)

RUBRIC TO EVALUATE CLAIMS:  http://odelleducation.com/wp-content/uploads/2014/01/Evidence-Based-Writing-Rubric.pdf  (High proficiency =4.  Notice that a 4 requires "insightful" and "precise" inferences.  An inference is a claim based on reasons and evidence.)

10 minutes: In partners, go to  http://goo.gl/zZYiST and, using the above rubric, evaluate the claims from your classmates based on the prologue to Romeo and Juliet. 

5 minutes: Discuss the high scorers.

15 minutes: Listen to the first scene of Romeo and Juliet while you read along in your book.

10-15 minutes: Use two of these guiding questions to respond to your first reading of the text.  Use paragraph form.

1) What stands out to me as I first examine the text?

2) How is the text organized?

3) What words or phrases stand out to me as I read the text? Why are they important?

FINISHING APOLOGY PARAGRAPHS!!!!

On Friday we switched gears from Romeo and Juliet, back to "Apology" so that students could use class time to check in with me and complete their final paragraphs.  If you were absent today, please be sure to check in with me tomorrow about attending RTI next week.

Here is the rubric I will be using to assess your final paragraphs: EBC RUBRIC

Wednesday: Vocabulary and the PROLOGUE

Here is a link to Vocabulary flashcards for Lesson 11: Lesson 11 quizlet cards  and drum roll.....

another Visual slide show! to help you study for the test next FRIDAY.

Today we will also "play" with the Shakespeare's language, making insults and doing a choral reading of the Prologue to Romeo and Juliet.

Approaching the Text: Romeo and Juliet

Two households....

Today we will be acquainting ourselves with William Shakespeare as we prepare to begin the play Romeo and Juliet.

Review the book and the packet of materials about Shakespeare and his times and language in order to answer the following questions:

What is the title?
• Who is the author?
• What type of text is it?
• Who published the text?
• When was the text published?

Put it up on the padlet (OR ON PAPER if you can't access): 1st & 3rd period  http://padlet.com/wall/qx4g182g00

5th period: http://padlet.com/wall/q7odiy1q1e


THEN, we will do a mini-performance of the play--you each get a line!

House of the Scorpion: final day!

House of the Scorpion:  what's it all about?

First we will take a quiz on the last section of the book, "La Vida Nueva".

Then, we will write about a theme (What does House of the Scorpion say about life?) from the story--you will find the meaning and MAKE THE CLAIM today!

We will start with a brainstorming exercise on padlet:
1st period: http://padlet.com/wall/tmkevay4bs
3rd period: http://padlet.com/wall/jeg2k0eh3u
5th period: http://padlet.com/wall/2wk8hbk1ai

Then, you will have the rest of the period to write a "defense" of this lesson from the novel.

THE SEQUEL: http://www.amazon.com/The-Lord-Opium-Nancy-Farmer/dp/1442482540

Friday: FINAL ASSESSMENT ON "APOLOGY"

Today you will write your final assessment of the skills we have been practicing the entire unit.

HERE are the ELO's for this assignment we reviewed on Monday:

3) Write interior paragraphs that use claims, supported by evidence and commentary.

1) Paraphrase the author’s words in order to support my claim.
2) Introduce, use, and cite evidence properly that support my claim
3) Present a reasoned commentary of the details

Here is a model of what your final writing should look like:  http://odelleducation.com/wp-content/uploads/2012/08/Written-EBC-Model-Plato.pdf

You can choose any claim you like; it can be one you make on your own, or it be one that I have given you this week (see Thursday's handout).  The goal is to see if it can be broken into TWO PARTS, like the model, so you have two paragraphs of support to write.

Each interior paragraph should have:

A CLAIM

EVIDENCE (from the last half of the speech)

COMMENTARY that explains what the details/evidence means to you and how it SHOWS the claim you are making.

If you do not finish today, you have a few options: 

Complete the one page writing over the weekend, OR come to RTI to finish with my help next week.

It is due by FRIDAY, May 14.

Thursday: Supporting a Two-part claim

Paragraphs 18-23 Plato' "Apology"

Today you will look for details that support 2 points within a two-part claim about the ending of the speech.

If you are absent, be sure to get this handout from me.

Wednesday's class: The Slower Runner, Death

Plato's "Apology": Paragraphs 18-23

On Wednesday you will be finishing Plato's version of Socrates' defense.  While you read/listen, highlight and underline important details in the text. 

Then you will fill out a forming evidence-based claims handout in order to form conclusions about Socrates' attitude towards dying, the penality he must face for his "crimes" against the citizens of Athens.

The work you do today is very important and will factor into your final assessment of this EVIDENCE-BASED Claims unit.  You will need this work for Friday, when you will be writing two paragraphs in class.


Some of your claims from today:

Socrates thinks the death sentence isn't fair.

Socrates thinks that death could be bad or good depending on the person.

Socrates thinks death is great because he want to die; it will set him free.

Socrates thinks it is better to die than live so he won't disturb anyone.

Socrates thinks death is a good thing.

Socrates thinks death could possibly be a "splendid journey."

Socrates thinks death is what has been placed on his path and if so, he is ready to die and see what happens next.

Socrates thinks death is the solution so he won't have anymore problems.

Socrates thinks death could be a good place to go.

Socrates thinks death isn't a bad thing if you have not done anything bad.

Socrates thinks death is not necessarily a bad thing; it can be better than living on earth.  Death isn't always a punishment as much as a reward for some people.

Socrates thinks death is a good thing because it changes your way of thinking and elminates your problems.

Socrates thinks death is a good thing because then he doesn't have to listen to people complain to him that what he's teaching them isn't ok.

Socrates thinks death is good for him because of all the charges he will be released from and what Socrates can do, such as obsrve who is wise and who thinks he is wise but isn't in the underword.

Tuesday: Making claims

"Apology": Paragraphs 10-17

Today we finished making claims in partners on evidence in paragraphs 10-17.  See MODEL

Then, your exit ticket is/was breaking that claim into two parts.  See MODEL

Here is an amazing video I found of a nine-year-old Socrates.  We will watch it together on FRIDAY:

LINK to story about this kid.

A return to Plato's "Apology": Paragraphs 10-17

"Someone like me...a gadfly"

On Monday we will pick up "Apology" again and read paragraphs 10-17, first together and then in partners, in order to make a claim about Socrates that can be supported with details from the reading.

We will be using this tool today to help us write our claims down: http://goo.gl/EbnWU1

Here is where I will post the claims you vote for as the best from today's class:

RTI FRIDAY: VOCABULARY REVIEW for next Friday

LESSON 10 visual slideshow


Today we took a test on HOS "Age 14" and then practiced making claims from carefully-chosen evidence in the reading.

READ THE REST OF THE BOOK by next MONDAY, March 10!

Thursday: House of the Scorpion

Silent Reading with a Guiding Question

Thursday you have time to get caught up on your reading for tomorrow' class. You should be at the end of chapter 28 by FRIDAY.

While you are reading, please ask yourself:

What stands out in my reading today?

On a piece of binder paper, write your name, the number of pages read, and the answer to that question.  Turn it into the sub on your way out Thursday. 

Wednesday: Vocabulary Lesson 10

Here is the link for the quizlet cards on Vocabulary Lesson 10:  http://quizlet.com/8324092/vocabulary-power-plus-for-the-new-sat-book-1-lesson-10-flash-cards/

I will also add it to my pages.

I look forward to seeing some of you for extra study time during RTI on Friday!

Monday: Making claims about the "Old Age" section in The House of the Scorpion

Finding details that connect....

Today we will work on finishing this chart: FORMING EBCs

I mentioned that a good way to do this is to think of a THEME or big idea that you see after reading the text closely, ( THEMES HOS) and then find other details in the chapter that are related to that theme.

FORMING A CLAIM...

This is difficult, because it requires you to look even closer at those key details and figure out, just like a detective, what meaning is hiding behind them.

Remember my sample claim from the "The Thing on the Bed" chapter?

Even though Tom wants to hurt Matt, showing Matt the truth does not destroy him, but instead makes him stronger. 

Here are samples of claims from class today:

Wednesday: Ready, set, WRITE!

Writing a Timed Argument

First we will watch this video before we begin our practice for next week's District Writing Assessment:  http://goo.gl/QOzux2

Next, we will begin our practice by doing a close reading of "Conservation or Incarceration?"

Tomorrow you will practice writing the essay in class, using one or two "They Say I Say" sentence frames.  

Tuesday: An Introduction to Argument

Argument vs. Persuasion

What is an argument?  See key terms.

Read "Animal Testing."

Note that an argument includes a discussion of BOTH SIDES of a controversy, an issue on which reasonable people disagree.

A good way to include counterclaims in your writing is to use the THEY SAY I SAY rhetorical technique:

Despite the benefits, many people argue that ________.

While it is true that _______________, it does not necessarily follow that ________________.

It is often said that _______________.

A common misconception is __________________

Many people argue _________________.

Feel Free to use these sentence starters in your writing. 

Consider how Socrates uses this strategy to frame his defense in "Apology".  Remember his first two paragraphs?  They focus on acknowledging what his accusers are saying about him.  THEN, he launches into what he thinks in response to those charges.  

Read "The Reality of Harry Potter" and look for CLAIMS and COUNTERCLAIMS.  Label them with your partner.  How does this writer support her claims?

Thursday: Making your case through commentary

Learning Target:  to show me you can use commentary that focuses on DICTION to support a claim.

Today you will work independently to compose a paragraph that supports the claim we have been working on all week:

Although his accusers say he is arrogant, Socrates shows that he is actually humble and misunderstood. 

Use TWO details you pulled from paragraphs 4-9 yesterday (you can paraphrase key lines as long as you still cite them) and commentary to support your claim.  In your commentary focus on one or two words inside the quotation that SHOWS either humility or misunderstanding.  Then come to a conclusion at the end of the paragraph that connects your ideas.  

20 minutes

Peer Response

After you have finished your paragraph, you will 10 minutes to swap papers with your partner in order to give them positive and constructive feedback on what they might need to improve.  

Is there a claim?

Is it supported with two key details?

Is there meaningful and logical commentary about those details that explains how Socrates is humble or misunderstood?

Is there a conclusion sentence that pulls together the two quotations?

VOCABULARY REVIEW: Lesson 9

Vocabulary Volleyball!  The test is FRIDAY!!!!