We had a slight change in plans today… we did finish our sonnets, but we did not begin reading Act III as I had originally planned. Instead, we worked on a visual essay. Students chose one theme or literary from the play and worked in pairs to begin creating a visual essay based on the idea.
I collected reading logs today, but I did not check notebooks. I will check notebooks next Thursday.
We had a good time today reviewing the answers to the grammar editing practice exercises we completed yesterday. We also had a blast working on our very own original sonnets. We’ll finish composing our sonnets tomorrow and then move on to a reading of R&J, Act III. See you then.
Students completed their modern translations of parts of Act II and presented them to the class. They then completed a short test on Act II. Afterwards, they worked on some short grammar practice exercises (blue book, pp. 46-50).
Katie came to third period to introduce herself. She will be working with some of the freshmen on their reading and math on Tuesday and Thursdays. The class gave her a very warm welcome.
Students finished reading Act II of Romeo and Juliet today. We then began an assignment with partners–students were asked to rewrite a portion (40 lines or so) of Act II in modern-day language. They were permitted to choose any section of Act II. We will present these rewritten versions in class tomorrow.
Students will take a test on Act II on Tuesday.
We had class today, but the heating system was still not working very well in our building. We relocated our class to the fourth floor of the library. Here students took a brief test on Romeo and Juliet, Act I. I also checked notebooks and other outstanding assignments.
There was no school for students today because the heating system was not working anywhere on campus.
No school! Yippee!
Today we read Romeo and Juliet, Act II, Scenes 1-3. We then worked on the corresponding study guide items for these scenes.
Thursday, January 17
Literacy Circles
· Students form groups of 3 or 4 (no more than 4)
· Students select one article per group
· Each student takes on a role
o Roles include Summarizer, Illustrator, Discussion Director, and Connector
· All students read, discuss, and take notes on the article they are reading
· Students should clearly label their notes and keep their notes in their notebooks
· After completing the first article, students should select another article to read (repeat process above)
Students who finish early may have time to finish their study guide for Act I and/or read quietly.
Friday, January 18, 2008
Students should create a “one-pager” based on Act I of Romeo and Juliet. They should work with a partner to create an attractive representation of Act I. They can include images and quotations. They must include the title of the work and the author.
Students who finish early may read quietly.
Tuesday, January 22, 2008
Journal: Write a definition of love. You must write at least one paragraph containing at least 5-10 sentences.
Students should create personalized license plates for at least 4 characters in the play. They should write their ideas on a page in their notebook and be prepared to share on Wednesday.
Students should also write at least two “letters never sent” from one character to another character in the play. They should choose at least one different character for each letter. Students should keep these letters in their notebook, and I will check them on Wednesday.
Students should create a portrait drawing of one character from the play. This should be colorful and represent the student’s understanding of the character.
Students who finish early may read their supplemental novels quietly, work on their reading logs, begin memorizing a speech from the play, or work on learning logs.
 | Ankita on Grammar Practice from Owl |
 | hargraves on Thursday, March 6 |
 | Lisa on Thursday, March 6 |
| hargraves on Wednesday, February 13 |
 | Bo Grimes on Wednesday, February 13 |
