English 1 and 2: Students read independently for 10 minutes. Then we discussed the character list for Macbeth and assigned parts. We did a short warm-up activity, matching random lines from the play with the characters who said them. Then I read the first scene out loud, and we discussed the meaning of the lines. Then students acted out the first scene and read their parts.
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English 1 and English 2: Students read for 10 minutes, and then I introduced Shakespeare. We talked about a few facts from his life, some of his major works, and some of the words and phrases he introduced into the English language. I showed a very short video clip from the film Shakespeare in Love to show what the Globe theater was like, and I showed a short introductory animation that I created to introduce some of the most famous phrases of Shakespeare's that we still use today.
We are back from Spring Break! Students read for 10 minutes and recorded reading progress. Then I introduced Vocabulary 10.
English 1 and English 2: We went over the results of the Writing Assessment and then students took Vocabulary Quiz 9.
English 1: We reviewed vocabulary and then had Socratic Circle Discussions on Forever Strong.
English 2: We reviewed vocabulary and then had Socratic Circle Discussions on Minority Report. Vocabulary test TOMORROW! English 1: We finished Forever Strong, and students took a quiz on the film. In the classes were time allowed, I showed about five minutes from the special features about the making of the movie.
English 2: We finished Minority Report, and the students wrote a discussion question for our Socratic Circles tomorrow. English 1: Students recorded reading progress and read independently for 10 minutes. Then we continued watching Forever Strong, watching for elements of the hero journey and also for dynamic vs. static characters.
English 2: Students recorded reading progress and then continued watching Minority Report, watching for utopian/dystopian elements, parts of the hero journey, and symbolism, particularly related to vision, sight, and blindness. English 1: Students read independently for 10 minutes and then began watching the film Forever Strong. They were assigned to watch for dynamic characters and static characters and to identify elements of the hero journey in the film.
English 2: We briefly discussed dystopian and utopian societies and reviewed how these terms fit with the novel, Unwind. Students then began watching the film Minority Report. They were assigned to watch for dystopian/utopian elements and to identify elements of the hero journey in the film. I also instructed them to be aware of symbolism in the movie, particularly relating to the ideas of vision, eyes, sight, and blindness. English 1 and 2: Students completed the second and final portion of the practice State Writing End-of-Course Assessment. Students who finished early read independently.
English 1 and 2: Students began the practice State Writing End of Course Assessment. They had 45 minutes to read an article about Cloud Seeding and then begin a rough draft arguing for or against the funding of cloud seeding in our community. They will have 45 minutes tomorrow to complete the process and hand in their final drafts.
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/Mrs. Shirley
English 1/English 2 Archives
January 2015
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