Junior Assignments
Fall 2011/Winter 2012

2. Final Q & A

HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS:

2. Make up owed HW (everything is due by the end of the day!).

3. Continue Regents practice (receive the June 2011 packet for additional practice).

HERE ARE THE STRATEGIES FOR SUCCESS IN UNDERSTANDING AND EXCELLING ON THE ENGLISH REGENTS:

2. Make up owed HW!

3. HW Reminders

2. Make up owed HW!

3. HW Reminders

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Review Part 3 of the August 2011 English Regents (summary notes, circling key words in the questions, and answering the multiple-choice questions).

3. HW Reminders

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Review Part 2 multiple-choice questions/answers and summary notes (using the August 2011 English Regents). Apply the strategies reviewed in class (previewing the questions before reading, circling key words in the questions, and writing summary notes in the margins).

3. HW Reminders

2. Make up any owed HW! Prepare for tomorrow's quiz!

3. HW Reminders

2. Turn in the vocabulary story for the Regents Preparatory Vocabulary List. You may only write about works of literature (you may choose to write about one or two works of literature).

3. HW Reminders

2. HW Reminders

2. Work Period: Begin to write a vocabulary story for the Regents Preparatory Vocabulary List. You may only write about works of literature (you may choose to write about one or two works of literature).

2. Review and return the first draft of the in-class critical lens essay (from yesterday). Review the areas needing improvement: more details/examples from the works of literature to support the critical lens, references to literary terms (characterization, protagonist, antagonist, setting, point of view, etc.), more sophisticated vocabulary and proofreading of errors in grammar (spelling, capitalization, punctuation, word usage, etc.).

3. Sharing of 31 Ways to Get Smarter in 2012.

4. HW Reminders

2. Return independent novels and show 15 post-its, if necessary.

2. Review the contents of the critical lens essay requirements. Introduce the B-REAL formula (B=Big attention grabber, R=Restate the quote, E=Explain the quote in your own words, A=Agree with the quote, and L=Literature (two works of literature introduced).

3. Practice the B-REAL formula for the introductory paragraph for one of the following quotes (choose one):

2. Work Period: What are the top three facts that you remember about Julius Caesar, "The Masque of the Red Death" and "The Minister's Black Veil"? Show HW: 15 post-its from your independent reading novel. You must identify literary terms found in your novel and describe WHY the author used those literary terms in the novel, which is the author's purpose. The literary terms are taken from the handout found here: Literary Terms Handout. Quiz returns.

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Gifts of Kindness Activity!

MAKE UP HW, if necessary (see HW from previous days).

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Take notes and practice the strategies from the Do Now.

MAKE UP HW, if necessary (see HW from previous days).

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Awards for Best Actor, Best Actress, Best Costume and Best Performance (Group)

3. Introduce vacation HW and choose independent novels. HW make-up reminders!

4. Begin reading and composing post-its.

MAKE UP HW, if necessary (see HW from previous days).

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Voting on Best Actor, Best Actress, Best Costume and Best Performance (Group)

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. HW Reminders

MAKE UP HW, if necessary (see HW from previous days).

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Work Period: Work in your Julius Caesar scene groups, on your feet. Read aloud your scene to determine the main focus of your scene. What may be your director's vision? Suggestions: Saints and Sinners, Mafia, Revenge of the Nerds, etc. Incorporate the levels, tableaus/statues, vocal projections/echoes and grading requirements (i.e. facial expressions, body language/gesturing, etc.).

3. HW Reminders

MAKE UP HW, if necessary (see HW from previous days).

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Acting Exercises--tableaus including different levels (statues) of Cassius/Brutus and Antony/Caesar, using animated expression and taking up as much room as possible. Vocal Projection: "Et tu, Brute? Then fall Caesar." Have the Caesar characters in each group say these lines and their group to echo "Then fall Caesar."

3. Work Period: Work in your Julius Caesar scene groups, on your feet. Read aloud your scene to determine the main focus of your scene. What may be your director's vision? Suggestions: Saints and Sinners, Mafia, Revenge of the Nerds, etc. Incorporate the levels, tableaus/statues, vocal projections/echoes and grading requirements (i.e. facial expressions, body language/gesturing, etc.).

4. HW Reminders

MAKE UP HW, if necessary (see HW from previous days).

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Work Period: Work in your Julius Caesar scene groups, on your feet. Work on editing your scene's lines (it's usually best to keep the first sentence and last sentence of a character's long speech). Read aloud your scene to determine the main focus of your scene. What may be your director's vision? Suggestions: Saints and Sinners, Mafia, Revenge of the Nerds, etc. Incorporate the levels, tableaus/statues, and grading requirements (i.e. facial expressions, body language/gesturing, etc.).

3. HW Reminders

MAKE UP HW, if necessary (see HW from previous days).

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Work Period: Work in your Julius Caesar scene groups. Work on editing your scene's lines (it's usually best to keep the first sentence and last sentence of a character's long speech). Read aloud your scene to determine the main focus of your scene. What may be your director's vision? Suggestions: Saints and Sinners, Mafia, Revenge of the Nerds, etc.

3. HW Reminders

MAKE UP HW, if necessary (see HW from previous days).

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

*Present Recitation HW (MEMORIZATION AND RECITATION of Antony's famous speech--see Friday's HW for all details.

2. HW Reminders

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Introduce the Julius Caesar scene groups and performance requirements. You will have to edit your scene's lines (it's usually best to keep the first sentence and last sentence of character's long speeches). Determine characters assigned for each person in your group. Begin to read aloud your scene to determine the main focus of your scene. What may be your director's vision? Suggestions: Saints and Sinners, Mafia, Revenge of the Nerds, etc.

MAKE UP HW, if necessary (see HW from previous days).

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Introduce the Recitation HW (Antony's famous lines: "I come to bury Caesar, not to praise him...")

MAKE UP HW, if necessary (see HW from previous days).

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Take notes. Begin HW, if time allows.

2. HW Returns: return and review the controlling idea mini-essay.

3. Begin reading Act V. Read-aloud Act V Scene I and Act V Scene II. What are the opposing forces' (the conspirators vs. the triumvirate) interactions? Why are these interactions important to the story?

MY RECOMMENDATION (THIS IS NOT HOMEWORK; THIS IS JUST TO KEEP YOUR MIND IN GREAT SHAPE): READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Work Period: Write the 20-word summary for Act IV. Begin HW journals for Act IV. All owed HW assignments are due TODAY (the last day of the marking period!).

DUE THIS MONDAY, DECEMBER 5th:

2. Read aloud Act IV Scene III. What is the strained relationship between Brutus and Cassius? How is this new relationship significant to the storyline? What is the importance of Caesar's ghost's appearance? What happened to Portia? How is her presence and disappearance significant to the storyline? Take notes.

2. Begin reading aloud Act IV Scene I and Act IV Scene II (if time allows) of Julius Caesar. Analyze the plotting of Antony, Octavius and Lepidus (the new triumvirate) and the strained relationship between Brutus and Cassius. Discussion questions: What are Antony, Octavius and Lepidus planning? How do their plans contrast to the discussions between Brutus and Cassius? How are these dialogues significant to the plot of the play?

2. Julius Caesar Acts I, II and III Exam Review Sheet

3. HW Reminders

2. Take notes on the Do Now.

3. HW Reminders

2. Take notes on the Do Now.

2. Work Period: Work on owed HW (show HW: two paragraphs).

2. Discuss/Share the Do Now and take notes.

3. Work Period: Write the Act II summary (exactly 20 words). Begin HW. Show HW: Act II Journal #1.

2. Discuss/Share the Do Now and take notes.

3. Work Period: Begin HW.

2. Discuss/Share the Do Now and take notes.

2. Discuss/Share: Share 20-word summaries and excerpts from the Act I journal entries.

2. Take notes on the Do Now.

2. Take notes on the Do Now.

2. Work Period: Finish answering these questions: What do you suppose makes Julius Caesar popular? Think of character traits of a popular leader. Name other men in history who have been instantly popular. What were their character traits?

3. Review/Reflect on Act I Scene I of Julius Caesar. Review the double entendre/puns, dialect, and plot development. How do the citizens feel about Julius Caesar? How do the lawmakers feel about Caesar (i.e. Flavius)? Discuss the popularity of Julius Caesar, his character traits, other men in history who have been instantly popular and their character traits.

Turn in your HW vocabulary story, incorporating all of the words from the Julius Caesar Vocabulary List.

3. Discuss the popularity of Julius Caesar, his character traits, other men in history who have been instantly popular and their character traits.

4. HW reminders.

2. HW reminders.

2. Work Period: Students will use their findings from the Double-Entry Journal and notes/underlining of the text to write this controlling idea paragraph (rough draft). Do you feel prepared for this assignment? Explain.

3. If finished early, vocabulary crossword puzzles will be provided.

2. Introduce the Controlling Idea Paragraph that will be graded. Students will use their findings from the Double-Entry Journal and notes/underlining of the text to write this paragraph. Do you feel prepared for this assignment? Explain.

3. Work Period: Work on the Controlling Idea Paragraph (rough draft).

READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Discuss/Share findings and take notes on the Do Now.

READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Introduce Nathaniel Hawthorne's life, times and background influences.

3. Introduce HW: the reading of "The Minister's Black Veil" (packet received in class). Take notes and discuss the themes of sin and propriety (proper behavior).

2. Brainstorm the following: SIN and PROPRIETY (PROPER BEHAVIOR). How would we see examples of both sin and propriety today? How would we see examples of sin and propriety during the 1800's, when Edgar Allan Poe was living?

3. Discuss sin and propriety during our time period (2011) and Edgar Allan Poe's time period (early 1800's).

2. Review textbook answers.

3. Quiz reminders/review: notes on the story (taken in class), the questions and answers from the textbook (p. 435), the notes on Edgar Allan Poe, and all literary terms revealed in the story and discussed in class (personification, symbolism, repetition, imagery, and characterization; make sure you know the purpose for each literary term! Know WHY the author included each one.).

2. Work Period: Work on the textbook questions for "The Masque of the Red Death."

3. Critical Lens Essay Distribution, Review and Note-taking

2. Continue reading of "The Masque of the Red Death" (taken from the textbook). Summarize each paragraph in your notebook (take notes discussed in class). Answer the following question for each paragraph: why is this important to the story? You may have to predict why these details/events may be important to the storyline. As we read, see what literary terms you can identify (symbolism, imagery, and characterization) and figure out the author's purpose for the use of those terms (you may refer to the author's life for his particular literary choices).

2. Vocabulary quiz review for Vocabulary List for "The Masque of the Red Death" short story.

DUE TOMORROW, FRIDAY, OCTOBER 14th:

2. Review the Vocabulary List for "The Masque of the Red Death" short story and Vocabulary List #1.

DUE THIS FRIDAY, OCTOBER 14th:

2. Review the Vocabulary List for "The Masque of the Red Death" short story and share excerpts from the vocabulary story. Show HW: vocabulary story.

3. If time allows, make vocabulary study cards.

2. Introduce the Vocabulary List for "The Masque of the Red Death" short story.

3. Begin HW.

2. Introduce "Is Violence Finished? In our era of wars, genocide and terrorism, Steven Pinker says we're more peaceful than ever" from Newsweek Magazine, which connects to our discussion on our definitions of safety.

2. Work Period: Begin a K/W/L for students' knowledge of Edgar Allan Poe, the poet/author. Students will fill in what they know about him, his time period and work. They will then write what they want to know (in question form).

3. Share the K/W/L on students' knowledge of Edgar Allan Poe. If time allows, take notes and discuss Edgar Allan Poe's timeline.

2. Work Period: In your Language and Writing section, define safety. Describe a safe place. Use all of the senses (sight, sound, smell, taste, and smell). What are some things we do to feel safe from harm's way? Possible answers: install an alarm in our homes, avoid walking alone at night, and take precautions with our health/friends/activities. Is safety an illusion? Why or why not? Let's prepare arguments for both sides: Safety is NOT an illusion OR safety is an illusion. One argument for safety is NOT an illusion is the following: people can take steps to prevent them from danger, like looking both ways before crossing the street. One argument for safety is an illusion is the following: people can never avoid danger; if it's meant to happen it will.

While working on this brainstorming, students will be called to turn in their essays/outlines/rubrics and return their independent novels.

2. Work Period: Work on outline composition and draft of critical lens essay found HERE. Read independent novel when finished or when waiting for teacher's assistance.

DUE NEXT MONDAY, OCTOBER 3rd:

2. Review components of an outline (follow sample Roman Numeral outline).

3. Work Period: Work on outline composition and draft of critical lens essay found HERE. Read independent novel when finished or when waiting for teacher's assistance.

DUE NEXT MONDAY, OCTOBER 3rd:

2. Discipline Code booklets distributed and reviewed

2. Work Period: Prepare for Monday's vocabulary quiz. If time allows, compose vocabulary posters/index cards. Vocabulary Q & A.

2. Discuss the Roman Numeral sample outline.

3. Work Period: Begin working on an outline for the critical lens essay assignment found HERE.

Show your Vocabulary Story #1, using all words from Vocabulary List #1, with a partner (a creatively written story on any topic, using all 30 vocabulary words correctly from Vocabulary List #1. The story must be a minimum of 300 words--about two pages handwritten).

2. Sharing of excerpts from vocabulary stories. Sharing of outlines.

2. HW reminders

2. HW reminders

READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Introduce Vocabulary List #1 and Vocabulary Story #1 (a creatively written story on any topic, using all 30 vocabulary words correctly from Vocabulary List #1. The story must be a minimum of 300 words--about two pages handwritten). Topic suggestions include the following: A Day in the Life of a Teenager, ITHS, The Future, How to Make the World a Better Place, or a topic of your choice. This is a classwork assignment.

3. Work Period: Begin working on your Vocabulary Story #1 with a neighboring partner.

4. HW reminders

READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your knowledge in class discussion and in writing):

2. Work Period: Interpret the following quote in your own words. Write if you agree or disagree and explain why. Explain how that quote connects to your chosen novel.

2. Work Period: Read your independent novel (if you have not chosen a novel yet, please acquire one from our in-class book selections) and compose at least three post-its in which you identify examples of the important literary terms outlined in the link above (handout provided in class).

3. Discuss/Share: Volunteer students share sample post-its. Reflections on independent reading and literary term findings: Why is this worthwhile? What's challenging? Why do good readers use this strategy of finding literary terms and taking notes during reading?

4. HW Reminders

2. Work Period: Write 1-2 pages on what you read in your independent reading book for homework--plot summary, characters introduced, setting, predictions, etc. Turn in this freewrite. When finished, read.

2. Introduce Junior English Syllabus.

3. Choose an independent novel from in-class choices.

2. Work Period: Begin Autobiography Writing: Student Life. (If not completed in class today, finish tomorrow)