Junior (periods 7, 8, and 9) English Assignments
Spring 2010

2. Summer Recommendations: Get a job, volunteer, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, etc.), work on your resume, write a draft of your college essay, prepare and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications.

3. End of the Year Gifts from Ms. Conn and your fellow classmates (gifts of flattery!)

Summer Recommendations: Get a job, volunteer, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, etc.), work on your resume, write a draft of your college essay, prepare and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications, and so much more!

2.Work Period: See Resume Samples and Resume Tips. Prepare your own resume. Make up any quizzes, if necessary. Present your extra credit "To Be or Not to Be" soliloquy.

2. Discuss/Brainstorm/Analyze: Introduce Resume Samples and Resume Tips. Take notes. Prepare your own resume.

3. HW Reminders

MAKE UP HOMEWORK BY FRIDAY!!! YOU CAN WRITE VOCABULARY STORIES AND MAKE UP VOCABULARY QUIZZES, IF YOU NEED TO. ALL VOCABULARY LISTS CAN BE FOUND HERE.

EXTRA CREDIT OPPORTUNITY DUE THIS FRIDAY, JUNE 11TH:

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

2. Voting/Q & A (e.g. Why did you choose that interpretation? Did you enjoy preparing Hamlet? What was your favorite part in Hamlet?)

3. Reflections (What are you most proud of in today's scene performances? What would you want to work on in the future, if there was more time? What did you learn from this experience of practice and performing?)

EXTRA CREDIT OPPORTUNITY DUE THIS FRIDAY, JUNE 11TH:

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

DUE IN CLASS TOMORROW, TUESDAY, JUNE 8th:
PREPARE AND PERFORM ONE OF THE FIVE SCENES ASSIGNED WITH YOUR GROUP. YOU CAN FIND THE SCENES HERE: HAMLET (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED (quiz grade!)AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

FINAL PAPER WAS DUE ON WEDNESDAY, MAY 26TH!!! It's -10 points for each day it's turned in late. It's 25% of your grade. It's on THIS QUESTION=How do characters in both Hamlet by William Shakespeare and 1984 by George Orwell find purpose and meaning in their lives as they deal with personal sufferings? You should illustrate, explain, analyze, and evaluate the chosen characters in depth. Do NOT summarize the plot. Do NOT use any form of you (your, our, we, etc.) or I (my, mine, etc.). The paper should be 3-5 pages, typed, double-spaced, 12 point font, in Times New Roman. Include sufficient supporting evidence, at least three meaningful quotes with analysis for each quote (reasons that these quotes are appropriate and supportive of the paper's question). Those quotes should be properly inserted in your paper (here's a resource on using proper in-text citation). Here's an example: Winston said, "Down with Big Brother" (Orwell 53). Also, include a Works Cited at the end of your paper (here's a great Works Cited Resource, proper heading and page format (here's a Sample Paper with a Proper Heading and Page Format, an original title, a clear thesis statement (which addresses the paper's question) in your introduction, and a paper that follows the categories of audience & expression, organization & structure, development, sentence structure & word choice, and grammar & mechanics. Use this Grading Rubric to guide you in composing a successful paper.

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

ALL WORK MUST BE TURNED IN BY THIS FRIDAY, JUNE 11TH!!! IF YOU DO NOT TURN IN THE FINAL PAPER, YOU WILL LIKELY NOT PASS ENGLISH. JUST DO IT!!!!!

2. Work Period: Rehearse your scene, standing up and physically interacting with your fellow actors. Incorporate the volume/articulation, spatial relationships/levels, eye contact, body language, staging, and facial expressions/emotions/energy.

DUE IN CLASS ON TUESDAY, JUNE 8th:
PREPARE AND PERFORM ONE OF THE FIVE SCENES ASSIGNED WITH YOUR GROUP. YOU CAN FIND THE SCENES HERE: HAMLET (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED (quiz grade!)AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

FINAL PAPER WAS DUE ON WEDNESDAY!!! It's -10 points for each day it's turned in late. It's 25% of your grade. It's on THIS QUESTION=How do characters in both Hamlet by William Shakespeare and 1984 by George Orwell find purpose and meaning in their lives as they deal with personal sufferings? You should illustrate, explain, analyze, and evaluate the chosen characters in depth. Do NOT summarize the plot. Do NOT use any form of you (your, our, we, etc.) or I (my, mine, etc.). The paper should be 3-5 pages, typed, double-spaced, 12 point font, in Times New Roman. Include sufficient supporting evidence, at least three meaningful quotes with analysis for each quote (reasons that these quotes are appropriate and supportive of the paper's question). Those quotes should be properly inserted in your paper (here's a resource on using proper in-text citation). Here's an example: Winston said, "Down with Big Brother" (Orwell 53). Also, include a Works Cited at the end of your paper (here's a great Works Cited Resource, proper heading and page format (here's a Sample Paper with a Proper Heading and Page Format, an original title, a clear thesis statement (which addresses the paper's question) in your introduction, and a paper that follows the categories of audience & expression, organization & structure, development, sentence structure & word choice, and grammar & mechanics. Use this Grading Rubric to guide you in composing a successful paper.

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

2. Work Period: Rehearse your scene, standing up and physically interacting with your fellow actors. Incorporate spatial relationships/levels, eye contact, body language, staging, facial expressions/emotions/energy and volume/articulation.

DUE IN CLASS JUNE 8th and 9th:
PREPARE AND PERFORM ONE OF THE FIVE SCENES ASSIGNED WITH YOUR GROUP. YOU CAN FIND THE SCENES HERE: HAMLET (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED (quiz grade!)AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

FINAL PAPER WAS DUE ON WEDNESDAY!!! It's -10 points for each day it's turned in late. It's 25% of your grade. It's on THIS QUESTION=How do characters in both Hamlet by William Shakespeare and 1984 by George Orwell find purpose and meaning in their lives as they deal with personal sufferings? You should illustrate, explain, analyze, and evaluate the chosen characters in depth. Do NOT summarize the plot. Do NOT use any form of you (your, our, we, etc.) or I (my, mine, etc.). The paper should be 3-5 pages, typed, double-spaced, 12 point font, in Times New Roman. Include sufficient supporting evidence, at least three meaningful quotes with analysis for each quote (reasons that these quotes are appropriate and supportive of the paper's question). Those quotes should be properly inserted in your paper (here's a resource on using proper in-text citation). Here's an example: Winston said, "Down with Big Brother" (Orwell 53). Also, include a Works Cited at the end of your paper (here's a great Works Cited Resource, proper heading and page format (here's a Sample Paper with a Proper Heading and Page Format, an original title, a clear thesis statement (which addresses the paper's question) in your introduction, and a paper that follows the categories of audience & expression, organization & structure, development, sentence structure & word choice, and grammar & mechanics. Use this Grading Rubric to guide you in composing a successful paper.

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

2. Acting Exercises: Students go to their assigned scene and find a page with their character speaking. Then they will find one line to read aloud. Next, they will share their one line, standing up, using their vocal and facial expressions and body language to reveal emotion and personality.

DUE IN CLASS JUNE 8th and 9th:
PREPARE AND PERFORM ONE OF THE FIVE SCENES ASSIGNED WITH YOUR GROUP. YOU CAN FIND THE SCENES HERE: HAMLET (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED (quiz grade!)AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

FINAL PAPER WAS DUE ON WEDNESDAY!!! It's -10 points for each day it's turned in late. It's 25% of your grade. It's on THIS QUESTION=How do characters in both Hamlet by William Shakespeare and 1984 by George Orwell find purpose and meaning in their lives as they deal with personal sufferings? You should illustrate, explain, analyze, and evaluate the chosen characters in depth. Do NOT summarize the plot. Do NOT use any form of you (your, our, we, etc.) or I (my, mine, etc.). The paper should be 3-5 pages, typed, double-spaced, 12 point font, in Times New Roman. Include sufficient supporting evidence, at least three meaningful quotes with analysis for each quote (reasons that these quotes are appropriate and supportive of the paper's question). Those quotes should be properly inserted in your paper (here's a resource on using proper in-text citation). Here's an example: Winston said, "Down with Big Brother" (Orwell 53). Also, include a Works Cited at the end of your paper (here's a great Works Cited Resource, proper heading and page format (here's a Sample Paper with a Proper Heading and Page Format, an original title, a clear thesis statement (which addresses the paper's question) in your introduction, and a paper that follows the categories of audience & expression, organization & structure, development, sentence structure & word choice, and grammar & mechanics. Use this Grading Rubric to guide you in composing a successful paper.

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

DUE IN CLASS JUNE 8th and 9th:
PREPARE AND PERFORM ONE OF THE FIVE SCENES ASSIGNED WITH YOUR GROUP. YOU CAN FIND THE SCENES HERE: HAMLET (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED (quiz grade!)AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

FINAL PAPER WAS DUE ON WEDNESDAY!!! It's -10 points for each day it's turned in late. It's 25% of your grade. It's on THIS QUESTION=How do characters in both Hamlet by William Shakespeare and 1984 by George Orwell find purpose and meaning in their lives as they deal with personal sufferings? You should illustrate, explain, analyze, and evaluate the chosen characters in depth. Do NOT summarize the plot. Do NOT use any form of you (your, our, we, etc.) or I (my, mine, etc.). The paper should be 3-5 pages, typed, double-spaced, 12 point font, in Times New Roman. Include sufficient supporting evidence, at least three meaningful quotes with analysis for each quote (reasons that these quotes are appropriate and supportive of the paper's question). Those quotes should be properly inserted in your paper (here's a resource on using proper in-text citation). Here's an example: Winston said, "Down with Big Brother" (Orwell 53). Also, include a Works Cited at the end of your paper (here's a great Works Cited Resource, proper heading and page format (here's a Sample Paper with a Proper Heading and Page Format, an original title, a clear thesis statement (which addresses the paper's question) in your introduction, and a paper that follows the categories of audience & expression, organization & structure, development, sentence structure & word choice, and grammar & mechanics. Use this Grading Rubric to guide you in composing a successful paper.

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

2. Reflections: Write your character's emotions, vocal and facial expressions, body language, levels used, and interactions with other characters. Use these reflections/ideas to prepare and use for your upcoming scene performance.

DUE IN CLASS THE WEEK OF JUNE 7th:
PREPARE AND PERFORM ONE OF THE FIVE SCENES ASSIGNED WITH YOUR GROUP. YOU CAN FIND THE SCENES HERE: HAMLET (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED (quiz grade!)AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

FINAL PAPER WAS DUE ON WEDNESDAY!!! It's -10 points for each day it's turned in late. It's 25% of your grade. It's on THIS QUESTION=How do characters in both Hamlet by William Shakespeare and 1984 by George Orwell find purpose and meaning in their lives as they deal with personal sufferings? You should illustrate, explain, analyze, and evaluate the chosen characters in depth. Do NOT summarize the plot. Do NOT use any form of you (your, our, we, etc.) or I (my, mine, etc.). The paper should be 3-5 pages, typed, double-spaced, 12 point font, in Times New Roman. Include sufficient supporting evidence, at least three meaningful quotes with analysis for each quote (reasons that these quotes are appropriate and supportive of the paper's question). Those quotes should be properly inserted in your paper (here's a resource on using proper in-text citation). Here's an example: Winston said, "Down with Big Brother" (Orwell 53). Also, include a Works Cited at the end of your paper (here's a great Works Cited Resource, proper heading and page format (here's a Sample Paper with a Proper Heading and Page Format, an original title, a clear thesis statement (which addresses the paper's question) in your introduction, and a paper that follows the categories of audience & expression, organization & structure, development, sentence structure & word choice, and grammar & mechanics. Use this Grading Rubric to guide you in composing a successful paper.

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

2. Work Period: Get into assigned performance groups. Read aloud your scene, determine character roles, and figure out how to edit the scene.

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

DUE IN CLASS THE WEEK OF JUNE 7th:
PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED (quiz grade!)AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

2. Reflections. How did the writing process go? Are you happy with the final product? Why or why not?

3. Acting Exercises: Begin tableaus--Statues (acting exercise to mark the characters' journeys over the course of Hamlet). Statues will include archetypes in literature (pretty princess, greedy elf, opera diva, valiant knight) and characters as animals in Hamlet. Tableaus (statues) for the following emotions and situations--anger, lonely, brave, jealous, loyal, two-faced, crazy, in love, drunk, revenge, forgiveness, king/queen, ghost, monster, you forgot your homework, and you just won the lottery. Tableaus will include one person, two persons, and three persons. Use all muscles of your body and different levels (low, center, and high). Take up as much or as little space as possible. Archetype portrayals (pretty princess, greedy elf, opera diva, and valiant knight). Do a tableau for each of the major scenes from Hamlet:
1.) Hamlet, Horatio, and Guards see Ghost of Hamlet's Father outside of the castle at midnight. Hamlet speaks to the Ghost. Ghost tells Hamlet to get revenge for his murder.
2.) Laertes is warning his sister, Ophelia about Hamlet before he leaves for school. His old father, Polonius is talking too much.
3.) King Claudius, Queen Gertrude and Polonius hide behind a curtain, spying on Ophelia and Hamlet talking. Hamlet is acting strange.
4.) At the play Hamlet has arranged, the Player King is acting out Claudius' murder of Hamlet's father onstage. Claudius is running out of the room, very upset. Gertrude is following him. Hamlet and Horatio are watching how Claudius reacts.
5.) Polonius, hiding behind a curtain in Gertrude's room, is stabbed by Hamlet. Hamlet and Gertrude, his mother, are in an argument about his mother's marriage to Claudius, his uncle and now his stepfather.
6.) Laertes is planning to get revenge for Polonius' (his father) murder. Ophelia, his sister, has gone crazy. Claudius tries to keep Laertes calm.
7.) First Laertes and then Hamlet jump into Ophelia's grave at her funeral. Claudius, Gertrude and Horatio try to break up their fight.
8.) Hamlet and Laertes are sword-fighting on a bet. Gertrude is dying from drinking from a poisoned cup that was meant for Hamlet. Hamlet has just discovered Claudius' plot to kill him. Hamlet stabs Claudius. Claudius is dying.
9.) Laertes has accidentally been stabbed with his own poisoned sword and is dying. Hamlet has also been stabbed by the poisoned sword.
10.) Hamlet, on his death bed, whispers his last words to Horatio. Fortinbras, the Prince of Norway, enters and sees this terrible scene of Gertrude, Claudius, Laertes and Hamlet lying dead.

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

DUE IN CLASS THE WEEK OF JUNE 7th:
PERFORM ONE OF THE FIVE SCENES ASSIGNED (Editing must be part of the process; what should be included and what should be excluded? Remember, each scene must be performed in 5 minutes) Act I Scene V (4 characters); Act II Scene II until Hamlet's lines "except my life, except my life" (5 characters); Act III Scene I (7 characters); Act III Scene II--begin Hamlet's "They are coming to the play", skip the player king and queen lines, end at "Come some music" (7 characters); Act V Scene II--beginning when Claudius enters the scene (8 characters). Student performers should stage the scenes, using props, stage directions, physical and emotional choices to enhance the performances, clear spatial relationships (actors close together or far apart), different levels (ground, middle, air), a director's theme/vision (What is the scene about? What is the conflict? It can be a sentence or a few words. Examples: Love is madness. A daughter's rejection of her father), make the scene location come to life, add lighting and/or sound. YOU WILL BE GRADED (quiz grade!)AS A GROUP ON THE FOLLOWING: GRADING SHEET FOR YOUR HAMLET SCENE.

2. Work Period: Work on journals owed and final paper.

3. Review the final paper requirements (especially the Works Cited page). Q & A for the final paper.

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

2. Work Period: Work on journals owed. Turn in Act V journal.

3. Discuss the final paper requirements (especially the Works Cited page). Freewrite for the final paper.

Works Cited

Orwell, George. 1984. 1949. New York: Signet Classic, 1977.

Shakespeare, William. Hamlet. 1603. New York: Barnes & Noble, 2007.

2. Work Period: Work on journals owed. Read Act V (due Monday). Turn in Act IV journal.

2. Discuss/Analyze: Discuss and analyze the end of Act IV. Take notes.

2. Discuss/Analyze: Review the requirements for the final paper (see details in the HW section).

2. Work Period: Make up any owed journals/vocabulary stories. Turn in Act III journal.

2. Work Period: If you did not complete Story #11, write it at this time. Make up any vocabulary stories or journal entries you may owe. Work on Act III journal entry (due tomorrow!).

2. Discuss/Analyze: Analyze and take notes on this scene.

2. Discuss/Analyze: Analyze and take notes on these two scenes.

2. Work Period: Share Act II journal entries OR write the Act II journal entry. Show your Act II journal HW.

2. HW Reminders

2. Introduce our final vocabulary list--List #11.

2. HW Reminders

2. HW Reminders

2. Introduce the character journal HW.

2. 1984 EXAM on Parts II and III returns.

2. Introduce List #10.

2. Work Period: Work on Story #9. Study List #9.

2. Work Period: Read and review for tomorrow's EXAM!

3. HW Reminders

2. Discuss/Share: Discuss the Do Now answers.

3. HW Reminders

2. Discuss/Share: Introduce List #9.

3. HW Reminders

2. Work Period: Study List #8 and work on story #8 on 1984. Turn in your Part III post-its (15) and any owed HW today (the last day of the 2nd marking period).

2. Discuss/Share: Discuss the article and the questions/answers in the Do Now.

2. Discuss/Share: Discuss students' answers to the Do Now questions. How can we prevent our own society from turning into the 1984 society?

2. Work Period: Learn the Michigan Fight Song!

3. Exercises

4. Two Minutes Hate (enemy=bad student)

5. Reflections: How did you feel living in the world of 1984?

2. Work Period: Read over Vocabulary List #8.

2. Discuss/Share: What makes people fall in love? Answers include: personalities, attraction (magnetic pull), money, similar values and backgrounds, etc. Why do Winston and Julia get together? Answers include: Winston's rebellious nature is very attractive to Julia, therefore she seeks him out. Is it love? Why or why not? Answers include: It may develop into love because they share the same values and belief system. Why doesn't the Party approve? Because the Party only allows its citizens to have love for it, not for each other. How does Winston feel now that he learns Julia loves him? He feels empowered and not alone anymore. How do you think it's meaningful to Winston's mission in the story? It's important because now he has a partner in crime.

2. Work Period: Read Part II chapters I and II of 1984. Compose 5 post-its on characters pursuing happiness.

3. Discuss/Share: How does Winston feel now that he learns Julia loves him? How is this new relationship between Winston and Julia meaningful to Winston's mission in the story?

2. Discuss/Share: Introduce List #7.

2. Work Period: Work on Story #6 and other owed HW.

2. Discuss/Share: Discuss/Debate the pro and con lists! Review the rest of Part I. Focus on the following:

2. Discuss and take notes on the Top Ten List.

1. Do Now: Finish discussing the following questions:
1.) What is Comrade Ogilvy's purpose in the world of 1984? How is he meant to make the citizens happy? See pp. 46-48
2.) Why doesn't Katharine, Winston's wife, make him happy? See pp. 66-67
3.) Why does Winston seek out a prostitute? See p. 68
4.) What's the purpose of Newspeak? p. 52
5.) Describe an ideal citizen. See pp. 21, 24, and 47

2. Work Period: Create a Top Ten List of the top ten laws that exist in 1984 that also exist today.

Make up ALL HW owed:

1. Do Now: Turn in your college board proof of registration. Listen and take notes when listening to Ms. Soriano, your guidance counselor, speak about the SAT and college information.

2. Work Period: Write and answer the following questions:
1.) What is Comrade Ogilvy�s purpose in the world of 1984? How is he meant to make the citizens happy?
2.) Why doesn�t Katharine, Winston's wife, make him happy?
3.) Why does Winston seek out a prostitute?
4.) What�s the purpose of Newspeak?
5.) Describe an ideal citizen.

3. Discuss the work period questions. Take notes.

Make up any HW owed:

1. Do Now: Make a list of five things that make you happy and explain why and how they make you happy. List five things that make Winston happy. Find page #s. Show your 15 HW post-its.

2. Discuss the following questions:
1.) What is Comrade Ogilvy�s purpose in the world of 1984? How is he meant to make the citizens happy?
2.) Why doesn�t Katharine, Winston's wife, make him happy?
3.) Why does Winston seek out a prostitute?
4.) What�s the purpose of Newspeak?
5.) Describe an ideal citizen.

Due TOMORROW, Wednesday, March 24th:

2. Grade quizzes!

3. HW reminders.

1. Do Now: In your notebook (literature section), answer the following questions for chapters I, II, III and IV: How are Winston and his fellow citizens being oppressed? How is oppression hindering Winston's pursuit of happiness? How is Winston dealing with oppression? How does Winston keep his sanity? How are the people being tricked into happiness? Why do the children adore the party (p. 24)? Show your 10 post-its (5 post-its for chapters I and II and 5 post-its for chapters III and IV).

2. Discuss/Share: Discuss the answers to the Do Now questions. Take notes!

Due THIS COMING Monday, March 22nd:

2. Listen and Learn from our Career Day guest speaker.

2. Work Period: In your notebook (literature section), answer the following questions: Define oppression. How is Winston being oppressed? How is oppression hindering Winston's pursuit of happiness? How is Winston dealing with oppression? While answering these questions, show your HW post-its (5 post-its in chapters I and II).

3. Discuss/Share: Discuss the answers to the Work Period questions.

2. Read-Aloud: Introduce List #5.

3. HW Reminders!

2. Read-Aloud: Begin reading aloud chapter one of 1984, focusing on the course theme of "the pursuit of happiness". How does Winston, the protagonist, define and pursue his happiness in the midst of the restrictive society? How is society/government trying to restrict him and have him to their ideals of happiness? Take notes as you read, keeping the course theme in mind.

3. Discuss/Share: Share insights with the whole class.

2. Work Period: Reading/Analysis of the packaging (front and back cover) and first page of 1984.

2. Grade/Evaluate the quiz on Vocabulary List #3.

3. If time allows, work on HW owed (vocabulary story #3) and work due (vocabulary story #4).

2. Discuss/Share: Discuss the textbook questions on What it Feels Like to be Colored Me.

3. Prepare for tomorrow's quiz by reviewing the poems "My City," "America" and What it Feels Like to be Colored Me.

2. Discuss/Share: Introduce Vocabulary List #4.

3. If time allows, finish the textbook questions on What it feels like to be Colored Me, if necessary.

2. Discuss/Share: Discuss and take notes on the answers.

2. Work Period: Answer the questions that follow the reading. Work with your table mates.

2. Begin reading and analyzing How It Feels to Be Colored Me by Zora Neale Hurston. Focus on tone and diction.

2. Introduce List #3.

2. Work Period: Partners will annotate the poem "America" just as they did when studying/analyzing "My City" (Johnson), the poem we have studied in class in previous days. Then, they will create a Venn Diagram in which students will compare and contrast "America" with "My City."

3. Discuss/Share (Small Groups): Students will share their Venn Diagrams in groups of four. Suggested analytical questions include: What were similar poetic techniques identified (answers may include, but are not limited to, the following: alliteration, imagery, diction, personification, rhyme scheme)? How did the poetic techniques contribute to the greater meanings of the poems (answers may include, but are not limited to, the following: the imagery of "tiger's tooth," "hell" and "might" contribute to the negative qualities of America that invoke fear in the speaker)?

4. Discuss/Share (Whole Class): Student pairs will share insightful analysis discovered through annotations and Venn Diagrams.

5. Reflections: What was valuable in the compare/contrast of "America" and "My City" poems? How do these poets reflect the Harlem Renaissance time period? What was challenging in this poetry analysis and how did you overcome the challenges?

6. HW Reminders & HW collection (Analysis/Creative Paper)

2. Discuss/Share in Small Groups: In groups of four students (two pairs), share excerpts (one sentence to one paragraph) of your writing that reveal higher-level thinking (analysis of the poem that can be inferred or suggested rather than directly identified). Be ready to share your classmates' excellent work with the class.

3. Discuss/Share (Whole Class): Students will share their classmates' writing excerpts and exemplary analysis and creative interpretations of the poem "My City." The class will also engage in reflections on the valuable lessons learned from the analysis and creative papers as well as the share-outs. Reflective questions will include: What were the lessons learned from the writing and share-outs? What were the challenges? How did you overcome the challenges with your partner?

4. HW Reminders

1. Do Now: Finish yesterday's poetry analysis. This is the poem: "My City" by James Weldon Johnson. Some of the poetic techniques that are present in this poem are rhyme scheme, imagery, alliteration, personification, and more. Everyone will discuss and take notes on the literary elements and come to understand their significance to the poem as a whole. Everyone will answer the following questions: Is the speaker's description of Manhattan appealing? Why or why not? What is the message of the poem? Since Johnson was a famous Harlem Renaissance poet who lived 1871-1938, why would he include features of both Shakespearean sonnet (16th century England; iambic pentameter and rhyme scheme of ababcdcdefefgg) and Petrarchan (Italian) sonnet (13th century Italy; typically depict a lady as a beloved inspiration; an octave of abbaabba and a sestet of cdccde or cdccdc)? Why are the choices that Johnson made in his poem so important (like the tone, literary elements and techniques of characterization of Manhattan, setting, and imagery)? How is the poet feeling throughout this poem (infer!)?

2. Work Period: For "My City," compose a one-page reflection writing with a partner. Choose one--(challenge) write an analysis of two of the poetic techniques discussed in class (imagery, personification, rhyme scheme, etc.) and explain how they contribute to the speaker's feelings toward Manhattan OR write the speaker's diary entry about his feelings, as expressed in the poem.

MAKE UP HW:

2. Poetry Analysis: This is the poem: "My City" by James Weldon Johnson. Some of the poetic techniques that are present in this poem are rhyme scheme, imagery, alliteration, personification, and more. Everyone will discuss and take notes on the literary elements and come to understand their significance to the poem as a whole. Everyone will answer the following questions: Is the speaker's description of Manhattan appealing? Why or why not? Since Johnson was a famous Harlem Renaissance poet who lived 1871-1938, why would he include features of both Shakespearean sonnet (16th century England; iambic pentameter and rhyme scheme of ababcdcdefefgg) and Petrarchan (Italian) sonnet (13th century Italy; typically depict a lady as a beloved inspiration; an octave of abbaabba and a sestet of cdccde or cdccdc)?

3. HW reminders! Also, turn in your Harlem visit paper and photo.

2. Discussion Group Work: Each assigned group will have students with various roles: Reciter (one student will read the poem twice with energy and emphasis), Summarizer (one student will summarize each line on a separate piece of paper), Literary Element Identifier (one student will identify literary elements), Evaluator (one student will evaluate the significance/importance of literary elements the poem as a whole). This is the poem: "My City" by James Weldon Johnson. Some of the poetic techniques that are present in this poem are rhyme scheme, imagery, alliteration, personification, and more. Everyone will discuss the literary elements and come to understand their significance to the poem as a whole. Everyone will answer the following questions: Is the speaker's description of Manhattan appealing? Why or why not?

3. Whole Group Discussion/Reflections: Reflect on group discussion work.

4. HW reminders!

Due MONDAY, FEBRUARY 22nd (the day we return after vacation):

2. Work Period: Read "My City" by James Weldon Johnson. Identify the poetic techniques that are present in this poem (e.g. rhyme scheme, imagery, alliteration, personification, etc.) and explain their significance to the poem as a whole. Is the speaker's description of Manhattan appealing? Why or why not?

2. Work Period: Work on Vocabulary Story #1 and follow the grading rubric provided. Show your notebook/bind with the three labeled sections (according to the syllabus). Teacher/Student Conferences.

3. Teacher-Student Conferences: When completed with the self-assessment, meet with teacher for a conference in which we discuss the self-assessment and goals/action plan.

4. Discuss/Share/Analyze: Discuss your answers to the Anticipation Guide for 1984. Be ready to share your opinions regarding each statement.

5. Introduce List #1.

2. Work Period: Work on the Student Profile Survey and the following Self-Assessment--
Self-Assessment: Write your answer to each question below in descriptive detail. You may want to include specific examples.
1.) Describe your performance in high school thus far. Include any factors that have influenced your school performance, either negatively or positively.
2.) Describe your academic and personal strengths.
3.) What three characteristics or traits best define you?
4.) If you were writing yourself a recommendation for college, what would you say about yourself?
5.) What skills do you want to improve or acquire in English and other subjects before high school graduation?
6.) What are your future goals? What do you want to become? What area of study (in college) most interests you and why?
7.) Share three random things about yourself that would be surprising or unique. Of course, this would be appropriate to share with me, your teacher, and your classmates.

3. Teacher-Student Conferences: When completed with the self-assessment, meet with teacher for a conference in which we discuss the self-assessment and goals/action plan.

4. Work on the Anticipation Guide for 1984. Be ready to share your opinions regarding each statement.

2. Discuss/Analyze: Introduce syllabus.

3. Work Period: Work on Student Goal and Action Plan