Senior Assignments
Fall 2006

2.) Let's sing Shakespeare's praises (figuratively!)! The class will praise Shakespeare for the gifts he provided them throughout the semester--this will happen on chart paper, a sort of memorial wall.

3.) Final Exam Results.

2.) WORK PERIOD for Movie Review Assignment for As You Like It (the film) and the Recitation HW.

2.) Introduction of Movie Review Assignment for As You Like It--the film. Introduction of the Recitation HW.

Movie Review Assignment for As You Like It--the film--DUE WEDNESDAY, JANUARY 17TH. Introduction of the Recitation HW--DUE THURSDAY, JANUARY 18TH. These are your final HW assignments for the semester. They each have a 3x HW value.

2.) Summary of end of Act III and all of Act IV.

3.) Finish viewing of the film version of As You Like It. WE WILL WATCH Act V today--the end of the film.

FINAL EXAM--TOMORROW--FRIDAY, JANUARY 12TH. Use the following REVIEW. Expect to know the following: Lists 9-11, Henry IV Part I and As You Like It (if you miss parts of the film version, read the Shakespearean text in the link here). FINISH preparing!

2.) Continue viewing of the film version of As You Like It. WE WILL WATCH THE END OF ACT II AND BEGINNING OF ACT III SCENES I-II TODAY.

FINAL EXAM--FRIDAY, JANUARY 12TH. Use the following REVIEW. Expect to know the following: Lists 9-11, Henry IV Part I and As You Like It (if you miss parts of the film version, read the Shakespearean text in the link here). Start preparing!

4.) Continue viewing of the film version of As You Like It. WE WILL WATCH THE END OF ACT I AND ACT II SCENES I-V TODAY.

FINAL EXAM--FRIDAY, JANUARY 12TH. Use the following REVIEW. Expect to know the following: Lists 9-11, Henry IV Part I and As You Like It (if you miss parts of the film version, read the Shakespearean text in the link here). Start preparing!

2.) Review the As You Like It requirements while watching the film version. Students must make use of CHARACTER DESCRIPTIONS from As You Like It. Students must also take notes on the following elements of the film in order to prepare their movie review (which will be due shortly after the film is finished): setting, mood, lighting, characters' appearances, actions, personalities, speech and relationships, music, director's message to the audience and his interpretation of the Shakespearean text, and your criticism and praise.

4.) Continue viewing of the film version of As You Like It.

FINAL EXAM--FRIDAY, JANUARY 12TH. Use the following REVIEW. Expect to know the following: Lists 9-11, Henry IV Part I and As You Like It. Start preparing!

2.) Introduce the themes in As You Like It.

3.) Introduce the movie review requirements (movie review of As You Like It will be due after the viewing of the film is completed next week): evaluate the following while viewing the film--setting, mood, lighting, characters' appearances, actions, personalities, speech and relationships, music, director's message to the audience and his interpretation of the Shakespearean text, and your criticism and praise.

4.) Introductory viewing of the film version of As You Like It--where we, the audience, see the interaction between Oliver and Orlando and the themes of family conflict, lower class vs. upper class, jealousy, and revenge.

2.) Create a list of 5 guidelines/expectations for women and men today, in 2007. What should men and women follow--a list of rules to live by and how to act?

3.) Final review/Q & A on the research paper, which is due tomorrow!

2.) Discuss/Share insights. What can you interpret from these texts about guidelines that women of the 1600s must follow? What are the expectations for women at that time? How can girls/women use these guidelines in today's society? Is it possible in the 21st century?

2.) Pre-Analysis for As You Like It: Identify/Describe your top 10 ingredients in an ideal love (romantic) relationship. You may organize your top 10 in list form or in paragraph form. Be prepared to share.

3.) After having studied two of Shakespeare's plays and a handful of his sonnets, what themes/major topics do you believe Shakespeare will include in his romantic comedy, As You Like It? Brainstorm and be prepared to share.

4.) Create Class List of Themes in Shakespeare's plays/sonnets. This list should be useful for those students who have yet to decide on a research paper topic and thesis.

2.) Shakespeare Jeopardy!

2.) Discuss Act V of Henry IV Part I Proverbs and Final Analysis: Scene i="I love the name of honor more than I fear death" (I, i, Brutus). G-d defend me from my friends; from my enemies I can defend myself. Scene ii=Lying is done with words and also with silence. Scene iii=“For the great majority of mankind are satisfied with appearances, as though they were realities, and are more often influenced by the things that ’seem’ than by those that ‘are’.”--Machiavelli Scene iv=He was a great patriot, a humanitarian, a loyal friend--provided, of course, that he really is dead. --Voltaire (French author and philosopher) Scene v=We can evade reality, but we cannot evade the consequences of evading reality.--Ayn Rand (author)

2.) Skit preparation in groups (see Wed. Dec. 13th for requirements/choices).

3.) Begin Skit performances on Henry IV Part I and Julius Caesar: A Talk Show/Interview with the characters, characters from each play meet and a modern-day version of Act V of Henry IV Part I.

2.) Discuss and analyze the proverbs for Act IV.

4.) Performances for Act IV Scene i (lines 111-136 when Hotspur declares a head-to-head battle between himself and Prince Harry), Scene ii (lines 48-79), Scene iii (lines 106-114), and Scene iv (if time permits).

2.) Finish introducing List #11.

3.) Discuss and analyze the proverbs for Act IV Scenes i and ii.

4.) Performances for Act IV Scene i (lines 111-136 when Hotspur declares a head-to-head battle between himself and Prince Harry) and Scene ii (lines 1-47 when Falstaff admits his bribery of rich soldiers and his draft of low-lifes).

2.) Introduction and stories connected to List #11.

3.) If time allows, performances/discussion for Act III in Henry IV Part I.

2.) Discuss Act III proverbs and make references to the text.

2.) Individually and with a partner, analyze and discuss how the Act III scenes i and ii proverbs connect to the text/plot of Act III.

3.) Turn in Act III journals for scenes i, ii, and iii. After turning in journal HW, make up any missed HW and prepare for List #10.

2.) Discussion and analysis of Act II Scenes i, ii, and iii.

3.) If time allows, performances and discussion on Act II Scenes ii and iii.

2.) Review Vocab. List #10

3.) Discuss Act II Scenes i and ii.

4.) Performances and evaluations of Act II Scenes i and ii.

2.) Sharing of 20 word summaries. Connect to the proverbs for Act I: Scene i=The grass is always greener on the other side of the fence. Scene ii= The reputation of a thousand years may be determined by the conduct of one hour. Scene iii=Anger is often more hurtful than the injury that caused it.
Act II proverbs--any ideas?

3.) Introduce Vocab. List #10

4.) If time permits, Act II Scene ii performance and evaluation.

2.) Sharing of best "Dear Abby" assignments.

3.) Character portrayals and summary reflection on Act I and introductions for Act II.

2.) Upon completion of the Henry IV Part I "Dear Abby" assignment, exchange with a neighbor and read each other's advice request. Respond in the voice of "Abby"--the advice columnist. After completed, have your table read each other's "Dear Abbby" and determine the best piece that is worth sharing with the class. Sharing will then happen.

3.) Grades disseminated and Julius Caesar papers discussed and dispersed.

2.) Upon completion of the Henry IV Part I "Dear Abby" assignment, work on Act II HW journals.

2.) Share reflections and plans for your college application process. Share with a neighbor. Share with class. Can teachers and/or peers assist you in your process? If so, how?

3.) Choose one of the following characters from Henry IV Part I to write in his voice: King Henry, Prince Hal, Falstaff, or Hotspur. Imagine you are one of the previously mentioned characters, and write to an advice column ("Dear Abby"). Explain your problems in detail, asking for much needed advice. You may want to use direct quotes from Act I. This "Dear Abby" should be 250 words or more.

4.) Upon completion of the Henry IV Part I "Dear Abby" assignment, exchange with a neighbor and read each other's advice request. Respond in the voice of "Abby"--the advice columnist. After completed, have your table read each other's "Dear Abbby" and determine the best piece that is worth sharing with the class. Sharing will occur tomorrow.

2.) Discuss the depictions stated in #1.

2.) Discuss the characterization of the King, Earl of Westmoreland, Hotspur, Prince Henry, Falstaff, Northumberland, Worcester, Poins and Sir Walter Blunt in Henry IV Part I Act I and Act II. Discuss their personality traits, referring to specific lines, and how each character would perform on stage (i.e. interact with other characters, stature/physical presence, tone of voice). Discuss themes by referring to lines as well.

3.) Performance of Scenes i and ii in Act I of Henry IV Part I.

4.) Review of Exam #2 questions and answers.

2.) With a partner, characterize the King, Earl of Westmoreland, Hotspur, Prince Henry, Falstaff, Northumberland, Worcester, Poins and Sir Walter Blunt in Henry IV Part I Act I. Determine their personality traits, referring to specific lines, and how each character would perform on stage (i.e. interact with other characters, stature/physical presence, tone of voice). Determine themes by referring to lines as well.

2.) Read and prepare journals for Henry IV Part I Act I and Translation of Act I, courtesy of Spark Notes "No Fear" Shakespeare. Compose a journal entry (250 words or more) for each scene (scene i, scene ii, and scene iii). THIS IS DUE THIS UPCOMING WEDNESDAY, NOVEMBER 22.

2.) Reading and taking notes on Henry IV history.

2.) Discuss Cartoon Handout.

2.) Volunteer sharing/discussion on challenges, knowledge and composition process acquired from composing the Critical Analysis Paper.

3.) Finish reviewing List #9, which is due next Monday (11/20).

2.) Q & A on requirements for Critical Analysis Paper.

3.) Introduce List #9, which is due next Monday (11/20).

2.) Turn in revised college essays, hand in any late journals for Julius Caesar, and review requirements for the essay (due Tues. 11/14).

2.) Performance and evaluation of the following: Brutus sees Caesar's Ghost (IV, iii, 313-325) and Brutus' death and Antony's honoring of Brutus (V, v, 50-87).

2.) Discuss/Share citations that support the proverbs for Acts IV and V.

2.) List #8 introduced.

3.) Exam #2 Review Outline discussed.

2.) Some performances and evaluations of Act III.

3.) Introduction of Julius Caesar Critical Analysis Paper: E7 Requirements / E7 Honors Requirements Rubric, Sample Critical Analysis Papers--from Dartmouth College students.

All classes:
1.)Identify citations (direct quotes) that support the following proverbs for Act III:
Scene i=Every man is his own worst enemy. A fool flatters himself; a wise man flatters the fool. Keep your friends close, but your enemies closer.
Scene ii=Strike while the iron is hot. The nose of a mob is its imagination; by this, at any time, ita can be quietly led (by Edgar Allan Poe). Revenge is sweet.
Scene iii=The mob has many heads but no brains.

4.)Review/Discuss proverbs and citations for each scene in Act III.

5.) Some performances and evaluations of Act III.

2.) List #7 introduced.

All classes:
3.)Identify citations (direct quotes) that support the following proverbs for Act III:
Scene i=Every man is his own worst enemy. A fool flatters himself; a wise man flatters the fool. Keep your friends close, but your enemies closer.
Scene ii=Strike while the iron is hot. The nose of a mob is its imagination; by this, at any time, ita can be quietly led (by Edgar Allan Poe). Revenge is sweet.
Scene iii=The mob has many heads but no brains.

4.)Review/Discuss proverbs and citations for each scene in Act III. Share/Discuss journal entries for each scene in Act III.

2.) List #7 introduced.

2.) Performance and evaluation of Act II Scene ii: the opening scene between Caesar and Calpurnia.

2.) Turn in HW journals for Act II.

2.) Performance of Act II Scene i of Julius Caesar. Evaluation of performance and textual analysis.

3.) Review HW assignments.

2.) Share your chosen citations and discuss.

3.) Review HW assignments.

2.) List #6 introduction.

3.) Examine the proverbs (well known sayings) for Act I. Each proverb signifies a topic for the scene. Students should be able to identify evidence, plot events and characterization that support the proverbs.

2.) Discuss Character Analysis and plot's events in Act I Scenes II and III.

3.) Select performances of Act I Scenes II and III, analyzing character portrayals, actions and expressions.

1.) Reflect on the importance of Act I Scene I and Act I Scene II.

2.) Perform a scene from Act I Scene II.

3.) Examine character development of Julius Caesar, his supporters and naysayers.

4.) Review Essay Grades.

1.) Introduce and act out Act I, Scene I. Introduce a summary and reflection of Act I Scene I, Act I Scene II, and Act I Scene III of Julius Caesar. HW Reminder: For each scene, write a 250 word minimum journal entry (handwritten--about 2-3 pages; typed--about 2 pages). A journal entry should reflect your (or a character in the scene) thoughts/feelings, personal, textual or previous experience/knowledge connections, important characters and events. A journal entry is not a summary of the scene, but rather a diary type of writing in which reflections on the text are expressed.

2.) Review Exam Grades.

1.) Introduce List #5.

2.) Discuss Journal Entry on Julius Caesar, the man, the dictator. Remember, a journal entry is 250 words or more, and should be a reflection on the reading of History of Julius Caesar--Wikipedia research.

3.) Introduce Act I Scene I of Julius Caesar.

1.) Journal Entry on Julius Caesar, the man, the dictator. Remember, a journal entry is 250 words or more, and should be a reflection on the reading of History of Julius Caesar--Wikipedia research. If not finished with this journal entry, complete it for HW.

1.) HW introduction

2.) CUNY guest speaker: Lecture on CUNY application process and requirements for admission.

1.) E7/E7 Honors Exam #1 (30% of marking period 1 grade)

1.) Vocabulary List #4 due today: Socratic Questioning.

2.) Finish Presentations: Students' Introduction of Shakespeare's Life and Times--Internet Research Topics. Note-taking is expected and highly recommended. All students are accountable for the presentations given by their classmates.

1.) Presentations: Students' Introduction of Shakespeare's Life and Times--Internet Research Topics. Note-taking is expected and highly recommended. All students are accountable for the presentations given by their classmates.

2.) Exam Review Sheet disseminated and discussed.

1.) Presentations: Students' Introduction of Shakespeare's Life and Times--Internet Research Topics. Only the following website URLs are permitted: .edu, .gov, or .org. You will present a minimum of 2 pages typed or handwritten (250 word minimum) research. All students will take notes on the presentations, which include the following topics: Shakespeare's wealth and social status (during his lifetime), records/documents of Shakespeare's life, records/documents of Shakespeare's family's (parents, wife, and children) lives, Shakespeare's education, Shakespeare's father (John), Shakespeare's mother (Mary), Religion during the Elizabethan Era (the time in which he lived), Religion in Shakespeare's Family, Actors during Shakespeare's lifetime, Theater during Shakespeare's lifetime, Health/Disease during the Elizabethan Era, Shakespeare's wife (Anne Hathaway) and their marital relationship, Shakespeare's children.

1.)Presentation Preparation: With a partner, practice your presentation, focusing on eye contact, ease with subject material and vocal tone.

2.) Presentations: Introduction of Shakespeare's Life and Times--Internet Research Topics. Only the following website URLs are permitted: .edu, .gov, or .org. You will be expected to present a minimum of 2 pages typed or handwritten (250 word minimum) research. All students will take notes on the presentations, which include the following topics: Shakespeare's wealth and social status (during his lifetime), records/documents of Shakespeare's life, records/documents of Shakespeare's family's (parents, wife, and children) lives, Shakespeare's education, Shakespeare's father (John), Shakespeare's mother (Mary), Religion during the Elizabethan Era (the time in which he lived), Religion in Shakespeare's Family, Actors during Shakespeare's lifetime, Theater during Shakespeare's lifetime, Health/Disease during the Elizabethan Era, Shakespeare's wife (Anne Hathaway) and their marital relationship, Shakespeare's children.

1.) Vocabulary List #3 HW: Socratic Questioning due today. Introduce Vocabulary List #4. See this SAT reading passage with List #4 vocabulary used.

2.) Introduction of Shakespeare's Life and Times--Internet Research Topics. For this assignment, you will conduct internet research and only use a .edu, .gov, or .org website and provide the website addresses where you found evidence for your research topic (chosen during class). You will be expected to find a minimum of 2 pages typed or handwritten (250 word minimum) research and present your learned information on Tuesday. The topics are as follows: Shakespeare's wealth and social status (during his lifetime), records/documents of Shakespeare's life, records/documents of Shakespeare's family's (parents, wife, and children) lives, Shakespeare's education, Shakespeare's father (John), Shakespeare's mother (Mary), Religion during the Elizabethan Era (the time in which he lived), Religion in Shakespeare's Family, Actors during Shakespeare's lifetime, Theater during Shakespeare's lifetime, Health/Disease during the Elizabethan Era, Shakespeare's wife (Anne Hathaway) and their marital relationship, Shakespeare's children.

2.) Note-taking on teacher lecture of An Analysis of Shakespeare's Sonnets: Taken from English 366 at Malaspina University-College, Nanaimo, BC. Review new information regarding Shakespeare's sonnets, confirmations, and overall impressions of Shakespeare's sonnets. E7 Honors ONLY:
1.) Finish analysis of Sonnet: Act I Scene V from Romeo and Juliet. Re-read this sonnet individually and then aloud. Finish determining the following: religious imagery, metaphors, purpose/appropriateness of the sonnet's placement in the play, the couplet's commentary on the rest of the sonnet, themes, the character roles of Romeo and Juliet (based on the 14 lines of the sonnet), rhyme scheme, language choice, stage directions.

2.) Reading of An Analysis of Shakespeare's Sonnets: Taken from English 366 at Malaspina University-College, Nanaimo, BC. Discuss new information regarding Shakespeare's sonnets, confirmations, and overall impressions of Shakespeare's sonnets.

2.) Sonnet: Act I Scene V from Romeo and Juliet--Read this sonnet individually and then aloud (in performance mode). Determine the following: religious imagery, metaphors, purpose/appropriateness for the sonnet's placement in the play, the couplet's commentary on the rest of the sonnet, the roles of Romeo and Juliet (based on the 14 lines of the sonnet), and rhyme scheme.

E7 Honors ONLY:
1.) Sonnet: Act I Scene V from Romeo and Juliet--Read this sonnet individually and then aloud (in performance mode). Determine the following: religious imagery, metaphors, purpose/appropriateness for the sonnet's placement in the play, the couplet's commentary on the rest of the sonnet, the roles and personality types of Romeo and Juliet (based on the 14 lines of the sonnet), language choice, stage directions.

2.) Reading of An Analysis of Shakespeare's Sonnets: Taken from English 366 at Malaspina University-College, Nanaimo, BC. Discuss new discoveries, confirmations, and overall impressions of Shakespeare's sonnets.

2.) Work Period: Sonnet Writing.

E7 Honors ONLY:
1.) Small Groups: Read your personal sonnet to a group of 3-4 trusted classmates. Show your personal sonnet to these classmates, have them identify poetic techniques, ask them to share their reactions/opinions, and compare/contrast the personal sonnet to Shakespeare's sonnets.

2.) Large Group Discussion: What was valuable from the experience of writing your own personal sonnet? What did you learn from reading and analyzing your classmates' personal sonnets?

2.) Resume Updates: Return resumes, with teacher edits, and review common errors and suggestions for improvement.

3.)E7 Honors ONLY: Discussion of chosen sonnets, examining themes and purpose for choice.

2.) Introduction of "Sonnet 130": Reading, Interpretation, Structure and Style of "Sonnet 130", poetic techniques (alliteration, imagery, appeal to the senses, repetition, etc.).

3.)E7 Honors ONLY: Turn in Sonnets with interpretation and purpose for choice.

2.) Discussion: Making assumptions about Shakespeare's life and times influencing the subject matter in Sonnet 29. Comparisons between Sonnet 18 and Sonnet 29.

3.) Introduction of "Sonnet 130": Reading, Interpretation, Structure and Style of "Sonnet 130".

2.) Discussion of Shakespeare's life and times influencing the subject matter in Sonnet 29.

3.) Comparisons between Sonnet 18 and Sonnet 29.

* Note: Sonnet 130 and courting sonnet from Romeo and Juliet--to be read later in the week.

2.)E7 Honors only--More thorough analysis of Sonnet 18, without using the paraphrase. Identify poetic techniques, themes, and organization of the first octave and last quatrain and couplet.

3.) Iambic Pentameter intro.

2.)E7 Honors only--More thorough analysis of Sonnet 18, without using the paraphrase. Identify poetic techniques, themes, and organization of the first octave and last quatrain and couplet.

3.) Iambic Pentameter intro.

2.) SAT Vocabulary List #2 is given to students. Words should be learned by next Friday (September 22).

3.) We will begin to read and interpret one of Shakespeare's most famous sonnets, Sonnet 18. Following our interpretation on the text, we will then look at the paraphrase. Description of poetic techniques, themes, and organization of the first octave (first 8 lines) and last quatrain and couplet (last 6 lines).

4.)E7 Honors only--More thorough analysis of Sonnet 18, without using the paraphrase. Identify poetic techniques, themes, and organization of the first octave and last quatrain and couplet.

2.) Brainstorming of students' college essay topics--this will help begin the writing process.

3.)E7 Honors--We will begin to read and interpret one of Shakespeare's most famous sonnets, Sonnet 18. Following our interpretation on the text, we will then look at the paraphrase.

2.) Introduce College Essay Rubric. Examine the grading procedure of the College Essay--Draft #1.

3.) Identify Do's and Don't's of writing the college essay (the Do's and Don't's will be identified through close note-taking of the Expert Advice). Use the Expert Advice and Sample College Essays and College Essay Rubric.

2.) Introduce College Essay Rubric. Discuss and examine the grading procedure of the College Essay--Draft #1.

2.) Mini-discussion of resume composition and final products.

3.) Review Sample College Essays and Expert Advice. Examine organization of ideas, supporting details, language/word choices, connection to specific college, and advice from University of Virginia Office of Admissions.

2.) Read and take notes on resume writing tips.

3.) SAT Vocabulary List #1

4.) If time permits, read and edit sample student resumes.

2.) Introduction of resume writing through analysis of sample resumes and resume writing tips.

2.)PERIOD 1 ONLY: Introductions and Syllabus

3.) ALL CLASSES: Sonnet 1 and initial interpretation (without examining the paraphrase).

2.) Introductions and Syllabus