5-MINUTE REMINDERS AND SERETSE KHAMA ASSIGNMENT

  • Remember to do your vocab homework every night this week. The quiz over Unit 9 is on Friday, November 9th.
  • We will be collecting guiding questions for Animal Farm every Friday for a daily grade.
  • You are responsible for reading any parts of Animal Farm that we do not read in class.
  • Every day of the Animal Farm unit, you will have either a short reading quiz or another in-class assignment, so be sure to do the readings and answer the guiding questions.
  • If you need to do the Seretse Khama article activity in place of a research paper rough draft, you can open and print the assignment from here:
  •  khama_activity

REMINDERS FOR OCTOBER

  • The Romeo and Juliet quiz for act three is today (October 23rd). We spent most of class Monday reviewing for the quiz. Students had a chance to prewrite for the essay questions, and they can have their prewriting to use during the quiz.
  • We will be done with Romeo and Juliet by Friday, October 26, after a rapid-fire summary of acts four and five.
  • The quiz over acts four and five is on Friday, October 26.
  • On Monday, October 29, we will begin meeting in the Media Center to write research papers. We will meet there every day for that week.
  • Rough drafts of research papers are due Friday, November 2. I will return them by Monday, November 5; the final copy of the research paper is due in class or by email on November 14.
  • After Romeo and Juliet, we will have a short unit on George Orwell’s novel Animal Farm. This will begin on November 5.

Romeo and Juliet: Guiding Questions Act 2, Scenes 2 Through 5

Act 2, Scene 2:

There were no guiding questions for this scene. Instead, the students worked together to summarize and retell Romeo and Juliet’s dialogue. This is that summary, with contributions from students in first and second blocks.

Act 2, Scene 3:

 1. Why does Friar Laurence not want to marry Romeo and Juliet at first?

  •  He does not think Romeo truly loves Juliet; “Young men’s love then lies/ Not truly in their hearts, but in their eyes (lines 67-68).
  • He thinks Romeo has simply traded his obsession for Rosaline for an obsession with Juliet- compare these lines:
  • Friar: “Not in a grave to lay one in, another out to have” (lines 83 and 84, Shakespeare’s original); Friar: “I didn’t tell you to get rid of one love and replace her with another” (lines 83 and 84, No Fear Romeo and Juliet).

2. Why does he change his mind?

He changes his mind because he thinks the marriage will unite the two families and end the feud- “For this alliance may so happy prove/ To turn your households’ rancor to pure love” (Friar, lines 91 and 92)

3. Do you think Friar Laurence’s reasons are realistic? Explain your answer with evidence from the play.

No, his reasons are unrealistic:

  • The families have been feuding for longer than anyone can remember. This marriage will just make people like Tybalt even angrier. Also, remember, this is a tragedy- we, the audience, know that Romeo and Juliet are fated to end their lives.

Yes, his reasons are realistic:

  • True love can conquer anything, and we know Romeo and Juliet love each other because of everything they said in Scene Two at the balcony.
  • Friar Lawrence is a religious man; he is patient and tolerant. We can tell that by his affection towards Romeo. He naturally wants to see the best in people. So from his point of view, it is realistic to think the wedding will unite the families.

Act 2, Scene 4

 1. Why is Romeo so happy in this scene?

 He is planning on getting married; he has met Juliet; he is no longer worried about Rosaline.

 2. What would Mercutio and Benvolio say if they knew about Romeo’s plan to marry Juliet?

Mercutio would get mad; try to stop the plans; Benvolio might tell him to find another woman; they would both tell him he was being stupid. Also, they might remind him of the feud and of Tybalt’s anger at Romeo.

 3. The nurse is an adult. Why doesn’t she say something to stop the wedding? Why is she so willing to help?

She wants Juliet to be happy; she thinks the marriage will stop the feud; adds dramatic irony because we know what will happen but the Nurse does not; also ironic because Nurse knows about wedding, but Capulets do not.

Act 2, Scene 5

What time of day is it?  How do we know?

Noon; “from nine till twelve is three long hours”

 2. How long has the Nurse been gone on her errand to Romeo?

Three hours.

hat makes 2.5.1-17 a soliloquy?

Juliet is alone on stage; she is expressing her inner thoughts.

4. Quote the lines which show Juliet’s impatience.

“The clock struck nine,” “Oh, she is lame (crippled, weak),” “ten times faster glides,” “from nine til twelve is three long hours,” “weak, unwieldy, lead;” “old folks… dead”

5. What does the nurse do when she returns?

Teases Juliet, makes her wait to hear her news.

Reminders For 10/8/12 Through 10/12/12

  • We are moving along in our reading of Romeo and Juliet. Both blocks will get through most of Act Three this week. On Wednesday we will do an activity comparing Act Three, Scene One in both movie versions (1968 and 1996). This is one of the play’s key scenes and is a major turning point for Romeo.
  • The reading quiz (multiple choice, short answer) for Act Two is on Wednesday, October 10th. We will review Act Two in class on Tuesday.
  • There is no grammar instruction or quiz this week.
  • The projects for Drop Everything and Read are due Friday, October 12th.

 

Reminders for Week of 10/01/2012

  • Second block’s “Juliet’s Journal” assignment is due Tuesday, October 2nd(second block only).
  • I will need to know your topic for the research paper by Thursday, October 4th. Your list of topics and other information on the research paper is available here.
  • Also, on Thursday, October 4th, we will have a claims statement workshop in class where you will learn how to write a claim statement.
  • Claim statements will be due in class Monday, October 8th in class.
  • Our second Romeo and Juliet reading quiz is Friday, October 5th.

Invitation to Grammar, Week of 10/1/12

 

 

 

 

 

 

Look at the picture above and think about the following questions:

  • What is the author’s purpose?
  • Do you think she or he achieved that purpose?
  • What is the author’s tone?
  • What words, phrases, punctuation, etc. do you see that reveal author’s tone?
  • How can you rewrite this so that it has a different tone?