Assignment 6 of 6 (ongoing): 

Romeo and Juliet CEL paragraph (outline/rough draft materials)

Romeo and Juliet CEL paragraph (final draft)

Complete Parts 2 and 3 of the graphic organizer for Elizabeth Cady Stanton's Seneca Falls Keynote Address by Thursday/Friday of next week.  

 

If it helps to have a breakdown of tasks, use the list below:

1)  Complete all five boxes for the "gold and silver"/"copper and lead" figurative language example.

2)  Complete all five boxes for the "violence"/"one end of the chain" figurative language example.

3) Complete all five boxes for the "flowers"/"thorns" figurative language example.

4)  Complete all five boxes for the "unfurl it to the gale"/"storm cannot rend from it a shred" figurative language example.

5)  Write a one-sentence main idea statement in the box at the bottom of Part 2

 

 

Turn in late performance scripts for your annotations grade and late critiques for your individual performance grade.

 

If you fail your performance, you may be able to raise your grade by improving your critiques.  Otherwise, you can schedule a time to come in after school on Tuesdays or Thursdays to redo it.

 

If you fail your script grade, you may be able to raise your grade by improving your original asides and attempting better paraphrases for the key sections of dialogue we discussed earlier in class.

 

Study for your quiz on Elizabeth Cady Stanton's Seneca Falls Keynote Address.  To answer the six questions on the quiz tomorrow, make sure you know the following:

 

Definition of "women's suffrage"

Definition of "figurative language" (Figurative language is language that uses the _______ meaning of words).

Know the definitions of all 25 key terms listed in Part 1

Be able to use any of the 25 key terms as part of a sentence.

Know how Elizabeth Cady Stanton feels about men (use paragraph 2).

Know hoe Elizabeth Cady Stanton feels about America's government (use paragraph 3).

 

 

Complete late CEL paragraphs for Hamlet and Romeo and Juliet by Thursday, March 19th at the latest.  Before turning them in, decide which CEL paragraph you want to be your 25% grade and mark that CEL accordingly.  Use the breakdown below to clarify what materials will be collected from you on Wednesday:

 

If you make the R+J CEL paragraph your 25% grade ... 

-Romeo and Juliet final draft (typed, Times New Roman 12-point font, double-spaced)

-Hamlet final draft (typed, Times New Roman 12-point font, double-spaced)

 

If you make the Hamlet CEL paragraph your 25% grade ... 

-Hamlet final draft (typed, Times New Roman 12-point font, double-spaced)

-Hamlet rough draft

-Hamlet peer-editing sheet

-Hamlet outline

-Romeo and Juliet final draft (typed, Times New Roman 12-point font, double-spaced)

 

Turn in late performance scripts for your annotations grade and late critiques for your individual performance grade.

 

If you fail your performance, you may be able to raise your grade by improving your critiques.  Otherwise, you can schedule a time to come in after school on Tuesdays or Thursdays to redo it.

 

If you fail your script grade, you may be able to raise your grade by improving your original asides and attempting better paraphrases for the key sections of dialogue we discussed earlier in class.

 

Turn in late performance scripts for your annotations grade and late critiques for your individual performance grade.

 

If you fail your performance, you may be able to raise your grade by improving your critiques.

 

If you fail your script grade, you may be able to raise your grade by improving your original asides and attempting better paraphrases for the key sections of dialogue we discussed earlier in class.

 

Complete a final draft of your Hamlet paragraph (if not already done) and be ready to turn it in with your Romeo and Juliet paragraph.  

 

If you choose to make the Hamlet paragraph your "pass/no pass" CEL, a typed final draft is all you will need to turn in at the end of the month.  If you choose to make the Romeo and Juliet paragraph your "pass/no pass" CEL, then you will need to provide the following for the Hamlet paragraph: typed final draft, rough draft, peer editing form, and outline.

 

 

Study for your quiz on Thursday/Friday, which will be six short-answer questions on Romeo and Juliet Act 3 scene 1.  You will be allowed to use the following on your quiz:

 

Pre-AP reader (with your name written in ink on the inside cover)

Your script for Act 3 scene 1 (with your name written in ink on each page)

Role-Huddle Sheet for your character (with your name written in ink)

English notebook (open to the right pages)

 

 

 

Assignment 5 of 6 (ongoing): 

Choose a book to read for your IRP and get your book approved on/by THIS FRIDAY, February 28th.  Your IRP approval worksheet should be completed on/by Friday, February 28th too and should be turned in to me.

Complete a final draft of your Hamlet paragraph (if not already done) and be ready to turn it in with your Romeo and Juliet paragraph.  

 

If you choose to make the Hamlet paragraph your "pass/no pass" CEL, a typed final draft is all you will need to turn in at the end of the month.  If you choose to make the Romeo and Juliet paragraph your "pass/no pass" CEL, then you will need to provide the following for the Hamlet paragraph: typed final draft, rough draft, peer editing form, and outline.

 

Type up a final draft of your paraphrases for all of Romeo and Juliet Act 3 scene 1.  Use the blank copy of the script uploaded to Google Classroom (Make sure it's the one that begins with Benvolio speaking the prologue.  Make a copy of the document for yourself).

 

ONE person in your group needs to submit this final draft to Google Classroom the day of your performance (either Monday or Tuesday).  It must be received BEFORE you present or else it will be downgraded to late credit only.

 

1) Strong paraphrases for the prologue and lines 34-88

2) FOUR original asides (one per character, highlighted)

3) FOUR notes on the thoughts/feelings of a character (one per character, highlighted).  Add these notes in parentheses before a character's dialogue.  If this is unclear to you, ask during class or email me.

 

 

Practice saying your character's paraphrased lines so that you are ready for your performance.  Any breaks in character, stumbling over the words, and long or awkward pauses will lower your individual performance grade.

 

Practice how you will perform your role in the scene.  Think seriously about the following:

 

Where will you all will stand?

Who do you need to be looking at when you say specific lines?

What facial expressions, changes in volume/tone, hand gestures, etc. can you do to communicate what you're feeling?

 

For help, please review the clips posted to Google Classroom.

 

 

Select one in your group to turn in his/her annotated copy of the script as a grade for the group.  This script should be readable (i.e., not messy or illegible) and annotations should include:

 

-Definitions of keywords

-Underlined keywords and/or phrases

-Notes on how to say a specific line (or act in a certain situation)

-Background information (why Tybalt is angry with Romeo, why Romeo refuses to fight Tybalt)

 

Complete a final draft of your Hamlet paragraph (if not already done) and be ready to turn it in with your Romeo and Juliet paragraph.  

 

If you choose to make the Hamlet paragraph your "pass/no pass" CEL, a typed final draft is all you will need to turn in at the end of the month.  If you choose to make the Romeo and Juliet paragraph your "pass/no pass" CEL, then you will need to provide the following for the Hamlet paragraph: typed final draft, rough draft, peer editing form, and outline.

 

-Participation is mandatory.  

-You will be performing the actual Shakespeare.  Practice your pronunciation.

-You don't need to memorize your lines.  You can bring up your Pre-AP readers.

-You will be performing this scene outin the hallway, not in front of the class.

-Absence of a group members do NOT get you an extension.  The absent group member(s) will need to make up their performance later (if it's an excused absence).  Unexcused absences will result in a 0.

Make sure you have strong paraphrases for the prologue and lines 34-51 of Romeo and Juliet Act 3 scene 1.

Complete the outline for your Hamlet CEL paragraph up to the end of the second section on the backside (beginning "Cite specific EVIDENCE from lines 76-86 ...").

 

Remember:

The definition of the word "seems" doesn't change in the scene.  To get at the different usages of the word "seems", think about the answers to the following questions:

 

What is Gertrude's problem with Hamlet's appearance?

What is Hamlet's problem with Gertrude's appearance (and the appearances of others like her)?

Finish paraphrasing lines 64-86 of Hamlet Act I scene ii based on class discussion.  Your paraphrases can be in the margin of page 26 in your Pre-AP reader, typed into the Google Classroom document OR on a separate sheet of paper in your notebook.

 

... put the text in your own words by substituting your own words in for the original (ex. "devastated" instead of "unhappy")

... put the text in your own words by rearranging the order of the words in the original sentence (ex. "The cat was chased under the car by the dog" becomes "The dog chased the cat under the car.")

... avoid summarizing the text too generally.  If there are 10 lines of dialogue, don't paraphrase them in just 4 lines.

 

You will have 30-45 minutes of class time to meet up wth your groups and compare your paraphrases before we go over them as a class.  Do not come to class with nothing.