Monday 8/29/16
We will review the syllabus and take care of other expectations and protocols. The bulk of today will be housekeeping, but there should be time to begin The Post Card Project. This is our getting to know you activity and serves as the initial stage in our semester long quest for greater self awareness and enlightenment. It's also our classroom icebreaker which allows students to get up and speak in front of the class. Public speaking will be a weekly if not daily requirement, so it is best to get comfortable with it early on. No sweat. EA$Y MONEY!!!

Tuesday 8/30/16
Students worked on their Post Card Projects during the entire period. The projects consist of the following five boards hanging vertically in descending order: 1. Name
2. Something that you deeply care about.
3. Something that you deeply care about that is completely different than the other one
4. Something that you deeply care about that is completely different than the other two
5. A future goal that you have set for yourself
Each board must have a nice clean border, and the entire piece must be very neat. The boards need to be filled with images that are either drawn, painted, or cut-out. Anything not completed in class today should be finished for homework. To receive credit, the projects must be presented in class.

Wednesday 8/31/16
The vocab unit will begin today. The schedule is going to change in the next few weeks, but for now, here is how it works. Students will be given their six words on Wednesdays. This is a listening activity, so I call out the word, name the part of speech, recite the definition, and use the word in a sentence. I suggest that students take these notes on regular paper and transfer them to note cards that night for homework. It is a requirement that the words are on note cards. The word and part of speech should be on one side and the definition on the other. We will review the definitions, spelling, and part of speech on Thursdays. For Fridays, students must select the word for the week that they think is the most difficult and draw, print- off, or cut-out an image that represents it. Sentences using each word correctly are due on Monday. Tuesday is test day. The eight week vocabulary unit is comprehensive, so students will begin with six words, and by the 8th week, they will be responsible for having mastered 48 words.

Thursday 9/1/16
After reviewing vocab, students began presenting their Post Card Projects. This is always one of the best days of the semester as we get to know each other a bit better.

Friday 9/2/16
Today we will begin class with vocab images. Students will come up to the front and display their image, and we will try to figure out which word it represents. Following that, we will finish off the Post Card Presentations. With the remainder of class, we shall start the short Meta-Cognitive Unit. Essentially, this is a lesson to help students become more aware of their own thinking. Students trained in meta-cognition are better able to maintain focus, are more successful readers, and have more strategies to aid in their learning. For homework, students must write a sentence using each vocab word correctly. The sentences cannot be from the internet, but original works by the students. I will be grading on proper punctuation, capitalization, spelling, and use of the word in the sentence.

Tuesday 9/6/16
Because of Labor Day, this is going to be a very heavy vocabulary day. To begin class, students will get in groups of three and discuss, edit, and correct their sentences. They will combine to have two sentences from each person in the group and submit one sheet of paper to me (due on Wednesday). After this, we will play the vocab game. Next, students will take their test. With the remaining class time, we will continue to work on the Meta-Cognitive Unit.

Wednesday 9/7/16
Alright friends: today, students received 6 new vocab words. Remember, this unit is comprehensive, so the test next Tuesday will have last week's words as well; therefore, it is important to continue studying them. Regardless, the vocab image due this Friday and the six sentences due Monday should only be from this week's words.

After vocab, we went back over the Meta-cognition Guide. This paper was not necessarily written for 9th graders, so I went through it and identified difficult vocabulary. I then passed out a sheet with the definitions to these words. Their job was to copy the definitions directly onto the Meta-cognitive Guide. The idea is to get students use to looking up and writing out definitions to words they do not know while reading. In the future, I will not provide definition sheets. For homework, our learners are to read the Meta-cognitive Guide for information and write down 3 things they learned, 2 things they found interesting, and 1 thing they still have a question about.

Thursday 9/8/16
To begin class, we reviewed our vocabulary words.

After this, I broke students into groups of three (w/ a few groups of four). Students discussed their 3-2-1 responses to the Meta-cognition Guide. They were responsible for answering one another's questions. I walked around the room and challenged students' understanding of the concepts discussed in the paper.

Friday 9/9/16
Normally, Fridays begin with Vocab Images, but frankly, there isn't enough time in the day. Therefore, I had to collect the images instead of letting students come up to the front and show them off.

Next, students returned to their Meta-cognitive groups from the day before. I asked them to create an image that represents either the answer to one of their questions or something they found meaningful/useful from the assignment. Students were given 30 minutes to do this. After the time was up, students came up to the front and presented their images.

For homework, students are to complete their vocabulary sentences.

Last week, there were less than three cell phone violations during class; therefore, the students earned the last 23 minutes of the period to enjoy as they pleased.

Monday 9/12/16
Today we reviewed subject verb agreement. During this conversation, we talked about pronouns and antecedents as well as prepositions and their phrases. Next, students reviewed their homework and underlined the subjects and circled the verbs in their sentences. Then they assembled in their groups and checked one another's work. At the end of class, the group members worked together and compiled their sentences to be submitted tomorrow.

Tuesday 9/13/16
Class began with the Vocab Game. After completion, students took their week 2 vocab test consisting of all twelve words from the past two weeks. With the last 30 minutes, we discussed the Western Canon and the origins of our species. This information is building toward our first major literary assignment--a survey of several passages from The Old Testament.

Wednesday 9/14/16
Today students received their new vocabulary words. Following this, we returned to our notes from the day before concerning Early Man and the beginnings of Western Society. This discussion included the introduction of the Hebrew people into Mesopotamia from the surrounding deserts of Syria and Arabia. Students then read the opening section of Genesis and answered questions based on the reading.

Thursday 9/15/16
Great class today. We quickly reviewed the vocab, which allowed the bulk of class for grammar and literature. I handed out the sentence structure cheat sheet. This breaks down the difference between clauses and phrases as well as the difference between independent and dependent clauses. All of the vocab sentences for this week should be compound sentences. Check out the cheat sheet if you can't remember what this means. During the last portion of class, students broke into pairs and used the answers they came up with independently, yesterday, to answer a new set of questions with a partner.

Friday 9/16/16
It's the best day of the week, friends. We began class with vocab images. Next, students returned to their literature groups from yesterday and answered another question to help get a better understanding of the Hebrews' God. We discussed several different responses and interpretations. To end class, we reviewed compound sentences. Again, the vocab sentences due on Monday must all be compound. HAVE A GREAT WEEKEND!!!

Monday 9/19/16
Another glorious Monday! Today, the students worked hard to edit one another's vocab sentences to make sure that everyone had created compounds. Group leaders will submit their final drafts to me tomorrow. After that, students made interpretations of the first section of Genesis and commented on each other's ideas. Following this, we discussed their opinions and ideas. I tried to make the point that everyone brings something different to a text, and therefore, everyone creates a different meaning from that text.

Tuesday 9/20/16
We had a full day today. First we played the vocab game. This was followed by the vocab test. With the remainder of class, students read the first section of the Garden of Eden story and answered 8 critical thinking questions. We will their answers for an activity tomorrow.

Wednesday 9/21/16
Students received their next set of vocabulary words. This puts them at 24 for the year! As long as they are studying 15-20 minutes a night, this is not difficult. The problem comes when a person doesn't learn a week's words and is then tasked with learning a new six the following week. They have to make an effort to stay out in front here because getting behind makes like hard. After vocab, we continued discussing and working with sentence structure--specifically complex sentences. This week's vocab sentences must all be complex. To end the day, students were put into one of eight different groups and were assigned to one of the eight questions from the previous day's questionnaire.. When I said "go", members of each group went out and discussed their question with people not in their own group. After about ten minutes, the groups converged and discussed what they found. They were then asked to individually create an image that represented the answer to their question and finish it up for homework.

Thursday 9/22/16
We began class by reviewing our vocabulary words. This was followed by a review of complex sentences. After this, students returned to their literature groups from the day before and voted on the best one or two images depicting the answer to their question. Next, we went through the questionnaire, and each group came up to the front and displayed their image. They explained how their picture represented the answer to their question, and we had deeper discussion on the manner. Next, I described the proper way to prepare for a class discussion and what to take note of when reading:
  • Connections to the modern world/other literature/her life/etc.
  • Questions left unanswered or things that don't make sense
  • Important information to the story ( use meta-cognition to determine what is the most important)
  • Kool aspects: look for information that is funny, odd, interesting, etc. This is info that stands out on a personal level.
During the last 15 minutes of class, students read The Fall of Man and took notes for classroom discussion.

Friday 9/23/16
To start class, students showed off their vocab images. After this, we did a quick review of complex sentences. Lastly, we discussed the first three paragraphs in The Fall of Man with students using their notes to drive the conversation. Students earned free time the last 20 minutes of class by having less than three cell phone violations through out the week.

Monday 9/26/16
We began class with students reviewing one another's sentences and making a combined list of the top two from each person. These six sentences will be submitted by the group leaders tomorrow. The remainder of class was spent discussing students' notes from the end of The Fall of Man section of Genesis. Today, I introduced the TPEQEA style paragraph. I have attached a sheet at the top that explains what each sentence in a TPEQEA does. Their job is to answer the question, "Some have argued that it was unfair of God to place a tempting but forbidden tree in the Garden before Adam and Eve knew about good and evil. Others feel that without the presence of the tree and the possibility of disobeying God, Adam and Eve would not have had free choice, would not have been fully human. What is your opinion? Give some modern examples to support your opinion," in a TPEQEA style paragraph. Also for homework, VOCAB TEST TOMORROW-- ALL 24 WORDS!

Tuesday 9/27/16
The vocab game led off the day. This was followed by the week 4 vocab test. We're half way to week 8 and the end of the vocab unit! Next, students took out their TPEQEA paragraphs from the night before. Then they moved into groups of four and shared their responses. When reading a classmate's response, the reader is to respond on the paper in one of four ways: Expand on the person's idea, Provide a different perspective, Clarify the person's idea, Question the person's idea.

Wednesday 9/28/16
Due to a situation with child care, I was absent from school. The substitute disseminated the week 5 vocab words. After this, students read the Cain and Abel story and took their college style notes. Following this, they went through the story and selected what they considered to be the three most significant/important sentences from the story and wrote them down.

Thursday 9/29/16
Today, we started class with a review of the new vocabulary. Afterward, I taught how to properly combine two independent clauses and one dependent clause to create a compound-complex sentence. This week, all the vocab sentences must be compound-complex. Following this, students took out their Old Testament notes and sentences from the day before. After reviewing their questions, comments, and concerns, students formed small groups. Each student had one minute to state what he/she thought was the most important line from the story. After listening, every other student in the group then added a substantive comment to the original speaker's interpretation.

Friday 9/29/16
Class began with vocab images. Following this, we drilled compound-complex sentences. Next, students passed up their TPEQEA paragraphs from Tuesday (WHOOPS--was out Wed and forgot to get these yesterday). Then, we discussed the most important lines from Cain and Abel and why.

Monday 10/3/16
To start class, students moved into their vocab sentence groups and edited one another's work. After this, I opened the floor to any questions about compound-complex sentences. I worked out the problem sentences on the board. Next, students completed their exploration of the most important line from the Cain and Abel story. We then discussed the students' responses and made connections to other stories.

Tuesday 10/4/15
We started class with the Vocab Game and followed this activity with the Vocab Test. Students had 30 words this week, and on average they are doing great! After the exam, students began reading The Flood story and taking their college style notes.

Wednesday 10/5/16
Students received their week 6 vocab words. After this, they finished reading and note taking for The Flood. Next, they moved into groups of four and discussed their notes with one another. To end the day, students moved into large groups of eight and collected the most important aspects of their notes on chart paper.

Thursday 10/6/16
First we reviewed the new vocab words. After this, students elected group leaders who went to the front of the room and explained their posters from The Flood story. Following this activity, students were given notes on the literary term "theme". Next, I asked them to write a TPEQEA paragraph in which they elaborated on a common theme found in The Garden of Eden, Cain and Abel, and The Flood.

Friday 10/7/16
Vocab images were the first priority of the day. Afterward, we discussed students' TPEQEA paragraphs and the themes that they discovered. To end, I gave students notes on Intertextuality.

Tuesday 10/11/16
Because we were out of school Monday, this was a very heavy vocab day. First, students got into groups and worked on their sentences. Then we played the vocab game. After this, students took their tests.

Wednesday 10/12/16
To begin, students received their new words for the week. This makes 42 total words the freshmen have learned. There is only one week after this. Way to go, friends! Next, we are finished with our primary look at The Old Testament; therefore, we began our unit on The Odyssey. To start out, we discussed culture and its various layers.

Thursday 10/13/16
We had a special guest speaker today. One of our staff guidance councilors, Mr. Guthrie, came in to talk to the students about graduation requirements and college entrances.

Friday 10/14/16
Today, we began class with vocab images. Next, we continued our discussion of ancient cultures. In 1st period, we started our lesson on the beginning of the Trojan war between Greece and Troy. In third period, we talked about the values that we hold as Americans. Students' homework is to write 2 compound, 2 complex, and 2 compound-complex sentences using their vocab words.

Monday 10/17/16
As vocabulary phases out (students receive their final six words Wednesday), we are about to begin our Intertextuality Unit. Here we will be studying the symbols, characters, situations, etc. that occur within and throughout all of literature. Therefore, today we will be going to the library where our resident librarian, Mrs. Absi, has an activity arranged to expose students to books that they may not have otherwise discovered. There will be more about the Intertexuality Unit to come.

After this activity, we returned to the room, and students worked in groups to correct their vocab sentences. Tomorrow's vocab test has 42 words; make sure your little darling is studying!

Tudesday 10/18/16
We started class today with the Vocab game. After this, students took their 7th test. This means they had 42 words with their parts of speech as well as spellings without a word bank. Kudos to them--this unit isn't easy! With the remainder of class, we went over more notes concerning the Intertextuality Unit.

Wednesday 10/19/16
Today was kind of crazy because of PSAT testing and being displaced out of our room. Regardless, we soldiered on. Students received their new vocab words, and we returned to the library so that students could select a novel for the Intertextuality Unit. We finished going over the notes for the Unit and students spent the rest of the day reading. I am attaching the notes about Intertextuality at the top of the page.

Thursday 10/20/16
Starting today, students entered the room, took out their books, and started reading. We will begin the day like this from now on. Afterward, we discussed the connections the students are making between their books and the rest of the body of literature that exists. We spent the remainder of the period talking about mythology and American Culture. Students' vocab images are due tomorrow.

Friday 10/21/16
As with our new custom, we started class with 10 minutes of sustained silent reading (usually it's 15). Afterwards, we spent a little more time discussing symbolism in students' books. I'm finding that people are trying to summarize what is going on and not look for connections and symbols. This has to change. Following this, students presented their vocab images. Next, we continued our talk about US culture and Greek mythology. For homework, their vocab sentences must be 2 compound, 2 complex, and 2 compound-complex.

Monday 10/24/16
We started class with 15 minutes of sustained silent reading. Following this, students worked together to create their group sentences. Next, we continued talking about issues leading up to the Odyssey. In first period, we were able to start reading, third period is about one class behind.

Tomorrow is the final vocab test for the year. It will be used as a midterm. Make sure your little darlings study hard!

Tuesday 10/25/16
It's the final Vocabulary Test! They've completed the unit!!! Woo-Hoo!!!! Congratulations to everyone that learned their 48 words. It wasn't easy, but nothing worth doing ever is.

Wednesday 10/26/16
I was absent today, but the students had a very important assignment. They took their first steps towards their Freshmen Projects. The Critical Inquiry Assignment is meant to help students focus their minds on what is important to them and what they care about. I will review their answers with them in a one-on-one setting, and together, we will come up with an appropriate research topic.

Thursday 10/27/16
We started class with 15 minutes of sustained silent reading. Next, students read the first two sections of The Odyssey: Sailing from Troy and The Lotus Eaters. Following that, they answered three questions from the text and then worked in groups of three to analyze their responses.

Friday 10/28/16
We started class with 10 minutes of reading. After that, we discussed the students' responses and dug deeper into the material. For homework, students need to use their new insight on the selections to fill out their chart on Odysseus (Universal Hero/ Greek Hero/ Successful Leader/ Unsuccessful Leader) and the essential question (How is The Odyssey a metaphor for life?).

Monday 10/31/16
Hola! I hope everyone had a terrific weekend. I did. Sunday combined my daughter's first birthday and a much needed Carolina Panthers' victory--quite a day of excitement.

As is our custom, we started the day with 15 minutes of sustained silent reading. We also agreed that next Wednesday (11/9/16) students' will have finished their first book and submit their notes for their Intertextuality Projects. If they have already finished the first book, their job is to select another and complete the notes again.

After reading their own novels, we reviewed their homework notes on The Odyssey. Following this, students read The Cyclops section of The Odyssey and took their own college style notes.

Tuesday 11/1/16
Students will come in and read their novels for fifteen minutes. After this, we will spend about 20 minutes reviewing sentence structure with a little Sentence Structure Improv. Next, students will complete the reading and note taking for The Cyclops.

Wednesday 11/2/16
We started with sustained silent reading. Following this, students answered questions based on the reading. After that, they used their answers from the questions to complete a Collaborative Group Work Protocol to help them better understand the story.

Thursday 11/3/16
After 15 minutes of sustained silent reading, we spent a brief amount of time discussing students' Critical Inquiry Assignments. Next, I explained what happened to Odysseus and his crew during some adventures that were left out of the text book. Then, I read The Land of the Dead chapter of The Odyssey and helped elucidate what was going on.

Friday 11/4/16
Today students will take their next step in their Freshmen Projects. First, I will return their graded Critical Inquiry Assignments. Following that, students will carefully review their responses and select three potential ideas for a research project. Next, on a new Google document, Microsoft word document, or separate sheet of paper, they will write the three possible topics down and give a brief justification for why they may be interested in researching each topic as well as what they would hope to gain from researching these topics (this must be completed today and emailed or turned in by the end of class).

Upon completion, students will create another google or word document or sheet of paper labeled “Initial Research”. They should then begin browsing the internet for potential sources. They may use the computers in the room or their own smart phones. The main purpose here is to see what kind of information is available on each of their three possible topics. When they find articles or websites that are really potent, they should record the URL and title of the article/website on the “Initial Research” document they created.

I will have computers in class, but they aren't terribly reliable. I suggest, if possible, students bring in their own computers and devices for research. Cell phones are acceptable devices for research.

Monday 11/7/16
We started class with 15 minutes of silent reading.

Next, students were put into groups. They were assigned one of 8 questions from The Odyssey section--The Land of the Dead. After that, they walked around the room and talked to their peers about the answer to their question. Then they returned to their groups, debriefed, and came up with the best possible answer for their question. Lastly, they created an image to represent the answer to their question. If they didn't finish, it is due Wednesday when they return to school.

Also for homework, students should have finished reading their library books and completed the notes to be passed in on Wednesday.

Wednesday 11/9/16
To start class, students submitted their notes from their Intertextuality Project. They will be returning to the library next Monday (11/14) for their second book in this unit. After that, students returned to their groups from the day before and decided which member of their group created an image that best represented the answer to their question. Whoever won the nomination presented his/her picture to the class, and we discussed it. Following that, the class was divided in half. One half of the students read The Sirens story, and the other half read about Scylla and Charybdis
from The Odyssey. Students were then put in groups and given a question from their section. Next, groups from The Scylla got together with groups form Scylla and Charybdis and summarized their stories. For the last 20 minutes of class, we played a game that reviewed these as well as past sections from the Odyssey.

Thursday 11/10/16
We began class with a discussion of what freedom of speech means. We determined that it is easy to have free speech when we all agree on something, but it becomes more difficult and complicated when people say things that we find offensive or dangerous. This led into a discussion of democracy and what is to be done when the will of the majority is opposite to what you believe. After that, students read the final section of The Odyssey Part 1. Students took their notes, and we discussed them.

Monday 11/14/16
Today, I briefly reviewed how to navigate the library. Following this, we went to the library, and students were tasked with finding 10 sources for their research topic.

Tuesday 11/15/16
I started class with a questionnaire about credible sources. Following this, we reviewed the answers to the questions, and students took some notes on scholarly sources versus popular sources as well as primary sources versus secondary sources. At the end of class we began discussing thesis sentences.

For homework, students are to select 3 of their ten sources and write 3-5 sentences about each's credibility using language from their questionnaire/handout.

Wednesday 11/16/16
As we continue our march forward with the Freshmen Research Project, we soldiered on to the library. Before leaving, we had a brief conversation about thesis sentences. Students need to understand that their papers will house three sections defined by their thesis. Each of these three sections will contain three paragraphs. They will need a quote for each of these paragraphs; therefore, it is imperative that students use their time wisely and make intelligent choices with their sources. By the end of class, students need to have their 10 sources by the end of class and should be starting to establish their claim and their three sections.

Thursday 11/17/16
Today we spent a short amount of time reviewing people's evaluations of their three sources (from Tuesday). There were still some questions about what makes a scholarly journal. Remember, simply being written by a scholar or expert doesn't make something a scholarly source; a scholarly source is intended for other scholars or experts in the field.

Next, we returned to our notes on The Odyssey in order to practice thesis writing. We looked at our notes on how The Odyssey is a metaphor for life. I asked everyone to make a claim (the first aspect of a thesis statement) based on their notes. We settled with one to use. From here, we brainstormed the different reasons that students had come up with in their notes. Also, we talked about parallelism and how each of the reasons must be written in the same style/form.

For homework, students are to write their thesis statements for their Freshmen Projects.

Friday 11/18/16
We will begin by reviewing students' thesis statements. We will be making sure that the claims make a specific point, the reasons are all completely different, and the reasons have parallelism. After this, students will begin to fill in their outlines. Remember, the three reasons from the thesis make up the three prongs. Within the three prongs students will need to construct three body paragraphs. A) will explain the reason; B) will give a counterpoint to A); and C) will address B)'s counterpoint and show why it is incorrect. Fill out as much of your outline as you can. [First period was given the outline. Third period did not get that far.]

Monday 11/21/16
In first period, we looked at students' outlines and further discussed what belongs in the different sections. In third period, I handed out the outlines and went over what information belongs in each section. Following this, students answered questions on a questionnaire concerning themes from Romeo and Juliet. After this, we talked about their answers and feelings on the different ideas raised.

Tuesday 11/22/16
We returned to the library to further complete our outlines. I did not OFFICIALLY assign homework over the break, but in order to stay on pace after the holiday, wise students will continue to put in time and effort. They should have their outlines completed by the time they return from this break. HAPPY THANKSGIVING, EVERYBODY!!!

Monday 11/28/16
Alright, welcome back to the party aka HIGH SCHOOL! Today, I explained how I want the students to construct their Introductory Paragraphs. After that, they were given time to write them while I was available to help. Following this, we reviewed SparkNotes's summary of Romeo and Juliet Act I scene i. We will start reading the play in class tomorrow, and I want them to have an understanding of the plot before trying to tackle the language.

Tuesday 11/29/16
Today, I announced the new Allusions assignment. Students must find two allusions to Shakespeare from popular culture. These can be from books/movies/songs/etc. If the allusion is to a specific play, the student needs to name the play; if the allusion uses specific lines from a play, the student must say which character said it as well as what play it is from. Following this, students read Romeo and Juliet Act I scene i and took college style notes. Following this, students were given parts, and we began reading the play in class.

Wednesday 11/30/16
To begin class, we discussed in-text citations as well as where to go with questions:
Following this, students moved into small groups of 3 or 4, and edited one another's intro paragraphs. To end class, we finished acting out Act I scene i of Romeo and Juliet and answered any questions from the notes.

Thursday 12/1/16
Today I reviewed how to find scholarly journals from our media center's website. After that, we went to the library where students continued to research and work on their research papers. The outline for the paper is due tomorrow, Friday 12/2/16.

Friday 12/2/16
I walked around the room and checked people's outlines as they used computers to continue working on their papers. Three body paragraphs are due next Tuesday. These can be the A,B,Cs from one of the three Prongs/Sections, or they can be the As from Prongs/Sections I,II, and III. If this language doesn't make sense, I have provided an outline at the top of the page.

Monday 12/5/16
First of all, I want to extend my humblest of apologies; the last few weeks have been crazy, and I have neglected to update this website. I will do my best to not let that happen again.
On this day, students read Romeo and Juliet Act I scenes ii and iii and took their notes. Afterwards we read the scenes out loud. For homework, they were to read the summary of scenes 4 and 5 on Sparknotes.

Tuesday 12/6/16
Students read scene 4 silently at their desks and took their college style notes. They tried to make meaning out of Mercutio's bizarre tirade about dreams and Queen Mab. We spent some time looking at video's on youtube that students submitted that have allusions to Shakespeare. To end class we reviewed sentence structure.

Wednesday 12/7/16
We began class with some more Youtube videos with allusions to Shakespeare. After that, I broke down Mercutio's monologue so that students were able to gain a better understanding of what he was talking about. Following this, we looked at the poem "London" by William Blake. Students researched words they didn't know and tried to make meaning out of the poem. I helped them to better understand the text with some historical context.

Thursday 12/8/16
Again, we began with more Youtube videos containing allusions to Shakespeare. Next, students worked to come up with all the different issues brought forward in Mercutio's monologue and Blake's "London". We compared and contrasted the two works finding all the similarities and differences that we could. Lastly, students created Vinn Diagrams of the two works.

Friday 12/9/16
I was absent due to a family emergency. Students were asked to return to their Vinn diagrams from the day before and think about how both Shakespeare and Blake were cleverly able to critique their societies. Students then brainstormed all the problems that they could think of in their communities and society. Next, they were asked to create a narrative in which a character or characters walked through the streets of downtown Wilmington. During the character's walk, the authors were to make societal criticisms.

Monday 12/12/16
We started class by discussing the difficulties of Friday's assignment. Next, students shared their narratives with the class. Following this, we watched more allusions to Shakespeare. Next, I explained to the students how I wanted them to craft their conclusion paragraphs. I also offered students some advice and things to be aware of while working on their papers. I announced that their remaining body paragraphs and conclusion paragraph are due next Tuesday 12/20/16.

Tuesday 12/13/16
We were in the library so that students could continue researching and writing their papers.

Wednesday 12/14/16
We were in the library again today. This was the last day that students will have in the library to work on their papers.

Thursday 12/15/16
Students read Romeo and Juliet Act 1 scene 5 and took their college style notes. Following this, we read the play as a class. We answered any remaining questions. At the end of class, we reviewed subject/verb agreement.

Friday 12/16/16
We started class with some allusions to Shakespeare. After this, we reviewed parallel structure in sentence writing. Next, students read Romeo and Juliet Act II scenes 1 and 2 and took their college style notes.

Monday 12/19/16
We started class with a discussion of dangling and misplaced modifiers. Following this, we watched some allusions to Shakespeare. To end class, students moved into small groups of four or five and acted out Romeo and Juliet Act II scenes 1 and 2. The students' remaining six body paragraphs and conclusion paragraph are due tomorrow. As a rule of thumb, before submitting a paper to a teacher, I expect students to proofread carefully on their computers. The next step is to print, if possible, and proofread again. Then, students should read the paper out loud while paying special attention to read the actual words on the page and not what they think they wrote or intended to write. Lastly, students should have someone that they trust, read the paper out loud to them, making sure to read exactly what is on the page. After this process, the document should be pretty close to error free. GOOD LUCK!!! :)

Tuesday 12/20/16
Today, students finished reading Romeo and Juliet Act II and took their college style notes. Following this we read the play and addressed any questions that remained.

Wednesday 12/21/16
I realized yesterday that students could be doing a better job with their college style notes. I reiterated my expectations for students to clearly document what Act and Scene they are writing about. Next, we reviewed the Main Ideas from the scenes. I wanted to go deeper, but we were limited by the half day schedule. Following this, students pulled their papers up on their computers, and they made peer edits on one another's papers for the remainder of the period. HAPPY CHRISTMAS, EVERYONE!!!

Tuesday 1-3-17
Good morning everyone, there's a good energy at school today. I don't think anyone is especially thrilled for the break to be over, but we only have a few more weeks together, and then a new semester will begin. I started the day slowly to help assuage everyone's adolescent brain back into high school mode. After a quick review of the previous Act, we read and discussed the SparkNotes summary of Romeo and Juliet Act III scene i. Next, students read it in class and took their college style notes. For homework, students are to read the SparkNotes for Act III scenes 2,3,and 4.

Wednesday 1-4-17
We are rapidly moving towards the end of the semester. Goodness, they go quickly. Today, we spent a little time going over why R&J Act III Scene i is so important and powerful. Afterwards, students were given parts, and we acted out the scene. Next, students read Act III Scenes ii,iii, and iv and took their college style notes. To end class, we worked on subject/verb agreement with the website

Thursday 1-5-17
Students moved into small groups with the appropriate number of characters for the scenes that they read yesterday, and they acted out the play. After reading, they were to discuss their notes and try to get answers from the group of any questions that they were left with. Following this students took a quiz on the Act. They were allowed to use their notes from the day before. We reviewed the quiz afterwards.

Friday 1-6-17
We looked at the summary of Romeo and Juliet Act III scene v from Following this, students read the scene and took their college style notes. Next, we read the play as a class. Lastly, students were given a set of critical thinking questions to complete for homework.

Monday 1-9-17
Today we reviewed students' answers for their critical thinking homework. Their homework is to read the SparkNotes review of Romeo and Juliet Act IV (all of it). We have to start moving a little quicker to get this bad boy finished before the end of the semester.

Tuesday 1-10-17
We started class with students reading Act IV and taking their notes. Afterward, we began reading the play out loud. The only homework is for students to continue editing their papers and finishing up their Intertextuality Projects. The papers will be due on 1-18-17, and the Intertextuality Projects will be due on 1-19-17.

Wednesday 1-11-17
Today, we read/acted out Romeo and Juliet Act IV. Afterward, we discussed the students' notes and questions from the section. To end class, we took a short quiz on the scene. All of the questions directly came from the discussion, so there was no sense in anyone not earning a 100%.

Thursday 1-12-17
We had the computers in class today. This was the students' last day to ask me questions about the corrections that I had made on their first three prongs before the paper is due next Wednesday.

Friday 1-13-17
To begin class, students read and took notes on Act V of Romeo and Juliet. Following this, we established parts and read the first two scenes from the Act.

Tuesday 1-17-17
Today we finished off Romeo and Juliet by acting out the final scene of the play. After this, we discussed what we read and then took a quiz.