R and J Act 1

4/24 - Happy Belated Birthday to William Shakespeare

What is True Love??????  (What is your definition?  Is love at first sight real?  How do you know when you are in love??????  How does one know when they are in love?? Explain and Support)
4/25, Thursday: Who is the Tragic Hero?  Guess and give reasons

TBD -  Romeo pined for Ros. during the entire first act.  He walks into the ball, spots Juliet and fall in love.  Is this type of behavior common or uncommon for teenagers?  Explain

TBD - What was the key point to ACT 1

TBD - Explain the main points of the Prologue

TBD - Romeo pined for Ros. during the entire first act.  He walks into the ball, spots Juliet and fall in love.  Is this type of behavior common or uncommon for teenagers?  Explain

TBD - What was the key point to ACT 1

Students will relate to the concepts of betrayal and deception in modern society.

Students will discuss UNIVERSAL THEME

1. Students will review Act 1 Scenes 1, 2, 3, and 4 

2. Students will read and discuss Act 1 scene 5

** Students should complete their work packets as we read

3. Review packet

Possible Quiz

4. Review packet: for Romeo and Juliet

5. HOMEWORK: Student should complete, read and review all of act 1 For Monday, 4/29 

-Read

-Highlight

-Take notes

**Finish entire scene

Week of 4/24

1. Students will be Introduced to R and J

2. Continue reading/ reviewing Act 1 R and J

3.   Quizzes

2. Students will complete reflection questions (graded)

3. Students will read and discuss Act 2 scenes 1-3

Closure: (Each day)

Discuss character traits of new characters

Materials needed: Text, highlighter, writing utensil, binders, computer

Terms:  Prologue, Exposition

Act 1 Reflection Questions

Act 1 Reflection Questions

Homework:  For Friday, 4/26 Complete

Keystone 6 Practice
Keystone Constructed Response 6

Keystone Practice 8
Keystone Constructed Response 8

Homework for Wednesday, 5/1 

Keystone Practice 11 AND Constructed Responses 10-11 (The K.P. 10 questions were not opened properly! Sorry :(  )

Monday, 4/29 HOMEWORK: Student should  read,  complete packet and complete Reflection Questions for Act 1 


4/30- Read and Highlight the modern English version of Act 2 Scenes 1 and 2 for Tuesday

Standards:

Standard - CC.1.2.9-10.A

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.

Constructed Response Answer Key

Constructed Response Answer Key

The following are examples of the highest scoring responses for constructed responses on the Keystone Exams.  Use the links and page numbers provide to view the examples.

Keystone Prep #4: Keystone 2015 (PG 54)

Keystone Prep #5: Keystone 2015 (PG 71)
Keystone Prep #6: Keystone 2014 (PG 18)
Keystone Prep #7: Keystone 2014 (PG 69)
Keystone Prep #8: Keystone 2014 (PG 34)
Keystone Prep #9: Keystone 2016 (PG 17)
Keystone Prep #10: Keystone 2016 (PG 36)
Keystone Prep #11: Keystone 2016 (PG 74)
Keystone Prep #12: Keystone 2017 (PG 18)
Keystone Prep #13: Keystone 2017 (PG 55)
Keystone Prep #14: Keystone 2017 (PG 74)
Keystone Prep #15: Keystone 2018 (PG 20)


Links:
Keystone 2014

Keystone 2015

Keystone 2016

Keystone 2017

Keystone 2018

Act 1 Reflection Questions

ACT I Reflections

1. Your Act I Test 

*Please review the characters, their actions, their important quotes and be ready to evaluate the situations in the introductory act to answer the essay questions below
The second part of the test will be character identification.   

2.Reflection Questions.  Today we are going to reflect on Act I.  Each essay must be answered in at least 1-3 paragraphs each.  You must include specific examples (and their line, scene and act numbers) and explain them.

Remember, a paragraph is at least 7 sentences.  Remember to include a topic sentence for each answer. Remember to use, explain and cite contextual evidence in each example. Example:  "Gregory, on my word, we'll not carry coals" (Act 1, sc 1, li1).

here is another example.

(Act 1, sc 1, li 18-22).

1. Discuss the sources of tension in the first ACT.  Why are these characters upset?
2. How does Romeo describe the women he loves in Act 1?  Refer to things like word choice, connotation, tone, figures of speech, and so on.
3. Describe the Lord Capulet, Lady Capulet and the Nurse.  Describe Their relationship with Juliet.
4. Refer to Mercutio’s lines in Act 1.  (Concentrate on the Queen Mab Speech) What kind of friend is he to Romeo?  Would you like to have him for a friend?  If so, why?  If not, why ?
5. Discuss the Prologue and what you already know about the play.  If you were Romeo and Juliet, would you follow love or stay loyal to your family and friends?  Explain your reasons.
6. Foreshadowing.  The Prologue states that this is the story of “star-crossed lovers.”  There are four strong examples of foreshadowing of evil in Act 1.  Identify at least two foreshadowing and explain their purpose. 
7. BONUS:   Using clues from the act, make two predictions for  the conclusion of the play.  Do not say, "they die"  Be specific.  Will they date?  Will Juliet marry Paris?. 10 points bonus

These Questions will count as an essat test.  Each questions will be worth 10 points.  These are due at the end ofAct 1.  Make sure they are turned  in at www.turnitin.com

TKAM Overview

TO KILL A MOCKINGBIRD BY HARPER LEE

Reading Due Dates

Chapters 1-2: Wednesday, March 20^th  

Chapters 3-4: Friday, March 22^nd     (Journal 1 due)

Chapters 5-8: Monday, March 25^th   (Journal 2 due)

Chapters 9-12: Wednesday, March 27^th   (Journal 3 & 4 due)

Chapters 13-16: Friday, March 29^th       (Journal 5 due)

Chapters 17-21: Monday, April 1^st   (Journal 6 & 7 due)

Chapters 22-24: Friday, April 5th(Journal 8 due)

Chapters 25-27: Tuesday, April 9^th (Journal 9 due)


Chapters 28-31: Thursday, April 11th (Journal 10 due)

TKAM Character analysis on Monday, April 15th
Project Assessment due Tuesday, April 16^th Presentation Day

1.       Students will be reading ALL assigned chapters for their due date

2.       Be prepared to discuss them in depth using various methods in the classroom

3.       Journals must follow the format stated on the TKAM Journal Link stated under “Procedure”

4.       At the end of the novel, students will be creating a project based assessment using the guidelines in "Project Choices" and following the rubric for To Kill a Mockingbird. Students will be presenting their assessments in class for a grade on Monday, April 8^th.

Final Project Options and Final Project Rubric

Trial Analysis Assignments

Due: April 3rd, 2019

Time was given in class to complete a double-sided tri-fold on a piece of computer paper. Folding a piece of paper into threes (hot dog fold), six sides will be labeled the following ways:

1. Mayella's Verison (a recreation of the events from Mayella's testimony)

2. Tom Robison's Version (a recreation of the events from Tom's testimony)

3. The Truth (your version of what you believe to be true)

4. The Absolute Truth (facts from the book that can be proven 100% true)

5. Things that Sway the Jury (statements or actions that could have or did persuade the jury)

6. You Just Cannot Say That!!!! (things that are just not mannerly or normal to say in a court room)

Requirements: Must have at least three examples or explanations for each category. Each of those will be accompanied by a page number where textual evidence can be found to support that idea or statement.

#ToKillaMockingbird

April 12th, 2019

• Students will begin class by answer the question posted on Padlet . Create a new post on the board.
• We will be creating "tweets" from the characters in the novel. Each tweet will be posted on the correct character's "twitter page".
• At the end of class, students will walk around the room  to view all the characters tweets and put a sticky note by the one they would like to discuss or one that they feel is the best. If time allows, we will read some of the sticky-noted tweets aloud to the class. Points will be awarded for participation.

Standard - CC.1.2.9-10.C

Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Standard - CC.1.3.9-10.A

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

TKAM Final Project

TKAM FINAL PROJECT OPTIONS

1.    Collage:  On a tri-fold or poster board, make a collage that represents a theme, character, or an event in the story. The collage should showcase evident understanding of the entire novel. The collage should have photos, word art, décor, and an attached a typed paper explaining the theme, character, or event that you have visually presented in your collage. Collage will be presented and explained thoroughly for the class. 

2.    Poetry: Find a poem that shares a theme with To Kill a Mockingbird.  Memorize the poem.  Perform the poem in front of the class with some emotion and enthusiasm.  Write and present a 1-2 page explanation of how the poem is connected to the book. The poem should showcase evident understanding of the entire novel. Your explanation needs to be typed and turned in on the day you present.

3.    Video: Create a video that shows an alternative ending or an alternative scene that would have changed the course of To Kill a Mockingbird. The video must include an introduction with characters and an established setting. This video must include dialogue, a conclusion that revolves around a major theme or idea in the novel, and must be able to be formatted so that it can be played in the classroom. The video should showcase evident understanding of the entire novel. Groups can consist of 3 people at most and at least two minutes in length.

4.    Music: Write song new lyrics for a popular song that represents the themes/characters/events in To Kill a Mockingbird.  Make a cover for the "single" or visual display that showcases the idea behind the lyrics in your song music. The lyrics can be rapped or sung over the karaoke or instrumental version of the original song.  It should be evident from these lyrics that you have read and that you have fully understood the themes and how they are connected to the lyrics of the song you have created. Songs must be school appropriate and be at least 2 minutes and 30 seconds long.

5.    Open: Design your own assessment! Project must be approved by the teacher and have the same rigor as the others. The open assessment must showcase a full knowledge of the novel. The chosen assessment must be able to be presented in the same way the other projects can be. Get creative!!

To Kill a Mockingbird Final Project Student Name:     ________________________________________

                               4                         3                             2                          1   

CATEGORY
Requirements	All requirements are met and exceeded as indicated on the chosen category of \"Project Options\".	All requirements are met as indicated on the chosen category of \"Project Options\".	One requirement was not completely met as indicated on the chosen category of \"Project Options\".	More than one requirement was not completely met as indicated on the chosen category of \"Project Options\".
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	I         Includes essential     knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Oral Presentation	Interesting, well-rehearsed with smooth delivery that holds audience attention; No distracting mannerisms or volume issues.	Relatively interesting,  rehearsed with a fairly smooth delivery that usually holds audience attention; No more than one distracting mannerisms or volume issues.	Delivery not smooth, but able to hold audience attention most of the time; a few mannerisms or volume issues that create a distracting element in the presentation.	Delivery not smooth and audience attention lost; Mannerisms and/or volume created a complete distraction from the presentation of the project.
Originality	Project shows a large amount of original thought. Ideas are creative and inventive.	Project shows some original thought. Work shows new ideas and insights.	Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.	Uses other people\'s ideas, but does not give them credit.
Organization	Content is well organized and connected to group related material; Grammar is clear and correct.	The overall organization of topics appears flawed; One grammar error was apparent and distracting.	Content is logically organized for the most part; 2-3 grammar appears proved to be an issue in consistency of the project.	There was no clear or logical organizational structure, just lots of facts; Grammar was poor and caused a distraction from the project
Enthusiasm/           Passion	The creator(s) show an obvious enthusiasm and passion in the display of their project; Evident time was put into the project and the creator(s) feel proud in their display/presentation	The creator(s) show a    enthusiasm and/or passion in the display of their project; Evident some time was put into the project and the creator(s) feel proud in their display/presentation	The creator(s) show a enthusiasm or passion in the display of their project; Evident that the project was not truly meaningful to the creator(s)	The creator(s) show little to no enthusiasm or passion in the display of their project; Evident that the project was rushed, not meaningful, or not connected to content

Persuasive Speech/ Intro to TKAM

I.  Problem/ Solution Essay

Students will brainstorm, outline and write a Problem/ Solution Essay.

Goals:

Students will be introduced to the concept of a Problem/ Solution Essay
Students will review the elements of a Problem/ solution essay
Students will incorporate valid points/ specific details into their written work
Students will write their Problem/ Solution Essay

WHAT IS A PROBLEM / SOLUTION ESSAY?

A problem-solution essay is an essay that describes a problem and discusses possible solutions to the problem. This type of essay may be assigned in a high school or college composition class, and it generally requires some research before the writing process can begin. The primary thrust of a problem-solution essay is usually either an argument for a specific solution to a problem or a strong case for the urgent need to solve a problem. Like most essays, the problem-solution essay must contain an introduction, a thesis, a body, and a conclusion.

OVERVIEW OF A PROBLEM/ SOLUTION ESSAY

OPENING

The opening of a problem-solution essay should describe the problem and provide relevant background information. The problem should be clearly defined, and the causes of the problem should be identified if possible. The extent of the problem must also be described, as well as the effects of the problem and possible consequences of allowing the problem to continue if it is unsolved. Any key terms that need to be defined should also be included in the opening, as well as any pertinent historical information that would help the reader understand the problem better. 

(You are establishing a foundation for your position by presenting relevant information)

Depending on the problem to be discussed, the thesis of a problem-solution essay may argue for the urgent need to solve the problem, or it may argue for a single solution to the problem. Most commonly, it will argue for a single solution. The thesis should generally be only one sentence long, and should clearly identify the main point of the essay. It will usually be placed in the opening paragraph, although in some cases the thesis can be reserved for the latter part of the essay where it will be revealed after a complete discussion of the problem and possible solutions have taken place

BODY

The body of a problem-solution essay should fully describe proposed solutions to the problem and discuss the possible outcomes of each solution. Advantages or disadvantages to each solution should be included, as well as feasibility of the proposed solutions. If any attempts have already been made to solve the problem, those should be described as well. If the essay will be arguing for a single solution to the problem, the body of the paper should lead logically to the conclusion that the solution being advocated is the best solution available. In such cases, it is important not only to describe the solution, but also to describe how the solution can or should be implemented.

CONCLUSION

The conclusion of a problem-solution essay should contain a call to action, advocating that the reader either take part in the proposed solution to the problem or become involved in looking for a solution to the problem to be solved. Future consequences of the problem can be used as leverage for the call to action. It may also be useful to briefly restate the problem and describe the effects of leaving the problem unsolved. The best problem-solution essays will create a sense of urgency and lead the reader to become interested in solving the problem.

Brainstorm Sheet

ASSIGNMENT:

1. Overview of paper / Procedure

2. Possible Topics (Link)

3. Essay Outline (Specifics for the outline)

4. Student Outline/ Planning Sheet

5. Rubric

6. Transitions - 10 different required

7. MLA Format

Research Guidelines for your

RESEARCH NOTEBOOK and WORKS CITED: 

1. Students will create a page in their ONE NOTE classroom notebook

-Entitle it Research

2. As you research your topic, remember to write down your notes and the MLA information for the Works Cited page.  (Please use proper format)

*Remember to place quotation marks around direct quotations 

*Remember to cite both direct quotations and paraphrased material.

3. You are required to cite two different citations in your paper.  Ex:  (Christian 12).

Sample note pages in One Note.  

Research Resources:

You may collect your information from the following:

Power Library

Professional website (.edu  ; .gov) 

YOU MAY NOT USE WIKIPEDIA 

Tips

1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event, a social issue,  a person or a newsworthy incident.

2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive details. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.

3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.

4. Use DESCRIPTIVE DETAILS:(Remeber, NEVER assume the reader knows what you are talking about.  Provide descriptive details and examples.  Be very specific.  

Details help a strong writer avoid repetition in their writing.  

There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.

When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.

If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.

Deadlines:

1. Students will research until Tuesday, 3/19

2. Outlines are due on Tuesday, 3/19. Class 

Check: Tuesday, 3/19-  (Opening paragraph/ Thesis statement)
4.Thursday, 3/21- First Proof:  All papers must be run through Grammarly:  www.grammarly.com/edu

5. Finalize peer editing

- You must read your essay aloud to another student

-Another student must read your essay aloud to you...sign your paper

-2 students must complete peer editing

 (4 reads total)

6.DUE DATE:.
-Monday, 3/25 -Please find a partner and read your paper to them.
-Make sure your papers are turned in to www.turnitin.com
-Papers must be turned in to www.turnitin.com

3/26-3/27- You will present your essays as Persuasive speeches to the entire class.  

MATERIALS USED:
Smart Board, MLA, www.bhscomp1.blogspot.com (class blog), brainstorm sheet, planning sheet, direction sheet, outline sheet, computers, and ONE NOTE notebook.

II. Introduction to To Kill a Mockingbird  (Due dates are indicated on the web quest)
http://bhscomp1.blogspot.com/2018/03/to-kill-mockingbird-web-quest.html

III. Nonfiction test on Friday, 3/15.  Terms and application of terms.  Yes, there will be references to the nonfiction selections read in class.

Standard - CC.1.4.9-10.T

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Standard - CC.1.4.9-10.K

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

Standard - CC.1.4.9-10.J

Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.