Welcome! This is the second and final week of block scheduling. We
will finish Romeo and Juliet, and have a discussion about gender roles
in the play, as well as transgender legislation that affects schools
today.
MONDAY/TUESDAY: Compare outlines for question
"Should college athletes be paid?" Review how to write a persuasive
outline. Begin writing the essay for Wednesday. Read and discuss
summaries and text for Romeo and Juliet Act 5, Scenes 1 and 2. Discuss
gender roles in the play. Read about transgender identity and new
legislation for schools in California State. HW: Finish essay. Bring independent reading book on Wednesday.
WEDNESDAY:Independent Reading. Meet with Independent Reading Group. DUE: Essays, Ind. Reading Group Discussion Questions. HW: Bring Romeo and Juliet, continue with independent reading.
THURSDAY/FRIDAY:
Read final scene in Romeo and Juliet, Act 5, Scene 3. Watch the
ending of the 1996 version in class. Brainstorm ideas for creative
re-envisioning of one of the scenes of the book. HW: Finish focused paragraph from worksheet that included California State Bill AB-1266 and its effects on SAMOHI, due Monday. Continue with independent reading - books should be finished by Wednesday, May 6.
Monday, April 27, 2015
Thursday, April 23, 2015
Should College Athletes Be Paid?
To complete the essay for Monday, I've pasted the Crossfire links discussing the issue below:
Here are some additional arguments:
We watched this one in class:
https://www.youtube.com/watch?v=a8Q-L5yr0Lw
Here are some additional arguments:
Monday, April 20, 2015
April 20-24
This is the first of two weeks of block scheduling for 10th and 11th
grade standardized testing; Odd classes meet Monday, Wednesday and
Thursday, and even
classes meet Tuesday, Wednesday, and Friday. The other important thing
to remember about the week is that the grading period ends on Friday,
April 24th. I do accept late work for partial credit, so please get
everything in by Friday.
MONDAY/TUESDAY: Read and discuss Romeo and Juliet, Act 3, Scene 5, and Act 4, Scenes 1-2. Watch the 1996 version of these scenes. Vocabulary activity. HW: Read Romeo and Juliet, Act 4, Scenes 3-4 for next Monday/Tuesday.
WEDNESDAY: Independent reading/independent reading groups. Bring your independent reading book. DUE: Discussion questions and answers from each group.
THURSDAY/FRIDAY: Current event day. Read and annotate articles, discuss/debate, and write short persuasive essay for your position. HW: Finish the essay, if it wasn't finished in class, for Monday/Tuesday. The discussion worksheet is also due. Finish reading Romeo and Juliet through the end of Act 4.
MONDAY/TUESDAY: Read and discuss Romeo and Juliet, Act 3, Scene 5, and Act 4, Scenes 1-2. Watch the 1996 version of these scenes. Vocabulary activity. HW: Read Romeo and Juliet, Act 4, Scenes 3-4 for next Monday/Tuesday.
WEDNESDAY: Independent reading/independent reading groups. Bring your independent reading book. DUE: Discussion questions and answers from each group.
THURSDAY/FRIDAY: Current event day. Read and annotate articles, discuss/debate, and write short persuasive essay for your position. HW: Finish the essay, if it wasn't finished in class, for Monday/Tuesday. The discussion worksheet is also due. Finish reading Romeo and Juliet through the end of Act 4.
Sunday, April 12, 2015
April 13-17
Welcome back! I hope you enjoyed the break. I'm excited to see
everyone and looking forward to our time in class together. This week, we'll get reacquainted with Romeo and Juliet, and note the big shift in the play beginning in Act III.
MONDAY: Go over the schedule for the last weeks of class. Pass back essays, go over results. T-Chart exercise/discussion "What is a Man?" to explore what being a man means to you and in our culture. Begin reading and acting out Act III, Scene I, work on Violence and Masculinity worksheet as we read. DUE: T-Chart "What is a Man" as an exit slip
TUESDAY: Continue reading and acting out Act III, Scene I in class. Work on Violence and Masculinity worksheet as we read, gathering quotes for Mercutio, Romeo and Tybalt. Discuss the forces that motivate each character. HW: Finish independent reading work for Wednesday.
WEDNESDAY: Independent reading day: 25 minutes reading time, 20 minutes group discussions. DUE: Group discussion questions and answers.
THURSDAY: (Mogilefsky out for AP teacher scoring day.) Vocabulary worksheet/read Romeo and Juliet Act III, scenes II-IV. HW: Finish Vocabulary worksheet for Friday. DUE: Violence and Masculinity worksheet.
FRIDAY: Discuss Romeo and Juliet Act III, scenes 2-4. Watch 1996 version and talk about interpretation of scenes. DUE: Vocabulary worksheet. HW: Read Romeo and Juliet Act III, scene 5 and continue with independent reading.
MONDAY: Go over the schedule for the last weeks of class. Pass back essays, go over results. T-Chart exercise/discussion "What is a Man?" to explore what being a man means to you and in our culture. Begin reading and acting out Act III, Scene I, work on Violence and Masculinity worksheet as we read. DUE: T-Chart "What is a Man" as an exit slip
TUESDAY: Continue reading and acting out Act III, Scene I in class. Work on Violence and Masculinity worksheet as we read, gathering quotes for Mercutio, Romeo and Tybalt. Discuss the forces that motivate each character. HW: Finish independent reading work for Wednesday.
WEDNESDAY: Independent reading day: 25 minutes reading time, 20 minutes group discussions. DUE: Group discussion questions and answers.
THURSDAY: (Mogilefsky out for AP teacher scoring day.) Vocabulary worksheet/read Romeo and Juliet Act III, scenes II-IV. HW: Finish Vocabulary worksheet for Friday. DUE: Violence and Masculinity worksheet.
FRIDAY: Discuss Romeo and Juliet Act III, scenes 2-4. Watch 1996 version and talk about interpretation of scenes. DUE: Vocabulary worksheet. HW: Read Romeo and Juliet Act III, scene 5 and continue with independent reading.
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