Friday

 Continue to work on your first drafts today. I will be looking at these as you write.

Wednesday

 Today you have time to work on your essays. I will be looking over and making comments on your essays as you write. Remember the six steps in the writing process and the six elements in the writing rubric.

Tuesday

 Today your topics are due. You will have time to outline and begin writing. First lets talk about MLA citations.

Monday

Today we will talk briefly about structure on an informative essay. Discuss topics, watch an national informative speech, and begin writing.

Unit Learning goal: Students will be able to research, write and perform an original expository essay that informs or explains some idea, task, or problem of the student’s choice.  

 

Scale/Rubric relating to learning goal:

4 – The student can write and perform an original expository speech that both informs/explains and persuades some idea or problem of that the student is interested in.  The writing and performance are both exemplarily effective. 

3 – The student is able to write an original expository speech that informs or explains something that the student is interested in.

2 – With some direction/help from the teacher the student is able to write an original expository speech that informs or explains something that the student is interested in.

1 – Even with help from the teacher the student is unable to write an original expository speech that informs or explains something that the student is interested in.

Students will be able to

1) Write a hook, thesis statement, and order of development

2) Organize an essay according to introductory paragraph, body paragraphs and conclusion

3) Write a proper conclusion

4) Use specifics to back up ideas

5) Use the order of development as a map for the essay

6) Cite sources according to proper MLA format

7) Deliver a speech by making eye contact, using proper pronunciation and effective enunciation, and avoiding the use of “uhms” or other filler words or sounds.

 

Anchor Text(s)/Additional Instructional Resources:

 

Handout – “The elements of effective expository writing”

Sample Essays: “Campus Racism 101” – Nikki Giovanni; “The Truth About Lying” – Judith Viorst; “Pain” – Diane Ackerman.

ESSENTIAL CONCEPTS:

 

How do you inform someone about an issue, or explain to someone how to do something?  What makes a speech effective?  What are you passionate about?   How can you show that to someone?  

 

Essential Questions:

 

What makes a good hook?  What makes a strong thesis statement or conclusion?  What makes a memorable essay or speech? 

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

go here for sample MLA Citation pages or in-text citations.

Here are two short - but decent - videos are in-text citations and works cited page

Go HERE and Also go here for an additional video on WORKS CITED PAGE 

The best place to go for help with MLA structure or any other essay question is Purdue OWL online.

For Parallel Structure go HERE

Intro:

*Immediately engage reader (attention getter)

·       get the reader “in the ballpark”

          *Establish context (topic of essay)

·       usually 2-3 sentences narrowing down to the point of the paper

·       cite your source with title and author (if using one source)

          *Strong & complete thesis statement

Body:

*Begin paragraphs with a clear, concise topic sentence

·       *Use concrete details (CD)

·       these include facts or quotes

·       cite sources when necessary (simplified: such as author’s last name & pg #)

·       *Create insightful commentary to support concrete details (2-3 comments per CD)

·       shoot for at least 2 CD per paragraph (+ commentary)

        

                    

Conclusion:
       *Transition into summary of key points

*Restate thesis (say it another way!)

*Refer back to the attention getter and tie things up

       *Answer “So what?”

·       Leave reader feeling persuaded or at least challenged

·       This personal comment can include a universal observation
(a prediction), a call to action (a recommendation) or a scare
(a veiled threat)

Suggested sentence starter for commentary:

        “This shows that…” (eventually teach kids to eliminate it)

        “This proves that…”

“This demonstrates that…”

 

Suggested sentence starters for conclusion:

        “We need to…”

        “It’s our responsibility to …”

        “It’s important to…”

        “In order to______, we must…”

        “It would be to our benefit to…”

Encourage:
        Incorporate transitions           
        Use high-level vocab

Vary sentence patterns          
Create a strong “voice”

   

*The number of paragraphs and the organization of the essay will vary.

 

 

Expository Essay Rubric

	Thesis	Organization	Evidence (Concrete Details)	Analysis (Commentary)	Style/Audience	Conventions
4	The thesis statement is clear, well-developed and relevant to the topic.  It is engaging.	Transitions within and between paragraphs flow smoothly	There are three well chosen, concrete details/evidence from the text in each paragraph. ** The concrete details support the thesis	All commentary synthesizes and supports the thesis statement. **	The style is engaging and effective	The essay contains few if any errors in the conventions* of the English language
3	The thesis statement is clear and relevant to the topic	There structure within paragraphs is easy to follow	There are two to three details from the text.  The details support the thesis.	Some or most of the commentary explains concrete details and supports the thesis	The style is appropriate for an academic paper	The essay contains some errors in the conventions of the English language.  Errors do not interfere with the reader’s understanding of the essay.
2	The thesis is not relevant to topic or is not clear	The essay is missing an introduction, body or concluding paragraph	There are some concrete details.	Commentary is either unclear or irrelevant and does not support the thesis	They style is sometimes appropriate for an academic paper.	The essay contains several errors in the conventions of the English language.
1	No Thesis	Little organization.	No concrete details	No commentary	Style is not appropriate for an academic paper.

 

Friday

 

 Today we are going to begin informative essays. We will be looking at a national informative speech and reading the essay "Campus Racism 101". I will also be giving you a handout on “The Elements of Effective Expository Writing”.

Homework for basketball players - Write a draft of a Informative Essay.

Unit Learning goal: Students will be able to research, write and perform an original expository essay that informs or explains some idea, task, or problem of the student’s choice.  

 

Scale/Rubric relating to learning goal:

4 – The student can write and perform an original expository speech that both informs/explains and persuades some idea or problem of that the student is interested in.  The writing and performance are both exemplarily effective. 

3 – The student is able to write an original expository speech that informs or explains something that the student is interested in.

2 – With some direction/help from the teacher the student is able to write an original expository speech that informs or explains something that the student is interested in.

1 – Even with help from the teacher the student is unable to write an original expository speech that informs or explains something that the student is interested in.

Students will be able to

1) Write a hook, thesis statement, and order of development

2) Organize an essay according to introductory paragraph, body paragraphs and conclusion

3) Write a proper conclusion

4) Use specifics to back up ideas

5) Use the order of development as a map for the essay

6) Cite sources according to proper MLA format

7) Deliver a speech by making eye contact, using proper pronunciation and effective enunciation, and avoiding the use of “uhms” or other filler words or sounds.

 

Anchor Text(s)/Additional Instructional Resources:

 

Handout – “The elements of effective expository writing”

Sample Essays: “Campus Racism 101” – Nikki Giovanni; “The Truth About Lying” – Judith Viorst; “Pain” – Diane Ackerman.

ESSENTIAL CONCEPTS:

 

How do you inform someone about an issue, or explain to someone how to do something?  What makes a speech effective?  What are you passionate about?   How can you show that to someone?  

 

Essential Questions:

 

What makes a good hook?  What makes a strong thesis statement or conclusion?  What makes a memorable essay or speech? 

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

go here for sample MLA Citation pages or in-text citations.

Here are two short - but decent - videos are in-text citations and works cited page

Go HERE and Also go here for an additional video on WORKS CITED PAGE 

The best place to go for help with MLA structure or any other essay question is Purdue OWL online.

For Parallel Structure go HERE

Intro:

*Immediately engage reader (attention getter)

·       get the reader “in the ballpark”

          *Establish context (topic of essay)

·       usually 2-3 sentences narrowing down to the point of the paper

·       cite your source with title and author (if using one source)

          *Strong & complete thesis statement

Body:

*Begin paragraphs with a clear, concise topic sentence

·       *Use concrete details (CD)

·       these include facts or quotes

·       cite sources when necessary (simplified: such as author’s last name & pg #)

·       *Create insightful commentary to support concrete details (2-3 comments per CD)

·       shoot for at least 2 CD per paragraph (+ commentary)

        

                    

Conclusion:
       *Transition into summary of key points

*Restate thesis (say it another way!)

*Refer back to the attention getter and tie things up

       *Answer “So what?”

·       Leave reader feeling persuaded or at least challenged

·       This personal comment can include a universal observation
(a prediction), a call to action (a recommendation) or a scare
(a veiled threat)

Suggested sentence starter for commentary:

        “This shows that…” (eventually teach kids to eliminate it)

        “This proves that…”

“This demonstrates that…”

 

Suggested sentence starters for conclusion:

        “We need to…”

        “It’s our responsibility to …”

        “It’s important to…”

        “In order to______, we must…”

        “It would be to our benefit to…”

Encourage:
        Incorporate transitions           
        Use high-level vocab

Vary sentence patterns          
Create a strong “voice”

   

*The number of paragraphs and the organization of the essay will vary.

 

 

Expository Essay Rubric

	Thesis	Organization	Evidence (Concrete Details)	Analysis (Commentary)	Style/Audience	Conventions
4	The thesis statement is clear, well-developed and relevant to the topic.  It is engaging.	Transitions within and between paragraphs flow smoothly	There are three well chosen, concrete details/evidence from the text in each paragraph. ** The concrete details support the thesis	All commentary synthesizes and supports the thesis statement. **	The style is engaging and effective	The essay contains few if any errors in the conventions* of the English language
3	The thesis statement is clear and relevant to the topic	There structure within paragraphs is easy to follow	There are two to three details from the text.  The details support the thesis.	Some or most of the commentary explains concrete details and supports the thesis	The style is appropriate for an academic paper	The essay contains some errors in the conventions of the English language.  Errors do not interfere with the reader’s understanding of the essay.
2	The thesis is not relevant to topic or is not clear	The essay is missing an introduction, body or concluding paragraph	There are some concrete details.	Commentary is either unclear or irrelevant and does not support the thesis	They style is sometimes appropriate for an academic paper.	The essay contains several errors in the conventions of the English language.
1	No Thesis	Little organization.	No concrete details	No commentary	Style is not appropriate for an academic paper.

 

Thursday

 Test.

Wednesday

 Please print and turn in your essays.

Go HERE

Tomorrow is the test on Romeo and Juliet. We will review today.

OBJECTIVES: At the end of this unit students will be able to

Knowledge:

1) List the five elements of tragedy
2) List the five elements of a tragic hero
3) Define theme, plot, setting, foreshadow, oxymoron, soliloquy, personification, dramatic foil, metaphor, symbol, simile
4) Give the four elements of a sonnet and a brief description of traditional sonnet themes
5) Describe how sonnets are used in Romeo and Juliet
6) Define various vocabulary words from the play
7) List three things the prologue of the play does

Comprehension:

8) Identify a metaphor within a line of poetry
9) Identify the rhyme scheme of a English sonnet and break a sonnet into quatrains and couplets
10) Give a brief description of all the characters and their roles in the play
11) Given a line of dialogue identify the speaker
12) Outline the plot and break in up into exposition, inciting event, rising action, climax, falling action and catastrophe (or resolution)
13) Summarize each scene into a headline

Application

14) Demonstrate an understanding of a scene in a drawing
15) Demonstrate a relation of characters to contemporary times through a simulation called “TOO HOT FOR SHAKESPEARE: ROMEO AND JULIET LIVE ON THE JERRY SPRINGER SHOW”
16) Demonstrate an understanding of characters and acting techniques by writing out a script (including the lines, subtext, emotion or tone, and blocking) and acting out the scene from memory
17) Demonstrate an understanding of the play by writing journal entries and in-class writing assignments including a Dear Abbey Letter, interviews with citizens of Verona, Wedding Vows between Romeo and Juliet, personal responses, in-class presentations on characters.


Analysis

18) Write a persuasion paper on Romeo and Juliet.
19) In an essay compare and contrast a Shakespeare Comedy to a Shakespeare Tragedy.
20) In an essay discuss with evidence from the text who is responsible for the deaths of “the star-crossed” lovers
 

Below is a previous test - when we finish you should start filling it out.

Romeo and Juliet

 

1)    Define monologue and give an example from the play.

 

 

 

 

 

 

2)    Define soliloquy and give an example from the play.

 

 

 

 

 

 

3)    Define oxymoron and give an example from the play.

 

 

 

 

 

 

4)    List the three sonnets found in Romeo and Juliet.

 

 

 

 

 

 

 

 

 

5)    Mercutio’s name is an allusion to what Roman god?

 

 

 

 

 

 

6)    List two pairs of dramatic foils why they are dramatic foils.

 

 

 

 

 

7)    Outline the plot for Romeo and Juliet

 

Exposition:

 

 

Inciting Event:

 

 

Rising Action (3 events):

           

           

            Falling Action (3 events):

 

 

            Resolution:

 

 

8)    Discuss who the Queen of Mab is and list three different dreams that she brings people.

 

 

 

 

 

 

 

 

 

 

9)    List and explain one extended metaphor that appears in the play.

 

 

 

 

 

 

 

 

10)Explain the symbolism of the Nightingale and the Lark.  What act does this symbol appear in?  What has just happened in the story?

 

 

 

 

 

 

11)Define foreshadow and give an example from the play.

 

 

 

 

 

 

 

 

 

 

 

12)Define implied metaphor and give an example from the play.

 

 

 

 

 

 

 

 

 

For the following quotations name the speaker

 

13) If I profane with my unworthiest hand

This holy shrine the gentle fine is this:

My lips, two blushing pilgrims ready stand

To smooth that rough touch with a gentle kiss         ______________________

 

 

14) Young men’s love then lies

Not truly in their hearts but in their eyes  ___________________

 

 

15)Thou art like one of these fellows that, when he enters the confines of a tavern, claps me his sword upon the table and says, “God send me no need of thee!” and by the operation of the second cup draws him on the drawer, when indeed there is no need.

 

________________________________

 

 

16) Some twenty of them fought in this black strife

And all those twenty could kill just one life               ________________________

 

 

17) Younger than she are happy mothers made  ____________________

 

 

18) No less?  Nay, bigger!  Women grown by men.  _________________

 

 

19) The earth hath swallowed all my hopes but she;

She is the hopeful lady of my earth.

But woo her gentle Paris, get her heart.

My will to her consent is but a part.             ________________________

 

 

20) Compare her face to some that I shall show

And I will make thee think they swan a crow  ______________________

 

 

21) This, by his voice should be a Montague.  ______________________

 

 

 

 

22)“O happy dagger this is they sheath” is an example of what two literary elements?

 

 

 

 

 

 

23) “These violent delights have violent ends

and in the triumph die, like fire and powder

which as they kiss consume.”

 

List at least two literary elements found in the above quote.

 

 

 

 

24)“A plague on both houses” is an example of what type of literary device?

 

 

 

 

 

 

25)“She’ll not be hit with cupids’ arrow/and in strong proof of chastity/ well armed she’ll not stay the siege of loving terms”

 

 

The above quote is an example of what type of literary device?

 

 

 

 

 

26) “But soft, what light through yonder window breaks?

It is the East, and Juliet is the sun.

Arise far sun and kill the envious moon

Who is already sick and pale with grief”

 

List two literary elements found in the quote above.

 

 

 

 

 

27) “O, she doth teach the torches to burn bright

She hangs upon the cheek at night

Like a rich jewel in an Ethiop’s ear—

Beauty too rich for use, for earth too dear”

 

List three literary devices found in the quote above.

 

 

 

 

 

28)What are three worries that Juliet expresses before she drinks the potion that Friar Lawrence has given her?

 

 

 

 

 

 

 

29)Why does the Prince say, “All are punished” at the end of the play?  Who exactly has been punished?

 

 

 

 

30)List all the people who die in the play and to what family they belong.

 

 

 

 

 

 

 

 

 

31)Why isn’t Friar John able to deliver Friar Lawrence’s letter to Romeo?

 

 

 

 

 

 

 

 

32)How old was Lady Capulet when she had Juliet?  According to Lord Capulet what did this do to her?

 

 

 

 

 

 

 

 

 

33)Friar Lawrence says that nature holds both poison and healing power.  Discuss how this works in the play?

 

 

 

 

 

 

 

 

34)What is Romeo’s tragic flaw?

 

 

 

 

 

35)Outline the following characters (tell me everything you know about them):

 

Romeo:

 

 

 

 

 

Juliet:

 

 

 

 

Tybalt:

 

 

 

 

Benvolio:

 

 

 

 

Mercutio:

 

 

 

36)Define personification

 

 

 

 

 

 

 

37)Define direct metaphor and give an example from the play.

 

 

 

 

 

 

 

38)Why does Capulet demand that Juliet marry Paris?

 

 

39)When Romeo visits the apothecary’s shop in Act 5 he compares Gold to What?

 

 

 

 

 

 

 

40) Who is Balthasar?