We started today by taking the vocabulary quiz over the first set of Romeo and Juliet words. Then students discussed and performed Scenes 3 and 4 of Act I from the play. Afterwards, we watched those sections from the Romeo and Juliet movie.
Homework for tonight was to finish the next Winter’s Bone discussion guide – we’ll talk about it in class tomorrow.
Today we had our whole class and small group discussions about the third section of Winter’s Bone. You all had some really sharp insights into how that book connects to the other literature that we had read this year.
Afterwards, we watched the prologue and the first scene from Romeo and Juliet – we’ll keep on that next week.
Lots of important reminders:
I hope you stay out of this miserable weather!
We had good conversations today about Winter’s Bone! I was impressed with what you guys had to say both in our large group and within your small groups. Homework for tonight was the next reading/discussion guide. With our remaining time, we worked on the Malcolm Gladwell articles on Appalachian culture.
Also, you should be working on your graphic novel projects (due Monday! don’t wait until the last minute!).
Happy Cinco de Mayo!
Today in class, we took our vocabulary quiz over Winter’s Bone words. Afterwards, students read an article from Malcolm Gladwell on the culture of Appalachia and started a reading guide (I’ll let you finish it tomorrow – get a paper copy from me if you were absent, as I don’t have electronic versions).
Homework for tonight was to finish your Winter’s Bone Discussion Guide #2 – see the posts from last week for an electronic copy.
You get a million bonus points (in my heart) if you can tell me where that line is from…
Hey, so, I came across two interesting things relating to what we have been discussing:
A comparison of Shakespeare’s vocabulary to that of contemporary rappers
A cool spoken-word poem written by a girl when she was 16:
And this doesn’t really relate to any of our lessons, it’s just fun – a high school student did this project where she altered her photos to see what she would have looked like if she had been born in another decade. That’s something I wonder about a lot – what my life would be like if I were born in 1945, or somewhere in there. You guys should do projects like this, where you get famous all over the Internet.
And since we’re talking about style, I visited Sweet Paris creperie with a friend today, and it made me want to paint the classroom walls over by my desk Tiffany blue and hang chandeliers. You guys would like that, right?
Today we discussed the first section of WB as a whole class and in small groups. I gave you the next discussion guide (due Tuesday; the electronic copy is in an earlier post) in case you’d like to keep reading over the weekend.
We also talked about the Shakespeare and Rap PowerPoint, and discussed the assignment guidelines for that – please bring a copy of what you would like to present to class on Monday (for a grade).
Your vocabulary sentences for WB are also due on Monday – there will be a quiz that day. See the Vocabulary section of the website if you lost your paper copy.
Shakespeare and Hip-Hop PowerPoint (please take notes):
On Wednesday, we had a lovely performance of Romeo and Juliet from the University of Houston. Thank you students for being such a respectful audience (and for not laughing at me too hard when I tripped over one of their swords!).
Today, we went over the practice reading quiz that we took on Tuesday, and we talked about the vocabulary words from Winter’s Bone. Sentences for those will be due on Monday (nothing special, just one sentence per word, in any order you would like).
Remember, Friday is the last day to do your poetry recitation and the last day to turn in any MAUS reading guides.
Ms. Chapman's Class (Pre-AP) 