Sunday, September 18, 2016

September 19, 2016 - September 23, 2016 9th Grade English; "The Most Dangerous Game"














Monday, September 19th
"The Most Dangerous Game" vocabulary packet
Begin reading "The Most Dangerous Game"


Silent Sustained Reading:
Please bring your AR book to class every day this week.
You will have the opportunity to read your AR book for a few minutes in class each day.

How to Do Your Reading Log:

Your name – upper right hand corner
Class period – upper right corner underneath name

Title of the book and author on the first line of the paper.
To the left, please write the page numbers you read, from where you started to where you stopped during each reading session.

A brief synopsis (summary) of what you read.
Plus a brief comment.
A prediction

Example of How to Do the AR Reading Log: 

Lord Loss by Darren Shan

Shianne:
Pages 1 – 10: Grubbs is a young student who got caught smoking cigarettes at school. He is now in the principal’s office with his mother. His mother is yelling at the principal for allowing this to happen. Grubbs goes with his mother who continues yelling at him, and he knows he’s really in trouble, when she says, “Just wait until your father comes home!”
Comment: Oh, he’s in trouble, now! I honestly think cigarettes are far worse than pot.
Prediction: I think he’s going to get grounded.

There should be a minimum of five entries per AR book.

The final day to turn in your reading log and the AR test for your current AR book is Monday, October 17th.

Read “The Most Dangerous Game”, pages 4 – 5. Stopped at the paragraph break in the right column of page 5.



Tuesday, September 20th: 
Silent Sustained Reading
Reading log of what you have just read in your AR book. Refer above to how to do your reading logs. 
Continue reading "The Most Dangerous Game"
Discussion of exposition
Theme



Wednesday, September 21st: 

"The Most Dangerous Game"

Pages 5, 6, 7
Pair up, look for the following information and write in your new reading log the following information:
The description of the setting
What is the mood of the story. Look for words that set up the mood.
1.     “The old charts call it Ship-Trap Island.” (page 5)
2.     “Sailors have a curious dread of the place….Some superstition.” (page 5)
Carolina and Jennifer:
Page 6
“Even cannibals wouldn’t live in such a godforsaken place.”
Onyx and Rachel:
Page 5
“…dank tropical night was palpable as it pressed its thick warm blackness in upon the yacht.”
Shianne and Odalys:
Page 6
“There was no breeze. The sea was as flat as a plate glass window."

Sofia and Gina:
Page 6
“This place has an evil name among sea-faring men.”

Jasmin and Pauline:
Page 6:
“Even that tough minded old Swede  who’d go up to the devil himself and ask him for a light...had a strange look in his eyes....”

Page 6: 
Maricarmen and Maiya
"This place has a reputation. A bad one.”

Samantha and Malia
Page 6:
“Sometimes I think evil is a tangible thing – with wave lengths, just as sound and light has.”

Kimberly and Mercedes:
Page 6
“An evil place can, so to speak, broadcast evil…”

Onyx and Rachel
Page 6
“…the muffled throb of the engine that drove the yacht swiftly through the darkness.”

Danny
Page 6
“Don’t you feel anything? – As if the air about us was actually poisonous?”

Julio:
Page 6
“What I felt was a sort of mental chill.”

Carolina and Jennifer
Page 6
It was so dark that he thought he could sleep without closing his eyes. "...the night would be my eyelids.”

Vocabulary:
Palpable: capable of being touched
Tangible: Real, material, touchable
Leering: To grin in a mocking, disrespectful way
Chateau: a country home
Palatial: having the qualities of a palace; large and splendid.
Gargoyle: A statue of a goblin or a demon placed on old churches, buildings, and mansion to scare away evil spirits.

Rainsford knocks on the door of the chateau. When the door opens a huge man is standing there holding a revolver straight at Rainsford’s chest.
What happens next?


Thursday, September 22nd: 
Silent Sustained Reading
Reading logs:
Summary, comment, prediction

“The Most Dangerous Game”
Readers:
Kate
Mercedes

Vocabulary:
Czar: a Russian word for king
Baron: it is a degree of royal rank. Just below a duke.

Summary:
Just as Ivan is about to pull the trigger to kill Rainsford, he suddenly stops and salutes. A very unusual man is descending the staircase in formal evening wear. His name is General Zaroff.

Zaroff tells Rainsford that Ivan is a Cossack - "A strong fellow but deaf and dumb (mute)."

Foreshadowing:
Samantha: something which references an event that is going to happen later in the story.

Zaroff  and Ivan are Cossacks, a group of people known for their fierceness on the battlefield, their skill as horsemen and their cruelty.  Zaroff invites Rainsford to dinner where he tells him he has grown bored with hunting.

Zaroff is very rich. The guest bedroom has a bed of “baronial splendor” – or worthy of a baron.  The suit laid out for Rainsford to wear is made by a tailor who makes clothes only for kings and princes. The table in the dining hall is long enough to seat forty men.  And the walls of the great dining hall are lined with animal heads……

Prediction: What do you think is going to happen next? 


Friday, September 23rd:

Silent Sustained Reading
Read log after reading: summary, comment, prediction

Read “The Most Dangerous Game”
Page 10
Right hand column, fourth paragraph; begin with “The general smiled.”

Vocabulary:

Surmounted: to overcome

Quarry: prey
Crimea: a peninsula south of Russian which juts into the Black Sea 
Caucasus: mountain range between southeastern Europe and western Asia.
Prolonged: extended 
Debacle: complete and total disaster; a failed mission 
The debacle Zaroff is referring to is the Bolshevik Revolution in 1917 in which the Czar, his government, and the ruling aristocracy were overthrown by people who set up a communist system of government which would redistribute the wealth to peasants. 
The War: World War 1, 1914 - 1918, was centered in Europe, and at the time one of the bloodiest wars in history. 
Monte Carlo: a gambling resort in the tiny country of Monaco on the Mediterranean Sea. 
The Ganges: a river in northern India and Bangladesh, thought to be sacred.
Imprudent: Unwise 
Condone: to allow an activity of dubious morality by saying nothing or doing nothing, thereby allowing it to occur.  
Quizically: mild amusement 
Naive: innocent; not knowing or understanding the ways of the world; looking at the world from the perspective of a child

Who does the general hunt?
Humans
What is General Zaroff’s attitude towards the men he hunts?
Carolina, “A thoroughbred or a thoroughbred dog is worth than these men.”
Samantha, “Scum of the earth.”
Jasmin, “Mongrels!”
How does he get these men on the island?
Onyx and Carolina:
He tricks them by making them think that there is a lighthouse where there is actually rocks.
Read from page 10 – 16; stopped on the right column, second paragraph – “He hummed a snatch of song from the Folies-Bergere.

Write a brief summary of what we have read, a comment, and a prediction.







Projecting into the future: 
"The Most Dangerous Game" packet will be due
"The Most Dangerous Game" test
Break into groups of four to construct "The Most Dangerous Game" board game

Projecting into the future:
"Can Animals Think?"
Write a persuasive essay on "Can Animals Think?"

Monday, September 12, 2016

September 12, 2016 - September 16, 2016 Weekly Agenda; AR












Monday, September 12th:
Library for orientation and receiving lauds email accounts

Tuesday, September 13th: 
Library to take the Star Test for reading levels.

Wednesday, September 14th: 
Pass out the students Star Reading Levels 
Library today for orientation and to check out books for AR 

Thursday, September 15th: 
Library for final orientation and tests over library procedures.
If you have not yet found an AR book,  please do so today.

Friday, September 16th: 

Please bring your AR book today to read in class.
At the end of the period, on a sheet of paper, write the name of the book, the page numbers that you read, and a minimum of a five line summary, and a comment about the book, and a prediction.

 



Friday, September 09, 2016

September 6, 2016 - September 9, 2016 9th Grade Agenda: The Sniper

Tuesday, September 6th: 

Vocabulary:
Julio, Karla, Pamela
Wrangle: to fight or to wrestle with something difficult  or to argue loudly
Churlish: rude
Revert: to go back to a prior state
Acted out “The Sniper” as a review for the test: 
The actors acted out the short story while I asked questions prodding the kids about what happened next.  The kids, following the story in the book, called out the action while the actors acted it out.

Actors: Ashanti, Carolina, Jennifer, Kate, Pamela

Wednesday, September 7th: 

Passed out “The Sniper” packet to the following students:
Ashley, Samantha, John, Danny, Odalys, Shianne, Karla, Jennifer
"The Sniper" packet will be due for the above students on Friday, September 9th.

Test over "The Sniper"

Part 2 of “The Sniper” Test
Liam O’Flaherty writes about people who are living in the middle of a civil war. How would you describe his feelings about war?

On a separate sheet of paper, write a paragraph explaining your point of view and citing parts of the story that influence your opinion.

Thursday, September 8th: 

Could not access Kahoot.it.com to do vocabulary review for students. Went to Plan B instead. 

Assigned: Holt Handbook:  pages 15 - 16
Do exercise 8 and exercise 9
Exercise 8:
Please write out the entire sentences and underline the main verb and the helping verb
Exercise 9:
Please write out the entire sentences and underline the main verb, the helping verb, and the verb phrase

Friday, September 9th: 

Finish pages 14 – 15, exercises 8 and 9 in Holt Handbook
Acted out the verb sentences:
1.     did need
2.     has designed
3.     must spend
4.     will be using
5.     does walk
6.     will be exercising
7.     is reminding
8.     Must wear
9.     Should try
10. Might not / have healed
Do improv using verb tenses
Read “Do Animals Think?”; page 27 in Holt Literature and Language Arts
Read up to page 28 to first heading.

For Monday, outline and do Cornell notes on reading.  

Sunday, August 28, 2016

August 29, 2016 - September 2, 2016 Weekly Agenda for 9th Grade English; The Sniper

Monday, August 29th: 

Warm-ups: Vocabulary Presentations:
Three students create a scene using three of the twenty vocabulary words from Unit One, Vocabulary Workshop:Level C

Essay: 
Go over the format of the essay:
Introduction 
Thesis statement
One sentence per point (3 altogether)
Transitional sentence

1st Body Paragraph
Mini-thesis statement 
State issue
Develop issue - give scenarios, real life situations
Evidence
Cite evidence
Explain how this supports your position 

Repeat for 2nd 

3rd Body Paragraph
Counter claim

Conclusion
State your opinion 
State in one sentence each point 
Conclusion 

Tuesday, August 30th: 


Warm-ups:
Vocabulary Word Presentations:  Collaborate, Hover, Revert
Performers: Ashanti, Samantha, Sandra

Setting: A war. A civil war. Ireland. The sniper was  a  Republican.  He was fighting the free staters. What countries did these two sides represent? Ireland and England.
Civil War: a war that occurs inside a country, tearing the country and families apart.

Please answer in complete sentences in legible (able to be read) and neat:

1.     What is a fanatic? Carolina and Sandra get two points!
2.     What is the sniper fanatical about?  Points: John and Danny – fanatical about who the sniper shot?  He is fanatical about the war. He wants freedom from England so that his country is free.
3.     The author’s use of the phrase “cold gleam” implies: the sniper is enjoying what he is about to do – which is to kill someone. 

4.     What risk did the sniper take? Points: Carolina and Sandra – he risked getting shot.  The Sniper lit a cigarette and the light can be seen in the dark.

  Please finish answering the questions over “The Sniper”. Please write in complete sentences and use quotations from the short story. 


Wednesday, August 31st:

Passed out the vocabulary, irony, and verb packets fro "The Sniper"
Go over "Developing Vocabulary"
Vocabulary word:
Envelop: to wrap or to cover
Student vocabulary sentence:
Ashanti:
We enveloped his presents in wrapping paper.

Vocabulary word:
Fleecy: soft, light , like  wool.
John: My pillow resembled a nice fleecy sheep; it was very fleecy and soft.

Vocabulary word:
Beleaguered: to be harassed, to be besieged, to be encircled by an army.
A young mother who has three small children under the age of five may feel beleaguered.

For Homework: Finish "Developing Vocabulary" tonight.

Classwork: Start working on “Situational Irony” – did the first box in class.

Did improv on situational irony.
Participants: Itsel, Kate, Carolina, Julio, Ashanti
Mother finds drugs in the bedroom of her two daughters. One is a perfect child – straight “As”; the other one is a wild child. Mom immediately suspects the wild child and threatens to kick her out, until the perfect child confesses.

Bring the packet to school tomorrow.

Thursday, September 1st:

Warm-ups: 

Vocabulary Presentations:

Following students performed a sketch using three vocabulary words:  Jasmin, Maricarmen, Maiya
Vocabulary words: discordant, rubble, wrangle

Please do not use: collaborate, discordant, rubble, wrangle
Worked on “The Sniper” handout: Situational Irony
Finish “The Sniper” packet for homework over the weekend and turn it in on Tuesday, September 6th.
Did “The Verb Game” – someone demonstrates an action verb and everyone in circle does it.
Did “Pass the Clap” to wake the kids up
Collected the discussion questions to “The Sniper”



Tuesday, August 23, 2016

August 22, 2016 - August 26, 2016 Weekly Agenda for 9th Grade English: Persuasive Paper

Monday, August 22nd: 
 

Tomorrow, please bring your vocabulary book, Level C.
Read “Do Parents Have Different Hopes and Standards for Their Sons and Daughters?
Readers:
Mercedes
Vocabulary:
Anonymous: unknown
Aggregate: Different elements combined for a result

"Boys vs. Girls: Should parents apply same rules to both genders?"
Reader:
Pamela

 Thesis Statement is what the essay is about and also expresses your position or opinion on the subject.

On a separate sheet of paper, write your thesis statement. You may change it or even change your position on the topic. 

Tuesday, August 23rd: 

Today, Vocabulary, Level C, Unit One will be assigned; Unit 1 will be due on Monday, August 29th. 
 How to do the homework for Vocabulary Level C, Unit 1

Vocabulary, Level C
Unit One will  be due on Monday, August 29th
Pages 21 – 27
Definitions: 
Pages 21 – 23
All twenty words!
Definitions:
Write the word
Write the part of speech (it’s in parenthesis)
Write the definition
Write the sentence
Write the synonyms

1.     Adage (n.) a proverb, a wise saying
Sentence: One way to begin an informal speech or an oral report is to quote an old adage.
Synonyms: maxim, a saw, aphorism

Be sure to do all twenty  words from page 21 to page 23

Pages 24 – 25:
Completing the Sentence; 1 – 20
All you have to do for Completing the Sentence is write the correct vocabulary word.

Synonyms; page 25
1 – 15
Write the short phrase; underline the bold faced word, then write the correct vocabulary word which is the synonym for the bold faced word.
Example:
1.     As the ad campaign slowly unfolded: evolved

Antonyms; page 25
16 – 20
Write the short phrase, underline the bold faced word, then write the correct vocabulary which means the opposite of the vocabulary word.

16. Surprised by the harmonious ending of the piece: discordant
Be sure to do all five antonyms the same way

Page 26; Choosing the Right Word
Just write the correct vocabulary words for sentences 1 – 20

Page 27:  Vocabulary in Context
Read “A Dynamic and Creative Duo”
Answer the questions 1 – 5
Write the brief phrase and then the letter and the correct word.

This is due on Monday, August 29th

Wednesday, August 24th: 

Write an original sentence using one of your vocabulary words:
Adage: an old wise saying; for example: “Early to bed, early to rise, makes a person healthy, wealthy, and wise.
Bonanza: a rich mass of ore or gold. Sudden appearance of wealth or gold.
Ashanti:
Grope: to fumble about searching for something
I had to grope for her glasses because they fell off during the night.
Eli:
Jostle: to make or force one’s way through a group of people
As Zack was walking through the hallway he was jostling people’s backpack.
Collaborate: to cooperate
Briana: She collaborated with her sister on a class project.
Theatre Improv:
Shianne, Danny, Onyx

The thesis of the paper:
I agree that there should be different standards of behavior for boys and girls because boys and girls are different and have different needs.

 I believe that the same standard of behavior should be applied to both boys and girls because they are individuals and should have the same rights.

The thesis statement should have both the topic of the persuasive essay and your position on the topic.

Decide which side of the thesis you are on: Then find evidence to support your opinion in the handouts and underline it.  Please notice from which handout you found the evidence. 

Jasmin:
“Boys vs. Girls”
According to Myrna Beth Haskell, the writer of “Boys vs. Girls”, Researchers have found that there are gender differences in the brain, such as girls having more seratonin and stronger neural connections than boys, and boys having less oxytocin (love chemicals which makes mothers love their babies). In part, neurological differences account for characteristics such as boys being more impulsive and girls being more communicative.

Maricarmen:
“All teens experience risk and parents should be observant,” Michael Assel, associate professor of pediatrics at University of Texas cautions.

Onyx:
“In her book, Pink Brain, Blue Brain: How Small Differences Grow into Troublesome Gaps – and What We Can Do About It?  Neuroscientist Lise Elliot explains that there is little solid evidence of organic sex differences in children’s brains.

For homework tonight: Find two more examples of evidence and write them in your notes.





Tuesday, August 16, 2016

August 16, 2016 - August 19, 2016 9th Grade English Class:Persuasive Paper


















Tuesday, August 16th:
Student check in
Pass out and go over class syllabus

Wednesday, August 17th:
Assign seats
Five paragraph essay on "Do Parents Have Different Expectations for Their Sons and Daughters?"
Class discussion regarding how girls and boys are raised


Thursday, August 18th:
Check out books


Friday, August 19th:

Journal:
Do you think it’s right that parents treat their sons and daughters differently? For example, some parents are much stricter with their daughters than they are with their sons. They allow their sons to stay out later or they don’t make the sons do house work. What do you think? Do you have any personal experience with this? Do you think this is right?

Readers:
Kate
Mercedes
Ashanti
Commentators:
Jennifer Sweetin
Maricarmen
Raising Boys vs. Raising Girls: A Case for the Double Standard

Read “Safety Plan” again and then discuss with your nearest partner what does “safety plan” mean? What advice would you give your fourteen year old son or daughter on the first day of school or just before their first date? Be specific about the advice you would give. Would your advice be different for your son and daughter? Why?

Shares:
Kate
Hellen
Sophia
Ashanti

Improvs:
Mother confronts daughter about short pants – Ashanti and Shianne
Father confronts son about his sagging pants – Daniel and Elijah


Please bring your handouts on Monday. On Tuesday, you will be given two handouts to read and discuss. Then you will be given an essay organizer which you will use to write your essay.

Monday, June 06, 2016

June 6, 2016 - June 10, 2016 Weekly Agenda for 9th Grade English: Romeo and Juliet Final Essay

 
Monday, June 6th
Last Day of Instruction Before the Finals: 
1st Period:
BIC:
Work on the Romeo and Juliet essay and any other outstanding work that is owed.

For tomorrow: your Romeo and Juliet essay is due. 
Make Sure  You Do the Following in the Essay:
Double-space
You have at least two paragraphs per page
You have an introductory paragraph with the thesis statement
The introductory paragraph has the title of the play and the author’s full name
The introductory paragraph has one sentence per idea you are discussing in the essay
You DO NOT WRITE “MY ESSAY IS ABOUT….” or “I AM GOING TO WRITE ABOUT….”
Make sure that each sentence has a subject and a verb and expresses a complete thought!!!!!!!
Make sure that you do NOT CONNECT TWO SENTENCES WITH A COMMA OR WITH NOTHING AT ALL – this is called a FUSED SENTENCE OR A RUN ON!!!!
Make sure that you capitalize all proper nouns, and the beginning of each sentence.
Make sure that you use an apostrophe with possessions!!! It is: David’s mother NOT David mother!!!!
Please do not use apostrophes with third person verbs. It is "He sleeps." NOT  "He sleep’s."
Please do not write: "Bill Shakespeare was a great writer he wrote the play Romeo and Juliet." WRONG!!!! Correct: "William Shakespeare was a great writer WHO wrote the play Romeo and Juliet." (Remember that we went over adjective clauses and relative pronouns just a few days ago. If you don’t remember, go over your Act lV Vocabulary packet.)


3rd Period:  
Work on the Romeo and Juliet essay and any other outstanding work that is owed.
 For tomorrow: your Romeo and Juliet essay is due. 


Make Sure  You Do the Following in the Essay:
Double-space
You have at least two paragraphs per page
You have an introductory paragraph with the thesis statement
The introductory paragraph has the title of the play and the author’s full name
The introductory paragraph has one sentence per idea you are discussing in the essay
You DO NOT WRITE “MY ESSAY IS ABOUT….” or “I AM GOING TO WRITE ABOUT….”
Make sure that each sentence has a subject and a verb and expresses a complete thought!!!!!!!
Make sure that you do NOT CONNECT TWO SENTENCES WITH A COMMA OR WITH NOTHING AT ALL – this is called a FUSED SENTENCE OR A RUN ON!!!!
Make sure that you capitalize all proper nouns, and the beginning of each sentence.
Make sure that you use an apostrophe with possessions!!! It is: David’s mother NOT David mother!!!!
Please do not use apostrophes with third person verbs. It is "He sleeps." NOT  "He sleep’s."
Please do not write: "Bill Shakespeare was a great writer he wrote the play Romeo and Juliet." WRONG!!!! Correct: "William Shakespeare was a great writer WHO wrote the play Romeo and Juliet."
(Remember that we went over adjective clauses and relative pronouns just a few days ago. If you don’t remember, go over your Act lV Vocabulary packet.)

Tuesday, June 7th: 
1st Period Final:
Turn in your essay and any outstanding work
Watch the films Romeo and Juliet and Romeo + Juliet
 

Tuesday, May 31, 2016

May 30, 2016 - June 3, 2016 Weekly Agendas; Romeo and Juliet Act Four and Five

Monday, May 30th: 
Memorial Day Holiday
No school!



Tuesday, May 31st:

BIC
Act 3 Open Book Test and Act 3 Developing Vocabulary and Literature are due today!
Passed out Act 4 Open Book Test and Act 4 Developing Vocabulary and Literature.
Went over the notes for Act 4, Scene 1
  Period 3:
Collected Act 3 Open Book Test and Act 3 Developing Vocabulary
Passed out Act 4 Open Book Test and Act 4 Developing Vocabulary
Read Act 4, Scene 2
Went over the notes for Act 4, Scene 2
Read Act 4, Scene 3
What are some of the things Juliet is afraid of if she drinks the potion?
1.     She is scared that the Friar wants to kill her because that would solve a lot of his problems. Ashley
2.     The potion might not work and she will be forced to marry Paris. Yubendi
3.     Juliet is afraid Romeo might not be there when she wakes alone in the tomb – Cooper
4.     Juliet is afraid that she will be alone in the tomb and she will see Tybalt’s ghost bashing his brains out with a skeletal bone – Josselyn and Ashley
For tomorrow:
Read Act 4, Scenes 3 and 4
Review notes


Wednesday, June 1st:

BIC:

Read Act 4, Scene 3:

Questions:

What was Lady Capulet’s attitude towards Juliet and the impending marriage?

What are some of the things Juliet is afraid might happen as she prepares to drink the potion?

Juliet is afraid she might wake up before Romeo gets there – Stephanie
The Friar may have actually given her poison and she dies – Taylor
Juliet is afraid to see Tybalt’s green decomposing body – Salome
Juliet is afraid she will go crazy and dash her brains out with an ancestor’s bone
Juliet is afraid that Tybalt will grab a rapier and try to avenge his death against Romeo – Dalicia

Act 4, Scene 4:
What is the Nurse’s real name?
Angelica 
What kind of mood are Lord and Lady Capulet and the Nurse in?
They are in a happy, jovial mood.
The women are teasing him about being a housewife and in his younger days he was a player. “You have been a mouse hunt in your time.”

Act 4, Scene 4:
What type of irony is demonstrated in this scene?

For a thorough analysis of plot, character, and figurative language, please go to the link on this blog Romeo and Juliet: Act 4

Passed out the essay prompts for Romeo and Juliet
For tomorrow:
Pass out the rubric and the graphic organizer for the essay.
Go over the relative pronoun handout in the Vocabulary/Grammar packet.
Begin reading Act 5




Period 3:

Pass out the essay prompts, the rubric, and the graphic organizer for the essay.

Essay will be due on Monday, June 6th.

Finished read Act 4, Scene 4 and 5



Discussion regarding comprehension, character, plot, figurative language.
Act 4, Scene 4:
What is the Nurse’s real name?
Angelica 
What kind of mood are Lord and Lady Capulet and the Nurse in?
They are in a happy, jovial mood.
The women are teasing him about being a housewife and in his younger days he was a player. “You have been a mouse hunt in your time.”

Act 4, Scene 4:
What type of irony is demonstrated in this scene?
 

For additional information of Act 4 of Romeo and Juliet,  please go to the link on this blog, Romeo and Juliet, Act 4.

 
Thursday, June 2nd:
1st Period:
BIC
Went over adjective clauses in the Romeo and Juliet Developing Vocabulary Packet.  A clause is a group of words with a noun and a verb but does not express a complete thought. It can be used to describe another noun, which means it is acting like an adjective.
An adjective clause is a group of words introduced by a relative pronoun.
Relative pronouns are: that, which, who, whom, and whose.

In Exercise 1, please circle the relative pronoun, underline the adjective clause, and draw an arrow pointing to the noun it is describing, (Hint: the noun is almost always just before the relative pronoun.)

1.     Shakespeare was an actor as well as a writer who appeared in the Globe Theatre.

2.     Shakespeare, who was an actor as well as a writer, appeared in the Globe Theatre.
3.     A fire, which started in the thatched roof during a performance of Henry Vlll,
destroyed the Globe theatre.
A fire that started in the thatched roof during a performance of Henry Vlll destroyed the Globe theatre.

Please do exercises 1 and 2 in the “Adjective Clause” portion of the Romeo and Juliet Developing Vocabulary packet.

Went over Act 4, Scene 5 for comprehension, character, plot, and figurative language.
Read Act 5, Scenes 1 and 2.
Went over Act 5, Scene 1 up to line 23.

For additional information about Act 4, Scene 5, please go to the link on this blog for Romeo and Juliet,  Act 4.

For Friday, go over Act 5, Scenes 1 and 2
Read Act 5, Scene 3.
Pass out: Act 5 Open Book Test and Developing Vocabulary and Grammar packet.
Pass out: essay prompts, rubric, and graphic organizer

Period 3:

Went over adjective clauses in the Romeo and Juliet Developing Vocabulary Packet.  A clause is a group of words with a noun and a verb but does not express a complete thought. It can be used to describe another noun, which means it is acting like an adjective.
An adjective clause is a group of words introduced by a relative pronoun.
Relative pronouns are: that, which, who, whom, and whose.

In Exercise 1, please circle the relative pronoun, underline the adjective clause, and draw an arrow pointing to the noun it is describing, (Hint: the noun is almost always just before the relative pronoun.)

1.     Shakespeare was an actor as well as a writer who appeared in the Globe Theatre.

2.     Shakespeare, who was an actor as well as a writer, appeared in the Globe Theatre.
3.     A fire, which started in the thatched roof during a performance of Henry Vlll,
destroyed the Globe theatre.
A fire that started in the thatched roof during a performance of Henry Vlll destroyed the Globe theatre.

Please do exercises 1 and 2 in the “Adjective Clause” portion of the Romeo and Juliet Developing Vocabulary packet.

Read Romeo and Juliet, Act 5, Scenes 1, 2, and 3 – up to line 40 in Scene 3.

For tomorrow:
Go over Romeo and Juliet, Act 5, Scenes 1, 2, and 3 – up to line 40. Continue reading Act 5 to the end.

The following will be due on Monday, June 6th:
Acts 4 and 5 Open Book Tests
Acts 4 and 5 Developing Vocabulary Packet
The Romeo and Juliet essay 


Friday, June 3rd:

1st Period:

BIC
Passed out:

 Act 5 Open Book Test
Act 5 Vocabulary
Due Monday, June 6th
Reviewed Act 5, Scenes 1 and 2:
Comprehension, characters, plot
Read Act 5, Scene 3
Stopped at line 305, Prince’s “A glooming peace this morning…”

3rd Period:
Quick review of Act 5, Scenes 1 and 2  in Romeo and Juliet
Read Act 5, Scene 3 of Romeo and Juliet
Quick review of Act 5, Scene 3 of Romeo and Juliet
Watched the first ten minutes of Baz Lurhmann's Romeo and Juliet 
For more detailed information about Act 5 of Romeo and Juliet, please click on the link on this blog: Romeo and Juliet; Act 5