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AN SS GUARD
16 years ago
Wednesday, May 6, 2009
Friday, May 1, 2009
HOME - Point of View
Write 3-4 paragraphs from the point of view of a guard at a concentration camp. Did they want to be there? What where their thoughts? You might look up the book SUNFLOWER - or a plot of the book for help. There are no right answers - just questions.
Wednesday, April 22, 2009
NIght Assignement
Elie Wiesel once stated the "Indifference is worse than hate". In a short essay explore how this statement is seen in NIGHT.
Wednesday, April 1, 2009
Blame Someone?
Second drafts of your R&J blame essays are due Monday. Remember, please use evidence from the text.
I'm watching!
Wednesday, March 18, 2009
Who's to Blame?
Due when you get back from Spring Break: 1 page essay on who is to blame for the deaths of Romeo and Juliet. Remember choose only one character, make an argument and back your argument up with proof from the text.
Wednesday, February 25, 2009
2/26 and 2/27
Work on your translations and your acting. Please don't plagiarize other people's translations. This includes NO FEAR SHAKESPEARE or the book: ROMEO AND JULIET (Shakespeare Made Easy). I've seen most of these translations and your receive a ZERO on the translation part of this project.
See you MONDAY!
See you MONDAY!
Monday, February 16, 2009
Monday 2/16: Classwork and New Vocabulary
Period 4: Sonnet Assignment (below) Due: Wednesday.
New Vocabulary Words (below).
R&J Review Guide.
HW: Quiz on Act II tomorrow.
SONNET ASSIGNMENT
30 points
OBJECTIVE: Students will be able to demonstrate an understanding of the sonnet form by writing a sonnet in proper sonnet format and using a traditional sonnet theme (check your notes if you’re forgotten traditional sonnet themes).
Sonnets will need to include each of the following
1) Fourteen lines
2) A rhyme scheme of ABABCDCDEFEFGG (you do not need to use true rhyme if you know other
types of rhyme such as assonance, consonance, alliteration)
3) Three quatrains and a couple
4) Ten syllables per line
5) Imagery and at least 1 metaphor, 1 example of personification, 1 simile
6) A title
VOCABULARY
Remnants
Penury
Haughty
Sepulcher
Ambiguities
Scourge
Caitiff
Apothecary
Beshrew
Peruse
Inauspicious
Amorous
New Vocabulary Words (below).
R&J Review Guide.
HW: Quiz on Act II tomorrow.
SONNET ASSIGNMENT
30 points
OBJECTIVE: Students will be able to demonstrate an understanding of the sonnet form by writing a sonnet in proper sonnet format and using a traditional sonnet theme (check your notes if you’re forgotten traditional sonnet themes).
Sonnets will need to include each of the following
1) Fourteen lines
2) A rhyme scheme of ABABCDCDEFEFGG (you do not need to use true rhyme if you know other
types of rhyme such as assonance, consonance, alliteration)
3) Three quatrains and a couple
4) Ten syllables per line
5) Imagery and at least 1 metaphor, 1 example of personification, 1 simile
6) A title
VOCABULARY
Remnants
Penury
Haughty
Sepulcher
Ambiguities
Scourge
Caitiff
Apothecary
Beshrew
Peruse
Inauspicious
Amorous
Tuesday, February 10, 2009
Homework
This week: work on Queen of Mab drawing.
Shakespeare Scavenger Hunter.
Writing Shakespeare Insults.
Tuesday: Quiz on Act II.
Shakespeare Scavenger Hunter.
Writing Shakespeare Insults.
Tuesday: Quiz on Act II.
Wednesday, February 4, 2009
Words of the DAY
Wayward (Adj)
The wayward boy ran from the police.
Dismal (Adj)
The dismal performance by the Skagway team lost them the game.
Fickle (Adj)
His fickle attitude made him unpredictable.
Conduit
Her eyes were like conduits for her tears.
The wayward boy ran from the police.
Dismal (Adj)
The dismal performance by the Skagway team lost them the game.
Fickle (Adj)
His fickle attitude made him unpredictable.
Conduit
Her eyes were like conduits for her tears.
Tuesday, February 3, 2009
WORDS OF THE DAY
Devise (V)
I will devise a plan to overthrow the town.
Pensive (ADJ)
This pensive attitude will not be tolerated.
Consort (V or N)
I will not consort with tiny Timmy.
I will devise a plan to overthrow the town.
Pensive (ADJ)
This pensive attitude will not be tolerated.
Consort (V or N)
I will not consort with tiny Timmy.
Monday, February 2, 2009
Words of the Day
Forsworn (V or ADJ)
Mr. Fielding will not be forsworn.
Gallant (ADJ)
The gallant Anna dunked the ball.
Exile (V)
If Haines beats the girls' team, Mr. Fielding will exile his students.
Mr. Fielding will not be forsworn.
Gallant (ADJ)
The gallant Anna dunked the ball.
Exile (V)
If Haines beats the girls' team, Mr. Fielding will exile his students.
Thursday, January 29, 2009
New Vocabulary Words
1. Absolved:
2. Loathsome:
3. Forsworn:
4. Gallant:
5. Exile:
6. Devise:
7. Pensive
8. Consort:
9. Wayward:
10. Dismal:
11. Fickle:
12. Conduit:
2. Loathsome:
3. Forsworn:
4. Gallant:
5. Exile:
6. Devise:
7. Pensive
8. Consort:
9. Wayward:
10. Dismal:
11. Fickle:
12. Conduit:
Thursday, January 8, 2009
Romeo and Juliet - The Movie
The 1996 version of R&J uses images to symbolize aspects of the play - such as the fire in the opening scene. Pay close attention to how the characters are dressed when the go to the ball. How does this symbolizes their personalities or who they are in the play. Choose one character and write a paragraph blog entry on how the character is dressed.
Wednesday, January 7, 2009
NOTES from Class
Okay - so we've read Act ! scenes 1-3.
Notes from today:
Elements of a Sonnet
1) 14 lines
2) 10 syllables per line (iambic pentameter- unstress stress)
3) Rhyme Scheme: abab cdcd efef gg
4) 3 Quatrains and a Couplet (this refers to idea, examples and conclusion)
Oxymoron:
Two words with opposite meanig put together to describe something
Examples: bawling love, loving hate, cold fire, sick health
Tomorrow: We will start Romeo and Juliet the movie.
Notes from today:
Elements of a Sonnet
1) 14 lines
2) 10 syllables per line (iambic pentameter- unstress stress)
3) Rhyme Scheme: abab cdcd efef gg
4) 3 Quatrains and a Couplet (this refers to idea, examples and conclusion)
Oxymoron:
Two words with opposite meanig put together to describe something
Examples: bawling love, loving hate, cold fire, sick health
Tomorrow: We will start Romeo and Juliet the movie.
Tuesday, January 6, 2009
Notes from 1/5/09
NOTES:
Dramatic Foil – A foil is a secondary character who contrasts with a major character as a way to bring out personality traits.
In Romeo and Juliet, the Nurse, the Frair, Benvolio, Mercutio are all dramatic foils.
Act A major division in the action of a play. The ends of acts are typically indicated by lowering the curtain or turning up the houselights. Playwrights frequently employ acts to accommodate changes in time, setting, characters onstage, or mood. In many full-length plays, acts are further divided into scenes, which often mark a point in the action when the location changes or when a new character enters.
Scene In drama, a scene is a subdivision of an act. In modern plays, scenes usually consist of units of action in which there are no changes in the setting or breaks in the continuity of time. According to traditional conventions, a scene changes when the location of the action shifts or when a new character enters.
Drama Derived from the Greek word dram, meaning "to do" or "to perform," the term drama may refer to a single play, a group of plays ("Jacobean drama"), or to all plays ("world drama"). Drama is designed for performance in a theater; actors take on the roles of characters, perform indicated actions, and speak the dialogue written in the script. Play is a general term for a work of dramatic literature, and a playwright is a writer who makes plays
FIVE ELEMENTS OF TRAGEDY:
1) Play must have a tragic hero
2) The hero must be fated to fall
3) The hero must have dramatic foils
4) The hero must have internal and external conflicts
5) The play raised some question about the nature of existence
ELEMENTS OF A TRAGIC HERO:
1) The tragic hero is a man of noble stature. Usually he is of noble birth
2) The tragic hero is good, though not perfect, and his fall results from his committing what Aristoltle calls “an act of injustice” either through ignorance or from a conviction that some greater good will be served. This act is, never-the-less, a criminal one ad the good hero is responsible for it even if he is totally unaware. Translated: the hero is usually virtuous in many ways, loyal to friends and family, has high moral standards, but some flaw in personality and it is this flaw that causes his downfall.
3) The hero’s misfortunate is not wholly deserved and the punishment far exceeds the crime. The audience leaves saddened by the sense of waste of human potential.
4) Though the hero may be defeated, he has dared greatly, and he gains understanding from his defeat and must become an example for others.
(Simplified: 1) Noble birth and of noble character; 2) Virtuous and loyal; 3) Has a tragic flaw; 4) Tragic flaw causes downfall; 5) The audience learns something through the characters failing).
Dramatic Foil – A foil is a secondary character who contrasts with a major character as a way to bring out personality traits.
In Romeo and Juliet, the Nurse, the Frair, Benvolio, Mercutio are all dramatic foils.
Act A major division in the action of a play. The ends of acts are typically indicated by lowering the curtain or turning up the houselights. Playwrights frequently employ acts to accommodate changes in time, setting, characters onstage, or mood. In many full-length plays, acts are further divided into scenes, which often mark a point in the action when the location changes or when a new character enters.
Scene In drama, a scene is a subdivision of an act. In modern plays, scenes usually consist of units of action in which there are no changes in the setting or breaks in the continuity of time. According to traditional conventions, a scene changes when the location of the action shifts or when a new character enters.
Drama Derived from the Greek word dram, meaning "to do" or "to perform," the term drama may refer to a single play, a group of plays ("Jacobean drama"), or to all plays ("world drama"). Drama is designed for performance in a theater; actors take on the roles of characters, perform indicated actions, and speak the dialogue written in the script. Play is a general term for a work of dramatic literature, and a playwright is a writer who makes plays
FIVE ELEMENTS OF TRAGEDY:
1) Play must have a tragic hero
2) The hero must be fated to fall
3) The hero must have dramatic foils
4) The hero must have internal and external conflicts
5) The play raised some question about the nature of existence
ELEMENTS OF A TRAGIC HERO:
1) The tragic hero is a man of noble stature. Usually he is of noble birth
2) The tragic hero is good, though not perfect, and his fall results from his committing what Aristoltle calls “an act of injustice” either through ignorance or from a conviction that some greater good will be served. This act is, never-the-less, a criminal one ad the good hero is responsible for it even if he is totally unaware. Translated: the hero is usually virtuous in many ways, loyal to friends and family, has high moral standards, but some flaw in personality and it is this flaw that causes his downfall.
3) The hero’s misfortunate is not wholly deserved and the punishment far exceeds the crime. The audience leaves saddened by the sense of waste of human potential.
4) Though the hero may be defeated, he has dared greatly, and he gains understanding from his defeat and must become an example for others.
(Simplified: 1) Noble birth and of noble character; 2) Virtuous and loyal; 3) Has a tragic flaw; 4) Tragic flaw causes downfall; 5) The audience learns something through the characters failing).
Vocabulary Words for Romeo and Juliet
1) Ambuscades:
2) Canker:
3) Pernicious:
4) Grievance:
5) Vex:
6) Transgression:
7) Augmenting:
8) Heretics:
9) Profane:
10) Propagate
2) Canker:
3) Pernicious:
4) Grievance:
5) Vex:
6) Transgression:
7) Augmenting:
8) Heretics:
9) Profane:
10) Propagate
Monday, January 5, 2009
Romeo and Juliet Unit
Shakespeare: Tragedy, Comedy and Metaphor
“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca
This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break of the structure of the play Romeo and Juliet and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas. Ultimately, students will need to answer what “Romeo and Juliet” represents to our culture and what it personally means to them. Students will need to reflect on personal experience and apply it to the play.
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
Synthesis
21) Write a sonnet
STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:
1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)
ACTIVITIES TO BE INCLUDED (but not limited to)
1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects
“The poem, the song, the picture is only water drawn from the well of people
and it should be given back to them in a cup of beauty so that they may drink—
and in drinking, understand themselves.”
--Lorca
This unit will give students a chance to look at Shakespeare from a personal and cultural perspective. The class will break of the structure of the play Romeo and Juliet and discuss how metaphor and symbol, plot and theme work in conjunction with the development of characters and ideas. Ultimately, students will need to answer what “Romeo and Juliet” represents to our culture and what it personally means to them. Students will need to reflect on personal experience and apply it to the play.
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
Synthesis
21) Write a sonnet
STUDENTS WILL BE ASSESSED IN THE FOLLOWING WAYS:
1) Class participation (this includes worksheets, homework)
2) Oral presentations and drawings
3) Individual writing (both critical and creative)
4) Character acting
5) Quizzes and Unit Final
6) Unit Project (if time permits)
ACTIVITIES TO BE INCLUDED (but not limited to)
1) short lectures
2) note guides for movies, reading and lectures
3) in-class reading/ some homework reading
4) in-class writing
5) role-plays/ simulations
6) dramatic acting of scenes and/or poems
7) drawings
8) listening to CDs related to Shakespeare
9) Projects
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