To celebrate Mr. Shakespeare’s birthday on April 23, try the following:

1.  Instead of you, say thou.

2.  Instead of y’all, say thee.

3.  Rhymed couplets are all the rage.

4.  Men are Sirrah, ladies are Mistress, and your friends are all called Cousin.

5.  Instead of cursing, try calling your tormenters jackanapes or canker-blossoms or poisonous bunch-back’d toads.

6.  Don’t waste time saying “it,” just use the letter “t” (’tis, t’will, I’ll do’t).

7.  Verse for lovers, prose for ruffians, songs for clowns.

8.  When in doubt, add the letters “eth” to the end of verbs (he runneth, he trippeth, he falleth).

9.  To add weight to your opinions, try starting them with methinks, mayhaps, in sooth or wherefore.

10.  When wooing ladies: try comparing her to a summer’s day. If that fails, say “Get thee to a nunnery!”

11.  When wooing lads: try dressing up like a man. If that fails, throw him in the Tower, banish his friends and claim the throne.                                                                                                                                                           ~from Talklikeshakespeare.org

Macbeth as You’ve Never Seen It!

March 8, 2010

1. Syllabus. Read syllabus tonight for a quiz Wednesday.
2. Signed syllabus due Friday, March 12.
3. Plan prep:  Notes.
4. Practice tests—computer lab: English & Reading (http://www.actstudent.org/sampletest/reading/read_01.html). Complete two English practice tests and one reading test. Hand in answer sheets.

March 10, 2010

1. Trimester Independent Reading Requirement:  Two books + one book project / one book conversation + one literature circle.
2. Have your first independent book by Friday, March 12 for silent reading.
3. There will be lib. time tomorrow to look for a book.
4. Hand in signed syllabus tomorrow.
5. Assignment:  Write a personal essay—My Life as an Honors Student. MLA format. Final draft due Friday at the beginning of the hour. Expect to share.
6. Writing partners—permanent choice. Think about preference.
7. Library—print poems for Escape & start essay.

March 11, 2010

1. Submitted writing partner preferences—half sheet.
2. Journal: Why Shakespeare? After 400 years, why do we still study and enjoy Shakespeare? List as many reasons as you can. Discuss
3. Video: Why Shakespeare?
4. Revisited journal: Added to previous entry. Discussed.
5. Discussed difficulties with Shakespeare’s language.
6. Assignment:  Could you write a piece today in Early Modern English? Yes, you can. Go to http://www.bookrags.com/sonnet/ and follow the directions. Be thoughtful as you select each line; you want your sonnet to make sense. Give it an original title. Save and print.
7. Library time—checked out books and completed Sonnet Shake-Up. SSR tomorrow.

March 12, 2009

1. Personal essays due: had a read-around. Selected short excerpts to read aloud. Handed in essays.
2. Sonnet Shake-up: Save your sonnets for Monday.
3. Watched the first installment of In Search of Shakespeare.
4. SSR.

March 15, 2010

1. Shared Sonnet Shake-Ups.
2. Discussed Shakespeare’s influence ((shakespeares-influence.pdf)).
3. Read Sonnet #18 (sonnet-worksheet.pdf) aloud and discussed meaning, literary devices.
4. Read a paraphrase of #18 (Sonnet #18).
5. Added definitions to journal: Shakespearean sonnet, couplet, quatrain, rhyme scheme, rhythm, meter, iambic pentameter, scansion, apostrophe, personification, paraphrase (Sonnet definitions).
6. Labeled parts of Sonnet #18.
7. Marked iambic pentameter rhythm on #18.
8. Wrote one sentence in iambic pentameter. Performed aloud.
9. Read #29 and labeled parts.
10. Discussed and then read paraphrase (Sonnet 29).
11. Homework:  Paraphrase#130. Use the glossary on Mrs. K.’s Blog (http://www.shakespearehigh.com/classroom/guide/page3.shtml).

March 16, 2010

1. Shakespeare’s inspiration for the sonnets: Watched excerpt from video In Search of Shakespeare.
2. Notes: Shakespeare’s Language (Shakespeare’s Lang. Notes).  Ask Mrs. K. for handouts.
3. Utilizing notes, double checked paraphrases of #130; compared with partners.
4. SSR.

March 17, 2010

1. Check the textflow of original of Sonnet 130 ( ).http://www.poets.org/viewmedia.php/prmMID/15557
2. Volunteers read  paraphrases aloud.
3. Mrs. K.’s paraphrase (Sonnet 130 Mrs. K).
4. Paraphrase quiz in partners.
5. Journal: add 3 terms to your list (sound-devices.pdf).
6. Scan Sonnet #130 for sound devices.
7. Assignment: Write an original sonnet. Materials: “How to Write a Sonnet” and Escape.
8. Examples in Escape by former Honors 10 students.

March 18, 2010

1. Brainstormed sonnet requirements (Sonnet requirements).
2. Worked on sonnets—completed drafts due tomorrow for partner response and revision on computer. Final drafts due Monday.
3. Completed introductory Macbeth questionnaire (macbeth-questionnaire-1.pdf). Discussed with partners.
4. Macbeth powerpoint intro:  http://pw016.k12.sd.us/macbethpowerpoint_files/frame.htm

March 19, 2010

1. Writing response of sonnets—writing partners. Use the response form (Sonnet Peer Response).
2. Revision—computer lab. Poems due Monday, March 22.
3. Reading assignment for Monday: Read handouts “Synopsis,” “Shakespeare’s Macbeth,” and “Superstition & the Supernatural.” (Ask Mrs. K. for the handouts.)
4. SSR.

March 22, 2010

1. Hand in sonnets.
2. Read “Talk like Shakespeare” (Talk Like Will). Tuesday will our official Talk Like Shakespeare day.
3. Practice early modern English:  Shakespearean Insults (Shakespearean Insults) activity.
4. Discuss today’s reading assignment:  “Synopsis,” “Shakespeare’s Macbeth,” and “Superstition & Supernatural.”
5. Background:  Powerpoint (http://www.authorstream.com/Presentation/mariakaraan-277381-intro-shakespeare-macbeth-entertainment-ppt-powerpoint/) / video (http://www.squidoo.com/shakespeare-animated-tales#module20376652).
6. Book check-out–Macbeth.
7. Read Act 1, Scenes 1-3 for tomorrow.

March 23, 2010

Speak like Shakespeare today!

1. Retrieveth sharp scissors from cart for cutting purposes and assemble thy mask. Disguise thy visage and pose thereafter for our formal portrait.
2. Share sonnets: To thy classmates’ efforts respond as Shakespeare would.
3. Macbeth vocab. assignment:  macbeth-vocabu.pdf .
4. Macbeth log assignment: macbeth-log-2.pdf.
5. Read and discuss Act 1, scenes 1 – 3.
6. Read scenes 4.
7. Homework: Update Macbeth triple-entry log and vocabulary.

March 24, 2010

1. Notes:  5-Part Dramatic Structure of Tragedy.  (Ask Mrs. K.)
2. Photos of Scotland ( http://blog.scotlandview.co.uk/mediagallery/slideshow.php?aid=9&f=1&sort=0).
3. Discuss symbol quotations recorded in triple-entry logs. What have you found?
4. Journal notes and demo:  Denotation/connotation, stress, inflection, pause/movement (stress-inflection-lesson.pdf).
5. Perform Macbeth, Act 1, scenes 5 & 6.
6. Assignment: Read Act I, scene 7.  Add scenes 5-7 to log.

March 25, 2010

1. Notes: Subtext (subtext.pdf) + demo & practice.
2. Video: Macbeth’s soliloquy (1.7.1-28).
3. 1.7.1-28  performances & discussion.
4. 1.7.29-96 performances & discussion.
5. Quiz over Act I.  Ask Mrs. K.
6. Homework: Read Act 2, scenes 1 & 2. Continue triple-entry journal.

March 26, 2010

1. Read summary of Act II, scene 1.
2. Define promptbook: a copy of the script of a play, containing cues and notes, used by the prompter, stage manager, etc.
3. Partners Assignment: Using side notes, No Fear Shakespeare, and C. T. Onions’ A Shakespeare Glossary, prepare promptbook (Macbeth promptbook) for Act II, scene 2, paying particular attention to subtext.
4. On Monday partners will perform part of II.2 with direction from the rest of the class.
5. SSR.
6. Homework: Finish reading Act II. Continue triple entry log.

March 29, 2010

1. Identified sound devices in original sonnets–alliteration, consonance, and assonance.
2. Took a look at the Macbeth links in the Shakespeare category on Mrs. K.’s Blog, especially “Enjoying Macbeth,” “Land of Macbeth,” and “Macbeth Picture Page.”
3. Have no fear about using No Fear Shakespeare.
4. Stage terms handout. Updated promptbooks for Act II, scene 2 started last Friday.
5. Volunteer partners acted II.2, following directions (from promptbooks) from the rest of the class. Handed in promptbooks.
6. Video: Act II, scenes 1 & 2.
7. Summarized scenes 3 & 4.
8. Homework: Read Act III, scenes 1 – 3. Continue triple entry log.

March 30, 2010

1. Macbeth group search: Act III, scenes 1, 2, 3 (partner-search-act-iii.pdf).
2. Groups presented: Scene 1 explanation, scene 2 explanation, and a stunning staging of scene 3.
3. Discussed staging issues for III.4 (Act III, scene 4 Issues).
4. Viewed film of III.4.
5. Assignment: Finish Act III. Continue triple-entry log. Prepare for the witches’ return!!
6. SSR.

March 31, 2010

1. Summarized / discussed Macbeth III.5 & III.6.
2. Assigned parts for chorale reading of IV.1.1-38 (round-the-cauldron2.pdf).
3. Performed chorale reading.
4. Watched film version of IV.1.
5. Finished reading IV.1 and discussed effects on Macbeth.
6. Homework: Finish reading Act IV. Continue vocabulary and triple-entry log.
7. Macbeth vocabulary due date:  April l4.  Log due date:  April 16.

April 1, 2010

1. Summarized and discussed Macbeth, Act IV, scenes 2 and 3.
2. Read and discussed Act V, scene 1.
3. Viewed Act V, scenes 2 – 8.
4. Assignments:  Read scenes 2 – 8 and finish triple-entry log.  Read two scene performance handouts.
5. Reminders:  Vocabulary due date:  April l4.  Log due date:  April 16.

April 2 – 11

Spring Break!  See you on April 12.

April 12, 2010

1. Reminders:  Vocabulary due date:  April l4.  Log due date:  April 16.
2. Discuss Macbeth impromptu scene performance (Macbeth Scene Performanc2) (Macbeth Scene Rubric 2010).
3. Form groups (combine 2 partnerships) for scene performances (Macbeth Performances 2010).
4. Choose and print scenes for promptbooks (http://shakespeare.mit.edu/).
   • 1 important long scene
   • 2 important short scenes
5. Groups work on performances—today, tomorrow, and part of Wednesday.
6. Performances start on Thursday—numerical order.

April 13, 2010

1. Worked on Macbeth presentations in groups.
2. Presentations start on Thursday (Macbeth Performances 2010).

April 14, 2010

1. Archetypes:  handout.  Read for tomorrow.
2. Fantasy trip with archetypal symbols.
3. Worked on Macbeth presentations. We start presenting tomorrow!  Schedule:

• Act IV, scene 1—Danielle, Mallory, Betsy, Dom, Court
• Act IV, scene 2—Katie, Sara, Holly, Abby
• Act V, scenes 1 & 5—Alex, Taren, Julia, Emilie
• Act V, scene 8—Andrea, Mackenzie, Kaylee, Meagan

April 15, 2010

1. Impromptu scene performances today.
2. After performance, hand in ONE copy of your scene promptbook, an evaluation of another group (including compliment sandwich), and your self-evaluation (with explanatory comments).  Compliment Sandwich  = Compliment + Constructive Criticism + Compliment (repeat as necessary).

April 16, 2010

1. Hand in Macbeth logs.
2. Last presentation.
3. Archetypes continued:  Notes (http://www.vschousboe.com/classes/englishIV/pdfs/Archetypes%20in%20Literature.pdf).
4. Homework: Think! How does your archetypal symbol relate to Macbeth’s and Lady Macbeth’s actions/behavior?  Why do they act as they do?
5. SSR.

April 19, 2010

1. Took a fantasy trip in journals—archetypal symbol practice.
2. Began psychoanalytic analysis of Macbeth (archetypal).
3. Reviewed Macbeth logs.
4. Met in groups based on symbol/image choice for Macbeth log—blood or darkness/night. Compared quotation entries and reactions. Discussed where the quotations/reactions might lead–thesis possibilities.
5. Homework: Read handouts (developing-a-thesis.pdf &  verb-usage-in-essays.pdf). Following directions, write a rough thesis for the Macbeth essay. Think about ways to organize an essay around the rough thesis.

April 20, 2010

1. Notes:  Analytical essay format review (http://www.svusd.org/hp_images/4728/D26577-Response%20to%20Lit.ppt).
2. Examined examples of literary analysis thesis statements (http://www.westga.edu/~chogan/Thesis%20Statements.ppt). How could essays be organized around these thesis statements?
3. Examined examples of good and bad thesis sentences.
4. Partners:  Examine your thesis. Revised & showed to Mrs. K.
5. Homework for tomorrow: Develop a topic outline or a map from your thesis statement.
6. Be ready to draft tomorrow.
7. Deadlines: Rough draft is due Monday at the beginning of the hour for team response. Final draft is due Wednesday, April 28.SSR.
8. Independent book projects are due one week from today.

April 21, 2010

1. Handed back Macbeth performance rubrics, evaluations, promptbooks, etc.
2. Examined and discussed essay rubric (Literary Analysis Essay Rubric).
3. Shared plans with partners for feedback.
4. Began drafting.
5. Rough draft due Monday.
6. Book project due Tuesday.

April 22, 2010

Drafted Macbeth essay.  Rough draft due on Monday.

April 26, 2010

1. Peer response partners–Macbeth essay.
2. Revised in computer lab.

April 27, 2010

1. Turned in independent book project. Attached a completed Book Project Info Sheet and a grading rubric (with self-evaluation complete).
2. Introduction: Pronoun usage (http://rlsimmons.blogs.com/enc1101/files/proagree.ppt) (Indefinite Pronouns2).
3. Assignments: Pronoun practice exercises. Ask Mrs. K.
4. Continued revising Macbeth essay. Final draft due tomorrow.

April 28, 2010

1. Discuss Literature Circle groups.
2. Correct homework.
3. Subjective Case Pronouns (subjective-case-examples.pdf): Notes in journal.
4. Partner practice—pronoun case. Ask Mrs. K. for exercise.
5. Macbeth essay share.  Hand in essays.

April 29, 2010

1. Handed in Macbeth logs and books.
2. Literature Circle prep. Ask Mrs. K. for handouts.
3. Group preparatory meeting

• Explained materials and requirements
• Chose group book
• Assigned discussion jobs for all meetings.

April 30, 2010

1. Corrected subjective case practice exercise.
2. Notes in journal–objective case (Objective Case LCD 4-29).
3. Partner practice exercises.  Ask Mrs. K.
4. Meet with Lit. Circle groups in library.

• Finish book selections
• Pre-reading activity (Pre-reading)

May 3, 2010

1. Discussed lit circles.
2. Elements of fiction review–intro activity (3-of-your-favorite-characters-from-novels.pdf). Shared.
3. Took characterization notes (characterization.pdf).
4. Partners–from the lit. textbook, chose a short story to use throughout the elements of fiction review. Made a choice based on interest.
5. Assignment: Read story. While reading, choose one character to log for characterization. Design your own log format, but be sure to make use of today’s notes.

May 5, 2010

1. Little Red Riding Hood Activity: Choose a character and a point of view (other than omniscient). Re-tell the story in a quickwrite. Share. How does the story change? Shared and discussed.
2. Homework: Log your short story for point-of-view.
3. Group meetings:

• Pre-reflection
• Meeting (Shared pre-reflection and presented background material first)
• Post-reflection
• Handed in all discussion materials.

May 6, 2010

1. Pronouns again—REFLEXIVE / INTENSIVE: Powerpoint (http://visalia.k12.ca.us/eldiamante/teachers/ecarlo/powerpoints/Reflexive%20and%20Intensive%20Pronouns.ppt).
2. Read handout (myself-and-other-reflexive.pdf).
3. Practice exercise (microsoft-word-reflexive-pronouns-exer.pdf). File in portfolio.
4. Point of view partner discussion + share: Identify the point of view of your story.  WHY has the author decided on this point of view??  Shared with class.
5. Setting notes (Setting).
6. Archetypal setting activity–journal.
7. Log your short story for setting.

May 7, 2010

1. Discuss “Discussion Questions” and “Discussion Starters.” (Ask Mrs. K.)
2. Wrote pre-reflection (see handout).
3. Had Lit Circle meetings in assigned locations. Wrote post-reflections. Handed in group materials packets.
4. SSR.

May 10, 2010

1. Pronoun shifts: Information and practice (shiftspronouns.pdf) (pronounshift.pdf).
2. Setting–compare notes with partner. Tell us something brilliant about your story’s setting.
3. Notes: Plot (plot.pdf).
4. Final fiction elements notes: theme (theme-notes.pdf). Read handout (themes.pdf).
5. Homework for tomorrow: Log story for plot & theme.

May 11, 2010

1. Partner share short story log entries: plot, and theme observations of short stories.

2.        With your self-selected short story and your log entries, create a graphic literary reduction. Handouts: Directions (graphic-lit-reduc.pdf) and example (http://www.bookteacher.org/reduction.htm).

3.        For more examples of graphic organizers, try http://images.google.com/images?q=Graphic+organizers&rls=com.microsoft:en-us:IE-SearchBox&oe=UTF-8&sourceid=ie7&rlz=1I7GGLD&um=1&ie=UTF-8&ei=YXYISrTmJc-EmQfQm5nhBA&sa=X&oi=image_result_group&resnum=4&ct=title

4.        Work on organizer. Due Thursday at the beginning of the hour.

5.        SSR.

6.        Homework: Prep for tomorrow’s Lit Circle discussion.

May 12, 2010

1.    Discussed Lit Circle rubric (Literature Circle Discussion Rubric).

2.    Worked on literary reduction. Due tomorrow.

3.    Attended Lit Circle discussions.

• Set one group goal pre-discussion.
• Complete one rubric as a group post-discussion. Write one explanatory statement for each criterion.
• Hand in materials, including group rubric.

May 14, 2010

1.      Graphic Literary Reduction winners + prizes.

2.      Short story assignment:  Read your selected story thoughtfully, annotating LIKE CRAZY for literary elements, literary devices, personal observations!! Be prepared to share your annotations on Monday.

3.      SSR.

4.      Lit Circle discussions in assigned locations—9:30. Today you each will be self-evaluating, using the rubric.

• Set a personal goal; write it at the top of the rubric.
• Participate in the discussion.
• Briefly, at the end of your discussion, discuss each participant’s contributions.
• Complete your individual self-eval. Underline appropriate descriptors and explain each ranking in at least one sentence.
• Staple all materials together.

May 17, 2010

1.Partners—prepare an 8 ½ x 11 reduction of your story. You may flow over to the second side.

2.      Tomorrow you (partners) will have an oral test over your story. You may use your reduction during the test. You may not use the paper copy of the story. You must have quotations to back answers.

3.      Questions about your story? Ask them today as you work.

May 18, 2010

Oral test:

• Briefly summarize the plot so that your audience can understand your presentation.
• State your story’s theme.
• Be very clear as you support your theme with solid and relevant references to the plot, the setting, characterization, point of view, tone, and any literary devices significant to the story. Use both paraphrased and quoted evidence (citing page numbers).
• Answer Mrs. K.’s question. Explain & support.
• Both partners must speak.
• You have 10 minutes to finalize your remarks.
• Hand in literary reductions after the “test.”
• Homework: Prep for tomorrow’s Lit Circle discussion.

May 19, 2010

1.   Quick survey.

2.   Finish oral tests tomorrow.

3.   Lit Circle discussions.

• Complete one group rubric today. Underline descriptors that apply and justify each ranking in at least one sentence.
• Hand in packets at the end of the period.

May 20, 2010

1. Finished oral tests. Partners:  Handed in reductions and annotated stories.
2. Completed an Anticipation Guide (animal-farm-anticipation-guide.pdf). Answered first 8 questions and keep in class portfolio.
3. Notes:  Lit terms (Lit Terms An Farm)
4. What is a fable? Examples? (http://www.aesops-fables.org.uk/aesop-fable-the-fox-and-the-grapes.htm)
5. Fable writing activity. Ask Mrs. K. Revised fables due tomorrow.

May 21, 2010

1. Share fables with partners. Does the moral make sense?
2. Finalize fable by Monday.
3. Animal symbol activityAnimal Symbols.  What type of person could each animal symbolize? Archetypal?
4. Orwell (Orwell photo):  What is totalitarianism?  What is democratic socialism?  Look up and be prepared to share by Monday.
5. Background video (http://www.youtube.com/watch?v=mMGrIwLj7gU).
6. Lit Circles. Self-evaluations today—individuals. Remember to write at least one sentence per ranking.
7. Check bookmark for Monday’s reading assignment.

May 24, 2010

1. Russian Revolution video:  Parts 2 & 3.
2. Chapters 1 & 2: Allegorical comparison?
3. Discussed Old Major’s speech and the 7 Commandments. Predict ed problems with the commandments.
4. Presented and handed in fables.
5. Read.

May 25, 2010

1. Background essay assignment–page 100 in Animal Farm book.
2. Triple entry log (Triple Entry Log).
3. 7 Commandments handout (Seven Command).

June 1, 2010

1. Book Talks—Mr. Boxer’s room. Jellico Road and Tweak today.
2. Partners: Complete Animal Farm logs—allegory (Triple Entry Log)and 7 Commandments (Seven Command).

June 2, 2010

1. Book Talks—Mr. Boxer’s room. Fallen and Perfect Match today.
2. Continued with Animal Farm logs.

June 3, 2010

1. Book Talks—Mr. Boxer’s room.
2. Continued with Animal Farm logs.

June 4, 2010

1. Finished Book Talks—Mr. Boxer’s room.
2. Began film.
3. Logs due at film’s completion.

Honors 10 Students, you’ve reached your Blog Spot.

Welcome!  As you read your fiction and your nonfiction choices, share insights and observations related to the books. Feel free to ask questions and to react to each other. Post often (at least four times), but whatever you choose to share, have fun with your conversation.

Check regularly to see who is reacting to your ideas. Remember, I might also be commenting and questioning your posts.

Length? Minimum, fill the posting box. Should you proofread??  Of course.  Remember, each time you post, include your first name and last initial along with your book’s title and author.

If you need another copy of the summer reading letter, here is a link:  summer-2009.pdf