Homework:
Period 1 English 9 - Complete the Quote Collector Assignment. A digital copy can be found on the assignments page.
Period 2 English 9 - No Homework. Tomorrow, we will start the outline.
Period 4 English 10 - Complete the body paragraphs portions of the outline. Tomorrow we will type the first draft.
Period 1 English 9 - Complete the Quote Collector Assignment. A digital copy can be found on the assignments page.
Period 2 English 9 - No Homework. Tomorrow, we will start the outline.
Period 4 English 10 - Complete the body paragraphs portions of the outline. Tomorrow we will type the first draft.
In Class:
English 9
Period 1 - Today, students received the prompt for the Romeo and Juliet essay and the Quote Collector. Students chose the prompt they wanted to answer and then broke down the prompt to see what they were expected to do and what questions they are expected to answer. Once the directions were clear, students begin collecting passages from Romeo and Juliet to use as evidence in their essay. Students should gather 6 passages from the entire play and write them in the first column of the quote collector. In the second column of the quote collector students should write the context of the play leading up to the passage. This includes who says the quote, who he/she says it to, and what caused this person to say the words or perform the action. The third column asks students to explain how the passage relates to the topic of their essay. The fourth column does not need to be completed at this time. Several students were able to finish this assignment during class. Please check on your student's progress.
Period 2 - Today we examined the different passages students collected to use in their essays. Students wrote their passages on quarter sheets of paper and posted them under the appropriate essay prompt. We then reviewed the quotes and discussed their significance within the context of the play and their value as evidence to be used in answering the prompt. This took most of the period but it seems to have been time well spent as most students were able to differentiate between passages that could work versus quotes that worked the best. We finished the period by writing the first draft of the thesis statement. Tomorrow we will review these statements and begin the outline of the essay.
English 10
Period 4 - Class time was focused on revising thesis statements. We looked at four examples of thesis statements written by students in the class and identified whether the thesis had a subject, attitude, and focus. Students then reviewed their own thesis statement and then rewrote it to include all three elements (subject, attitude, focus).
Once students rewrote their thesis statements to include all of the required elements, I showed them how to use the thesis statement to write three topic sentences. An explanation can be found on this document:
English 9
Period 1 - Today, students received the prompt for the Romeo and Juliet essay and the Quote Collector. Students chose the prompt they wanted to answer and then broke down the prompt to see what they were expected to do and what questions they are expected to answer. Once the directions were clear, students begin collecting passages from Romeo and Juliet to use as evidence in their essay. Students should gather 6 passages from the entire play and write them in the first column of the quote collector. In the second column of the quote collector students should write the context of the play leading up to the passage. This includes who says the quote, who he/she says it to, and what caused this person to say the words or perform the action. The third column asks students to explain how the passage relates to the topic of their essay. The fourth column does not need to be completed at this time. Several students were able to finish this assignment during class. Please check on your student's progress.
Period 2 - Today we examined the different passages students collected to use in their essays. Students wrote their passages on quarter sheets of paper and posted them under the appropriate essay prompt. We then reviewed the quotes and discussed their significance within the context of the play and their value as evidence to be used in answering the prompt. This took most of the period but it seems to have been time well spent as most students were able to differentiate between passages that could work versus quotes that worked the best. We finished the period by writing the first draft of the thesis statement. Tomorrow we will review these statements and begin the outline of the essay.
English 10
Period 4 - Class time was focused on revising thesis statements. We looked at four examples of thesis statements written by students in the class and identified whether the thesis had a subject, attitude, and focus. Students then reviewed their own thesis statement and then rewrote it to include all three elements (subject, attitude, focus).
Once students rewrote their thesis statements to include all of the required elements, I showed them how to use the thesis statement to write three topic sentences. An explanation can be found on this document:
catcher_-_topic_sentences.pdf |
Additionally, the thesis statements we reviewed and the modifications we made can be found here:
thesis_revision_examples_1-5.pdf |