Homework
English 9 - Work on memorizing your sonnet. Read Act 2 scene 3 of Romeo and Juliet and make a minimum of 3 entries in your dialectical journal. See below for guidance on your journal entries.
English 10 - Read chapter 1 in the Catcher in the Rye and write down one passage (of any length) from the chapter. You will write about the passage tomorrow in class.
Classwork
English 9 - Students listened to Romeo and Juliet act 2 scenes 1 and 2. After each scene students were led through the dialectical journal activity for each scene. Through the dialectical journal, students have been keeping track of light and dark imagery, different types of love, important plot points, and examples of literary devices such as metaphor, simile, dramatic irony, and foreshadowing. Tonight studens will take their first crack at finding this information on their own. A great online resource is available here .
English 10 - Students worked in groups today to learn about a topic related to the 1950s. Students then met with a second group to teach their topic to other students. Next, students made conclusions about the 1950s. In period 4, students concluded that the time period was characterized by a strong youth voice (at times a voice of rebellion), affluence, change, unification, advancement, and conflicts between traditions and technologies. Once students made their conclusion they had to work with their group to create a metaphor for the decade using play-dough, a drawing, or even balloons.
English 9 - Work on memorizing your sonnet. Read Act 2 scene 3 of Romeo and Juliet and make a minimum of 3 entries in your dialectical journal. See below for guidance on your journal entries.
English 10 - Read chapter 1 in the Catcher in the Rye and write down one passage (of any length) from the chapter. You will write about the passage tomorrow in class.
Classwork
English 9 - Students listened to Romeo and Juliet act 2 scenes 1 and 2. After each scene students were led through the dialectical journal activity for each scene. Through the dialectical journal, students have been keeping track of light and dark imagery, different types of love, important plot points, and examples of literary devices such as metaphor, simile, dramatic irony, and foreshadowing. Tonight studens will take their first crack at finding this information on their own. A great online resource is available here .
English 10 - Students worked in groups today to learn about a topic related to the 1950s. Students then met with a second group to teach their topic to other students. Next, students made conclusions about the 1950s. In period 4, students concluded that the time period was characterized by a strong youth voice (at times a voice of rebellion), affluence, change, unification, advancement, and conflicts between traditions and technologies. Once students made their conclusion they had to work with their group to create a metaphor for the decade using play-dough, a drawing, or even balloons.