Introduction (11 August)
HW due:
  • annotated The Death of Ivan Ilych
  • key passages assignment (hardcopy required)
  • annotated one additional novel
  • key passages assignment (hardcopy required)
1. fill out index cards and 'additional novel' list
2. collect HW (hardcopy of both key passage assignment and the additional novel - keep The Death of Ivan Ilych until next class)
3. review syllabus / expectations
4. The Death of Ivan Ilych discussion sheet
HW:
1. English 9 profile Grade 9 English Profile Sheet Revised.zip
2. bring The Death of Ivan Ilych - expect quiz

Class 1
HW due: profile; The Death of Ivan Ilych (collect at end of class to check annotations)
1. The Death of Ivan Ilych quiz
2. discussion sheet - share significant events from assigned sections
3. in-class writing sample
HW: none

Class 2
HW due: none
1. review quiz
2. complete in-class writing sample
3. collect The Death of Ivan Ilych; return 'additional' novels
HW:
1. Now that you have written about 'living a good life' while considering The Death of Ivan Ilych, what does it mean to 'live a good life' according to your additional novel? Using no more than one side of one piece of paper, create a list, chart, venn diagram OR just write a few paragraphs, comparing and contrasting what it means to live a good life in the Death of Ivan Ilych and your additional novel. This is a discussion starter homework assignment - you do not need be overly concerned with neatness or using a computer - focus on generating ideas.
2. Bring both the Death of Ivan Ilych and your additional novel to class!!

Class 3
HW due: compare / contrast assignment - see above for description
1. DOL 3
  • introduce DOL partners
  • explain wiki use
1.5 Possible trip to the textbook room - C @ 8:15am; E @ 12:15pm or 1:00pm
2. additional novel activity
  • groups assigned by Mr. Stephens
  • share your HW with your group
  • locate one passage in your additional novel that illustrates what it means to live a good life OR what it doesn't mean to live a good life
  • freeze-frame this scene while a narrator reads the passage - Mr. Stephens will explain
  • each group shares their comparison/contrast with the class
HW: none - you don't have a computer!!

Class 4
HW due: none
1. DOL 4
2. complete freeze-frame activity (three groups)
3. What is the 'good life' according to chapter 12 of The Death of Ivan Ilych?
  • read ch. 12 aloud
  • discuss with DOL partner: What is the 'good life' according to ch. 12?
  • use textual evidence to support your response
  • How might The Death of Ivan Ilych relate to Romeo and Juliet?
4. Introduce Becoming Shakespeare - A Brief Research Project
  • assign groups
  • groups select topics
HW:
1. five note cards and one source card from the assigned source for your topic

Class 5
HW due: five note cards and one source card from the assigned source for your topic
1. DOL 5
2. Becoming Shakespeare
  • share findings with partner
  • used the note card system correctly?
    • numbering
    • amount of information on each card
  • look at examples of in-text citations
  • what is the purpose of using in-text citations?
3. The Prologue to Romeo and Juliet
  • form a circle
  • various readings
  • annotate as we discuss
HW
1. five note cards and one source from a second (reliable) source for the Becoming Shakespeare project

Class 6
HW due: five note cards and one source from a second (reliable) source for the Becoming Shakespeare project
1. DOL 6
2. Create Turnitin.com accounts
3. Becoming Shakespeare
  • check labeling of note cards
  • organization and outlining
  • first person POV
  • in-text citations - see OWL site
4. "two" in the Prologue
HW:
1. approximately 500 word rough draft of your Becoming Shakespeare paper
  • written from the first person POV
  • submitted to Turnitin.com

Class 7
HW due: approximately 500 word rough draft of your Becoming Shakespeare paper
  • written from the first person POV
  • submitted to Turnitin.com
1. DOL 7
2. World Literature Independent Reading Project
World Lit Independent Reading Information Sheet-1.doc
World Literature Reading List.doc
  • to library last 20 minutes of class
3. Revise Becoming Shakespeare
4. Creating a Works Cited page
  • see links and examples on the Becoming Shakespeare page
HW:
1. Revise Becoming Shakespeare
  • do not submit to Turnitin.com
2. Create a Works Cited Page
  • see links on Becoming Shakespeare page

Class 8
HW due: revised Becoming Shakespeare; rough draft of Works Cited Page
1. DOL 8
2. revise and edit Becoming Shakespeare
3. C block to library
HW:
1. Submit final draft of Becoming Shakespeare to Turnitin.com
  • use the 'cut and paste' upload option
  • include a line break between each paragraph for submission to Turnitin.com
  • include the Works Cited page
  • use MLA format
  • double-check the Becoming Shakespeare page for specific requirements
2. Bring a hard-copy of your Becoming Shakespeare paper to class
3. Fill out the World Literature Independent Reading Project Proposal World Lit Independent Reading Information Sheet-1.doc
4. Bring a physical copy of your proposed "World Literature Independent Reading" book if you have it.
5. Make sure you bring your copy of Romeo and Juliet

Class 9
HW due: see above
1. DOL 9
2. Barbs from the Bard
3. Introduce puns
  • "What do you do when your wheels wear out? Retire."
  • "What did the boss say when he sold the carnival? It was a fair deal."
  • What is a pun??
4. Begin with Act 1 Scene 1 Lines 1-105
  • 1st reading: choral reading 1-82
  • 2nd reading: read to full stops
    • after completion - what words are unfamiliar
    • work out the first series of puns
  • 3rd reading: read to full stops
    • each student attempts to paraphrase lines into modern English
    • What's going on here? Who are these people? Are they related? What are they like? How do they feel about each other? What are the clues?
  • Page to Stage - assign parts and act out 1.1.1-82
    • students not acting are directors
HW:
1. Read Romeo and Juliet 1.1.1-247
  • make a bullet point outline of the plot events (What happens in chronological order?)
  • list the characters in the scene and list a few character traits (What do we learn about the characters in 1.1?)

Class 10
HW due: see above
1. DOL 10
2. discuss World Literature Independent Reading Project
  • fill out form on class page
  • create reading plan
  • email Mr. Stephens with your proposal before the next class if your selection is not approved
3. revise "Becoming Shakespeare" for in-text citations
  • look at example
  • circle the errors on your paper
  • we will wait to submit the final draft until Turnitin.com is renewed
4. Romeo and Juliet
  • compare HW with partner - Do yo agree with their outline?
  • we will complete our reading and 'production' of 1.1
HW:
1. revise your in-text citations, and submit to Turnitin
2. begin reading your World Lit. book if you have it - obtain a copy if necessary (remember the library!!)
  • bring your World Lit. book to class on a daily basis
3. read Romeo and Juliet 1.2-1.3
  • complete "The Love Connection" (skip Mercutio for now)
  • after reading the section answer ONE of the following questions on the back of the handout (write 5-8 sentences)
    • What is the effect of having such a variety of experiences, feelings, and attitudes about love and marriage in one play?
    • What are some complications that might arise because of these different viewpoints?
    • In addition to the feud, what are some other problems that the young lovers will encounter?

Class 11
HW due: see above
1. DOL 11
2. Complete reading schedule for World Lit. Project
3. Turnitin.com any problems?
4. A note on the grade update.
5. Complete 1.1 performance
6. Romeo and Juliet 1.2-1.3 "The Love Connection"
  • What happens in this section?
  • Discuss "The Love Connection" responses (see questions above)
HW:
1. Read 1.4
2. Complete "I Dreamt A Dream Tonight"
  • short answers are acceptable for the questions
  • don't spend an inordinate amount of time on the drawing

Class 12
HW due: see above
1. DOL 12
2. Complete "The Love Connection" discussion
  • discuss lines
  • have students share paragraphs
    • What is the effect of having such a variety of experiences, feelings, and attitudes about love and marriage in one play?
    • What are some complications that might arise because of these different viewpoints?
    • In addition to the feud, what are some other problems that the young lovers will encounter?
3. Romeo and Juliet 1.4
  • What questions and reactions did you have to 1.4?
  • What are the advantages and disadvantages of dreams? (direction, haunt, inspire, subconscious, fears, unrealistic)
  • watch the Zeffirelli version - what is striking / interesting about the film version?
  • compare "I Dreamt a Dream Tonight" with partner - discuss drawings and responses
  • What is the purpose of this scene? (introduces Mercutio, reveals Romeo's belief in dreams and fate, foreshadows tragedy)
4. Romeo and Juliet 1.5
  • Renaissance Dance - practice
  • assign roles and read 1.5 (music, directors, etc.)
HW:
1. read Romeo and Juliet 1.5
2. be prepared for a quiz over Act 1

Class 13
HW due: see above
1. DOL 13
2. Quiz
3. From Page to Stage: 1.5
(including a Renaissance dance!)
HW:
1. Read the Act 2 prologue and 2.1-2.2.
2. Summarize the action by assuming the identity of one character and writing a postcard to a friend explaining what you have seen and heard.
  • write your postcard from the 1st person POV
3. Please bring your 'World Literature' book to class

Class 14
HW due: 2.1-2.2; postcard; World Lit. book
1. DOL 13, 14
2. final performance 1.5
3. read HW to partner
4. perform example prompt book 2.1
5. begin practice prompt book for 2.2.1-52
6. World Lit. book project
7. review quiz
HW:
1. complete practice prompt book for 2.2.1-52
2. read 2.3-2.4

Class 15
HW due: prompt book for 2.2.1-52, reading of 2.3-2.4
1. DOL 15
2. review quiz
3. Prompt Book review - 2.1
4. View two versions of 2.2
  • compare the similarities and differences among the movie version and student versions
  • write in mini- lessons section of the DOL page
5. Begin the "Focus on Language" handout
HW:
1. read 2.5-2.6
2. read your World Literature book
  • be prepared to discuss what you have read so far

Class 16
HW due: read 2.5-2.6; continued to read the World Lit book
1. DOL 16
2. World Lit book reflection
  • answer the following question(s) on your World Lit wikipage
  • title it "Reflection Week 3"
  • post it at the bottom of the page
  • How is your World Lit. reading going? Are you keeping up with your reading plan? What do you think about your book so far? What are the main conflicts? Are there any particularly interesting characters? Why? Have you noticed any major themes developing? Do you see any connections between your World Lit book and anything else you have read recently?
3. Focus on Shakespeare's Language
  • read / listen to Friar Laurence's soliloquy
  • explain look for literary devices and language 'tricks'
  • split up into groups to find more examples of literary devices and language 'tricks'
  • post findings on designated wikipage
  • share and discuss "Questions to Consider"
4. Groups continue work on Shakespeare's Language
  • work with group on assigned passage, posting work on designated wikipage
5. Overview of R+J to 2.6
HW:
1. read R+J 3.1
  • follow along as someone else reads to you! Click here .
  • write a summary from any POV (your own or a character's)
  • post this on your R+J wiki page (see your class page)
2. continue reading your World Lit book

Class 17
HW due: see above
1. DOL 17
2. complete group literary devices activity
  • each group member posts findings to designated wiki page
3. 3.1
  • share summaries
  • watch / listen to 3.1
  • What is the driving emotion in this scene?
  • How does it contrast with the rest of the play up to this point?
  • What is the significance of this scene?
  • A turning point?
HW:
1. read 3.2-4
  • write a one paragraph summary for each scene (3.2, 3.3, 3.4) on your R+J wiki page

Class 18
HW due: write a one paragraph summary for each scene (3.2, 3.3, 3.4) on your R+J wiki page
1. DOL 18
Notes:
C block: Clarify significance of 3.1; complete group literary devices activity
E block: needs literary devices activity
2. 3.2
  • watch / listen to 3.2, circling all instances of the word 'night'
  • define denotation and connotation
  • What connotations or associations are given to the word 'night?'
  • What does the night imagery add to the scene?
3. Share summaries of 3.3 and 3.4.
4. Read 3.5
HW:
1. Complete the reading of 3.5 if we don't finish in class.
2. For 3. 5, post the following to your R+J wiki page:
  • identify three literary devices (hyperbole, pun, personification, metaphor, simile, classical allusions, reversed word order)
  • In complete sentences answer (or complete) the following:
    • What surprised you most about this scene?
    • What was the most important line in this scene? Quote it and explain.
    • Write three questions you have about this scene.

Class 19
HW due: see above
1. DOL 19 (E Block needs 18)
2. 3.5
  • view 3.5
  • discuss HW: surprises; important line; questions; literary devices
  • E Block review connotations of 'night' in 3.2
3. Acts 2 and 3 Quiz
4. World Lit book reflection
  • answer the following question(s) on your World Lit wikipage
  • title it "Reflection Week 4"
  • post it at the bottom of the page
  • How is your World Lit. reading going? Are you keeping up with your reading plan? What do you think about your book so far? What are the main conflicts? Are there any particularly interesting characters? Why? Have you noticed any major themes developing? Do you see any connections between your World Lit book and anything else you have read recently?
HW: Read your World Lit. book!!

Class 20 (Reminder: D Block needs to take the quiz)
HW due: continued reading of World Lit. book
1. DOL 20
2. review R+J - partners assigned acts/scenes
3. subtext (handout)
  • definition
  • exercise 1 (whole class)
  • exercise 2 (partners)
4. view 4.1-4.2
  • identify subtext (write on R+J page if time allows)
    • 4.1 Juliet
    • 4.1 Friar Lawrence
    • 4.1 Paris
    • 4.2 Juliet
    • 4.2 Capulet
  • coached subtext
    • 4.1.1-8
    • 4.1.23-29
    • 4.2.18-31
HW:
1. read 4.3-4.5
  • write a brief (2-3 sentence) plot summary of each scene (post to your R+J page)
2. Focus on Juliet's soliloquy 4.3.15-60 by completing the following on a sheet of A4 paper:
  • What internal conflict is Juliet dealing with? (one sentence answer)
  • Create a brief pro/con list based on what Juliet says in the soliloquy. Pro: the reasons for taking the potion. Con: the reasons for not taking the potion.
  • This soliloquy is an excellent example of Shakespeare's use of imagery: draw a quick picture of the dominant image in the soliloquy and label it with five lines or phrases from the speech. Example: For "the bones / Of all my buried ancestors are packed" (4.3.41-42) might label a pile of bones in the tomb.


Class 21
HW due: see above
1. DOL 21
2. review quiz
3. Subtext review
  • text vs. subtext
  • coached subtext 4.1.1.8
4. Discuss play possibility for next Thursday
5. 4.3.15-60
  • What is imagery?
  • share sketch and labeled imagery
  • What internal conflict is Juliet dealing with?
  • Internal conflict debate (review informal debate rules)
    • thee representatives for each side of Juliet's divided conscience
    • Juliet sits in the middle
    • audience members add thoughts after debate
  • Why is this scene important to the play as a whole? What do we learn about Juliet? (post answer on R+J page)
6. World Lit. book reminder - due the end of next week - (oral presentation is the project)
7. Who is responsible for Juliet's "death"?
  • assign characters for analysis
HW:
1. complete your assigned character analysis in connection to "Who is responsible for Juliet's "death"?
2. read 5.1 and 5.2
  • write a brief (2-3 sentence) plot summary of each scene (post to your R+J wiki page)

Class 22
HW due: see above
1. DOL 22
2. Character analysis: Who is responsible for Juliet's "death"?
  • revise wiki page with partner: cite lines, prepare to present
  • make your case against your character
3. FATE in Romeo and Juliet
    • what is it?
    • "The best of men cannot defend their fate: The good die early and the bad die late." - Daniel Defoe, 18th century
    • "Our hour is marked and no one can claim a moment of life beyond what fate has predestined." -Napoleon 19th century
    • an impersonal force that directs one's life
  • Does Fate rule life? Advantages? Disadvantages?
  • How is Fate a part of Romeo and Juliet?
    • Acts 1-4
      • the prologue: "star-crossed lovers'
      • before they meet: "...for my mind misgives / Some consequence yet hanging in the stars..." (1.4.113-114)
      • after they meet: "Prodigious birth of love it is to me / Thant I must love a loathed enemy." (1.5.154-155)
    • Fate in 5.1-2
      • Romeo's dream - foreshadowing
      • Balthasar's inaccurate message
      • Friar Lawrence's miscarried letter
      • Romeo's comment - "Then I defy you, stars!"
      • Romeo decides to take control by purchasing the poison - fate is against him
4. View 5.3
  • Homework check from class 21 and today
  • To what degree is fate responsible for the tragic turn of events?
5. World Lit book reflection
  • answer the following question(s) on your World Lit wiki page
  • title it "Reflection Week 6"
  • post it at the bottom of the page
  • How is your World Lit. reading going? Are you keeping up with your reading plan? What do you think about your book so far? What are the main conflicts? Are there any particularly interesting characters? Why? Have you noticed any major themes developing? Do you see any connections between your World Lit book and anything else you have read recently?
HW:
1. read 5.3
  • How is fate evident in 5.3?
  • create a bullet point list on your R+J page
  • include textual examples - remember to cite the line numbers

Class 23
HW due: see above
Announcements:
  • permission slips and payment for Thursday R+J performance
  • bring extra cash on Thursday for pizza dinner before departing KIS
  • remember a signed letter must be received before the trip if you want to leave directly from the theater
  • questions?
1. DOL Quiz
2. complete 5.3 viewing
  • check class #21 homework
3. discuss how fate is evident in 5.3
4. close reading 5.3.88-120
  • class reading of Romeo's final lines
  • working with a partner, identify as many of the following on your R+J page
  • Literary Devices:
    • hyperbole
    • imagery
    • pun
    • personification
    • metaphor
    • simile
    • classical allusions
    • oxymoron
    • reversed word order (really a language trick)
    • repeated
  • What is Romeo's mental state in this passage? How might his mental state be related to fate?
  • How do the above literary devices contribute to the meaning of the passage? Why does Shakespeare use these devices?
HW:
1. Read your World Lit book - you must be completed by the end of the week!
2. Bring both your World Lit book and RJ to class.

Class 24
HW due: see above
1. review DOL Quiz
2. Introduce Acting Companies
  • preview choices
  • create companies
  • indicate your group on the wiki
  • read scene with your group
  • begin work on your Scene Analysis
3. World Lit book
  • needs to be completed by Friday
HW:
1. Complete World Lit. book - project introduced Friday
2. Acting Company
  • complete the Scene Analysis on your AC wikipage (on the C block page)

Please go to Daily Class Schedule Quarter 2 (classes 25-50)