Escape from Camp 14 essay is due Monday, May 16th. Click the buttons below for links to the rubric and outline.
Today, we were in the library with Ms. Hickey, practicing for the Literacy Test at the end of March. We practiced writing news reports, reading and answering questions on a short dialogue.
Yesterday, we explored Act 3, scenes 2 to 4 of Macbeth: seeing how Macbeth's relationships and sanity are breaking down as he continues to murder innocents. Homework for Monday: Expository paragraphs, independent reading novels, and read Act 3, scenes 5-6. Today we continued to apply the writing process to our expository paragraph writing, by developing our paragraph outlines. We also continued to read and make inferences about Act 3.
Over the last week, we delivered our research projects to the class and finished reading Act 2 of Macbeth.
Today, we began working on our expository paragraphs on the turning point for one character in the play, by creating a timeline, with quotations for our character. We also read through act 3, scene 1 and began to brainstorm some of the possible themes for Macbeth. Finally, we looked at the rubric for the independent reading program and know to bring a novel or non-fiction text that has a similar theme to Macbeth for Friday. Yesterday, we visited the library for training on the OSSLT. One skill that we reviewed was using a T-chart to prepare to write a three-paragraph opinion piece.
Today, we explored how Lady Macbeth both conforms and diverges from the roles expected of a medieval lady. For homework students are to complete the following T-chart. We also spent 30 minutes planning and preparing our research project slideshow. Instructions are here. Minds On:
Took up reflection questions on Act 1, scene 3 Introduction to Irony: Dramatic, Situational, and Verbal by watching Ed.ted.com short videos Irony Worksheet Hands On: Read aloud Act 1 scene 4 Find examples of verbal, situational, and dramatic ironies in this scene. Assigned Background research groups: Map of Scotland, Scottish Witches, King James 1 of England / VI of Scotland, Weapons and Armour, Kings Duncan, Macbeth & Macolm, The Great Chain of Being, and Superstitions about the play. Consolidation: How does irony intensify our understanding of the conflicts? of the characters? What predictions can we make as to what will happen next? Homework: Read Act 1 scene 5 begin research
Today, we watched a powerpoint and took notes on implicit and explicit stage directions.
We read aloud Act 1, scene 2 and applied using implicit and explicit stage directions We wrote a summary note on Act 1, scene 2 the battle We discussed: what inferences do you make about Macbeth? What is character like? Why might the witches target him? Homework: Read Act 1, scene 3 for tomorrow. Complete your final draft of your paragraph for tomorrow. Today, we explored the predictions and reflected on themes we discovered in Macbeth, Act 1, scene 1. We began to plan and draft our close reading paragraphs in which we explain how Shakespeare used one or two literary devices to develop theme. Key skills: analyzing the text for point-of-view, diction, syntax, and imagery; making notes; drawing conclusions about themes; and selecting the most important annotations to use in our paragraphs.
HOMEWORK: Finish writing your paragraph rough draft. Use Style Guide pages 5, 11, and 25-27 to help you to organize your ideas. Today, we handed in the homework on "The Most Dangerous Game" and read page 25 of the Style Guide, on Close Reading. Then we read and discussed Macbeth, Act 1, Scene 1.
HOMEWORK: 1. Using the instructions on Close Reading on page 25 of the Style Guide, complete the annotation of Macbeth Act 1, Scene 1. Make sure you annotate as fully as possible. See the exemplar on page 26 of the Style Guide. |
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May 2016
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