Romeo and Juliet txt msg?!

Interesting link from Web English teacher...Romeo and Juliet in text message form...
http://www.webenglishteacher.com/rjtxt.html

Daily Agenda 11/29

Today's Agenda ~

* Middle seats open please
* Explain letter / memo requirements
* Make-up quizzes
* Announcements: progress reports / online grades; Ms. Wayne at Benjamin's TODAY; 1/2 day tomorrow so work on soundtracks (sample soundtrack)
* Work on memo / letter -- due at the end of the period

Daily Agenda 11/28

Today's Agenda ~

* Work day for short stories (middle seats open please)

* Announcements: vocabulary due yesterday; persuasive final copies due Monday 12/3 ; last day to accept Monday 12/10; all make-up quizzes on Thursday

* Conferences continue today

* Short stories due at the end of the period

Daily Agenda 11/27

Today's Agenda ~

* Work day for short stories (middle seats open please)
* Essay conferences
* Announcements: vocabulary due today; persuasive final copies due Monday 12/3; conferences and work day continue tomorrow; short story due at the end of the period tomorrow

Daily Agenda 11/26

Today's Agenda ~

* Persuasive rough drafts due for peer editing (secondary seating / middle seats open)
* Peer edit for 20 minutes
* Announcements: vocab due tomorrow; short stories due at end of period on Wednesday; essay conferences begin Tuesday and run through Thursday; work day for short stories next two days
* Reviewed requirements for short stories
* Work on short stories for remainder of period ; receive construction paper for book cover

Daily Agenda 11/21

Today's Agenda ~

* Act V Quiz -- secondary seating please
* Bonus Quote Quiz
* Announcements: persuasive essays due 11/26; vocab was due Tuesday
* Receive soundtrack project sheet

SCHEDULE FOR NEXT WEEK:

Monday -- persuasive rough drafts due ; peer editing ; start working on short stories
Tuesday -- vocab 29-30 due ; work day for short stories ; conferences on essays
Wednesday -- work day for short stories ; conferences continue ; short stories due at the end of the period
Thursday -- complete the conferences ; Friar Lawrence memo ; watch Reduced Shakespeare Company RJ
Friday -- 1/2 day ; work on soundtracks

Daily Agenda 11/20

Today's Agenda ~

~ Finish reading Act V, scene 3
~ Announcements: last day for mini compare and contrast essays was TODAY ; vocab lessons due today; persuasive essays due Monday when we return (will NOT be accepted late)
~ Watch Act V, scene 3 (old movie)

Daily Agenda 11/19

Today's Agenda ~

* Act IV Quiz (closed book)
* secondary seating please
* Announcements: mini compare & contrast essays accepted until Tues. 11/20; persuasive essays due 11/26 -- WILL NOT be accepted late; Act V quiz Wednesday; bonus quote quiz Wednesday
* Receive Act V notes (discuss scenes 1-2)
* Start reading / discussing scene 3

RJ Act V Notes

Act V, scene 1 (Thursday, day 5, late morning)
highlight each line given, unless otherwise noted and add notes (in italics) where given

2, Romeo probably shouldn't have interpreted this dream as a positive one
6-9, foreshadowing: J does kiss R to get the poison off of his lips, but doesn't revive him
15-16: "That I ask again, / for nothing can be ill if she be well"
17-18, J is well b/c she is in Heaven (according to Balthasar)
24, FATE -- defies the stars (challenges them)
26: "I will hence to-night." R will go to J's tomb tonight
32, R expected to hear from FL
35: "And hire those horses." obtain transportation to Verona
36, plans to take his life tonight
39, will get poison from apothecary
block 40-59, note the physical description of the apothecary's house / living quarters
61: "I see that thou art poor."
69-70, has poison, but not willing to sell it because of the law
75-77, R tells the A: ignore the law and get money by breaking it -- better yourself
78, he's only taking the money because he's poor
79
83, money corrupts more than poison -- who does R have in mind when he says this?

Act V, scene 2 (Thursday, day 5, afternoon)


3-4, FL wants to know what R said
8 "and finding him"
9-10, one of the other monks was visiting the sick and so FJ was guilty by association and could not leave
13
block 14-16, the letter to R was never delivered so R doesn't know J isn't really dead
17: "Unhappy fortune!" FATE
18-20, the letter was really important -- bad things might happen because it was never sent
21: "iron crow," crow bar
25, Juliet will wake in 3 hours
28, will sent another letter to R

Act V, scene 3 (Thursday, day 5, evening)
We will read this scene in class, but please highlight or block the following lines ahead of time.

4
7: "Whistle then to me"
9: "Give me those flowers"
12
between 17-18 "The page whistles"
23-24
35-36
41-42: "Take thou that. / Live, and be prosperous."
block 45-48
50-53, start with "with which grief--/" and end with "to the dead bodies."
56
block 59-67
77-79, start with "I think"
81-82, start with "O, give"
block 91-96
block 101-105
112-115, start with "Eyes, look"
119-120

133
139-140, start with "Fear comes"
142-143
149-151
153-155
block 158-164
164: "I dare no longer stay."
block 166-172
172
174: "O happy dagger!"
175

182: "whoe'er you find attach"
block 183-187
195
198: "A great suspicion."
206-208
block 213-216
221-222
block 234-238

FRIAR'S SPEECH ON PAGE 104: (please highlight only what's listed)
244: "I married them" "stol'n marriage day"
245: "Was Tybalt's doomsday"
246: "Banished"
247: "Juliet pin'd"
249: "Betroth'd"
250: "To County Paris"
253: "would kill herself"
255: "A sleeping potion"
257: "I writ to Romeo"
261: "Friar John"
262: "Was stay'd by accident"
266: "keep her closely at my cell"
269: "here untimely lay"
270
271
275: "did violence on herself"
276: "to the marriage"
277: "her nurse is privy"
278: "let my old life"
279: "be sacrific'd"

283
286
295
297
302-306
block 307-316
317-322

Daily Agenda 11/16

Today's Agenda ~

* Quiz, Act III (open book) / make-up quizzes ; middle seats open please
* Announcements: mini compare and contrast is past due (Tues, 11/12); vocab was also due Tuesday; Act IV quiz Monday 11/19, closed book
* Receive Act IV notes; copy the notes in your book and read Act IV over the weekend; be prepared to take quiz on Monday

Standards met today: 10.3.3, 10.3.4

RJ Act IV Notes

Act IV, Scene 1 (Tuesday morning, day 3, before noon) * read it
highlight each line given, unless otherwise noted and add notes (in italics) where given

2: "My father Capulet"
9-12: reveals reasoning for Capulet pushing the wedding: Juliet puts too much emphasis on her sorrow and a marriage will stop her sorrow
16: An aside is where the character speaks to himself, like thoughts said aloud: 'I wish I didn't know as much as I do / I wish I wasn't as involved as I am.'
block 18-21: interesting conversation between J and P
25 and 26: J's response is ambiguous: does she mean FL or R?
37: J's heart is not her own; it is R's
38-39
40-41
44: "keep this holy kiss"
46: "Come weep with me"
51-52: J says to FL: 'Don't talk to me about it unless you have a solution.'
55: J brought a dagger to kill herself
67-68: "I long to die / if what thou speak'st speak not of remedy." J wants to die if FL cannot help her.
72-73, 75: "A thing like death", 77: FL says to J: 'if you would kill your self, you'd likely take this risk I'm about to offer you.'
90-93: J will go home and agree to marry P and will make Capulet happy, moving the wedding to tomorrow (Wed) instead of the day after (Thurs). So, J will actually have to take the potion TONIGHT, (Tues).
block 94-106: FL's prescription directions
106: potion actually won't last 42 hours -- maybe 24 instead
114-118: FL will send R a letter so he knows the plan
120: "womanish" FL also calls R's tears womanish in 3.3.116
122: J is fearless

Act IV, Scene 2 (Tuesday afternoon, day 3) * read it

* disregard lines 1-14
16-17: C demands to know where J's been
22-23: "Pardon, I beseech you! / Henceforward I am ever rul'd by you."
25: Cap wants to move the wedding to tomorrow morning (Wed)
32-33: irony: the whole city will, actually be bound to him because he married R & J which will eventually stop the fighting in the city
38: Cap makes the decision to move the wedding
39-40: Lady Cap afraid they won't have enough time to prepare
48: Cap happy again

Act IV, Scene 3 (Tuesday evening, day 3) * read it

2: J asks N to let her sleep alone
5: J says she needs to spend time praying to repent
10-12: J tells her mom to let the nurse stay with her since she'll be so busy preparing for the wedding
15: irony: when they next meet, J's mother will think she's dead
20: J realizes she must act alone
24: J has a dagger to kill herself in case the potion doesn't work

Juliet has three fears in the following soliloquy:
FIRST FEAR:
25-26: What if FL used poison instead of a potion to kill J so he won't get in trouble for marrying R & J?
SECOND FEAR:
33, 37
block 33-37: What if J wakes before R arrives and suffocates under the dead air in the tomb?
THIRD FEAR:
51, 56
block 51-56: What if J wakes before R arrives and goes crazy and kills herself?

block 57-60: J has a vision of T killing R

Act IV, Scene 4 (Wednesday morning, around 3:00am, day 4) * read it

* In tragedies, Shakespeare added a humorous scene right after a very serious one to not let the audience get too depressed. This is one of those scenes. It really serves no other purpose.

29-31: stop @ "Make haste!" Cap tells Lady Cap and N to wake up J for the wedding.

Act IV, Scene 5 (Wednesday morning, day 4) * read it

block 1-14: N makes more obscene suggestions to J
15: N finds J dead
22-24: Lady Cap finds out next; contrary to her comments, she is one who DOES NOT die in the play
note 28: Cap doesn't believe J is dead
31-32: simile
36: FL asks a question he already knows the answer to
49-50: compare this comment with his in 3.5.169-171
68: "Peace...shame!" FL cannot relate b/c he knows J is not really dead
69-71: start @ "Heaven and yourself /" FL says that God and the Caps had J and now Heaven has all of her -- this is a good thing
80-81
82: "rosemary" N first mentioned the connection between rosemary and R in 2.5.192
87-88, 90: take all wedding preparations and turn them to funeral arrangements
block 94-98: FL says to go with J to the grave

* disregard 99-143
* This is another one of those moments following a really dramatic event (parents find out their child is dead). The musicians and Peter serve as "clowns" to cheer up the audience. It really serves no other purpose.

Daily Agenda 11/15

Today's Agenda ~

* Finish reading Act 3, scene 5 * read it / discuss / copy notes
* Announcements: open book quiz over Act 3 quiz tomorrow; please turn in missing mini compare/contrast essays ASAP; also turn in vocab ASAP
* Watch 1968 version of Act 3, scene 5; discuss
* Watch 1996 version of Act 3, scene 5; discuss
* Discuss similarities / differences / preferences for this scene

Standards met today: 10.3.3, 10.3.4, 10.3.8, 10.3.10, 10.7.13

Daily Agenda 11/14

Today's Agenda ~

* Receive persuasive essay assignment sheet, short story assignment sheet, and sample persuasive essay -- discuss requirements for persuasive essay and due dates
* Announcements: mini compare/contrast was due Tuesday -- please turn in as soon as possible; vocab was also due Tuesday
* Start reading Act 3, scene 5 * read it

Standards met today: 10.3.3, 10.3.4

Daily Agenda 11/13

Today's Agenda ~

* Shortened schedule per assembly
* Turn in mini compare/contrast
* Vocab 25-26 due
* Announcements: all major assignments (100+ points) are posted online already for those of you who want an early start (persuasive essay, short story, soundtrack)
* Read / discuss Act III, scenes 2, 4
* Read it: * Scene 2 * Scene 3 * Scene 4
* Watch / discuss scene 3

Standards met today: 10.3.3, 10.3.4

Rashomon, or What's the True Story?

the overview:
The world perpetually seeks truth. But what exactly is truth? Can we define it? Marcus Aurelius, a Roman stoical philosopher, said “Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth.”

In 1950, Japanese director Akira Kurosawa released a film called Rashomon, based on the short story "In the Grove". The movie follows the discussion of a woodcutter, priest, and commoner as they attempt to decipher four completely different accounts of the same event. The climax occurs at the end of the movie, where the sheer horror results not from the apparent deception of the four different accounts -- but in the realization that this ambiguity applies to all of life. No one can ever be sure about anything, ever. To mimic Aurelius, all truth is subjective.

Recall Lady Capulet's words after Tybalt's death: "He is a kinsman to the Montague; /Affection makes him false; he speaks not true: / Some twenty of them fought in this black strife, /And all those twenty could but kill one life" (RJ 3.1.181-184). If this is the way Lady Capulet really saw things, does that still mean that she's lying?

the assignment:
We assume when we read Romeo and Juliet, that the story on paper is the actual, true story. But whose perspective is it? Obviously, from the two movie adaptations, people interpret scenes very differently. So, here’s your chance to present the true story of what happened.

In a short story, you will give a character from the play a chance to make clear the real events. Some of the characters you may choose from died since the beginning of the play. That is okay – you may still write as that character. Your short story will be 500 words in length, approximately 100 for each act, told from the perspective of one of the main characters. So, in other words, using first person pronouns such as "I" and "me" WILL BE APPROPRIATE and necessary for this assignment. Still avoid second person pronouns. Spelling, capitalization, and punctuation still matter, although I will be more lenient for stylistic changes to grammar, as long as they are appropriate. For instance, Mercutio might talk in sentence fragments; the Nurse might talk in run-ons, etc.

You will have half of the period Monday, 26 November to work individually on this project. You will also have Tuesday, 27 November, and Wednesday, 28 November to work the entire period on this project. It will be due at the end of the period on 28 November. You may work on this assignment outside of class as well. However, you should bring all materials to class to work on during these two days. Tuesday and Wednesday will be conducted like a study hall; it should be quiet for people to concentrate on their work.

Although you should include commentary that reflects how your character feels about certain events, major events, like deaths, cannot be altered. However, feel free to be as creative as possible in your interpretation of the play. Consider the adaptation The True Story of the Three Little Pigs when writing this short story.

Realize that when you write this, it should sound as if it came from your chosen character. A story told from Romeo's perspective and a story told from Tybalt's perspective should sound very different. Stories which do not reflect the appropriate tone for that character will experience points deducted.

Use a large piece of construction paper and fold it in half like a book. The front cover should have some illustration on it, either digically created or hand-drawn. It should be in color. The back cover should have at least 3 fictional, comical reviews from popular critics, celebreties, or local community figures praising or berating the book. The story should fit entirely in the middle of the folded sheet of paper -- hand-written or typed. No font restrictions for this assignment -- as long as I can still read it.

the content:
Your short story should be written from one of the following characters' perspectives:

• Romeo
• Juliet
• Nurse
• Friar
• Benvolio
• Lady Capulet
• Tybalt
• Mercutio

Your short story should include the following major events of the play:

• opening fight scene between the servants / households (Act I)
• meeting between Romeo and Juliet (Act I, II)
• Romeo and Juliet's marriage (Act II)
• Mercutio's death (Act III)
• Tybalt's death (Act III)
• Juliet's pressure to marry Paris (Act I, III)
• Juliet taking the potion and faking death (Act IV)
• Romeo not receiving the letter (Act IV, V)
• Romeo's suicide (Act V)
• Juliet's suicide (Act V)
• other scenes important to your character

extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available before school 7:00-7:30 and after school until 4:30. Ms. Wayne and I also check our email daily and may provide assistance this way as well. We cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help we will assume you understand the assignment and plan to turn it in, completed, on the due date.

the value:
The short story: 75 points
The cover design: 15 points
The back cover: 10 points
total value for this project: 100 points

resources:
What is a parody? http://en.wikipedia.org/wiki/Parody
Hamlet parody, Rosencrantz and Guildenstern are Dead http://en.wikipedia.org/wiki/Rosencrantz_and_Guildenstern_Are_Dead
Short stories: 10 tips for Novice Creative Writers: http://jerz.setonhill.edu/writing/creative/shortstory/index.html

Indiana Academic State Standards met by this project: 10.3.3, 10.3.4, 10.3.8, 10.3.9, 10.3.10, 10.3.13, 10.4.1, 10.4.13, 10.4.10, 10.4.11, 10.5.1, 10.5.2, 10.5.8, 10.6.3

Stevie Wonder lyrics -- RJ soundtrack

"You are the Sunshine of My Life" by Stevie Wonder (paired with Act 2, scene 2)

You are the sunshine of my life
Thats why I'll always be around,
You are the apple of my eye,
Forever youll stay in my heart

I feel like this is the beginning,
Though I've loved you for a million years,
And if I thought our love was ending,
Id find myself drowning in my own tears.

You are the sunshine of my life,
Thats why I'll always stay around,
You are the apple of my eye,
Forever you'll stay in my heart,

You must have known that I was lonely,
Because you came to my rescue,
And I know that this must be heaven,
How could so much love be inside of you?

You are the sunshine of my life, yeah,
Thats why Ill always stay around,
You are the apple of my eye,
Forever youll stay in my heart.

(background) love has joined us,
Love has joined us,
Lets think sweet love.

Daily Agenda 11/9

*Finish Act III, scene i * read it
*Watch and discuss Zeffirelli and Luhrmann versions of Act III, scene i (3rd option for mini compare/contrast essay)
*Announcements: Mini-compare & contrast essays due Tues. 11/13; vocab 25-26 due Tues. 11/13; contact Mrs. Feller or Ms. Wayne by email if you need help with your essay over the weekend.

Standards met today: 10.3.3, 10.3.4, 10.7.8, 10.7.13

Listen Up: RJ Soundtrack

the overview:
Victor Hugo, world-renowned poet, playwright, and novellist, once said "Music expresses that which cannot be said and on which it is impossible to be silent." Words speak to us, but music, itself, reaches down into the depths of our souls and awakens emotions left indifferent from mere words. This explains then why music accompanies the most dramatic moments in films and plays; the action or dialogue from the characters could not possibly match the power of music. Opera-goers, even when they do not know the language, may find themselves in tears because of the passion, the unutterable emotion often limited by the spoken word.

the assignment:
Fitting for one of the world's most classic and passionate tales of romance and loss, we will create a soundtrack for Shakespeare's Romeo and Juliet. You may work either by yourself or with one partner; your assignment expectations will vary based on the number of people. Individuals will need at least five songs in their soundtrack; partners will need a total of at least ten. The maximum number of songs for either combination is fifteen.

You will have the entire period Friday, 30 November (1/2 day) to do your initial planning. We will be in the lab on Monday, 3 December for researching / printing and back in the classroom to finish up this project on 4 December. The project is due at the end of the period Tuesday, 4 December. This project will not be accepted late.

Five parts make up the requirements for this project. Each part will have its own point value, discussed below.

* list of songs
Students should compile a list of songs to be included in the soundtrack. The master list should include the title of the song, in quotes, the artist, and the correlating act and scene. Each song should be matched up with a specific moment in the play. This master list values 10 points.

* explanations
Students should explain the correlation between the song and the act/scene. Students should write a minimum 5-sentence explanation for each song. (1) Explain which act and scene it connects to and the musical genre. (2) Identify at least one literary device present in the song. (3) Include a quote from the play (including citation) and explain how it appears in the song. (4) Include a quote from the song and explain how it appears in the play. (5) Provide an additional connection, linking overall tone, mood, theme, etc. Partners should each complete 5 explanations. Students may either handwrite these explanations or type them. This element values 50 points. (sample)

* lyrics
Students should print out the lyrics of the songs either directly from a website or by reformatting them in a word processing program (such as Microsoft Word). Songs which link thematically to Romeo and Juliet might have explicit lyrics. However, you may not use songs with more than two obscenities (total, throughout the entire song) and those words must be blacked out / whited out before turning in the final product. Lyrics which do not comply with these criteria will receive zero points. Lyrics will earn 10 points.

* CD cover / spine / back cover design
Students should design the cover, spine, and back cover for their compilation. Students may design it however they like, using clip art or hand-drawings. The artwork should be in color. The front cover should have the name of the album and the name(s) of the compiler(s). The back cover should have a short summary of the play and very short bio(s) of the compiler(s). The album should be attractive and visually appealing to consumers. Previously published album designs will receive no credit. This creative element values 20 points. (See resources section below for links).

* CD design
Students should design the CD, itself. Again, the artwork should be in color, whether created digitally or by hand. The CD should have the name of the album, the compiler(s), and the list of songs with their artists. It should also be visually appealing to consumers. Previously published CD designs will receive no credit. This creative element values 10 points. (See resources section below for links).

NOTE: You do not need to turn in an actual, burned CD but you may if you desire. Please keep in mind that we do not want to encourage or break any copyright laws while completing this project.

the content:
Individuals will need at least one song to represent each of the five acts of the play; partners will need at least two songs per act. Partners should divide up the work so each person needs to find a song for each act.

You will need to find direct quotes from both the play and the lyrics to show a correlation between the two. Citations will be part of your grade for this project.

Soundtracks should reflect an eclectic mix, or one derived from a variety of music influences. Possible genres include: country, oldies/classic, rap, metal, alternative, female artists, rock/pop, easy listening/adult rock, rhythm & blues, and ***previous soundtracks. Partners' mixes should include at least four of the listed musical styles; individuals need at least two. You will need to identify genres as part of your explanations.

*** Although previous soundtracks are an option for a musical genre, you may not use any songs previously used in Romeo and Juliet productions, dramatic or film. This includes the sample provided by the teacher for this project.

extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available before school 7:00-7:30 and after school until 4:30. Ms. Wayne and I also check our email daily and may provide assistance this way as well. We cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help we will assume you understand the assignment and plan to turn it in, completed, on the due date.

the value:
total of 100 points, broken down into the following 5 elements:

1. list of songs with artist and correlating act and scene number
   individuals: 5 songs min. OR partners: 10 songs min. -- 10 points


2. 5 sentences per song to explain connection, either hand-written or typed -- 50 points


3. printouts of lyrics with obscenities blacked out -- 10 points


4. CD cover / spine / back cover design -- 20 points


5. CD design -- 10 points

resources:

Sample CD soundtrack explanations: http://www.geocities.com/missyfeller/english9h/rjsoundtracksample.pdf

Online CD labeler: http://www.readwritethink.org/materials/cd-dvd/

Blank CD (for printing and designing by hand): http://www.readwritethink.org/lesson_images/lesson861/cd-dvd-label.pdf

Blank CD insert (for printing and designing by hand):

http://www.geocities.com/missyfeller/english9h/cd_insert.pdf

Blank CD with guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_label.pub

Blank CD without guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_label_blank.pub

Blank CD insert with guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_insert.pub

Blank CD insert without guides (for digitally designing with Microsoft Publisher):
http://www.geocities.com/missyfeller/english9h/CD_insert_blank.pub

Indiana State Academic Standards met by this project: 10.3.2, 10.3.3, 10.3.4, 10.3.5, 10.4.1, 10.4.3, 10.4.7, 10.4.8, 10.4.9, 10.4.10, 10.4.11, 10.4.12, 10.5.2, 10.5.8, 10.6.3

RJ Persuasive Essay

the overview:
Although Romeo and Juliet took their own lives at the end of the play, the blame for their premature deaths remains unclear. They didn't exactly have the best role models (their parents and friends) or guides (the Nurse, the Friar) along the way. In fact, every character influenced their decision to take their lives -- but the question remains: who is most at fault?

the assignment:
We will think about and respond to this question in the form of a persuasive essay. The paper should be approximately 1000 words in length. Please include your word count at the end of your essay. You should include a title page with this formal essay. The title page should fit the standard requirements: 12-pt, Times New Roman, double-spaced, with the title 1/3 of the way down the page and the MLA heading 2/3 of the way down the page. As always, double-space, whether hand-written or typed. You must, however, type the final copy. The rough copy of this essay is due on Monday, November 26. The final, typed copy is due on Monday, December 3. The presentations will take place from December 5 through December 7.

Use no more than 10 "be" verbs. Never include 1st or 2nd person pronouns in formal writing, unless specifically requested. Eliminate statements such as "I think" or "I believe." Never write "In this paper I will tell you" or "In this paper you will find." Papers with 2nd person pronouns or 1st person pronouns (unless used in a direct quote) will receive an automatic 15-point deduction. As Honors students, you should be beyond this type of vocabulary / word usage. Proofreading is a must. Too many papers in the past contained silly mistakes. In the immortalized words of my graduate professor, Dr. Michael Slavkin, "Always spell check a document -- Stupid is as stupid does and nothing says stupid more than somoeneone thut cant spull wright."

A persuasive essay should have five paragraphs. Start with an introduction, complete with attention getter, background information, and thesis statement. Your thesis should state: the person you blame for the deaths; three reasons why that person is at fault. Start with the strongest reason and work your way toward the weakest reason. I will provide you with a sample essay; however, you may not write about the same person I chose. Read the sample thesis below.

The responsibility of Romeo and Juliet's deaths rests on Friar Lawrence because of his selfishness, his unreliability, and his unlawful behavior.

My paper will follow the order of my thesis. Since I mentioned selfishness first, my first body paragraph must be about what I mean when I say Friar Lawrence is selfish.

You should include at least 3 direct quotes from the play in this essay. You will need at least one quote in each of the three body paragraphs which support your claim. Look at the example below.

"God pardon sin! / Wast thou with Rosaline?" (RJ 2.3.44).

As with your autobiographical essay, final copies must be typed. You need to print out two copies of the final paper, stapling the rough draft under the final copies. Plan ahead for printing issues. If you need your paper printed, email it to me or bring it in on a jump drive or floppy disk. Make these arrangements before the due date.

As with all formal writings, include your word count at the end of your essay. To review my requirements for formal writings, visit the link below: http://english9h.blogspot.com/2006/08/format-of-formal-writings.html

the content:
Choose from the following list to determine who is to blame for Romeo and Juliet's deaths.

• Romeo
• Juliet
• Nurse
• Capulet
• Montague
• Mercutio
• Tybalt
• Benvolio
• Romeo & Juliet (both)

the presentation:
Oh, and we will be presenting these to the class. Your presentation should be short, sweet, and to the point. I'm looking for 2-3 minutes, tops -- do not plan on reading your entire essay to us. Summarize the beginning, read a paragraph or two, and summarize the end. This is nothing too formal; however, speeches are a requirement of the Department of Education for the State of Indiana. I'm looking for eye contact, volume, and the ability to summarize your paper adequately and understandably. I would suggest planning ahead of time what you're going to say -- use notecards, if necessary, highlighting the points you want to discuss. Hint: A good speech doesn't explain what you're going to do before you do it; (i.e., "In this speech, I'm going to talk about why I think X is to blame from Romeo and Juliet's deaths...first I'm going to read you a paragraph about...). Time yourself, so you don't stop at thirty seconds or babble on past five. Consider bringing personal artifacts or creating a PowerPoint slide show for enhancement of your presentation. (No posters please.) Please let me know ahead of time if you will need technology equipment for your presentation. Speeches will take place 5-7 December. Sign-up sheets for time slots will be posted 3 December in the morning outside my door: first come, first serve.

extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available before school 7:00-7:30 and after school until 4:30. Ms. Wayne and I also check our email daily and may provide assistance this way as well. We cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help we will assume you understand the assignment and plan to turn it in, completed, on the due date. We have limited time left in this semester, and I'm sure you all would like to know your grades the day we take our final.

the value:
persuasive rough draft, incl. title page/works cited -- 100 points (not accepted late)
typed persuasive final copy, incl. title page/works cited -- 200 points
persuasive presentation, 2-3 min. in length -- 50 points

work cited:
A work cited page must contain the resources cited in the essay.

Look at the examples below for help. Remember, you must hang indent your entry. Also include the words Work Cited, centered, before the entry. Do not include the label I've included to let you know which copy is which. In the interest of saving paper, you may include your work cited entry at the bottom of your essay, if it fits, rather than placing it on a different page. If you consult additional resources (i.e., the internet), include them in your works cited page.

Prestwick House Paperback: Shakespeare, William. Romeo and Juliet. Clayton, Delaware: Prestwick House, 2005.

English office copy: Shakespeare, William. The Tragedy of Romeo and Juliet. Austin: Holt, Rinehart and Winston, 1994.

No Fear Shakespeare: Shakespeare, William. No Fear Shakespeare: Romeo and Juliet. New York: Spark Notes, 2003.

Simply Shakespeare: Shakespeare, William. Simply Shakespeare: Romeo and Juliet. Hauppauge: Barron's Educational Series, 2002.

Cliff's Complete: Shakespeare, William. Cliff's Complete: Shakespeare's Romeo and Juliet. New York: Hungry Minds, 2000.

resources:
http://www.orangeusd.k12.ca.us/yorba/persuasive_writing1.htm http://www.studygs.net/wrtstr4.htm
http://essayinfo.com/essays/persuasive_essay.php
Sample essay: http://www.geocities.com/missyfeller/english9h/persuasive.pdf

Indiana State Academic Standards met by this project: 10.3.3, 10.3.4, 10.3.8, 10.3.9, 10.3.10, 10.3.12, 10.4.1, 10.4.2, 10.4.3, 10.4.13, 10.4.5, 10.4.7, 10.4.8, 10.4.10, 10.4.11, 10.4.12, 10.5.4, 10.6.1, 10.6.2, 10.6.3, 10.6.4, 10.7.2, 10.7.4, 10.7.6, 10.7.18

Daily Agenda 11/8

*Act II Quiz
*Copy down Act III notes from board
*Announcements: Mini compare & contrast essay due Tues. 11/13; vocab 25-26 due Tues. 11/13; contact Mrs. Feller or Ms. Wayne by email if you need help on your mini compare/contrast essay before Tuesday!!
*Start Act III, scene i * read it

Standards met today: 10.3.1, 10.3.3, 10.3.4, 10.3.7, 10.3.8, 10.3.12