Agenda 10-8

Activities:
* Bellringer
* Discuss problem solving #3
* Timed writing, journal #2:

Reflect on the following quote:
"I had watched the whole scene without moving. I kept quiet. In fact I was thinking of how to get farther away so that I would not be hit myself. What is more, any anger I felt at that moment was directed, not against the Kapo, but against my father. I was angry at him, for not knowing how to avoid Idek's outbreak. That is what concentration camp life had made of me" (Wiesel).

Paragraph 1: Write about a time when you have misplaced your anger. Who were you really mad at? What would you do differently if you could go back to that situation?
Paragraph 2: Compare yourself to Elie.

Announcements:
* Discuss questions or concerns about reflection paper, due Thursday, 10-9
* Please turn in any missing butterflies, 30% off late penalty
* No school on Friday, 10-10

Objectives:
* Explore the themes of fear, subjugation, anger, and tragedy
* Read a memoir
* Write a response to literature

Agenda 10-3

Activities:
* Bellringer
* Finish reading and discussing chapter 3
* Journal #1, 50 points:

Reflect on the following quote:
"At about noon they brought us soup: a plate of thick soup for each person. Tormented though I was by hunger, I refused to touch it. I was still the spoiled child I had always been. My father swallowed my ration" (Wiesel).

Paragraph 1: Explain how it describes Elie, his father, and how it pertains to the story.
Paragraph 2: Relate it to yourself. (details!)

Announcements:
* Quiz on Monday, 10-6, over chapter 3 -- 10 questions, short answer, 50 points
* Turn in butterflies
* Turn in bellringers for this week -- check for spelling, punctuation, and capitalization

Objectives:
* Explore the themes of fear, subjugation, anger, and tragedy
* Read a memoir
* Write a response to literature

Daily Agenda 10/4

Today's Agenda ~

* Journal 2 due today
* Announcements: quotes need to be chosen by the end of the period today; paper is due Tuesday 10/9; email Miss Wayne regarding questions
* Read chapter 4
* Class time to work on papers

Daily Agenda 10/3

Today's Agenda ~

* Read chapter 4 of Night
* Journal #2: "Quote" and (page number); paragraph 1: write about a time when you have misplaced your anger; paragraph 2: who were you really mad at? what would you do differently if you could go back to that situation? compare yourself to Elie.

* Announcements: video slip signed (if necessary); choose quote: (Thursday is the last day); reflection paper due Tuesday; free help from Miss Wayne

* "Columbus Dying" / "A Man," if time allows

Daily Agenda 9/5

Today's Agenda ~

* Secondary seating -- middle seats open
* Frederick Douglass books out
* Writing prompt / connect to text; include citations (in-text notation) and follow all writing criteria listed on the board.
* Announcements: bring grammar workbooks tomorrow; no HW except to start working on final copies of essays; essays must be typed; turn in 2 copies of essays AND rough drafts Wednesday, 9/12.
* Return rough drafts today; start conferencing

Essay prompts:

Choose one:

• When does your voice speak and when does silence speak?
• Is there a god?
• Are you superstitious?
• What has been a turning point in your life?

criteria:
200+ words, NO 2nd person prounouns (you, your, yours), and at least 2 references from Frederick Douglass (at least 1 reference from chapter 10 and one reference otherwise).

i.e., Music plays an important role in my life, just as it played a major part in the lives of slaves. However, I listen to music when I am happy; slaves sung songs when they were sad (Douglass 18).

* Highlight all citations (in-text notation)

Standards met today:

10.2.2, 10.3.3, 10.3.4, 10.3.7, 10.3.9, 10.3.12, 10.4.1, 10.4.2, 10.4.3, 10.4.7, 10.4.11, 10.4.13, 10.5.2, 10.6.1, 10.6.2, 10.6.3, 10.6.4

Daily Agenda 8/20

Today's Agenda ~

* Regular seating
* Journal / timed writing (25 minutes) Write 150-200 words. Choose one:

• What is the most cruel punishment a person can give another?
• Where does your PRIDE come from?
• How is music used to affect our (your) emotions?
• What is the importance of music in your life? a certain song? why?
• Have you ever played a trick on someone?
• Does "prejudice" exist?

* Announcements: bring Literature books and Frederick Douglass books tomorrow; vocab lessons 1-2 due tomorrow
* Start reading Frederick Douglass, chapter 1 (class vote: silently or as class [teacher reads])
* Take notes over chapter 1 or use post-its (optional, but recommended)

* Standards met today: 10.4.3, 10.4.13, 10.5.7, 10.6.1, 10.6.2, 10.6.3

Sample RJ Journal

Dear Diary -- 8 June

So – my life had been just another typical Renaissance dream: daughter of one of the most prominent men in Verona, with parents always on the brink of separation, with an overly bawdy nanny reminding me of my lusty love-life yet to come. But of course, Daddy’s beef he has with the Montagues got the best of him again– well – let’s say his temper isn’t one of his redeeming qualities. Not like Mom’s a whole lot better, either. I mean, she’s not exactly known for her people skills. She called Daddy an old fart this morning. But enough about the awesome family values we openly display in public. Back to Daddy’s beef with the Montagues. Apparently Daddy’s daddy’s daddy’s somebody – (long time ago stuff) had a beef with a similar relative of the Montagues. Not even really sure what it’s about. Anyway – Daddy met Montague out in the street and was about to cause some damage when the Prince showed up. Anyway – long story short – Daddy’s in deep doodoo if he’s caught shakin’ it up in the street again. Way to let ‘em know who’s boss, Daddy-poo.

As if my life wasn’t already complicated enough, Mom called me in for “the talk” today. You know what I’m talking about. But Mom realized she isn’t exactly up for Mother-of-the-Century award and had Nurse supervise the conversation. I’m not sure who’s worse: Nurse gets all reminiscent about stuff and re-emphasizes my already too-obvious non-existent bond I have with my mother – and then Mom asks me what I think about getting married. Hello?! I’m like, thirteen years old, but then Mom brings up the fact that she was already my mother when she was my age. Great. Mom and dad – thirteen years ago…Good thoughts in – bad thoughts out. Anyway, apparently Paris, the Prince’s relative, asked Daddy if he could marry me. And I’m like, who the heck is Paris. Nurse says he’s cute. Nurse thinks any man that can walk remotely upright on two legs is cute. But Mom cut the conversation short and said that he’s rich and from a good family, and he actually wants to marry me. Which made me think: by the way she talked, am I really that undesirable that she should emphasize: “he actually wants to marry you.” Whatever. That’s all that I have to say – whatever, Mother. I told her what she wanted to hear – that I’d look at the nincompoop – but I would “never marry without parental consent.” If I can even find some man to marry me since I’m so unworthy. Nurse told me to have a good time at Daddy’s party tonight anyways. I hate these parties. It’s not like anyone will dance with me anyway. I’m so depressed now. My life sucks. I’m thirteen and my life sucks. I’m destined to end up just like my mother – married to an older man I hate, stuck in a house with nothing to do but be a trophy for my too-gorgeous-for-me-to-deserve husband, with children that I can never build a bond with because I’m still a child too. I don’t want to grow up yet. I don’t ever want to grow up.

* * *

So Daddy’s party wasn’t a total bust after all. Daddy “crushed a cup” with a few old pals and was way more mellow than usual. He even told Tybalt to cool it – and I thought they were about tied for the “Personality Princess” award. I always thought Tybalt was wound just a little too tight. Ever since he went to that French school and learned fencing, he’s always looking for a reason to show off his skills. He needs a girlfriend to tie him down and make him miserable. That’s exactly what he needs. What he needs is someone like my mother.

So anyway, I met this guy at the party. Not Paris – some other guy. He pulled me aside and said this super-romantical stuff to me and held my hand. Like, no guy has ever held my hand before. Ever. He made me feel really special. And then – you’re not going to believe this – he kissed me. Twice. I was totally walking on air. A real-live guy – MY AGE – who likes me. Or at least, he acts like he does. But then the Nurse had to find us and ruin it. She told me Mom wanted to talk to me, and when I came back, he was leaving. But here’s the part you’re never going to believe. I felt something for him. It was a totally new feeling for me. I mean, come on, I don’t exactly have an overly exciting social life. But what I felt for this guy was so different – I know it must be something special. Maybe even love. There’s isn’t exactly a whole lotta love floating around our household for me to recognize if that’s what it is. But, I think it is. I can’t write down his real name cause if Mom or Daddy finds this, they’ll have a fit. I -so- don’t think I’ll be able to sleep tonight. I’m way too excited. I can’t believe this is happening to me. Me – Juliet Capulet – in love. Who would have thought? Thank you, lucky stars.

With all my heart,
Juliet

So, What's the True Story

Your journals during Romeo and Juliet should have been focused on telling the story from that particular character’s point of view. However, we all agree that oftentimes different people see the same scene or event differently. So, here’s your chance to present the true story of what happened. Give that character a chance to make clear the real events. Some characters you chose may have died since the beginning of the play. That is okay – you may still write as that character. Use a large piece of construction paper and fold it in half like a book. Here are the criteria for writing your story:

• Should be written in the point of view of one of the characters, dead or alive
• Should have a cover page with some illustration on it, computer generated or hand-drawn.
• Should have a back cover page with reviews from popular critics.
• Should include the major events of the play: opening fight scene between servants, meeting between Romeo and Juliet, Romeo and Juliet’s marriage, Mercutio’s death, Tybalt’s death, Romeo’s banishment, Juliet’s pressure to marry Paris, Juliet taking potion and faking death, Romeo not receiving the letter, Romeo’s suicide, Juliet’s suicide. You may also include other scenes which are pertinent to your character.
• Should have a logical beginning, middle, and end.
• Should reflect the views of that character. Ask yourself: how would my character feel about this?
• Should always, always use proper grammar and writing conventions.
• Should reflect the overarching theme of struggles.
  

Frederick Douglass Journal, Ch. 5-9

Requirements for Frederick Douglass Journals/Reader Response Essays:

• Essays / responses MUST follow the writing prompt
• Essays / responses MUST contain an obvious introduction, body, and conclusion
• Introductory paragraph MUST include a clear thesis as last sentence
• Entries should be around 200 words
• Entries will receive no penalty for under 5 spelling / capitalization errors
• Entries should contain NO run-ons or fragments
• Entries should not contain any “fluff” — stay on topic ONLY
• Permitted to use ‘I’ ; entries should NOT have ‘you’
• Entries should use minimal ‘be’ verb usage — please underline all ‘be’ verbs
• Avoid “In this essay…” ; “in the following paragraphs” etc.

Topic Choices for Frederick Douglass Journal, Ch. 5-9
Choose only one from the list below. Do not address all topics in your response.

• Do you believe in survival of the fittest?
• What is the longest you’ve gone without contacting someone?
• What’s the most you can achieve?
• When does silence speak and when does your voice speak?
• Who decides your fate?
• Do you ever feel manipulated?
• Why do you go to school?

Rubric for Frederick Douglass Journals/Essays

Content: Addresses question/prompt & stays on topic (5 points possible)

Follows Instruction: No ‘you,’ ‘in this paper/essay…’
underline ‘be’ verbs, etc. (5 points possible)

Grammar / Mechanics: Less than 5 spell./cap.
mistakes, no frags / run-ons (5 points possible)

Paragraphing: Obvious intro/body/concl., thesis,
logical order / paragraph breaks (5 points possible)

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