Look at my links... see the Free Rice site!
What level can you reach? (I'm at 45, but I'm trying for higher!)
Wednesday, December 19, 2007
Tuesday, December 18, 2007
Last homework assignment for 2007
- Write a 3 paragraph review of Maus. Your audience is freshmen who have not read the graphic novel yet. (In other words, do not give me a plot summary!)
- Send me a 2 paragraph email before January 7th. No text message language. Topic? Anything you want to share with me.
A note for those of you who did not show up for (or complete) the presentations you scheduled today: You will receive a zero on this project. There will be no discussion about this. As it says in your syllabus: Major projects, however, are due on their due dates, whether students are present at school or not. That means the project must be emailed, faxed, sent with a friend or sent by telegram on the day it is due.
In the case of a presentation, there is no time for you to even make up the project if you are absent. You chose your own project time slot.
Tuesday, December 11, 2007
HOMEWORK 12/10-12/11
--Complete Maus by December 17/18
--Turn in your frame story worksheet (for Maus and for your interviewee)
--Complete your note cards
--Study for Toss Around
--Turn in your frame story worksheet (for Maus and for your interviewee)
--Complete your note cards
--Study for Toss Around
Thursday, December 6, 2007
Homework
--Continue to read Maus
--Typed interviews due Monday
--Do the frame story graphic organizer for Maus and for your interviewee
--Typed interviews due Monday
--Do the frame story graphic organizer for Maus and for your interviewee
Thursday, November 29, 2007
Homework for 11/29--11/30
You've just received a new book: Maus .... read it! (just read as much as you want)
You've also received a new project with it! (At the bottom of this posting)
Begin the first part of the interview process (20 questions), turn those in next class period. We will be using them for class activities, so make sure you don't forget!
Also, study for toss around!
For this project, you, like Artie, will interview an older relative (35 years +) about a significant event in that person’s life, and like Artie, you will tell that person’s story in a non-traditional way.
You will need to create a list of questions before you interview the person (20 questions to ask) in order to draw out the story. You will also be prepared to ask follow up questions for the same purpose.
Questions should be phrased in such a way so that the interviewee doesn’t answer just yes or no, but tells a story. You will write questions, transcribe the interview (typed, times new roman 12, single spaced), then create a project that tells your interviewee’s story… in NON TEXT FORMAT. This can be any format chosen by you (art, power point… though you must see me for guidelines, song, video… something that you like)
Interview Questions Due 12/3/2007, 12/4/07 (in class)
Transcribed interview (typed) Due 12/10/2007, 12/11/07 (in class)
Project format Due 12/10/2007. 12/11/07 (in class)
Presentation Sign up for appointment (appointment sheets will be available after 12/3/2007)
You've also received a new project with it! (At the bottom of this posting)
Begin the first part of the interview process (20 questions), turn those in next class period. We will be using them for class activities, so make sure you don't forget!
Also, study for toss around!
For this project, you, like Artie, will interview an older relative (35 years +) about a significant event in that person’s life, and like Artie, you will tell that person’s story in a non-traditional way.
You will need to create a list of questions before you interview the person (20 questions to ask) in order to draw out the story. You will also be prepared to ask follow up questions for the same purpose.
Questions should be phrased in such a way so that the interviewee doesn’t answer just yes or no, but tells a story. You will write questions, transcribe the interview (typed, times new roman 12, single spaced), then create a project that tells your interviewee’s story… in NON TEXT FORMAT. This can be any format chosen by you (art, power point… though you must see me for guidelines, song, video… something that you like)
Interview Questions Due 12/3/2007, 12/4/07 (in class)
Transcribed interview (typed) Due 12/10/2007, 12/11/07 (in class)
Project format Due 12/10/2007. 12/11/07 (in class)
Presentation Sign up for appointment (appointment sheets will be available after 12/3/2007)
Monday, November 26, 2007
Homework- November 26-7
--Turn in your NOTE CARDS!
--Journal entry - What makes relationships fail? Did Shakespeare know this? (Answer using Romeo and Juliet... how did relationships fail in the play? Compare your answers to Shakespeare's
--Briing your Romeo and Juliet books because we're turning them in!
--Journal entry - What makes relationships fail? Did Shakespeare know this? (Answer using Romeo and Juliet... how did relationships fail in the play? Compare your answers to Shakespeare's
--Briing your Romeo and Juliet books because we're turning them in!
Wednesday, November 21, 2007
HAPPY THANKSGIVING!
Homework is pretty simple:
Send me an email (lisaprodromo@yahoo.com) telling me about your Thanksgiving (or anything else that you want to write about). Requirements: the email must be 2 paragraphs long and written in STANDARD ENGLISH. No text message language!
Also, your quiz will happen Monday!
Send me an email (lisaprodromo@yahoo.com) telling me about your Thanksgiving (or anything else that you want to write about). Requirements: the email must be 2 paragraphs long and written in STANDARD ENGLISH. No text message language!
Also, your quiz will happen Monday!
Tuesday, November 13, 2007
Homework for 11/13--11/14
--Revise your essay (THIRD DRAFT). Keep in mind the notes I gave you in class. If you were absent, you MUST get those notes from a classmate.
--Bring your third draft to class in an ELECTRONIC FORMAT. This means you should either email it to yourself, bring it on a flash drive or CD-rom. If your essay is not in electronic format, you will not participate in the computer lab activity on Thursday/Friday.
***DO NOT SAVE YOUR ESSAY AS A .WPS DOCUMENT. It must be a .doc in order for the computers at LMSA to recognize it. If you are unsure how to save your document, come see me.
--Correct your literary terms in Romeo and Juliet homework sheet for 5 points.
--Bring your third draft to class in an ELECTRONIC FORMAT. This means you should either email it to yourself, bring it on a flash drive or CD-rom. If your essay is not in electronic format, you will not participate in the computer lab activity on Thursday/Friday.
***DO NOT SAVE YOUR ESSAY AS A .WPS DOCUMENT. It must be a .doc in order for the computers at LMSA to recognize it. If you are unsure how to save your document, come see me.
--Correct your literary terms in Romeo and Juliet homework sheet for 5 points.
Thursday, November 8, 2007
Homework 11/8--11/9
--Complete the "Identifying Literary Devices in Romeo and Juliet" worksheet you received in class. If you were not in class, come get it from me!
Tuesday, November 6, 2007
RUBRIC
I forgot to give 5th period the rubric for your essay. Come get it!
I'll post it here, too.
A - These well-focused, organized essays thoroughly explore the topic at hand. Using apt support and detail, these essays not only explore the topic, but they also provide insight into how students understand the plot, action or themes of the play. Although not without flaws, these essays exhibit the writer’s ability to develop and support a thesis and to write with clarity, precision, coherence and particular persuasiveness and/or stylistic flair. Paragraphs are evident, and each idea follows another in a logical sequence with clear, sophisticated transitions. The essay has few, if any, spelling, punctuation, capitalization, grammar or usage errors. There have been significant revisions in diction, syntax and style.
B - These organized essays competently explore the topic at hand. Using support and detail, these essays explore the topic and provide some insight into how students understand the plot, action or themes of the play. Although they have flaws, these essays exhibit the writer’s ability to develop a thesis, provide textual support and to write with clarity and coherence. However, these essays are less thorough, less perceptive and/or less specific in supporting detail than A-range essays. Paragraphs are evident, and one idea follows another in a logical sequence. Transitions are apparent, but explicit (ie: Secondly…). The essay has some minor spelling, punctuation, capitalization, grammar or usage errors. There have been some revisions in either diction, syntax or style.
C - These essays tend to be superficial even though they respond to the assigned task. The essay may be a little hard to follow. The thesis is apparent, the topic is evident, support is weak. Paragraphs are brief and underdeveloped, and the essay does not indicate that students have anything more than surface . The transitions are sometimes not clear. Typically, these essays reveal uncomplicated thinking and/or undeveloped writing. The essay has many spelling, punctuation, grammar and usage errors. There has been editing, but been little to no revision.
D - These essays are incomplete or oversimplified, and they fail to completely respond to the assigned task. The essay is hard to follow. The thesis is lacking, unsupported or even irrelevant. Paragraphs are brief or lacking entirely. Ideas seem to be randomly arranged, there is no effort at paragraph organization, and there are numerous, significant errors in spelling, punctuation, grammar and usage. Errors that appeared on the first draft have not been corrected, and there has been no revision.
F - These essays are unacceptably brief. They are poorly written on several counts and contain distracting errors in grammar and mechanics. The writer’s remarks are presented with little clarity, organization, or supporting evidence.
I'll post it here, too.
A - These well-focused, organized essays thoroughly explore the topic at hand. Using apt support and detail, these essays not only explore the topic, but they also provide insight into how students understand the plot, action or themes of the play. Although not without flaws, these essays exhibit the writer’s ability to develop and support a thesis and to write with clarity, precision, coherence and particular persuasiveness and/or stylistic flair. Paragraphs are evident, and each idea follows another in a logical sequence with clear, sophisticated transitions. The essay has few, if any, spelling, punctuation, capitalization, grammar or usage errors. There have been significant revisions in diction, syntax and style.
B - These organized essays competently explore the topic at hand. Using support and detail, these essays explore the topic and provide some insight into how students understand the plot, action or themes of the play. Although they have flaws, these essays exhibit the writer’s ability to develop a thesis, provide textual support and to write with clarity and coherence. However, these essays are less thorough, less perceptive and/or less specific in supporting detail than A-range essays. Paragraphs are evident, and one idea follows another in a logical sequence. Transitions are apparent, but explicit (ie: Secondly…). The essay has some minor spelling, punctuation, capitalization, grammar or usage errors. There have been some revisions in either diction, syntax or style.
C - These essays tend to be superficial even though they respond to the assigned task. The essay may be a little hard to follow. The thesis is apparent, the topic is evident, support is weak. Paragraphs are brief and underdeveloped, and the essay does not indicate that students have anything more than surface . The transitions are sometimes not clear. Typically, these essays reveal uncomplicated thinking and/or undeveloped writing. The essay has many spelling, punctuation, grammar and usage errors. There has been editing, but been little to no revision.
D - These essays are incomplete or oversimplified, and they fail to completely respond to the assigned task. The essay is hard to follow. The thesis is lacking, unsupported or even irrelevant. Paragraphs are brief or lacking entirely. Ideas seem to be randomly arranged, there is no effort at paragraph organization, and there are numerous, significant errors in spelling, punctuation, grammar and usage. Errors that appeared on the first draft have not been corrected, and there has been no revision.
F - These essays are unacceptably brief. They are poorly written on several counts and contain distracting errors in grammar and mechanics. The writer’s remarks are presented with little clarity, organization, or supporting evidence.
Monday, November 5, 2007
NEW QUARTER STARTS TODAY
You guys had an in-class essay today. You were to highlight your thesis and the three quotes from the text that you used to support that thesis. These were your topic choices:
· Explain the role of fate in Romeo and Juliet
· Discuss the relationships between parents and children in Romeo and Juliet. Consider how Romeo and Juliet interact with their parents? Are they rebellious, in the modern sense? How do their parents feel about them?
· Examine the role of women in Romeo and Juliet.
· Romeo and Juliet are referred to as "star-crossed lovers". Discuss the concept of predetermined destiny and how it relates to the play.
· Is Lord Capulet a good father?
· Explain the role of disorder and hatred in Romeo and Juliet and give its consequences.
· Discuss the role of chance or coincidence in the play. How did it affect the ending of the play?
· Explain the role of foreshadowing in the play.
· Explain the significance of light and dark imagery in R&J
· Explain the role of fate in Romeo and Juliet
· Discuss the relationships between parents and children in Romeo and Juliet. Consider how Romeo and Juliet interact with their parents? Are they rebellious, in the modern sense? How do their parents feel about them?
· Examine the role of women in Romeo and Juliet.
· Romeo and Juliet are referred to as "star-crossed lovers". Discuss the concept of predetermined destiny and how it relates to the play.
· Is Lord Capulet a good father?
· Explain the role of disorder and hatred in Romeo and Juliet and give its consequences.
· Discuss the role of chance or coincidence in the play. How did it affect the ending of the play?
· Explain the role of foreshadowing in the play.
· Explain the significance of light and dark imagery in R&J
You checked them in with me at the end of class for a possible 10 points. For homework, you will REVISE those essays. The next class period, you will have the in-class essay stapled to the BACK of the revised (TYPED, Times New Roman 12, double-spaced) essay. Thesis and quotes will be highlighted again. Remember, you are not permitted to use first person or the phrase "in conclusion". Thesis statements should be the last sentence of P.1, and should follow this format: By looking at (A), (B) and (C), it is apparent that (D).
Remember, revision means changes in DICTION, SYNTAX and STYLE. See the rubric I provided in class in order to make sure you get the highest grade possible.
Also, study for the vocabulary quiz.
Wednesday, October 31, 2007
A reminder for students
On day one, we went over this part of the class rules. This is from your class syllabus.
Major projects, however, are due on their due dates, whether students are present at school or not. That means the project must be emailed, faxed, sent with a friend or sent by telegram on the day it is due.
Major projects, however, are due on their due dates, whether students are present at school or not. That means the project must be emailed, faxed, sent with a friend or sent by telegram on the day it is due.
Monday, October 29, 2007
Last homework for the first quarter
--Finish the play
--Finish your project
--Complete your notecards
There are 200 possible points coming in on Wed/Thursday... your project (150), your notecards (20) and your journal (30). Have all of these things with you in class or your grade could be severely affected!!!
--Finish your project
--Complete your notecards
There are 200 possible points coming in on Wed/Thursday... your project (150), your notecards (20) and your journal (30). Have all of these things with you in class or your grade could be severely affected!!!
Thursday, October 25, 2007
Homework 10/25-26
--read Romeo and Juliet through Act V, scene 2 (you can finish the play if you want...)
--Journal - 1 page - How trustworthy is Friar Lawrence? What does Act 5, scene 2 tell you about his character.
--Project due 10/31, 11/1 ... last grade of the quarter! Make it good!
--Journal - 1 page - How trustworthy is Friar Lawrence? What does Act 5, scene 2 tell you about his character.
--Project due 10/31, 11/1 ... last grade of the quarter! Make it good!
Tuesday, October 23, 2007
Homework 10/22--10/23
--Read Act IV, scenes 1-3
--Begin your Romeo and Juliet final project. You must let me know by the next class period whether you have decided to write a song, draw a cartoon or create a newspaper that demonstrates your comprehension of every scene in the play. This is due Oct 31 or Nov 1, and NO LATE WORK WILL BE ACCEPTED. This is the end of the quarter.
--Study for vocab quiz
--Begin your Romeo and Juliet final project. You must let me know by the next class period whether you have decided to write a song, draw a cartoon or create a newspaper that demonstrates your comprehension of every scene in the play. This is due Oct 31 or Nov 1, and NO LATE WORK WILL BE ACCEPTED. This is the end of the quarter.
--Study for vocab quiz
Thursday, October 18, 2007
Homework 10/19--10/19
--Finish Act III of Romeo and Juliet
--Journal entry (one page) -- What options does Juliet have at the end of Act III? How can she extricate herself from this situation? What forces are working against her?
--Study for Toss Around
--Journal entry (one page) -- What options does Juliet have at the end of Act III? How can she extricate herself from this situation? What forces are working against her?
--Study for Toss Around
Monday, October 15, 2007
Homework 10/15--10/16
--Lesson 4 notecards... complete them!
--Read Act III, scene 2 of Romeo and Juliet (to page 139)
--Read Act III, scene 2 of Romeo and Juliet (to page 139)
Thursday, October 11, 2007
Homework 10/11--10/12
--Read Act II (finish the act -- page 111)
--Complete the study guide
--Quiz Monday on Acts I & II.... STUDY!
--Complete the study guide
--Quiz Monday on Acts I & II.... STUDY!
Tuesday, October 9, 2007
Homework (not just for Chaniqua!)
--Study for your vocabulary quiz!!!! DO IT! STUDY!
--Make a characterization chart for 4 characters (Romeo, Juliet, 2 of your choice). The chart should consist of
*physical characteristics of the character (if included in the play... don't just make them up!)
*a description of how each of the 4 characters interact with one another
*the internal thoughts of each character (use QUOTES to show this... hint! use asides or monologues)
*list 5 adjectives to describe each character
*describe their external behavior (actions! not more adjectives!)
--Journals will be collected on Friday. If you do not have your journal in class, you will receive a ZERO.
--Make a characterization chart for 4 characters (Romeo, Juliet, 2 of your choice). The chart should consist of
*physical characteristics of the character (if included in the play... don't just make them up!)
*a description of how each of the 4 characters interact with one another
*the internal thoughts of each character (use QUOTES to show this... hint! use asides or monologues)
*list 5 adjectives to describe each character
*describe their external behavior (actions! not more adjectives!)
--Journals will be collected on Friday. If you do not have your journal in class, you will receive a ZERO.
Thursday, October 4, 2007
Homework for 10/3--10/4
--Study Vocabulary for Toss Around
--Read Act II, scene 2 (to page 83)
--Journal entry -- evaluate Romeo and Juliet's decision in Act II, scene 2. Use lines from the text to support your opinion
--Read Act II, scene 2 (to page 83)
--Journal entry -- evaluate Romeo and Juliet's decision in Act II, scene 2. Use lines from the text to support your opinion
Monday, October 1, 2007
Homework for Oct 1--2, 2007
--Vocabulary for Lesson Three (Note cards due Wednesday/Thursday)
--Read Act 1, Scene 5 of Romeo and Juliet. Complete writing the scene in your own words. This is a group assignment, and we worked on it in class. These scenes will be performed Wednesday/Thursday.
If you were absent, see me for a section of Act 1, Scene fto complete on your own.
--Read Act 1, Scene 5 of Romeo and Juliet. Complete writing the scene in your own words. This is a group assignment, and we worked on it in class. These scenes will be performed Wednesday/Thursday.
If you were absent, see me for a section of Act 1, Scene fto complete on your own.
Thursday, September 27, 2007
Homework 9/27--9/28
--Because we need to work on our COMPREHENSION of the text, I want you to re-read what you did for the last assignment. Again, we're working on Act I, scenes 1- 4 (up to page 49)
--Journal entry - 1 page - Have you ever defied your parents? Tell the story... ONE story only! Remember, these journal entries reflect the action in the play we are reading, so take this assignment seriously! We'll discuss this on Monday/Tuesday in class.
--Journal entry - 1 page - Have you ever defied your parents? Tell the story... ONE story only! Remember, these journal entries reflect the action in the play we are reading, so take this assignment seriously! We'll discuss this on Monday/Tuesday in class.
Tuesday, September 25, 2007
Homework!
--Read Romeo and Juliet up to page 49 (Act 1, scene 4)
--Write at least 3 questions about tonight's reading in your journal
--Turn in your learning report... must have a parent signature!
--Study for your vocabulary quiz
--Write at least 3 questions about tonight's reading in your journal
--Turn in your learning report... must have a parent signature!
--Study for your vocabulary quiz
Thursday, September 20, 2007
Homework
--Start reading Romeo & Juliet (up to page 33... finish Act 1, Scene 2)
--Reading journal - 1 page. Topic: What advice would you give your friend if s/he told you s/he was in love with someone his/her parents did not approve of?
--Study your vocab! Toss Around is Monday/Tuesday!
--Reading journal - 1 page. Topic: What advice would you give your friend if s/he told you s/he was in love with someone his/her parents did not approve of?
--Study your vocab! Toss Around is Monday/Tuesday!
Monday, September 17, 2007
Homework!
--Bring a reading journal to class Thursday/Friday
--Complete your 20 notecards for Lesson Two Vocabulary
--Final draft of "Who Are You Anyway?" due Thursday/Friday
--Complete your 20 notecards for Lesson Two Vocabulary
--Final draft of "Who Are You Anyway?" due Thursday/Friday
Thursday, September 13, 2007
Homework for 9/13--9/14
--You have a test on Monday/Tuesday. Study for it! (I know some of you did not take this advice for the vocabulary quiz...)
--Your second draft of "Who Are You, Anyway?" is due on Thursday/Friday Sept 20/21. Use the peer editing we did in class to revise your paper. Notice that I said REVISE, not edit!
--Your second draft of "Who Are You, Anyway?" is due on Thursday/Friday Sept 20/21. Use the peer editing we did in class to revise your paper. Notice that I said REVISE, not edit!
Monday, September 10, 2007
Homework for 9/10-11
--First draft of Who Are You Anyway (essay) is due Thursday/Friday
--Be prepared to discuss The Curious Incident... on Thursday/Friday. Write 10 discussion questions
--Study for Thursday/Friday's vocabulary exam
--Be prepared to discuss The Curious Incident... on Thursday/Friday. Write 10 discussion questions
--Study for Thursday/Friday's vocabulary exam
Thursday, September 6, 2007
HOMEWORK FOR 9/6--9/7
--Who Are You, Anyway? paper assignment. First draft due 9/13, 9/14
--Be prepared to discuss The Curious Incident (pages 50--100)
--Study your vocabulary!
--Be prepared to discuss The Curious Incident (pages 50--100)
--Study your vocabulary!
Tuesday, September 4, 2007
Homework for September 4-5
--Be prepared to discuss The Curious Incident of the Dog in the Night-time (pages 1-50). Re-read if necessary!
--Put the following vocabulary words on index (note) cards. One side should be the word, the other side the definition:
alienate
elated
epigram
fatalistic
lackadaisical
licentious
numismatist
obtrude
paucity
pensive
characterization
conflict
metaphor
point of view
first person
third person limited
third person omniscient
paradox
theme
thesis
--Put the following vocabulary words on index (note) cards. One side should be the word, the other side the definition:
alienate
elated
epigram
fatalistic
lackadaisical
licentious
numismatist
obtrude
paucity
pensive
characterization
conflict
metaphor
point of view
first person
third person limited
third person omniscient
paradox
theme
thesis
Monday, September 3, 2007
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