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)

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!

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!

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.

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!

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.

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

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.