Monday
Today we are going to read "Campus Racism" and discuss how and why it is an informative speech. You will then do the study questions at the end of the text. Tomorrow we will begin to workshop your drafts as a class.
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Expository Essays
First drafts of essays due on Monday - before class - use this time wisely. The link for MLA Formating can be found HERE
Expository Essays
Today we are going to continue with your expository writing. Remember your opening paragraph needs the following: 1) Hook 2) Essential information needed for the reader/listener to understand the topic 3) Thesis with order of development In your body - you should have a) Evidence in MLA citation and b) a personal connection of some sort 4) Your conclusion needs to return to your hook, thesis, and summarize what you stated in the essay.
Friday
Students should read the handout - “The Elements of Effective Expository Writing” and the essay “The Truth About Lying.” After reading write a paragraph about what makes “The Truth About Lying” an expository essay. This paragraph should be posted on their blogs and it should be 5-10 sentences (complex sentences) long. If you finish this assignment, you can either work on your Romeo and Juliet essay, or begin to come up with an expository speech topic.
Unit Learning goal: Students will be able to research, write and perform an original expository essay that informs or explains some idea, task, or problem of the student’s choice. Scale/Rubric relating to learning goal: 4 – The student can write and perform an original expository speech that both informs/explains and persuades some idea or problem of that the student is interested in. The writing and performance are both exemplarily effective. 3 – The student is able to write an original expository speech that informs or explains something that the student is interested in. 2 – With some direction/help from the teacher the student is able to write an original expository speech that informs or explains something that the student is interested in. 1 – Even with help from the teacher the student is unable to write an original expository speech that informs or explains something that the student is interested in. Stude...
Romeo and Juliet
Unit Learning goal: Students will demonstrate an understanding of tragedy and Romeo and Juliet by evaluating the characters and their motivations in the play and writing a short persuasive essay using evidence from the text to discuss who is to blame for the deaths of Romeo and Juliet. Scale/Rubric relating to learning goal: 4 – The student can evaluate characters and their motivations and come up with multiple interpretations based on evidence of why many characters are to blame for the deaths of Romeo and Juliet. 3 – The student can evaluate the characters and their motivations in the play and writing a short persuasive essay using evidence from the text to discuss who is to blame for the deaths of Romeo and Juliet 2 – With some direction/help from the teacher the student can evaluate the characters and their motivations in the play and writing a short persuasive essay using evidence from the text to discuss who is to blame for the deaths of Romeo and Juliet 1 – Even...
Wednesday
Today we are going to review ACT 5. Below is a previous test - when we finish you should start filling it out. Romeo and Juliet TEST 1) Define monologue and give an example from the play. 2) Define soliloquy and give an example from the play. 3) Define oxymoron and give an example from the play. 4) List the three sonnets found in Romeo and Juliet. 5) Mercutio’s name is an allusion to what Roman god? 6) List two pairs of dramatic foils why they are dramatic foils. 7) Outline...