Today we... Wrote. Please see below for our writing prompt. We reviewed scene 2 and scored our yellow handout from yesterday. Mrs. Hopkins handed out the green "coin" sheet (please see below), which needs to be completed for homework if not completed in class. You must fill out the chart (plan) for the four characters listed, and then draw/create both sides of two coins on the back.
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Today we... Wrote. Please see our writing prompts below. Reviewed Julius Caesar Act I Scene i. Mrs. Hopkins read us a synopsis of Act I Scene ii. Received a yellow handout, "Meet the VIPs" (see document below) to be completed as homework (in complete sentences!) if it is not completed in class. We then listed to an audio version of the scene.
Today we...
Wrote. We didn't really have a prompt, but please see instructions below. Turned in Weeks #7 & #8 of our daily writing. Today we...
Registered for classes for next year. If you were absent today, please contact your counselor ASAP in order to get your class schedule ironed out and complete registration. Today we... Wrote. Please see our writing prompt below. Got back our blue packets from yesterday. We discussed accurate scoring and consequences. Received a glossary of dramatic terms, which we will be tested on later. Keep this sheet handy and study! Please see document below. We had a quick summary of Act I, Scene i, and then listened to an audio recording of the scene while reading along in our textbooks (you can find many different audio versions on YouTube, by the way). We then went back over the scene, noticed some of the humor Shakespeare incorporates into his character interactions, the tensions between the plebeians and the tribunes, and the general atmosphere of Rome. PLEASE CLICK HERE FOR THE TEXT OF THE PLAY. (Note: this will take you to a new sub-tab here on our LA10 page.)
Today we... Wrote. Please see below for our writing prompt. Graded/Corrected the blue packet about forms of government, Caesar, and political and military terms, and turned it in. Received a new brightly colored packet which has an intro to the play, cast of characters, and summary. We went over this in detail in class. Please see document below (this does not contain the "goofy" character list). No homework tonight.
Today we... Wrote. Please see below for our writing prompt. Began our unit on William Shakespeare's play Julius Caesar. We had a brief introduction to Julius Caesar the man (he's an historical figure!), some historical background, and then received the document below (printed on blue paper), which covers different types of government, facts about Julius Caesar, and political and military terms. If you do not complete the packet in class, you must finish it for homework.
Today we... Wrote. Please see below for our daily writing prompt. Received the culminating activity for our non-fiction/rhetorical analysis unit: an analysis of President Barack Obama's speech commemorating the 50th anniversary of the march over the Edmund Pettus brindge in Selma, Alabama. Please see document below for full instructions and the text of the speech. You will have all class period today and tomorrow to work on this, with everything due by the end of class on Friday. You will be submitting one document to Turnitin.com that includes a SOAPSTone analysis as well as a 4-chunk paragraph. There are three parts to this assessment. FROM THE DOCUMENT: What follows below are excerpts from President Barack Obama’s speech on March 7, 2015, commemorating the 50th Anniversary of the march over the Edmund Pettus bridge in Selma, Alabama. On that day 50 years ago, non-violent marchers planned to march from Selma to the state capital in Montgomery. The marchers were met by state troopers, and county deputies attacked the protesters with billy clubs and tear gas after they crossed the county line. The events of that day are considered among the most central of the Civil Rights movement. PART ONE For your culminating activity, you will read and annotate the speech below. Please be sure to mark any rhetorical devices you come across in your reading (there are many). Mark up the speech, highlight, underline, annotate, etc. You will be turning this in for credit (make sure your name is on the top). PART TWO: SOAPSTone ANALYSIS Once you have finished reading the speech, complete a SOAPStone analysis. Pay particular attention to the purpose element: what is the main idea of the speech? Look back at your previous SOAPSTone work and make sure you aren't repeating the same mistakes. You must write in complete sentences. This should be at the top of the document you will submit online. PART THREE: PARAGRAPH RESPONSE Once you have completed the SOAPStone analysis, you will be writing a FOUR CHUNK paragraph in which you explain how President Obama uses rhetorical devices to enforce the main idea of the speech. In order to complete this task successfully, you need to:
I encourage your to do some pre-writing work (such as answering the above questions) on the back of the article or in the body of your document.
Please find our writing prompt below. Writing time is 10 minutes.
After writing time, please grab a Chromebook. In class: please submit your Capital Punishment Rhetorical Analysis Essay to Turnitin.com if you have not already done so. Before you turn in your self-assessed rubric, rate yourself on the 4-point proficiency scale from our yellow sheet of paper. At the top of the rubric, above your name, write "I rate myself a _______." Next, find a partner to "trade" essays with. You will read their essay, and they will read yours. Give your partner your rubric which you have already filled out. Read your partner's essay and score them on their rubric as well. they will do the same for you. Indicate where the scores you chose for them match, and where they are different. At the bottom of their rubric, on the back, tally up their total score, write your name, and then also give them a ranking from the 4-point scale. It's okay if not everything matches. In addition, write one piece of positive feedback, and one piece of constructive criticism. You will receive a separate grade for scoring someone else's essay (think of this like a Writer's Workshop). The rubric that you turn in (to the black "boxes" by the water cooler) should have your self-assessment along with someone else's. Be prepared to continue writing rhetorical analyses tomorrow, on a completely different topic. We will begin our unit on William Shakespeare's Julius Caesar on Monday. Today we... Wrote. Please see below for our writing prompt. Mrs. Hopkins handed out the rhetorical analysis rubric for our capital punishment essay. We went over it as a class. The essay will be due tomorrow at the beginning of class. It must be submitted online, and each student must evaluate their own essay according to the rubric, turning in the rubric to Mrs. Hopkins. Your essay will not be scored without the rubric filled out.
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AuthorMrs. Hopkins is your favorite teacher ever! Archives
June 2015
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