Period+3+Honors+Sophomore+English


 * **Date**
 * Assignment**
 * Given** || **Assignment Title and Description** ||
 * **Friday,**
 * June 7th** || 1. **Review for Exam. Our exam will have two parts: 1. Grammar Review and 2. Literature Review**
 * June 7th** || 1. **Review for Exam. Our exam will have two parts: 1. Grammar Review and 2. Literature Review**

2. For our Grammar Review, please study the following terms and concepts: a. Compound sentences: use of semi-colon and use of comma with coordinating conjunction. b. Compound/Complex sentence: use of semi-colon with transition word/phrase that begins the second sentence. c. Types of sentence openers (long phrase/clause): adverbial clause, prepositional phrase, participial phrases. d. Use of apostrophes. e. Prepositional Phrase f. Independent Clause (sentence) and dependent (subordinate clause)

Remember that for your review you can look over our SEC packet, the Grammaroni Sheets that are posted on our navigation page, or any our our google docs practice sheets.

Here are some SEC practice sheets for review :








[|Prepositional Phrases Google Docs]

[|Adverbial Clauses Google Docs]

[|Present and Past Participal Phrases Google Docs]

[|Compound Sentences Google Docs]

3. **For our literature review, please remember to finish and complete your group's google docs as a review--be sure to share with the class. Additionally, use the review questions below as a way to begin thinking about how our literature this year is related thematically.** a. How do Hamlet, Oedipus, Scout/Atticus face the challenges they encounter? b. How is Hamlet's despair similar or different from Elie Wiesel's? c. In the works we've studied this year, the characters come of age in circumstances that are challenging and difficult. Choose two characters to compare regarding a. the challenge they faced b. their approach to the challenge c. the consequences of their actions. d. Choose two works to discuss the way the author explores one of the following thematic ideas: appearance vs. reality, betrayal, justice, action vs. inaction, parent/child relationships, fate vs. free will.
 * Key thematic questions:**


 * Exam Writing Rubric **

_focused ideas in topic sentence _ concrete and specific examples from the stories _analysis vs. summary utilized _ ideas are thoughtful, insightful, and original _writer uses sentence variety and word choice to enhance her voice _SEC rules are generally followed ||
 * **Thursday,**
 * June 6th** || 1. Read over the poems attached. Please read them and consider them (take notes if you'd like--optional), but be ready to read and discuss them tomorrow.



2. Begin to read over the information in our Google docs that we were working on today. Be familiar with the key characters and key thematic ideas in the works we've studied this semester. I have shared all them with you this morning, but here are the links:

a. //To Kill a Mockingbird// by Harper Lee b. //Oedipus Rex// by Sophocles c. //Hamlet// by William Shakespeare d. //Night// by Ellie Wiesel

3. **Begin to think about our key thematic questions:** a. How do Hamlet, Oedipus, Scout/Atticus face the challenges they encounter? b. How is Hamlet's despair similar or different from Elie Weisel's? c. In the works we've studied this year, the characters come of age in circumstances that are challenging and difficult. Choose two characters to compare regarding a. the challenge they faced b. their approach to the challenge c. the consequences of their actions. d. Choose two works to discuss the way the author explores one of the following thematic ideas: appearance vs. reality, betrayal, justice, action vs. inaction, parent/child relationships, fate vs. free will.

4. **Grammar Exercise: Participial Phrases. Please read over our handout below. Do the exercises at the end of the pages document.** || Take the night off and relax if you can! ||
 * **Tuesday,**
 * June 4th** || ==** Great job getting your papers in, Period 3! Bravo! **==
 * **Thursday,**
 * May 29th** || 1. Be sure that your outline is posted!

2. Come to class on Monday with your introduction and two body paragraphs ready to print for peer editing on Monday. I am going to be out on Monday, so I will be giving you a free work period. With 20 minutes left of class, please pair up with someone whose paper you can peer edit. On the first reading, read for ideas, fluidity, transitions, coherence of ideas. On the second reading, gloss for SEC. I will give the substitute teacher a check off list for you to use as a reference.

3. Remember that **final papers** are due this **Tuesday, June 4th!**


 * Please use the final check off list below to be sure you have all the pieces you need to complete your paper.**

||
 * **Friday, May 24th** || 1. Please be sure to post in green next to your name ** "Please reread these" **if you would like me to look over your thesis and topic sentences again over the weekend--on our Google doc.

2. ** Work on your full outline for Tuesday, May 28th. ** Remember that you will be posting your outline electronically via email or googledocs no later than 7:00 on Tuesday evening. See directions for visual outline below.

3. Please be sure to bring in any //Night// or //Hamlet// books that you might still have at home to class on Thursday. ||
 * **Tuesday,**
 * May 21st** || 1. **Please be sure you have posted your thesis statement and topic sentences.** If you have reworked them since we last conferenced, please be sure to send me an email asking me to look them over one more time before you add them to your paper.

2. **To clarify, your FULL OUTLINE will be due on Tuesday, May 28th.** Period 4 had asked for an extension over the weekend, so I will let you folks finish yours over the weekend, too. I have updated the visual outline that will help guide you and help you structure your paper. The directions for what to complete on the outline are also included at the top of the sheet. I will have you submit these to me electronically, but not as a Google doc.

|| 2. Begin thinking through how to organize your body paragraphs for each topic. You can make a copy of the sheet below to "fiddle around" with your paragraphs visually.
 * **Friday,**
 * May 17th** || 1. Please post your thesis statement and topic sentences for your [|research paper here] by Sunday evening (no later than 7:00).



[|3. Holocaust Research Paper Deadlines]

||
 * **Thursday,**
 * May 9th** || Today in class, please complete the following items:

1. **[|End of the Year Survey].** I will be using your feedback to help me improve my teaching and teaching strategies for next year, so please take about 15 minutes to complete the attached survey.

2. **Adverbial Clauses Practice Sheet**. Please complete Part I and II of our practice sheet. If you do not have your adverbial clauses handout from the beginning of class, I have left extra copies with Mr. Hall. He will collect these at the end of class.

3. **Preparation for Book Talks Friday/Holocaust Thesis and Topic Sentences**. When you are finished the first assignments, please use the rest of class to prepare for our Book Talk tomorrow, finish any source notes you haven't finished, or work on finishing your thesis statements and topic sentences.


 * To Prepare for Book Talks on Friday, May 10th. ** Remember that for our book talks, you should come prepared (printed and ready to go at the start of class) the following: your four quotes that you will be using in your book talks as well as any ideas underneath your quotes that you might be using as a reminder about the quote's significance. You can also make an outline for yourself for the class. I will collect either just your quotes or your quotes with any outline you might be using. Remember to time yourself so that your talk lasts 12 minutes total.

Hope the AP Euro exam went well for everyone today! || 2. **Source Notes #3 Due Monday, May 13th**. 3. Begin meandering your way through the community book choices for your summer reading: have fun! [|Click this link here]. 4. [|Holocaust Research Paper Deadlines] || 2. **Source Notes #3** Due Thursday, May 16th. || 2. Holocaust Book Talk books due Friday, May 9th. Book Talks will be on Monday, May 12th. || 2. Remember that tomorrow (Friday) we will have our SAT practice essay. || 2. **Source Notes #1** will be due on **Tuesday, April 30th**. 3. Final //Night// reading and logs will be due on **Thursday, May 2nd**. || 2. Please bring the following things to class on Thursday: Hamlet books, //Facing History// highlighted passages, and your self. ||
 * **Thursday,**
 * May 8th** || 1. Finish **Holocaust Free Choice Books by Friday, May 10th**. ** Book Talks Friday, May 17th ** (date change!).
 * **Tuesday,**
 * May 7th** || 1. Finish **Holocaust Free Choice Books by Friday, May 10th**. Book Talks Monday, May 13th.
 * **Friday,**
 * May 3rd** || 1. Source Notes #2 due on **Tuesday, May 7th**
 * **Thursday,**
 * May 2nd** || 1. Keep working on Source Notes #2--Due **Tuesday, May 7th**.
 * **Friday,**
 * April 26th** || 1. **Working Works Cited Page** will be due at the end of class on **Monday, April 29th**.
 * **Thursday,**
 * April 4th** || 1. Bring your Holocaust free choice book with you to class tomorrow! Remember these books can be fiction or nonfiction. ||
 * **Tuesday,**
 * April 2nd** || 1. No homework!
 * **Monday,**
 * April 1st** || 1. **Read our //Facing History, Facing Ourselves p//acket**: "Turning Neighbor against Neighbor," "Taking Over the Universities," "Breeding the New German Race," "Isolating Gays," "A Matter of Obedience," and "A Substitute for Religion."

2. As you read, **highlight those passages that stand out** for you either because they are surprising, shocking, interesting, puzzling. Be ready to come to class ready to share these passages with your smaller groups tomorrow (**Tuesday, April 2nd**). Try to highlight about 3-5 quotes per story or add questions in the margins as you read. **We won't post questions for this packet**. ||
 * **Friday,**
 * March 29th** || 1. Read the following articles from our //Facing History and Ourselves// reading packet: "'Race' and Science, "Stereotyping," and "Fear" pp. 13-29. Remember to also read the "Connections" commentary that follows each section. As you read, **highlight phrases/sentences** that catch your attention and that you would like to discuss with your group on Monday.

2. Post a total of four questions on our Googledocs: [|Discussion Questions Post #1.] You will post one question per article and one additional question related to any of the articles. Please post your questions by Sunday evening so I can organize our groups for class on Monday. Enjoy! ||
 * **Monday,**
 * March 25th** || 1. Hamlet Review Due **Thursday, March 28th**. ||
 * **Monday,**
 * March 18th** || 1. **Hamlet performances are tomorrow, Tuesday, March 18th.** Good luck memorizing.

1. Good luck with your CEP! 2. //Hamlet// Performances will be the Monday after CEP (**March 27th**). 3. //Hamlet// Review Sheets due **Thursday, March 30th**.
 * IF WE HAVE A SNOW DAY TUESDAY: **

||
 * **Friday,**
 * March 15th** || 1. **Memorize your Shakespeare lines for performances by Tuesday, March 19th.** See rubric below for grading (x1.50). Remember that the goal is to bring your scene alive! I am not expecting Hollywood--just give it your best effort for yourself and our class. We will run the scenes in chronological order.

2. Remember to make any last notes you may need on your Director's scripts (x1.50) over the weekend--I'll collect them on Tuesday. || 2. Work on line memorization! || 2. **Here are the scene summaries below:**
 * **Monday,**
 * March 11th** || 1. Tonight, read through your script and start to mark up your lines (take notes) to mark words you want to emphasize, gestures, and movement.
 * **Friday,**
 * March 8th** || **1. Read Hamlet Acts IV and V for Monday, March11th**. We will have an in-class reading quiz!

Gertrude tells Claudius of Hamlet’s rash actions in 3.4. Claudius again fears that he might act dangerously toward him and worries that he, Claudius, will be blamed for Hamlet’s actions in 3.4. He lies to Gertrude about his feelings for Hamlet.
 * Act 4, scene 1**

When confronted by Rosencrantz and Guildenstern about the whereabouts of Polonius’s body, Hamlet uses word play and provocative language to avoid telling them where the body is. Ultimately, he does concede to go with them to see Claudius, who has demanded a meeting.
 * Act 4, scene 2**

Claudius expresses his fears about punishing Hamlet for his crime because his is well-loved by the people of Denmark. In his interactions with Claudius, Hamlet, as always, is using puns and biting language to provoke Claudius. After much of this interaction and Hamlet leave, Claudius orders Rosencrantz and Guildenstern to be sure that Hamlet is on a boat to England by nightfall. When he is alone, Claudius admits what his real plans are when Hamlet gets to England.
 * Act 4, scene 3**

Fortinbras’s name comes up again as he seeks permission from Claudius to march his army across Denmark on his way to Poland. (Remember this was part of Fortinbras’s plan to “occupy” Fortinbras so he wouldn’t attack Denmark). Hamlet meets Fortinbras’s captain where he hears of the small piece of land that Fortinbras will capture in Poland. Hamlet compares himself to Fortinbras, observing that Fortinbras, unlike himself, is able to act decisively and boldly. Hamlet commits himself again to act quickly to avenge his father’s death.
 * Act 4, scene 4**

After hearing distressing news about Ophelia’s reaction to her father’s murder, Gertrude and Claudius discuss the state of affairs in Denmark: Hamlet is set off to England, Polonius is murdered, and the public restless about the state of Denmark. Claudius also expresses that a close eye should be kept on Ophelia due to her rough state. Eventually, Laertes bursts into the court with a small mob to confront Claudius, who he holds responsible for Polonius’ murder. They are interrupted by Ophelia and surprised by her behavior. Claudius manages to calm Laertes down and convince him to join in a plan to seek revenge on Hamlet for his father’s murder.
 * Act 4, scene 5**

Horatio receives word that some sailors have letters and messages for him. In a letter from Hamlet, Horatio learns that, on the way to England, Hamlet’s ship was attacked by pirates. During the attack, Hamlet was able to board the pirate’s ship but was taken prisoner. In exchange for repaying them handsomely, Hamlet convinces the pirates to bring him back to Denmark. The sailors then promise to bring Horatio to Hamlet.
 * Act 4, scene 6**

After Claudius and Laertes discuss why the king has not punished Hamlet for killing Polonius, Claudius convinces Laertes to challenge Hamlet to a duel with swords to avenge Polonius’ death. Claudius tell Laertes to fight with an unblunted sword (for most duels, swords would be blunted with cork to avoid death and the winner of the match was determined by the number of “hits,” which were not designed to kill). Both Laertes and Claudius conspire to add even two more methods for making the duel more lethal than anyone expects. The queen then enters with distressing news to share with the group.
 * Act 4, scene 7**

This is the famous gravediggers scene. Remember that Shakespeare often had one or two “clown” scenes in his tragedies to lighten the emotional intensity of the tragedy. Here, the scene opens with the two gravediggers (called clowns in your book) having a conversation about the person they are burying. When Hamlet and Horatio enter (on their return from meeting up with the sailors who have returned Hamlet), Hamlet and the gravedigger have a funny interaction of back and forth puns as Hamlet tries to get the gravedigger to tell him who the grave is for. The gravedigger does not realize that he’s talking to the prince, which adds to some of the humor of the scene. The scene then changes its tone when Hamlet discovers the skull of the jester Yorik from his youth who died 23 years ago. Here, the tone shifts as Hamlet contemplates the idea that, no matter who we are--Alexander the Great or Caesar--we all end up as dust and bones that could fill a chink in a wall. As the body arrives for the burial, Hamlet gets into a conflict with the grieving for reasons I’ll leave for you to discover...
 * Act V, scene 1**

2. Award Winning Book Essay due **Friday, March 8th**. (Date changed due to assembly Thursday). || 2. Remember that final papers are due on **Thursday, March 6th**. || 2. Write the introduction to your paper--be sure to print it off before class. ||
 * Act V, scene 2: The Resolution! Enjoy!** ||
 * **Monday,**
 * March 4th**
 * and Tues. 5th** || 1. **Read Hamlet Acts IV and V for Monday, March11th**. We will have an in-class reading quiz!
 * **Friday,**
 * Feb. 28th** || 1. If you did not send me your outline today in class, please be sure you have **emailed it to me as an attachment by 1:00 on Saturday**.
 * **Monday,**
 * Feb. 25th** || 1. Finish and POST thesis statements and topic sentences for essays by Monday evening!
 * **Thursday,**
 * Feb. 14th.** || 1. Finish Thesis Statement and Topic Sentences for Free choice award winning book. Add to Google doc.

2. Finish Glossing! ||
 * Happy Valentine's Day! ** ||
 * **Tuesday,**
 * Feb. 12th** || 1. Free Choice Award Winning Book due Thursday 2/14th! ** Bring your Award-winning books to class on Thursday. **
 * **Monday,**
 * Feb. 11th** || **1. Read Act 3 scenes 3 and 4 in //Hamlet//** for **Tuesday, 2/12**. Do one log entry for each scene: [|Google doc here!]


 * 2. Free Choice Books must be finished and read by Thursday 2/14**. ** Please bring your Award-winning books to class on Thursday. ** ||
 * **Thursday,**
 * Feb. 7th** || 1. **Read Act 3 scenes 3 and 4 in //Hamlet//** for **Tuesday, 2/12**. Do one log entry for each scene.

2. **Free Choice Books must be finished and read by Tuesday 2/12**. ** Please bring your Award-winning books to class on Tuesday. **

SCENE SUMMARIES for ACT 3, scenes 3 & 4 :

In this scene, we see Claudius’s soliloquy where he contemplates what he’s done. Pay close attention to what he’s saying. Does he feel guilty for what he’s done? Why is he trying to pray? Hamlet enters the chapel where Claudius is praying and must make a decision to either kill him or not (this would be the perfect moment). Watch and see what Hamlet decides.
 * Act 3, scene 3**

The setting of this scene is Gertrude’s private bedchamber (also called a closet). Polonius advises Gertrude to speak sharply to her son, and then hides behind a tapestry. Hamlet is very critical of Gertrude, making her fear for her life. At one point she calls out, alarmed by Hamlet’s behavior, and chaos ensues. In Hamlet’s soliloquy in this scene, he compares his father with Claudius--once again questioning (like he does in his first soliloquy) how Gertrude could even consider marrying a man like Claudius after she’s been married to King Hamlet. He berates Gertude for not seeing the difference between the two men, and deplores her inability to control her sexual desires. The Ghost returns before the end of this scene to speak to Hamlet, but Gertrude can’t see the ghost. Hamlet makes a plan regarding Rosencrantz and Guildenstern. ||
 * Act 3, scene 4**
 * **Monday,**
 * Feb. 4th** || **1. Read Act 3 scenes 1 and 2. Due Thursday, 2/7.**


 * 2. Do one log entry for each scene. Enter your logs on this [|Google doc]. Due Thursday, 2/7.**
 * 3. Keep reading your Free Choice Book--Due Tuesday 3/12!**

In this scene, Rosencratz and Guildenstern report that Hamlet will not reveal why he is acting strangely, but explain that Hamlet is excited about the actors’ visit. Claudius and Polonius get ready to spy on Hamlet and Ophelia. Before Hamlet and Ophelia meet, we come to Hamlet’s third and most famous soliloquy: ‘To be or not to be.‘ See if you can figure out what Hamlet is trying to figure out in this speech--you get a big clue from his first question. After this, Hamlet and Ophelia meet. A big question when a director is shooting this scene is whether or not Hamlet is aware that he is being spied on, or when in the scene he realizes that he and Ophelia are actually being watched. So, be considering these interpretations of this scene as you read. When Ophelia attempts to give back to Hamlet gifts/letters he has given her, Hamlet taunts her, saying that he once loved her, then denies it. He then rages against her and all women. In this scene, consider Ophelia’s predicament: can she be honest with Hamlet--why/why not?
 * Act 3, scene 1** **Hamlet and Ophelia talk**

Polonius agrees with Claudius’s plan to send Hamlet to England and proposes that he spy on Gertrude’s meeting with Hamlet after the play. Hamlet instructs the players about acting style. Hamlet talks with Horatio and praises him for his well-balanced character and criticizes flatterers. He directs Horatio to watch the king’s response to the play. Hamlet speaks with a great deal of sexual innuendo to Ophelia after making lots of puns in his conversation with Claudius and Polonius. The players first mime a performance of the actualy Mousetrap play to come. The Player King speaks in his dialogue about thirty years of loving and holy marriage. The Player King also argues that strong intentions don’t last, because time makes us forget, but the Player Queen swears she will never remarry. He is speaking in rhyming couplets, so look for them! In this scene, watch Claudius’s reaction as the players act out the rest of the scene. In Hamlet’s discussion with Guildenstern, he accuses him of treating him like a musical instrument...why? Hamlet agrees to go visit with this mother. || 2. Do one log entry for each scene. Here's the [|Google doc] Link! 3. **Free choice books due 2/12 (this is a date change from 2/4)**. Papers will be due after break.
 * Act 3, scene 2 The Mousetrap**
 * **Friday,**
 * February 2** || 1. Read Hamlet Act 2 scenes 1 and 2. **Due Monday, Feb. 4th**

Polonius give Reynaldo money to give to Laertes in Paris. Polonius orders Reynaldo to spy on Laertes in Paris, even if he as to be deceptive and duplicitous. Polonius eventually looses the thread of his argument while speaking to Reynaldo. Ophelia comes in to report that she has had a visit from Hamlet, but that he displayed very strange behavior and did not speak. Polonius suspects that Hamlet has been driven mad because he has been cut off from access to Ophelia and decides to tell Claudius his suspicions about Hamlet's behavior.
 * Background Information on Act II.1 and II.2**
 * Act II, scene 1**

Claudius has sent for Hamlet’s fellow students from Wittenburg: Rosencrantz and Guildenstern. Claudius and Gertrude ask them to try to find out the cause of Hamlet’s strange behavior. Polonius announces the news of the Danish ambassadors’ return from Norway. Volemand reports that the king of Norway has prevented Fortinbras from attacking Denmark, sending him instead to Poland. Polonius also explains, in a long-winded manner, that he has found the cause of Hamlet’s madness. Polonius suggests a plan to spy on an arranged meeting between Ophelia and Hamlet. After some crazy dialogue with Polonius, Hamlet meets with Rosencrantz and Guildenstern and wants them to be honest if they were sent for by the king or if they are just visiting Elsinore. Rosencrantz says the players are about to arrive. Hamlet is glad to see the players. Rosencrantz explains that the popularity of a company of child actors has forced the players to travel. When Polonius enters, Hamlet taunts him. Hamlet asks one of the key players to declaim a speech about Pyrrhus. Pyrrhus enters Troy in the famous wooden horse. Hamlet asks the players if they would be willing to perform the following evening, and asks the players if they would read a part that Hamlet has written himself. Hamlet’s second soliloquy comes at the end of this scene. In it, he wonders at an actor’s ability to weep for a fictional character when he is just acting yet, Hamlet himself can do nothing to revenge his father (he’s wondering why he can’t “act” and revenge his father). He resolves to use the play he will write for the actors as a trick to discover if Claudius truly is or isn’t the murderer. ||
 * Act II, scene 2**
 * **Monday,**
 * Jan. 28th** || 1. **Study and prepare for our Hamlet Act I quiz.** Fill out and complete the form below (given out in class). This review guide and the quiz are both due on Friday. Please email me if you have any questions.



2. **Keep reading your Free Choice Award Winning Books**. Remember that they have to be completed by Monday, Feb. 4th, which is next week, so keep reading! ||
 * **Friday,**
 * Jan. 25th** || **1. Read Act I.5 of Hamlet**. Do one log entry for I.5. Please post your log entry on our [|Googledocs]here. Good luck and have fun! **These are due on Monday 1/28**.

The Ghost explains to Hamlet that the torments he must endure in the afterlife are too horrible to convey to someone living. The Ghost shares with Hamlet the details of his death. He then commands Hamlet to something very important. After this encounter, Hamlet's friends find him and remark at Hamlet's strange behavior. Hamlet makes his friends swear that they will not speak of what they've seen. Hamlet tells his friends that he will put on an "antic disposition" after this (what does that mean?). ||
 * Act I, scene 5**
 * **Thursday,**
 * Jan. 24th** || ** No homework for tonight! ** ||
 * **Tuesday,**
 * Jan. 22nd** || **1. Read Act I.3 and Act I.4 of Hamlet**. Do one log entry for I.3 and one for I.4. See sheets from 1/19 homework for student exemplars and guidelines. Please post your log entry on our [|Googledocs] here. Good luck and have fun! **These are due on Thursday 1/24th**.


 * HAMLET SCENE SUMMARIES: **

Laertes warns Ophelia against Hamlet’s love, saying it is merely youthful infatuation. As prince, Hamlet is not free to choose his own wife; he must marry in the interest of the state. Polonius gives Laertes some fatherly advice before he leave Denmark for his university studies in Paris. Polonius questions Ophelia about her relationship with Hamlet.
 * Act I, scene 3**

Just after midnight. Trumpets and gun salutes are heard. Hamlet condemns the drunkenness of the Danes and reflects that some men have a particular character fault that overwhelms reason and dignity. The Ghost appears, and Hamlet addresses it as his dead father, asking why he has returned from the grave. || 2. **Read Act 1.1 and Act 1.2 of Hamlet**. Do one log entry for 1.1 and one for 1.2. See sheets below for student exemplars and guidelines. Please post your log entry on our [|Googledoc] here. Good luck and have fun!
 * Act I, scene 4**
 * **Friday, Jan. 18th** || 1. **Begin reading your free choice Award Winning Book.** Books will be due on Monday, February 4th. Essays will be due Monday, Feb. 12th.






 * HAMLET SCENE SUMMARIES: **


 * Act 1, Scene 1: Elsinore. A platform before the castle**.
 * Setting**: On the guards’ platform at Elsinore, Horatio waits with Barnardo and Marcellus to question a ghost that has twice before appeared. The Ghost, in the form of the late King Hamlet of Denmark, appears but will not speak. Horatio decides to tell his fellow student, Prince Hamlet, about the Ghost’s appearance.

Horatio, Barnardo, and Marcellus arrive and tell Hamlet about the Ghost. Hamlet, aroused by the news, agrees to join them that night. || 2. Bring your new book with you to class on Friday.
 * Act 1, Scene 2: A room of state in the castle.**
 * Setting:** In an audience chamber (the public meeting room where the king receives visitors) in Elsinore Castle, Claudius, the new king of Denmark, holds court. After thanking his subjects for their recent support, he dispatches ambassadors to Norway to halt a threatened attack from Fortinbras. He give Laertes permission to return to France but denies Hamlet’s request to return to university in Wittenberg. Hamlet, mourning for his father’s death, is left alone to vent his despair at what he regards as his mother’s all too hasty marriage to his uncle Claudius. The audience learns that the marriage took place “within a month” of the former king’s death.
 * **Thursday,**
 * Jan. 17th** || 1. **Find your next free choice book for Quarter 3**: an award-winning book or novel (fiction or non-fiction).


 * No homework otherwise! Great job getting your paper's in!**

​ ||
 * **Tuesday,**
 * Jan. 15th** || 1. Nonfiction Essay due Thursday, Jan. 17th. Please read over notes below from Monday's homework.

2. **Please read over the rubric attached below**: ||
 * **Monday,**
 * January 14th** || 1. **Nonfiction Essays are due this Thursday, Jan. 17th**. Please be sure that essays are five pages, double-spaced and include six quotes total in your essay. Review our Nonfiction Essay Reminders sheet as well as our Nonfiction Essay Checklist below.





2. **Nonfiction Essay Outlines:** If you did not email Mrs. O'Neill your outline in class today, please be sure to email it to her ASAP. Remember that this, as well as your thesis and topic sentences are some of our last grades for the quarter, so please be sure to send that completed outline to Mrs. O today or tonight at the latest. ||
 * **Friday,**
 * Jan. 10th** || 1. **Please complete you Nonfiction Essay Outlines by Monday, Jan. 13th**. You will send them to me electronically in class.

a. Your first choice "Nonfiction Analysis Visual Outline" is the document with the colored boxes. b. Your second choice are the two documents below the "Visual Outline" document. Do the "Nonfiction Essay Thesis and topic sentences first. Then do the "Template for Body Paragraphs" for all three of your body paragraphs-four documents total for the second choice.
 * Below are the Visual Outlines that we used before. You have two choices:**








 * Please email me your outlines in class on Monday!** ||
 * **Tuesday,**
 * Jan. 8th** || 1. Please post your thesis statements and topic sentences on our [|Google docs] by Thursday at the end of the school day.

2. Quiz on adverbial clauses and compound sentences **on Friday 1/11**. Remember that you will be asked to correct sentences, as well as create compound sentences, compound sentences joined by semi-colon with a comma magnet between, and sentences that open with an adverbial clause. Use our class worksheets as a study guide. Format of the quiz will look like our class worksheets. Good luck! Email if you have questions.

2. Nonfiction essays due next **Thursday 1/17**. || 2. Please begin to study for our **compound sentences and adverbial clauses quiz on Thursday 1/10**. You can use the worksheets below as study guides.
 * **Friday,**
 * Jan. 4th** || 1. **Nonfiction books due this Tuesday 1/8.** Please remember to bring your books to class on Tuesday.







Great job today with our Hamlet activities. I have a feeling it's going to be a great unit!

For those of you who were absent today, please email me your first draft of your resume by this Sunday, so we can send them out this week. || 2. Revise your resumes for **this Friday 1/4. You will eventually save this resume as a PDF and send the final, polished copy to your advisor**
 * **Thursday,**
 * Jan. 3rd** || 1. Keep reading your nonfiction books--**due this Tuesday 1/8!**
 * and one to a home email address.**



3. Semi-colon and adverbial clauses quiz next **Thursday 1/10.** ||
 * Upcoming:**
 * **Vacation**
 * Reading** || == Happy Holidays! Enjoy Your Vacation! ==


 * Read your free choice nonfiction book. Your book will be due on Tuesday, Jan. 9th.** ||
 * **Tuesday,**
 * Dec. 18th** || 1. Read 20 pages of your new free choice fiction book. Enjoy!


 * Great job on your tests!** ||
 * **Friday,**
 * Dec. 14th** || 1. Study for Oedipus Rex Exam on Tuesday, Dec. 18th. Be sure to study all literary devices, quotes, and tragic hero terms for essay. You should also read over those significant passages in the play that we highlighted while studying.

2. Choose a non-fiction free choice book for Tuesday. This can be a memoir/ autobiography, series of essays, non-fiction story, a biography.


 * Good luck!** ||
 * **Tuesday,**
 * Dec. 11th** || 1. **Prepare you Free Choice Fiction Book for Friday, Dec. 14th**. Here are the sheets you can use to prepare (they were the pink and green sheets we went over in class).





2. **Begin working on your //Oedipus Rex// quotes for the text on Tuesday, Dec. 18th.** Remember to work on the following elements in your quote:

a. who is speaking and to whom? b. put the passage into your own words? c. context? d. significance of passage in relation to themes, characterization, and plot e. literary devices used in the passage? ||
 * **Friday,**
 * Dec. 7th** || 1. Finish your //Oedipus Rex// paragraph sandwich for Monday, Dec. 10th.

2. **Finish your Free Choice Fiction book for Monday, Dec. 10th**. Remember that our **Book Talks are this Friday, December 14th** along with your Book Talk Quotes Analysis and Preparation (Please be sure to have a printed copy of this assignment to turn in after you complete your book talk). Below is an electronic copy of the papers we went over in class:

3. **Vocabulary #9 Quiz on Wednesday, Dec. 12th.**

a. slow down the pace b. give you poem energy and life--start off strongly! c. use pauses for dramatic effect d. use gestures wisely--use them to give energy and life to your poem.
 * Congratulations to everyone for such a successful Poetry Out Loud Competition on Friday! ** ||
 * **Tuesday,**
 * Dec. 4th** || 1. **Be prepared to do your POL poems on Friday, Dec. 7th! As you are practicing, remember the following**:


 * Don't forget your snacks for Friday's Coffee House for POL. **

2. **On Monday, Dec. 7th**: Free Choice Fiction Books du**e**. **Free Choice Book Talks due Friday, Dec. 14th**.
 * Oedipus Rex paragraphs are also due on Monday, Dec. 7th.** We changed the date due to POL.

3. **Vocab. Quiz #9 due Thursday, Dec. 13th**. ||
 * **Monday,**
 * Dec. 3rd** || 1. **Memorize your POL poem 100% for Tuesday, Dec. 4th**. Be sure that you practice in front of a mirror, friends, with Garage Band to practice getting your poem down smoothly and flawlessly. Remember to target those places in the poem where you might skip a word/line so you can practice reciting it perfectly.

2. **POL Coffee House and Class Competition will be on Thursday, Dec. 6th.** Remember to sign up for your snack here, so you can pick it up this weekend. [|POL Coffee House Snack Sign Up Sheet].

3. **Oedipus Rex paragraph sandwiches due on Friday, Dec. 7th**. These will help us practice for the essay on our Oedipus Rex exam. Oedipus Rex test next week.

4. Keep reading your free choice reading fiction book. **Book talks are this Monday, Dec. 10th.** ||
 * **Friday, Nov.**
 * 30th** || 1. **Memorize your POL poem 100% for Tuesday, Dec. 4th**. Be sure that you practice in front of a mirror, friends, with Garage Band to practice getting your poem down smoothly and flawlessly. Remember to target those places in the poem where you might skip a word/line so you can practice reciting it perfectly.

2. POL Coffee House and Class Competition will be on Thursday, Dec. 6th. Remember to sign up for your snack here, so you can pick it up this weekend. [|POL Coffee House Snack Sign Up Sheet].

2. Vocab. #9 Quiz will be on Friday, Dec. 7th.

CONGRATULATIONS TO ALL OF YOU WHO DECORATED AND ORGANIZED THE SEMI-FORMAL--THE CAFETERIA LOOKED MAGICAL ON FRIDAY NIGHT! || 2. Keep reading your Free Choice Fiction book--due 12/10 for Book Talks. 3. **Vocab. #9 Quiz on Tuesday, Dec. 4th**. ||
 * **Tuesday**
 * Nov. 26th** || 1. **Memorize your POL poem for this Friday, Nov. 30th**. POL class competition is Thursday, Dec. 6th. Bring snacks for a coffee house.
 * **Friday,**
 * Nov. 16th** || 1. Read 20-25 pages of your new Free Choice Fiction Book.

2. Memorize the first 10 lines of your poem for Monday! || MLA heading, Times New Roman and 12 font, double spaced.
 * **Tuesday,**
 * Nov. 13th** || **1. Writer's Choice Essay due Friday, Nov. 16th**. Your Writer's Choice Essay should be no longer that 2-2 1/2 pages,

2. **Study for Vocab. Quiz #9** on **Monday, Nov. 26th**.

3. Begin reading your new fiction novel for our Book Talks. Bring your Free Choice book with you to class on Friday. ||
 * **Thursday,**
 * Nov. 8th** || **For the weekend:**

1. **Writer's Choice Essay due Thursday, Nov. 15th**. Your Writer's Choice Essay should be no longer that 2-2 1/2 pages, MLA heading, Times New Roman and 12 font, double spaced.

2. **Study for Vocab. Quiz #8** on **Tuesday, Nov. 13th** (Because we changed the due date for our Writer's Choice Essay, we will now have our Vocab. #8 quiz on Tuesday, so be prepared!)

3. Choose a new fiction novel for our Book Talks. Bring your Free Choice book with you to class on Tuesday. (Book Talk Books Due Dec. 4th)

4. Finish close reading of your POL poem (if you didn't finish in class). Begin memorizing your poem! ||
 * **Monday,**
 * Nov. 7th** || 1. **Read over the Writer's Choice Essay Prompt** choices located on the wiki (Find Writer's Choice Essay on the navigation page and it's the first link on that page). **Come to class with one or two paragraphs of your essay completed--a rough draft to just get some feedback from peers.** Remember that your essay doesn't have to have a thesis, topic sentences, or quotes, but you do need paragraph breaks. Have fun!

2. **Place vocab. 8 words on a Quizlet.** || 2. Bring your **POL poems** printed out for class tomorrow! ||
 * **Monday, Nov. 5th** || 1. Study for Greek Vocab. #7--Tuesday, Nov. 2nd.
 * **Thursday,**
 * Nov. 1st** || 1. **Study Vocab. #7 works and place on a Quizlet**. **Vocab. #7 due Tuesday, Nov. 6th**.

2. //TKM// Glossing due Friday, Nov. 2nd.

3. We'll begin Poetry Out Loud on Friday! ||
 * **Tuesday,**
 * October 29th** || 1. **Due to the day off today, your Free Choice Fiction Essays will be due on Thursday, Nov. 1st.**

2. **Greek Vocab. #7:** Please place vocab. #7 words on a Quizlet. **Remember that our quiz is Tues., Nov. 6th**.

3. //To Kill a Mockingbird// Glossing will be due on **Friday, Nov. 2nd.** ||
 * **Friday,**
 * October 25th** || 1. **Be sure that you have sent your completed outline to Mrs. O'Neill via email no later than Friday afternoon at 3:00**. Remember that your completed outline must include your thesis statement, introduction, three topic sentence assertions, two-three quotes and/or examples per body paragraphs, bullets points for your analysis, and the restatement of your conclusion.

2. **Final papers due Tuesday, October 30th!** Remember that papers must be five pages, double-spaced and typed, MLA format, Times New Roman font. Please use the checklist below to help you put the final touches on your paper. As you revise, don't forget to use those adverbial clauses to help you create transitions. Don't forget our brush strokes (Writer's Palette) to help you create sentence variety! ||
 * **Thursday,**
 * October 24th** || 1. **Complete your outline for class tomorrow, Friday, October 25th**. Remember that you completed outline must include your thesis statement, introduction, three topic sentence assertions, two-three quotes and/or examples per body paragraphs, bullets points for your analysis, and the restatement of your conclusion. Tomorrow, you well send me your outlines electronically.

2. **Final papers due Tuesday, October 30th!** Remember that papers must be five pages, double-spaced and typed, MLA format, Times New Roman font. ||
 * **Friday,**
 * October 19th** || 1. Be sure to **post your thesis and three topic sentences** on our [|Googledoc]so I can look them over this weekend. Remember to use your pseudonym.

2. **Free choice essay outline due Thursday, October 25th**. You can access our outline templates from our **Free Choice Fiction Essay** page on the navigation page. **Final Essay due Monday, October 29th.**

3. **Study for Vocab. Unit #6 Quiz:** Tuesday, October 23rd.

4. **Finally, do your final edits on your poems!** Add some brush strokes! Add a metaphor, add a simile. Try some repetition! I will collect two of your favorite poems on Tuesday. Have fun!

2. Begin organizing your Free Choice Book Essay using the worksheet (pink one given in class). And the worksheet below. I will not collect these until the end of class on Thursday, but you can begin the process of organizing your essay on the sheet below. Come to class with a rough draft of your thesis statement. If you want to work ahead, begin step two on the sheet below and try to write your topic sentence arguments.
 * Have a great weekend: Go Clippers! ** ||
 * **Thursday,**
 * October 18th** || 1. Create a thesis statement, three topic sentence arguments, and conclusion thesis restatement for class on Friday. ||
 * **Tuesday,**
 * October 16th** || 1. **Vocab. #6 Quiz moved to Tuesday, October 23rd.**

|| 2. Keep studying Vocab. #6 words! Be sure to place them on electronic flashcards. ||
 * **Monday,**
 * October 15th** || 1. Finish the poem we started today in class (either using Prompt #3 or Prompt #4).
 * **Thursday,**
 * October 11th** || 1. **Finish reading your free choice books this weekend--due Monday, October 15th**. We'll start working on your papers on Monday.
 * October 11th** || 1. **Finish reading your free choice books this weekend--due Monday, October 15th**. We'll start working on your papers on Monday.

2. **Study Greek vocab. Lesson #6**--quiz next Friday, 19/19.

3. **Read the poems "Snapping Beans" by Lisa Parker and "Those Winter Sundays" by Robert Hayden.**
 * Do the following close reading tasks:**

a. Circle and define any words you don't know--write their definitions on your poem.

b. In a different color, circle 6 words that were interesting to you in some way--either because they were interesting, they revealed theme, or they showed contrasts. Write a few words down about what connotations this word has.

c. Next, in a different color, underline 5 images in the poem--identify them as either smell, taste, touch, etc. Write into the margins what the image is "showing" about this moment the speaker is discussing in the poem.

d. Look for any example of each of these figurative language terms: metaphor, personification, irony.

e. Does the writer use any repetition--of words or phrases--in the poem? How does that repetition help to develop the meaning of the poem?

f. Lastly, find four example of the writer's use of detail and explain (write in the margins of your poem) what the detail shows.

g. What do you think the last lines of the poem are showing us about how the speaker feels at this moment? Write two-three sentences about his attitude right on your paper. Explain how has the speaker of the poem changed because of the experience he has described in the poem. (2-3 sentences) ||
 * **Tuesday,**
 * October 9th** || 1. **Apostrophes Quiz this Thursday, October 11th**. Study our SEC apostrophes sheet as well as our Googledocs below.

2. **Read the poems "Dogs" p. 6 and "Fifteen" p. 4 in our poetry packets. For each poem, do the following close reading steps:**

a. Circle and define any words you don't know--write their definitions on your poem.

b. In a different color, circle 6 words that were interesting to you in some way--either because they were interesting, they revealed theme, or they showed contrasts. Write a few words down about what connotations this word has.

c. Next, in a different color, underline 5 images in the poem--identify them as either smell, taste, touch, etc. Write into the margins what the image is "showing" about this moment the speaker is discussing in the poem.

d. Look for one example of each of these figurative language terms: irony, simile, metaphor.

e. Lastly, find four example of the writer's use of detail and explain (write in the margins of your poem) what the detail shows.

f. What do you think the last lines of the poem are showing us about how the speaker feels at this moment? Write two-three sentences about his attitude right on your paper. Explain how has the speaker of the poem changed because of the experience he has described in the poem. (2-3 sentences) ||
 * **Friday, October 5th.** || 1. **Study for Vocab. Quiz #5 ! Quiz this Thursday, October 11th.**


 * 2.** Begin studying for apostrophes quiz**: Tuesday, October 9th. To study, you can use our SEC packet and our [|Google doc on apostrophes].**

2. **Read the poem**: "When I First Saw Snow" on page 10 of your poetry packet. a. Circle and define any words you don't know--write their definitions on your poem. b. In a different color, circle 6 words that were interesting to you in some way--either because they were interesting, they revealed theme, or they showed contrasts. c. Next, in a different color, underline 5 images in the poem--identify them as either smell, taste, touch, etc. Write into the margins what the image is "showing" about this moment the speaker is discussing in the poem. d. Look for one example of each of these figurative language terms: allusion and metaphor e. Lastly, find four example of the writer's use of detail and explain (write in the margins of your poem) what the detail shows. f. What do you think the last two lines of the poem are showing us about how the speaker feels at this moment? Write two-three sentences about his right on your paper.
 * Do the following:**

3. Finish reading your free choice books by this Friday, October 12th! Use this long weekend to finish your reading if you can. If you have finished your book, start to think about what you might want to write your paper about: characterization, the protagonist, the plot, the writer's style, setting. Start to sticky up significant passages in the book you might want to use in your essay.

** Enjoy the long weekend! **
|| 2. **Read the poem**: "When I First Saw Snow" on page 10 of your poetry packet. a. Circle and define any words you don't know--write their definitions on your poem. b. In a different color, circle 6 words that were interesting to you in some way--either because they were interesting, they revealed theme, or they showed contrasts. c. Next, in a different color, underline 5 images in the poem--identify them as either smell, taste, touch, etc. Write into the margins what the image is "showing" about this moment the speaker is discussing in the poem. d. Look for one example of each of these figurative language terms: allusion and metaphor e. Lastly, find four example of the writer's use of detail and explain (write in the margins of your poem) what the detail shows. f. What do you think the last two lines of the poem are showing us about how the speaker feels at this moment? Write two-three sentences about his right on your paper. || Happy October! || 1. **Keep working on your //To Kill a Mockingbird// Essays:** Due date changed to Thursday, October 4th. 2. **Vocab. #4 will be on Friday, October 5th.** 3. Don't forget to keep reading your free choice books! || Read over the quotations sheet below to be sure that you are setting up your quotes and MLA citations correctly. Feel free to contact me over the weekend with any questions you might have. Remember to use the Paragraph Sandwich Model in your body paragraphs.
 * **Thursday,**
 * October 4th** || 1. **Study for Vocab. Quiz #4! Quiz this Friday, October 5th.**
 * Do the following:**
 * **Monday,**
 * October 1st**
 * **Thursday,**
 * Sept. 27th** || 1. Finish writing your To Kill a Mockingbird Essay! Be sure to check for my corrections in red of your thesis statements, topic sentences, and introduction on our Googledocs: [|Thesis statements and Topic Sentences] and [|Introductions (optional]). **Essays are due on Tuesday, October 2nd**.



2. **Study for Greek Vocabulary Quiz #4 on Thursday, October 4th**.

3. **Sign Up for the Creative Writing Workshop on the link here**: YHS Writing Workshop || "Googledoc" above and it will take you to the document.
 * **Tuesday,**
 * Sept. 25th** || 1. Please post your thesis statement and three topic sentence assertions on the [|Googledoc] that I have attached here (just click on the work

2. For class on Thursday, please have the following things completed on your essay: Introduction with thesis, three topic sentence assertions, first completed body paragraph.

3. Keep studying your Vocab. #4--quiz on Tuesday, Oct. 2nd. We'll play LINGO on Friday!

4. Keep reading your Free Choice book. You should be half-way done by this Friday! || 2. Begin organizing your notes/book for your paper. 3. Free Choice book due next Friday, October 12th, so keep reading!
 * **Monday,**
 * September 24th** || 1. Generate three possible topics for your //To Kill a Mockingbird// essay, due Tuesday, October 2nd.



|| 2. Finish posting any Lit. Cafe notes that you weren't able to post: add detail from novel, add quotes, make them substantive! 3. Study for Greek Vocab. Quiz #1-3 (Monday). Remember as part of your studying to review Vocab. Quiz #1 & 2 (especially focus on errors), write out words to practice your spelling and definitions, zero in on those words that have given you the most difficulty. **GOOD LUCK!**
 * **Friday,**
 * Sept. 21st** || **1. Read another 20 pages of your Free Choice Book.** (see calendar for deadlines)

2. Finish posting any Lit. Cafe notes from today that you weren't able to post: add detail from novel, add quotes, make them substantive! 3. **//To Kill a Mockingbird// Reflection #1**: Choose one of the topics you've discussed in one of your lit. cafe groups and write more in-depth about it. See guidelines below: || 2. **Place your Greek Vocab. #3 on flashcards**: definition and correctly used in a sentence on one side/the word on the other. 3. **Lit. Cafes**: a. Be sure to post your notes on our Lit. Cafe's page. b. Be sure to post your facilitator question and prepare your notes for the class discussion. c. We will post your notes from our "History Lessons" discussion tomorrow in class. ||
 * Have a great weekend! Mrs. O'Neill** ||
 * **Tuesday,**
 * Sept. 18th** || 1. **Read another 10 pages of your Free Choice Book.** (see calendar for deadlines)
 * **Monday,**
 * Sept. 17th** || 1. **Read another 10 pages of your Free Choice Boo**k. (see calendar for deadlines)
 * **Friday,**
 * Sept. 14th** || 1. **Read 15-20 pages of your new fiction Free Choice Book**--get a good jump start!

2. **Study for Greek Vocab. Quiz #1-2--Monday, Sept. 17th.**

3. **Post your Lit. Cafe Questions on to our Google doc.** Remember for your question/questions to choose topics that will be interesting to discuss in your groups. Remember the passages that you chose over the summer, those might be great places to start your discussion. Don't forget to put chapters and page numbers (chapters will help those who have different books to find the quotes that you're discussing). Here are some ideas/topics that would be interesting (but remember, these are only IDEAS/SUGGESTIONS). Also look at the back of the "Lit. Cafe" sheet where I've given you suggestions about how to create strong questions:

a. The Trial: Atticus' behavior at trial, the black communities reaction to Atticus, the details of the trial, Atticus' closing speech, Tom's tesimony. b. The early parts of book: What do we think of Scout as a narrator? How old is she at the telling of this story? Discuss the relationship between Arthur Radley and the children. What about the tree incident? What is Calpurnia's relationship with the family? c. Consider gender roles in the novel. Discuss the role of the women in the novel? How does Scout change and why due to the women in the story? d. Discuss the children and their "world" in the novel or some aspect of their lives--how does their reality change as the novel progresses? How are they different and changed at the end? Has Jem changed in ways that Scout hasn't? e. Discuss an interesting scene in the novel: the news of Tom Robinson's death, the Dolphus Raymond scene, the shooting of, Jem and Scout's visit to Calpurnia's church, etc., the current events class conversation about Hitler, etc.


 * Good luck!** ||
 * **Thursday,**
 * Sept. 13th** || 1. Bring Vocab. #2 Flashcards to class tomorrow: **Friday, Sept. 13th**.

2. **Finish reading Yusef Komunyakka's "History Lessons": (Due Friday, Sept. 13th)**

a. Read parts II and III

b. Close read Parts II and III looking for 6-10 interesting words and 4 images (label the images--visual, sound, taste, touch or smell).

c. Answer the questions provided on the worksheet attached to the poems. Please type answers using MLA format.

3. **Choose your "Free Choice" fiction book**. Remember that you can borrow books from Mrs. O's room or the library. Just be sure to sign out any

books you borrow from Mrs. O's room. **(Due Friday, Sept. 13th)** ||