Date
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Aim and Do Now
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Home Assignments
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12/14/10
through
12/16/10
Our
classroom
will serve
as a
writing
lab.
Please
bring your
books
every day.
|
Objectives:
Student will Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Develop and strengthen writing as needed by planning, revising, and editing, rewriting, or trying a new approach.
Use technology, including the internet, to produce and publish writing and o interact and collaborate with others.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Aim: How can we develop and strengthen our writing?
Do Now: please sign out your laptops and beging typing your research paper.
Work Period: Students should be using the laptops to conduct further research
Visit thesis builder (you have to many many attempts before you get it right).
There is an online link correctlink.com where you can get free bibliographies.
Please just keep writing.
I can have mini conferences with students about any problems they are experiencing with the research paper or missing
assignments.
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Continue Writing.
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12/13/10
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Objectives:
Students will compile a list of works cited
W.GPI.1.4 Use a range of organizational strategies, such as clustering, mapping, and brainstorming to present researched
information to write their MLA Format Works Cited
Aim: How do we organize our sources in our MLA format Works Cited?
Do Now: Complete the following sentence. I found that author_________________was more versed on my topic
about________________because...
Mini Lesson:
An alphabetized list of works cited, which appears at the end of your research paper, gives publication information for each of the
sources you have cited in the paper. Include only sources that you have quoted, summarized, or paraphrased.
Listing authors (print and online)
Alphabetize entries in the list of works cited by authors’ last names (or by title if a work has no author). The author’s name is
important because citations in the text of the paper refer to it and readers will be looking for it at the beginning of an entry in the
alphabetized list.
NAME CITED IN TEXT
According to Nancy Flynn, . . .
Last name, First name. Title of Work/Book. City of Pulication: Publisher, Date published. Medium
Hyde, Natalie. Dreams of Education Utopia. Trinidad and Tobago: Farrar, 2007. Print.
BEGINNING OF WORKS CITED ENTRY
Flynn, Nancy.
1. Single author
Works Cited Multiple Authors
Book with an editor Begin with the editor’s name. For one editor, use “ed.” (for “editor”) after the name; for multiple editors, use
“eds.” (for “editors”).
Lago, Mary, Linda K. Hughes, and Elizabeth MacLeod Walls, eds. The BBC Talks of E. M. Forster,
1929-1960. Columbia: U of Missouri P, 2008. Print.
Work Period:
Student_________________________Period_________Date:__________
When creating your Works Cited Page, remember to:
• Begin the Works Cited on a new page, but number consecutively (i.e., if the last page of your essay is page 3, the Works
Cited is page 4)
• Alphabetize each entry by first letter
• Underline all titles of books, magazines, films, etc.
• Put quotation marks around the titles of poems, short stories, and articles
• Indent the 2nd line, the 3rd line, and all subsequent lines of each citation
• Double-space all entries
Student’s activity sheet:
On a separate sheet of paper, convert the information in each of the following references into the correct form for a list of “Works
Cited.” Use last week’s handout as your model guide.
1. An article by Lewis Lord on February 19th 2001 in a weekly magazine called US News and World Report page 53.
2. New York, NY: Incidents in the Life of a Slave Girl is my favorite slave narrative by Linda Brent a pseudonym for [Harriet Jacobs]
published by A Harvest Book, in 1973
3. An article in a magazine Business Week February 28 1994: by Larry Armstrong, Dori Jones Yang, and Alice Cuneo. On pages
80-88. “The Learning Revolution: Technology Is Reshaping Education—at Home and at School.”
4. Time issue published on January 3 an anonymous article ”Dubious Venture” on pages 64-65 in 1994
5. An Article “Ms. Hyde’s E8 students are the best seniors at I.T.H.S” appeared May 8 2006 in an Online Scholarly Journal titled
The Best Students at I.T.H.S. <http://www.iths.nyc.gov.htm>.
6.6 (2000): page 33.
6. A book by Hazel Carby called Reconstructing Womanhood: The Emergence of the Afro-American Woman Novelist and
published in New York by Oxford UP in 1987
Let's review these!
Share out!
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USE DIANA HACKER SEE MY LINKS!
STUDENTS WHO ARE CONTINUOUSLY ABSENT ARE MISSING OUT ON COLLEGE PREPARATION!
PLEASE RETURN TO CLASS AND LET'S SEE WHAT WE CAN DO FOR YOU TO OBTAIN A PASSING
GRADE! IT'S NOT TOO LATE!
BRING YOUR SOURCES TO SCHOOL EVERYDAY FOR DISCUSSION OR MINI CONFERENCES ON
"HOW TO". Additionally, I held mini conferences (Periods 2, 3, and 4) with students regarding
their paper, thesis, outline etc. last Friday. Some of you need to take advantage of conferencing on
your paper.
There are some students who were selected and given a special assignment--please stay on
task.
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12/10/10
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My apologies about the conditions of our Laptops. Some needs re-imaging, new batteries, extension power cords etc. I already
spoke to Dwyane who should come today or soon to fix the problem.
Objectives:
• Summarize material from a source.
• Paraphrase sentences effectively.
• Use, punctuate, and integrate full and partial quotations.
• Identify sources through attributive phrases and parenthetical citations.
• Compile a list of works cited.
• Define relevant terms.
Aim: What are in-text parenthetical citations and how do we cite them?
Do Now: Complete the following sentence. According to (use one of the authors)_________________is...
Basically, I want you to use direct quotes from one of your sources to support your thesis.
Mini-Lesson: using Diana Hacker's Webpage on Research and Documentation; this is an excellent site to use as a guide for
writing your paper.
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch08_s1-0001.html
MLA in-text citations are made with a combination of signal phrases and parenthetical references. A signal phrase introduces
information taken from a source (a quotation, summary, paraphrase, or fact); usually the signal phrase includes the author’s
name. The parenthetical reference comes after the cited material, often at the end of the sentence. It includes at least a page
number (except for unpaginated sources, such as those found online).
Terms
Make sure you know the meaning and significance of each of the following terms:
• attributive phrase
• full quotation
• MLA style
• paraphrase
5. While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and
engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural
engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And
architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, "Reaching for the
Sky." Dial (May 1990): 15.
Paraphrased:
5. How much higher skyscrapers of the future will rise than the present world marvel, the Sears Tower, is unknown. However, the
design of one twice as tall is already on the boards, and an architect, Robert Sobel, thinks we currently have sufficient know-how
to build a skyscraper with over 500 stories (Bachman 15).
• parenthetical citation
• partial quotation
• plagiarism
• quotation marks
• source
• summary
• syntax
• works cited
Work Period:
Continue working on your Outline while I conduct mini conferences with paper
Also click on this link to complete the online activity with a peer
Share out!
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12/09/10
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Purpose: Once again, the outline illustrates the fundamental logic of your research paper.
Objectives:
Students will:
W.GPI.1.1 Analyze and integrate data, facts, and ideas to communicate information
W.GPI.1.4 Use a range of organizational strategies, such as clustering, mapping, and brainstorming to present researched
information to write their MLA Format outline
L.GPI.1.3 Synthesize information from different sources by condensing, combining, or categorizing data, facts, and ideas.
R.GPI. 3.2 a Preview a text (in order to build schema), noticing structural markers of MLA (Modern Language Association) format
outline.
Materials Used:
Webpage: mshyde.net
Laptops
MLA Outline Rubric (TBD)
Writing Utensils
Paper
Aim: What is the MLA (Modern Language Assocaition) format for writing our critical analysis research paper?
Do Now: I would like volunteers to show or discuss their outlines. We can all gain by sharing our skills.
Mini Lesson: (Recall): Let's take a look at a simple Sample MLA Outline
Now You Try.
Students will sign out laptops to continue their Research paper outline. In the interim, teacher will be conducting mini-
conferences with students who still needs help or who wants to go over their outline.
Share out!
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Outline Body Paragraph II Due tomorrow.
I think some of you are getting tired of me saying Research...so I am going to assume that you are
hitting the books and online. Please always go back to this webpage to review.
Tomorrow we will be begin to learn how to include parenthetical citations in our work.
I would like to see your first draft outline on Monday!
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12/08/10
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Sorry, but I was out sick today.
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In my absence I would expect you to complete the outline that we started in class or gave you to
complete at home. Either way, we will continue to look at the outline format tomorrow.
By now everyone should have All of their sources: books, articles, etc.. It has been my experience as
an English Undergrad and Graduate student that serious research takes time, and this is why I
instructed you to go to the Queens Central Library from day one because it is essentially the largest. I
like that students have already started the process and are dropping by 5th or 9th period to use the
laptops. But, I especially need to see the students who informed me that they do not have a computer
or printer at home taking advantage of this opportunity. As usual, I am always here to help. So let's do
some serious researching and now it's RESEARCH, CITE, READ, RESEARCH, CITE, READ....
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12/07/10
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Goals: During this lesson, students will be learning how to research and write a good paper. Students will choose a topic
Students will then begin their research using only Internet sources. They will have to organize their sources as well as show the
teacher their sources using Blog pages. This will help the students to gain their information easier, and they can keep track of it
as well. This will also help the teacher to be able to keep tabs on the students. He/she will be able to see if the sources that the
students are using are good sources, and he/she will be able to see how much information the students are actually retrieving.
After the research is complete, the students can begin writing their paper. When it is all done, the students will turn everything in,
including their final paper, rough draft, outline, and Citations..
Objectives with grade specific performance indicators/standards
Students will:
W.GPI.1.1 Analyze and integrate data, facts, and ideas to communicate information
W.GPI.1.4 Use a range of organizational strategies, such as clustering, mapping, and brainstorming to present researched
information to write their MLA Format outline
L.GPI.1.3 Synthesize information from different sources by condensing, combining, or categorizing data, facts, and ideas.
R.GPI. 3.2 a Preview a text (in order to build schema), noticing structural markers of MLA (Modern Language Association) format
outline.
Materials Used:
Aim: What is the MLA (Modern Language Association) format for writing our critical analysis research paper?
Do Now: Who can recall what we've completed so far in the process of writing this critical analysis research paper? Think about
all the detailed steps we used to get to where we are now! Use your notes, look at past lessons.
Mini Lesson: The Purpose of Writing an Outline
•Aids in the process of writing
•Helps you organize your ideas
•Presents your material in a logical form
•Shows the relationships among ideas in your writing
•Constructs an ordered overview of your writing
•Defines boundaries and groups
How do I create an outline?
•Determine the purpose of your paper.
•Determine the audience you are writing for.
•Develop the thesis of your paper.
Then:
•Brainstorm: List all the ideas that you want to include in your paper.
•Organize: Group related ideas together.
•Order: Arrange material in subsections from general to specific or from abstract to concrete.
•Label: Create main and sub headings
This is the most common type of outline and usually instantly recognizable to most people. The formatting follows these
characters, in this order:
•Roman Numerals
•Capitalized Letters
•Arabic Numerals
•Lowercase Letters
What are the different parts of an MA Outline;
Thesis (you should all be experts on this by now)
Parallelism - How do I accomplish this?
Each heading and subheading should preserve parallel structure. If the first heading is a verb, the second heading should be a
verb. Example:
I.Choose Desired Colleges
II.Prepare Application
("Choose" and "Prepare" are both verbs. The present tense of the verb is usually the preferred form for an outline)
Coordination - How do I accomplish this?
All the information contained in Heading 1 should have the same significance as the information contained in Heading 2. The
same goes for the subheadings (which should be less significant than the headings). Example:
I.Visit and evaluate college campuses
II.Visit and evaluate college websites
A.Note important statistics
B.Look for interesting classes
(Campus and websites visits are equally significant. They are part of the main tasks you would need to do. Finding statistics and
classes found on college websites are parts of the process involved in carrying out the main heading topics.)
Subordination - How do I accomplish this?
The information in the headings should be more general, while the information in the subheadings should be more specific.
Example:
I.Describe an influential person in your life
A.Favorite high school teacher
B.Grandparent
(A favorite teacher and grandparent are specific examples from the generalized category of influential people in your life.)
Division - How do I accomplish this?
Each heading should be divided into 2 or more parts. Example:
I.Compile resume
A.List relevant coursework
B.List work experience
C.List volunteer experience
(The heading "Compile resume" is divided into 3 parts.)
Technically, there is no limit to the number of subdivisions for your headings; however, if you seem to have a lot, it may be useful
to see if some of the parts can be combined.
Procedures for Cooperative learning with DI:
How can we synthesize information from different sources by condensing, combining, or categorizing data, literary criticism in an
MLA Outline?
The MLA outline uses a combination of Roman and Arabic numerals and Contemporary English Letters. Below is an example of
an MLA Outline.
Title of Outline
I. Main Heading #1
A. Sub Heading #1
1. Details for sub heading #1
2. More details for sub heading #1
3. More details for sub heading #1
4. More details for sub heading #1
a, Information on specific detail
b. More information
B. Sub Heading #2
II. Main Heading #2
Students will read the handout instructions carefully and complete the outline class activity.
Instructions:
One key to effective outlining is the ability to distinguish between major ideas and details that fit under those ideas. In each of
the four lists below, major and supporting items are mixed together. Your mission (should you decide to accept it) is to put the
items into logical order by filling in the outline that follows each list. In items 3 and 4, one of the three major ideas is missing
and must be added. Basically, the alpha letters represent the topic sentences, and the numerical numbers the supporting
details.
1. Thesis: My high school had three problem areas.
Involved with drugs a._______________________________________
Leaky ceilings (1)________________________________
Students (2)________________________________
Unwilling to help after class b._______________________________________
Formed cliques (1)________________________________
Teachers (2)________________________________
Buildings c._______________________________________
Ill-equipped gym (1)________________________________
Much too strict (2)________________________________
2. Thesis: Working as a dishwasher in a restaurant was my worst job.
Ten-hour shift a._______________________________________
Heat in the kitchen (1)________________________________
Working conditions (2)________________________________
Minimum wage b._______________________________________
Hours changed every week (1)________________________________
No bonus for overtime (2)________________________________
Hours c._______________________________________
Pay (1)________________________________
Noisy (2)________________________________
3. Thesis: Joining an aerobics class has many benefits.
Make new friends a._______________________________________
Reduces mental stress (1)________________________________
Social benefits (2)________________________________
Strengthens heart b._______________________________________
Improves self-image (1)________________________________
Mental benefits (2)________________________________
Tone muscles c. _______________________________________
Meet interesting instructors (1)________________________________
Physical benefits (2)________________________________
4. Thesis: My favorite times in school were the days before holiday vacation.
Lighter workload a._______________________________________
Teachers more relaxed (1)________________________________
Pep rallies (2)________________________________
Less work in class b._______________________________________
Friendlier atmosphere (1)________________________________
Less homework (2)________________________________
Holiday concerts c._______________________________________
Students happy about vacation (1)________________________________
Appealing activities (2)________________________________
Students will peer assess each other's work.
Activity 2: Synthesizing the information learned in formatting your own research paper outline first body paragraph.
Share out! Using our class activity--please indicate on the exit slip what you've learned today and what you still need clarification
on regarding writing your MLA format Outline.
What did _______________________accomplish today? Period____Date______
Ms. Hyde’s Class Exit Slip
Self-Reflection: Taking Part in a Group or Working Independently
Please answer the following questions responding with either: Yes, Unsure, or No by placing a check mark upon the appropriate
face.. Then answer the two questions that follow.
1. Did I understand what my role was in the group/instructions?
2. Did I complete my task to the best of my ability?
3. Did I offer/seek help when it was needed?
4. Did I enjoy taking part in the group work?
1) Discuss why you are/not enjoying this project
2) What problems did you encounter and how did you fix it?
Assessment:
Informal Assessment will be taken students ability to stay on task, participation in today's activities, as well as the collection of
the writing assignment.
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Start thinking about all that you've possibly learned in the last two weeks about writing a college
critical analysis research paper. I will try to provide you with as much instructions during class time.
However, you must take initiative and responsibility for your success, progress, and at times regress.
This also assess your performance on working indpendently, conducting thorough research, MLA
formatting, learning how to write a thesis...
Please draft the first and second body paragraph OUTLINE of your critical analysis research paper.
you do not have to type this. You can write it in your notebooks for tomorrow's class review.
Another Link for you to use as a resource:
Formatting your Critical Analysis Research Paper Instructions (this is very helpful)
Diana Hacker: A Hacker Handbooks Supplement to writing your research paper.
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12/06/10
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 |
PLEASE BE ADVISED THAT TOMORROW IS THE FINAL DAY TO BRING IN ALL COMMITTMENT
FORMS FOR THE CRITICAL ANALYSIS RESEARCH PAPER.
KEEP RESEARCHING AND I WOULD LIKE TO SEE ONE CITATION OF THE TEXT YOU PLAN TO
USE IN YOUR PAPER.
TOMORROW WE WILL BE FOCUSING ON WRITING OUR OUTLINE.
Please find a list of Resources for your Research:
JSTOR (we covered this in class)
Internet Shakespeare's Editions
Internet Public Library (IPL) and the Librarians' Internet Index (LII).
Online Criticism on Shakespeare
The Online Books Page
http://writing.wisc.edu/Handbook/QPA_quoting.html
Some Schools offer their students access to online databases see the links below
Lynbrook HS Library
Jerico HS Library
Mariemont HS Library
Edina Public Schools
Sample Research Paper MLA Style/Format
Research and Documentation Online
Sample Research Paper 1
MLA Manuscript Format
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12/01/10
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Abstract
In this lesson students will explore the most important feature of an academic essay: the thesis statement. Many students are
perplexed and often daunted when asked to write a thesis, but in this lesson they will discover that writing a thesis is neither a
mysterious nor difficult undertaking. Students will learn about the basic components of a thesis statement and why they are so
central to essay writing. They will also practice identifying, creating, and correcting thesis statements on their own and in groups.
Information Literacy Standards:
- The student who is information literate:
- Accesses information efficiently and effectively
- Evaluates information critically and competently
- Uses information accurately and creatively
- 2.4 Use technology, including the internet, to produce and publish writing and to interact and collaborate with others
Objectives
Students will be able to:
1. Explain the purpose of a thesis statement in an academic essay.
2. Identify the two components of a basic thesis statement.
3. Identify, create, and apply their knowledge of a thesis statement by correcting thesis statements
Aim: How can we generate (write) a good thesis statement for our critical analysis research paper?
Do Now
1. Please use your critical analysis research paper guidelines and sources to list your first source on your
index card.
2. Now Turn in All pending Home Work Assignments for Snapgrades!
Mini Lesson: Strategies for creating a thesis.
Thesis Equations: Think about the thesis equations as you ask questions and move toward a tentative thesis.
A tentative thesis should look something like this:
Specific topic + Attitued/Angle/Argument=Thesis
What you plan to argue + How you plan to argue it= Thesis
Do some critical thinking and write your thesis statement in one sentence. Your thesis statement is like a declaration of your
belief. The main portion of your writing will consist of arguments to support and defend this belief.
Here is a simple solution: if your topic is in the form of a question then revise your question into a thesis stentence (i.e. you are
answering the question in the form of a sentence) for example:
Topic: How are women portrayed in Othello?
Answer the Question: Even though the role of women during the Elizabethan Era was to be submissive, characters Desdemona
and Emilia were portrayed as unconventional because they stood up and fought against their husbands.
How to Generate a Thesis Statement if the Topic is Assigned
Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the
assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the
potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential
benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or
two complete sentences answering that question.
Q: “What are the potential benefits of using computers in a fourth-grade class?”
A: “The potential benefits of using computers in a fourth-grade class are . . .”
OR
A: “Using computers in a fourth-grade class promises to improve . . .”
The answer to the question is the thesis statement for the essay.
General Limited Thesis
Sports Players’ salaries Players’ high salaries are bad for the game, for the fans,
and for the values our children are developing.
Children Disciplining of children My husband and I have several effective ways of
disciplining our child
Cooperative Learning:
Students will be assigned Laptops to use to access mshyde.net or to conduct online research.
Leveled
Page 1
To write a good thesis, you must begin with a subject that is neither too broad nor too narrow. The topic of Marriage is too
general/broad. What you need to do, then, is limit your subject. Narrow it until you have a thesis that you can deal with specifically
in 4-5 pages. In box 1 there are several general subjects, 2 limited versions of those general subjects, and 3 thesis statements
about the limited subjects.
Then start on Page 2.
Or,:
Below are four lists reflecting several stages that writers went through in moving from general to a narrow thesis statement.
Number the stages in each from 1 to 5, with 1 marking the broadest stage and 5 marking the thesis.
Last: Write your critical analysis research paper thesis statement using the online thesis builder. and Handout
Assessment:
Informal Assessment will be taken students ability to stay on task, participation in today's activities, as well as the collection of
the writing assignment.
Share out!
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RESEARCH! RESEARCH! RESEARCH!
TOPIC COMMITMENT FORM
In the event that you were absent when this form was handed out. Please download, print, read, and
have your parents sign it and return it to me the next day.
Please find a list of Resources for your Research:
JSTOR (we covered this in class)
Internet Shakespeare's Editions
Internet Public Library (IPL) and the Librarians' Internet Index (LII).
Online Criticism on Shakespeare
The Online Books Page
http://writing.wisc.edu/Handbook/QPA_quoting.html
Some Schools offer their students access to online databases see the links below
Lynbrook HS Library
Jerico HS Library
Mariemont HS Library
Edina Public Schools
Sample Research Paper MLA Style/Format
Research and Documentation Online
Sample Research Paper 1
MLA Manuscript Format
Day Two due tomorrow 12/02/10
Properly formatted thesis statement
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11/29-30/1
0
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Objectives:
The students will gain knowledge of how to research and write a paper.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
Students will be able to write a paper in MLA format with five or fewer minor mistakes.
Procedures:
During this lesson, students will be learning how to research and write a good paper. Students will choose a topic
Students will then begin their research using only internet sources. They will have to organize their sources as well as show the
teacher their sources using Blog pages. This will help the students to gain their information easier, and they can keep track of it
as well. This will also help the teacher to be able to keep tabs on the students. He/she will be able to see if the sources that the
students are using are good sources, and he/she will be able to see how much information the students are actually retrieving.
After the research is complete, the students can begin writing their paper. When it is all done, the students will turn everything in,
including their final paper, rough draft, outline, and Citations..
Aim: What are the requirements for writing your Critical Analysis Research Paper?
Do Now: Students will share the sources they've already researched and we will determine if the sources are credible using prior
knowledge.
Class Discussion Procedure for writing:
Paper Requirements: Students will write a 5 page research paper the 6th page is your Works Cited page. The paper must be
typed 12 point font, Times Roman, 8 1/2 x 11 inches. Leave margins of one inch on all sides of the page. Left-align the text.
Double-space throughout the paper. Do not add extra space above or below the title of the paper or between paragraphs. Indent
the first line of each paragraph one-half inch from the left margin, appropriate headers on first page only. Pagination: Put the
page number preceded by your last name in the upper right corner of each page, one-half inch below the top edge. Use arabic
numerals (1, 2, 3, and so on). Works Cited (must have 3 books, the other two sources can be internet sources .org, .gov., .edu,
magazines, articles). I have shown JSTOR please try to sign up for a new account and also a library card.
Basic Components of Citing Sources on your index cards
Create 3x5 notecards (one idea per notecard) citing your sources:
Your Name
"Title of paper (centered)"
Library: Jamaica
call number: 822.3 OTHELLO W
Title of Source: William Shakespeare's Othello
Material Type:Hardcover Book
Author(s): Harold Bloom
Editor(s):
Publishing Company Name: Chelsea House Publishers
Publishing Company Location: (located within the first 2-3 pages)
Year Published: 1987
Chapter title if necessary: "Women and Men in Othello Carol Thomas Neely"
Parenthetical Citation with page number(s):
Tasks For Writing:
MLA Style Format
Pre-writing/Outline
Examples: (http://bcs.bedfordstmartins.com/rules6e/latest/lmcontent/ch07/PDF/Hacker-Levi-MLA-Out.pdf)
with Introductory Paragraph underlining thesis (http://www.ozline.com/electraguide/example_outline.php)
Thesis Builder (http://www.ozline.com/electraguide/)
Citing Sources (Parenthetical Sources) (more than 4 lines)
Rough Draft
Editing/Revising
Final Written Piece-
Title page-
Body of Paper
Introduction (hook, background, lead to thesis)
Body Paragraphs (Topic Sentences) Components of paragraph
Conclusion-Restating the thesis differently and sum it up
Works Cited (using MLA format)
Presentation- Students will deliver a speech on their topic to the class- Specific guidelines will be discussed closer to the
deadline
Work Activity: Teacher will facilitate/scaffold
#1 Let's arrange our seating: Students who are writing about the same topic should sit together and brainstorm or share
resources.
#2 Please simulate the Notecards outline in your notebooks and transfer the information that should appear on the notecard!
#3 Start reading and identify one or two "direct quotations" that you might use to support your topic. List it on a separate sheet of
paper.
Share out.
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RESEARCH! RESEARCH! RESEARCH!
TOPIC COMMITMENT FORM
In the event that you were absent when this form was handed out. Please download, print, read, and
have your parents sign it and return it to me the next day.
Please find a list of Resources for your Research:
JSTOR (we covered this in class)
Internet Shakespeare's Editions
Internet Public Library (IPL) and the Librarians' Internet Index (LII).
Online Criticism on Shakespeare
The Online Books Page
http://writing.wisc.edu/Handbook/QPA_quoting.html
Some Schools offer their students access to online databases see the links below
Lynbrook HS Library
Jerico HS Library
Mariemont HS Library
Edina Public Schools
Sample Research Paper MLA Style/Format
Research and Documentation Online
Sample Research Paper 1
MLA Manuscript Format
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I AM IN NEED OF DIVINE INTERVENTION...this is my story...I had a corrupt file on my computer using yahoo sitebuilder and after
spending hours on the phone with "Ancila" from India (who btw was very patient and helpful) who helped me troubleshoot the
problem but couldn't really figure out the problem asked me to test the site again. I typed "I am in need of divine intervention" and
published all files and guess what? It worked. It is now 2:22 am and I am working on updating my lesson plans..what are my
students doing? They are safe and soundly asleep!zzzzzzzzz
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11/24/10
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Aim: What outside sources would we consider credible?
Do Now: complete the following sentence.
I have read the critical analysis/research paper and need to know...
Mini Lesson: How do we go about finding credible/reliable sources?
Gathering Information for Essays which Require Research: Background
Gathering sources is much more complex than it used to be. For starters, there are more resources available. Secondly,
information can be gathered in a number of places. Your primary places for locating sources will be:
The library
Other computer sources (CDRoms, etc.)
The internet/world wide web
This section provides an overview of important concepts and techniques in gathering information for research essays. You
should read this section before going to more specific information on types of sources, documentation, etc. and before trying the
sample exercies.
The library
If you go to the library, you will find that the old card catalog, which only lists books, has been replaced by a computer in most
libraries. If you are doing research on a fairly new topic, this will be fine. However, not all libraries have their entire collection on
line. So, if you are looking for information on say, the Civil War, and think that some older sources might be useful to you, be sure
to ask the librarian if the library still maintains their card catalog. If they do, you should check there as well as checking the
computer.
The computer in the library usually will have instructions attached to it. Most library systems allow you to search by title, author, or
subject headings, and most are cross-referenced. If you know which books you want, or know a specific author who has written
books about the field that you are researching, then go ahead and use the title or author categories in the computer. You also
may find it very helpful to use the subject heading category, which will offer you more options for the books that might be useful to
you in doing your research.
The subject heading category allows you to put in key words that might lead to books in your interest area. Don't limit yourself,
though, by putting in words that are too narrow or too broad. If your search words are too narrow, you will not find many sources;
on the other hand if they are too broad, you will not find the search useful either.
Key words are words that relate to your topic but are not necessarily in your thesis statement (note that it will be most helpful if
you have a clear idea about your topic before you begin this type of research, although research can also help to narrow your
thesis). For example, if you are searching for information about women in the Civil War, it would be too broad to enter just
"women" and "war." You would find too many sources this way. It might also be too narrow to enter the name of a specific
woman--you probably need more historical context. Try key phrases such as "women and Civil War" or "girls and Civil War." You
want to find as many books that might be helpful on the subject that you are searching, without providing yourself with so much
information that you lose sight of your original topic.
You will also discover that there is another great way to find books that might be helpful to you. As you find books on your topic
listed in the computer, you can then track those books down on the shelf. After a few minutes of searching on the computer, you
will start to see that certain books have call numbers (the number on the book's spine that tells its location in the library) that are
similar. After you finish your work on the computer, ask a reference librarian, or follow the signs on the walls to locate the call
numbers that correspond with your books. When you get to the section where your book is located, don't just look at that book.
Look around, too. Sometimes you will find great resources that you were unaware of just by looking on the shelf. Because
libraries are generally organized by topic, you can often find some real "gems" this way. Also check the index in the front or the
back of the book (the one in the back is always more detailed, but not all books have one) to be sure that the information you are
looking for is in the book. A book can have a great title, but no information. On the other hand, a book that doesn't seem to go
along with what you are doing can turn out to have a lot of usable information.
Books are generally a great resource--they often contain a lot of information gathered into one place, and they can give you a
more thorough investigation of your topic. As you are reading a book, journal article, or newspaper article, you should keep the
following questions in mind, which will help you understand how useful the book will be to you.
1. Is the book or article biased in a particular way? For instance, is the book or article written by a person who is a member of a
particular religious group, or a particular environmental group, for example, which would "color" their interpretation?
2. Does the author agree or disagree with my thesis?
3. Is the information presented accurately, to the best of your knowledge? Is the author him/herself using valid sources?
Periodicals
Magazines (including Time or Newsweek) are called periodicals as they are published periodically (weekly, monthly, etc.). When
you are doing research in the library, a great place to look for information is a publication called The Readers' Guide to Periodical
Literature. This is a book which lists, by both author and subject, the names and locations of articles written in that particular year
about a particular subject.
Most libraries only keep the most current issues of these magazines on the shelf. The rest are bound together in collections,
usually by year. These are usually kept in a separate room (in the basement, to my experience!) where you can go and look at
them. Usually, the location is a place called "the stacks," which is where you go to look for periodicals that are older than the
current issue. Remember that you can't take these out of the library. If you find articles that you want to take home, you need to
photocopy them. Newspaper articles are sometimes in the bound periodicals, but are more often found on microfiche or
microfilm.
Make sure to distinguish betwen general interest magazines and professional journals; this is an important distinction in
college-level research.
Critical thinking:
How can we present reasons, examples, and details from the text to defend opinions and judgements?
Small Group Activity:
Let's have a gallery walk through and visit each table leaving constructive criticism on post it notes
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START YOUR RESEARCH! Research at least 5 outside sources (books etc) for your research critical
analysis paper and bring it to school on Monday.
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11/22/10
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Objectives:
Students will better understand the significance of a thesis statement as a means of creating an academic argument.
Students will better understand the significance of an outline as a means of organizing their research paper.
Students will be introduced to the process of writing a research paper.
Students will pick their topic for their research paper.
Students will recall the major components for writing a 5 paragraph essay.
Students will recall their understanding of credible resource for citations
Aim: What are the crucial components to writing a critical analysis/research paper?
This lesson is really geared to the students who are writing the essays. The following sample would model citations, thesis,
topic sentences, headings, MLA formatting, research…
Do Now: Let's take a look at a College Critical Analysis/Research Paper and identify the different parts of the essay.
I expect students to take notes while I am explaining the elements of a critical analysis/research paper.
Essay Topics: Select one of the following topics to write on and let me know tomorrow which one you decided to write on. I
will give you a handout tomorrow about the requirements of the paper.
- What tragic flaw ultimately lead to both Arden's and Othello's demise?To make a determination, it is first necessary to
define what it means to be a tragic figure within the context of Elizabethan and 17th century literature
- How are the women portrayed in Shakespeare's Othello?
- Examine the female characters in the play. Do they share a common role in Othello?
- Compare and Contrast the role of Alice (Arden of Feversham) and Desdemona (Othello) and show how they caused the
fall of their husbands.
- Does Desdemona bear any of the responsibility for the tragedy? Why or why not?
- How does Shakespeare use a specific controlling idea (theme) to develop the plot?
- Why does Othello not investigate Iago's accusations? Why does Othello not seek his own proof of Desdemona's
betrayal?
- Explore the issue of racism in Othello and relate it to the problems of racial hatred in Elizabethan England.
- Brabantio protests the marriage of his daughter, Desdemona, to Othello, claiming Othello used "spells and medicines"
to dull her senses so that she would marry "against all rules of nature." Do you think the real reason for Brabantio's
protest is the color of Othello's skin? Use passages from the play to support your answer.
- If Othello was such a great general, a man who could read the mind of his enemy, why was he so easily deceived by
Iago?
- What is The Significance of Animal Imagery in Othello?
- Iago's Attitudes Towards Women in William Shakespeare's Othello.
- Explore the art of rhetoric in Shakespeare's Othello.
- How is Othello's character paradoxical "Othello a man of great power and weakness"
Share out your thoughts on the sample paper and essay topics!
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Click on this link and read "How to write an A+ Research Paper"
Essay Topics: Select one of the following topics to write on and let me know tomorrow which one
you decided to write on. I will give you a handout tomorrow about the requirements of the paper
but you should start the researching now.
- What tragic flaw ultimately lead to both Arden's and Othello's demise?To make a
determination, it is first necessary to define what it means to be a tragic figure within the
context of Elizabethan and 17th century literature
- How are the women portrayed in Shakespeare's Othello?
- Examine the female characters in the play. Do they share a common role in Othello?
- Compare and Contrast the role of Alice (Arden of Feversham) and Desdemona (Othello) and
show how they caused the fall of their husbands.
- Does Desdemona bear any of the responsibility for the tragedy? Why or why not?
- How does Shakespeare use a specific controlling idea (theme) to develop the plot?
- Why does Othello not investigate Iago's accusations? Why does Othello not seek his own
proof of Desdemona's betrayal?
- Explore the issue of racism in Othello and relate it to the problems of racial hatred in
Elizabethan England.
- Brabantio protests the marriage of his daughter, Desdemona, to Othello, claiming Othello
used "spells and medicines" to dull her senses so that she would marry "against all rules of
nature." Do you think the real reason for Brabantio's protest is the color of Othello's skin? Use
passages from the play to support your answer.
- If Othello was such a great general, a man who could read the mind of his enemy, why was he
so easily deceived by Iago?
- What is The Significance of Animal Imagery in Othello?
- Iago's Attitudes Towards Women in William Shakespeare's Othello.
- Explore the art of rhetoric in Shakespeare's Othello.
- How is Othello's character paradoxical "Othello a man of great power and weakness"
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11/19/10
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Day Two:
Aim: How can we apply the Four Cardinal Virtues or “The Cult of True Womanhood” to the women of Shakespeare’s Othello?
Do Now: Recall the 4 virtues and tell why these are specifically for women and NOT men.
Class Activity: Show and Explain Blogs
Homework: at mshyde.net conventional vs. unconventional mom
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Explain to your mother/maternal figure in your life what you learned about conventional vs.
unconventional women as it pertains to Shakespeare's Othello. Then ask her if she thinks she is
conventional or unconventional considering how she was raised to the woman she is today. Can she
give examples as to why she is conventional or unconventional OR is she conventional in certain
aspects of her life and unconventional in other aspects of her life. Please write her response
explaining your conversation and why she thinks she is conventional or unconventional and bring it in
Friday. I need you to write at least two or more well thought out and properly written paragraphs.
Students will get double credit score for this credit for you and for MOM!
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11/18/10
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Objectives:
Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to
address a question or solve a problem.
Analyze the role of women in Shakespeare's Othello?
Aim: How are the women portrayed in Shakespeare's Othello?
Do Now: Observe the role of your parents/guardians at home and what roles do they play in the house hold. Or, think of a movie
or television show in which there are two parental figures and identify the roles of each parent.
Mini Lesson:
Recall Vocabulary: conventional vs. unconventional
Adj. 1. unconventional - not conforming to accepted rules or standards; "her unconventional dress and hair style"
original - being or productive of something fresh and unusual; or being as first made or thought of; "a truly original approach";
"with original music"; "an original mind".
unconventional: not conforming to legality, moral law, or social convention; "an unconventional marriage"
conventional - following accepted customs and proprieties; "conventional wisdom"; "she had strayed from the path of
conventional behavior"; "conventional forms of address"
Background for understanding: (The idea of “The cult of True Womanhood,” or “the cult of domesticity,” sought to assert that
womanly virtue resided in piety, purity, submissiveness, and domesticity- The attributes of True Womanhood, by which a woman
judged herself and was judged by her husband, her neighbors, and her society could be divided into four cardinal virtues - piety,
purity, submissiveness, and domesticity... Without them.... all was ashes. With them she was promised happiness and power.).
True Women were to hold the four cardinal virtues:
1. Piety - believed to be more religious and spiritual than men
2. Purity - pure in heart, mind, and body
3. Submission - held in "perpetual childhood" where men dictated all actions and decisions
4. Domesticity - a division between work and home, encouraged by the Industrial Revolution; men went out in the world to earn a
living, home became the woman's domain where a wife created a "haven in a heartless world" for her husband and children.[1]
Class Activity:
Identify all the women in the play: Role they play, identify this character as conventional vs. unconventional, identify the scene
where they prove to be conventional or unconventional and why. Students will instruct teacher to play the clip and each group will
explain why the character in the selected scene is conventional or unconventional.
Share Out!
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Follow instructions given on handout today and update your Blogs: identifying the women in Othello,
roles they play, conventional vs. unconventionalism, apply the four cardinals, and images of each with
citations.
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11/17/10
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Objective: Students will compare and contrast the movie with the text and identify the differences using a graphic organizer of T
Chart.
Aim: What are the many differences between the original text and the movie Othello?
Do Now: Review Homework Assignment. What can we conclude was Othello's tragic flaw?
Discussion Questions:
1. To what extent does Othello’s final speech affect our assessment of him? What is the effect of his final anecdote about the
Turk?
2. What role does incoherent language play in Othello? How does Othello’s language change over the course of the play? Pay
particular attention to the handkerchief scene in Act III, scene iii, and Othello’s fit in Act IV, scene i.
4.3
As Emilia prepares her mistress's wedding bed, Desdemona talks of her mother's servant Barbary who was forsaken by a mad
lover, 4.3.25ff; then she and Emilia talk about whether they would be unfaithful to their husbands or not (4.3.60ff). What is the
significance of this conversation?
5.2
As he enters Desdemona's bedchamber in order to kill her, Othello mutters: "It is the cause, it is the cause, my soul." What is he
talking about? In what way might he be rationalizing Desdemona's murder?
Often at the end of a play, Shakespeare's tragic heroes have a moment of insight: According to what he says in lines 340ff, what
is Othello's insight into himself?
How on earth does the story ends?
Independent Study:
Students will watch clips from the movie and compare and contrast them to the original script.
ESSAY TOPICS
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The following is an excellent website for learning how to write a literary criticism paper.
Literary Criticism Assignment for AP 12 English: Othello - (75 points)
1. Choose one of the 5 types of literary criticism that is most appealing to you.
2. Think along the terms of that school of criticism as you read through Othello – for example, if you
are planning to do a feminist reading, you will want to consider how women are portrayed in the
novel, how they are treated by others, where their stories end, their relationships, whether they are
representative of women in that period of time, what message they might hold for us today, etc. Take
notes or mark passages that will serve the thesis of your criticism.
3. Research your type of criticism. Some examples and starting points are listed for you on the
attached pages.
4. Write a two to three page (typed and double-spaced) literary criticism of Othello.
Your criticism must:
- identify the type of criticism you are applying
- take a stand on a particular issue.
Example: You wouldn’t write “Portrayal of Women in Othello” – but you might write “Women Portrayed
as Mere Tools in Othello.”
- use specific examples from the play, including a minimum of two quotes
- include a Works Cited page
Your criticism might:
- focus only on one area, character, or relationship of the play
- overlap boundaries of the types of criticism, though the focus should still be on one
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11/16/10
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Objectives:
Students will cite textual evidence to support analysis of what the text explicitly says as well as inferences made
Students will understand how multiple levels of meaning are conveyed in the text.
Aim: What is Othello’s tragic flaw?
Do Now: Follow-up on last night’s homework: List 5 Biblical Allusions with Explanation
Study Questions:
1. What is the history of Desdemona’s handkerchief?
2. What is the symbolic emblem sewed on to the handkerchief?
3. As Othello says later, he is still of two minds: "By the world,/ I think my wife be honest, and think she is not (3.3.383-384)."
Explain why Othello would be of two minds.
4. How does Iago involve his wife Emilia in his scheme to destroy Othello and Desdemona?
5. Identify the speaker: "I am glad I have found this napkin;/ This was her first remembrance from the Moor./ My wayward
husband hath a hundred times,/ Woo'd me to steal it; but she so loves the token/ (For he conjur'd her she should ever keep it)/
That she reserves it evermore about her/ To kiss and talk to (3.3.290-296)."
6. Once student from my class said that “women are said to be the downfall of great men”. Explain how this is true or untrue
of Desdemona and Othello.
7. Why do we rely on hearsay evidence to our destruction when eyewitness testimony is readily available and will put our
minds at ease?
8. Why couldn't Othello bring himself to ask Desdemona directly about infidelity? He asked Emilia about it, but ignored her
answer (4.2.1ff). Likewise why didn’t he confront Cassio?
9. Othello, too, rushes to judgment with inadequate information. Are we likewise vulnerable to this?
10. How is domestic abuse evident in this play?
11. How does Othello becomes constricted, imprisoned in the madness of his own mind, full of misery.
12. Explain: Desdemona's presence in Othello's life brought about an end to the "chaos" which he said would "come again"
if he loved her no longer. 3.3.90-92. But why does he even say that in the place that he does, that is, 3.3.90-92? I suggest here
that Desdemona's unexpected and vigorous challenge to Othello in 3.3.40-80 made him doubt for a split second whether he
loved his new wife, and for that same split second he saw the yawning abyss of chaos that would engulf him if he stopped loving
her. Note the language he uses after the vigorous exchange he has with her and she has left his presence:
"Excellent wretch! Perdition catch my soul/ But I do love thee! and when I love thee not,/ Chaos is come again." 3.3.90-92.
Work Period:
Create a list of tactics that Iago uses on Othello and show how Othello deals with the unknown deceit. Cite the lines and page
numbers. Then deduce what you think is Othello’s tragic flaw and why.
Share out!
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Please complete reading the play.
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11/15/10
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Objective: Students will cite textual evidence to support analysis of what the text explicitly says as well as inference made.
Students will understand how multiple levels of meaning are conveyed in a text.
Students will use prior knowledge of Biblical references such as the literary work of the Bible.
Aim: What are the biblical allusions in Shakespeare's Othello?
Do Now: List what you know about:
temptation
sin
and retribution
Mini Lesson:
Shakespeare’s Allusions
by Beverly S. Krueger
Know your Shakespeare, and you’ll get most of the allusions found in great literature. Shakespeare’s plays are full of allusions
from the Bible and the Greeks and Romans. Allusions from Shakespeare are also frequently found in literature. Compare
someone to Iago, and you’ve likened them to the quintessential treacherous villain found in Othello. Describe two lovers as a
Romeo and Juliet, and you’ve told people they are “star-crossed lovers” whose love is doomed.
An allusion is a literary device that refers to something that the reader already knows. It allows the author to use that knowledge
to add greater meaning to what he is saying without going into long explanations. If you know that Mars is the Roman god of war,
you’ll infuse the statement, “John strode into the war like Mars at the start of battle,” with greater meaning than the words imply.
John didn’t stride into the room with his head covered in fear (as some might face battle) but as the warrior god himself would
with strength, confidence, and a bearing that lets you know he’s a dangerous man, someone to be feared and maybe a bit
belligerent.
The notes that accompany most copies of Shakespeare’s plays include definitions of difficult words, historical notes, and
explanations of the allusions found in the text. Shakespeare provides a wealth of examples of how to use allusions to make your
reader carry part of the burden of establishing the nature of your characters and describing the situations they find themselves in.
The following list of excerpts from Shakespeare’s plays will get you started learning about allusions, but you’ll also want to
remember to look for them any time you read Shakespeare. The list includes allusions that are easy to discern, but you’ll want to
look for the more subtle references to scripture in the themes and thoughts presented in the plays. You may also want to read
D'Aulaires' Book of Greek Myths or Mythology in the ‘ology Series. If you’d like to pursue your study of allusions, Green-Eyed
Monsters and Good Samaritans covers 175 common allusions from the Bible, mythology, Shakespeare’s writings, and other
sources.
Hell, Demons, and Monsters (from Sparknotes)
Iago tells Othello to beware of jealousy, the “green-eyed monster which doth mock/ The meat it feeds on” (III.iii.170–171).
Likewise, Emilia describes jealousy as dangerously and uncannily self-generating, a “monster / Begot upon itself, born on itself”
(III.iv.156–157). Imagery of hell and damnation also recurs throughout Othello, especially toward the end of the play, when
Othello becomes preoccupied with the religious and moral judgment of Desdemona and himself. After he has learned the truth
about Iago, Othello calls Iago a devil and a demon several times in Act V, scene ii. Othello’s earlier allusion to “some monster in
[his] thought” ironically refers to Iago (III.iii.111). Likewise, his vision of Desdemona’s betrayal is “monstrous, monstrous!” (III.iii.
431). Shortly before he kills himself, Othello wishes for eternal spiritual and physical torture in hell, crying out, “Whip me, ye
devils, / . . . / . . . roast me in sulphur, / Wash me in steep-down gulfs of liquid fire!” (V.ii.284–287). The imagery of the monstrous
and diabolical takes over where the imagery of animals can go no further, presenting the jealousy-crazed characters not simply
as brutish, but as grotesque, deformed, and demonic.
Study Questions: Answer these Questions in your Notebooks and let's discuss.
What tactics does Iago use, and why do the work so well?
How does Shakespeare's Othello follow the old biblical pattern of temptation, sin, and retribution?
Work Period:
Partner up with another student and locate at least 5 Biblical Allusions and state what you think the lines are alluding to and your
explanation of the allusion.
Share out!
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Complete Reading Act 4. If you did not get enough time to complete your classwork, then please
complete it for homework and let's discuss it tomorrow.
I would like you to complete the play for a test on Friday.
Okay some of you were obviously confused about the biblical allusions.
What you can simply do is to research the play online and look up---Othello and Biblical Allusions and
links should pop up.
Or, simply locate the play online and do a word search for example: type in the word "devil" "monster"
and copy and paste or copy it in your notebooks. BUT you still have to explain what it alludes to.
Here is an interesting website---just click on this link that can help you with this homework!
See you all tomorrow! I am counting on everyone to attend class for the rest of the year, because we
are about to explore how to write a Critical Analysis/Research Paper.
Be there or be Square!
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11/12/10
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The Hyde's would like to extend our thanks to our deceased family that served in the War. I personally want to extend my
thanks to students who also has/had a family who served during the War. THANK YOU!
Objectives:
Students will display their work in a gallery walk for peer evaluation.
Aim: What images appropriately represent the various themes in Shakespeare's Othello?
Do Now: What is your favorite scene so far in the play and is it an important aspect that helps develop or is crucial to the
plot?
Mini Lesson:
Let's take a look at the rubric for your art project
Study Questions:
- Brabantio warns Othello that if Desdemona can deceive her father then she can also be false to her husband. Explain
your opinion on this comment.
- Why is it that Othello is quick to believe "honest Iago" and demote Cassio while promoting Iago to Cassio's position?
- Explain if you think Desdemona is a conventional or unconventional woman of her Era.
Class Activity:
Students will leave their Art on the table with their description and their peers will visit their work and stick post it notes with
compliments or constructive criticism based on the rubric.
Share out! Using Exit Slip
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Please complete reading Act III. If you have completed Act III, then move on to Act IV.
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11/10/10
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Objectives:
Students will cite textual evidence to support analysis of what the text explicitly says as well as inferences made.
Students will understand the multiple levels of meaning are conveyed in a text.
Students will write an introductory paragraph with thesis.
Aim: How can we cite textual evidence to support a selected theme in Shakespeare’s Othello?
Do Now: What other themes are evident in Shakespeare’s Othello?
Teacher and Students brainstormed which resulted in: Envy, Chaos, Betrayal, Lust, Desire, Love, Deceit, Hate, Good vs. Evil,
Loyalty, Innocence, Guilt, Blinded by Jealousy, The art of Rhetoric, Sophistry...
Students were required to complete the following study questions and turn in Today!
Study Questions:
- What is the setting in Act II Scene I?
- Whom does Othello trust to accompany Desdemona on the trip to Cyprus?
- What dramatic function does the conversation between Montano and the two gentlemen serve?
- Why does Iago carefully observe the way Cassio greets Desdemona?
- What information does Iago use to spark Roderigo’s interest in his plan to discredit Cassio?
- What “proof” does Iago use to convince Roderigo that Cassio and Desdemona are lovers?
- Why does Iago instigate Roderigo to provoke Cassio to a fight?
- Why does Iago urge Cassio to drink to Othello?
- What is the irony in the following quote:" [Aside] O, you are well tuned now!
But I'll set down the pegs that make this music,
As honest as I am."
IAGO
That Cassio loves her, I do well believe it;
That she loves him, 'tis apt and of great credit:
The Moor, howbeit that I endure him not,
Is of a constant, loving, noble nature,
And I dare think he'll prove to Desdemona
A most dear husband. Now, I do love her too;
Not out of absolute lust, though peradventure
I stand accountant for as great a sin,
But partly led to diet my revenge,
For that I do suspect the lusty Moor
Hath leap'd into my seat; the thought whereof
Doth, like a poisonous mineral, gnaw my inwards;
And nothing can or shall content my soul
Till I am even'd with him, wife for wife,
Or failing so, yet that I put the Moor
At least into a jealousy so strong
That judgment cannot cure. Which thing to do,
If this poor trash of Venice, whom I trash
For his quick hunting, stand the putting on,
I'll have our Michael Cassio on the hip,
Abuse him to the Moor in the rank garb--
For I fear Cassio with my night-cap too--
Make the Moor thank me, love me and reward me.
For making him egregiously an ass
And practising upon his peace and quiet
Even to madness. 'Tis here, but yet confused:
Knavery's plain face is never seen tin used.
10: Summarize what's going on in this Soliloquy.
Individual Performance:
Students will write an introductory paragraph using the following guided question:
How does Shakespeare use the theme of Racism, or Jealousy, or Society’s treatment of the outsider…to develop the plot of the
play.
• You must have proper headers:
Ms. Hyde
English 7
Barack Obama
November 10, 2010
Title of essay
• Hook to introduce your introductory paragraph
• Background information
• Thesis (underline your thesis i.e. what you are going to prove in this essay) Your point of argument.
• Don’t forget to underline the title of the play when used.
Share out!
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Draw three scenes representing one of the themes and explain in a paragraph why these scenes
best represent the theme.
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11/09/10
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Objective: Students will cite textual evidence to support analysis of what the text explicitly says as well as inferences made.
Students will understand the multiple levels of meaning are conveyed in a text.
Students will create their own comprehension check questions and illustrate their knowledge through game play of "hot potato"
Aim: What are the sequence of events in Othello Act II?
Do Now: Identify two similar characteristic traits of Othello/Iago/Cassio and yourself.
Mini Lesson: Summary of Act II Scene I
Act II Scene 1 : Act II Scene 1 A terrible storm has struck Cyprus, just as the Turks were about to approach. This might mean that
the Turkish attack will not happen; but it also bodes badly for Othello's ship. A messenger enters, and confirms that the Turkish
fleet was broken apart by the storm, and that Cassio has arrived, though Othello is still at sea. They spot a ship coming forth; but
Iago, Desdemona, and Emilia are on it, not Othello. Cassio greets them all, especially praising Desdemona; somehow, Iago
and Desdemona enter into an argument about what women are Iago shows how little praise he believes women deserve.
Othello arrives at last, and is very glad to see his wife arrived
Act II Scene 1 : Act II Scene 1 Read II.2.1123-1124 He and Desdemona make public signs of their love, and then depart. Iago
speaks to Roderigo, convincing him that Desdemona will stray from Othello, as she has already done with Cassio. He
convinces Roderigo to attack Cassio that night, as he plans to visit mischief on both Othello and Cassio.
Analysis: Storms are always of greater significance in Shakespeare: the storm is a symbol of unrest The storm marks the end of
the peaceful part of the play, and is an act of fate it is a signal that Iago's mischief is about to begin. Shakespeare's characters
that comment on the storm are mariners, alluding to Ursa Minor and stars used for navigation This is a testament to
Shakespeare's incredible ability to form credible language for a great diversity and range of characters.
Act II Scene 2 : Act II Scene 2 Othello's herald enters, to proclaim that the Turks are not going to attack All should be joyful, and
Othello is celebrating the happiness of his recent marriage.
Act II Scene 3 : Act II Scene 3 Iago gets Cassio to drink a bit, knowing that he cannot hold his liquor at all. Iago also tries to get
Cassio's feelings about Desdemona, but his intentions are innocent Iago hopes to cause a quarrel between Cassio and
Roderigo Iago wants to see Cassio discredited through this, so that he might take Cassio's place. Cassio fights with Roderigo
Montano tries to hinder Cassio, but Cassio ends up injuring him. The noise wakes Othello, who comes down to figure out what
has happened. Montano tells what he knows of it all, and Iago fills in the rest making sure to fictionalize his part in it all. Cassio
is stripped of his rank, and all leave Cassio and Iago alone.
Act II Scene 3 : Act II Scene 3 Read II.3.1127-1128 Iago tries to convince Cassio that a reputation means little Iago suggests
talking to Desdemona, maybe he can get her to vouch for him with Othello. This will help Iago get the impression across that
Desdemona and Cassio are together Iago then gives a soliloquy about knowing that Desdemona will speak for Cassio, and that
he will be able to turn that against them both.
Study Questions:
What is the setting in Act II Scene I?
Whom does Othello trust to accompany Desdemona on the trip to Cyprus?
What dramatic function does the conversation between Montano and the two gentlemen serve?
Why does Iago carefully observe the way Cassio greets Desdemona?
What information does Iago use to spark Roderigo’s interest in his plan to discredit Cassio?
What “proof” does Iago use to convince Roderigo that Cassio and Desdemona are lovers?
Why does Iago instigate Roderigo to provoke Cassio to a fight?
Why does Iago urge Cassio to drink to Othello?
IAGO
Well, happiness to their sheets! Come, lieutenant, I
have a stoup of wine; and here without are a brace
of Cyprus gallants that would fain have a measure to
the health of black Othello.
CASSIO
Not to-night, good Iago: I have very poor and
unhappy brains for drinking: I could well wish
courtesy would invent some other custom of
entertainment.
What is the irony in the following quote:" [Aside] O, you are well tuned now!
But I'll set down the pegs that make this music,
As honest as I am."
IAGO
That Cassio loves her, I do well believe it;
That she loves him, 'tis apt and of great credit:
The Moor, howbeit that I endure him not,
Is of a constant, loving, noble nature,
And I dare think he'll prove to Desdemona
A most dear husband. Now, I do love her too;
Not out of absolute lust, though peradventure
I stand accountant for as great a sin,
But partly led to diet my revenge,
For that I do suspect the lusty Moor
Hath leap'd into my seat; the thought whereof
Doth, like a poisonous mineral, gnaw my inwards;
And nothing can or shall content my soul
Till I am even'd with him, wife for wife,
Or failing so, yet that I put the Moor
At least into a jealousy so strong
That judgment cannot cure. Which thing to do,
If this poor trash of Venice, whom I trash
For his quick hunting, stand the putting on,
I'll have our Michael Cassio on the hip,
Abuse him to the Moor in the rank garb--
For I fear Cassio with my night-cap too--
Make the Moor thank me, love me and reward me.
For making him egregiously an ass
And practising upon his peace and quiet
Even to madness. 'Tis here, but yet confused:
Knavery's plain face is never seen tin used.
Summarize what's going on in this Soliloquy.
Cooperative Learning:
Hot Potato Game: Students will create 3 teams and 5 comprehension questions on Act II along with the answers (Setting,
Identify Characters, identify quotes, sequence of events in Act II)
Team A members will have their backs turned to the opposing Team B (sitting in the audience) team will give the "hot potatoes"
to student from the other teams to pass around to their team mates (while saying the phrase "hot potato). Team A then says
"Stop!" Teams B and C should stop tossing the "hot potato" and whomever is holding the "hot potato" gets to answer the
question for that team. To make it a fair game, the teacher can flip a coin (head/tails) and the winning team gets a chance to
answer the question. Each team will have a chance of answering the questions.
Share out!
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Please continue reading Othello
Vocabulary Word List for Act II and meaning
Check out the following link on Metaphors in Othello
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11/08/10
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Objective: Students will read for information and understanding
Students will cite textual evidence to support analysis of what the text says explicitly as well as inferences made.
Students will understand how multiple levels of meaning are conveyed in a text.
Students will apply prior knowledge of the literary device Theme, and Setting to the plot of Shakespeare's Othello
Aim: What are the various themes that we can apply to Shakespeare's Othello?
Do Now: Write a paragraph on the treatment of one particular character.
Mini Lesson: Recall the literary term Theme
A work's theme is its main, controlling idea: its central insight or understanding about life. The theme of a literary work my be
implied or stated.
Tips for Stating the Theme of a Literary Work
- Express the theme as a complete statement, not a word or phrase.
- The theme should be a generalization, but not too broad or specific. Be sure your statement is supported by setting, tone,
plot, and symbolism.
- Avoid words like always, never, all, or none.
- Do not express the theme as a cliché or moral, unless the story is designed to be instructive.
Cooperative Learning:
Select one of the following themes and in another paragraph or two state why your selection best fits this play:
The major themes of Othello are: Cite sources by indicating line numbers to show support for each of the following. Then
what's your rationale behind these selected themes.
1. appearance and reality,
2. society's treatment of the outsider; and
3. jealousy
Share Out!
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Please continue reading Othello.
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11/04/10
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Objective: Students will cite textual evidence to support analysis of what the text says explicitly as well as inferences made.
Aim: What is the sequence of events of this tragedy thus far?
Do Now: Have you ever experienced, witnessed racism? Please elaborate on the event.
Please put away all books and prepare to take a pop quiz.
We will be correcting the answers in class before you leave.
Share Out.
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Please complete reading Act II
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11/03/10
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Customizing for Learning Modalities:
Students may have additional time to complete tasks
Students can have repeated explanations of directions
Dictionaries are accessible for use
Handouts and directions are clearly described.
Objectives:
Reading:
CCR 1.3.Analyze how Shakespeare's Othello complex characters develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
CCR 2.1 Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text, including determining where the text leaves matters uncertain. Students will also understand how multiple levels of
meaning are conveyed in a text.
Writing:
CCR 3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,
events, setting and/or characters in Shakespeare's Othello.
Students will examine cultural rules by which they live and compare and contrast these rules to the ones of Othello’s time.
Students will make connections with the text to their own lives through exploring issues of racism and jealousy in Othello.
Aim: What are the characters' desires, intentions, motivations, and dreams in Shakespeare's Othello?
Do Now: List one or two rules that exists between you and your BFFs.
1.________________________ (do not steal covet each others' boy/girl friend)
2.________________________ (be honest at all times, no matter how bad it hurts)
Let's discuss the previous Homework and/or look at some Blogs on the following Questions:
- What rules dictate the behavior of men and women in relationships today?
- Name a situation in which the rules have been clearly violated? That is, what are things “nice girls” or “nice boys” just
- don’t do?
- Why do these rules exist? Do you think they apply locally or even just at your school? What are the possible
consequences of breaking these rules?
- Do you know if these rules are applicable to other cultures or are they totally different?
- Think of scenes from ANY show/movie that adheres to these rules as well as shows/movies that violates these rules.
Use images to illustrate the meaning behind both questions and answers. YOU MUST CITE YOUR SOURCES IN YOUR
WORKS CITED.
Mini Lesson:
What is soliloquy and aside?
Soliloquy
A speech in a play that is meant to be heard by the audience but not by other characters on the stage. If there are no other
characters present, the soliloquy represents the character thinking aloud. Hamlet's "To be or not to be" speech is an example.
See Aside.
Aside
Words spoken by an actor directly to the audience, which are not "heard" by the other characters on stage during a play. In
Shakespeare's Othello, Iago voices his inner thoughts a number of times as "asides" for the play's audience.
Cooperative Learning:
- Select or have students select scenes from Act I that showcase a character's desires, intentions, motivations, and
dreams. Perform them using their own language. Limit the time for the performance to 2-3 minutes.
- Other students can choose to Draw the scene with 1 paragraph description of a character's desires, intentions,
motivations, and dreams.
- Other students can choose to read a soliloquy or scene identifying the character's desires, intentions, motivations, and
dreams.
Share out!
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Here is the link or download to Who Were the Moors etc: Please copy to your Blog page.
Research:
1. Who were the Moors?
2. Who were the Venetians?
3. How were the Moors/Venetians regarded in Shakespeare's day?
4. What were the military duties of ranked officers?
5. What was the military hierarchy?
6. What was the role of women?
7. What was expected of a daughter?
8. What was expected of a bride?
9. What rules for getting married existed at the time of the play?
10. What were the rules of courtship?
If you had to select a movie star to play the Characters in Act I who would you pick and why? Bring in
a picture of the movie star and a brief narration on why this character would best portray your selected
character.
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11/01/10
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Customizing for Learning Modalities:
Presence of CTT teacher in classroom
Students may have additional time to complete tasks
Students can have repeated explanations of directions
Dictionaries are accessible for use
Handouts and directions are clearly described.
Objectives:
E2: Writing.
E2c. Students will establish a situation, plot, point of view, setting, and conflict based on the Dramatis Personae
and Brief Acts and Scenes of Shakespeare’s Othello.
E3: Speaking, Listening, and Viewing
E3b. Students will will give reasons in support of opinions expressed in their group.Will also work as part of a
group to solve a complex task of foreshadowing or create inferences on the Dramatis Personae and Brief Acts and
Scenes of Shakespeare’s Othello
Materials:
Writing utensils
Markers and highlighters
Notebooks/Portfolios
LCD Projector
Chart Paper
Various Handouts depending on Lesson.
Dictionaries, Glossaries,
Assigned Literary works.
Aim: How can we establish a situation, plot, point of view, and conflict based on the Dramatis Personae and Brief Acts
and Scenes, and suggested Themes of Shakespeare’s Othello?
Do Now: Students will look at and select an image (from a newspaper), make an inference, and write a brief synopsis on
what they think has happened in the picture.
My Model: I do you follow
The image below. Kindergarteners throw a surprise party for their K3 teacher Ms. G. The little girl Ella admires her
teacher very much, but is very shy and did not want to take a picture with her friends and parents. Ms. G came up from
behind and blocked Ella’s eyes and asked “who is it..if you guess the right person, then you have to take a picture with
me.” Ella enthusiastically replied “Ms. G!” and was delighted to take a picture with her favorite teacher. In the end, Ella’s
parents got her to smile and take her mind off moving on to first grade because she has a picture to remind her of her
Kindergarten teacher Ms. G.
Mini Lesson:
Dramtis Personae:
Latin for the characters or persons in a play. Included among the dramatis personae of Miller's Death of a Salesman are
Willy Loman, the salesman, his wife Linda, and his sons Biff and Happy.
Act n:
One of the major divisions of a play or opera
Scene n:
A subdivision of an act in a dramatic presentation in which the setting is fixed and the time continuous.
1. A shot or series of shots in a movie constituting a unit of continuous related action
30 minutes of Cooperative Learning/Work Period: Students will form groups of 3-4 and complete the following class work.
Major Turn and Talk, Peer Sharing, Think Critically, and Problem Solving.
Students will use the following from the handout: dramatis personae, outline of Acts and Scenes, major themes, to make
inferences on what they think will happen in the play for each scene.
Shakespeare’s Othello Dramatis Personae
Othello, the Moor
Brabantio, father to Desdemona
Cassio, an honourable lieutenant
Iago, a villain, ['ancient' or standard-bearer, and third in command to Othello]
Roderigo, a gulled gentleman
Duke of Venice
Senators
Montano, Governor of Cyprus
Gentlemen of Cyprus
Lodovico, Gratiano, two noble Venetians, [kinsmen to Brabantio]
Sailors
Clown, in Othello's retinue
Desdemona, wife to Othello
Emilia, wife to Iago
Bianca, a courtesan
Messengers, Herald, Officers, Musicians, and Attendants
Scene: Venice and Cyprus
Some major Themes in Shakespeare’s Othello
1. appearance vs. reality, 2. Good vs. Evil 3.Jealousy
4. The Incompatibility of Military Heroism & Love 5. society's treatment of the outsider;
Shakespeare’s Othello (5) Acts and Scenes (15)Setting
• Act 1
Scene 1. Venice. A street.
Scene 2. Another street.
Scene 3. A council-chamber.
• Act 2
Scene 1. A Sea-port in Cyprus. An open place near the quay.
Scene 2. A street.
Scene 3. A hall in the castle.
• Act 3
Scene 1. Before the castle.
Scene 2. A room in the castle.
Scene 3. The garden of the castle.
Scene 4. Before the castle.
• Act 4
Scene 1. Cyprus. Before the castle.
Scene 2. A room in the castle.
Scene 3. Another room In the castle.
• Act 5
Scene 1. Cyprus. A street.
Scene 2. A bedchamber in the castle: DESDEMONA in bed asleep;
Remember when we did our own plays by just a title, now you have more information let’s see what we come up with.
Have fun.
How did you do?
Self-Reflection: Taking Part in a Group
Please answer the following eight questions responding with either: Yes, Unsure, or No. Then answer the two questions
that follow.
1. Did I understand what my role was in the group?
2. Did I complete my task to the best of my ability?
3. Did I have my turn speaking?
4. Did I let others have a turn at speaking?
5. Did I listen while others were speaking?
6. Did I offer to help when it was needed?
7. Did I enjoy taking part in the group work?
8. Did I enjoy working with the others in my group?
What are three things that you enjoyed about your role in the group?
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If you have a BLOG page then create a NEW page and name it:
ITHS Ms.Hyde's E7 and Shakespeare's Othello Blog
and post the following:
Post the following on your Blogs:
What rules dictate the behavior of men and women in relationships today?
Name a situation in which the rules have been clearly violated? That is, what are things “nice girls” or
“nice boys” just don’t do?
Why do these rules exist? Do you think they apply locally or even just at your school? What are the
possible consequences of breaking these rules?
Do you know if these rules are applicable to other cultures or are they totally different?
Think of scenes from ANY show/movie that adheres to these rules as well as shows/movies that
violates these rules.
Use images to illustrate the meaning behind both questions and answers. YOU MUST CITE YOUR
SOURCES IN YOUR WORKS CITED.
If you do not have a blog, then please create one.
Or you can present this in a Power Point USING IMAGES TO ILLUSTRATE THE MEANING BEHIND
BOTH QUESTIONS AND ANSWERS. YOU MUST CITE YOUR SOURCES IN YOUR WORKS CITED.
OR YOU CAN CREATE A WORD DOCUMENT WITH HEADER FIELDS INCLUDING IMAGES TO
ILLUSTRATE THE MEANING BEHIND BOTH QUESTIONS AND ANSWERS. YOU MUST CITE YOUR
SOURCES IN YOUR WORKS CITED.
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10/27/10
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Students will read and interpret several of Shakespeare's sonnets. After reading the sonnets, discussing their meanings,
examining their form, and practicing the rhythm and meter.
Students will first learn, then write and present their own sonnets.
Students would have prior knowledge on Shakespeare and the literary period
Aim: What are the key components for understanding Shakespearean Language?
Do Now: What are the two most important things that you know about Shakespeare and the period?
Analyze and identify a Shakespearean Sonnet
Using Sonnet XVIII
Comprehension Check:
What is being described in the sonnet?
Identify literary techniques or devices?
What is the rhyme scheme of the sonnet? Indicate the rhyme scheme at the end of each line.
How many lines are in this sonnet?
Critical thinking:
What is your analysis of Sonnet 18?
What is the theme of this sonnet?
Paraphrase the sonnet line by line as you would to a friend. You can paraphrase it using slangs, spanglish, abbreviated
spellings etc.
On Handout: Write your definition of a sonnet on your handout.
Mini Lesson: What is a Shakespearean Sonnet?
Iambic Pentameter
Rhyme Scheme
Sonnet XVIII (18)
Addressed to the Young Man
Quatrain 1 (four-line stanza)
A Shall I compare thee to a summer's DAY? If I compared you to a summer day
B Thou art more lovely and more temperATE: I'd have to say you are more beautiful and serene:
A Rough winds do shake the darling buds of MAY, By comparison, summer is rough on budding life,
B And summer's lease hath all too short a DATE: And doesn't last long either:
Comment: In Shakespeare's time, May (Line 3) was considered a summer month.
Quatrain 2 (four-line stanza)
C Sometime too hot the eye of heaven SHINES, At times the summer sun [heaven's eye] is too hot,
D And often is his gold complexion DIMM'D; And at other times clouds dim its brilliance;
C And every fair from fair sometime deCLINES, Everything fair in nature becomes less fair from time to time,
D By chance or nature's changing course unTRIMM'D; No one can change [trim] nature or chance;
Comment:."Every fair" may also refer to every fair woman, who "declines" because of aging or bodily changes.
Quatrain 3 (four-line stanza)
E But thy eternal summer shall not FADE However, you yourself will not fade
F Nor lose possession of that fair thou OWEST; Nor lose ownership of your fairness;
E Nor shall Death brag thou wander'st in his SHADE, Not even death will claim you,
F When in eternal lines to time thou GROWEST: Because these lines I write will immortalize you:
Couplet (two rhyming lines)
G So long as men can breathe or eyes can SEE, Your beauty will last as long as men breathe and see,
G So long lives this and this gives life to THEE. As Long as this sonnet lives and gives you life.
As you can see, the rhyme scheme of the sonnet is as follows: First stanza, ABAB; second stanza, CDCD; third stanza, EFEF;
and the couplet, GG.
.......Notice that Shakespeare introduces the main point of the sonnet in the first two lines of Stanza 1: that the young man's
radiance is greater than the sun's. He then devotes the second two lines of Stanza 1 and all of Stanza 2 to the inferior qualities of
the sun. In Stanza 3, he says the young man's brilliance will never fade because Sonnet XVIII will keep it alive. He then sums up
his thoughts in the ending couplet.
Cooperative Learning: Students will scan the rest of the poem
PLEASE RETURN ALL ARDEN OF FEVERSHAM TO ME!
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PLEASE RETURN ALL ARDEN OF FEVERSHAM.
Print and read Sonnet 29 then mark the rhyme scheme at the end of each line and try to scan it.
Write a brief paragraph on what you think is the meaning of the poem
Think about two questions that you will ask the class about the poem
You can listen to an audio (song clip) of Sonnet 29
Thematic Question:
What is the overall theme of this sonnet? Cite supporting lines from the sonnet
Is this a Love Poem or Self Pity Poem? Cite supporting lines from the sonnet
Compare & Contrast:
How is this sonnet different from Sonnet 18?
Analytical Question:
What changes the speaker’s mood? What do you think are the speaker’s strongest feelings in this
sonnet?
Literary Analysis:
What literary techniques/devices are evident in Sonnet 29?
Sonnet 29 "When in disgrace with fortune and men's eyes"
When in disgrace with fortune and men's eyes,
I all alone beweep my outcast state,
And trouble deaf Heaven with my bootless cries,
And look upon myself, and curse my fate,
Wishing me like to one more rich in hope,
Featur'd like him, like him with friends possess'd,
Desiring this man's art, and that man's scope,
With what I most enjoy contented least:
Yet in these thoughts myself almost despising,
Haply I think on thee,--and then my state
(Like to the lark at break of day arising
From sullen earth) sings hymns at heaven's gate;
For thy sweet love remember'd such wealth brings
That then I scorn to change my state with kings'.
William Shakespeare
(1564 - 1616)
Research:
1. Who were the Moors?
2. Who were the Venetians?
3. How were the Moors/Venetians regarded in Shakespeare's day?
4. What were the military duties of ranked officers?
5. What was the military hierarchy?
6. What was the role of women?
7. What was expected of a daughter?
8. What was expected of a bride?
9. What rules for getting married existed at the time of the play?
10. What were the rules of courtship?
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10/26/10
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Aim: With careful evaluation, how is AOF an examination of the human condition?
Do Now: What makes AOF a domestic tragedy....identify any famous domestic tragedy in the US.
Group Work: Find supporting evidence to the following:
- The violation of moral values/laws are broken
- The violation of religious values
- Religious imagery/symbols
- Oaths and promises and broken oaths and promises
- Betrayal
- Guilt
Make sure you have a header
Your Name
Ms. Hyde
E7
Date
Religious imagery/symbols
Arden: "Aye she gave my wedding ring to Mosbie...she has violated our religious values" (Act I Scene 1 page #)
Share out!
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This is a wrap of The Arden of Feversham. Please bring back all copies with
book receipts tomorrow. We start Shakespeare's Othello Tomorrow.
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10/25/10
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Objectives:
Students will recall the drama term tragedy and connect to text, world, or self.
Aim: What information would you use to prioritize the sequence of events of this play?
Do Now (connecting to text):
Tell the class about a twisted plot of events that you've been involved in.
Loyalty vs. Disloyalty to a friend or someone.
Seen a movie with a so many conflicts like Arden of Feversham's (Prizzi's Honor with Jack Nicholson)
Movie with a tragedy
Mini Lesson: Domestic Tragedy (drama term)
Tragedy:
n., pl., -dies.
1.
a.A drama or literary work in which the main character is brought to ruin or suffers extreme sorrow, especially as a
consequence of a tragic flaw, moral weakness, or inability to cope with unfavorable circumstances.
b.The genre made up of such works.
c.The art or theory of writing or producing these works.
2.A play, film, television program, or other narrative work that portrays or depicts calamitous events and has an unhappy but
meaningful ending.
3.A disastrous event, especially one involving distressing loss or injury to life: an expedition that ended in tragedy, with all
hands lost at sea.
4.A tragic aspect or element.
[Middle English tragedie, from Old French, from Latin tragoedia, from Greek tragōidiā : tragos, goat + aoidē, ōidē, song.]
domestic tragedy, drama in which the tragic protagonists are ordinary middle-class or lower-class individuals, in contrast
to classical and Neoclassical tragedy, in which the protagonists are of kingly or aristocratic rank and their downfall is an
affair of state as well as a personal matter.
domestic tragedy, a kind of tragedy in which the leading characters belong to the middle class rather than to the royal or
noble ranks usually represented in tragic drama, and in which the action concerns family affairs rather than public matters
of state.
The earliest known examples of domestic tragedy are three anonymous late Elizabethan dramas: Arden of Feversham (c.
1591), the story of the murder of Mr. Arden by his wife and her lover and their subsequent execution; A Warning for Faire
Women (1599), which deals with the murder of a merchant by his wife; and A Yorkshire Tragedy ... (100 of 417 words)
Works Cited for the following text:
http://www.faversham.org/pages/standard.aspx?i_PageID=15794
Procedure: Students will be given the following outline and summary of the play. As a group they will identify the sequence
of events and post it on a plot pyramid drawn on chart paper. Some groups will be given the play as a jigsaw puzzle to plot.
Have Fun.
Act I
"Alice and Mosby discuss the poison. They can still continue their affair even although Arden is still alive. Mosby has sworn not to
importune Alice. She is contemptuous of the oath, but Mosby will not break his word while Arden lives. Alice says that they can
have Arden murdered in London."
"Alice has subverted him by offering him Mosby's sister, Susan, in marriage. He promises that Arden will be dead within a week.
Michael thinks that Susan is promised to a painter called Clarke, but Alice assuages his fears."
"Clarke says he'll do it for Susan hand and Mosby promises his sister to him. Alice wouldn't want Arden to die if she could have
Mosby as she pleased. They explain to Clarke that they don't like the idea of the poisoned picture. He gives them some poison
they can put in his food or drink. "
"A man called Greene arrives. He also has a claim to some of the abbey lands, but Alice says that all claims are void as long as
Arden is alive. Greene says that he will be revenged on Arden for taking his land. Alice pretends that her husband mistreats her.
Greene says that he cannot tolerate this state of affairs. Alice advises him to hire someone to kill Arden and give him £10 up front
with the promise of £20 and the return of his lands after the job's done. Greene promises to deal with the matter. "
Act II
Greene pays Black Will and Shakebag to murder Arden.
Act III
"Black Will and Shakebag's attempt to ambush Arden fails and have to create another plan. Michael enters and tells them where
Arden is to be found. They ask Michael about his part in the business. Black Will tells Michael to arrange a place for Arden's
death, although he'll do the job himself. Michael agrees to go along with them. He'll leave the doors unlocked. Although Michael
should be defending his master, he will ensure his death instead."
Scene XI
Arden and Franklin come to the ferry. They are in a hurry and want to cross, but it's very misty. The ferryman is a peasant
philosopher who makes allusions to Arden's situation.
Scene XII
Black Will and Shakebag are lost in the mist.
Scene XIV
Alice and Mosby enter arm in arm. Arden rebukes them and fights with Mosby. Alice's cries summon Black Will and Shakebag,
but Shakebag and Mosby are wounded. Alice protests that it was all a joke and that when she called out it was to save her
husband. She accuses him of being contrary and claims that both she and Mosby were innocent of any malice. Arden asks for
her forgiveness and for her to impose a penance on him. She says that if he cared, then he'd tend to Mosby's wounds and
apologise to him. Arden promises to do so, but Franklin warns him against it. Arden asks Franklin to hold his peace, but Franklin
is not deceived.
Arden and Mosby play the game. Mosby gives the signal. Black Will pulls Arden down with a towel. He calls for help, but won't get
any. Mosby strikes him with an iron. Shakebag stabs him, but doesn't quite kill him, and Alice finishes him off
The mayor and the watch arrive to apprehend Black Will. They are going to search the house. Franklin enters with news that
Arden has been murdered. Franklin asks Alice to go with them and produces the towel and the knife which Michael should've
disposed of. Alice says that the blood stains are pig's blood. Franklin starts presenting evidence that Arden was murdered in the
house. The mayor finds the blood stain on the floor. Alice protests, but Franklin orders for Mosby to be detained.
Scene XV
Shakebag sought refuge with a former mistress in Southwark, but when she spurned him he murdered her. He plans to seek
sanctuary.
Scene XVI
Alice is brought before her husband's corpse, which begins to bleed profusely. She admits to what she did. Mosby says that he
hired Black Will and Shakebag. Franklin says he'll get a warrant to apprehend them.
Scene XVII
Black Will has heard that Shakebag has reached sanctuary. He himself is pursued so closely that he can't do the same. He flees
to Flushing in Holland.
Scene XVIII
Bradshaw is condemned with the others, although Alice says that he was not aware of the conspirators' plans. Mosby wants to
be gone from Alice's presence. Alice says that if it wasn't for him, none of this would've happened. Susan wonders why she
should die since she didn't know about the murder until it was done. Michael wishes he'd never consented to the business.
The mayor condemns Mosby and Susan to be executed at Smithfield in London. Alice will be burnt in Canterbury. Michael and
Bradshaw will be hanged in Faversham. They are taken away to be executed.
Epilogue
Franklin recounts what happened to the others. Shakebag was murdered in Southwark. Black Will was burnt on a gallows in
Flushing. Greene was hanged at Osbridge in Kent. Clarke's fate is unknown. The print of Arden's body remained in the grass in
the field for a long time afterwards.
Share out!
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There are some students who must make an appointment to see me during 9th period to
retake their test. These are identified as students who have a grade of 0-60. Please see
me to discuss.
Please research who were the Moors. newworldencyclopedia.org
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10/22/10
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Students will recall information about the play The Arden of Feversham
Students will identify and present various characteristic traits on the main characters of the play.
Aim: What do we remember about the sequence of events in Thomas Kyd's play The Arden of Feversham?
Do Now: Students take their timed quiz
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No Homework
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10/21/10
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Objectives:
2. a Students will Analyze the play for characterization, setting, and conflict.
4.a Students will read, write, listen, and speak for social interaction
Students will Know and use appropriate literary terms to derive meaning and comprehensions from various literary
genres.
Aim: How is the setting's social order disrupted by the main characters in The Arden of Faversham?
Do Now: Identify or recall any publicity where a man cheated on his wife and vice versa. What effect did the act of adultery
have on society and what was the role of the media?
Mini Lesson: What is characterization
Is a device where the writer reveals the personality of a character (think of your own plays)
Characterization is how the author develops and uses the characters to tell their story.
Characterization is often the most important aspect of a story
We should all know protagonist, antagonist, round, static, dynamic and minor characters
Read Aloud: Instructor will call on students to read the preface of the play to better understand
the history behind the anonymous playwright plot.
Work Period:
Use the graphic organizer and characterize your characters..
Exit Question:
Who is your favorite character and why?
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Continue reading The Arden of Faversham OR Rehearse for our mini plays.
EVERYONE MUST ATTEND CLASS TOMORROW
FOR OUR QUIZ!
Click on this link to a synopsis of the play
Please relax and just complete reading the play for the
quiz!
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10/19/10
to 10/22
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Objectives:
Students will illustrates their understanding of plot structure, tragedy, and playwriting.
Students will synthesize and apply their knowledge of the necessary elements of play and demonstrate through performance or
acting.
Aim: How can we demonstrate what we know about plot structure, tragedy, and playwriting through the performance of our own
plays?
Do Now: Every groups must turn in a copy of their revised play along with the plot pyramid (due last week) of their play. Then take
5 minutes to get yourselves together to perform.
Work Period: Grand Performances
Audience will watch, listen, learn, and provide constructive criticism to each group that performs.
Assessment: Assessment will be taken on how serious each member takes on their role, participation in today's activities,
as well as the collection of the writing assignment.
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You should have completed or almost completed reading The Arden of Faversham. You have an
assessment on Friday. 22nd
You must pay attention to the names of characters and their roles, read the preface of the play,
setting, conflicts, why is it considered a tragedy, the conclusion etc.
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10/18/10
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Objective:
Students will reflect on their performance for the first marking period and review their grades with instructor using Snapgrades.
Students will provide instructor with any missed assignments to improve final grade.
Aim: What could we have done to improve our first marking period performance?
Do Now: Mini Conferences with students on their grades and performance.
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We will begin our Great Performances tomorrow! Please come prepared to perform.
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10/15/10
This is the
day when
you get an
actual
grade for
your
script.
Everyone
is
required
to attend
today's
classes to
get this
grade!
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Standards
4. Analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to realize
further development of the work.
3. Evaluate the artistic choices of self and the collaborative efforts of peers in classroom dramatizations and formal productions
and suggest constructive alternatives using rubric.
.1 Employ a careful process of script analysis in the creation of a completed plot structure
Objectives
- Students will use their time to rehearse their selected scenes for a performance next class
- Students will use their knowledge gained from previous lesson plans to finalize their character work with scene partners
- Students will illustrate their knowledge of plot and apply and synthesize it through oral and written commentary.
Materials Needed:
Students' plays
Rubrics for each group (slightly changed or you can select which rubric you feel most comfortable with)
Writing Utensils
Laptop
Projector
Printer and paper
Goal for Learner
- Today is their last chance to rehearse, revise, and work their scene in class before the performance on Monday
Aim: How can we speak critically and determine the value of each other's play through peer evaluation?
Journal/Motivation/Do Now: (5minutes)
How did you come up with the characters you created for your assignment? Did you have inspiration from people around you?
Are you happy with the turn out? Why/Why not?
Mini Lesson: (5 minutes) I am so indecisive about which rubric to select. Therefore, can we collectively come to an agreement
on which rubric we feel most comfortable with?
Procedure: 30 minutes
Students will take out their plays and plot and leave it on their desks.
We will have a walk through gallery as follows: students from other groups will have 5-8 minutes to read each others' play and
make comments using sticky notes. Use the playwright's script rubric to assess your peers...please leave both positive
feedback as well as constructive criticism.
Practice/Application: Have student talk about the assignment . Was this hard or easy? Why? What ideas did you come up with?
Questions/Comments from class
Evaluation for Student Learning: Listening to Discussion over the assignment, as well as completion of assignments
Differentiation: Students are provided with guided rubrics and are part of the decision making process on selecting a rubric for
assessment. This activity tackles different learning styles Visual, Tactile/Kinesthetic, and Auditory.
Assessment
Assessment will be taken from participation in today's activities, as well as the collection of Writing Assignment
Exit Question:
1) How would you determine the value of your end product (the play)? Basically, how can we apply or transfer our
learning? Please write on a separate sheet of paper. Periods 3 and 4 only.
2) Period 2 ONLY: If your play was debut on Broadway and George Whipple NY1 (George studied Shakespearian
drama under A.L.Rouse at St. Peter's College, Oxford University, England, and received a certificate in film from
New York University) rated your play as "not original" and the plot seems to lack conflict and resolution. Respond
in writing to George's attack and defend your play to show otherwise.
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THIS IS YOUR LAST OPPORTUNITY TO MAKE ANY CHANGES TO YOUR SCRIPT USING THE
CONSTRUCTIVE CRITICISM.
Read the Second Act of The Arden of Faversham
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10/14/10
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Objectives:
The students will be able to write and speak critically about each others play and evaluate them using rubric 4
Students will present their play clearly and in a variety of oral and written forms 1
Students will use “the writing process” to produce well-constructed informational plays 1
Students will monitor and adjust their own oral and written presentations to have the greatest influence on a particular audience 3
Students will illustrate their knowledge of plot and synthesize it through oral and written presentation.
Materials Needed:
Students' plays
Rubrics for each group (I slightly changed the rubric)
Writing utensils
Laptop
Projector
Printing paper
Aim: How can we speak critically and determine the value through evaluation of each others play using prior knowledge and a
rubric?
Do Now: Students will take 5 minutes to prepare for their eventual grand. Review the rubric. Only two groups are permitted
outside to better prepare for their performance!
Mini Lesson:
Review Rubric
Work Period Cooperative Learning: Groups will have a first practice run of their play....
Audience Requirements:
Use the Rubric to determine the value of their performance.
Ask each other questions and offer constructive criticism
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I would like each group members to use a plot pyramid and plot their own plays and bring it to class
tomorrow. Click on the link, print the plot pyramid, or replicate it on loose leaf and bring it in tomorrow!
Students please take home your career presentations.
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10/13/10
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TODAY STUDENTS WILL EITHER:
COMPLETE THEIR PSAT
OR, GO ON THE SCHOOL TRIP TO THE ZOO
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BRING IN YOUR REVISED AND COMPLETED PLAYS TOMORROW FOR US TO BEGIN OUR
PRESENTATIONS!
MAKE SURE YOU ALL HAVE COPIES FOR EVERYONE in your group and I also need a copy!
Students may dress the part!
Please do not bring in anything that looks like a weapon or your play will be disqualified.
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10/12/10
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Objectives:
Use writing, speaking, and visual expression for personal understanding and growth.
Students will write to demonstrate learning.
Students will apply learning and evaluate their own product
Students will produce and perform a mini play
Announcement: I would like every student to respect each other in terms of selected roles. If a student decides to play a role for
whatever reason, then his/her decision must be respected and roles must be changed to accommodate said students. I did ask
some of you to revise your plot and hope you followed instructions. Once again, your writing must not include any extreme
violence, weapons, profanity etc. We will be reviewing your group's writing today.
Aim: How can we illustrate applied learning of plot and drama terms in a production and performance of our mini play?
Do Now: complete the following sentence: I specifically liked/did not like.....because......
Work Period: Using Rubric and the following criteria each group will have a mini conference with teacher on their play.
CHARACTER
• Characters are clearly defined
• Characters develop over the course of the play
• Characters have conflicts & desires
• Characters have plenty of interesting actions
• Characters are true to life, or true to their own reality
PLOT
• Has a central conflict
• Has fully developed scenes
• Has a beginning, middle and end
• Keeps ahead of the reader
• Has momentum
• Has suspense, surprise or plot complication
• Includes scenes of varying emotional tone
LANGUAGE
• Has proper syntax, spelling, sentence structure
• Language and vocabulary are more interesting and meaningful than daily life
ORIGINALITY/CREATIVITY
• Idea is original (not related to TV, movies)
• Characters or plot are/is original
• Adds an idea to the world
• Is emotionally engaging
• Is entertaining
• Is inspiring
The editing is done in the classroom with the help of classmates or the teacher
■First students imagine the situation they want to write about and write it down on a blank sheet of paper.
■Then they brainstorm the situation to come up with ideas involving: (Brainstorm handout)
■the details of the characters,including their relationship and the nature of the problem being explored (conflict)
■the topic they are talking about, (students' choice)
■the problem that arises in their conversation (explore with students)
■the time and background of the conversation (the setting)
■how the plays starts and how it ends
Exit Question:
How would you determine the value of your end product (the play)? Please write on a sheet of paper and turn in.
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Make any last minutes edits to your play and be prepared to present on Thursday. We should be
able to do this all in one class period. 5 minutes per group.
Please make sure you have completed reading Act I of Thomas Kyd's The Arden of Faversham.
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10/8/10
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Day IV Do Now:
Plays are made up of two things: dialogue and stage directions, and they both have different formats on the page.
STAGE DIRECTIONS
There are three different kinds of stage directions:
1.) Scene Directions
•Left 3.5"
•Right 1"
These start the play or act, and yes, they are pushed halfway over to the right side of the page. This is where you give the basics
of where and when this particular scene is set, and what is happening as the lights come up and perhaps what has happened
between the scenes as it applies to what is on the stage at that time.
EXAMPLE:
2.) Staging Directions
•Left 2.0"
•Right 1.0"
These describe what happens on stage during the scene. Entrances, exits, major movements of characters, new characters,
fights, light changes and being chased by a bear are all examples of action that would require stage direction.
EXAMPLE:
Note that the stage directions are single spaced when within a single character's dialogue, but a blank line is left when between
character passages.
3.) Character Stage Directions
•Left 3.0"
•Right 1.0"
These are always brief and fit right under the character tag, relating to that character. These types of directions give a clue to the
style of the line. Often they are line directions such as "waving him off" or "sing-song" or "whispering to ROBERT". These should
be used sparingly, as they are regarded as directorial. They are needed only when a reader wouldn't understand what was going
on without them.
EXAMPLE:
A few things to remember:
•Every time you mention a character in the stage directions their name should be in ALL CAPS. This makes it easier for the
actors, director, and team to scan the page and find what the actors are doing.
•Stage directions are always enclosed in parenthesis.
•Stage directions show only what is taking place on stage (what the audience can hear or see), they do not tell the interior life or
previous life of people or objects.
Group Work:
Students will gather together in their assigned groups and complete writing their plays. Please review the template by
clicking on this link.
Share out! Hopefully we can get one group to perform their play.
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Create a mini flap dictionary of the assigned SAT vocabulary.
Each student will be assigned a word to post on the word wall
write word on the outside flap
List the dictionary meaning of the words on the inside flap.
Draw/research an images that denotes the literal meaning
Cite your sources on the back flap.
Make sure it's colorful
Writing Project
Think about your life in the Elizabethan Era and how would you compare and contrast it to today. Take
a look at the images for visual effects and affects. Students would be instructed to write a 1page
description of a day in their life if they lived in London during the Elizabethan Era. This can be in the
form of a Journal Entry, Newsletter, Magazine Cover with story, Newspaper article or a Letter to your
friend or me. They should include aspects presented in the lesson (i.e. types of entertainment). They
will have one week from TODAY to complete the assignment. This essay would be marked on
creativity as well as an accurate portrayal of the time.
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10/07/10
10/8/10
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Day III:
Aim: How can we develop a dramatic play that includes specific drama terms?
Do Now: Drama Terms:
Dramatis personae
Latin for the characters or persons in a play. Included among the dramatis personae of Miller's Death of a Salesman are
Willy Loman, the salesman, his wife Linda, and his sons Biff and Happy
Exposition
The first stage of a fictional or dramatic plot, in which necessary background information is provided. Ibsen's A Doll's House, for
instance, begins with a conversation between the two central characters, a dialogue that fills the audience in on events that
occurred before the action of the play begins, but which are important in the development of its plot
Rising action
A set of conflicts and crises that constitute the part of a play's or story's plot leading up to the climax. See Climax, Denouement,
and Plot.
Climax
The turning point of the action in the plot of a play or story. The climax represents the point of greatest tension in the work. The
climax of John Updike's "A & P," for example, occurs when Sammy quits his job as a cashier.
Falling action
In the plot of a story or play, the action following the climax of the work that moves it towards its denouement or resolution. The
falling action of Othello begins after Othello realizes that Iago is responsible for plotting against him by spurring him on to
murder his wife, Desdemona.
Resolution
The sorting out or unraveling of a plot at the end of a play, novel, or story. See Plot.
Conflict
A struggle between opposing forces in a story or play, usually resolved by the end of the work. The conflict may occur within a
character as well as between characters. Lady Gregory's one-act play The Rising of the Moon exemplifies both types of conflict
as the Policeman wrestles with his conscience in an inner conflict and confronts an antagonist in the person of the ballad singer.
Character
An imaginary person that inhabits a literary work. Literary characters may be major or minor, static (unchanging) or dynamic
(capable of change). In Shakespeare's Othello, Desdemona is a major character, but one who is static, like the minor character
Bianca. Othello is a major character who is dynamic, exhibiting an ability to change.
Protagonist
The main character of a literary work--Hamlet and Othello in the plays named after them, Gregor Samsa in Kafka's
Metamorphosis, Paul in Lawrence's "Rocking-Horse Winner."
Stage direction
A playwright's descriptive or interpretive comments that provide readers (and actors) with information about the dialogue, setting,
and action of a play. Modern playwrights, including Ibsen, Shaw, Miller, and Williams tend to include substantial stage directions,
while earlier playwrights typically used them more sparsely, implicitly, or not at all. See Gesture.
Tragedy
A type of drama in which the characters experience reversals of fortune, usually for the worse. In tragedy, catastrophe and
suffering await many of the characters, especially the hero. Examples include Shakespeare's Othello and Hamlet; Sophocles'
Antigone and Oedipus the King, and Arthur Miller's Death of a Salesman. See Tragic flaw and Tragic hero.
Soliloquy
A speech in a play that is meant to be heard by the audience but not by other characters on the stage. If there are no other
characters present, the soliloquy represents the character thinking aloud. Hamlet's "To be or not to be" speech is an example.
See Aside.
Setting
The time and place of a literary work that establish its context. The stories of Sandra Cisneros are set in the American southwest
in the mid to late 20th century, those of James Joyce in Dublin, Ireland in the early 20th century.
Monologue
A speech by a single character without another character's response. See Dramatic monologue and Soliloquy.
Dialogue
The conversation of characters in a literary work. In fiction, dialogue is typically enclosed within quotation marks. In plays,
characters' speech is preceded by their names.
Mini-Lesson: Writing Dialogue
dialogue: conversation between characters in a story, poem, drama, novel, or other literature used to give life to characters and
advance the action of work.
Punctuating Dialogue:
A speaker's exact words are enclosed in quotation marks.
Ex: "If this were my own house, I should do as I please," said Martha.
Paraphrased words do not need quotation marks.
Ex: Martha said that if this were her own house, she would do as she pleased.
Commas separate quotations from words that identify the speaker. The comma always appears before the quotation mark.
Ex: Molly cried, "Look out below!"
"Molly," she cried, "look out below!"
"Look out below!" Molly cried, "Falling object!"
A new paragraph begins each time the speaker changes. Be sure to indent each time. Below are four different paragraphs. Ex:
"Where are you going?" asked Lucinda.
"To the library. Want to come?" replied Tom.
"No, I've done my project already," Tom stated. "I'm going to play ball for a while."
"Lucky guy!" shouted Lucinda gaily as she trudged toward the library.
When a paragraph ends while a character is still speaking, the quotation marks do not appear at the end of that paragraph.
However, quotation marks do appear at the beginning of the new paragraph.
Ex: "Don't touch that tree! Do you hear me, children!" said he, bland and firm; and when the guest had gone, with quite another
voice and manner:
"If I catch either of you touching those apples you shall not only go to bed--you shall each have a sound whipping." Which merely
added to its magnificance. (Mansfield 196)
Source for last example:
Mansfield, Katherine. "The Apple Tree." Literature: Timeless Voices, Timeless Themes, 195-197. Upper Saddle River,
New Jersey: Prentice-Hall, 1999.
We will use the attached Playwright Rubric to grade each performing group
Download Playwright's Rubric
Share out! Using Exit Slip
Assessment:
Students would be instructed to write a 1page description of a day in their life if they lived in London during the Elizabethan Era.
This can be in the form of a Journal Entry or a Letter to your friend or me. They should include aspects presented in the lesson
(i.e. types of entertainment). They will have one week to complete the assignment. This essay would be marked on creativity as
well as an accurate portrayal of the time.
Class discussion of comparisons between the Elizabethan Era and our own would provide an idea of how well the students
understood life in that time period.
Future assignments such as having the students point out aspects within a Shakespearean play that illustrate life during the
Elizabethan Era will indicate their understanding of the area. As well, through this examination students will understand how the
period in which a writer lives often influence and is brought out in the literary works they produce.
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Create a mini flap dictionary of the assigned SAT vocabulary.
Each student will be assigned a word to post on the word wall
write word on the outside flap
List the dictionary meaning of the words on the inside flap.
Draw/research an images that denotes the literal meaning
Cite your sources on the back flap.
Make sure it's colorful
Writing Project
Think about your life in the Elizabethan Era and how would you compare and contrast it to today. Take
a look at the images for visual effects and affects. Students would be instructed to write a 1page
description of a day in their life if they lived in London during the Elizabethan Era. This can be in the
form of a Journal Entry, Newsletter, Magazine Cover with story, Newspaper article or a Letter to your
friend or me. They should include aspects presented in the lesson (i.e. types of entertainment). They
will have one week from TODAY to complete the assignment. This essay would be marked on
creativity as well as an accurate portrayal of the time.
Handouts of Arden of Feversham!
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10/05/10
to 10/06/10
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Obectives: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas,
feelings, and experiences
Students would be asked to brainstorm on the ways the Elizabethan Era is similar as well as different from our society
Aim: What can you say about the Elizabethan Era?
Do Now: Complete the following sentence. I do appreciate the twenty first century because.....
Or, I especially like living in the Elizabethan era because of the Fashions/Clothing: At the beginning of this period,
ladies gowns were modest. They had ruffled sleeves (symbolizing upper class), and a V-shaped waist. The dresses
were made to show of small waists and square shoulders. Later, the ruffled sleeves were turned to tight sleeves, and
the V-shaped waist transformed into a straight waist.
Mini Lesson: Following Links to present to class.
Elizabethan Timeline
The Elizabethan era was a time associated with Queen Elizabeth I's reign (1558–1603) and is often considered to be
the golden age in English history. It was also known as the age of the Renaissance (a time of new ideas and new
thinking)
Pronouncing Words
Elizabethan Clothing
Daily Meals
Food Timeline
FOOD IN TUDOR ENGLAND
Elizabethan Sports
Elizabethan Music
The Spanish Armada
Explorers:
Science and Technology
Religion and Spirituality
Elizabethan Explorers Timeline
Key Personalities
Top 10 Facts about Queen Elizabeth: Elizabeth I (1533-1601)
TOP 10 FACTS ABOUT QUEEN ELIZABETH I
Trivia Fact 1 - Queen Elizabeth I was born 7 September 1533 at Greenwich Palace
Trivia Fact 2 - The Father of Queen Elizabeth I was the nororious King Henry VIII
Trivia Fact 3 - The Mother of Queen Elizabeth I was Anne Boleyn
Trivia Fact 4 - Queen Elizabeth I Died on 24 March 1603 (of blood poisoning) - she was nearly70 years of age
Trivia Fact 5 - Queen Elizabeth I Reigned for 45 years from 1558 - 1603
Trivia Fact 6 - Her mother, Anne Boleyn, was accused of adultery and incest ( with her brother George Boleyn) and was
beheaded at the Tower of London
Trivia Fact 7 - Princess Elizabeth lived with her stepmother Katharine Parr and her husband Thomas Seymour - she
was sent away in disgrace amid rumours that she was having an affair with Seymour!
Trivia Fact 8 - Scandal followed Queen Elizabeth I when Amy Robsart, the wife of her favourite courtier Robert Dudley
(some say lover) was found dead at the foot of her stairs - Dudley was suspected or arranging her murder so that he
would be free to marry Queen Elizabeth
Trivia Fact 9 - Queen Elizabeth almost died of Smallpox in 1562 and was left with scars on her face - these were
covered with the heavy white make-up which was fashionable at the time
Trivia Fact 10 - She never met her cousin and rival, Mary Queen of Scots, although she was imprisoned in England for
many years
Day II
Objectives:
Students will identify the important aspects in the life and times of William Shakespeare
Students will review and identify literary elements of drama
Students will read, write, listen, and speak for social interaction
Students will have an understanding of the exposition of Arden of Feversham.
Students will also synthesize the meaning of tragedy and apply it to the genre of domestic tragedy
Aim: How would you clarify the meaning of a play?
Do Now: Students will turn and talk and compare and contrast their research on William Shakespeare, then we will
create a list identifying important aspects in the life of William Shakespeare.
Mini Lesson:
How do you bring a play to life on stage?
Via 7 theatrical arts
Director: A theatre director is a principal in the theatre field who oversees and orchestrates the mounting of a play by
unifying various endeavors and aspects of production. The director's function is to ensure the quality and
completeness of a theatrical product. The director works with the key individuals and other staff, coordinating research,
stagecraft, costume design, props, lighting design, acting, set design and sound design for the production.
Actors: An actor is a person who acts, or plays a role, in a dramatic production. The term commonly refers to someone
working in movies, television, live theatre, or radio, and can occasionally denote a street entertainer. Besides playing
dramatic roles, actors may also sing or dance or work only on radio or as a voice artist. A female actor can be known
either as an actor or actress, depending on the person's preference, though some use the term "actor" for either sex.
An actor usually plays a fictional character. In the case of a true story (or a fictional story that portrays real people) an
actor may play a real person (or a fictional version of the same). Occasionally, actors appear as themselves, as in John
Malkovich's performance in the film Being John Malkovich
Scenery (technical aspect) and in Shakespeare’s days there was little of this
Costumes: The Costume designer is the person whose responsibility is to design costumes for a film or stage
production. He or she is considered part of the "production team," alongside the director, scenic and lighting
designers. The costume designer might also collaborate with a hair/wig master or a makeup designer, with the latter
two operating on a subordinate level.
Lighting The role of the lighting designer (or LD) within theatre is to work with the director, set designer, and costume
designer to create an overall 'look' for the show in response to the text, while keeping in mind issues of visibility, safety
and cost.
Music The works of William Shakespeare (1564-1616) are replete with musical references which attest to the bard’s
thorough knowledge of contemporary music. It is a commonplace that music and theatre were closely linked because
there was music before the plays, at intermezzos, and, very probably, during the plays, when called for.
Dance (from Old French dancier, perhaps from Frankish) generally refers to human movement either used as a form of
expression or presented in a social, spiritual or performance setting. Dance is also used to describe methods of non-
verbal communication (see body language) between humans or animals (bee dance, mating dance), motion in
inanimate objects (the leaves danced in the wind), and certain musical forms or genres
William Shakespeare (1564-1616)
William Shakespeare: A Timeline
Shakespearean Summary Chart
We will be studying a Shakespearean play in class. In order to better understand the time period that he wrote his
plays in. (he was baptized 26 April 1564 – 23 April 1616). There are sites that say he was born and died on April 23rd.
Shakespeare's Genealogy
Absolute Shakespeare's Site
Work Period:
In groups of 2-3 Group Work:
Okay from what you already know, and learned now tell me if you had to put on a play what kind of play would it be, and
what would be involved in putting on your play?
Characters, Setting .....fill in the rest. Think about the elements of PLOT.
Select one of the following topics or create your own:
“if you see something say something” Now if this was the name of your play what monologue/dialogue would you
expect or write for this play?
You and a friend are witnesses to cyber-bullying or any type of bullying in the school. Now if this was the name of your
play what monologue/dialogue would you expect or write for this play?
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Think about your life in the Elizabethan Era and how would you compare and contrast it to
today. Take a look at the images for visual effects and affects. Students would be instructed
to write a 1page description of a day in their life if they lived in London during the Elizabethan
Era. This can be in the form of a Journal Entry, Newsletter, Magazine Cover with story,
Newspaper article or a Letter to your friend or me. They should include aspects presented in
the lesson (i.e. types of entertainment). They will have one week from TODAY to complete
the assignment. This essay would be marked on creativity as well as an accurate portrayal of
the time.
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9/28/10
hopefully
through
10/04/10
TODAY IS
OUR VERY
LAST DAY
OF
PRESENTA
TIONS!
|
.Objectives: Students will apply and synthesize what they've learned and researched about their future career and illustrate
through presentation.
Aim: How can we present our future career's trends, traits, saturation (or not), and availability in the job market?
Do Now: Students will take 10 minutes to gather their materials or make any last minute adjustments to their presentation
projects and prepare to present.
Rubrics will be distributed and the audience must take notes on the following:
Things the presenter did well on as well as areas of improvement.
After class we will discuss what we observed.
Recall your top job career and outline a plan of action to get you there as follows:
Research qualifications for potential scholarships
Financial Aid/FAFSA
Low Interest Loans
Research and Apply to College
SAT Exams
Graduate from high school
Complete BA/BS/ or double major BA/MA/MS
Internship in career
Research Job Market(s): traits, trends, saturation, and availability in the market
Traits: distinguishing features or characteristics or properties of an individual (leadership qualities, Conscientiousness,
contagious love for learning)
Trends: more corporate workers are now qualifying for teaching positions through Teaching Fellows, Rate of turnover should be
considered.
Availability: basically, would you find a job in your specific field?
For Example: I would present the following on Bulletin Board or give an Oral Presentation on the following
My title: “America’s Next Top Teacher” by Natalie Hyde
- There are 425 High Schools in NYC (name the top performing and state where I will be working)
- Teacher in NYC Requirements:
- BA/MA in subject field
- Major/Minor in Secondary Education
- Get Fingerprinted (most schools Secondary Ed programs prepare you for this)
- Submitting Proper papers/documents to Albany, NY
- Must attain Permanent Certification
- Must pass Content Specialty Test (CST) some teacher really dread this (I took this on the same day Ms. Woods got
married, so I was flustered and rushing to get hair, nails, make up etc. done)---I passed first test!
- Salary Grid for Teachers in NYC
- America's Best High Schools
- What are the traits: conscientiousness, dedication, contagious love for learning
- Trends: more people from corporate America are becoming teachers, Race to the Top, Use of Technology
- Saturation: I strongly believe the market to be oversaturated with Core teachers (English, Social Studies etc.)
- Availability: There will always be jobs for teacher in the U.S. however LOCATION is the key! The rate of turnover for
teachers in high poverty areas have higher overall teacher turnover rates. It would be great to see some statistics or
charts etc. of the job availability of NYS teachers.
- All images on your PPT or Bulletin Board must have a caption.
- You must have a Works Cited Page for all cited sources
- Writing Component: Students must write a 3 paragraph essay answering the Aim Question using their own research in
their paper.
LET THE PRESENTATIONS BEGIN!
Share Out
|
Rehearse your presentation! Don't forget your 3 paragraph essay!!!!!
Great Job with Presentations Today:9/28/10
- Nalleley, Jaquan Our future Marine Biologists: passion for anything that lives in the ocean
- Eduardo: Politician wants to study law and improve his school as well as community
- Joseph S (Phenom. Job) Game Designer
- Kadeem-Lawyer wants to be better than his sister the paralegal
- Luz--Pediatrician
- Aman- Financial Analyst/ inspired by our very own Mr. Frank (Yeah) already making big
bucks
- Kuljit--Human Resource Management (wants to help people find better jobs)
- Mr. Monde---visitor who loved your presentations and wishes you well on your journey to
your career path.
Great Job with Presentations Today:9/29/10
Jeffrey wants to be a Game Designer
Sebastian, and Chandrima who both want to go into the music business.
Sebastian wants to produce "beats" music and study Business Mgmt. as a back up to his plan. He
plans on calling his band the "Hood Smashers" metaphorically speaking.
Chandrima: wants to sing to alternative music, but right now her band is "lame" and not serious
about what they want to do. Her back up plan is to become an elementary school teacher.
Oscar: Next Top Professional Soccer Player. He has "mad" skills and a great record and got
accepted to the "Red Bulls" but wants to complete High School, go to Hunter where he plays for the
"Hunter Hawks", then get drafted to the MLS where he will be making his millions.
Tony: Financial Analyst buying companies (like Richard Gere in the movie Pretty Woman) and will be
making his millions in the next 10 years.
Dave: wants to study Aeronautical Engineering (whew!) and eventually work for Boeing.
Please start revising your college essays with the following criteria:
Header:
Ella Fitzgerald
Instructor: Ms. Natalie Hyde
English 7
October 19, 2010
Essay Question:
"Title"
Introduction: Attention grabber
Some background
That leads to strong purpose/thesis
Topic Sentence 1st, 2nd, and 3rd Body Paragraphs
Supporting sentences with cause and effects, and details
Concluding Statement about the paragraph
Conclusion should end strong leaving a lasting impression on the college admissions clerk.
Remember the clerk has thousands of letters to read and you have one shot to capture their
attention. Your essay has to answer a question, thesis clearly stated and fully supported
with concrete details, tell them why you are a great fit for their college and vice versa. YOU ARE
SELLING YOU NOT THE PERSON WHO INSPIRED YOU ETC.
|
9/27/10
|
Objective: Acknowledge, Understand, and Apply what they already know about accepted Code of Conduct at school and in
classrooms.
Aim: What actions would you take to perform well at school and in the classroom?
Do Now: Distribution of I.T.H.S. School's Code of Conduct Booklet
Students will read the handouts and sign as receipt of Booklet.
Students will begin filling out the necessary Code of Conduct Booklet Forms
Students will take home the necessary Code of Conduct Booklet Forms for their parents/guardians to sign and return tomorrow.
PRESENTATION BULLETIN BOARDS DUE TODAY FOR MY REVIEW: STUDENTS WHO BRING THIS IN WILL GET AN EXTRA
CREDIT HOMEWORK GRADE! I AM HERE TO HELP YOU WITH YOUR PROJECT. PLEASE BRING IN YOUR SUPPLIES TO
COMPLETE IF TIME PERMITS.
Let's decide on a Rubric: Students will decide on the rubric
Presentation Rubric 1
Presentation Rubric 2
|
Read the Code of Conduct Booklet with your parents/guardians, have them sign it, and you MUST
return it tomorrow.
PRESENTATIONS START TOMORROW!
This is your final chance to dress your bulletin boards and complete your project. EVERYONE, must
bring in their project tomorrow! Remember, Failure is NOT an option in this class! You have the will
and the power to do anything you set your mind to----the sky is the limit.
|
9/24/10
|
Objective: Analyze, Identify, and compare and contrast parts of speech in sentences.
Select the correct sentence in a pair of sentences
Aim: What are the essentials of English Grammar?
Do Now: We're going back to basic Grammar 101
What is a sentence and how many kinds of sentences are there?
Q: What is the subject of a sentence?
A: A sentence is a group of words so related as to convey a complete thought. If I were to rearrange the order of some of the
words then the sentence would not make complete sense.
What is the predicate of a sentence? No matter how long a sentence may be, it can always be divided in two parts: the subject
and the predicate. The subject of a sentence is the person, place, thing, or idea that is doing or being something. You can find
the subject of a sentence if you can find the verb. Ask the question, "Who or what 'verbs' or 'verbed'?" and the answer to that
question is the subject. A predicate is the completer of a sentence. The subject names the "do-er" or "be-er" of the sentence;
the predicate does the rest of the work. A simple predicate consists of only a verb, verb string, or compound verb.
There are four kinds of sentences:
Declarative: States the facts
Interrogative: Asks a question
Imperative: Gives an order
Exclamatory: shows strong emotion
Modifier: a sentence always contains two basic parts: a subject and a verb. A sentence grows by the addition of other parts
called the modifier. Therefore, a modifier is an element used in a sentence to qualify the meaning. It may be a word, clause, or a
phrase.
Define the following Eight Parts of Speech:
A noun is the name of a person, place, thing, or idea. Whatever exists, we assume, can be named, and that name is a noun. A
proper noun, which names a specific person, place, or thing (Carlos, Queen Marguerite, Middle East, Jerusalem, Malaysia,
Presbyterianism, God, Spanish, Buddhism, the Republican Party), is almost always capitalized. A proper noun used as an
addressed person's name is called a noun of address. Common nouns name everything else, things that usually are not
capitalized.
Adjectives are words that describe or modify another person or thing in the sentence. The Articles — a, an, and the — are
adjectives
Verbs carry the idea of being or action in the sentence
A Pronoun is a word used as the name of something; it may be a person, place, thing, or quality
A Conjunction is a word that connects tow or more words, phrases, or clauses in a sentence.
A Preposition is a word that introduces a prepositional phrase. (A phrase is a group of words lacking both a subject and a verb).
An Adverb is a word that modifies a verb, and adjective, or another adverb. It tells how? when? where? etc.
An Interjection is a word used to express a sudden or strong emotion (alas, oh, ah, wow, ouch)
Let's complete an assessment on Grammar!
If time permits, we will review the past couple days in class assignments with the graphic organizers.
Share Out---
|
Continue to work on project and bring it in on Monday. Click on this link for tips and guidelines on
delivering your presentation.ON TUESDAY! YIKES
HAVE A GREAT WEEKEND!
HERE IS A PROPOSED RUBRIC FOR YOUR PRESENTATION!!!!!
or I may decide to use this Rubric
Please be advised that I did instruct ALL E7 classes to write up to 3 paragraphs describing the traits,
trends, saturation, and availibility of your future jobs
You must write captions under each pictures describing what we are looking at.
You can get pictures or images from: internet, newspapers, magazines, or you can take them yourself.
Make sure your bulletin board has an appropriate title along with your name printed somewhere.
Here are some examples of Titles for my project:
What it Takes to be a NYC High School Teacher, by Natalie Hyde
The TrAiTs, TrEnDs, SaTuRaTiOn, & AvIlAbIlITy oF JoBs As A NYC TeAcHeR!, by Natalie Hyde
I am in the final process of grading your college essays. This is the link to the rubric that I will be
using to grade the essays.
|
9/21/10-9/2
3/10
|
Objective: Research field of study, traits, trends, saturation and availability in the market
Aim: How would we present our future career: traits, trends, saturation and availability in the market?
Do Now: Complete the following sentence: I would like a future career in_________________because______...
Recall your top job career and outline a plan of action to get you there as follows:
Research qualifications for potential scholarships
Financial Aid/FAFSA
Low Interest Loans
Research and Apply to College
SAT Exams
Graduate from high school
Complete BA/BS/ or double major BA/MA/MS
Internship in career
Research Job Market(s): traits, trends, saturation, and availability in the market
For Example: I would present the following on Bulletin Board or give an Oral Presentation on the following
There are 425 High Schools in NYC
Teacher in NYC Requirements:
BA/MA in subject field
Major/Minor in Secondary Education
Get Fingerprinted (most schools Secondary Ed programs prepare you for this)
Submitting Proper papers/documents to Albany, NY
Must attain Permanent Certification
Must pass Content Specialty Test (CST) some teacher really dread this (I took this on the same day Ms. Woods got married, so I
was flustered and rushing to get hair, nails, make up etc. done)---I passed first time.
Salary Grid for Teachers in NYC
America's Best High Schools
Start Mapping out your project in your notebooks!
Work Period and Conferences: Click on this link for the form
While instructor is conducting mini-conferences with students on creating a plan of action that will lead to success in and
beyond our classroom; students should:
- Start brainstorming about their project.
- Or, completing PAST DUE assignments (College Essay, Resume, Forms etc.)
- Or, Peer editing
9/22/10
Day II of conferences:
Aim: What in your opinion will be the job availability in your career choice in the next six years?
Do Now: Student Conference with Teacher. While mini conferences are being conducted, students will begin working on their
presentation project, create a list of what you think the top 10 interviewing questions are and provide possible best answers to
the questions.
9/23/10
Day III of conferences
Aim: What data are you using to assess your future career traits, trends, saturation, and availability in the market?
Do Now: LAST DAY for Student Conference with Teacher. While mini conferences are being conducted, students will begin
working on their presentation project.
Share out
|
PLEASE BRING IN SUPPLIES FOR YOUR PRESENTATION AS FOLLOWS:
Research your future field of study, traits, trends, saturation and availability in the next five years.
Gather all the facts and CITE YOUR SOURCES.
Print pictures to place on your bulletin boards.
For those of you who have your OWN lap tops---you may give a power point presentation be creative.
Please start working on your Research Project to begin presentations next week Monday 28th.
Once again, students who emailed their work must print it and submit it to me. It is NOT my
responsibility to print your work. This is A FINAL WARNING!
Grammar Practice Link that may help with SAT Prep! Only for the serious at heart!!!! :-)
THIS IS A LINK TO YOUR SYLLABUS AND CONTRACT!!!!!
Check Out this link for Guide to Grammar and Writing It is the BEST Link
|
9/20/10
Way Past
Due!
Deadline
Closed.
Very few
students
brought in
their
future Job
classified,
therefore
students
who did
bring it in
will see
me to
discuss
their
classified.
|
Students will be given 10 additional minutes and a second chance to fill in the blank spaces they skipped on Friday
Determine what actions they need to take to perform well in this class and beyond.
Relate what they know, learn, and infer about entering college.
Aim: What actions would you take to perform well in this class and beyond?
Do Now: What are the SAT Vocabulary Words that you couldn't match?
Check List of what is being graded so far and creating a student portfolio:
- Contract and contact sheet returned
- Registered at Collegeboard.com
- College Essay Draft 1
- Resume Draft 1
- All Resume Forms: Personal Information, Work Experience, References Sheet, Resume Sheet filled in and returned
- Researched and submitted Jobs in your future career and submitted
- SAT Vocabulary Words Test Prep
Creating a Portfolio of work: What is a student's portfolio and why do we keep it?
KnowHow2Go To College: Really good link that answers some important about going to college.
How much do I know about Going to College Quiz. Please answer True or False for the following questions:
1. Colleges require you to take three or more years of natural sciences classes (earth science, biology,
chemistry, physics etc.).________________________
2. If I apply for a loan, I don’t have to take it._______________________
3. I can get into a selective college if I did poorly in 9th or 10th grade.____________
4. Anyone can get into a public University, but it’s hard to get into a private college.______
5. Even if I get financial aid, I will end up with large loans to repay when I graduate______
6. My high school grades are more important than my standardized tests (ACT, PSAT, SAT) scores.______
7. It’s better to take challenging courses that to get good grades.________________
8. Working while going to school will hurt my academic success._________________
9. I don’t have to be one of the best students to receive financial aid from college.________
10. Liberal Arts Colleges often have great science and math programs.______
Share out and discuss answers
|
We're going back to grammar, grammar, grammar
We're going back to grammar.....YES, I think so! LL Cool J's "Going back to Cali" gone ELA
Please research the following definitions (Parts of Speech), write the answers in your notebooks and
cite your sources at the bottom of your notebook page under the heading Works Cited i.e. list the
websites, dictionaries etc. where you researched the definitions.
What is a sentence AND how many kinds of sentences are there?
What is the subject of a sentence?
What is the predicate of a sentence?
Define the following: Noun, Adjective, Verb, Pronoun, Conjunction, Preposition, Adverb, Modifier
|
9/17/10
|
Aim: Students will enhance their vocabulary skills through recall.
Do Now: Take 10 minutes and use your study sheets to refresh your memory on Word List 1. You will be instructed to
conceal/put away your study sheets then proceed to take the SAT Vocabulary assessment.
You have the rest of the period to complete this assessment.
|
There are many of you who have already started the first week without submitting any work.
Parents will be contacted once I've updated Snapgrades.
You must show that you are responsible young adults who are self regulated to work
independently as well as a group.
Study the SAT vocabulary words AGAIN!
|
9/16/10
|
This Lesson requires Knowledge, Comprehension, Application, and Analysis.
Aim: How can we make informed decisions regarding our future education and training to insure our greatest
success?
Do Now: Please complete the following sentence: I am generating a plan to accomplish ______________by...
Fill in the blanks with whatever you want to accomplish in life now or in the future.
Background on finding a teaching position: I can recall mailing and faxing many resume to various schools in
Queens, Brooklyn, Bronx, and Long Island. I researched and created a spreadsheet of listings of schools,
principals, stats on the schools for potential interviews. I actually did a telemarketing campaign marketing myself
to these schools. Attended career fairs and networked myself. Met and interviewed with some wonderful and
inspirational educators. Here I am (an immigrant) standing in front of you providing you with a service of
education in English Language Arts.
Why education? A woman whom I highly respect gave me advice_______I took it and now I am giving back what I
never had in hopes of making a difference in someone's life. Shout out to my family who supported my career
path.
Before we attempt to advance to where we are going or what we want to be. We must first assess where are we
NOW?
Work Period: List three goals you have already accomplished to advance to college and potential career path.
Then list the top three careers you think you would like to pursue on the right column and the amount of money
you think they make.
What changes would you currently make to revise any past mistakes that is prohibiting you from accomplish
any of the above goals?_________________________________________________
List below at least five materials or life goals you would like to accomplish when working as per instructor
examples:
1. Advance my Teaching career 3. Travel around the world (Africa, Italy, Down Under, India...
2. House in Caribbean/somewhere 4. Put my daughter through college 5.Save for retirement
What is your opinion of your parents/guardian profession and do you think they enjoy their jobs? Why or Why not?
Draw/Use a KWL chart regarding your potential career/planning your career path and fill in two to three entries for
each column if you can.
Some Questions for a potential job interview:
What do you expect from a supervisor?_____________________________________________
What is your greatest weakness?__________________________________________________
What is your greatest strength?___________________________________________________
Do you prefer to work independently or on a team?___________________________________
Best answers to possible questions above: http://jobsearch.about.com/od/interviewquestionsanswers/a/interviewquest.htm
In my last job, I liked the fact that management did not show favoritism and they were understanding of
employees needs, as well as their strengths. Of course, these things take time to know, but I would want my
supervisor to try to know me in that way
What is your greatest weakness? - try to turn a negative into a positive. For example, a sense of urgency to get
projects completed or wanting to triple-check every item in a spreadsheet can be turned into a strength i.e. you are
a candidate who will make sure that the project is done on time and your work will be close to perfect. When I'm
working on a project, I don't want just to meet deadlines. Rather, I prefer to complete the project well ahead of
schedule.
What is your greatest strength? My time management skills are excellent and I'm organized, efficient, and take
pride in excelling at my work.
How do you handle stress and pressure? I actually work better under pressure and I've found that I enjoy working
in a challenging environment.
Please turn and talk with other students about their journey/plans to achieve their life and career goals and take
notes if you hear good advice or a plan of action that will also help you accomplish your goals.
Respond in a brief note to your peers as follows:
Dear Delon:
It was great speaking with you in class today. I think you would be a successful lawyer because you always
present factual/concrete evidence from the works of literature we study in class. I admire your perseverance
through your struggles in life and that you are determined to graduate from ITHS next year, take a double major at
NYU in Law and Political Science to faster expedite your career goals. Thanks for the advice on creating an
effective resume and researching top colleges.
See you tomorrow.
Sincerely,
Natalie Hyde
Share out!
Please let me know how this lesson has helped you or what more would you like us to discuss about careers.
|
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Goals Accomplished
|
Top 3 Careers
|
Predict Salary
|
| |
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| |
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|
Know
|
Want to Know
|
Learned
|
| |
|
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|
Study for your first SAT Vocabulary Quiz from Word List 1.
Please bring in all classwork done thus far on writing resumes etc.
|
9/15/10
|
|
Study your SAT vocabulary Words for your quiz on Friday.
YOU MUST RETURN ALL THE RESUME FORMS TOMORROW!
ALSO, PLEASE BRING IN YOUR POTENTIAL JOB CLASSIFIED AD TOMORROW AND FRIDAY.
Please check your local newspaper and review the classified section and cut out any job
opportunities in your intended field of study and bring it in tomorrow. If you do not see any listings for
your field of study then please check online and cite your source. If you are undecided about your
career path, but have hobbies or areas of interests then please also complete this task. Please bring
in as many as you can find. This would also be a good way to get parents involved in their children's
future and decision making on college and careers.
|
9/14/10
|
OBJECTIVE: Upon successful completion, students will be able to create a complete resume representing their skills,
experience, and educational background.
CAREER PREPARATION LEARNING RESULTS MET OR PARTIALLY MET:
- Analyze skills and abilities required in a variety of career options and relate them to their own skills and abilities.
- Use a career planning process that includes self-assessment, personal development, and a career portfolio as a way to
gain initial entry into the workplace. B.2. Demonstrate job-seeking skills.
- Assess personal, educational, and career skills that are transferable among various jobs.
Aim: How can we create a complete resume representing our skills, experience, and educational background.?
Do Now: List in your notebooks one problem each that you had with writing your resume and college admissions essay
(Brainstorm listed on chalkboard)
1_____________________
2_____________________
3_____________________
Mini Lesson:
What is a Resume? A resume is a one page summary of your skills, education, and experience. The resume acts much like an
advertisement for a company trying to sell something. The resume is your advertisement. Just as a sneaker company spends
countless hours (and millions of dollars) designing their latest advertising campaign, you too must spend a good deal of time
creating, proofreading, editing, and perfecting your resume. A resume is one of the most important pieces of writing you will ever
create. A solid resume is the key that will open the door to good jobs. Don’t cheat yourself...work hard on it.
How long do employers typically look at a resume?
A. Less than 30 seconds
B. 3 Minutes
C. 1 Minute
Let's take a look at the handouts on Writing an Effective Resume
Now let's take a look at our own resumes and identify any Action Verbs used to help strengthen your resume.
Work Period: Take the information that you have written on your first Draft and transfer it to the Resume Worksheet.
Students will take 5 minutes and conduct peer reviews of the information presented on the worksheet. Or, if too personal
instructor will continue to facilitate on a personal level.
Compare and Contrast the information you presented on your Draft versus the information you filled out on the worksheet.
If time permits, then let's move on to the second Resume Worksheet: Work Experience.
Once again compare and contrast the information you presented on your Draft versus the information you filled out on the
worksheet.
Let's start thinking about the attributes of a good resume and how it presents us to potential employers.
|
SAT Test Prep!
Please study the SAT Vocabulary Words on Word List 1 Printable version not the flashcards unless
you want to. Feel free to also print this out and use as your study guide for our first Quiz on Friday.
Please bring in the names, phone numbers, addresses, emails etc. of at least three people whom
you can use as references on your resume.
|
9/13/10
Special
prayers
and
condolenc
es go out
to the
grieving
911
families.
We must
always
remember
because
they still
grieve in
some way
and we've
all been
affected
by this
tragedy.
|
|
Aim: What do we think are the attributes of writing a good college admissions essay?
Do Now: List in your notebooks one problem each that you had with writing your resume and college
admissions essay (Brainstorm listed on chalkboard)
1_____________________
2_____________________
3_____________________
Mini Lesson: What is CollegeBoard.com and how will this website help to enrich the learning occurring in
class?
Instructor will log on to collegeboard.com and take students through registering and various links to help
and guide them through college preparation.
SAT Dates are listed below:
Small Group Brain storm: After reading/viewing the sample college essays:
- List three attributes of what you think/know would be considered a good college essay
- List three attributes of what you think/know would be considered a bad college essay
- What are two pros and two cons of good/bad college essays?
- Compare and contrast the essay you've written to one of the sample essays and discuss your essay.
- If time permit, exchange your essay with another student and correct an grammar (conventions), and
give recommendations as to how the student can improve their essay, as well as give positive
feedback on what you liked about this essay.
- Students will turn in their college admissions essay to instructor.
SHARE OUT! PERHAPS SOMEONE WOULD LIKE TO READ THEIR ESSAY!
|
|
SAT Dates
|
SAT Subject
Tests™
Available
|
Register-By
Date
|
Late
Registration
Mail/Phone
|
Change By
|
Register
|
Oct
9
2010
SAT Test
Dates Study
plan
|
1.
Subject Tests
o
|
Sep
10
2010
|
Sep
24
2010
|
Sep
22
2010
Learn how
|
Register
Today
|
Nov
6
2010
SAT Test
Dates Study
plan
|
1.
Subject Tests
o
|
Oct
8
2010
Reminder
|
Oct
22
2010
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Oct
20
2010
Learn how
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Register
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left!
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Access and register to CollegeBoard.com. You are ahead of the process if you've already registered
at collegeboard.com.
Try to get your parents to save the NY Times, Daily News etc...and hold on to the classified section on
job opportunities.
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9/08/2010
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Aim: What do you think are the expectations and prerequisites for E7?
Do Now: Discuss expectations and prerequisites.
Objectives: Recall or recognize information, ideas, and principles in the approximate form in which they are learned
Understand the materials being presented, viewed, or read.
Aim: How can we approach SAT testing with an improved ability to comprehend, respond to and answer correctly the variety of
“tasks” and/or questions encountered therein?
Do Now: In your notebooks, reflect on your life as a student and describe how your skills in English has improved or not and what
do you think are the reasons.
Mini Lesson: Review Parts of the SAT Exam
SAT Format
Critical Reading Sentence Completion
Writing Section
Multiple-Choice Section
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DUE MONDAY, SEPTEMBER 13th:
Reminder to please register and create an account with Collegeboard.com (it's free)!
• Read the Online Syllabus and Curriculum Map. Be familiar with the content of the syllabus, as we
will refer back to it regularly throughout the school year.
• Bring in Draft #1 of your resume. Use these Sample College Resumes and Resume Information to
guide you. Note: Do NOT include two addresses at the top of your resume. Only include your primary
address below your name, e-mail address and phone number at the top (centered) of your resume.
Sample College Resume 1
Sample College Resume 2
Sample College Resume 3
Sample College Resume 4
*Resume Writing 101
• College Essay--Draft #1. Requirements: 500 word minimum (about two pages), typed, double
spaced, topic=your choice (though some topic that reveals your strengths and uniqueness;
suggested questions to answer and discuss in your paper: How are you a unique candidate for the
college of your choice? What are your career interests and how did you develop yourself throughout
your high school years to help you for this career? What is your most significant achievement and why
is it meaningful to you?). OR, you may most definitely select and respond to one of the actual
questions listed on the Common College Application. Use the Sample College Essays and Expert
Advice to guide you and examine the sample essays for organization of ideas, supporting details,
language/word choices, connection to specific college. Or, select a topic from the Common College
Application to write your essay. Read the advice from the University of Virginia Office of Admissions in
the link above. You must use the following heading on all work.
Your Name
English 7
Instructor: Ms. Hyde
Date
Essay:
Original Title of Essay
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