C Block Homework
Due for Thursday Read Act 4 Scenes 1-2.Make a list of all the things that can go wrong with the Friar's Plan Due for Friday Read Act 4, Scenes 3-4. Reimagine Juliet's monologue in Act 4 Scene 3 as if she were a modern teen about to text someone she has a crush on or as if she were a modern teen who has sneaked out to her first party and was about to drink her first adult beverage. (300 words) Due for Monday Finish reading Act 4. Make 5 memes of #NewtonProblems or #NewtonSouthProblems. Oh, and you might have an Act 4 quotation quiz. You definitely will have an Act 4 quotation quiz. F Block Homework Due for Wednesday Read Act 4 Scenes 1-2.Make a list of all the things that can go wrong with the Friar's Plan Due for Thursday Read Act 4, Scenes 3-4. Reimagine Juliet's monologue in Act 4 Scene 3 as if she were a modern teen about to text someone she has a crush on or as if she were a modern teen who has sneaked out to her first party and was about to drink her first adult beverage. (300 words) Due for Monday Finish reading Act 4. Make 5 memes of #NewtonProblems or #NewtonSouthProblems. Oh, and you might have an Act 4 quotation quiz. You definitely will have an Act 4 quotation quiz.
0 Comments
Due for March 18: Proposal on Google Drive Folder - be ready to discuss in class on March 19
Due for March 20: 2 sources prepped Due for March 25: 5 more sources prepped - be ready to discuss in class Due for March 28: Map of your paper - be ready to discuss in class Due for April 11: Final draft, submitted on Turn It In PSA: We will be moving into our Hamlet Unit after next week or so, so please purchase the Folger Library edition (I also believe it's free somewhere online) and be ready to read in class around the last week of March/ first week of April. C Block
Due for Tuesday 1. Study for Act 3 quiz. 2. Come to class with your outline for your paper prepared. 3. Have your story map completed Due for Thursday Have two body paragraphs prepared for peer editing in class Due for Monday 1. Have your essay submitted on Schoology as well as printed out and ready to be submitted in class. 2. Share you Silent Romance project with me and be ready to premiere it to your class F Block Due for Tuesday 1. Study for Act 3 quiz. 2. Come to class with your outline for your paper prepared. 3. Have your story map completed Due for Wednesday Have two body paragraphs prepared for peer editing in class Due for Monday 1. Have your essay submitted on Schoology as well as printed out and ready to be submitted in class. 2. Share you Silent Romance project with me and be ready to premiere it to your class Due for Wednesday Find two examples of "think pieces" on a "cultural text". Dilute them into 2 sentences and bring these sentences into class.
Due for Friday Turn in your editorial/ op-ed on Technology vs Mindfulness on Turn It In Due for Monday Submit your proposals for the culture essay by placing it in our Google Drive Folder C Block
Due for Thursday Read Act 3 Scenes 2 and 3. Compare and contrast how Romeo and Juliet approach the news of Romeo's banishment and take notes on how a specific moment in these scenes reinforce a character trait for the following characters (pick a moment per character): Nurse, Friar Lawrence, Romeo, and Juliet. Due for Friday 1. Finish reading the Act (Don't worry! Scene 4 is short). 2. Come to class with an anecdote prepared for a time that your parents/guardian punished you unjustly (in your opinion) or a time that your parents/guardian punished you without understanding first. 3. Study for vocab quiz on list 5! Due for Monday Nothing. It hurts me too much to talk. Due for Tuesday, the 19th 1. Study for Act 3 quiz. 2. Come to class with your outline for your paper prepared. 3. Have your story map completed F Block Due for Wednesday 1. Read Act 3 Scenes 2&3. Compare and contrast how Romeo and Juliet approach the news of Romeo's banishment and take notes on how a specific moment in these scenes reinforce a character trait for the following characters (pick a moment per character): Nurse, Friar Lawrence, Romeo, and Juliet. 2. Study for vocab quiz on list 5! Due for Thursday 1. Finish reading the Act (Don't worry! Scene 4 is short). 2. Come to class with an anecdote prepared for a time that your parents/guardian punished you unjustly (in your opinion) or a time that your parents/guardian punished you without understanding first. Due for Monday Nothing. It hurts me too much to talk. Due for Tuesday, the 19th 1. Study for Act 3 quiz. 2. Come to class with your outline for your paper prepared. 3. Have your story map completed C Block
Due for Thursday Finish reading Act 2! Work on your film. Due for Friday Construct a 30 second to 1 minute short that employs a specific type of humor (that you can name!) Also, there's definitely going to be a quiz on Act 2. Due for Monday 1. Read Act 3 Scene 1 2. Write me a deductive paragraph addressing one of the three questions: 1. Was Romeo right to kill to Tybalt? 2. Was The Prince's judgement just? 3. Are Romeo and Juliet right for each other? 2 quotes, 15 points - How clear is it? How strong is your evidence? Is it compelling? F Block Due for Wednesday . Finish reading Act 2! Work on your film. Due for Thursday Construct a 30 second to 1 minute short that employs a specific type of humor (that you can name!) Also, there's definitely going to be a quiz on Act 2. Due for Monday 1. Read Act 3 Scene 1 2. Write me a deductive paragraph addressing one of the three questions: 1. Was Romeo right to kill to Tybalt? 2. Was The Prince's judgement just? 3. Are Romeo and Juliet right for each other? 2 quotes, 15 points - How clear is it? How strong is your evidence? Is it compelling? Due over the Week...
Read the following articles: Is Google Making Us Stupid? - The Atlantic The Useless Agony of Going Offline - New Yorker Stop Googling, Let's Talk - NYT When Mindfulness Meets the Classroom - The Atlantic Is there Such a Thing as Screen Addiction - NPR Experts on Phone Use speak on Mental Health - Vox Taking Away Our Kid's Phone Won't Solve Anything - NYT Ignore Your Feelings - The Atlantic Buying Attention - NPR's Hidden Brain Complete the Following Blog Posts (unless you are debating): 1. Read the following excerpt from "When Mindfulness Meets the Classroom". Should teachers try to play the role of therapist as a part of their jobs? What conditions need to be met for this sort of episode or experience to be held in a productive, positive manner? Could these conditions be reasonably met in your current context? What are some of the risks of asking teachers to embrace mindfulness? As the article asks, "Could any teacher teach mindfulness, or does it require a significant personal investment? Is opening teachers up to dealing with their students’ emotional and psychological needs, in addition to their academic ones, encouraging a blur between teacher and therapist?" Back in the Bronx, after a minute or two of the day’s mindfulness exercise, his own eyes also closed, Gonzalez [a mindfulness instructor] ran through a list of emotions: Happy. Sad. Excited. Mad. Bored. Loving. Worried. Jealous. Silly. The second item on this list seemed to especially resonate with an 18-year-old at the front of the classroom, a young woman with dark skin, shimmering pink lip gloss, and perfectly plucked eyebrows. Sitting up straight with her hands in her lap, her composed posture belied the challenges she faced shortly before transferring to Arturo A. Schomburg two years earlier. “I didn’t know anybody. I was very depressed. I didn’t want to be in school,” she told me in a hushed voice at the end of class. Shortly before transferring to this school, her favorite big brother had been hit by a car. She said she’d watched him fall into a coma, and sat by his side until his heart stopped; soon after that, she’d seen one of her friends get shot in the head and bleed to death in the street. During the quiet minutes set aside for mindfulness exercises in class, she would often cry. Now, she writes in perfect, neat script as she fills out a worksheet to accompany the day’s mindfulness exercise. But she told me she wasn’t always so eager to participate. “I used to write, ‘I hate this, I don’t want to do this.’ I ripped those papers up,” she said. But one day when she was in a particularly dark mood, something clicked. “Argos told me to close my eyes. Then he said, ‘Connect to your breath.’ He always used to say it, but I never really did it until then.” Gonzalez told me that his Mindful Schools training had specific segments dedicated to working with trauma. “I noticed that I could feel [my breath] in my chest,” she told me, “And at that moment, I felt so relieved. The only thing I could think in my mind was, ‘I’m ok.’ And, I don’t know—from that day on, it just didn’t hurt anymore.” She told me she hadn’t been in fights the way she once used to. Her four other brothers are in jail, and she is convinced it’s because they didn’t get the mindfulness training she now has. “Your emotions drive you mad,” she said, but escaping them is possible by “focusing on now.” 2. Pick out a sentence from two articles about technology that you think does a great job of summing up what the author is intending to convey through the article as a whole. Then write your opinion on both of these statements: which feels more true than the other? Are they equally valid? Can you reconcile both ideas? How might the technological or societal changes that occurred over the past eight years help one transition from a fear of Google dumbing us down to one where abandoning technology leads us feeling incomplete? Prepare for your debate on Monday if you are scheduled to go. Submit your editorial to me on Turn It In by Thursday, the 14th. |
Archives
May 2024
|