This week we will view The Taming of the Shrew and 10 things I hate about you in preparation for an upcoming essay evaluating the similarities and differences between these two renditions of this classic Shakespearean story.

This week we will begin with a brief look at the Shakespearean sonnet. From there, we will view The Taming of the Shrew.

This week we will continue our exploration of The Taming of the Shrew by deconstructing act 5 and discussing different aspects of the conclusion of the play. From there, we will view the movie version.

This week we will continue our exploration of Shakespeare’s The Taming of the Shrew. We have read and watched some of the play… bringing us to our wonderful “table read” last week. As we complete this text, students will have the option of collaborating to review the modern translation as we prepare for the final assessment.

This week, we will continue our exploration of The Taming of the Shrew. We will begin by watching an excerpt of the live performance, done at the globe theater. From there, we will move on to explore Act 3.

Last week, we read the modern English translation of the induction from The Taming of the Shrew. This week, we will begin our exploration of the “meat” of the text, if you will (the “play within a play… or, the story of Katharina, Petruchio, and friends.) Students have been informed that they may be asked to read the English translation in preparation for classes, where we will review the Shakespearean version in conjunction with viewings of excerpts from a recorded version of the play, done at the Globe theater.

Welcome back from break! We will begin by reviewing procedures and expectations. More procedures and expectations? While we will have gone through many of the procedures and expectations in Biology, we will only spend one day on reviewing. If any information remains uncovered, we will continue that discussion on our first day back in English.  

 

From there, we'll finish our movie viewing of Their Eyes Were Watching God. After which, we will introduce The Taming of the Shrew.  

 

For this unit, we will experience the richness of the play by viewing excerpts performed live at the globe theater. We will deepen our understanding of each act, by first reading the translation (sometimes this will be homework), discussing the study guide questions, and watching excerpts in the Shakespearean. After viewing the film adaptation, students will write an essay comparing the play to the film adaptation of the story, to be followed by a 3D group project which will be done in class – where they will create a diorama of a meaningful scene from the play. Finally, we'll bring it into the modern by watching 10 Things I Hate About You and trying our hand at some pop Shakespeare.

 

 

Students have been invited to a Microsoft Office “group” which will allow them access to a calendar with the lesson objective(s), daily agenda, and homework assignments. Please encourage them to utilize this newly created resource. If you would like access to this information, I also created a google calendar that you are welcomed to access. You can find it here: https://calendar.google.com/calendar?cid=cnRqcGpjcXU0MXEyajJjNWw1M2hxaGRwaDBAZ3JvdXAuY2FsZW5kYXIuZ29vZ2xlLmNvbQ

This week, we will watch Their Eyes Were Watching God, to conclude our multi-cultural literature assignment. Students have been informed that some of their assignments will go in quarter two grades. Given the amount of feedback I’ve gotten from parents and students alike about the volume of work, students were asked to do, I will assess this work with that in mind.

Students will have read chapters 10-15 for homework in preparation for class on Tuesday. Students will complete the book before Thursday (through chapter 20). Final projects are due Thursday, 09/20/2018. Through these final projects, students will learn how to assess a text for clues about the chronological order of events in the story. Students will also learn how to identify quotes to support the action(s) in a story. Last, but not least, students will exercise their creative side by writing and revising a folklore piece relating to Westgate.

 

Tuesday will be a discussion on the many faces of Janie. Thursday will be a class discussion over the map project, with student presentations of their work. Students MUST bring their maps to present on this day. 

 

I want to thank the students who have kept up with all of these assignments. (I’d also like to thank you wonderful parents who helped!) I am happy that many of you have advocated on behalf of yourselves and your peers for me to reevaluate the amount of work that you’ve accomplished and to reconsider the amount of work I assign for future units. While all of you are more than capable of successfully completing the work, I recognize that there are only so many hours in the day and I want you to relish the works we interact with. Therefore, during our next unit, we will be reading in class, and homework assignments will be limited to activities not completed in class, as well as the final essay.  

 

This week, we will continue our exploration of Their Eyes Were Watching God. We will begin with a quiz on Chapters 1-4. Students will have read through Chapter 6 and will complete various exercises through OneNote to solidify their understanding, practice using the license (Microsoft Office – TEAMS and OneNote), and guide their reading for the final projects that will be due 09/13.

We will begin this week by going over Projects and Assignments that will be due at the conclusion of our novel reading. From there, we will read chapters 1, 2, and 3 of Their Eyes Were Watching God.

Welcome to English 10! So much has happened since we’ve started! Let’s recap. In week one, we did introductions and then began our exploration of multi-cultural literature by learning about Zora Neale Hurston. In week two, we  began our exploration of the Harlem Renaissance and learned about key characteristics of that movement. 

This week, we will explore some contributions from that movement, including those from Cullen, Washington, and Dubois. Students will be encouraged to identify and contribute one poem from that movement and time period, as well.