I'll start with a reminder that report cards go out today. Parent-Student-Teacher Interviews will be held at IHS from 7-9 p.m. tomorrow (Thursday), and 8:30 to 4:00 on Friday. I look forward to meeting with all of you.
English 10-1:
Today we will complete our in-class reading of Shakespeare's "Much Ado About Nothing". Yesterday, the students performed various scenes from the play so far, and it was delightful! The written assignments that accompany the play, which were assigned when we began reading, are as follows:
“Much Ado About Nothing”
English 10-1
Student Assignments
1. At the end of Act I: (3 x 5 = 15)
Respond, in complete, detailed sentences, to the following questions:
a. What do we learn of Claudio in this scene?
b. What do we learn of Hero in this scene?
c. Why does Claudio ask Benedick about Hero before he confesses his interest in her?
2. At the end of Act II: (I-10 + P – 5 = 15)
Write a 250 word diary as Benedick. Assume his characteristics and indicate his reactions and feelings about what has gone on in his life in this act. (I – 10; P – 5 = 15)
3. At the end of Act III: (I-10 + P – 5 = 15)
Select what you believe to be the most important word or phrase in the entire act. Defend your choice in a 250 word essay.
4. At the end of Act IV: (I-15 + P – 10 = 25)
Is Claudio a good person or a bad person? Defend your opinion in a 500 word essay. Ensure you quote from the text to support your ideas.
5. At the end of Act V: (I-10 + P – 5 = 15)
Write a 250 word diary as Beatrice. Assume her characteristics and indicate her reactions and feelings now that she has married Benedick.
All writing assignments are due no later than Tuesday, April 26.
Outside of the written assignments, the key thing for the students to do is to reread the play daily. We read in class, but because it's their first experience with Shakespeare, I recommend they read and reread. In addition, www.sparknotes.com is a wonderful resource.
As I wrote at the beginning of the semester, students have daily homework in English, almost without exception. We have to master over 120 outcomes in a very abbeviated second semester, so the homework is unavoidable. They do have class time to work on assignments, but just not enough.
Tomorrow is "Thunderous Thursday", as we do not have a Friday class, so I look forward to some stellar performances once again.
When students return from the break on April 26, we will begin to "Abbreviate the Bard". In groups, the students will rewrite and perform the play in a "Reader's Digest" version. In addition, we will watch the film, starring Denzel Washington and Emma Thompson, before writing the test on the play.
Socials 16:
Students are currently working on their "Staking the Claim" unit. We will be watching part I of the accompanying film before the break, after taking a look at traditional Inuit values and culture. After the break, we'll study the "culture clash" that precipitated the push for a land claim agreement. This is where students will sink into their final assessment projects on topics in Inuit History like Residential Schools, Starvation, The Dog Slaughter, etc.
English 30-2:
We are wrapping up our reading of Flowers for Algernon this week. We'll be responding to text a little today, as well as studying novel structures. With any luck, we'll be finished reading the novel tomorrow.
After the break, we'll connect themes from this text with personal and other textual themes after viewing the film. We'll study more short stories, poetry, plays, and their language and style after that, in order to better prepare for the departmental exam in June.
That's it for this entry! I hope everyone has a relaxing, recharging, fun, and safe Spring Break!
