While I was at meetings at OMHS, the sub passed out specifically addressed letters to each student about makeup work for students to complete (MSND quizzes #1 and #2, Blocking 3.2, and MSND Children’s Book). Students also had an optional chance to re-do Shakespeare for Dummies assignment, if they wanted. Lastly, students completed the OMHS play review for A Midsummer Night’s Dream performance.
Homework = Keep bringing MSND until next Monday (when you can donate it to me–optionally, of course). FYI: We start a gold project about MSND tomorrow–and we’ll rough draft on Wed. and Thurs, start a final draft on Friday, and turn it in next Monday.
We briefly reviewed before taking the final quiz on MSND, which covered Acts 4 and 5 and was 20 silver points. We graded them in class.
We started working on some thing new: WHAT IF? Midsummer Project. Today, we focused on picking out one “what if” scenario and listing major events and final outcome(s) that would change. Stored notes in our NOW tabs. See below.
- Pick one “what if” scenario from the WHAT IF? Midsummer Project sheet. Pick one you feel like you could explain pretty well.
- List 3-5 events that DO happen in the play but would CHANGE if your scenario came true.
- Consider who would be most affected by this change and who would not.
Tomorrow, we’ll focus on collecting evidence. Project is due Monday.
Homework = None!
Today, we gathered textual evidence from the play to support the 3-5 events you listed yesterday. To do that, we first had a mini lesson on paraphrasing, and then, we opened our play to find specific lines of dialogue to record (paraphrasing) on our notes sheet.
Let’s pretend one event is that Helena would not tell Demetrius about Hermia eloping. How did you know Helena was going to do that? SHE SAYS IT, literally. Go find the lines where she says she’ll tell Dem. and write it as a paraphrase on your notes sheet.
Wondering where to find what you’re looking for in the play? Use this link to a list of annotations and the image below to help.
Homework = Finish finding and recording (paraphrasing) evidence. BRING TEXTBOOKS (you have 2, one fat literature and one skinny writing coach) ON FRIDAY to turn in.
While I worked on my National Board Certification, Mrs. Lampkin gave students their 5/10 Student Letter, including my example project, and one sheet of ledger paper (11×17) to hand-write your rough draft on today. Make your 3-5 events chronological.
If you are absent, you can do it on loose leaf. You just might need use front/back or two sheets to fit it all. Email if you have questions.
Even though today was a ROUGH DRAFT day, here’s a peek at two examples of what our final drafts might look like. One is mine, the traditionalist, and the other is Mrs. Acton, the artist. Note that the BOX TEXT is the exact same; it’s just the presentation of it that’s different.
Homework = Behind on this project? Catch up! Yesterday had a link and picture with page numbers to help with evidence. Also, BRING TEXTBOOKS (you have 2, one fat literature and one skinny writing coach) TOMORROW to turn in.
I took up textbooks while students continued working on yesterday’s rough draft, following the directions on the 5/10 Student Letter and using my example writing, to fill out the sheet of ledger paper (11×17) that you got yesterday.
We did add the final box–the conclusion. The conclusion is really the “So what?” part of your project. To figure out what to write, consider the plot line your “what if” scenario deals with. What aspect of human nature does it spotlight? Here are some ideas: revenge, obsession, selflessness, selfishness, pride, arrogance, courageous love, arrogance, blind love, etc. If the play were different, like your scenario, what would be NOT learn/observe about one of these ideas?
Homework = By now, all boxes should be filled in and 3-5 of them should have citations. If not, catch up. Monday will be our final work day (appearance, final edits, etc.) and it’s due at the end of class.
FYI: Our ELA final exam (gold) is Friday 5/18. You’ll get a study guide on Monday.