12th Grade Language Arts: December 2015

Friday, December 18, 2015

In-Class:

No journal
I read out loud an example of an excellent Beowulf perspective paper written by a student in our class and we talked about what made it so effective.
We read the second half of "Blocking the Transmission of Violence" on pages 384-390. We discussed the pros and cons of CeaseFire.
Students "talked back" (through writing) to a paper I handed out of everyone's opinions on the CeaseFire program. Students responded to five arguments on either side (pro and con).
We watched a video on the concept of, "Pay it Forward," an idea that was brought up during our class discussion about the ripple effect of doing a small thing that affects a lot of people over the course of time.

Homework:

None!
Make up missed assignments like the Beowulf Persepctive paper. It's worth 100 points and is really hurting your grade!

In-Class:

Here is an example of an obituary from the SL Tribune: http://www.legacy.com/obituaries/saltlaketribune/obituary.aspx?n=joan-m-baker&pid=176842817&fhid=11595
We read pages 379-384 of "Blocking the Transmission of Violence" and did a worksheet on the part we read. This was due at the end of class.

Homework:

In-Class:

In-Class:

No journal today!
We read Act V scene 1 together in a circle. Students were responsible to take notes on specific chunks based on questions I asked them during our discussion. Students who were absent can get the worksheet and simply summarize the sections indicated.

Homework:

In-Class:

Journal: I showed five pictures to students. Students wrote a memory about each image.

Students chose one memory to write on a piece of paper and crumple it up for a snowball fight. We threw the snowballs and read each others' memories and discussed how peoples' views of the world are colored by their memories, the people who love them, etc.
My T.A.'s compiled the work everyone did last time. We read everyone's modern day interpretation of Hamlet, act IV together as a class. We watched parts of act IV as well.

Homework:

In-Class:

Journal:
How to Understand Shakespeare

What if this cursed hand were thicker than itself with brother’s blood? Is there not rain enough in the sweet heavens to wash it white with snow? Whereto serves mercy but to confront the visage of offense?

But, o, what form of prayer can serve my turn? “Forgive me my foul murder?” That cannot be, since I am still possessed of those effects for which I did the murder, my crown, mine own ambition, and my queen. May one be pardoned and retain the offense?

1.       Break it in to smaller pieces.

2.       Figure out the overall message- don’t get hung up on every single word!

3.       Look up unfamiliar words

4.       Look up familiar words used in an unfamiliar way

5.       Ask your teacher

6.       Ask each other

7.       Watch it!

8.       Look at the clues your text gives you on the right side!
We took a reading quiz on Act III scenes 3 & 4
The class was split in to 12 groups and assigned about 1-2 pages of Act IV to read and interpret into modern day language, but keeping it in the form of a script.

Homework:

If you didn't finish your Hamlet translation, turn it in FIRST THING on Tuesday (we are reading it together as a class!)

In- Class:

No journal
We had a reading quiz on the HW, Act III Scenes 1&2. I gave students a chance to study before they took it.
As a class, we alternately discussed and watched parts of scenes 1 and 2 and reviewed the quiz answers.
I gave students some time to do the homework reading for next time.

Homework: