Friday, February 27, 2015

All Boys, All Blogged: February 27, 2015

Focus: What is the purpose of our banned books?

If you were absent yesterday, please catch yourself up with the following items:

a. Grab a Macbeth book and get scanned in.
b. Get a fishbowl overview packet from me.
c. Sign up for leadership and discusser dates.
d. Make sure your Macbeth essay is in the "Final Draft" folder in www.turnitin.com

1. Warming up with a brief quiz on verb tenses via www.noredink.com

2. Relaxing into your banned books (today is your final reading day)

3. Learning about your banned book persuasive speech and signing up for dates

4. Enjoying a little inspiration from an unexpected performer

HW:
1. Finish reading your banned book and start planning your speech.

2. Bring F451 to class on Monday; if you'd like to purchase your own copy, now is the time.

Thursday, February 26, 2015

All Boys, All Blogged: February 26, 2015

Focus: How does the present dictate our vision of the future?

1. Warming up: Have you submitted your essay to www.turnitin.com? How'd it go?

2. Reviewing fishbowl expectations and enjoying a 20 minute impromptu fishbowl discussion of yesterday's statements and of "Harrison Bergeron"

3. Signing up for leader and discusser dates for the F451 fishbowls, if time allows

Do you still have your blue (or green) bookmarks?

4. Checking out F451 and exploring the first few pages together


HW:
1. Banned books need to be finished by Monday. Bring them to class tomorrow for your last day of reading time.

2. We will have a short (and hopefully quite easy) quiz on verb tense tomorrow.

3. Please click here for an important letter for your parents regarding P-T conferences (hard copy sent home as well).

Wednesday, February 25, 2015

All Boys, All Blogged: February 25, 2015

Focus: What does our future look like?

PLC: Shortened Class

Before we start class, please take 60 seconds to complete the Google form linked HERE.


1. Warming up: Exploring your thoughts on competition and "equality"

Agree, disagree, unsure: State your stance and give two good, specific reasons/pieces of evidence.


a. We shouldn't keep score at kids' sports games (kids = age ten and under).

b. All high school teams should include a team from which no one gets cut.

c. On every team, every kid should get to play every position.

d. We should treat everyone equally.


2. Finishing  "Harrison Bergeron" together
  • On each page, ask at least three questions (these should be Level 1 and Level 2 questions).
  • Try to make one or two solid connections to the video you watched today, to the survey, or to our society.
  • At the end of the story, pose at least one good Level 3 question.
3. Reviewing fishbowl expectations and enjoying a 20 minute impromptu fishbowl discussion of the statements above and of "Harrison Bergeron"

4. Signing up for leader and discusser dates for the F451 fishbowls, if time allows

Do you still have your blue (or green) bookmarks?


HW:
1. Continue working on your draft. Before you come to class on Thursday, you need to submit your essay to the "Final Macbeth Essays" folder in www.turnitin.com. You do not need a hard copy unless you're feeling nervous about it. 

Connor and Christian: Here is the class ID: 9074074

2. Banned books need to be finished in exactly one week.

3. If you'd like additional feedback on your essay, please e-mail me by NOON with something specific to focus on.

4. Please click here for an important letter for your parents regarding P-T conferences (hard copy sent home as well).


Tuesday, February 24, 2015

All Boys, All Blogged: February 24, 2015

Focus: What does our future look like?

Ever wonder who's really grading all of your essays?


Here he is grading the good essays...

And here he is grading the not-so-good essays...

He says he apologizes for the slow turn-around time, but he is still trying to learn the alphabet.  English is tricky!


1. Warm-up: Viewing an "epic" vision of the future

What does our future look like, according to this video?
What aspects of our 2015 society are being highlighted in this video?
What aspects of our society are being subtly criticized in this video?



2. Participating in a survey about the future of our society by clicking HERE


3. Reading and questioning "Harrison Bergeron" together
  • On each page, ask at least three questions (these should be Level 1 and Level 2 questions).
  • Try to make one or two solid connections to the video you watched today, to the survey, or to our society.
  • At the end of the story, pose at least one good Level 3 question.

HW:
1. Continue working on your draft. Before you come to class on Thursday, you need to submit your essay to the "Final Macbeth Essays" folder in www.turnitin.com. You do not need a hard copy unless you're feeling nervous about it.

2. Banned books need to be finished in exactly one week.

3. If you'd like additional feedback on your essay, please e-mail me with something specific to focus on.

4. Bring in your copy of Macbeth to turn in if you haven't done so already.


Monday, February 23, 2015

All Boys, All Blogged: February 23, 2015

Focus: How can make our essays stylistically strong?

1. Warming up with happy Monday thoughts!

2. Enjoying a brief mini lesson on verbs with Ms. Leclaire:

a. Look through your essay for this verb construction: is/are/were/was ___________-ing

Examples:

Lady Macbeth is trying...
Macbeth is thinking...
The witches were deceiving...

Try to eliminate the "to be" verb and the "ing."

Fixed Examples:

Lady Macbeth tries
Macbeth thinks
The witches deceived

Try fixing this one: 
She is trying to keep Macbeth calm after the murder, reassuring him that everything is fine. But she is also changing Macbeth, making him feel like murder is acceptable.


b. Try out the "Verb Tense" assignment on www.noredink.com

Look through your essay and make sure all verbs are in the present tense.

Example:
Macbeth started his spiral of self destruction when he killed King Duncan.

Fixed Example:
Macbeth starts his spiral of self destruction when he kills King Duncan.

Example:
Macbeth had disregarded the witches in the first act, but he later changed his mind.

Fixed Example:
Macbeth has disregarded the witches in the first act, but he later changes his mind.

3. Giving your essays a final, thorough edit with the slides linked here

HW:
1. Continue working on your draft. Before you come to class on Thursday, you need to submit your essay to the "Final Macbeth Essays" folder in www.turnitin.com. You do not need a hard copy unless you're feeling nervous about it.

2. Banned books need to be finished in exactly one week.

3. If you'd like additional feedback on your essay, please e-mail me with something specific to focus on.


Friday, February 20, 2015

All Boys, All Blogged: February 20, 2015

Focus: What do we need to revise in our Macbeth essays?

1. Warming up with your banned books (one week left)

2. Exploring a few strong conclusions and peer editing your conclusions using the official rubric

3. Submitting your Macbeth drafts to www.turnitin.com

4. Using SAS writing reviser to edit for style

HW:
1. Keep checking your draft for feedback from me. If you'd like a second round of feedback, e-mail me over the weekend. It helps if you give me something to focus on.

2. Read your banned book

3. Continue revising your essay based on feedback from your peers and from me.

Thursday, February 19, 2015

All Boys, All Blogged: February 19, 2015

Focus: How can we start our essays in a way that makes the reader want to read on?

1. Warming up: Taming a sample bad introduction into shape

2. Exploring a few excellent introductions

3. Composing your own introductions and editing them using the official rubric

4. Revising your introductions and using SAS writing reviser to help with style and clarity throughout your entire essay

HW:
1. Compose a rough draft of a conclusion paragraph by tomorrow. Your entire rough draft will then be complete!

2. Bring your banned book to class tomorrow for some reading time.

3. In case you need a reminder...

Here is the official essay timeline:

Tuesday, Feb 17: Complete first body paragraph due

Wednesday, Feb 18: Complete second body paragraph due by the end of class

Thursday, Feb 19: Introduction due by the end of class

Friday: Feb 20: Conclusion due by the beginning of class; entire rough draft should be complete. Submit it to the "Macbeth Rough Draft" folder in www.turnitin.com by 3:00 pm.

Thursday, Feb 26: Final draft due

Tuesday, February 17, 2015

All Boys, All Blogged: February 18, 2015

Focus: How can we strengthen our body paragraphs?

1. Warming up: Open your essay and compose a quick note to me (Ms. Leclaire) at the top. Give me two specific things you'd like me to focus on as I give you feedback. The more specific, the better.

For example, you could say...

"Hi, Ms. Leclaire! I would be eternally grateful if you could give me feedback on the following two items:

1. Whether or not my sentences of analysis connect back to my thesis

2. If my topic sentences are specific enough

Thanks!"

2. Writing, writing, writing: Remember that the second body paragraph should be complete by the end of class today

3. Taking a quick breather and peer editing using the new yellow sheet (15 minutes); please use this to give feedback on the second body paragraph. Remember that you need to leave specific suggestions for improvement on the yellow sheet or the Google doc.

4. Revising, writing, revising, writing that second body paragraph


HW:
1. Finish revising your body paragraphs; they should look pretty darn good when you walk into class tomorrow.

2. Banned book reading (one and a half weeks left, kids).

3. You should already have this written down, but just in case:

Here is the official essay timeline:

Tuesday, Feb 17: Complete first body paragraph due

Wednesday, Feb 18: Complete second body paragraph due by the end of class

Thursday, Feb 19: Introduction due by the end of class

Friday: Feb 20: Conclusion due by the beginning of class; entire rough draft should be complete. Submit it to the "Macbeth Rough Draft" folder in www.turnitin.com by 3:00 pm.

Thursday, Feb 26: Final draft due

All Boys, All Blogged: February 17, 2015

Focus: How do we develop our body paragraphs?

1. Warming up with happy Tuesday thoughts!

2. Peer editing the body paragraphs using the official rubric

3. Revising your 1st body paragraph and trying out SAS Writing Reviser (username: ahswarriors)

4. Composing your 2nd body paragraph

HW:
1. Read your banned book.

2. You need the first half of your second body paragraph composed before you walk into class tomorrow; you will need to finish the entire body paragraph by the end of class. You will be receiving a large Attempt and Completion grade for this.

Here is the official essay timeline:

Tuesday, Feb 17: Complete first body paragraph due

Wednesday, Feb 18: Complete second body paragraph due by the end of class

Thursday, Feb 19: Introduction due by the end of class

Friday: Feb 20: Conclusion due by the beginning of class; entire rough draft should be complete. Submit it to the "Macbeth Rough Draft" folder in www.turnitin.com by 3:00 pm.

Thursday, Feb 26: Final draft due

Friday, February 13, 2015

All Boys, All Blogged: February 13, 2015

Focus: How do we develop our body paragraphs?

1. Warming up with your banned book and checking in with your reading schedule (are you on track to finish your book in the next two weeks?)

2. Peer editing the body paragraphs using the official rubric

3. Revising and finishing your first body paragraph

HW:
1. Read your banned book.

2. Finish revising the first half of your body paragraph; finish writing the second half of your body paragraph.

Here is the official essay timeline:

Tuesday, Feb 17: Complete first body paragraph due

Wednesday, Feb 18: Complete second body paragraph due by the end of class

Thursday, Feb 19: Introduction due by the end of class

Friday: Feb 20: Conclusion due by the beginning of class; entire rough draft should be complete.

Thursday, Feb 26: Final draft due

3. Have a great long weekend!

Thursday, February 12, 2015

All Boys, All Blogged: February 12, 2015

Focus: How can we strengthen our thesis statements and topic sentences?

1. Warming up with some peer inspiration and applying it to your own thesis statements

AC's thesis:
Shakespeare’s Macbeth uses the motif of heart to show that violence is never the answer to solve dilemmas, and only hinders the person’s mental track.

Ms. Leclaire revised it by eliminating extra words:
Shakespeare's Macbeth uses the word "heart" to show that violence never solves dilemmas but instead hinders the human mind.

Your turn: Are there any unnecessary words or phrases you can delete or tighten up?

Ian's thesis:
In Macbeth Shakespeare uses the motif heart to show emotion and a person's true self.

Ms. Leclaire revised it by adding specificity.
In Macbeth Shakespeare uses the motif "heart" to show overpowering emotion and people's underlying greed or goodness.

Your turn: Are there vague/unclear words and phrases where you need to specify?

Mitchell's thesis:
In Macbeth, Shakespeare uses the motif of eyes to show that what has been seen can never unseen and that there is a choice in what what you see and what you don’t.

Ms. Leclaire revised it by getting rid of the words "you" and "your":
In Macbeth, Shakespeare uses the motif of eyes to show that what has been seen can never be unseen and there there is a choice in people see and what they don't.

Your turn: Do you use the words "you," "your," "I," "me," or "mine"? 

Grant's thesis:
In Macbeth, Shakespeare uses the motif of night to show that people are controlled by evil, or people create evil.

Ms. Leclaire revised it by establishing the connection between the two ideas and thus adding to the depth of the argument:
In Macbeth, Shakespeare uses the motif of night to show that when people are controlled by evil, they consequently create evil.

Your turn: Can you strengthen your argument by connecting your two big ideas? Think about cause and effect.

2. Editing each other's thesis statements and topic sentences using the official rubric

3. Developing your first body paragraph (when in doubt, follow the example)

HW:
1. Complete your first body paragraph before class tomorrow (don't worry about the intro paragraph yet).

2. Revise your thesis and topic sentences based on today's editing.

3. Bring your banned book to class tomorrow for reading time; you have about two weeks left to finish your book.

Wednesday, February 11, 2015

All Boys, All Blogged: February 11, 2015

Focus: What larger themes can we draw from Macbeth?

1. Warming up with the final battle scene, keeping in mind the following:

a. Consider the way in which Polanski stages Macbeth's death; what does it symbolize about the way Macbeth lived his life?

b. What emblem does Macduff bear on his armor? What does it symbolize about Macduff?

c. Who fights dirty, and who fights honorably? What does this reveal about these two characters?

d. Polanski adds a short, final scene to the play. What do you think he's up to?


2. Exploring the essay overview and developing thesis statements

Step 1: Open your word trace, and highlight your three best sentences.

Step 2: Scroll through the class blogs from the last few weeks and find a focus question that interests you. On a new Google doc entitled _________________ 's Macbeth Essay, try to answer the question by using your word. DO THIS FOR TWO DIFFERENT FOCUS QUESTIONS.

For example, let's say the focus question was "What does it mean to lead a noble life?"  And let's say that my word is "nature." 

I could say, "Leading a noble life means repressing natural instincts driven by greed and embracing the part of human nature that respects the lives of others." 

Step 3:  Looking over the connections you just made and your three best sentences from your word trace, try to come up with two different ideas your word represents and create a thesis that connects your word to these ideas.

Ex: Again, let's say my word is "nature." Here is a possible thesis: 
In Shakespeare's Macbeth, the motif of nature reveals both the rewards of respect and the repercussions of greed.


3. If time allows, starting on your topic sentences

My topic sentence #1: In Macbeth, the characters of Banquo and Macduff reveal that human nature, when driven by respect, is noble and heroic.

My topic sentence #2: Lady Macbeth in Macbeth demonstrates that human nature disintegrates into something monstrous when ruined by greed. 


HW:
1. Finish your thesis and topic sentences by tomorrow. Please make sure your Google doc is shared with me.

2. Read  your banned book; remember that they must be finished by March 2, which is only about two and a half weeks away.

3. This Friday is the end of 6 weeks; anything you'd like to revise/redo must be turned in by then. IF you're redoing your word trace, make sure you give the yellow rubric back to me.




Tuesday, February 10, 2015

All Boys, All Blogged: February 10, 2015

Focus: How do the ways in which the characters die reflect the ways in which they lived their lives?

1. Warming up with some directorial thoughts

a. How would you stage Lady Macbeth's death? Would it be noble? What larger meaning would you be trying to evoke regarding her character or any larger themes in the play?

b. How would you stage Young Siward's death? Would it be noble? What larger purpose would it serve?

c. The big question: How would you stage Macbeth's death? Would it be noble? What larger meaning would you be trying to evoke regarding his character, his downfall, or any larger themes?

2. Battling out the final scene of Act 5 with a focus who lives, who dies, and why it matters:

In "Ye Ole Daily Class Log" (or with sticky notes--your choice), keep a list of which characters die. For each one, discuss and write down...
  • How does the character die?
  • Is the death a "noble" one (think back to your brainstorming from last week)?
  • How is the manner of death is fitting for each particular character? Try to think of each death symbolically.
  • Which characters get to live, and why is significant that they survive?
3. Viewing and discussing Polanski's interpretation of Act 5

  • How does he stage each of the deaths? 
  • Read each one symbolically and try to figure out the thinking behind his choices.


HW:
1. Final word traces are due today. I will likely start grading them around 3:00 pm.

2. This Friday is the end of 6 weeks; anything you'd like to revise/redo must be turned in by then. IF you're redoing your word trace, make sure you give the yellow rubric back to me.

3. How are those banned books, y'all?

Monday, February 9, 2015

All Boys, All Blogged: February 9, 2015

Focus: According to Shakespeare, what does it mean to lead a noble life? What does it mean to have a noble death?

1. Warming up with happy Monday thoughts

2. Enjoying the lyrics of the Flobots and connecting them back to Macbeth's (self-?) destruction

3. Battling out the rest of Act 5 with a focus who lives, who dies, and why it matters:

In "Ye Ole Daily Class Log" (or with sticky notes--your choice), keep a list of which characters die. For each one, discuss and write down...
  • How does the character die?
  • Is the death a "noble" one (think back to your brainstorming from last week)?
  • How is the manner of death is fitting for each particular character? Try to think of each death symbolically.
  • Which characters get to live, and why is significant that they survive?
4. If time allows, viewing and discussing Polanski's interpretation of Act 5

HW:
1. Final word traces are due tomorrow. I will likely start grading them around 3:00 pm.

2. This Friday is the end of 6 weeks; anything you'd like to revise/redo must be turned in by then. IF you're redoing your word trace, make sure you give the yellow rubric back to me.

3. How are those banned books, y'all?

Friday, February 6, 2015

All Boys, All Blogged: February 6, 2015

Focus: According to Shakespeare, what does it mean to lead a noble life? What does it mean to have a noble death?

1. Warming up by acing a quiz on subjects and verbs (10 min)

2. Relaxing into your banned books (20-30 min) and setting a reading schedule for yourself

3. Reuniting with your acting company to tackle the following tasks:

a. Read the scene summaries for the rest of Act 5 so that you get a preview of Monday.

b. In "Ye Ole Daily Class Log" (or with sticky notes--your choice), keep a list of which characters die. For each one, discuss and write down...
  • How each one dies
  • Whether or not the death was "noble" (think back to your brainstorming from yesterday)
  • How the manner of death is fitting for this particular character

c. Also in "Ye Ole Daily Class Log," try doing the following for EACH of the five acts:

On a plot level, Act 1 is about...
On a deeper level, Act 1 is about...

On a plot level, Act 2 is about...
(and continue this for all five acts)

HW:
1. Final versions of your word traces are due Tuesday at the latest. Remember that you should have at least eight entries.

2. Read your banned book; make sure you're on track to finish by March 2.


Thursday, February 5, 2015

All Boys, All Blogged: February 5, 2015

Focus: What does it mean to lead a noble life? What does it mean to have a noble death?


"It is his capacity for self-scrutiny that makes Macbeth a worthy tragic subject. He never lies to himself about the nature of his deed, never rationalizes to justify his actions. Aware that he doomed, he pursues his damnation headlong to his own destruction." (Norrie Epstein)

1. Warming up by responding to the focus question and quotation above

2. Recapping the first part of 4.3, watching Macduff's reaction to the sad news, and considering Macduff as a foil:

A foil is a character who serves by contrast to highlight the opposing qualities in another character.  For example, in Harry Potter, Malfoy serves as a foil to Harry Potter; while Malfoy is a bully who manipulates and hurts others, Harry is a hero who selflessly saves and protects others. They both, however, are able to using magic in cunning and powerful ways.

      4.3: How does Macduff serve as a foil to Macbeth? Try to come up with at least two ways.

3. Reading and watching Act 5, scene 1

  • What, specifically, is Lady Macbeth having nightmares about in this scene?
  • Find two things she says or does that are symbolic, and argue what they symbolize.
  • How has Lady Macbeth changed throughout the play?

4. Battling out Act 5, if time allows

  • Which characters are the most noble and how? Which are the least noble and how?
  • Which characters die nobly and how? Which die ignobly and how?



HW:
1. Final versions of your word traces are due Tuesday at the latest. Remember that you should have at least eight entries.

2. Read your banned book; make sure you're on track to finish by March 2.

3. Prepare for tomorrow's brief quiz on subjects and verbs.

Wednesday, February 4, 2015

All Boys, All Blogged: February 4, 2015

Focus: When does ambition turn to greed?  What are the consequences of greedy behavior?

1. Warming up with an explanation of your participation and presentation grades

2. Acting out Act 4

       4.1: Figuring out Macbeth's final speech and understanding how he's changed

       4.2: Figuring out why we see this scene and why we meet Lady Macduff

3. Viewing scene 3 (I don't show 4.1 and 4.2)

      Mini lesson on foils:

A foil is a character who serves by contrast to highlight the opposing qualities in another character.  For example, in Harry Potter, Malfoy serves as a foil to Harry Potter; while Malfoy is a bully who manipulates and hurts others, Harry is a hero who selflessly saves and protects others. They both, however, are able to using magic in cunning and powerful ways.


      4.3: How does Macduff serve as a foil to Macbeth? Try to come up with at least two ways.

4. Talking it out with your grid groups

HW:
1. Complete your www.noredink.com assignment on subjects and verbs before class on tomorrow.

2. Update your word trace entries for all of Act 4. If you'd like a sneak peak at the rubric I'm using for your Growth and Mastery grades on this assignment, click HERE. Remember that by the end of the play (which is very soon), you need 8-10 entries.

3. I know this sounds weird, but please bring an umbrella to class tomorrow.

Tuesday, February 3, 2015

All Boys, All Blogged: February 3, 2015

Focus: What happens when ambition turns to greed? What are the consequences of greedy behavior?


1. Warming up: Discovering the bizarre, Elizabethan pastime of bear baiting. Keep an eye out for it today and consider its symbolic significance in Act 3.

2. Reading and watching the rest of Act 3

3. Entering the ghostly world of Act 4 and meeting the apparitions! Click HERE for the apparition chart; you can either make a copy of the whole document or just copy and paste the chart into Ye Ole Daily Class Log.


HW:
1. Respond to today's focus question ON THIS BLOG before class tomorrow. Your response should be at least four sentences long (preferably longer), and I encourage you to bring in any examples to support your thinking.

2. Complete your www.noredink.com assignment on subjects and verbs before class on Thursday.

3. Update your word trace entries for Act 4, scene 1. If you'd like a sneak peak at the rubric I'm using for your Growth and Mastery grades on this assignment, click HERE.

Monday, February 2, 2015

All Boys, All Blogged: February 2, 2015

Focus: What is shifting in Act 3, and why are these shifts significant?

1. Warming up with happy Monday thoughts

2. Viewing Act 3 with a focus on the following questions (I simplified the questions created by your Acting Companies because there was some overlap):

  • How is the dynamic between Lady Macbeth and Macbeth changing, and how does this affect our attitude towards Macbeth?
  • There are three witches and three murderers; in the original productions of the play, the same actors often played the witches and the murderers. What is the connection between the witches and the murderers?
  • Why does it matter that Fleance got away?
  • Why is Macbeth haunted by the ghost of Banquo but not the ghost of Duncan?

3.

HW:
1. Now that we have made our way through most of Act 3, you should have at least FIVE word trace entries. Use the Harvard Concordance link on the website if you need help locating your word. You will be receiving a GROWTH grade in the next few days on these five entries; please make sure that you have revised your entries based on my initial round of feedback.

2. Read your banned book.  They need to be finished by Feb 22 (it's 3 weeks away).

3. Complete your new www.noredink.com assignment on subjects and verbs before class on Friday.