The Weeks of December 10 and December 17

The Adventures of Ulysses 
(Please bring your book with you to class each day!)

Due Friday, December 14:  Pages vii-40 (Prologue, "Ships to Men," "The Ciconians," "The Lotus Eaters," "The Cylcops' Cave," " Keeper of the Winds")
*Due Wednesday, December 19 (*the due date has been changed):  pages 41-70 ("Cannibal Beach," "Circe")
Due Friday, December 21:  pages 71-95 ("The Land of the Dead," The Wandering Rocks," "The Sirens," "Scylla and Charybdis"

Research Paper

Because of the week spent in the library, you should now have gathered enough research necessary for writing this paper.  During the week of December 10, you will begin writing the rough draft.  This should include a balance of quotes, paraphrased material, and commentary.  We will review the definition of plagiarism in class.  All rough drafts will be posted to turnitin.com by 11:59 PM on Monday, December 17. Your works cited page should be the last page of your rough draft.  Make sure it is part of your document before you upload the research paper to turnitin.com. We will spend a couple of days in the computer lab to work on the rough draft.  Please bring your folder with you each day during the week of December 10.

The due date for the final draft will be after we return from break. We will discuss the final due date in class.

Vocabulary Workshop:  Level D

* Note change in test date
*Unit 2 Test will be on Monday, Dec. 17.  Please review the words found on 28-30. Although not required, you may complete the exercises throughout Unit 2 in order to prepare for the test. Remember...Do not write your responses in the book!

The Research Paper & The Adventures of Ulysses & Vocabulary Workshop

The Adventures of Ulysses

Please listen in class to reading due dates for The Adventures of Ulysses. 

Research Paper

Because of the week spent in the library, you should now have gathered enough research necessary for writing this paper.  During the week of December 10, you will begin writing the rough draft.  This should include a balance of quotes, paraphrased material, and commentary.  We will review the definition of plagiarism in class.  All rough drafts will be posted to turnitin.com by Monday, December 17. Your works cited page should be the last page of your rough draft.  Make sure it is part of your document before you upload the research paper to turnitin.com.

Vocabulary Workshop:  Level D

Unit 2 Test will be on Friday, December 14.  Please review the words found on 28-30. Although not required, you may complete the exercises throughout Unit 2 in order to prepare for the test. Remember...Do not write your responses in the book!

War Horse and Research Paper Process

War Horse and Research:

This week you will be viewing the film War Horse.  At the completion of the film, you will be given instructions for the research paper.  The focus of the paper will be something having to do with war.  You will be able to pick the actual topic about war which may interest you.  Although you will produce a final paper, the main focus of the 9th grade research unit is the process behind the research paper.  In other words, you will be researching, taking notes, creating an outline, creating a thesis, and creating a works cited page.  The process will be worth 50 points and the paper itself will be worth 50 points. 

Vocabulary Workshop:  Level D

Unit 1 Test will be on Friday, November 30.  Please review the words found on pages 21-23.  If I recall, you already completed the exercises.  However, it would not hurt you to review them again.  You each will receive a vocabulary book to keep for the year.  DO NOT WRITE IN THE BOOKS!  I will be collecting them from you in June.  All exercises should be written on a separate piece of paper. 

Unit 2 Test will be on Friday, December 14.  Please review the words found on 28-30. Although not required, you may complete the exercises throughout Unit 2 in order to prepare for the test. Remember...Do not write your responses in the book!

All Quiet on the Western Front - Updated Assignments

 Please review the due dates for the reading of All Quiet on the Western Front listed below.  Please have your books home with you each night.  These due dates will not be changed due to weather issues.  Thank you in advance for your cooperation. 

Reading Assignments:
Chapter 5:  Due Tuesday, November 6
Chapters 6 & 7:  Due Friday, November 9 (Plan on reading 30 pages a night...chapter 7 is very long!)
Chapter 8:  Due Monday, November 12
Chapter 9:  Due Friday, November 16
Chapters 10, 11, and 12:  Due Monday, November 19

Other Assignments:
Final Draft of Thesis Paper:  Wednesday, November 14!  Bring in rough drafts and peer evaluations, too.  
Poetic Language Assignment:  This will be completed in class on Tuesday and Wednesday (November 6 & 7)
Computer Lab Assignment:  November 12 & 13 (Must be completed for class on Wednesday, November 14. We will be in the lab on Monday and Tuesday 11/12 & 11/13)
End Assessment: TBD -- The end assessment will have a writing section about the themes found throughout the novel.  There will also be an objective part to the end assessment.  Our goal is to complete this before we go on our Thanksgiving Break. 

Webquest Links:

World War I Website
http://www.worldwar1.com/

The Christmas Truce
http://www.fylde.demon.co.uk/xmas.htm

Thesis Paper Process & All Quiet on the Western Front

Thesis Paper Due Dates:
Due Monday, October 22:  Typed introduction (5 Homework Points)
Due Tuesday, October 23:  Typed first section of your paper (Rough Draft)
Due Friday,  October 26:    The rest of the body of your thesis should be completed (all sections should be typed)
Due Monday, October 29:  The conclusion should be added to your paper.  This means by today you will have a completed rough draft for peer evaluations.  Please have everything with you.

All Quiet on the Western Front Reading Assignments:
For Friday, Oct. 26:  Pages 1-33 (chapters 1 & 2)
For Tuesday, Oct. 30:  Pages 35-74 (chapters 3 & 4)

Expect random reading quizzes throughout this unit.  You must keep up with the reading.  Below is a link you may use to help guide you through the reading of the novel.  Do not use SparkNotes!  You need to learn to think for yourself. 

 http://www.glencoe.com/sec/literature/litlibrary/pdf/all_quiet.pdf

Osama, Thesis Paper, and All Quiet on the Western Front

October 5, 9, 10:  We will be viewing the film Osama.  A story of a young girl from Afghanistan.

On Thursday, Oct. 11 and Friday, Oct. 12 will meet be going to the computer lab (#438).  We will be completing two webquests in preparation for your major thesis paper. If both webquests are not completed by the end of the period on Friday, they must be completed over the weekend.  The assignments together are worth 10 homework points.  You must have them completed for Monday.  Because we will be using them as part of our discussion on Monday, October 15, no late assignments will be accepted. 

On Monday, Oct. 22 we will begin reading All Quiet on the Western Front.   

Real Time

Real Time Reading Assignments:

Read pages 22-56 for Wednesday, Sept. 19 and complete handout
Read pages 56-102 for Friday, Sept. 21
Read pages 105-136 for Wednesday, Sept. 26
Read pages 136-end for Friday, Sept. 28
End Test:  Due to the assembly on Tuesday, the test will be moved to Wednesday, Oct. 3


Webquest assignment due on Friday, Sept. 21 (We will be working on it in class on Wednesday and Thursday)

Website addresses for Real Time Webquest:

Part I: Real Time Websites

http://www.answers.com/topic/pnina-moed-kass

http://en.wikipedia.org/wiki/List_of_Palestinian_suicide_attacks

http://www.ifamericansknew.org/history/

http://griid.org/2010/12/20/democrats-push-through-yet-another-anti-palestinian-resolution/

http://securitysolutions.com/news/security_exposing_hostile_intent/

Part II: Real Time Websites
http://www.jewishvirtuallibrary.org/jsource/Society_&_Culture/kibbutz.html

http://www1.yadvashem.org/yv/en/holocaust/resource_center/index.asp

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005476

http://www.grouprecipes.com/91808/palestine-makluba.html

http://dictionary.reference.com/browse/keffiyeh

The Weeks of September 10, 2012 and September 17, 2012

Assignments and due dates for "Marriage is a Private Affair" and Real Time:

"Marriage is a Private Affair"  - If not finished during class on Wednesday, please finish the questions for homework.  It does count as a quiz grade.

Real Time due dates:
Pages 1-middle of 22 due on Monday, Sept. 17 (chart should be completed, too!)
Pages 22-56 is due Wednesday, Sept. 19 (handout should be completed, too!)

If you have an IPod/MP3 player and headphones, you may bring them to class on Wednesday, Sept. 19 and Thursday, Sept. 20.  You will not be able to go to your locker during the class period to get them.  You must have them with you when you walk in the door.

Please have Real Time with you each day you come to my class.   If you do not have it with you, it will be considered an unprepared.

Unit 1: September 2012

Welcome 9 CP-A Students!

As 9^th grade English students, you will be exposed to many different cultures this year through films, literary works, and nonfiction.  What can learn from reading articles and stories and from viewing films about different cultures?   Why is it so important for young students in today’s society to be exposed to these different cultures?  Although both of these questions will be revisited throughout the year, it is how I would like to begin your first marking period of 9^th grade English.

You will be using the film we will be watching, the articles we will be reviewing, the short story and novel we will be reading this marking period to help answer the above questions.  Eventually, you will answer the question in a formal thesis paper.  All the tools you will need to be a successful high school English student will be given to you during the first marking period.

The following are the items we will be working on over the next marking period:

• ·         Quote Analysis

• ·         Critical Thinking Skills

• ·         Writing Skills (Thesis Statements, Paragraph Organization, MLA format, Citations, Works Cited Page, etc.)

To learn and strengthen these skills we will use the following for our discussions:

• ·          “Marriage is a Private Affair” and other selections from World Literature: An Anthology of Great Short Stories, Drama, and Poetry

• ·         Real Time

• ·         Osama

• ·         2012 summer and fall current event articles from around the world

• ·         Nonfiction Sample

Exam Review

9 Academic Exam Review

I.  Literary Terms, Poetic Devices, and Dramatic Conventions (20 Points)

Vignette

Personification

Imagery

Synesthesia

Oxymoron

Malapropism

Soliloquy

Aside

Concealment

Sonnet

Couplet

Prose

Blank Verse

Fable

Satire

Allegory

Propaganda

Euphemism

Syntax

Diction

II.        Formal Paper – All thesis paper rules apply!  (60 points)

Be familiar with the works listed below.  You should know the characters, the plot, and the themes of each work.

·         The House on Mango Street

·         Animal Farm

·         Hedda Gabler

·         A Doll House

·         Romeo and Juliet

·         Whale Rider

·         Rabbit-Proof Fence

III.       Informal Writing Prompt (20 Points)

Review the characters you have met during the second semester of 9 Academic English.  Think about what motivates each of them, how they each act in certain situations, how they treat others, etc.  This section has something do with the personalities of the characters from the following works:

·         Hedda Gabler

·         A Doll’s House

·         The House on Mango Street

·         Rabbit-Proof Fence

·         Whale Rider

Review PowerPoint presentations, handouts, old tests and quizzes, and essays/log entries.  All will help refresh your memory about the works studied the second semester of the 9 Honors Course.  The terms listed on the previous page are all terms found on the PowerPoint presentations for Romeo and Juliet, The House on Mango Street, and Animal Farm. 

Animal Farm

Please review the calendar you received in class.  The calendar provides you with all of the reading due dates for Animal Farm.  If  you do not have your calendar with you, please note the due dates listed below:

Chapters 1-3 for Wednesday,May 23
Chapters 4&5 for Friday, May 25
Chapters 6 &7 for Tuesday, May29
Chapter 8& 9 for Thursday, May 31
Chapter 10 for Monday, June 1

Objective End Test:  Tuesday, June 5

Thesis Paper - Due Tuesday, May 22

THESIS PAPER REQUIREMENTS

Length: 

3-4  typed pages (double-spaced, 1”  margins, 12 Font, Times New Roman, MLA Heading)

Type of Thesis Paper: 

Comparison/Contrast – Decide what topic you would like to use for your comparison/contrast thesis paper.  Quotes (at least 2 per work) and specific examples from the works are to be used to support every point you are making.

Choose at least three out of the four works to use in the paper:

Hedda Gabler  (Norway) or A Doll's House

Whale Rider (New Zealand)

Romeo and Juliet (Women of the Middle Ages in England)

The House on Mango Street (Latino women in America)

Choose one of the topics below to use as for your thesis paper:

1.            Who is the most mature teenage girl – Paikea, Juliet, or Esperanza? 

Compare the maturity of the young female characters in Whale Rider, Romeo and Juliet, and House on Mango Street and then compare their behavior with the behavior of teenage girls today. 

2.            Who has it worse by the way they are treated by men in their lives – Hedda, Paikea, or Esperanza’s friends on Mango Street? 

Compare the treatment of women by the men in their lives by using Hedda Gabler, Whale Rider, Romeo and Juliet, and The House on Mango Street and compare these relationships to the relationships we see in today’s society.

3.            Which teens have hardest teen issues to deal with in their lives – Romeo and Juliet, Esperanza and her friends, or Paikea and Hemi? 

Compare the issues (peer pressure, parental pressure, teenage romance, etc.) teens face in Romeo and Juliet, The House on Mango Street, and Whale Rider to the issues of today’s teens.

               

4.            Which leading male figurehead is put under the tough societal conditions and has handled it as gracefully as possible – George Tesman, Koro, or Father Capulet and Father Montague?

Compare the behavior/role of the men in charge of the household in Hedda Gabler, Whale Rider, and Romeo and Juliet, and compare them to men in today’s society. 

 

I.  Create the Thesis Statement

II. Create the Organization Outline for the body of the paper

III. Create a Works Cited Page

Using your noodletools account, create your works cited page.  You must use the noodletools account via High Point Regional. 

IV. Write the Rough Draft

This is not to be just a summary of each work.  You are to defend your thesis statement with a balance of summary, examples, quotes, and commentary.  I suggest you write the paper first and then add the quotes later to help defend what you have said. Remember:  Two quotes per work.

 .

V. Peer Evaluation

VI. Revise, edit, and develop...

VII.  Final Draft submitted to turnitin.com by 12PM on Tuesday, May 22.

The final draft is worth 55 points:  25 Points for Content & 20 Points for Conventions.

APRIL/MAY 2012

The class will spend Monday, April 16 in the library to complete the Mythology project and to be able to print it out with the color printer.  You will need to print out a copy for each of your group members in preparation for the sharing of the myths on Wednesday, April 18.

On Tuesday, April 17, the 9 Academic class will receive the background information necessary to understand and appreciate Henrik Ibsen's play Hedda Gabler.  As we read Hedda Gabler in class, you will be asked to complete overnight homework assignments that will help with our discussion of the play.  You will also be completing an in-class writing and an objective test to go along with the play.  If time permits, we may also view movie clips of another play by Ibsen - A Doll House.

As we move into May, you will be required to complete a comparison/contrast thesis paper for the unit we are currently completing - Family Relationships and the Role Family Members in Different Cultures.  This will be a major grade for the marking period. 

Just a reminder:  The fourth marking period seems go by very quickly.  Therefore, every homework assignment, every writing assignment, and every test are very important! 

Creation Myths from around the World

World Mythology:  An Anthology of the Great Myths and Epics (25 Points)

You are going to be the teacher of one of the creation myths listed below.  You will be responsible for presenting a chosen myth to a small group of students.  The group members have not read your myth.  Therefore, you are the expert on your chosen myth.  Provide them with the significant characters, details, etc. that are important to the understanding of your creation myth.  Be creative!

The Creation, Death, and Rebirth of the Universe (India) Pages 291-295

The Creation of the Universe and Human Beings (China) Pages 324-329

The Creation Cycle (New Zealand – Polynesia/Maori) Pages 351-359

The Creation, Death, and Rebirth of the Universe (Northern Europe) Pages 459-466

The Creation of the Universe and Ife (Nigeria—Yoruba) Pages 509-514

The Origin of Life and Fire (Zaire-Boshongo/Bakuba) Pages 515-517

The Creation (Guatemala—Maya) Pages 595-599

1.  Create a Brochure/Newsletter for your presentation.  The brochure/newsletter should contain the following:

• The newsletter title or the opening page of your brochure should have the title of the myth and your name, date, and period

• Provide information to the students pertaining to the Historical Background and Appeal and Value sections before presenting your myth

• Provide a map showing the location from where the myth originated

• Provide a list of the main characters in your myth (if possible)

• Provide the important events/details of your myth – What do we learn?

• Provide the Questions for Response, Discussion, and Analysis from the end of the myth and a response for each.  You only have to pick three questions to answer.

The brochure/newsletter should be visually appealing and informative.

2.  Create a comic strip recapping the major events of your myth and provide the important characters, too.  This can be a part of your brochure/newsletter – you may have to draw it by hand after you finish the rest of the brochure.  If you don’t like this idea – you may create a 6 panel comic strip on a separate piece of paper. 

March - The House on Mango Street

The third marking period will conclude with the reading of The House on Mango Street and the completion of a creative writing assignment.  Since the vignettes in The House on Mango Street are short, most of the reading will be completed in class.  However, there will be certain vignettes which will be read at home and the creative writing assignment listed below will be completed at home. Please listen to assignment due dates in class.  UPDATE:  FINAL VIGNETTE PROJECT IS DUE ON TUESDAY, MARCH 27.  A LETTER GRADE PENALTY WILL BE GIVEN IF HANDED IN ON WEDNESDAY, MARCH 28.  A TWO  LETTER GRADE PENALTY WILL BE GIVEN IF HANDED IN ON THURSDAY, MARCH 29.  I WILL NOT ACCEPT THE ASSIGNMENT AFTER THAT DATE. 

The House on Mango Street Project (55 Points)                           

Sandra Cisneros uses vignettes to describe, share, and reveal various aspects of the life of Esperanza.  In doing so, she also incorporates various poetic devices and figurative language throughout these pieces to paint a vivid picture for her audience.  Using The House on Mango Street as a model, write your own vignettes by doing “copy changes.”  To “copy change” means to write your own vignettes following the structure and style of one that already exists.  It is similar to taking a song, keeping the same music, but rewriting the lyrics.  Therefore, keep the sentence structure of Cisneros, while changing the words to make it your own.  The procedure and vignette topics are listed below. 

• Each vignette will have a title.
• Each vignette will have at least two examples of figurative language (similes, metaphors, imagery, personification, etc.).
• Each example of figurative language must stand out in the typed vignette – you may bold them, underline them, put in italics, etc. (be consistent throughout)
• You may substitute an example of figurative language by including internal rhyme, end rhymes, and near rhymes sporadically throughout the different vignettes – “Lazy Poetry.”
• Each vignette will be typed – use appropriate font style, size, and color.
• Each vignette will be visually appealing – borders, watermarks, clip art, and/or own artistic abilities may be used.
• All vignettes will be placed in order and compiled into a short booklet with a visually appealing cover – The title page will include The House on [insert your street name], your name, class, and date.

House Vignette

“The House on Mango Street”

Pages 3-5

Create your own “The House on Mango Street” vignette.  It will be called “The House on [insert your street name here].”

Using the questions below, make a list of details to include in your vignette.  Focus on the importance of the details – the feelings they evoke, the stories associated with them, and their history.  Once you are satisfied with your list, you’ll be ready to write your vignette. 

What does it look like?  What colors stand out? How big or small are surrounding buildings, plants, fields, and/or yards? How wide are the streets? What is the house like inside?

How does your house make you feel? What sounds are found in your house?  Who or what makes these sounds? Any other important details?

Family Vignette

“Hairs”

Page 6

What metaphor could you use to describe your family?  Could it be the style of jeans they wear?  What about their eyes?  Pay attention to Cisneros’s style.  Who does she devote an entire paragraph to?  Why?  Who would you devote an entire paragraph to?  Write this vignette in Cisneros’s style.

Name Vignette

“My Name”

Page 10

Section 1 sets the mood with sensory details.  What does your name mean in English?   What emotion, action, and number does your name represent?  What color describes your name?  What sound?  How does it look?  What type of song or music is your name?

Section 2 is the story behind the name.  Who were you named after?  Describe this person?  If you were not named after someone, tell the story behind your chosen name?  Notice how this is the first time the name is mentioned. 

Section 3 shares a school story.  Do teachers say your name wrong?  What school activities does your name mean?  What does your name mean to your friends?  This section is to show me the type of person you are now.  You could include nicknames in this section, too.

Section 4 enables you to rename yourself.  Follow the format of the last paragraph.  What would you rather be called?  Why? 

Neighborhood Vignette

“Those Who Don’t”

Page 28

Why are people that are not from your neighborhood/hometown afraid of it?  How do you react going in a town you are not familiar with, especially in a city area?  Why do you feel safe in your neighborhood/hometown?  Try to create a short but effective neighborhood vignette mimicking Cisneros’s style.

It would be acceptable to mimic the style of a different neighbor/neighborhood vignette in place of “Those Who Don’t.”  We will discuss these other options during our class discussion on Esperanza’s neighborhood.

Dream House Vignette

“A House of My Own”

Page 108

Attempt to follow Cisneros’s style in this vignette.  She has a very short but very effective vignette.  You may simply want to take the template below to create this vignette or go on your own.  However, if you go on your own, it is not to be long and wordy.  The specific requirements will be given when we read “A House of My Own” together.

Not a ______.  Not a _______.  Not a _________.  A House all of my own.  With my ______, my _______, my _______.  My ________ and my ________.  Nobody to _______.  Nobody’s __________.

Only a house (simile) _________ as ________, a ______ for me to go, (simile) ______ as _________.

Romeo and Juliet

We will be viewing, reading, and listening to Romeo and Juliet over the next few weeks. You will be taking a background quiz on Shakespeare and an end quiz on Romeo and Juliet. Update:  The end quiz will be on Tuesday, February 28.   You will also be doing a group project at the completion of the play -- a skit! At the completion of the play, you will also be completing a writing assignment.  Below is a copy of the assignment given to you in class.   Update:  The due date for the assignment below is Wednesday, March 7.  

Writing Prompt for Romeo and Juliet

Compose a well-developed log entry response to the writing prompt below.  Your log should include a strong thesis statement in the opening paragraph and specific support from the text of the play (including at least three direct quotations).  It should be approximate 2-3 pages in length.  Use the proper MLA heading and internal documentation format for this formal log entry.  All formal thesis paper rules apply.  You will hand in a printed copy to me and upload it to www.turnitin.com .

Your Name

My Name

9 Academic English

Due Date (Day Month Year)

Title

Internal Documentation for a play:         
(Shakespeare Act. Scene. Line)
(Shakespeare 1.2.5-10)

WRITING PROMPT:  EXAMINE THE RELATIONSHIP AMONG ROMEO, BENVOLIO, AND MERCUTIO.  WHAT TRAITS AND PHILOSOPHIES OF LIFE DOES EACH REPRESENT? PROVIDE EXAMPLES TO DEFEND YOUR RESPONSE.  WHAT MIGHT SHAKESPEARE HAVE BEEN SAYING ABOUT THESE DIFFERENT APPROACHES OF LIFE THROUGH THESE CHARACTERS?  CONCLUDE BY DISCUSSING WHO YOU FIND YOU ARE MOST LIKE:  ROMEO, BENVOLIO, OR MERCUTIO?  EXPLAIN WHY. 

I will be grading you on the following:

• Strength of thesis statement and introduction
• Body paragraphs contain specific, convincing, & well-organized support; direct quotations are carefully chosen and effectively incorporated
• Essay includes vivid vocabulary and a variety of sentence structures (diction and syntax)
• Overall mechanics (no you, no fragments or run-ons, no contractions or informal language)  and style           
• The proper use of I                         

The Adventures of Ulysses Log Entry Assignment

The Adventures of Ulysses Essay (25 Points)

Due Date:  Tuesday, February 7, 2012
(You will need a printed copy on the due date and also uploaded copy to www.turnitin.com.)

Select one of the following questions and compose a well-developed essay response.  Your essay should include a strong thesis statement in the opening paragraph and specific support from the text of the novel (including at least three direct quotations).  It should be approximate 2-3 pages in length.  Use the proper MLA heading and internal documentation format for this formal essay. 

Your Name

My Name

9 CP-A English

Due Date (Day Month Year)

Title

Internal Documentation Reminder:     (Evslin 55).    

Choose one of the following topics to use for your formal essay:

·       *  Some works of literature present a clear picture of the values and attitudes of culture.  From reading of The Adventures of Ulysses, what can you infer about the personality traits that were admired and valued in ancient Greek culture as embodied in the hero, Odysseus?  Write about at least three of these traits, and explain how they contribute to an understanding of the Greek culture of Homer’s (the original poet of The Odyssey) time. 

·       *  Although The Adventures of Ulysses is taken from one of the oldest works of Western literature (The Odyssey by Homer), the story of Odysseus’s ten-year journey home is considered a timeless work and is still read and studied throughout the world.  Write about the universal, timeless qualities of the epic that account for its continued appeal.  You must discuss at least three different qualities/reasons and use specific examples from the novel in your discussion. 

Format of a Log Entry:

• 12 Font, Times New Roman, Double-Spaced
• Your Name, My Name, Period, Date in upper left-hand corner
• Approximately 3 pages in length
• 1 inch margins
• Formal Language – No “You,” No Contractions, No Conversational Tone
• Examples from The Adventures of Ulysses a must! Remember the proper documentation format!

Shakespeare Unit

We will begin Romeo and Juliet at the beginning of February.   The following websites will be used for the in-class webquest on Shakespeare and Romeo and Juliet:

http://shakespeare.palomar.edu/

http://www.renfaire.com/   

http://elizabethan.org 

http://www.william-shakespeare.info/elizabethan-theatre-facts.htm

As a class we will be reading and viewing Romeo and Juliet.  You will, however, be required to write a log entry response.  This assignment will be given in class at a later date.