Letter from Friar Lawrence

Compose your own version of Friar Lawrence's letter to Romeo telling him about Juliet's plans. Use the language of Shakespeare in writing the letter.

1. No longer than one page
2. 12pt font-times
3. Double Space
4. Language of WS

The Parent and Child

Parent and child relationships are a large focus of the play Romeo and Juliet. In a well developed paragraph describe what Shakespeare is trying to convey about parenrs and children to the reader through the characters of Lord and Lady Capulet, and the events in Act III?

Avoid Personal Pronouns- I, My, We, Our, Us, etc

1. Use ONE piece of TEXTUAL EVIDENCE with MLA format "(III.iii.3-8.).
2. First sentence defines parent/child relationships, or relationships, or the topic that is the center of your perspective.
3. Compare the topic to the events in the play.
4. The insight that Shakespeare is providing is the topic that guides the argument. Therefore, you should make sure to FULLY DEVELOP the TOPIC.
5. Answer the question.

Banishment: Is it Justified?

Based on the events in the play, is the Prince justified in his punishment of Romeo for the death of Tybalt? Is it fair? Explain using at least one piece of evidence. Your first sentence should define fairness and relate the reaction of the Prince to the term.

Directions:

1. Avoid Personal Pronouns- I, My, We, Our, Us, etc
2. Use ONE piece of TEXTUAL EVIDENCE with MLA format "(III.iii.3-8.).
3. First sentence defines Fairness in your own terms. Compare the term to the events in the play.
4. Fairness is the topic that guides the argument. Therefore, you should make sure to FULLY DEVELOP the IDEA of fair or unfair, why?
5. Answer the question.

Role of Women in Elizabethan Times

How were women treated, and how do we know?

1. Using the text, create a thesis statement based on the above question.
2. Organize your paragraph beginning with the thesis.
3. Use two pieces of textual evidence that supports your UNIQUE PERSPECTIVE
4. Conclude your paragraph with an insight into what Shakespeare wanted the reader to understand about life through the treatment of women.
5. Bring Quote to Class- Graded and placed in the writing folder.

Fate vs Free Will

Fate and free will have been topics worth debating for centuries, and will continue to be for centuries to come. Many factors such as religion, science and individualism contribute to the ongoing verbal conflict. Similarly, Shakespeare's Romeo and Juliet presents characters who both embrace fate, Romeo, and characters who question the idea, Mercutio. Nonetheless, the Chorus from the Prologue in Act I clearly states the stars are to blame for the tragic events.

What do you think? Does free will guide the characters, or is it fate?

In a well-developed paragraph answer the question with one piece of text to support your opinion.

Make sure you do the following in your paragraph- order is a suggestion

Structure- NO I or MY or We or Us or any personal pronouns that make an opinion sound like an opinion. "Persuede peps, Yo".

Ist sentence- Free will or Fate? State why free will or fate is the variable that guides human activity.
2nd Sentence- An Example from the world that displays your opinion
3rd- Relate your perspective to the play- Does it support or oppose your view?
4th - Evidence from text
5th- Summarize main points
6th- Insight into fate or free will

Mercutio

1. Read Act II. iv.
2. State the Purpose of the Scene. "What was established, accomplished in the events?
3. Create a paragraph that describes the character of Mercutio. Without using I or My, state the nature of his character by listing a few character traits with examples to support your claim.
4. Lastly, using the text from Act II. iv., select a quote that represents the nature of Mercutio thus far in the play.

Friar Lawrence

Characterize the Character in your Own Words

1. Create a paragraph that describes the character of Friar Lawrence. Without using I or My, state the nature of his character by listing a few character traits with examples to support your claim.
2. Lastly, using the text from Act II. iii., select a quote that represents the nature of Friar Lawrence thus far in the play.

Role of Children

Answer the following questions in a short paragraph, 4-5 sentences, and attempt to avoid the pronouns "I" and "My".

1. Are children treated differently today as compared to Elizabethan times? Why or why not? Explain your answer using examples from the first three scenes and our society.

Romeo and Juliet- Fate vs. Free Choice

The Prologue suggests that the relationship b/t Romeo and Juliet is destined for doom, and during Elizabethan times, people believed that the heavens, stars, and/or spiritual forces guided a soul, or human being towards their intended destination. Thus, the notion of fate. In our time, many believe that we have the power to control our own outcomes, and thus, change the course of own lives if we so desire.

Explain your own feelings about fate.

Short Story Opinion Blog

Similar to a Movie Review, your task is to answer the question: What is the best short story and why? without using a personal pronoun, such as "I" and "We".

Directions:

1. Focus on the elements that makes your story superior to all others. Therefore, your writing should define the elements and focus on the author's ability to use them. Use at least two substantial reasons for your conclusion of why. Evidence is key.
2. Respond to someone opinion. In at least two-three sentences, offer feedback to one of your classmates about their perspective. Make sure you are specific in your response to alert the audience to whom your are responding to. Also, remember that all comments should be in the spirit of education. Be nice.
3. Bring both responses to class to debate your opinion.

Homework for Tuesday-23

1. Read "The Lady or the Tiger?"(31)
2. Answer Questions- 1-4 and 1,2
3. Also, make certain to have finished your "Most Dangerous" Activity from today.

Classification Blog response

1. Is our ethnicity important in filling out applications?
2. Why is it common practice in the United States?
3. What is a generalization?
4. How do generalizations create bias, stereotypes and effect behavior?

In a well-developed response, post your answers to the above questions under "Comments". Also, cut/paste your answer to be able to bring it to discuss in class Monday.

Homework for Tuesday- Period 4

Prepare for Common Asssessment- Remember, Room 321.
Assisgnmemts:

1. Literary Terms
2. Identity Web
3. Cover Text Book

The Big Question

What is the nature of human conflict? In a short response post your answer under "Comments". Also, cut/paste your answer to be able to bring it to discuss in class Tuesday.

Course Description

Foundations of English (Advanced)
Room 501
jkendall@arlington.k12.ma.us

Course Description
Advanced Foundations of English is a course that will examine literary texts that focus on issues of human conflict and the influences of environment upon decision-making. Major themes that will be uncovered throughout the year course will focus on are: how humans contend with benevolence, individualism, and harmony in relation to hostility, oppression and contradiction. Students will further develop their analytical writing and on demand writing skills as the literature of the course is explored and written about. Students will also build upon their vocabulary and grammar skills developing a stronger sense of appropriate language used in writing. A large part of the writing process is self-reflection and editing, therefore, students will reflect on their own writing by peer conferencing and through individual conferences. Furthermore, Students will read their work aloud and will participate in class discussions in order to improve oral communication and listening skills. A cumulative portfolio will be maintained with several types of writing pieces that represent the ability of each student’s written work. Cooperative learning skills and collaboration with peers will also be further explored with students working in groups for various learning outcomes with a focus on responsibility, tolerance and respect.

Learning Objectives:
· To relate all work back to the essential questions:
“How does environment shape a person?” and “What is the nature of human conflict?”
· To develop an ability to write on demand.
· To expand essay writing skills to include analytical, argumentative, persuasive,
memoir, narrative, and speeches.
· To further develop reading, writing and communication skills.

Classroom Expectations:
· Attendance: Students will attend class and will not exceed the Six-excused absence policy. If absent please make an appointment with me before or after school to get materials. Students will be on time for class within the two-minute grace period. Detentions will be given to late arrivals without passes. After three late arrivals you will be reported to the Dean.
· Beginning of Class: Students will enter the classroom prepared with a positive and respectful attitude towards the learning environment with a willingness to complete the day’s activities and or agenda. Many class periods will begin with a bell-ringer or a journal entry that is relative to the classes learning objectives thus allowing an opportunity to create a piece of writing without judgment. This work will be evaluated with a focus on topic development and the depth of thought.
· Classroom Procedures: Information from class discussions as well as anything posted will be your responsibility. Therefore, take notes.
· Materials: Please have a three-ring binder or a notebook with three sections and bring this to class everyday. Also, make sure to have a pen and pencil with you everyday.
· Homework: If you are absent you should contact one of your “Clock Buddies” or consult the “week at a peek” sheet that will be given out on almost every Monday. Late homework will not be accepted as well as notes from parents unless it is an extenuating circumstance. Remember, this does not include papers or projects.
· Papers, Projects, Major Assignments: All papers must be typed and revised. Hand-written assignments will not be accepted. Papers should be read by a peer during peer editing, myself or by another person (friend, parent) if we don’t peer edit on a particular assignment. Ten points will be taken off for each day a paper, project or assignment is late, no exceptions. A paper may be turned in at any time during the term for a 50%. Please see me if extenuating circumstances do not allow you to get the paper done on time.
· Plagiarism: No credit will be given if any part of an assignment is plagiarized. No exceptions! Parents will also be contacted.
· The Classroom: Respect is very important to any society or environment, and this class is no exception. Treat the environment and all the participants with respect and respect will be returned. Thoughtful deliberation or thinking about what you are about to say before you say it helps ensure the concept of respect. Cell phones, I-Pods or any type of electronic device that disrupts the learning environment is unacceptable. NO food or Drinks are allowed in class except water. No exceptions. Lastly, your seat may be subject to change at anytime without discussion if your proximity to another is disruptive.
· Participation: Students should be aware of how much or how little participation is contributed. Too little will effect your grade, too much may not allow everyone a chance to speak.
Assessments:
1. Writing/Projects: 45% (35% term 1)
2. Quizzes: 15%
3. Homework: 25%
4. Participation 15%
5. Summer reading: 10% (term 1 only)

Texts:
1. Great Expectations by Charles Dickens
2. The Tragedy of Romeo and Juliet by William Shakespeare
3. A Midsummer’s Night Dream by William Shakespeare
4. The Odyssey by Homer
5. Adventures in Reading Anthology Pegasus Edition
6. Alexander the Grammar By AHS English Department
7. Sadlier Vocabulary Level D 15 Units

Collections of short stories, poetry, and essays from Adventures in Reading and outside sources.



Scope and Sequence:
· Semester 1- Terms 1&2:
Great Expectations, The Tragedy of Romeo and Juliet, short stories, literary devices, grammar, vocabulary 1-7, play writing, speeches, creative writing.
· Semester 2- Terms 3&4:
A Midsummer’s Night Dream, The Odyssey, Poems and narrative, memoir, analytical essay, grammar, vocabulary units 8-15.


A Few Ways which you as parents can help:
· Help your son or daughter edit their essays by letting them read their essays out loud to you or reading their essays out loud to them. Please observe the line between helping and doing.
· If you or your son or daughter has questions about an assignment please contact me at jkendall@arlington.k12.ma.us.
· Ask your son or daughter what they are doing/reading/writing/working on in English.