Overview from 12/8 and Assignment due 1/12

Today I collected our Macbeth Act 5 Study Guide and we took our Macbeth test.

I am going to email students this weekend with what they got on the test, their current grade with the test factored in, and if they have a C, I am going to present an alternate assignment they can do for bonus to bring their grade up. The alternate assignment will need to be turned in electronically before next Saturday, December 15.

FOR JANUARY: Students are to think of a historical figure they look up to and would like to be more like. All they have to do is come to class with that person's name and be able to explain why they chose them.

Overview from 12/1 and Assignment due 12/8

Today I collected the study guides for Acts 3 and 4. I graded them while students took the ISEE exam.

I also passed out the Act 5 study guide.

FOR NEXT WEEK: Students must finish reading Act 5 of Macbeth AND complete the study guide.

We will have a Macbeth "test" next week where students will be expected to know the Shakespeare vocabulary we took notes on when we started the play. There will also be some open ended questions about the overall play.

Feel free to email me with any questions.

Overview from 11/10 and Assignment due 12/1 when you show up for ISEE

Today students discussed what they wrote for the essays they turned in. I was happy that we had representation for 3 of the 4 essay topics and that students were able to discuss what they thought of each others points.

FOR 12/1: Students were given the Act 3 and Act 4 study guides today. I told them they are to finish reading both of those Acts and fill out the study guides. They are to bring their study guides with them to the ISEE exam for me to collect and grade while they take the test.

On 12/1 I will have copies of the Act 5 study guide which will be due on 12/8. I am putting a link for the Act 5 study guide at the bottom of this post for students who wish to finish sooner. I will accept the Act 5 study guide at the ISEE exam as well. On 12/8, we will wrap up final thoughts and confusion of the play before taking a brief test where students will be expected to know information from the notes I gave about Shakespeare/Macbeth. They will also have some open ended responses as well.

https://drive.google.com/file/d/1sVkcfSnw0MHS0-TspOac-UIvBOXJ0kot/view?usp=sharing

As always, email me with questions.

Overview from 11/3 and Assignment due 11/10

Today we reviewed the study guide from Act 2 and watched more of a modern adaptation of the Duncan Murder Aftermath Scene.

Students are to write an essay this week for acts 1-2 using the following information that was presented to them. The essay can be written or typed, but it must be with them somehow on 11/10 in class.:

MACBETH ESSAY:

Based on what you have witnessed in Acts 1 and 2 answer one of the following questions in a fully developed one (1) page essay.  Make sure you use evidence from the text to support your claims.

1. Who is responsible for Duncan’s death? Why? (i.e. Macbeth, Lady Macbeth, the Witches, etc.)

2. Is Lady Macbeth an evil person? Why or why not?

3. Do you think the relationship between Macbeth and Lady Macbeth is realistic? Explain why or why not. 

4. Explain how the quote “Fair is foul and foul is fair” presents itself in different ways thus far in the play. 

Overview from 10/27 and Assignment due 11/3

Today we discussed what students had trouble with from last week's study guide. The goal was to make sure students were clear on all of the details from this act before moving on . We also took notes on the following:

o   Blank Verse/Verse drama-Poetic, stressed and unstressed Iambic pentameter. 

o   Soliloquy/Monologue-speech character makes alone on stage (reveals his or her thoughts to the audience).

o   Aside (Apostrophe)-something a character says to the audience or to another character that no one else on stage is supposed to hear

o   Dramatic Irony-what one character sees as true is seen as false by the audience.

o   Foreshadowing-hints or clues to suggest what events will occur later in a work.

o   Paradox- “Fair is foul and foul is fair.” (Paradox- a contradictory statement that makes sense. Ex: “Man learns from history that man learns nothing from history.” -Hegel).   Reference Pirates of Penzance paradox that may interest the students…Frederick is enslaved to be a pirate apprentice until his 21^st birthday not his 21^st year… he was born on Feb. 29^th…leap year. 

o   Motif-a theme/idea that keeps showing up throughout at story

For next week students are reading Act 2 (pages 29-48) and completing the study guide for that act.

Overview from 10/20 and Assignment due 10/27

Here are the notes I shared with students regarding Shakespeare, Macbeth, and theater in general. The assignment is at the bottom of this post.

What do you already know about Shakespeare?

Movies/TV Inspired by Shakespeare:

1.       Romeo & Juliet (Gnomeo and Juliet and Warm Bodies and West Side Story)

2.       Hamlet (The Lion King)

3.       The Taming of the Shrew (10 Things I Hate About You and Deliver Us From Eva)

4.       Julius Caesar (Rise of the Planet of the Apes AND Mean Girls)

5.       King Lear (Empire)

6.       Twelfth Night (Motocrossed and She’s the Man)

Shakespearean Phrases We Use Today:

1.       Wild goose chase (R&J)

2.       Seen better days (As You Like It)

3.       Off with his head (Richard III)

4.       Forever and a day (As You Like it)

5.       Good riddance (Troilus and Cressida)

6.       Lie low (Much Ado About Nothing)

7.       As good luck would have it (The Merry Wives of Windsor)

8.       You’ve got to be cruel to be kind (Hamlet)

9.       Love is blind (The Merchant of Venice)

10.   Be-all, end-all (Macbeth)

11.   Break the ice (The Taming of the Shrew)

12.   Heart of gold (Henry V)

13.   Kill with kindness (The Taming of the Shrew)

14.   Knock, Knock! Who’s there? (Macbeth)

15.   You can have too much of a good thing (As You Like It)

Basics about what Shakespeare wrote:

1.       Wrote tragedies, comedies, and histories

Fun Facts about Macbeth:

Theater superstitions. i.e. “Break a leg!” etc. 

·         Macbeth is often called “the Scottish play” or “that play.” Supposedly when not in rehearsal or within the lines of the play themselves, if the name Macbeth is said in a theater, bad things happen.  Give students examples that I know. (The Pajama Game, The Simpsons with Ian McKellen, etc.)

o   Tell students it is thought that the witches’ incantations are taken from real rituals and are believed to cast actual spells on the players.

o   Legend has it that in 1606, Hal Berridge, Lady Macbeth, died backstage unexpectedly.

o   In 1672 an actor playing the part of Macbeth substituted a real dagger for the blunt stage dagger, and actually killed the actor playing King Duncan in full view of the audience. 

·         About theaters

o   All of Shakespeare’s Actors were men/boys, this was because the theater was viewed as so disreputable that women were not allowed to perform.

o   Theaters resembled courtyards and were outdoors.  Playwrights had to rely on natural lighting for scenes. This is why Lady M carries a candle later on. 

o   Macbeth opened at the Globe Theater, a three-story wood structure that could hold 3,000 people.

o   Theaters had a hierarchy of seating.  The poorer “groundling” stood around the stage to watch while the wealthier patrons sat in covered galleries. 

·         History (that won’t ruin the play)-mention Holinshed

o   Macbeth, or Mac Bethad was King of Scotland from 1040-1057. 11^th Century Scotland was a barbaric land where war and ruthless slaughter were a fact of life.

o   In these times kings and rulers could name their own successor (it wasn’t a privilege that was handed down from parent to eldest child like it is today.  However, family linkage tended to be respected, and the title usually passed to a relative of the king.

o   The selection process of king caused drama to those who thought they deserved king and such feelings were often dealt with by murdering the family members judged unsuitable for power.  This was to ensure that the “favorite” won the race. 

o   In the play, Macbeth and Lady Macbeth do not have a son, but Lady Macbeth did have a son Lulach in a previous marriage. This can justify why Lady Macbeth has a right to talk about about giving birth and nursing a child in the play. (Show students Macbeth and the Kings of Scotland and the character list from the Graphic Novel.  

For next week:
Students are to read Act ONE of Macbeth and complete the study guide I passed out to students. If a student missed class, I emailed the study guide to them.

Overview from 10/13 and Assignment due 10/20

Students had to turn in an essay for our three previous text by this morning. I am working through reading them and giving feedback to each student, and they should be looking for comments via email or google doc comments.

FOR NEXT WEEK:
Students need to make sure they have the Macbeth Graphic novel that was given to them in September because we are going to introduce that next week and start assigning readings/other activities with that text from here on out.

Overview from 10/6 and Assignment due by 10/13

Today we discussed the complicated text that was "Trifles". Once students were able to understand the details that led to confusion, I gave them their assignment for next week:

DUE by 10/13 via digital submission:

Students are to think of ONE thesis statement that covers all three of the texts we have read so far ("Lamb to the Slaughter," "The Story of an Hour," and "Trifles") and write a formal essay explaining how their thesis fits for each text.

Format:
Introduction (introduce the texts and thesis)
Body (at least 3 paragraphs...one per story, but you can do more if needed)
Conclusion...wrap it all up.

This should be submitted before students show up for their test on the morning of 10/13.

Email with questions if needed!

8th Grade Syllabus LINK

Follow the link below for a copy of the digital syllabus:

https://drive.google.com/file/d/1AMGMGk-nbbUB-JfO4ePFclSPwtB_583n/view?usp=sharing

Overview from 9/29 and Assignment due 10/6

Today we discussed "The Story of an Hour" and reviewed the text dependent questions that followed. Students who missed should plan to turn that in at our next meeting (if they didn't already get it to me somehow).

We started to compare the two texts we have read before in terms of what they are trying to say about women (is the function of these texts to celebrate women or paint them negatively?). I told the students to always consider the gender of the author when making claims about the gender of characters..sometimes that is very eye opening or can add a different perspective.

FOR NEXT WEEK:
Students are to read "Trifles," a one act play. Here is the link for students who were not present:
https://drive.google.com/file/d/1r5OFoIPKul5nTXZ20tM7-CjLvmJl7sgD/view?usp=sharing

The students were to read this play this week and focus/annotate what the text is saying about women AND men. The text is painting both to be a certain way. Of course, additional annotations (reactions, questions, etc.) are encouraged. Also: remember that when you underline anything in the text, you should have an explanation in the margin.

I understand that students who were not present do not have a paper copy of the text. Please print it if you are able so you can annotate more easily...however, if you are unable to print, you are welcome to write down your annotations and bring them to class.....however you must find a way to document where in the text you are responding...i.e. paragraph number, page number, writing the line and the reaction, etc.

Please message me with questions. 

Overview from 9/22 and Assignment due 9/29

Today I check student annotations and questions for "Lamb to the Slaughter" before discussing the story and those questions.

HOMEWORK:
Read and annotate "The Story of an Hour" and answer the questions that follow. Students should also come to class with at LEAST ONE discussion question for the story. I told them their discussion question can revolve around literary elements/devices at play or be about character motives, how the work can mirror an aspect of society, etc. Their question should be something that can be debated with evidence by the whole class and not just a right vs. wrong or yes vs. no type of response.

Overview from 9/15 and Assignment due 9/22

Today as a class we looked at the first part of "Lamb to the Slaughter". I had students stop at different parts of the text to think about characterization, predictions, etc., and we had a spirited discussion with excellent inferences students were making. I was trying to explain to them that a lot of what there were saying in discussions would make wonderful/well developed journal entries (whereas some of them have written brief journals in the past). There is no journal due for this story, but in the future we will dive back into that.

For next week, students are to finish reading AND ANNOTATING "Lamb to the Slaughter" and answer all of the questions that follow the story. They are welcome to do this on another piece of paper if needed.

In short: at the start of next week I will be checking annotations and questions. Not having either will be unacceptable and result in a zero for that assignment.

Fall 2018 Overview

This Fall we will focus on controversial women in literature through the following:

1) Short stories
2) Dramas/Plays (one being a Shakespeare play)
3) Scenes from adapted film versions of the works (where appropriate)

Using these texts/clips, students will complete the following:

1) Annotations/interactions with the texts
2) Class discussions
3) Analytical Writing
4) Text-Dependent questions
5) Understanding of how Literary elements construct each work
6) Compare/contrast different adaptations of the same work and discuss the effectiveness of each format.

Feel free to reach out to me with questions at:
fameacademy.literacy@famefund.org

Important information for 7/25 and 7/26

7/25:

ALL Students will be presenting monologues to myself and Mrs. Green this morning between 8:40-11:40am. While they do this, we are grading their content and figuring out which questions we will be putting on the parent scavenger hunt. They will have to find a time to come to us within the time frame.

STUDENTS ARE EXPECTED TO MEMORIZE THEIR MONOLOGUE.

7/26:

In the morning students will be given their place to stand for the exhibit in the library. We will also give them a run down of how Friday will work in terms of getting dressed and what happens before and after the event.

Overview from 7/24 and Assignment due 7/25

Today we worked on our monologues in our Critical Literacy and History classes. The goal is for students to have their monologues finish by the end of study hours tonight (where myself and Mrs. Green will be to help them) so that they can present their monologues tomorrow. Students will be given a note card to write their monologue on when their monologue has been approved. The monologue should be written on the note card to help with tomorrow's presentation and help with memorization.

Below are questions we came up with that students are encouraged to answer in their monologue to help with their content:

If you are doing a book character:

1.       Title of book

2.       The Author

3.       Time period with brief description

4.       How old is your character?

5.       What does your character teach “us” about History?

6.       What are two conflicts your character faces?

7.       What would your character think about today’s society?

8.       What does your character represent in Critical Theories (in list below)?

9.       What does your character represent in Literary Devices (in list below)?

10.   What is one word you would use to describe your character?

Marxist

Critical Race

Feminist
Historicism

Psychoanalytical

Point of View

Characterization (Direct and Indirect/STEAL)

Irony

Mood/Tone

Types of Conflict

Plot triangle/exposition, climax, and resolution

Symbolism

Stages of Grief

Theme

                                                                       Foreshadowing

If you are doing a historical figure:

1.     Name

2.     Birthday and Death Day

3.     Birth Place

4.     Parents

5.     3 Contributions to society

6.     Time period with description

7.     What does your person teach us about history?

8.     What does your person represent historically?

9.     What are 3 things you learned from your historical figure through about their time period?

10.  In a minimum of 3 lines, tie your character into a book we read this summer.

Overview from 7/23 and Assignment due 7/24

For tonight, students should continue working on their monologues to make sure information on the history of the time period is present along with mentioning critical theories and literary devices along with the claims being made.

Today we talked about the rest of the book along with symbolism (when one thing represents another; ex. a heart represents love, a lion represents courage, a cross represents religion, etc.)

Today's discussion also focused on the Formalism Critical Theory we learned about last week.

Overview from 7/20 and Assignment due 7/23

Today we learned our final critical theory, Formalism:

Students are to read and annotate the rest of their final novel. This needs to come with them to boarding week so that I can check their annotations (unless they finished it early and showed me the annotations today). We will also quiz on that book next week.

Please don't forget your costume at boarding week. Also, feel free to send me your monologue this weekend for me to take a look at early.

Overview from 7/19 and Assignment due 7/20

For tomorrow students should read and annotate pages 218-237 keeping in mind that they should finish the entire book before our class at WRA on Monday morning.

Today we talked about how authors use foreshadowing and applied that to our current book.

Overview from 7/18 and Assignment due 7/19

Today students were given the opportunity to begin working on their monologues in class with me in case they had questions or trouble starting.

I recommended that students start a list of things they feel should be included in their monologue before they started writing it.

Things that should really be considered in addition to summarizing the characters journey:

Marxist

Critical Race

Feminist
Historicism

Psychoanalytical

Point of View

Characterization (Direct and Indirect/STEAL)

Irony

Types of Conflict

Plot triangle/exposition, climax, resolution

For tomorrow: Read and annotate pages 189-217.

Overview from 7/17 and Assignment due 7/18

For tomorrow students are to read pages 160-188. Students should also continue to gather their costume and begin work on their monologue.

Today we caught up discussing anything students felt was noteworthy in the entire book so far (up to and including the reading assignment that was due today).

I also presented the monologue requirements to them along with an example:

Overview from 7/16 and Assignment due 7/17

Today we reviewed the Critical Race Theory:

Students also chose the character/figure they wish to be for the Wax Museum at boarding week:
Tasia-JoJo
Morgan-Ms. Grayson
TyLynn-Historical figure (see Mrs. Green)
Amira-Stella
Dre'Onna-Laura
Myka-Berniece
AJ-Malcolm
Trinity-Sophia
Savion-Shorty
Kamili-Ella

Students need to start looking for a costume NOW so that they can bring it with them on the bus to boarding week. 

For tomorrow: Students should continue to read an annotate based off of the posted schedule for the current book.

Books need to be present for points on annotations.

Overview from 7/12 and Assignment due 7/16

Today we took notes on Point of View and applied the point of view questions to our current book. We should also be considering point of view throughout the entirety of this book.

FOR MONDAY students will read and annotate up to page 131 in Stella by Starlight. Students also need to come to class on Monday with their top 3 choices of which characters/historical figures they would like to be for our boarding week wax museum.

Overview from 7/11 and Assignment due 7/12

Students clicked on the following link in class to take their quiz:

https://docs.google.com/forms/d/e/1FAIpQLSe1s8zoEJL0oW6xS5kD-Lcy_5vHDYstR884Yzi93iTqBUgZzA/viewform?usp=sf_link

Quizzes submitted after 7/11 will be scored as a zero.

For tomorrow:
Students will read and annotate pages 1-27 of Stella by Starlight.

Overview from 7/10 and Assignment due 7/11

Today we reviewed THEME and how it is a message of the text rather than just one word (like love or revenge). Has to be a message like "love conquers all" or "revenge is a dish best served cold," etc.

We let theme drive the discussions for our books after we took one final look at what will be on tomorrow's quiz.

Students should be studying for their quiz using the information posted on yesterday's post, but they should also be getting reading to dive into their next book. Their next book's reading schedule was also posted yesterday.

I encourage students to bring their next book to FAME tomorrow in case they have some time to read after their quiz or in study hall.

Overview from 7/9 and Assignment due 7/10

For tomorrow students should have finished reading and annotating pages 72-80 of "The Piano Lesson," but I encourage students to finish the book entirely since there isn't much left. Tomorrow we will be debating who should get the piano and why.

Today I presented the monologue requirements for the wax museum. Students should consider these things (and what they will do for a costume) when choosing the character/figure they wish to portray. We will have students pick their characters by the end of class on Monday, July 16.

We also learned/reviewed the Marxist Critical Theory that will be one Wednesday's quiz:

For the quiz, students need to be prepared for open ended questions on the following:

• Psychoanalytic Criticism 
• Fretyag's Plot Triangle 
• Types of Conflict
• Marxist Criticism

Here is the reading schedule for the next book for students that choose to be proactive:

Overview from 7/6 and Assignment due 7/9

Today we reviewed Freytag's Plot Triangle:

Conflict is not generally in the center of the triangle, but established that a plot wouldn't move on without some type of conflict. We also went over the types of conflict this week that tie in to the Psychoanalytic Criticism.

We also looked back at the quote from the beginning of the book to decide if our outlook on the quote has changed with the changing events. 

We also analyzed a few paintings that had to do with Slavery and music.

Students are to continue reading and annotating based off of the reading schedule for Monday.

Overview from 7/5 and Assignment due 7/6

Today we reviewed the Psychoanalytic criticism and started to apply it to the book. Students can look for how dreams, desires, and defenses motive the characters in their current book.

Students can follow the reading schedule for what is due tomorrow for reading and annotations from their current book.

Students also started to look at more elements of plot today (Freytag's Plot Triangle), and we will be looking more at that tomorrow along with the types of conflict. These things tie into the Psychoanalytic Criticism.

Overview from 7/3 and Assignment due 7/5

Today we looked at a conflict review and discussed the conflict in the story:

FOR THURSDAY: Students are to continue reading and annotating based off of the reading schedule for our current book.

Overview from 7/2 and Assignment due 7/3

Today we spent the period talking about the exposition of our current text, making connections, and discussing any questions students may have. This is our most complex text this summer.

Students are to continue reading and annotating the next reading assignment that was posted on last week's blog.

We will be reviewing an new literary device tomorrow and applying it to the overall text we have already read.

Overview from 6/29 and Assignment due 7/2

Today students took the quiz found at the following link:

https://docs.google.com/forms/d/e/1FAIpQLSfd16z9YZRrI5W7qZv2dtuJg8pmQ4B8O50g4UIpzoEOAQ7ELQ/viewform?usp=sf_link

For Monday, students are to read and annotate the first section of their new book. The reading schedule can be found on yesterday's blog post.

Overview from 6/28 and Assignment due 6/29

Students had today as the final class period to work on their newspaper with me present. These are due tomorrow, and since students are already finished with their book, the only homework they have tonight is to finish the newspaper. The newspaper can be submitted tonight OR at the start of class tomorrow.

Additionally, students have their first quiz tomorrow that they have been reminded daily to look over their notes for.

Students also received their 2nd book today. The reading schedule is below:

Overview from 6/27 and Assignment due 6/28

Students continued to work on their newspapers. I gave them this link to templates they could use in Google Docs (click here). If a student doesn't have a Google account, a person in their group that has one can use theirs to copy and paste another students work into it.

Students are to finish reading and annotating their first book before class tomorrow.

Student are also to continue reviewing their notes for our quiz on Friday (the things they should review can be seen on the blog post from this Monday).

Overview from 6/26 and Assignment due 6/27

The class project of our book's newspaper was presented this morning using the slides below:

Students reviewed the objective voice (speaking/writing without personal voice and opinions), and they are to use that for all articles except the Letter to the Editor.

The newspaper will ultimately be a digital submission using Google templates. We will be looking at those tomorrow.

Students will continue to read and annotate 264-303 for tomorrow.

Please reach out to me with questions. The newspaper will be worked on in class, but is due THIS FRIDAY. If students are not progressing in class, it will require them to work on it outside of class. 

Overview from 6/25 and Assignment due 6/26

Today we reviewed all of the things we have taken notes on so far this summer. These things will be tested on, and students were encouraged to make sure they are looking for these things in their current book and asking questions for clarification if needed. Those things are as follows:
*Irony (3 types)
*Critical Theories (Historicism and Feminist)
*Indirect Characterization (STEAL)

In addition to the items above, we also added the Feminist Critical Theory today. The notes from that are below. All of the things mentioned in the blog post are fair game for our quiz on Friday.

For tomorrow students are to read and annotate pages 227-263.

If students miss a class, they have to complete the assignment that can be found at this link here.

Overview from 6/22 and Assignment due 6/25

Today students got into small groups to discuss the reading assignment while I checked their annotations. Then each small group did a share out of what they discussed. We then tried to tie up ends of different things we discussed this week from Irony at the start of the week through the Historicism lens.

Students' reading assignments can be found on the picture of the reading assignment below on this blog. Students are still expected to read and annotate each day this weekend (or on one day this weekend if need--as long as they still get it all done.)

Overview from 6/21 and Assignment due 6/22

Today students reviewed the first of 6 critical theories we are studying this summer. We sometimes refer to them as critical lenses. The notes from questions we ask through our first lens (Historicism) are below. We talked about the book using those questions as a guide. For tomorrow students are to read pages 100-131.

Overview from 6/20 and Assignment due 6/21

Today we talked about indirect characterization to start to see how Malcolm will grow and change throughout the story.

We use the acronym STEAL to help remember what we look for in indirect characterization:
Speech
Thoughts
Effect on others
Actions
Looks

We also read a poem by Marcus Garvey to see the inspiration Malcolm's family allowed to fuel them. Students asked me to share the poem here:

FOR TOMORROW:
Read pages 63-99

Overview from 6/19 and Assignment due 6/20

Today we reviewed the types of Irony we have studied in the past. I had students tell me about the types and how they defined them before I even put them on the board. While I was checking annotations, students were to try to think of examples of each type from our current book, and if they couldn't find an example from the book for a type, they could come up with their own example from their life.

Here are the 3 types:

We discussed how Malcolm's upbringing is very similar to the mission of FAME, and I let the students bring up what they wanted to talk about for discussion.

For tomorrow they are to read pages 32-62.

Overview from 6/18 and Assignment due 6/19

Today students got an overview of what we would be working on this summer with the opportunity to ask questions.

Students will read and annotate outside of class each day to be prepared for class assignments and discussions.

Here are annotations guidelines and the reading schedule for our first book:

For tomorrow students need to read and annotate pages 1-31 before class. Annotations will be checked at the start of class before we begin our assignments and discussions. 

If students miss a class, they will complete the assignment here (click here).

Feel free to email me at fameacademy.literacy@famefund.org with any questions