<Your Name Here>

Nicole G. Stewart

English classes: Junior CP, Junior Honors, and Honors Humanities

Theater classes: Acting and Advanced Acting and Directing (Terms I and III)

Classwork is listed below. Be patient because I have many classes and a lot of material. You may have to scroll down (waaaay down).

If you have questions, please email me.

LATE WORK POLICY:

Assignments are due when collected in class. If you do not hand in an assignment at that time, it will be considered late and 20% of the grade will be deducted. You then have until the beginning of next class to hand in that assignment for credit (minus the 20%). If you do not hand the assignment in at the beginning of the next class, you will receive a “zero.”

ABSENTEE POLICY:

If you miss a day of class, it is your responsibility to determine what in-class work and assignment work you may have missed. You will be expected to have your assignment for the next class and to take any quizzes/tests/exams that will be administered the class after your absence unless you reach me with extenuating circumstances

the day before the quiz/test/exam.

MAKE-UP TEST AND QUIZ POLICY:

If you have been absent and have missed a test or quiz, see me to schedule a date and time for you to make it up within a reasonable period of time. If you fail to appear for the make-up test or quiz, you will receive a “0” for that grade.

Template for MLA citation for an electronic source:

Author’s last name, First name. “Title of Article.” Title of Site. Date of publication. Network. Date of access <url>.

ENCYCLOPEDIA ARTICLE, SIGNED

Epps, Helen H.. "Textiles." World Book Encyclopedia. 2003 ed.

ENCYCLOPEDIA ARTICLE or DICTIONARY ENTRY, UNSIGNED

"Onomatopoeia." Merriam-Webster's Collegiate Dictionary. 11th ed. 2003.

Ø Here’s the link to the on-line writing center I told you about. This takes you to the search page, so you’ll have to figure with what category you want assistance (introducing quotations, paraphrasing, literary analysis - - they have A LOT).

http://owl.english.purdue.edu/

Click here to view a sample MLA research essay:

http://www.dianahacker.com/pdfs/Hacker-Daly-MLA.pdf

Click here to view SAT essay prompts: http://www.collegeboard.com/student/testing/sat/after/essay_prompts.html

There is a way to conduct easy, reliable, academic searches:

¨ Go to www.mpshome.com and click on the netTreker icon (you can also logon by going to http://school.nettrekker.com)

¨ Username: 10250mpsstudent

¨ Password: laker

* Check out a couple of the websites created by 2005-06 Honors Humanities groups that detail classical architecture:

www.geocities.com/ellejf111/photopage

http://www.geocities.com/bvgdpc2006/bvgdpc.html?1137905648360

Article regarding the role of suicide in Greek tragedies (ancillary reading): http://ccat.sas.upenn.edu^/bmcr/1995/95.10.13.html

Website with a guide to Roman architecture (ancillary reading): http://harpy.uccs.edu/roman/html/romarch.html

Junior CP English

Link to sample PSAT questions: http://www.collegeboard.com/student/testing/psat/about/ontest.html

Junior CP English

Please remember:  If you are absent, it is your responsibility to make up work and to make an appointment with me to make up any quizzes.

If you fail to make up work within one class of the class missed, the grade will be entered as “0.”  If you fail to make up a quiz within a reasonable period of time (one week), the grade will be entered as “0.”

http://owl.english.purdue.edu/

Click here to view a sample MLA research essay:

http://www.dianahacker.com/pdfs/Hacker-Daly-MLA.pdf

Wednesday, November 26 (early dismissal)

The students will have the chance to ask questions about the formal outline.

15 minutes: The students will pronounce, identify the parts of speech, define, and give examples of use for the Chapter 21 vocabulary words (174-76)

10 minutes: The students will read and discuss the “Before You Read” (257) features and the biography for Christopher Marlowe (258). (pastoral note)

5 minutes: The students will silently read “The Passionate Shepherd to His Love” (259). The students will have the chance to ask questions. We’ll read it out loud.

5 minutes: The students will read and discuss the Sir Walter Raleigh biography (260).

5 minutes: The students will follow the same reading strategy as before with “The Nymph’s Reply to the Shepherd” (261).

Complete Activities C, D, and E (176-79; 45 pts.) for WEDNESDAY, 12/3.

Friday, 12/5: Formal outline is due (45 pts. – no late work will be accepted for credit)

Hand it in early for bonus pts:

Tuesday: 4 bonus pts.

Wednesday: 3 bonus pts.

Thursday: 2 bonus pts.

Wednesday, December 3

The students will have the chance to ask questions about the formal outlines.

20 minutes: The students will review the Chapter 21 vocabulary activities (176-79; 45 pts.).

40 minutes: The students will take notes on their guide sheet about Aristotle and the theory of tragedy as they identify, among other things, the characteristics of the tragic hero.

5 minutes: Distribute the Macbeth booklets. The students will read and discuss “Crime and Consequence” (4) and “Tragedy” (4).

5 minutes: The students will read and discuss I.i (6).

20 minutes: This will lead us into a discussion (and notes) regarding the themes, motifs, and other symbols in Macbeth.

Next class: Formal outline is due (45 pts. – no late work will be accepted for credit)

Chapter 21 vocabulary test (30 pts.)

Hand it in early for bonus pts:

Thursday: 2 bonus pts.

Friday, December 5

Collect the formal outlines (45 pts. – no late work will be accepted for credit).

25 minutes: The students will demonstrate their understanding of the Chapter 21 vocabulary words by responding to a test (30 pts.).

20 minutes: Review the elements of the tragic hero. This will lead us into a discussion (and notes) regarding the themes, motifs, and other symbols in Macbeth.

15 minutes: The students will read, discuss, and take notes on I.ii (6-8).

20 minutes: The students will read, discuss, and take notes on I.iii (9-14).

5 minutes: The students will read, discuss, and take notes on I.iv (14-15).

10 minutes: The students will read, discuss, and take notes on I.v (16-18).

10 minutes: The students will read, discuss, and take notes on I.vi (18-19).

10 minutes: The students will read, discuss, and take notes on I.vii (19-21).

Be prepared for the assessment regarding Act I of Macbeth on THURSDAY, 12/11.

Tuesday, December 9 (p.m. assembly schedule – 50 minutes or so)

20 minutes: The students will identify the revisions that need to be made regarding the formal outlines.

30 minutes: Ms. Greenhill conducts the Queen Elizabeth/Sir Walter Raleigh lesson.

The students will read and discuss “When I Was Fair and Young” (173).

In their journals under the heading “Elizabeth I,” the students will compose responses to 1-3 (174; purple book). Review and discuss.

The students will read the biography for Sir Walter Raleigh (174-75; purple book). The students will read and discuss “To Queen Elizabeth” (175).

If marked on your outline, you need to make revisions and resubmit the original outline, along with the revised one, by THURSDAY to receive up to 42/45.

Thursday, December 11 (early dismissal)

Collect revised essays.

25 minutes: The students will identify the structure of the thesis-driven essay (notes and examples).

35 minutes: The students will demonstrate their comprehension of Act I of Macbeth by composing responses to a formal assessment (22 Short answer: a-e,2,3,4,5,6,8; Paragraph: 1, 7 – 32 pts.).

Complete the Act I assessment for our next class – no late work will be accepted for credit (32 pts.).

20 minutes: The students will take notes, discuss examples, and identify the role of prose, rhyme, and blank verse in Shakespeare’s plays.

10 minutes: The students will read and discuss “Give Us This Day Our Daily Bread” (269-70).

5 minutes: The students will read and discuss page 275 of “Shakespeare’s Sonnets.”

15 minutes: The students will take notes on the Elizabethan and Petrarchan sonnets. The students will review by reading “The Sonnet in the Renaissance” (276) and Petrarch’s “Sonnet 42” (276).

10 minutes: The students will review by reading “The Shakespearean Sonnet Form” (276-77) and Shakespeare’s “Sonnet 18” (277).

10 minutes: The students will read and discuss the “Before You Read” (278) features.

20 minutes: The students will read “Sonnet 130” (284) silently, ask questions, and then we’ll read it aloud. In whole group, we’ll analyze the sonnet. Then, in their journals under the heading “Sonnet 130,” the students will write a reply (as if they were the subject) to the sonnet. Review.

(archive: 11/19)

Junior Honors English

A4 and B4

Link to sample PSAT questions: http://www.collegeboard.com/student/testing/psat/about/ontest.html

Junior Honors English

Please remember:  If you are absent, it is your responsibility to make up work and to make an appointment with me to make up any quizzes.

If you fail to make up work within one class of the class missed, the grade will be entered as “0.”  If you fail to make up a quiz within a reasonable period of time (one week), the grade will be entered as “0.”  If you fail to show up for a scheduled make-up quiz/exam, the grade will be entered as “0.”

Monday, November 24 (A4), and Tuesday, November 25 (B4- liturgy schedule)

50 minutes: The students will conclude their presentations of the Renaissance expository reading from last class (10 pts.).

(NOT B4) 40 minutes: The students will take notes on the “Guide Sheet to the Renaissance and the Theory of Tragedy According to Aristotle” as I lecture.

12/3 (A4) and 12/4 (B4): Final draft packet (binder) is due.

By 11/26: I need $4 from you for the Macbeth Redux performance.

Wednesday, November 26 (early dismissal- A4)

50 minutes: The students will take notes on the guide sheet dealing with Aristotle and the theory of tragedy.

12/3 (A4) and 12/4 (B4): Final draft packet (binder) is due.

By 11/26: I need $4 from you for the Macbeth Redux performance.

Tuesday, December 2 (B4)

50 minutes: The students will take notes on the guide sheet dealing with Aristotle and the theory of tragedy.

40 minutes (B4 only): In their journals under the heading “SAT essay,” the students will compose a thesis-driven essay in response to an SAT prompt.

12/3 (A4) and 12/4 (B4): Final draft packet (binder) is due.

By 11/26: I need $6 from you for the Macbeth Redux performance.

Wednesday, December 3 (A4), and Thursday, December 4 (B4)

Collect the final draft packets.

25 minutes: The students will review the elements of tragic drama. The students will recognize and take notes on the guide sheet regarding the characteristics of the tragic hero (8-10; 15-17).

5 minutes: Distribute the Macbeth booklets. The students will read and discuss “Crime and Consequence” (4) and “Tragedy” (4).

5 minutes: The students will read and discuss I.i (6).

20 minutes: This will lead us into a discussion (and notes) regarding the themes, motifs, and other symbols in Macbeth.

15 minutes: The students will read, discuss, and take notes on I.ii (6-8).

20 minutes: The students will take notes, discuss examples, and identify the role of prose, rhyme, and blank verse in Shakespeare’s plays.

Friday, December 5 (A4)

Production of Macbeth Redux

Monday, December 8 (B4- a.m. assembly), and Tuesday, December 9 (A4)

15 minutes: The students will review the characteristics of Aristotelian tragedy. The students will complete the “Guide Sheet to …Aristotle and the Roots of Tragedy.”

20 minutes: The students will read, discuss, and take notes on I.iii (9-14).

10 minutes: The students will read, discuss, and take notes on I.iv (14-15).

10 minutes: The students will read, discuss, and take notes on I.v (16-18).

5 minutes: The students will read, discuss, and take notes on I.vi (18-19).

15 minutes: The students will read, discuss, and take notes on I.vii (19-21).

15 minutes: On paper to be handed in, the students will compose one, unified paragraph in response to #5 (22; 5 pts.): How does Banquo’s reaction to the witches differ from Macbeth’s? What do you think Macbeth’s reaction suggests about his character? Review and discuss.

Next class: Be prepared for the Act I assessment (32 pts.).

Wednesday, December 10 (B4 - full day), and Thursday, December 11 (A4 – early dismissal)

50 minutes: The students will demonstrate their comprehension of Act I of Macbeth by composing responses to a formal assessment (22 Short answer: a-e,2,3,4,5,6,8; Paragraph: 1, 7 – 32 pts.).

40 minutes (B4 only) : The students will watch the first two acts of Hamlet and recognize the similarities in Shakespearean tragic drama structure.

Complete the assessment, if necessary. A4: Bring the completed assessment to our next class.

Monday, December 15 (B4), and Tuesday, December 16 (A4)

Wednesday, December 17 (B4), and Thursday, December 18 (A4

Friday, December 19 (B4 – p.m. assembly)

50 minutes:

Honors Humanities

B2 and B3 (2^nd lunch)

Honors Humanities

Please remember:  If you are absent, it is your responsibility to make up work and to make an appointment with me to make up any quizzes.

If you fail to make up work within one class of the class missed, the grade will be entered as “0.”  If you fail to make up a quiz within a reasonable period of time (one week), the grade will be entered as “0.”

CAP OPPORTUNITIES:

Link to the Guelcher Film Series (Mercyhurst College) schedule: http://pac.mercyhurst.edu/events.php?type=film

Ø Read the Showcase supplement to the Thursday edition of the Erie Times-News to locate information on theater and art openings and musical performances. Or, try www.goerie.com .

http://owl.english.purdue.edu/

Ø Basics you need to know before you’re able to write about film:

http://web.cocc.edu/humanities/hir/film/filmbasics.htm

Here is a scene between Hamlet and Rosencrantz and Guildenstern performed by CATS.  It’s crazy! http://www.youtube.com/watch?v=DbK1eCt97ag

Here are the websites created by your classmates for the Classical architecture project:

http://www.freewebs.com/pillarpeople/

http://www.freewebs.com/goodgodcolumns/

http://www.freewebs.com/danielle1125/index.htm

Tuesday, November 25 (liturgy schedule)

10 minutes: The students will review their study questions from Scene II-Ode III of Oedipus Rex.

5 minutes: The students will read and discuss “The Role of Music and Dance in the Performance of Tragedy” (108-10).

10 minutes: The students will read, discuss, and take notes on Scene IV (129-30).

10 minutes: The students will read, discuss, and take notes on Ode IV (130).

15 minutes: The students will read, discuss, and take notes on the exodus of the play (130-34).

40 minutes: The students will compose responses to the final study questions for the play.

I need your $4 for the Macbeth Redux performance before you leave on Wednesday.

Get your permission slip signed by your A4 teacher.

Tuesday, December 2

15 minutes: The students will review (and take notes as necessary) the study questions for Scene IV-Exodus.

25 minutes: The students will count off in twos, creating a group of 9-12 people. Each group will represent the chorus in Oedipus Rex. Each group will be assigned a choral ode. The groups will be responsible for arranging and presenting said choral ode, complete with vocal assignments and movement (10 pts.).
20 minutes: The students will count off in fives. Each of the five groups will be assigned one of the following characteristics of the Aristotelian tragic hero: arête, hubris, ate, nemesis, anagnorisis. For their assigned characteristic, the groups will (on a single sheet of paper): 1) Define the term, 2) Collect and cite at least three quotations that illustrate the occurrence of said characteristic, and 3) Present their work to the entire group, who will take notes.

30 minutes: In pairs or trios, the students will complete the #9 from page 134 (5 pts.).

Bring the complete Oedipus Rex assessment to our next class.

Get your permission slip for Macbeth/Redux signed by your A4 teacher.
BRING ALL OF YOUR GREECE MATERIALS TO REVIEW FOR THE MASSIVE EXAM, which will be administered Wednesday, December 10.

Thursday, December 4

15 minutes: The students will review (and take notes, if necessary) the Oedipus Rex assessment from last class.

50 minutes: The students will review for the Classical Greece exam.

25 minutes: The students will begin reading and completing the “Guide Sheet to Classical Greece: Philosophy and Ethical Thought (151-55).

Bring the completed guide sheet to our next class (10 pts. completion grade).

Begin to prepare for the Classical Greece exam – Wednesday, 12/10.

Monday, December 8 (liturgy schedule)

15 minutes: The students will review the “Guide Sheet to Classical Greece: Philosophy and Ethical Thought” through #11, taking additional notes, if necessary.

15 minutes: The students will take notes as I introduce Socrates. The students will examine images depicting Socrates’ death (via powerpoint).

30 minutes: The students will read, discuss, and analyze Plato’s “The Death of Socrates” from Phaedo (159-61). As they do so, they will take notes on how to answer questions 1 and 2 under “Comments and Questions” (161).

Next class: CLASSICAL GREECE EXAM

Wednesday, December 10

The students will demonstrate their knowledge of Classical Greece history, theater, mythology, and literature by responding to an exam (145 pts.).

Monday, December 15

15 minutes: The students will review the “Guide Sheet to Classical Greece: Philosophy and Ethical Thought” from 11-17, taking additional notes, if necessary.

15 minutes: The students will take notes on Plato and Republic as I lecture. The students will also read the introduction to Republic (156).

Wednesday, December 17 (senior liturgy)

Friday, December 19 (assembly schedule)

Basic Acting

Room 98 and the stage

Link to monologues from movies and television: http://www.whysanity.net/monos/others.html

Monologues for teens:

http://www.ispgroupinc.com/monologues/monologues_for_kids_and_teens.htm