BLACK & ORANGE DAYS

ENGLISH 12:
- Written response: (1 page) Who was I? Who am I? Who will I be?
- Assignment FOR MONDAY: Write the best essay you've ever written. (2 pages, on topic of choice)

CP:
- Finished CoMC film
- Assigned unit project and given class time for research
- FOR NEXT CLASS: Be prepared to present your Monte Cristo philosophy project with a visual component (slideshow, PowerPoint, poster, art project, etc.)

HONORS:
- Finished Hamlet film
- Assigned unit project and given class time for research
- FOR NEXT CLASS: Be prepared to present your Hamlet diagnosis project; 1-page written reports will be collected and graded

BLACK DAY

ENGLISH 12:
- Begin Identity unit
- Read graduation speech from the Washington Post
- Written response in class on Wednesday

HONORS:
- Read through Act 4 in class
- Collected written response (letter to another character)

CP:
- Review to chapter 38
- Finish film

BLACK DAY

ENGLISH 12:
- Boy v. girl question activity
- Received guidelines for Mid-Term project
- Homework: work on mid-term project (will have time on Tuesday in class)

HONORS:
- Review of Act 3 on film
- Introduction to the structure of the mid-term exam
- Received study guide
- Homework: continue completing study guide

CP:

- Introduction to the structure of the mid-term exam

- Received study guide

- Homework: continue completing study guide

ORANGE DAY

CP:
- Character chart
- I AM poems
- Review of ch. 35
- For FRIDAY: Read to ch. 38

HONORS:
- Discussion of morality and revenge/justice
- Review of Act 3, Scene 3 (Claudius praying)
- Watched film of Act 3
- For FRIDAY: read 4.1-4.5, be prepared to discuss the film

BLACK DAY

ENGLISH 12:
- Written response to gender article:
1. What does it mean to be a boy or girl? What does it mean to be "masculine" or "feminine"?
2. Where and how do we "learn" gender?
3. Respond to the article. What would you do if you were Alex's parent?

HONORS:
- Review Act 3
- Discussion of morality, revenge, justice
- "Wrong" acts: circumstance, motive, and object
- In-class written response: Does Hamlet's pursuit of revenge for the sake of justice ever become immoral?
- Watch the rest of Act 3 on film
- Assignment: read 4.1 - 4.5

CP:
- Writing "I Am" poems and filling out character chart
- Review of ch. 35, the dinner at the Count's house at Auteuil
- Assignment: begin to plan groups and write the script for the reenactment of ch.35

ORANGE DAY

CP:

- Catch-up time for missed work
- Reviewed quote maps
- Reading comprehension quiz
- Review of ch. 24-30
- For WEDNESDAY: read ch. 30-35

HONORS:
- Review "to be or not to be" soliloquy written responses
- Reading comprehension quiz
- Discussion of Hamlet and Ophelia's relationship
- Class debate: Hamlet's sanity v. insanity
- For WEDNESDAY: finish reading Act 3

BLACK DAY

ENGLISH 12:
- Continued reading NYT article

HONORS:
- Reviewed written responses
- Took Reading Comprehension quiz for Act 3, Scene 2
- Discussed Hamlet's relationship with Ophelia
- Had a class debate about Hamlet's sanity/insanity
- For TUESDAY: Read all of Act 3

CP:
- Reviewed quote maps
- Took Reading Comprehension quiz for ch. 28-34
- Discussed Valentine/Maximillian, Haydée's secret of her past, the potion/elixir
- Made a character map
- For TUESDAY: Read ch. 34-37 (begin to draft a character map)

ORANGE DAY

CP:
- Discussion about Providence, justice
- Discussed Christian symbolism in the Count of Monte Cristo
- Lecture on the dangers/risks when humans take on the responsibility/agency of Providence
- Read ch. 24 - 30 for Monday
- Fill out the "quote map" worksheet, using a quote that pertains to the concept of justice or Dantès acting as an agent of divine Providence

HONORS:
- Explication and analysis of the "to be or not to be" speech in Hamlet
- Watched two film adaptations and completed an in-class written response
- Read Act 3, Scene 2 for Monday

BLACK DAY

ENGLISH 12:
- Started the "friendly competition between the equal-but-different sexes"
- Began reading NYTimes article about gender variation
- Be prepared to finish reading the article IN CLASS on Friday

HONORS:
- Reviewed "to be or not to be" soliloquy
- Watched and compared two film adaptations
- On-demand, in-class written response
- Read Act 3, Scene 2 for Friday!

CP:
- Discussion of Providence, justice, etc.
- Christian symbolism in Monte Cristo
- Make a "significant quote" graphic organizer (due for class FRIDAY)
- Read ch. 30 - 34 for Friday

ORANGE DAY

CP:
- Discussion of perspective and Plato's Allegory of the Cave
- Compare Dantes' perspective pre- and post-imprisonment
- In-class writing assignment
- Read to ch.30

HONORS:
- Review of soliloquies, how vocalization affects interpretation
- In-class writing response
- Read Act 3, Scene 1

BLACK DAY

ENGLISH 12:
- Review four temperaments
- Take online temperament "test"
- Read and discuss Hemingway's "Hills Like White Elephants"

HONORS:
- Discussion of the dangers of thinking, the effects of perception on reality
- Review of soliloquies, their purpose, actors' vocalization and its effects on interpretation
- Read Act 3, Scene 1

CP:
- Discussion of perspective/understandings of reality
- Plato's Allegory of the Cave
- Compare/contrast Dantes' perspectives pre- and post-imprisonment, and the factors that affect it
- Written response: How does Dantes' perspective of reality affect his behavior? Does he see reality clearly now (as the unleashed prisoner in Plato's cave) or is he merely seeing shadows of reality?
- Read Ch. 25-30

ORANGE DAY

COLLEGE PREP
1. Monte Cristo
-all same as black day plan from yesterday
2. Vocab
-review words for test on TUESDAY by google-image searching them for connections....

HONORS ENGLISH
1. Hamlet
-collect and go over Dramatic Situation web sheets you created...
-explain how we will use these coming up in Acts 3 and 4 of the play
-fill in info on quotes you DIDNT map out....
-'read' Act 2 of the film....take good notes
-be prepared to start Act 3 on Tuesday with Ms. Conroy....

BLACK DAY

ENGLISH 12
1. View Stephen King film of "The Ledge" and "Quitter's Inc" stories..
2. For next time, write at least a page on how the stories share a certain type of conflict--do they have anything in common??

HONORS
1. Same as Orange Day class, but...........
-View most of Act 2 of the film (take good notes!)
-read the entire ending soliloquy of Act 2 (starts with "so now I am alone...oh what a rogue and peasant slave am I....)
-Write a 'reaction' to this soliloquy--you should try to explain what Hamlet is feeling in this speech...and you should focus in on a couple of specific, concrete lines from the soliloquy that are meaningful....see me if you have any questions before Monday!

COLLEGE PREP
1. Monte Cristo
-study and guide and discussion on chapters 18-21....fill in correct answers if you dont have them!
-Open book and note in class essay about explaining a prominent literary device in the novel thus far...I collected these at the end of class
-the reading is to complete chapters 22, 23, and 24 for Monday! Please do the reading!

ORANGE DAY

COLLEGE PREP
1. New vocab words for test to be given next week by Ms Conroy....you should begin studying these now!
2. Monte Cristo
-finish power point discussion
-notes on alias/disguises....suicide undertones....Caderousse...etc etc
-no new reading assignment....but you should be SURE to be through chapter 21 for next class!!!!

HONORS
1. Hamlet
-review reading you did over break
-read/discuss most of soliloquy that ends Act 2
-discuss "players" and how 'psychological association' is a big part of what's to come...
-teach 'dramatic situation' webs
-for next time, your job is to create TWO dramatic situation webs: One of them should be from the list on the worksheet I passed out....the second one can be your free choice from the soliloquy that ends Act 2 (this means you should read the rest of it.....it is the final soliloquy/line of Act 2...it begins with Hamlet saying "So now I am alone...O what a rogue and peasant slave...."
*NOTE-if you cant find where some of the lines are on the sheet I gave you, come ask!!!