Syllabus for Week 8, February 25

THIS WEEK WE ARE MOVING PAST ACT TWO, INTO ACT THREE. Now that Romeo and Juliet are married, why WON’T they live happily ever after? What gets in the way of their happiness? Much is said in the play about the potential roadblocks: fate (either God, or some unknown force, is working against them; family (their parents hatred for the other family prevents their happy relationship); hatred (human beings are programmed for violence, and peace, love and happiness is not our natural state). What do YOU think? What prevents Romeo and Juliet from living a long, happy life?

TUESDAY, February 25

• Silent reading.

• Love connection handout.

• Hatfield’s and McCoy’s handout and reading.

• Read Act 3, Scene 1 with audiobook.

WEDNESDAY, February 26

• 20 minutes of silent, independent reading.

• Once done, create your slide for the independent reading speech.

  • Open a copy of the blank google slide here.

  • Make sure you save the new copy with your last name and part of the book’s title.

  • Share the slide with us: eastonp@nths; devdars@nths.net; craigl@nths.net

  • Delete the title and sample slides, leaving only the blank template. Begin making changes to your slide, adding the cover, title and author, publication date and length.

  • You can base your no-spoilers summary on reviews from New Trier Library’s NovelList+ database, found here. That is also a great source of genre information, audience information. (Full access free for NT students while connected to network.)

Syllabus for Week 7, February 18

WHEN READING LINES IN SHAKESPEARE, practice “projection,” aka speaking loudly to the point furthest away from you. This is NOT shouting. Rather, it’s a technique whereby professional performers merely “turn it up” so that everyone can hear them, even when whispering on stage.

Watch II.ii performed at the Globe Theater above.

WEDNESDAY, February 19

• Collect storyboards on act two.

• Silent reading.

• We will watch the Globe Theater’s performance of the balcony scene, 2.ii

• Practicing the same scene, switching roles in that scene with a performance-partner.

• HW: Re-read 2.2, circling vocabulary words that confuse you. In class on Friday, you will write the MOST problematic words for you on the white-board.

• Bring TWO copies of your Jay essay as well as your copy of Patron Saints of Nothing. Mr. Easton will be conducting writing conferences during class.

FRIDAY, February 21

• Mr. Easton will work with students individually, looking at the PSON essay in the hallway during class today.

• Write Shakespearean words on the board from Act 2, Scene 2.

• Silent reading 20 minutes.

• Vocabulary activity.

• If not done, we will practice projection with Act 2, Scene 2, in hallway, the balcony scene.

• The “Love Connection” handout, examining the play so far and the theme of love.

• We will end class, the last 10 minutes, reading act three and starting storyboards.

• HW: Reading act three, and completing storyboards for the act. Remember to add headings for the scenes, dialogue with the image, and a detailed written description below!

Baz Lehrman's 1997 film "Romeo + Juliet"

Here’s a link to the film. NOTE: you may have to download and play the film from your computer. If you do so, please delete the file when done viewing.

Syllabus for Week 6, February 10

SHAKESPEARE SCHOLARS WILL OFFICIALLY BEGIN to practice their reading and performance of the play The Tragedy of Romeo and Juliet this week, beginning with the “preface,” a poem spoken by the Chorus that summaraizes the entire play. Also this week, we will finish watching the 1997 film Romeo + Juliet and begin character studies of key roles (Romeo and his parents, Juliet and hers, Mercutio, Tybalt, Benvolio, and the Nurse)

TUESDAY, February 11

• Post-it question: Questions you have about act one?

• Independent reading for 20 minutes.

• Finish the film version of the play.

• Finish/collect storyboards via Canvas and project examples of student interpretations of Act 1.

• HW: Review Act 1, the graphic novel version to help you better understand the play. Pay special attention to the fifth scene! How does the artist show what Romeo and Juliet are doing during the delivery of their lines?

• Look up and write down definitions for vocab words in prologue on page seven.

• Students will sign up for writing conferences with Mr. Easton in class on Thursday.

THURSDAY, February 13

• Reading and practicing vocal techniques: the prologue. Practicing “flow”—making the prologue sound like a professional actor is reading.

• Sharing out with Ms. D the vocabulary from the prologue—we will have one language expert looking up words as needed.

• Questions on the prologue, once we have a better understanding of vocabulary!

• After break, Character study. In partners, open this PDF and show a character to your partner. Have them tell you a) what notes they have from the film; b) what ever else they know about that character. Cover all the characters on your film notes! Go in any order. Add to your own notes as you discuss the characters.

• Time permitting, we will have silent reading.

• HW: Read Act 2 of the play (p. 65-111—that’s 23 pages over 5 days!). Pay careful attention to the summary at the start of each scene. You will complete a storyboard for this act.

Graphic Screenplay of R&J (Copy)

Do you like comical books? If so, here’s a link to a modern, yet a verbatim match to the Elizabethan play by Shakespeare.

Audio files for Romeo & Juliet

Click on the image above to access the acts one through five audio files.

Also…looking for an e-copy of he play? Here’s a link to the Folger Library website. The whole play is here, and searchable.

Syllabus for Week 5, February 3

THE OBJECTIVES FOR THIS WEEK ARE to acquire background knowledge for reading Romeo and Juliet and to understand the culture and beliefs of the Elizabethan Age people when Shakespeare wrote it. Additionally, watching the film will prepare you to learn about the characters, get used to the Shakespearian language, and, most importantly, enjoy the beauty of the performance.

TUESDAY, February 4

• Independent reading for 20 minutes.

• Rewatching three clips from Leonore Will Not Die, and Great Books discussion

• Quiz on pages 267-301

• Finishing by returning the novel / reviewing notes in google spreadsheet on Jay.

• HW: Finish reading the novel for class tomorrow.

WEDNESDAY, February 5

• Anchor day (40 minute class)

• Ms. D will introduce herself.

• 10 minutes of independent reading.

• Overview of essay on Jay, PSON.

• HW: read Ms. D’s handout on Shakespeare, Elizabethan period, and Romeo & Juliet.

FRIDAY, February 7

Daines and DiCaprio as Juliet and Romeo

• Independent reading.

• Easton—Overview of play.

• Devdariani—Into storyboards

• Watching the film, Romeo + Juliet.

• Focus on characters, taking notes on the Montague side AND the Capulet.

• Last 10 minutes of class, return to story-board project. What will my 3 images/storyboards be?
  HW: Read carefully Act 1, Scene 5, pages 51-61.

• Finish your 3 storyboards.

• Make sure the BRAINSTORMING worksheet for PSON is done by Tuesday.

Syllabus for Week 4, January 27

THE OBJECTIVE READING QUIZES ARE DESIGNED to give you quick feedback on your reading and annotation. Several scholars are missing an opportunity to improve their reading and annotating, based upon that feedback. These low-stakes, comprehension based quizzes should tell you how well you are or or not reading. We are going to finish the novel Patron Saints of Nothing this week, and begin our transition into Shakespeare’s Romeo & Juliet, one of the greatest, tragic love stories of all time. But your ability to read, think, and write out that thinking is key to your enjoyment of Shakespeare. This will be a chance for you to step-up to a challenge!

TUESDAY, January 28

• Shortened day due to late start.

• Review of the syllabus.

• Scholars have two assignments that require completion. We will spend 15 minutes on these.

• Returning to PSON. Everyone should have read, through and including page 287. We will end class today with 20 minutes of SSR so that anyone who is behind can get caught up. n Paper.”

• HW: Read up through and including, “All the Darkness in the World,” ending on page 301. This needs to be done by class on FRIDAY.

• Friday’s quiz will cover pages 267-301.

WEDNESDAY, January 29

• Anchor day.

• Starting with independent reading, 20 minutes.

• 20 minutes of catch up reading and annotating in PSON.

• HW: Prepare for Friday’s quiz.

This is the book you will need starting in two weeks. You should buy the LARGER edition (costs approx. $10).

FRIDAY, January 31

• Finishing the film, “Lenore Will Never Die.”

• Discussion: The film is titled “Leonor Will Never Die.” And though the film’s story ends with Leonor in her hospital bed, the film ends with her dancing to a music video. How does this connect to our novel?

• HW: Returning to PSON, reading “A Seed” (pages 302-303) and “Every Detail of this Finite Moment” (page 304) and “Our Separate Ways” (pages 305-309).

• The quiz on pages 287-301 will happen in class on TUESDAY.

Filipino film about death, loss

Click on the image above to watch the shortened version of this film.

Syllabus for Week 3, January 21

WHAT IS THE LEAST OBVIOUS, MOST INTERESTING WAY in which Jay Reguero grows as a person? And what are the characteristics that help him transform his identity? This week you will begin brainstorming a claim about the main character from The Patron Saints of Nothing using this google sheet. Some of you already met our student teacher, Ms. Devdariani, as she was my substitute teacher last week. She will begin observing our class on Tuesday, January 28, and will occasionally teach a lesson before taking over our class full time, and teaching Romeo & Juliet. If you haven’t purchased that book, DO SO THIS WEEK.

WEDNESDAY, January 22

• Independent reading.

• Quiz #6 on last weekend’s reading in PSON, covering

• Reading the next two chapters in PSON, “Darkness Interrupted” and “New Life.”

• Ending class by working on the shared google-sheet, “Patron Saints Characterization Paper.”

• HW: Read the next chapter, “Headfirst Across the Muddy Grass,” pages 286-287. Also, finish the notes on the google sheet, characterization assignment on Jay. There will be a quiz on today’s in-class reading, as well as the above chapter.

FRIDAY, January 24

This is the book you will need starting in two weeks. You should buy the LARGER edition (costs approx. $10).

• Silent, sustained reading.

• Starting a film today, “Lenore Will Never Die.” This is a Filippino film that describes a loving son’s attempt to care for his aging mother who suffers an injury that results in a coma.

• HW: You have two google-sheets to complete. First, I want to see details on your next independent read. Writing about your book will help with your oral presentation.

• Second, you need to complete the brainstorming sheet on Jay Reguero.

Syllabus for Week 2, January 13

PRACTICE YOUR ANNOTATION TECHNIQUE in The Patron Saints of Nothing with this list of questions/tasks. Please remember that your independent reading book is something you should bring TO CLASS each day, and LEAVE WITH the book each day. A key part of this assignment is that you WANT to read the book, and that you CAN read it during down times, at home, outside of school. That’s key to building better reading skills. Our student teacher, Ms. Devdariani, will begin observing our class the week after next, Tuesday, January 28. For the first two weeks, she will observe and occasionally help students in small groups, so that she can get to know you (and so you can get to know her). I will be your primary teacher through the end of Patron Saints, and she will take over teaching Romeo & Juliet.

TUESDAY, January 14

• Independent reading. Some scholars have forgotten that you should bring your book WITH your each day. Part of this assignment is that you CARRY and KEEP your book with you. That’s important! If you don’t like your book enough to carry it, you should get a better book!

• Quiz #4 on last weekend’s reading in PSON.

• Reading together in PSON.

• Vocabulary crosswords, with partners.

• HW: Read the next chapter, “To Flood,” pages 224-230. Bring color pencils, markers, or crayons to class tomorrow. Also, decide on your “theme song” for your life as a scholar in your first year at New Trier.

WEDNESDAY, January 15

This is the book you will need starting in two weeks. You should buy the LARGER edition (costs approx. $10).

• Silent, sustained reading.

• Art project: re-creating the Philippine home of Jun and Reyna, as portrayed in “The Wide Eyes of the Lost.”

• HW: Reading the next chapter, “Its Center Unsolved,” pages 231-232. Also, finish the crossword started in class on Tuesday.

FRIDAY, January 17

• Today we will have silent, sustained reading.

• Quiz on the last two chapters we have read (the first of which we read together in class, so…)

• After break, we will listen to the next chapter, starting on page 231, “Its Center Unsolved.”

• Time permitting, we may provide more time to finish crosswords and drawings of the Manilla Metro slums.

• HW: Read the next three chapters in PSON.

Semester 2, Week 1 Syllabus: January 6

FOR THE FIRST FEW WEEKS OF SEMESTER TWO, we will finish reading The Patron Saints of Nothing. For this last third of the novel, you will be write about what’s happening WITHIN the novel, and how that INTERSECTS with your life experience. Remember to use this list of questions/tasks. We will also continue your independent reading. (The second oral presentation will combine what your did last time—an overview of the writer’s work/life, a summary of your book’s content and a review—and this time add a dramatic reading from the book, one that runs 1-2 minutes in length.) Finally, we will have a student teacher this quarter, and Ms. Devdariani will be leading our class through a reading/performance of Shakespeare’s tragedy, Romeo & Juliet.

MONDAY, January 6

• Starting to review your final paragraphs on the short story, “The Turtle.”

• HW: Behind in PSON? You should have read up to and including page 189 for class on Wednesday.

WEDNESDAY, January 8

This is the book you will need starting in two weeks. You should buy the LARGER edition (costs approx. $10).

• Silent, sustained reading.

• Revising your paragraphs that you wrote for the final. That assignment is on Canvas…you need to do it as a google doc, highlighting/changing the color of text to reflect your changes.

• PSON crossword #1!

• HW: Reading the poem, “A Litany for Survival".” Remember our poetry rules: a) read it aloud; b) read it at least three times; c) annotate for what you notice (what leaps out at you—whatever the poet does)

FRIDAY, January 10

• Today we will have silent, sustained reading, but an article about poverty in the Philippines. Here’s a link to that article.

• Great books style discussion on the poem you read for homework.

• HW: Returning to PSON, reading two chapters together and using the guided annotation questions. Read ““The Wide Eyes of the Lost” on p. 190-201 and “A Universe Where People Do Not Die for Doing What Is Right” on pages 202-216.

Finals for English 1, 2 level

Our final is Wednesday, December 18 at 8 am.

6th period should report to room C-223 (with Easton). 8th period will be in C-233 (with Craig).

¶ on Jay in PSON

What is Jay’s motivation for going to the Philippines? YES, he wants to discover what happens to his cousin Jun. BUT WHY? The answer to that why should be part of your claim.  Write a paragraph in the space below. DO NOT LIST A BUNCH OF REASONS …CHOOSE ONE. Write this ¶ using what you know we have studied in class while writing.

Some tips for revision before posting:

• Include the author, title, and type of literature in your claim/topic sentence

• Set up a direct quote with ONE sentence of plot summary, reminding the reader of what was happening at that point in the story. THEN include the direct quote, w/ citation.

• Commentary connects the dots for your reader (explains your idea, provides additional examples IYOW, makes connections to life outside the story)

• Do NOT include language like “the most important thing to know is” or “a quote that shows this is” or “this shows that”

• Don’t refer to the quote, or page numbers in your wording.

• Avoid vague words like: this, that, show, thing, some, many

• DO use active verbs.

Week 7 Syllabus: December 9

AS WE RUSH HEAD-LONG INTO FINALS, we will continue to use The Patron Saints of Nothing to prepare for finals. Remember to annotate, for each chapter, using this list of questions/tasks (circle vocab, write out the reader’s questions—theme is your target, but plot questions are fine if those are the questions you have—and answer the questions on the above list.) We will also finalize grades, and missing work, this week.

TUESDAY, December 10

• Taking the second quiz on PSON, this one covering pages 111-140.

• In small groups, sharing your annotations on “Historical Background: PSON.” This is the 7 page, non-fiction article that discussed the history of the Philippines.

• In these groups, students will have one minute to read through their peers’ annotations. Which words did they circle? What questions did they write in the margins? What main ideas did they summarize in the margins?

• At end of class, students will read aloud the Jay paragraph written over the weekend.

• HW: Catch up day. We are only assigning “The Word of God,” pages 141 through 145.

WEDNESDAY, December 11

• Typing your paragraph on Jay from PSON. That assignment is NOT on Canvas…it’s public, on squarespace, here.

• Silent, reading day on PSON.

• First, review your annotations for each chapter, starting with the posted, guided questions/tasks listed on this google sheet. Make sure you have answered these questions in the margins of the chapter!

• Second, review all the vocabulary words that you have circled. Create a “VIC” for the best, most important words, one that you can use as a second bookmark.

• Third, read the questions you are writing in the margins. More than just a question mark…what are you writing in the margins? Do you explain the actual question beyond, “Huh?”

• HW: Reading the next two chapters, “A New Silence Arrives,” and “Some Small Rebellion.” (pages 146-163) That’s approx 8 pages per night!

FRIDAY, December 13

• We will NOT have a quiz on the reading. Quizes will resume AFTER Winter Break. You’re welcome!

• Today we will have silent, sustained reading, but using the New Trier Newspaper.

• Great books style discussion of Jay’s conversation with Tito Maning about his son’s death.

• Reviewing the paragraphs written about Jay. What are the key issues we still need to fix for the final?

• Ending the day with reading. You DO have reading homework this weekend…

• HW: Reading the next three chapters, “Fail Him in Death," "This Poem is a Typhoon," "Let’s Do It" (pages 164-189) Again, that’s a little more than 7 pages per night.

Week 6 Syllabus: December 2

THESE LAST TWO WEEKS OF SEMESTER ONE we will dig into The Patron Saints of Nothing. Remember to annotate, for each chapter, using this list of questions/tasks (circle vocab, write out the reader’s questions—theme is your target, but plot questions are fine if those are the questions you have—and address this list. Our focus will be reading and annotating the novel over the next two weeks. Finally, we will review the revision of the “Raymond’s Run” paragraph that you completed before Thanksgiving break. The final will cover both annotation and paragraph writing—two skills we will practice as we ramp up to the final.

TUESDAY, December 3

• For independent reading today, we are going to re-read chapter three of PSON. The annotation question, “Why are funerals important?” should help you think about why Jay calls his sister for support and comfort—something she seems unable to give him. While doing that, Ms. Craig will project her annotations, so everyone can see what a teacher notices while reading.

• In chapter five, “A Narrower Country than Expected,” Jay begins to discover how little his friend(s) knows about his ethnic and national heritage. What does Jay discover about both his country of origin, and his friendship?

• Finally, we will re-read “Things Inside,” and Ms. Craig will point out the vocabulary she’s circled, the questions she’s written, and which passages struck her as important—and, MOST importantly—what she wrote in the margins.

• HW: Catch up day. If you have not finished reading and annotating everything up to page 59, use tonight to get caught up. Use the questions online to guide your marginal notes. And you can add the audio to your reading, if that helps.

• If you’re already caught up, go ahead and read/annotate the next chapter, “The Strength of My Conviction” on page 60, wherein we see Jay on the flight to the Philippines, contemplating his confrontation with Tito Maning about what happened to his cousin

WEDNESDAY, December 4

• Returning to the non-fiction, 7 page handout, “Historical Background of the Philippines,” to review the last 2.5 pages on President Duterte rise to power, political and militaristic war on drugs, and his current status in the Philippines.

• We will also look closely at “The Strength of My Conviction,” ending class with silent reading of that (or the next) chapter.

• HW: Reading the next two chapters, “A New Silence Arrives,” and “Some Small Rebellion.” (pages 67-89) That’s 10 pages each night!

FRIDAY, December 6

• Quiz on last night’s reading.

• Discussion of Jay’s arrival in the Philippines, and his aunt/uncle’s house and family. What do you make of their reception of their nephew?

• Writing a practice paragraph for the final. Are Jay’s reasons for traveling to the Philippines selfish? Altruistic? Something else?

• Returning to the novel, and reading/annotating the next two chapters.

• HW: Reading the next four chapters, “Lead the Way," "You Can Hold on to Me If You Need To," "All That It Means" and “A Visit” (pages 111-140) Again, that’s fewer than 10 pages per night.

Week 5 Syllabus: November 18

JAY REGUERO IS A TYPICAL HIGH SCHOOL SENIOR who is more concerned about hanging out with his friends, playing video games, and finalizing his college applications when suddenly, without warning, everything he believes about himself is called into question. He will undertake a hero journey and attempt to discover a) what happened to his cousin, b) who he is and c) what he believes. We have prepared for this bildungsroman by reviewing historical background (8 page, non-fiction handout) and by watching Geography Go! videos about the Philippines (four in total). This will be our final text prior to semester finals in December.

TUESDAY, November 19

• Independent reading.

• Review of resources for PSON (online annotation directions, audio for the novel).

• Posting paragraphs on Bambara’s short story, “Raymond’s Run.”

• After break, starting a close reading of and discussion of the dedication, the epigraph, the epilogue, and the first chapter of PSON. We will also watch a short—1.5 minute— introduction to the novel by the author.

• HW: Read all the “Raymond’s Run” paragraphs on squarespace. Choose the BEST three, and be prepared to vote for those by the writer’s name in class on Friday. You may NOT vote for your own. You MAY vote for others not in your class.

WEDNESDAY, November 20

• Meeting in the library.

• The first 20 minutes, students should identify two additional books that they would like to read.

• Once identified and posted on our google sheet, students will read for 20 minutes, independently in the library.

• HW: Read chapters four and five, up through and including page 38. When reading, annotate for 1) the chapter title’s connection to theme, 2) juxtaposition, and 3) legal vs. right. Other themes within the novel include: truth, identity, violence, justice, travel, poverty/wealth, being invisible/unseen.

FRIDAY, November 22

• First 20 minutes, independent reading.

• Discussion of Jay’s dilemma: what does he mean when thinking “[i]t’s a sad thing when you map the borders of a friendship and find it’s a narrower country than expected”?

• We will then vote for our three favorite paragraphs. Students will read these, and I will lecture on what to improve, how to make these already-good paragraphs even better.

• HW: Read through and including page 59 for class on Tuesday.

Annotation questions for Patron Saints of Nothing

Want to make sure you don’t wind up with annotations like the above? Annotate smarter, not harder, by clicking on the image above. This list will take you to questions to guide your written, marginal notes.

Paragraphs on Bambara's "Raymond's Run"

In class, students brainstormed information about the main character Squeaky. How would YOU describe her? Rather than writing a list of traits, writers focused on one attribute. Then, using the “So what?” and the “Yes…and?” questions, writers honed their claim, making it sharper, more insightful, or “debatable, probable, and provable.”

Scholars then wrote an argumentative paragraph describing Squeaky.

Re-read and then post your revised paragraph here, so that everyone in class may read it. Paragraphs should be posted by the end of day, Tuesday November 19.

Read all posted paragraphs, and choose the THREE best paragraphs by our next, 80 minute class, this coming Friday. We will vote on the best paragraphs, and have writers read their work aloud.

Audio for PSON

Click on the image above to access audio files for Randy Ribay’s Patron Saints of Nothing.

A brief introduction to the novel by the author.