February 27, 2012 - March 2, 2012

Monday

·         Academic English 9 – Check vocabulary definitions; review definitions, worksheet, and sentences for vocab. lesson 12A. Students will also review for the test on Act 1 tomorrow. Students will also work with their partners on the “Facebook” project for Romeo and Juliet.

·         Practical Literature 11 – Students will read Act 4 of The Crucible together as a class with assigned parts. Students will also complete study guide questions in small groups for Act 4.

·         Y.E.S. - Students will finish the generational diversity module today. Students will discuss the notes on different generations and complete a group activity about generation Y.

Tuesday

·         Academic English 9 – Students will take a test on Romeo and Juliet, Act 1. After the test, students will begin reading Act 2, scene 1 of the play together as a class. Students will also complete vocabulary for Act 2 for homework. Students will then work on study guide questions for this scene.

·         Practical Literature 11 – Students will continue reading Act 4 together as a class and students will work in small groups to finish the study guide questions for the act.

·         Y.E.S. - Students will begin the communication module and the first session on interpersonal communication skills. Students will take notes and discuss the topic as a class. Students will also complete the “2 truths and a lie” activity and discuss results. Students will also participate in the “lookers and runners” activity in teams.

Wednesday

·         Academic English 9 – Students will continue reading R and J, Act 2, scene 1. Students will work on the study guide together in small groups also. We will also review the vocabulary for Act 2. As a class, we will begin to discuss the study guide questions for scene 1.

·         Practical Literature 11 – Students will finish reading Act 4 of The Crucible together. As a class, we will discuss the study guide questions for Act 4.

·         Y.E.S. - Students will begin session two on listening skills by taking notes and discussing this topic as a class. Students will also complete an activity to explore listening skills together. Students will also complete a personal analysis of listening habits and discuss personal biases and prejudices that affect listening.

Thursday

·         Academic English 9 – Students will take a quiz on Vocabulary lesson 12A and then define the terms for lesson 12B. Students will also be given the worksheet to complete for lesson 12B and write sentences for this lesson on their own. Students will then finish the rough copy of the facebook project for R. and J.

·         Practical Literature 11 – Students will review for a quiz on Act 4 by playing a review game together as a class. Students will also begin creating a character map to show the relationships between the characters of the play.

·         Y.E.S. - Students will develop a personal action plan related to listening skills. Students will then begin session three (nonverbal communication) and, as a class, we will discuss notes on this topic.

Friday

·          Academic English 9 – Students will read Romeo and Juliet, Act 2, scene 2 together as a class with assigned parts. Students will also work on Act 2, scene 2 study guide questions together in small groups.

·         Practical Literature 11 – Students will take a quiz on Act 4 of the play. When finished, students will continue working on their character map.

·         Y.E.S. - Students will complete an activity on body language together as a class. As a class, we will discuss the results of this activity. Students will also begin session four (giving and receiving feedback). We will discuss notes together as a class and students will complete the communication model phases on a graphic organizer.

Academic English 9 - Essay Question: Shakespeare was a successful playwright in his own time (and still is popular in ours) because he was able to appeal to people of widely different backgrounds. In an essay, identify a section of the first act of Romeo and Juliet that would have especially pleased the groundlings, or poorer spectators, and explain why it would have appealed to them. Then do the same for a passage that would have won the approval of the nobility.