Act 2 Scene 3

Post a question and a CCEJ response related to the scene we VIEWED in class.  Feel free to use No Fear to help you!

Act 2 Scene 1

Post a question and CCEJ response to the scene we acted out in class today.  You may also want to review it here:

No Fear Othello Act Two

Act 1 Scene 3 - End

Post a CCEJ question about the end of scene three (conversation between Iago and Roderigo). 

Post # 4: Act 1 Scene 3

What questions do you have about this scene after acting it out with Emily Davis in class? Answer questions in CCEJ format!

Othello Blog Post #3

Act I Scene Two:

Post a question and a CCEJ response to our reading today of Act 1 scene two in the space below.

Othello Post #2

Come up with a question and a CCEJ response to something you noticed in the rest of Act 1 Scene 1.  You may want to use No Fear Shakespeare to help you understand the text.

REMEMBER ALL QUOTES MUST BE IN SHAKESPEARE'S ELIZABETHAN ENGLISH -- NOT THE MODERN ENGLISH TRANSLATIONS. 

Othello Post #1

Come up with an original question about the beginning of Othello.  Answer it in a CCEJ paragraph.

REMEMBER TO PROOFREAD! No full credit for posts with typos!

Extra Credit: Responses to American Promise

If you would like to take advantage of the extra credit opportunity to earn credit for a missing classwork grade, post a reaction to the film American Promise we watched in Periods 2 and 6.  If you are in periods 3 and 5 and still want to take advantage of this opportunity, you may post a comment in response to the discussion that relates someone's post to your own experience or opinion.  You may also want to consider this article Debunking Myths About Educating Black Men  in your response (for further bonus points). Some questions to consider are below:

• What struggles did the boys face as they grew older?
• How did their views of Dalton, school in general, and education change as they transitioned from childhood to adolescence?  What might have caused this change?
• Consider the impact race and social class had on the two boys. Which factor contributed more to their educational outcomes?
• Do you think the school unfairly targeted Idris and Seun or were there legitimate reasons they were singled-out and disciplined/placed on academic watch?
• Is it better for students to learn in a racially diverse environment or a homogeneous one such as the environment the principal at Baneker advocates for?
• Post your own questions/comments!

P6 Brave New World

Destiny, Rea, Chantel, Paula, Aisatou -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P6 1984 Group 2

Dominic, Veronica, Daija, Tyron -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P6 1984 Group 1

Zaniyah, Shakiim, Alysha, Shania, Naheem -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P6 Divergent

Milan, Baleegh, Shaydaiah, Tyiesha -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P6 Handmaid's Tale

Belen, Aminah, Mahogany, Zakeyyah -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P5 Brave New World

Kiorie, Tarae, Mirandah, Jaquayah -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P5 Divergent

Ibn, Samiah, Tatiana, Jasmine, Bryanah,Najee -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P5 Handmaid's Tale

Edwin, Mary, Nia, Tamra, Asia -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P3, 1984 Group

Asia Brooks, Tahquan, Destiny, Itiyah, Abby Cierra -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P3 Divergent Group

Tania, Niya, Mahdee, Alicia, Ajee, Asia -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P3 Brave New World Group 2

Vitensky, Naquan, Micha'elle, Jason, Matt -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P3 Brave New World Group 1

Akilah, Aldair, Shaakira, Tanasia, Amiyah -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P2 1984

Judaea, Kaila, Jasmine, Makeda -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P2 Handmaid's Tale

Roderick, Morgan, Tasneem -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P2 Brave New World

Samiyah, Saieder, Kristina, Briona, & Evelin -- use this space to begin your discussion of Brave New World. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. Continue to post each week as you follow the reading calendar you made in class Tuesday. 

P2 Divergent Group 2

Ziana, Shadrea, Zaire, Tasha -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

P2 Divergent Group 1

Tiana, Alvin, Chideya, Jayna, Ashlei, Namir -- use this space to begin your discussion of Divergent. You are responsible for reading the first 10 pages, asking a good Level 4 question, and answering it in CCEJ.  You may also add on (new evidence) or disagree with another group member's post. 

Minority Report Post #2

Come up with a discussion question about the movie and answer it in a CCEJ paragraph.   Obviously you will not quote directly from the film, but you should paraphrase evidence to back up your claim.

REMEMBER -- CLAIMS SHOULD BE FOCUSED AND SPECIFIC.
THEY ARE THE FOUNDATION OF YOUR ARGUMENT.

Unit Five: Dystopia, Post #1

While we watch the film Minority Report you should post two responses to the discussion, analyzing what you notice in the film.  Come up with a discussion question about the movie and answer it in a CCEJ paragraph.   Obviously you will not quote directly from the film, but you should paraphrase evidence to back up your claim.

REMEMBER -- CLAIMS SHOULD BE FOCUSED AND SPECIFIC.
THEY ARE THE FOUNDATION OF YOUR ARGUMENT.

Post #6: Profiting From a Child's Illiteracy

Post a response to the article we read for practice in class. Pick a quote that stood out to you, share your opinion on the ideas in the article, just make sure you use text evidence in your CCEJ response. 

Post # 5: "Pulp Princess"

Respond to the arguments different people voiced about "street lit" in the article we read in class. Remember to use textual evidence in your response!

Post #4: "When I Was Puerto Rican"

Post a CCEJ response that analyzes a specific literary element.  You must talk about why the author uses this techniques and how it contributes to a theme in the text.  Below is a list of literary elements for your reference.  Remember, you should not agree with another student's post and analyze the same literary element OR THE SAME QUOTE.  You must analyze a different element in the text or DISAGREE with a previous post.

LITERARY ELEMENTS: simile (like/as), metaphor (figurative language), irony (opposite of expected outcome), characterization (how character is described), mood (feeling text creates in the reader), diction (word choice), imagery (vivid description), details, setting,foreshadowing (hints at ending), symbolism (objects represent thematic ideas), allusion(reference), allegory (2 meanings, literal and figurative), satire (humor), tone (author's attitude towards topic), theme (message about humanity)

Unit Four: Post #3 "School is Bad for Children"

Respond to the article in a CCEJ paragraph.  Agree or disagree with the author's argument and refer back to the supporting details he gives in the text.  Have you encountered any of these examples in your own education?  Feel free to comment on each other's posts, but make sure to use TEXT EVIDENCE in all responses for full credit.

Unit Four: Post #2

For your second post you should read (re-read for some of you who read it in 9th grade) "How to Tell a True War Story" by Tim O'Brien.  You can find the story at the link below:

How To Tell A True War Story

As you did with the last post, choose a literary element to analyze and connect your analysis to the theme of the text.  Think about the unique structure of the narrative when you think about theme.  Some questions you may consider are below:

• Why does O'Brien repeatedly talk about the act of writing the story? 
• What is he saying about writing a war story?

Unit Four: The Self and Education/The Self and Stories

The next three weeks we will be preparing for the HSPA by reading short texts in class and responding to various HSPA-aligned questions.  Based on the texts we read in class, you will be responsible for posting CCEJ responses that analyze specific literary elements.  You must talk about why the author uses these techniques and how it contributes to a theme in the text.  Below is a list of literary elements for your reference as well as a model post.  Remember, you should not agree with another student's post and analyze the same literary element.  You must analyze a different element in the text or DISAGREE with a previous post.

LITERARY ELEMENTS: simile (like/as), metaphor (figurative language), irony (opposite of expected outcome), characterization (how character is described), mood (feeling text creates in the reader), diction (word choice), imagery (vivid description), details, setting, foreshadowing (hints at ending), symbolism (objects represent thematic ideas), allusion (reference), allegory (2 meanings, literal and figurative), satire (humor), tone (author's attitude towards topic), theme (message about humanity)

Model Response: based off "Dinosaur"

Dinosaur

In the oral narrative, "Tinfoil Dinosaur" by Sam S. Mullins, the author uses satire to convey a deeper theme about the power of human connection.  Mullins describes a desperate time in his life when he was working at a Macaroni Grill and contemplating suicide.  The setting of the chain restaurant also enhances the satire of the story that contributes to the heartwarming theme.  On a typical miserable dinner shift Sam gets a table that he instantly bonds with. They banter back and forth and when the author asks the final customary question, "Can I get you anything else," the head of the family responds with a straight face, "A tinfoil dinosaur, please."  The absurdity of the request is lost on Sam; all he wants to do is please the family.  He complies and builds two meticulous sculptures.  He realizes as the family is leaving with their dinosaur that he is feeling happy -- an emotion he hasn't experienced in months.  This realization and the emotional relief from his depression were made possible by the absurdity of the family's request and the feeling of having a true connection with a stranger. The satire the author uses to describe the family's conversation with their waiter develops this theme of the power of human connection when the family ends up lifting Mullins out of his depression.

FOR ANYONE WHO WANTS THE LINK TO THE CARLY JOHNSTONE STORY  "A PERFECT CIRCLE," HERE IT IS: 

A Perfect Circle 

Post #14: Pages 96 - 101

Post a question and a CCEJ response based on what you read in this section. You may respond to someone else's question if you have something ORIGINAL to add on and use distinctly different text evidence/explanation.

Post #13 Pages 82 - 90

Post questions and your original CCEJ responses in the comments below.  Remember that you should always ADD ON to other's responses and include new ideas and quotes.  

PERIOD 6 EXIT TICKET

Since we did not have time to finish in class, you are responsible for EMAILING me a CCEJ paragraph response to one of the following bullet points.  The symbolism bonus can be a two to three sentence response and is worth two bonus points. DO NOT COMMENT ON THIS POST!!! EMAIL ME YOUR PARAGRAPHS TO slove@teamschools.org

•What do you think Biff realizes in this scene? Explain his realization in your own words. 

•What is it’s significance? Relate it to his conflicts throughout the rest of the play.

•SYMBOLISM CONNECTION BONUS: his epiphany is tied to an object – what object becomes a symbol in this scene. What does it represent?