Good morning and thanks for coming!  All classes receive participation points for being on task, paying attention, and acting responsibly.  Please let me know if there is anyone who needs to lose all or some of their points for the day! 

First Hour: I would like the students to complete a worksheet about quotation marks.  When I graded their “Of Mice and Men” essays yesterday, many of them were struggling with direct quotations.
There is a reference sheet as well as the worksheet that explains when/where capitalization is necessary, as well as where quotation marks belong.  Please review this WITH them before they work (they have a tendency to skip the directions part and just guess if they have the chance).
When they finish this, they should continue working on the Icarus: 2010 article.  Most are about halfway through and still have a set of questions to answer.

Icarus 2010 Questions

1.) Describe Potter's Life (childhood --> present)

2.) List seven adjectives that describe Potter

3.) What does he risk?  What has he given up?  What does he gain/why does he do it?

Second Hour:  Students began a unit on memoir yesterday.  They completed a sheet about an excerpt “Me Talk Pretty One Day.”  Please have them keep it for the time being; I want to talk to them about what they think the thesis statement is.
I would like students to spend the hour brainstorming ideas for their memoirs.  I listed some prompts at the bottom of this document.  They should explore at least three questions; I would like them to just START writing (I think some people will sit and think too long).  Please remind them that anything they write can be changed or deleted, but just starting writing will help them think.

Third Hour: There are three computers reserved for them in the library so they can work on their autobiography project.

Fifth Hour:  Students are working to find pieces for their Farrago speech in the library.  When possible, try to guide them toward quality literature—some people have been finding questionable internet poetry.  If they have all their sources, they should begin reading and interpreting them (writing poems into paragraph form may help).  Each student should have a directions sheet as a reference to guide them.

Seventh Hour: Opening Journal Prompt
1.) How would you feel if someone you liked suddenly stopped liking you?  Jot down some of the feelings and reactions you might have toward someone whom you felt had stopped liking you.
2.) What is happening in the plot of AMSND that would cause me to ask this question?

Please show the students this clip from the Great River Shakespeare Festival in Winona (they put on A Midsummer Night’s Dream last year): http://www.youtube.com/watch?v=AQiSzmvykL0
It spans the whole play (it’s a little bit of a spoiler, but may help them better understand the plot).

Then have students define each of the following vocabulary words and use it in a sentence (it might be easiest to write them on the chalkboard—it’s okay if the actor project gets erased).

dissemble

flout

progeny

promontory

wanton

They should then write a one page summary of what happens in Act 2 Scene 1 in pairs.  If they would like to use No Fear Shakespeare on the Smartboard, they can.  I have not tried it with this class yet.  It lists the Shakespearean language on the left, and modern English on the right.
http://nfs.sparknotes.com/msnd/page_32.html

Eight Hour:  Please send one of the students to pick up the mobile lab (it’s probably in the library).  They should be working on their autobiography assignment.  A first draft is due May 1^st, and many of them have barely started.

·         Think of a place you visit every day (or very often). Describe it in as much detail as possible. What makes this place important?

·         Of all the possessions you own, choose one you would bequeath to a child or grandchild and write about why.

·         If you could make a national holiday, what day would it be and what would it be about?

·         Take an inventory of your purse and/or wallet and/or backpack. What do the items inside say about you?

·         Write about your family heritage (or one member of your family who has been especially influential). How does it (do they) affect who you are?

·         What is one of your bad habits? Describe it. Why is it bad? Why do you do it?

·         If you had to sum up your life in ten words or less, which words would you choose and why?

·         In what ways have you deviated from traditions or beliefs you were brought up with? How has this changed your life?

·         Recall a time that you felt really out of place.  Where were you?  Why?  How did the situation resolve itself?

·         Choose a random picture (from an album, a magazine, the newspaper, online) and write about any memories it may trigger.

·         Choose an older family photo, and write about what you remember was happening at that time.