We are concentrating on Bobby becoming a conscientious editor of his own writing. Toward that end, we continued revising Bobby's essay on "Catcher in the Rye". Today, we noted a number of repetitive ideas in sentences and eliminated those sentences as well as sentences that did not contribute to the essay. Further, I again provided instruction on avoiding the awkward"is when" construction .Bobby worked out a number of good alternatives to this construction which we incorporated in the essay. Last, we analyzed where connectors such as "However, But, Although, and Therefore " would enhance the flow of the essay. We discussed when these words are appropriate and their different meaning and function. After some practice, Bobby was able to place a number of these "connectors" in strategic points . After we completed the essay , Bobby read the final version aloud so that he could hear and feel the improved word usage and language flow . For homework, I assigned continuing on the Shakespeare composition so that we could review and revise as necessary on Wednesday.
We continued revising Bobby's essay on "Catcher in the Rye". Bobby 's essay proposed some good ideas which we expanded upon today. Further, I again provided instruction on avoiding pronouns without clear antecedents . We then worked on misplaced modifiers, proper word choice ,and formal usage in a literary essay. With some prompting ,Bobby evidences good mastery of the appropriate vocabulary for a written essay.We last discussed quotes to incorporate in the conclusion and began revisions of the final paragraph which we will complete tomorrow.
Bobby prepared numerous revisions to his essay discussing the novel ,"Catcher in the Rye". We first looked at sentences that included superfluous words and discussed ways to eliminate them. Bobby did very well in recognizing and correcting this issue. We then focused on removing the awkward "is when" construction from the essay followed by adding nouns to clarify floating pronouns. After I pointed out ideas, words, or phrases that could be stated more precisely, Bobby was quick to offer alternatives which we discussed and then incorporated into the essay.We will complete this exercise tomorrow,
We concluded the research phase for Bobby's composition on Shakespeare's life and the Elizabethan theatre. We examined the physical structure of the outdoor Globe Theatre as well as Blackfriars, the indoor theatre acquired by Shakespeare's acting company . Additionally, we examined costumes and how scene changes were accomplished given the absence of much scenery and props. I described the scene change process in the context of "Romeo and Juliet" which Bobby just read in Language Arts. Later this week, we will view a historically accurate performance of part of the play to reinforce this aspect of the lesson. I also addressed the closing of the theaters in 1642 consequent to the Puritan Revolution which ousted the monarchy for a short period of time. Finally, we began to discuss revisions to Bobby's essay on "Catcher in the Rye". Bobby is completing his composition on Shakespeare and the theatre for homework due Wednesday.
Bobby continued taking notes and gathering research for his composition on Shakespeare's life and the Elizabethan theatre. We examined the different styles of theaters wherein Shakespeare's plays were performed from. 1597-1614 as well as typical costumes. We further noted how all actors were men or boys. Thus, Juliet would have been played by a young boy when first performed in 1597. I discussed how Shakespeare's plays were hence often gender fluid . For example in one play,Twelfth Night, a boy actor plays the role of a woman who disguises herself as a boy!We also discussed the physical structure. and layout of the Globe Theatre,where Shakespeare's most famous plays were performed. For homework, I assigned finishing the rough draft of the biographical portion of the Shakespeare composition ,.
Bobby is working on writing a report on the life of Shakespeare and the Elizabethan Theatre. Today, we continued conducting online research on Shakespeare's life in the prestigious Folger Library in DC. Bobby then began drafting the first section of his report based on the biographical research. I noted that we actually know very little about the details of Shakespeare's life which has given rise to speculation that Shakespeare did not actually author the plays that bear his name. In that regard, we examined his early schooling in Stratford-upon -Avon, and discussed why most scholars, based on that school's curriculum ,generally concur that Shakespeare likely acquired the knowledge and skill requisite to become the most famous playwright in the English language while a student in Stratford, his hometown. . Bobby drafted paragraphs on Shakespeare's schooling, his parents, and his marriage to Ann Hathaway. For homework, he is continuing the report by writing about Shakespeare's London life as a playwright and actor . Next week ,we will continue our research and writing on this project culminating in watching portions of "Romeo and Juliet" performed in London in a recreated Globe Theatre so that Bobby can see what an Elizabethan audience would have experienced .
The Life of Shakespeare and the Elizabethan Theatre
Lesson Outline
As Bobby is reading "Romeo and Juliet" in Language Arts, our next project will be writing a report on the life of Shakespeare, the Elizabethan Theatre, and the staging of" Romeo and Juliet " in Elizabethan times. To begin the project, we are conducting research from the famed Folger Library in DC which is on line, and then we will view a portion of a production of "Romeo and Juliet" on a reconstructed Globe Theatre so that Bobby can apply his research and see how the play might have looked in 1597. For today, we read material on Shakespeare's life from the Folger Library and highlighted critical elements, and then looked at video material from the Shakespeare Trust in Stratford-Upon -Avon .This material explored Shakespeare's birthplace, his grammar school, and Ann Hathaway's cottage. I provided some interesting stories on life in the 1590s that I learned when I visited these sites. We will continue highlighting and making notes on our research throughout the week before we begin writing.
