May 5th scribe

Wow I completely forgot to do my scribe, I had just gotten back from my grandma's funeral and I guess I was still a little out of it. But anyways, on Monday, we discussed the grammar packet and had questions answered. Then, we finished Act 2 by reading scene 5. We talked about it a little and then we had our Act 2 quiz, which we weren't all ready to take! After, Mrs. Moritz gave people parts for Act 3. Some people were volunteers and others were "lucky" enough to be chosen :]. Since there wasn't enough time left to start Act 3, we hung out and talked for the rest of class.

Scribe for May 2nd

Sorry this is a little late but here is what we did on Friday. We began class once again by being so loud that we can’t even hear the announcements. Mrs. Moritz told us that we needed to be quite so that we could hear the pledge and the announcements. Then the winners of the mask contest were awarded candy from Mrs. Moritz. The three categories were best representation of character, best disguise, and most creative. The winners were Lisa for best representation of character, Matt and Matt for best disguise, and Joe for most creative. After the mask contest winners got their candy we made a stage and began reading the famous balcony scene. “Romeo, Romeo, wherefore art thou Romeo” does not mean Romeo where are you but it means why do you have to be a Montague. This line is very famous but some people don’t really know what it means. After we finished reading the scene we watched the Zaferelli version and Romeo kind of looked like Zack Efron. After the scene from the movie was over we discussed why Romeo and Juliet were acting the way they were acting. They were just acting like two teenagers in “love”. We didn’t quite get through all of Act II so the homework is to finish Act II for Monday. Also work on grammar packet, get to page 278.

Scribe for May 2

To begin class today, Mrs. Moritz anounced the winners of the mask contests. The prize was a candy of choice of Moritz's bucket. Shortly after, we began reading from Romeo and Juliet. We began by reading Act II, scene II (aka balcony scene) and we had a brief discusion about the chapter and watched the Zaparelli (excuse my spelling) verson of the scene. We continued on to scene III and scene IV. Afterwards, Mrs. Moritz went into a small lecture about the chatting during the reading. Homework is getting to 278 in the grammer packet.

3rd Hour Scribe

Today in class we began by taking a quiz over Act One. After that we got up and walked around in order to look at everyones masks. We voted on most creative, best disguise, and best representation of a character. We put on our masks and tried to learn the dance exhibitted in Romeo and Juliet for about 20 minutes. We then talked about the word night's signifigance in the play. Night helps set the romantic tone. We then turned in our night word traces. We acted out the first scene in the 2nd Act for the last 10 minutes of class.

3rd Hour Blog

At the beginning of class, Mrs. Moritz explained to us our newest project, making masks for the dance in Romeo and Juliet. First, she told us what they were used for in Shakespearean times. They were used to cover one's face to hide their identity. Next, she showed us some examples that were made out of things like cardboard, plastic, or just regular paper. She also told us we will be learning a dance of that time on Thursday when the masks are due. After learning about the mask project, we began our journey into Romeo and Juliet. We moved the desks to make a stage and Mrs. Moritz began assigning roles based off volunteers. Of course, three boys were left to assign Romeo to. Earlier in the class, Mrs. Moritz said that in the love scene, Romeo would actually have to kiss Juliet. Matthew, Jeffrey, and I were left to be Romeo. We did rock, paper, scissors and unfortunately, I LOST. Before reading the books from when Mrs. Moritz's day, we were told to write down the act, scene, and line number of any time we see the word or any reference to "night". Obviously, it must be a significant word in the book. We read act 1 scene 1 with no difficulties except everyone cracking up at the line "bring me my longsword, ho!" Next, we watched a modern day version of the book and we were amazed how boring the book was but the movie was action packed. Mrs. Moritz explained that in Shakespear's time, sword fights were as entertaining to them as gun fights are to us. We just had enough time to read scene two. So far in the book, Romeo has stated that he loves someone but she does not love him back. He also plans a party. Could that be what we made the masks for? We'll see!

4th Hour Scribe - April 29, 2008

To begin class today, Mrs. Moritz told us that we needed to make masks for Thursday. In the Elizabethan Era, people wore masks to dances to disguise their identity so they could flirt without losing their dignity. The mask needs to be attached somehow so that we do not have to hold it with our hands. We will be learning how to dance like they did back then. We made a stage with the tables, and began acting out Romeo and Juliet. The class volunteered for the parts. Cole and Dennis did rock paper scissors. Cole won crushing Dennis’ rock with his paper. He chose to be Romeo because otherwise he would have to be Paris. While this is being acted out, the rest of us will be following along in our ancient books, tracing the word “night” at the same time. The class got into it right away, especially Seth and Alex, who had to broken apart by Moritz while they were sword fighting. After finishing reading the first scene, we watched an intense modern-day film about the first scene. Mrs. Moritz asked the class why she would show us a film like that. She agreed with the class that she showed us the film because it is more focused on our generation and we could relate to it better. To finish up the class, we finished reading scene two.

Scribing...

We began the day by Mrs. Mortiz collecting our 1984 essays. She then showed us how our t-shirt designs looked. After seeing our marvelous t-shirts, we then took a quiz that consisted of rating offenses, having number 1 being the worst offense. Once finishing, we discussed the answers and gave our opinions why we chose what we did. Once getting about 1/3 through the list, we ran off track and began a discussion about our wacky neighbors. Afterward, we then received The Tragedy of Romeo and Juliet, and a question packet that was on a very amazing pink sheet. We then begin the questions on the amazing pink sheet. The end of class quickly approached…..