+ English 9 Journal Prompts Periods 1 & 2. + Journal 1 – 1/22/15 The punishment for murder should always be death. Teenagers can’t understand what true.

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English 9 Journal PromptsPeriods 1 & 2

+Journal 1 – 1/22/15

The punishment for murder should always be death.

Teenagers can’t understand what true love really is.

Killing someone in revenge for killing a close friend of yours is okay.

Good friends should stick together at all times no matter how wrong a friend may be.

Parents should make the decisions about their children’s lives.

It is possible to fall in love at first sight.

Telling lies or hiding the truth is acceptable for the right reasons.

Family feuds only affect adults.

There are times when arranged marriage is appropriate.

Choose four statements from the nine listed here that you would like to discuss and write whether your agree or disagree with each statement. Be sure to use examples to support your assertions/arguments.

+Journal 2 – 1/23/14 Vocab Words to Know from R&J! Piteous (I.prologue.7) adj. – sad, pitiful, moving

Tyrant (I.i.19) n. – a sovereign or ruler who uses power oppressively or unjustly

Quarrel (I.i.30) n. – an angry argument or dispute

Pernicious (I.i.75) adj. – deadly; fatal; causing insidious harm or ruin; hurtful

Adversary (I.i.96) n. – a person, group, or force that opposes or attacks

Copy all of the definitions above (you will be quizzed!) into your journal. Then choose three vocabulary words from this list and create three original sentences! Underline the word that you used in each sentence.

+Journal 3 – 1/30/15 Weary (I.i.119) n. – physically or mentally exhausted by hard work, strain, etc…; impatient or dissatisfied by something

Augmenting (I.i.122)v. - to make larger; enlarge in size, number, strength, or extent

Portentous (I.i.131) adj.– ominously significant; marvelous; amazing; prodigious (large/impressive in number)

Importuned (I.i.135)v. – to beg for persistently

Envious (I.i.141) adj. – full of feelings of envy

Propagate (I.i.178) v. – to promote an idea

Discreet or Discreetly (I.i.184) adj. – careful in one’s speech or actions, especially in order to avoid causing offense.

Copy all of the definitions above (you will be quizzed!) into your journal. Then choose 5 vocabulary words from this list and create 5 original sentences! Underline the word that you used in each sentence.

+Journal 4- 2/5/15 Galling (adj.) very irritating, vexing, bitter; gall (n.) bile,

an irritant (I.i)

Accord (n.) agreement, state of harmony; according (adj.) harmonious, agreeable (I.ii)

Virtuous (adj.) having excellent morals, ethical, noble (I.v)

Disparage (v.) to degrade, to speak of someone or something in a derogatory manner, to belittle (I.v)

Profane (v.) showing contempt (contempt means strong dislike…mixture of anger and hatred) toward sacred things; to violate or defame: profanely, profaner, profanity (I.v)

Copy all of the definitions above (you will be quizzed!) into your journal. Then choose 3 vocabulary words from this list and create 3 original sentences! Underline the word that you used in each sentence.

+Journal 5 – 2/17/15 Choose one of the given prompts and write a

paragraph to state your opinion, using examples to strengthen your argument. The paragraph should be around 200-250 words.

Boys suffer over unrequited love as much as girls do.

True love is worth the sacrifice of family and friends.

Long engagements are better than short ones.

+Journal 6 – 2/25/15Part 1: By now you will have begun to develop some strong reactions to the characters you have met in the play so far. Respond to at least two or more of the following statements:

The character I would most like to meet is…because… What puzzles me most about Romeo and Juliet is…because… My initial (first) impression of Friar Laurence is… My impression of … has changed the most because of…

Part 2: How do you feel about fighting as a way of settling differences? While answering, think about the following:

What are some things that could cause a fight between two people? Think of a person who you know never wants to fight under any

circumstances. What are his/her characteristics? What about one who wants to fight all the time? What are his/her characteristics?

What are the consequences of fighting? (Social? Emotional? Physical?)

+Journal 7 – 3/2/15Copy all of the definitions above (you will be quizzed!) into your journal. Then choose three vocabulary words from this list and create three original sentences! Underline the word that you used in each sentence

Ascend v. – to move upward, to rise from a lower station, climb, advance Ascension, ascending, ascended

Beguile v. – to deceive, to mislead, to persuade with charm Beguiled, beguiling, beguiler

Calamity n. – a serious event causing distress or misfortune; catastrophe Calamitous, clamitousness

Dexterous adj. – skillful and active with the hands; manually skillful, handy OR Dexterity n. – skill or cleverness in using the hands or body Dexterously, dexterousness

Discord n. – lack of agreement, tension, strife, contention Discordance, discordant, discordantly

+Journal 8 – 3/5/15Copy all of the definitions above (you will be quizzed!) into your journal. Then choose three vocabulary words from this list and create three original sentences! Underline the word that you used in each sentence

Submissive adj. – yielding or surrendering oneself to the will of another; obedient, compliant; submission n. – an act or instance of submitting, yielding, or surrendering

Feign v. – to give false appearance, to throw a fake punch Feigns, feigned, feigning

Dissemble v. – to disguise, pretend, to disguise the truth, feign; Dissembler n. – someone who disguises or hides the truth

Perjury n. – false testimony under oath, lying under oath Perjure, perjured, perjurer

Vexation n. – discomfort or distress; annoyance, nuisance/irritation; Vex v. – to discomfort, to annoy or irritate Vexed, vexatious

+Journal 9 – 3/16/15

We are getting ready to transition into writing an analytical essay using our play, Romeo & Juliet.

Tell me what you know about: Thesis Statements

What are they? What are they used for? Where in the essay would they be found? Why are they important?

What are some important things you know about writing essays?

+Journal 10 – 4/6/15Using your handout as a reference, practice integrating the quotation below in three ways:

Idea: Juliet questions why a name should define an individual.

Quote: "What's in a name? That which we call a rose, By any other word would smell as sweet" (II.ii.43-44).

Integrate with the explanation in the beginning.

Integrate with the explanation at the end.

Integrate with the quote in the middle.

+Journal 11 – 4/9/15 Sentence Combinations

In order to step up your writing game, try combining simple sentences to create more complex ones.

EXAMPLE:

Separate Sentence:

The boy screamed for his mother. He realized that he was lost.

Combined:

Realizing that he was lost, the boy screamed for his mother.

Separate Sentence:

The firemen battled to control the fire. It continued to spread. The wind had shifted directions.

Combined:

The firemen battled to control the fire, but it continued to spread because the wind had shifted directions.

Continued…

+Practice Sentence Combinations Combine the sentences in each item into a single

sentence.

1. Broadway musicals are often difficult for amateurs. They have large casts and elaborate production numbers.

2. My favorite breakfast is pancakes. I like to have bacon with my pancakes.

3. Today’s editorial was quite alarming. It was about toxic waste.

4. He is a very gifted athlete. He works hard in practice. He is the best player on the team.

5. The ice storm lasted for two days. The roads were treacherous. School was canceled for the week.

+Varying your sentences

Vary your sentences! Expand short sentences by adding details.

Short Sentences: The boy swam across the lake. Jody speaks French fluently. The tourists stared at the timetable in the train station.

Expanded Sentences: The young boy swam easily across the large lake. Jody, a gifted student, speaks French fluently. The confused, exhausted tourists stared at the

extensive timetable in the train station.

+Practice Varying Sentences

1. The guitarist broke a string.

2. Jane skied to the bottom of the hill.

3. Senator Hernandez came to our school.

4. The soldiers marched across the field.

+Journal 12- 4/10/15 Choose from one of the categories below. In a one page response, discuss your chosen topic, being sure to answer the questions within your response.

IDENTITY How does environment shape our identity? What identities, if any, are permanent and which do we have the power to

change? What roles do neighborhood and community play in shaping who we

become?

OR

NAMES What is the personal significance of your given name (first, middle and last)? Does your name mean different things to you, your family, and your friends? What are your nicknames? What do your nicknames mean to you and those

who call you those names?

+Journal 13 – 4/20/15 Art Analysis

Las Dos Fridas (The Two Fridas) Artist, Frida Kahlo 1939, oil on canvas Museo de Arte Moderno, Mexico City

Painted the year Frida divorced her husband, Diego Rivera, the acclaimed Mexican muralist.

Before marrying Diego in 1929, Frida would wear modern European dress of the era (left). She embraced attire rooted in Mexican customs after meeting Diego.

Using the questions I have provided, conduct an interpretation/analysis of the painting in the next slide!

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+Art Analysis Questions for Journal 13 Describe: Tell what you see (the visual facts). 1. What is the name of the artist who created the artwork? 2. What is the name of the artwork? 3. List the literal objects in the painting (trees, people, animals, mountains, rivers, etc.). 4. What do you notice first when you look at the work(s)? Why? 5. What kinds of colors do you see? How would you describe them? What sort of effect do the colors have on the artwork?6. What shapes can we see? What kind of edges do the shapes have? 7. Are there lines in the work(s)? If so, what kinds of lines are they? 8. What sort of textures do you see? How would you describe them?9. What time of day/night is it? How can we tell? 10. What is the overall visual effect or mood of the work(s)?  

Interpretation/Analysis: An interpretation seeks to explain the meaning of the work based on what you have learned so far about the artwork, what do you think the artist was trying to say? 1. What was the artist’s statement in this work? 2. What do you think it means? 3. How does this relate to you and your life? 4. What feelings do you have when looking at this artwork? 5. Do you think there are things in the artwork that represent other things-symbols? 6. Why do you think that the artist chose to work in this manner and made these kinds of artistic decisions? 7. Why did the artist create this artwork?

+Journal 14 – 4/24/15

PART 1: What member of your family do you most strongly resemble?

With what member of your family do you share the most personality traits? Do you, like Esperanza, feel a strong connection with your family’s heritage? Why or why not?

PART 2: Choose someone you know in your life and describe the

characteristics of this person. Think about the characteristics that are unique to your chosen person and paint a picture of them in your own words, using metaphors, similes, alliteration, and sensory details (descriptions of sights, sounds, smells, etc.). UNDERLINE uses of these literary tools.

+Journal 15 – 5/8/15 What does “coming-of-age” mean to you?

Write about an experience that forced you to grow up in some way. Be specific and explain: What childish or immature behavior you exhibited prior to

the experience. The experience that caused some change through the gain

of some significant new knowledge or caused you to question your beliefs and affected your innocence.

How you changed or matured after the experience.

Looking back to your younger self (could be you from the grade before or even middle school), what advice would you give yourself based on the things you know now.