What did we do today?
Here you will find daily posts about what we did in class. Posts will include learning targets, warm ups, classwork, assignment descriptions and rubrics, and due dates and deadlines. Use this page to keep up with your daily work, especially when you have been absent. Questions? Email Genevieve.Hollerich@mpls.k12.mn.us.

Thursday, 2/16 - Sonnets DUE on TurnItIn.com

posted Feb 16, 2017, 1:30 PM by Genevieve Hollerich   [ updated Feb 16, 2017, 1:30 PM ]

Learning Target(s):
  • I can review the characteristics of a Shakespearean sonnet. 
  • I can type my sonnet on Google docs (MLA style). 
  • I can submit my sonnet to TurnItIn.com. 
  • I can turn in a paper rubric. 
Warm Up:
Students discussed a sample sonnet and determined that it was a sonnet, but not a Shakespearean sonnet.
  • 14 lines
  • 10 syllables per line
  • Makes sense 
  • Does NOT have a Shakespearean rhyme scheme (ABAB CDCD EFEF GG)
  1. Start a new Google doc.
  2. Where it says “Untitled document,” type: Sonnet – YourLastName 
  3. You should use Times New Roman size 12 font and type an MLA heading: 
    • Your first and last name 
    • Teacher’s name
    • English 9 
    • February 16, 2017
  4. Type your sonnet (do not center it) 
  5. Give it a title (or not– Shakespeare didn’t title his)
  6. “Share” it with me
  7. Check your rhymes: RhymeZone.com
  8. Check your syllables: Howmanysyllables.com OR Wordcalc.com Please note that these sites can be used as tools but are not 100% accurate.
  9. Submit your sonnet to TurnItIn.com before the end of the hour. 
  10. Put your paper rubric in the black tray at the front of the room. 
  • Read 1.1 (Act 1, Scene 1) of Romeo and Juliet. You don't have to understand every word, just try to get the general idea of what's happening.
  • Enjoy your weekend. Have fun, and make good choices.

Wednesday, 2/15 - Previewing Romeo and Juliet: Character Map, +/- Strategy

posted Feb 15, 2017, 1:00 PM by Genevieve Hollerich

Learning Target(s):
  • I can preview the text, Romeo and Juliet:
    • I can create a Character Map.
    • I can read and annotate the Prologue using the +/- Strategy.
Entrance Instructions:
  1. Tri-fold a sheet of paper. 
  2. Write your first and last name, the date, and the hour in the upper right hand corner. 
  3. At the top of the far left column, write “House of Montague.”
  4. At the top of the middle column, write "Character Map: Romeo and Juliet."
  5. Underneath that, write "Neither House"
  6. At the top of the far right column, write “House of Capulet.” 
  7. Take out your book and find the list of characters.
  8. Write each character's name in the appropriate column.

  • Work together (teacher will model on doc cam) to list each character in the appropriate column. This Character Map will help you become familiar with the characters' names and will give you some practice identifying who the characters are and what roles they play.
  • When you're done, put the Character Map in your binder. We will continue adding to it as we read the play.
  • Read and annotate the Prologue (photocopy of the Prologue distributed in class).
    • Put a "-" above words that seem negative and a "+" above words that seem positive. 
    • Overall, what is the Prologue saying? 
    • Save for further work on Tues.
  • Finish handwriting your sonnet. You can type it in class tomorrow. 
DUE DATE: Thurs., 2/16, end of class on TurnItIn.com.

Tuesday, 2/14 - Reviewing, troubleshooting, drafting sonnets

posted Feb 14, 2017, 10:56 AM by Genevieve Hollerich   [ updated Feb 14, 2017, 11:04 AM ]

Learning Target(s):
  • I can review the characteristics of a Shakespearean sonnet. 
  • I can troubleshoot the sample quatrain. 
  • I can continue drafting my sonnet. 
Warm Up:
  1. Review: What are the characteristics of a Shakespearean sonnet? 
  2. Troubleshoot: What problems did you have or what challenges did you face when you were writing your sonnet on Monday? What questions do you have about the sonnet? Do you need help with anything specific? If so, what? 
  3. Let’s say I’m writing a sonnet about traveling the world. What’s wrong with the following quatrain and how could I fix it? 
I love to travel more than anything

I like to meet new people and go cool places

Being stuck at home makes me unravel

I dream of new lands and different faces

  • Share out Warm Up responses:
    • Sonnets have 14 lines, 10 syllables per line, a rhyme scheme (Shakespearean rhyme scheme = ABAB CDCD EFEF GG), and must make sense
  • Ways to correct the sample quatrain:
    • Invert first line—More than anything, I like to travel / 12 syllables in second line—drop “new” and “cool” / last line: 11 syllables, drop one (diff’rent) 
  • Apply some of these solutions to your own sonnet as you're drafting today.
  • Review the sonnet rubric (attached below).
  • Finish drafting your sonnet!
Completed sonnet DUE DATE: Thurs., 2/16, end of class on TurnItIn.com.

Monday, 2/13 - Stressed and unstressed syllables, drafting your sonnet

posted Feb 13, 2017, 9:45 AM by Genevieve Hollerich

Learning Target(s):
  • I can turn in my “Roles and Relationships” charts (DEADLINE: start of class). 
  • I can share my analysis of Sonnet 18.
  • I can practice stressing words and syllables in words. 
  • I can define iambic pentameter. 
  • I can write the first quatrain of my sonnet. 

Warm Up:
  • DEADLINE: “Roles and Responsibilities” packet. Put it in the red folder when it comes to you. 
  • Take out “Sonnet 18.” Turn to someone next to you and share your answers to questions 5, 6, and 7. 
  • Share out answers to questions 5, 6, and 7.
  • Learn about stressed and unstressed words and syllables:

  1. Pick a topic. Traditional sonnets are about nature or love. If you can’t figure out what to write about, choose something you love and write a sonnet for it.
  2. End your lines with words that are easy to rhyme with. 
  3. Use resources like RhymeZone.com or other rhyming sites to help you find rhymes for words. 

  • Write the first quatrain of your sonnet.
Completed sonnet DUE DATE: Thurs., 2/16, end of class on TurnItIn.com.

Friday, 2/10 - Syllables and Sonnets

posted Feb 10, 2017, 11:22 AM by Genevieve Hollerich   [ updated Feb 10, 2017, 11:24 AM ]

Learning Target(s):
  • I can explain what a syllable is. 
  • I can begin identifying the characteristics of a sonnet. 
  • I can read and annotate a sonnet. 
  • I can analyze a sonnet for meaning. 
Warm Up: 
  1. In your own words, what is a syllable?  If you’re not sure what a syllable is, look it up or ask someone next to you.
  2. How many syllables does “Washburn High School” have? 
  3. How many syllables does your full name have (first, middle, last)?
  • Read Sonnet 18 (attached below).
  • Annotate it:
    • Underline rhyming words.
    • Circle odd/unfamiliar words.
    • Count the lines.
    • Count the syllables in each of the first four lines.
  • Use the questions in the handout to help you analyze the sonnet for its meaning.
  • Work through, discuss, and answer questions 1-4 as a class. 
  • Finish questions 5-7 on your own. Be prepared to discuss your answers at the start of class on Monday, 2/13.
  • "Roles and Responsibilities" charts DEADLINE: Mon. 2/13, start of class

Thursday, 2/9 - Classroom Resources, Policies, Procedures Scavenger Hunt

posted Feb 9, 2017, 11:00 AM by Genevieve Hollerich   [ updated Feb 9, 2017, 11:01 AM ]

Learning Target(s):
  • I can complete an online Scavenger Hunt.
  • I can review class resources, expectations/norms, policies, and procedures. 
Warm Up: 
  1. Pick up a Chromebook. 
  2. Check your email account for a link to the Scavenger Hunt.
  3. Begin! 
  • Use online and classroom resources to complete the English 9 Semester 2 Scavenger Hunt.
  • We'll share out answers as a class when we're done.
Homework: None

Wednesday, 2/8 - Cornell Notes Summary, Padlet Wall "Responsibilities" Post

posted Feb 8, 2017, 9:04 PM by Genevieve Hollerich   [ updated Feb 8, 2017, 9:07 PM ]

Learning Target(s): 
  • I can write a 1-2 sentence summary of my Shakespeare lecture Cornell Notes. 
  • I can create two Padlet wall posts: one listing student’s responsibilities and one listing teacher’s responsibilities. 
Warm Up:
Students turn and talk about these three questions: 
  1. What is a summary? 
  2. How do you summarize something? 
  3. What is the difference between summarizing and paraphrasing? 
  • Take out your Cornell Notes. 
  • Reread them. 

  • Share out Warm Up answers:
    • summary: a brief retelling of events, a shortened version of what happened
    • paraphrase: rewording, putting something into your own words, retelling something in a different way
    • difference between summary and paraphrase: a summary is BRIEF while a paraphrase is the same length but uses different wording, a summary sums up or retells the main ideas or most essential information, not ALL the information
    • how to write a summary: reread and identify the main ideas, then tell only the main ideas
  • Rearead your Cornell Notes, and in the "Summary" section (the end of your notes), write a 1-2 sentence summary summing up only the most essential information (TIPS: Restate, who, where, when, and what he's known for).
  • Put your notes away and save them for the quiz.
  • Start Padlet assignment (assignment description and rubric attached below and in the Portal).

Padlet Wall Posts – Responsibilities: Teacher Vs. Student

Learning Target(s):

  • I can identify and list teachers’ responsibilities and students’ responsibilities.
  • I can use Padlet to share my lists.


  1. Log in to Padlet.com (your school email address should be your login).
  2. Use the Padlet wall link I emailed you to access the “Responsibilities: Teachers vs. Students” wall.
  3. Create a “Teacher’s Responsibilities” post listing at least five responsibilities teachers have.
  4. Create a “Student’s Responsibilities” post listing at least five responsibilities students have.
  5. Make sure your name is on each post, or you won’t get credit.
  6. Turn in your rubric. 
DUE: End of class today, 2/8

Homework: None

Tuesday, 2/7 - Cornell Notes Cue Column, Reading Self-Assessment

posted Feb 8, 2017, 8:56 PM by Genevieve Hollerich

Learning Target(s):
  • I can complete the Cue Column of my Shakespeare Cornell Notes.
  • I can complete the reading self-assessment. 
Warm Up:
  1. Take out yesterday’s Cornell Notes and reread them. Do they make sense? If not, check with someone next to you to see what you missed. Did you leave anything important out? If so, check with someone next to you to see if they can help you fill in the gaps. 
  2. Take out a pen or pencil. 
    • Complete the Cue Column of you William Shakespeare Cornell Notes.
    • Read and annotate "The Mystery of Shakespeare's Identity" by Jumana Farouky (handout given in class).
      • Remember, “annotate” means to mark the text to help you better understand it. Ways we’ve annotated in the past: 
        • Underline important things or main ideas. 
        • Circle unfamiliar words. 
        • Write questions/comments where you have questions/comments. 
    • Use your Chromebook to complete the online reading assessment.
    • Complete the paper exit ticket.
    • Return your Chromebook before the end of class.
          Homework: None!

          Monday, 2/6 - William Shakespeare, Cornell Notes

          posted Feb 8, 2017, 8:54 PM by Genevieve Hollerich

          Learning Target(s): 
          • I can turn in my “Roles and Responsibilities” charts. 
          • I can learn about William Shakespeare and his life. 
          • I can take Cornell Notes. 
          Warm Up:
          1. DUE NOW: “Roles and Responsibilities” charts. Make sure your name is on it and put it on the table. DEADLINE: Monday, 2/13. 
          2. What do you know about William Shakespeare? Make a list of things you know (or think you know) about him and/or his life. 
          3. When you’re done, take out a piece of loose leaf paper and a pen/pencil. 
          • Generate a class list of things we think we know about William Shakespeare.
          • Set up Cornell Notes:
          • Take Cornell Notes for the William Shakespeare lecture. Write only in the Notes column. If you missed class, use the PowerPoint presentation attached below or this Google slide presentation to take notes.
          • Review your notes to see if they make sense.

          Friday, 2/3 - PROJECT SUCCESS

          posted Feb 8, 2017, 8:52 PM by Genevieve Hollerich

          Learning Target(s):
          • I can record the Due Date and Deadline for the "Roles and Responsibilities" charts. 
          • I can participate in a Project Success workshop. 
          Warm Up:
          If you have not done so already, record the following DUE DATE and DEADLINE for the “Roles and Relationships Charts” assignment: 
          • DUE DATE: Monday, 2/6, start of class 
          • DEADLINE: Monday, 2/13 start of class
          Welcome Annick! 

          • Learn about King Lear, the Shakespeare play we'll be attending with Project Success in March.
          • Learn about the importance of establishing a strong foundation. 
          • Finish your relationship roles/responsibilities charts by Monday, 2/6.

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