Romeo and Juliet

Act One Scene One

The first scene starts off with Juliet’s servants from the Capulet side strolling through the markets wanting to start trouble. They spit in front of the Montague men and bite their thumbs, which in the olden times had symbolized putting up his middle finger. This led to their swords being withdrawn and a vicious duel to begin. Benvolio which was Romeo’s cousin (of the Montague) tried to stop the fighting, but unfortunately failed. They continued to fight while the market’s people watched the commotion and spread the word. After all of the family and friends from each side had come to battle, the prince of Verona arrived. He stopped the fighting and warned them that they would be killed or banished if they fight again. Romeo misses the commotion and his cousin asks him where he has been all day. Then Romeo spots the wounded people all around him and gets mad at his father for always thinking about hate.

Act One Scene Two

The second scene starts off with Juliet’s dad and a man named Paris walking up a flight of stairs. Paris is asking for Juliet’s hand in marriage but her dad says that shes too young, since she hasn’t even had her 14th birthday yet. But then her dad invites him to a feast for him to see her.

Act One Scene Three

Juliet’s nurse cheerfully calls her over, since her mom wanted to see her. But her nurse interupts their converstation and talks on and on about her childhood until her mother scolds her. Then her mother mentions marriage to Juliet. Juliet is doubtful but promises her mother and maid that she will talk and at least look out for Paris. Then they are reminded that the feast was starting and her mother rushes to greet the guests.

Act One Scene Four

Romeo and his friends head off in the streets venturing to the party, with masks and torches. Even though Romeo’s best friend Mercuito was very lively and excited, Romeo was sad knowing that the Rosaline didn’t love him back. He mourns that she was just a dream, and Mercuito laughs and mocks him saying that he had a “Queen Mab”. They then continue to go to the party but Romeo predicts that this night will end badly.

Act One Scene Five

Romeo arrives at the feast with his friends and everyone is dancing. He spots a beautiful girl not knowing her real identity. But then Juliet’s cousin spots him and tells her father that he was a Montague. His father shoos him away and continues on with his conversation. Romeo is entranced by her beauty and dances with her. This makes Juliet’s cousin even more angry and he reminds her father once again. He shoos him away once more, but her cousin still keeps an eye on him. Romeo secretly meets Juliet during a performance, and asks her for a kiss. The feast ends, and they both find out they are supposed to be rivals. They are sad knowing that they will be star crossed lovers.

Act Two Scene One

Romeo runs away from the feast, but they slowly catch up to him so he climbs up onto a tree. His drunken friends pass him since he was so high and he curiously jumps over someones fence into their backyard.

Act Two Scene Two

He walks a bit more and peeks through the trees. There he finds juliet at her balcony, gazing at the stars. She says, “Romeo, where art thou Romeo?” He comes out and yells that he was here. She is startled and hurries back, but he stops her. At first she is doubtful that he truly loves her or that he might be a imposter, but he shows her he is not by vowing. They kiss and then she mentions marriage, and they rejoice and kiss again. Her maid calls her and she hurries to plan out the time and place they were going to get married, and after lots of kissing and talking he finally leaves her awaiting for tomorrow.

Act Two Scene Three

Romeo finds Friar Laurence to marry him and Juliet, but the priest immediately refuses. Romeo had fell in love with Rosaline just a few days ago and now he is in love with Juliet? Marriage is a big thing and he wouldn’t accept. However, when walking up the stairs the priest saw Jesus on the cross and something changed in him. He agreed to marry them and Romeo rejoiced.

Act Two Scene Four

Tibolt and Mercuito are wondering where Romeo is, and find him downstairs. They are mad at him for leaving them yesterday but Romeo apologizes and states that he found his true love. They laugh and mock him, but then spot a lady with a long veil. They then mock her and say that she has a sail on her back. However, she walks up to them and asks for a young Romeo. They laugh at Romeo and she pulls him over. Mecruito plays with her veil and yanks it off, since he was a trouble maker. However, Romeo gets it back and they go in the church for a quiet place to talk. Juliet’s maid talks about the plan for their marriage and then say goodbye.

Act Two Scene Five

Juliet is  very anxious, waiting for the nurses message, but then the nurse comes back. She sends her assistant away then rushes her up the stairs. The nurse aches and doesn’t tell Juliet right away, but takes off her robe and hat. Juliet gets mad and demands an answer but the nurse just laughs. However, after more persuading she finally tells Juliet that Friar Laurence will meet them at the church to make her a wife. They rejoice and Juliet rushes to go see Romeo.

Act Two Scene Six

Romeo goes on and on about how much he loves Juliet and Friar Laurence tells him to love her moderately and not too much. But then Juliet arrives and they kiss, but the priest splits them apart and gets Juliet ready to get married. They kneel and pray then he opens the bible, and get married.

Act Three Scene One

Mercuito is walking in the square when he sees the Capulets. They ask for Romeo but Mercuito says that he will have to get through him first. Romeo comes joyfully but Tibolt asks for a duel. He refuses and shakes his hand, but Tibolt makes a big fuss about it and Mercuito gets mad. Tibolt and Mercuito duel and Tibolt stabs and kills Mercuito. Romeo gets extremely mad then runs to find Tibolt, and they duel. Romeo stabs Tibolt and he dies, and Romeo leaves in a daze.

Act Three Scene Two

Juliet’s nurse cries and tells Juliet, and they both mourn together. She gets mad at Romeo and herself for marrying a murderer but then regrets it and defends Romeo. Romeo is having a big tantrum and hating himself, and Friar Laurence tries to calm him down. Juliet’s nurse comes and Romeo tries to commit suicide, but thankfully the priest stops him. Romeo asks about Juliet and she tells him that she is fine. They meet up and spend the night together but then he leaves in the morning since he was banished from the kingdom.

Act Three Scene Three

Juliet is still mourning Romeo’s departure but her mother thinks that she is mourning about Tibolt. She wants her to be happy and proposes that she marry Paris. Juliet refuses and her mother goes to tell her father. He was outraged and storms into her room, and throws her on the ground. The nurse protects her but he demands Juliet to marry Paris, and if not she cannot live in her house. Juliet pleads to her mother and father, and they both disagree. She asks her nurse for advice and she says that she should just marry Paris, since Romeo was exiled anyway. Juliet pretends to agree and waits for the nurse to leave her room.

Act Four Scene One

Paris plans the marriage date with the priest and spots Juliet running to see him. He asks if she is asking God to forgive her sins and kisses her on the forehead then departs. She runs into the church and yells that she would rather die than marry him. The priest spots the flowers he was picking in the garden and has an idea. He tells Juliet to drink the liquid in the vile on Wednesday night alone, and she will be “dead” ro 48 hours. Her heart won’t beat and her skin will be cold as ice. However, he will send a letter to Romeo telling  him that she wasn’t really dead. He will see her again when she wakes up and they will run off together. Juliet rejoices, takes the vile and flees back home awaiting her “death”.

Act Four Scene Two

Juliet runs home to tell her father that she is sorry and that she will marry Paris. He is rejoiced and moves the wedding to Wednesday, not knowing that she was lying. She apologizes to her mother and nurse but that night she drinks the poison from the vile and falls asleep. Even though she was afraid she did it for love, and especially Romeo.

Act Four Scene Three

Juliet’s nurse finds her in her room and cries out to her mother and father. She yells out that she is dead, and they all mourn and are covered in grief. A funeral for Juliet is held and Romeo’s servant Balthasar watches it happen. He takes his horse to find Romeo in Manuta and passes the priests’ monk with the letter to Romeo.

Act Five Scene One

Balthasar rushes to find Romeo and tells Romeo about Juliet’s “death”. Romeo is depressed and very mad, and rushes to find his horse. He rides to Juliet’s grave and his servant and horses leave.

Act Five Scene Two

Romeo uses a rock to break into the grave and rushes down the stairs. He finds Juliet’s “corpes” and cries deeply thinking his true love is “dead”. He then spots Tibolt next to her and mourns even more for killing such an “innocent” soul. Then he takes the poison and dies next to Juliet’s grave. Friar Laurence goes to visit Juliet’s grave and spots Romeo’s servant there. He then rushes to find him and sees him dead next to her grave. He weeps and Juliet wakes up, and he tries to rush her away. However, she sees Romeo dead on the floor and finds out what happened. Friar Laurence runs away hearing guards coming and Juliet decides to kill herself. She takes Romeo’s dagger and stabs her heart, and dies next to him. Their bodies are taken to the prince, where he scolds the Capulets and Montagues telling them that it was their fault that their beloved family was dead.

8/5/15

LA-Symbols Assignment Oral Presentation Rubric-Hao-Kris

LA-Act 2 Scene 5 Rubric-Hao-Kris

15/5/15

LA-Romeo and Juliet Frame Analysis-Hao-Kris

18/5/15

LA-Visual Peer Analysis-Hao-Kris

7/5/15

LA-Frame Analysis 2015-Hao-Kris

Quarter 4 Goals

Reading

GOAL: This quarter I will record a constant rate of 15-50 words in my wonder words wall for every book I read. I could accomplish this by remembering about my goal, reminding myself, and recording everyday.

S (specific): I will put a stickie note in my book as a bookmark to constantly record words for my wall.

M (measurable): I will write them down them transfer the words and their definitons into my reading log.

A (attainable): I will remember that learning new words is important, and accomplishing my goal is as well.

R (realistic): I will remind myself about my goals and ask my family and friends to encourage me.

T (timely): If I record and discover words whenever I finish a book, I will accomplish this goal by the end of quarter three.

Writing

GOAL: This quarter I will practice my comma splices in NoRedInk at least every other day. This goal could be accomplished if I work as hard as possible, remind myself about my goals by bookmarking the site and writing it in my planner, and practicing frequently.

S (specific): I will practice my cursive on NoRedInk which is a website that helps with writing and grammar.

M (measurable): I will record my progress and screenshot a few of my examples.

A (attainable): I will remember about my goals and make sure that I accomplish them.

R (realistic): I will remind myself by putting the sheet on my refrigerator, and telling my parents to remind me.

T (timely):  If I practice and improve my comma splice problem every other day I will be able to accomplish this goal.

27/5/15

LA-Work Habits Rubric-Hao-Kris

29/5/15

LA-Goals Presentation-Hao-Kris

Romeo and Juliet

I am quite happy with my mom and I’s responses, since we both principally agreed on who is my “perfect mate”. She said that he has to have empathy and compassion. These traits are important to me because if they are not caring, they won’t be right for me since I want a respectful and chivalrous mate. Another trait that my mom wanted was intelligence. I also want him to be clever because he has to be able to get a job, and he has to be hard working as well. Finally, my mom said that she wanted him to have a pleasant appearance. I agree with this as well because looks are not as important as their personality, but it still does count. Also, he has to be a bit taller than me since I want a taller mate.   For the traits she would consider, she told me that I should choose who I want since it really isn’t her decision. I wanted someone clever and caring, who loves music, and who is okay appearance wise. Overall, my mother and I have basically the same answers, and basically both agree on my “perfect mate”. This is a positive thing since I value her opinion, and mine as well. So having the same perspective as her is important.

 

Visual Literacy:

Link to Visual Literacy

Romeo and Juliet:

Life

I do not know much about Shakespeare, but I do know A bit about his legacy. Shakespeare had written many famous plays and had even created some of the English language we use today. Romeo and Juliet and Hamlet are one of his most famous tragedies, and it was even re-enacted in our very own high school.

  • What was Shakespeare’s date of birth?

Shakespeare was born a few days before his baptism on the 26th of April 1564.

  •  Where was he born?

Shakespeare was born in Stratford-upon-Avon in Warwickshire.

  •  Where did he go to school, and what was it like?

It is likely that Shakespeare had gone to school at the local King Edward VI Grammar School in Stratford.

  •  What do we know about his family?

We know that his father, John Shakespeare, was a glove maker and wool merchant. He also had a mother called Mary Arden who was a daughter to a landowner from Wilmcote, South Warwickshire.

  •  Why did he go to London?

Shakespeare had gone to London to pursue his career in theatre.

  •  With which theatres and companies was Shakespeare involved?

Shakespeare was one of the manager partners of the Lord Chamberlain’s Company. The company were aware of two theaters in the Southwark area of London, called the Globe and the Blackfriars.

  •  Who were Shakespeare’s contemporaries?

A critic called Robert Green was one of Shakespeare’s contemporaries describing him in 1952 as an “upstart crow”.

  •  When did he die and what is special about this date?

Shakespeare died on 23 April 1616, and this is special since he was thought to be born and dead on the same day.

  •  What did he leave his wife in his will?

Shakespeare had left his ‘second-best bed’ to his wife, for an unknown reason.

Romeo and Juliet:

Genre

  • How many plays did Shakespeare write?

Shakespeare had written 38 plays in his lifetime.

  • What three categories can we put his plays into?

His plays were categorized into tragedies, comedies, and histories.

  • Name two plays from each category.

Two plays from the tragedies portion are Romeo and Juliet, and Hamlet. Two plays from the comedies section are The Merchant of Venice, and the Twelfth Night. Finally, two plays from the histories area are Henry V, and King John.

Romeo and Juliet:

Golden Globe

I actually do not know much about this famous theatre. I have never even heard of it, but now I know it is linked with Shakespeare in some way. I cannot wait to find out more information about it though.

Interesting Facts:

  • There were doorman that kept pick pocketers and trouble makers out of th theatre
  • During Shakespeare’s time London had animal baiting where people would watch dogs fight larger animals like bulls or bears
  • The poor stood in a Central yard to watch plays with no roof
  • The rich were sat in comfort in covered galleries around the yard
  • The “groundlings” would mingle with the rich
  • The area was very dirty and people rarely bathed (no bathrooms)
  • Rich gentleman smoked long sticks of Tobacco from the Europeans
  • Some people skipped church and work for plays
  • Playbills explained play information
  • Richard Bubage was famous actor in plays
  • Closer and the more comfortable the more expensive
  • There were thieves who cut purses for money (called ‘cutpurses’)

Champion Reflection Blog Post

  • What did you enjoy about the Champion’s unit?

I enjoyed the gallery for the Champion’s unit. It was amazing because I got to dress up like Pocahontas and be her, and explain what she did and her legacy. Another point is that the gallery tied all of it together in a presentation we created, and it felt amazing to know that all the hard work we did was shown in this gallery. I also enjoyed the free choice because we were allowed to do whatever we wanted, and I got to make a video and re-enactment which was quite fun to film.

  • What helped you learn well in the Champion’s unit?

I feel that the different items we were supposed to fill had helped me learn well in this Champion’s unit. Our teachers Mr.Pierce and Ms.Bevear had asked us to create a timeline, nomination letter, map, etc. These different items had gave us so much information and we learned a lot. Just in these three categories we had understood their important events in their lifetime, why they are a champion, and important areas they have been. So what we have studied for has really helped me to learn well in this unit.

  • What was challenging about the Champion’s unit?

I feel that finding correct information was quite challenging during this unit. Everyone (including myself) thought that Pocahontas was just a Disney princess, a made up character. So it is understandable that information would be hard to find. So real Pocahontas’ information was quite scarce, especially her quotes and her siblings. Another challenging thing was her costume. There are thousands of Pocahontas costumes in costume stores, but those are not traditional Indian costumes. So my father had to help me make my costume, which was amazing since it turned out great.

  • If you were going to complete this unit again, what would you do differently?

If I was doing the unit again, I would really think about who I am going to do. Now I regret a bit about picking her because it is quite hard to find information on her. The champion you are picking is very important, so next time I would really ask myself. Now I feel that I should have done another person instead and do regret it, since he fitted all the characteristics and was much easier to research on.

  • What advice do you have to Ms. Bevear & Mr. Pierce about how we teach it next year? Ex. definitely do … but I think you shouldn’t do …

Well I really enjoyed the overall goal and outcome of this unit, but there are always good things and bad things. I think that you should definitely do the nomination letter, timeline, map, poems, and facebook page next year, because those are my friends and I most favored parts of this unit. They all were quite fun to make but also gave the person reading or criticing important information about the champion. But I think that next year you shouldn’t do the the essay, because I feel that we are kind of repeating this from the nomination letter. Maybe instead you could do a reflective essay on how this project was and its difficulty.

Pocahontas’ Portfolio

Hi, and welcome to Pocahontas’ Portfolio. This was for my Champion! person project, where we choose a champion who represents and fits compassion, collaboration, creativity and resilience. There are so many people to choose from, but Pocahontas had really stood out from me after I researched about her. She was not just a Disney princess after all. Pocahontas had actually helped create peace between her tribe and the colonists that arrived later on. She achieved this by thinking of wonderful ideas, listening to what her heart told her to do, and working with her messengers and others to achieve her goal. All of us have been working extremely hard on this project, and I hope that by the end of this portfolio you will understand her personality, and most importantly enjoy it.

 

Quarter 3 Reading and Writing Goals

Reading

GOAL: This quarter I will read fifteen books with over six different genres that I have not read yet.

S (specific): I will ask myself if the book is a genre that I haven’t read yet or a genre that is common in my reading log.

M (measurable): I will record the books that I have read in my reading log.

A (actionable): I will remember not to check out or read any other books from genres that are constant in my reading log.

R (realistic): I will ask my family and friends to remind me if they see me with a mystery or young adult fiction book.

T (timely): If I try to read consistently everyday, I should finish enough books by the end of quarter three.

 

Writing

GOAL: This quarter I will write a full page of writing in my journal at least once a week.

S (specific): I will write it in my planner to remind myself.

M (measurable): I will write the dates and stories in the journal I have.

A (actionable): I will remember not to watch anything in my free time until I finish writing in my journal.

R (realistic): I will tell my mom to remind me every Wednesday and Sunday about my goals.

T (timely): If I write at least once a week writing in my journal, I will accomplish my goal by the end of quarter three.

 

Presentation

LA-Quarter 3 Goals Presentation-Hao-Kris

Goals

Reading

GOAL: To read 15-20 minutes everyday at home or on the bus by finishing HW faster, for more free time by the end of quarter two.

S (specific): I will space out my time and create a to do list.

M (measurable): I will record how long I read for in a doc I could make.

A (actionable): I will not procrastinate, and really try to finish and accomplish my goal.

R (realistic): I will ask my parents and brother for advice.

T (timely): If I read consistently everyday, I should finish many more books in the same amount of time.

Writing

GOAL: I will have better ideas and more detail in my stories by the end of quarter two.

 

S (specific): I will brainstorm ideas and only pick the most entertaining ones.

 

M (measurable): I will write at least five ideas for every story.

 

A (actionable): I will spend at least 10-20 minutes brainstorming, since it is a very important process.

 

R (realistic): I will ask myself if it is entertaining enough.

 

T (timely): If I use these strategies, I will easily accomplish my goal.

 

13/1/15

Quarter 2 Work Habits

13/1/15

Quarter 2 Goals Presentation

Wonder Words Wall

If I Stay By Gayle Forman:

Conniption:  A fit of rage (pg. 75)

Inadvertently: Not intended or planned (pg. 17)

Cloying: Too emotional (pg. 75)

Incarcerate: To put someone in prison (pg. 76)

Wisp:  A thin thread of something such as hair (pg. 76)

Rabble:  A large group of people who might be violent (pg. 51)

Rouse: To wake someone when they are sleeping (pg. 43)

Lament: To be sad about something (pg. 15)

Exempt:  Not able to do something that others can do (pg. 77)

Placated:  To make someone feel less angry about something (pg. 77)

Segregationist:  A person who supports racial separation (pg. 78)

 

The Maze Runner By James Dashner:

Tinny: A  thin, unpleasant, metallic sound (pg. 1)

Predicament: A difficult, unpleasant, or embarrassing situation (pg. 1)

Ceaseless: Constant and unending (pg. 2)

Devoid: Not possessing (pg. 6)

Pudgy: A person or a part of a body that is rather fat (pg. 6)

Bombarded: To attack (pg. 7)

Churn: To have a queasy feeling (pg. 10)

Malicious: Intending to do harm (pg. 14)

Congregate: Gather in a crowd or mass (pg. 16)

Vertigo: A sensation of whirling and loss of balance (pg. 23)

Riveted: Fix someone or something to make them incapable of movement (pg. 26)

Churn: Move or cause to move vigorously (pg. 27)

Obscurity: Being unknown or unimportant (pg. 29)

Trepidation: Fear or anxiety of something that may happen (pg. 29)

Suppress: Put an end to something (pg. 29)

Amble: Move or walk at a slow, relaxed pace (pg. 32)

Epiphany: A destroyed appearance (pg. 34)

Tinge: Colour slightly (pg. 34)

Haze: A state of mental confusion (pg. 36)

Strewn: Scatter or spread things messily (pg. 36)

Trance: A half-conscious state (pg. 38)

Bulbous: Fat, round, or bulging (pg. 38)

Appendages: A thing that is attached to something larger or more important (pg. 39)

SheerPerpendicular or nearly so (pg. 40)

Jarred: A painful or damaging shock through a part of your body (pg. 41)

Tweaked: Twist or pull something sharply (pg. 41)

Baffling: Impossible to understand (pg. 44)

Chided: Scold (pg. 45)

Palpable: Able to be touched or felt (pg. 55)

Ominous: Being worried that something bad is going to happen (pg. 61)

Glib: Fluent but shallow (pg. 70)

Insulated: Protecting something (pg. 70)

Apparition: A ghost or ghostlike image of a person (pg. 71)

Cavorting: Jump or dance around excitedly (pg. 71)

Victuals: Food (pg. 78)

Nonchalant: Appearing calm and relaxed (pg. 98)

Predicament: A difficult, embarrassing, or unpleasant situation (pg. 101)

Combust: Consume or destroy by fire (pg. 107)

SuccinctBriefly and thoroughly explained (pg. 110)

Grotesque: Ugly or distorted (pg. 126)

Adjoining: Next to or joined with (pg. 135)

Emanating: Spreading out from(pg.135)

Comatose: In a state of coma(pg.144)

Chagrin: Annoyance at failing or being humiliated (pg.152)

Aleck: A stupid person (pg.135)

Gamut: The complete range or scope of something (pg.164)

Inept: Being clumsy (pg.186)

Wan: Expressing illness or exhaustion(pg.228)

Dormant: Being temporarily inactive(pg.334)

Archaic: Old or old-fashioned (pg.360)

Sluice: Wash or rinse with stream or shower water (pg.362)

 

The Scorch Trials By James Dashner:

Cynical: Thinking the worst about human beings (pg.2)

Tremulous: Shaking slightly from nervousness (pg.9)

Avail: To be useful or helpful (pg.9)

Repulsion: Feeling of strong dislike (pg.9)

Conciliate: To make someone more friendly (pg.19)

Revulsion: Strong feeling of dislike or disgust (pg.22)

Torrential: Coming in a large and fast stream (pg.22)

Snooty: Feeling that you are better than everyone (pg.24)

BelligerenceAn aggressive atmosphere (pg.25)

Swath: A long and wide strip of land (pg.36)

Cot: A small house (pg.40)

Lance: A long pointy weapon (pg.41)

Meticulous: Being accurate and careful about something (pg.55)

Stupor: When you are not able to think correctly (pg.61)

Inexplicable: Not able to be explained or understood (pg.61)

Lull: To cause someone to be sleepy (pg.65)

Adamant: Not willing to change your opinion (pg.66)

Crude: Very simple and basic (pg.68)

Coalesce: To come together for a group (pg.86)

Cower: To move because you are afraid (pg.94)

Mirage: Something that appears real but actually isn’t (pg.99)

Jovial: Full of happiness or joy (pg.106)

Gale: A very strong wind (pg.131)

Detonate: To cause something to explode (pg.136)

Deluge: A large amount of rain (pg.140)

Dappled: Marked with many spots (pg.140)

Blasphemy: Great disrespect to God (pg.143)

Mirth: Happiness and joy (pg.146)

Obscenities: Wash or rinse with stream or shower water (pg.149)

Dire: Wash or rinse with stream or shower water (pg.149)

Pragmatic: Dealing with problems in a logical way (pg.159)

Coalition: A group of people joined together for a purpose (pg.170)

Apparition: A ghost or spirit (pg.183)

Pallid: Dangerously pale (pg.184)

Mangle: To injure (pg.184)

Invigorate: To give energy to (pg.207)

Gyrate: Wrapped or coiled around (pg.215)

Suffuse: To spread or fill something (pg.237)

Crystalline: Clear and shining like a crystal (pg.242)

Rile: To irritate someone (pg.280)

Flit: To move quickly from one place to another (pg.290)

Ping: A sharp sound (pg.325)

Slew: To turn very quickly (pg.332)

Discern: To detect with our senses (pg.339)

 

Rebel Belle By Rachel Hawkins:

Albeit: Even though (pg.3)

Abundant: Existent or available in large quantities (pg.3)

Sacrilege: Treating a holy place or object in a way that does not show proper respect (pg.10)

Incredulous: Not able or willing to believe something (pg.26)

Obscene: Obscene in a shocking way (pg.41)

Exempted: Not required to do something that others are required to do (pg.42)

Veiled: Expressed in a way that is not clear and direct (pg.60)

Chagrin: Feeling frustrated or annoyed because of failure or disappointment (pg.63)

Haughty: Showing the attitude of thinking that they are better, smarter, or more important than others (pg.66)

Disdain: Strong dislike or disapproval of someone or something (pg.66)

NonchalantRelaxed and calm in a way that shows that you do not care (pg.66)

Errant: Behaving wrongly (pg.77)

Immaculate: Having no flaw or error (pg.98)

Feebly: Extremely weak (pg.98)

Skulk: Keeping out of sight (pg.111)

Terse: Sparing in use of words (pg.120)

Mollify: Appease the anger or anxiety of someone (pg.165)

Coerced: Persuading an unwilling person to do something by force or threats (pg.176)

 

Dead End in Norvelt by Jack Gantos:

Farrier: A  person who puts shoes on horses for a living (pg. 6)

Flinty: A person hard to work with (pg. 29)

Abscond: To escape secretly especially with legal matters (pg. 30)

Ornery: Stubborn or displeasing (pg. 131)

Forlorn: In lonely and sad condition (pg. 131)

Tirade: A  long bitter speech (pg. 202)

Thatch: Thick straw etc. on a roof (pg. 319)

 

For Freedom by Kimberly Brubaker Bradley:

Cower: To crouch in fear (pg. 6)

Forlorn: In lonely and sad condition (pg. 61)

Tinny: Easily managed or handled (pg. 74)

 

Harry Potter and the Philosopher’s Stone by J.K Rowling:

Prod: To push someone or something with your finger or a pointed object (ch.1)

Gibber: To talk in a fast or foolish way (ch.2)

Clout: The power to control or influence situations (ch.4)

Infernal: Very bad or unpleasant (ch.5)

Mauve: A light or medium pink color (ch.5)

Drawl: To speak slowly (ch.5)

Spindly: Long thin and usually weak (ch.5)

Sidle: To move quietly to someone (ch.6)

Pompous: Speaking like they are better than other people (ch.7)

Miff: A fit of ill humor (ch.7)

Trifle: Something that does not have value or importance (ch.7)

Poltergeist: A ghost that makes strange noises and causes objects to move (ch.8)

Brandish: To wave or swing something in a threatening or excited manner (ch.12)

Brood: The children in someones family (ch.13)

Bate: To reduce the force or intensity of (ch.14)

Furore: Where people are very angry and upset (ch.15)

Swelter: To be very hot or uncomfortable (ch.16)

Abysmal: Extremely poor or bad (ch.17)

 

A Christmas Carol by Charles Dickens:

Ironmongery: A hardware store or business (pg. 2)

Legatee: A person who has a legacy (pg. 2)

Solemnised: To perform the ceremony of marriage (pg. 3)

Ramparts: Anything serving as a defence (pg. 3)

Covetous: Eagerly desirous or greedy (pg. 4)

Withal: In spite of all (pg. 5)

Cordially: Courteous and gracious (pg. 12)

Destitute: Lack of food, clothing, and shelter (pg. 13)

Facetious: Not meant to be taken seriously or literally (pg. 16)

Misanthropy: Hatred or dislike (pg. 17)

Tacit: Silent or saying nothing (pg. 18)

Beguile: To trick or deceive someone (pg. 20)

Cravat: A band of scarf wrapped around the neck (pg. 26)

Caustic: Very harsh and critical (pg. 30)

Fetter: A chain or shackle for the feet (pg. 34)

Incessant: Continuing without stopping (pg. 36)

Strife: Anger or violence between two people or a group (pg. 58)

Corroborate: To support by providing information or evidence (pg. 63)

Tumultuous: Loud excited and emotional (pg. 69)

Pillage: The act of looting (pg. 69)

Endeavor: To continually try to do something (pg. 81)

Apoplectic: Very angry or excited (pg. 82)

Bilious: Angry or bad-tempered (pg. 83)

Bigot: A person who strongly and unfairly dislikes other people (pg. 86)

Chafe: To became irritated or annoyed (pg. 101)

Unanimous: Agreed to by everyone (pg. 106)

Elicit: To get a response from someone (pg. 110)

Avarice: A strong desire to have or get money (pg. 131)

Heed: To pay attention to advice (pg. 157)

Malady: A disease or illness (pg. 157)

 

When You Reach Me by Rebecca Stead:

Omen: Anything percieved to be happening with a good or evil end in the future (pg. 4)

Lob: To fire (pg. 5)

Velour: A velvety fur felt (pg. 54)

Burden: Which is carried or is a load (pg. 157)

 

Devil’s Food Cake Murder by Joanne Fluke:

Parsonage: A house in which a parson lives (pg. 1)

Adage: A old saying representing a usual truth (pg. 1)

Parishioners: A person who goes to a local spot (pg. 1)

Birch: A type of tree (pg. 1)

Iridescent: Glowing with different shades from different angles (pg. 1)

Slyth: A graceful woman or girl (pg. 6)

Notion: An idea or opinion (pg. 17)

Blatant: Extremely obvious or offensive (pg. 17)

Commiserate: To feel bad for someone who went through an un-pleasent experience (pg. 17)

Roving: To go to many different places (pg. 25)

Unilateral: Involving one group or country (pg. 33)

Levity: Lack of seriousness (pg. 33)

Domicile: The place where you live or your home (pg. 33)

Heady: Feelings of excitedness or happiness (pg. 38)

Desist: To stop doing something (pg. 75)

Fallacy: A wrong belief or mistaken belief (pg. 94)

Malicious: Desire to cause harm to somebody (pg. 158)

Dire: Very bad causing great worry (pg. 195)

Veritable: Not false and correct (pg. 195)

Euphoria: A feeling of happiness and excitement (pg. 200)

Muse: To think of something carefully or thoughtfully (pg. 282)

 

The Wizard of Earthsea Ursula K. Le Guin:

Sundered: Split or seperated, apart (pg. 84)

Fealty: Sworn loyalty to a lord (pg. 90)

Perilious: Full of danger or risk (pg. 120)

Guileful: Skilled in craft or being cunning (pg. 122)

Scruples: Having doubt with the course of an action (pg. 164)

Cogent: A clear and convincing argument (pg. 203)

 

 Quizlet Tests:

29/1/15

MS-LA-2015-Grade 7 Set 1 Quizlet-Hao-Kris

12/2/15

MS-LA-2015-Quizlet Set 3-Hao-Kris

27/2/15

MS-LA-2015-Grade 7 Set 4 Quizlet-Hao-Kris

22/5/15

LA-Romeo and Juliet Quizlet-Hao-Kris

Writing

12-9-14

Mrs.Jones in Seedfolks Plan

MS-LA-2014-Thank You M’am-Hao-Kris

6-10-14

MS-LA-Seedfolks Replanting Mrs.Jones-Hao-Kris

MS-LA-Seedfolks Replanting Mrs.Jones-Hao-Kris Continued

8-10-14

MS-LA-2014-Polish Women Summative-Hao-Kris

15-10-14

Seedfolks Summative Assessment

12-11-14

Mystery Mania Initial Reading

8-12-14

MS-LA-2014-Summary for Don’t Fool A Phantom-Hao-Kris

10-12-14

Harold Holt Formative Essay

Stonehenge Mystery Summative Essay

11-12-14

Stonehenge Summative Essay Graded

12-12-14

Chocolate Chip Cookie Murder Summative Summary

23-1-15

MS-LA-2015-Champion Person Journal Entry-Hao-Kris

MS-LA-2015-Champion Person Poems-Hao-Kris

16-3-15

LA-Powerful People Oral Presentation-Hao-Kris

LA-Powerful People Nomination Letter-Hao-Kris

24-3-15

LA-Visual Literacy-Hao-Kris

14-4-15

LA-Champion’s Essay-Hao-Kris

Grammar

Commas

    23/9/14      By:Kris Hao

  • I learned that you should use commas to take away non-essential information (phrases)
  • You should use commas when you are basically putting together two halves of a sentence with a conjunction
  • You should use commas when you are talking about someone (lets eat grandma and lets eat, grandma)
  • You should use commas when you are making a list in a sentence
  • The oxford comma is the last comma you use for listing things (fought over)
  • You should use commas when you have more than one adjective explaining a noun
  • You should use commas after introductory sentences, phrases, or clauses
  • You need commas for dates, ending of letters, geographic locations, and more
  • You shouldn’t use a comma when you seem like there should be a pause
  • Sentences are only run-ons if there are more than one independent clause
  • You should not put commas after conjunctions (FANBOYS)

 

Punctuating Dialogue

    6/10/14      By:Kris Hao

  • I learned that only things spoken by the speaker is surrounded by quotation marks, and separate words explaining who said what is not quoted
  • When using punctuation marks you have to put them inside the quotation marks, and not outside
  • Dialogue that is not interrupted with who’s saying what doesn’t need quotation marks, only interrupted ones do
  • But if they are separated, everything he says needs quotation marks
  • You should always indent and write your dialogue (when the speaker changes) on different lines, so its clear who is speaking and when they switch
  • You shouldn’t repeat names, when it is clear who is speaking

Simple, Compound & Complex Sentences

    6/10/14      By:Kris Hao

Tenses Table

Simple Sentences:

  • independent clause
  • subject & verb
  • makes sense
  • complete thought
  • e.g : The teacher(subject) stared (verb) at Andrew (object)

Compound Sentences:

  • two independent clauses
  • independent clause is a simple sentence (two simple sentences connected with a coordinating conjunction)
  • take two relative simple sentences and join them with conjunction and make compound sentence
  • FANBOYS (Conjunctions) :
  1. For
  2. And
  3. Nor
  4. But
  5. Or
  6. Yet
  7. So
  • e.g : The bus pulled into the station (independent clause one) but (conjunction) didn’t collect any passengers (independent clause two)

Complex Sentences:

  • two or more ideas
  • Clauses:
  1. Main clause: This clause makes sense on its own, and has main information in sentence
  2. Subordinate clauses: One or more clauses that give extra info. and it cannot make sense without a main clause. Could come at the beginning, end, middle, or split in two of a complex sentence.

Subordinating Conjunctions:

  1. Use to make complex sentences
  2. Beginning, middle, or end of sentence
  • Some subordinating conjunctions:
  1. After
  2. Before
  3. Though
  4. Although
  5. Even if
  6. Unless
  7. As
  8. Even though
  9. Until
  10. As if
  • e.g of complex sentences:
  1. Although (conjunction) he was well fed (subordinate clause), the dog howled (main clause) – if subordinate clause at beginning of sentence, you have to have a comma at the end of the subordinate clause – comma is glue
  2. The dog howled although he was well fed (subordinate clause at the end) – if subordinating conjunction is at the middle of the sentence you don’t need a comma – conjunction is glue
  3. The dog, although he was well fed, howled loudly – sandwich technique, the subordinate clause in the middle – two commas are glue
  4. Although the cat has just eaten (subordinate clause), the cat paced back and forth in front of the fish bowl, hungrily staring at my goldfish (subordinate clause) – two subordinate clauses – two commas as glue
  • Some ways to make a complex sentence

Start with two adjectives

  • e.g: Exhausted and frustrated (adjectives, extra info), beth (subject) continued to work through her algebra homework – comma glues it computer

Start with a ‘ly’ word (adverb)

  • e.g: Carelessly (subordinate clause), Simon (subject) tossed the can of coke in the general direction of the bin – comma glues sentence together

Start with a ‘ing’ word (verb)

  • Walking away from the school for the last time (subordinate clause), Lucy wondered if she would ever set foot through the doors again (main clause)

End with a ‘ing’ word (verb)

  • Sam hastily ran away from the dog wondering (subordinating conjunction) if he would make it to the safety of the school gates

Prepositional phrase (where when something is taking place)

  • At the front of the class (subordinate clause), Josh (the new boy) nervously grasped his hands and stared at the floor

Start or end with a conjunction

  • While walking to the sweet shop (subordinate clause), Emily dreamed about the treats which she would purchase with her birthday money

Simile

  • Like a pack of wolves, the school boys descended on the dining hall, ravenous and determined to get their lunch.

Compound-Complex sentences

  • two independent clauses and at least one independent clause
  • e.g: Although I like to go camping (subordinate clause), I haven’t had time to go lately (main clause) and (conjunction) I haven’t found anyone to go with (main clause)

Colons

  • Colon appear frequently in sentences, lists, and greetings
  • Colons help show additional information
  • You only use colons after information that is a complete sentence to clarify or expand
  • Ex. Timmy wants several toys for Christmas: an Easy Bake oven, a watercolor kit, a Barbie doll, and a Lite-Brite.
  • Another Ex. Timmy fell down the well three times last week: on Saturday, Sunday, and Wednesday.
  • However, Timmy fell down the well on: IS WRONG (fragment of a sentence)
  • You can replace a colon with namely
  • Ex. Timmy fell down the well three times last week, namely on Saturday, Sunday, and Wednesday.
  • Sometimes namely doesn’t match
  • Colons are also used in salutations of a later
  • Dear Ms.Bevear, or Dear Ms.Bevear:
  • You don’t have to capitalize the first letter following a colon unless the word is normally capitalized (proper noun)