2/3/04 Q: Do you recall what was revealed / The day the music died - Don McLean

2/3/04 C: Response to lyrics of “American Pie” – hidden meanings

2/4/04 Q: Blinded by the light / Revved up like a deuce, another runner in the night - Bruce Springsteen

2/4/04 C: Response to lyrics of “Blinded by the Light”

2/5/04 Q: Communication is a matter of patience [and] imagination. – Capt. Jean-Luc Picard (Patrick Stewart) “Star Trek: TNG”

2/5/04 C: Notes on Star Trek: TNG “Darmok”

2/5/04 H: Response to “Darmok”

2/6/04 Q: The Tamarian was willing to risk all of us, just for the hope of communication…[it] meant more to him than his own life…? – Capt. Picard

2/6/04 C: Write meanings of Tamarian metaphors (handout), create some of your own

2/9/04 Q: Poetry is to prose as dancing is to walking. – John Wain

2/9/04 C: Word-Association: “Shakespeare” (10 words) / Interpret excerpt from The Canterbury Tales

2/10/04 Q: The play’s the thing / Wherein I’ll catch the conscience of the King – Hamlet, II.i.217

2/10/04 C: Notes on auditions for Macbeth; evaluate each reader Excellent/Good/Fair/Poor on Clarity, Projection and Expression.

2/11/04 Q: Fair is foul, and foul is fair – I.i.12

2/11/04 C Response to reading/discussion of Act I, scene i of Macbeth

2/11/04 H: Read your horoscope in the newspaper, and write a response discussing if/how it applies to you. Then read another and do the same thing. Discuss your thoughts, feelings, ideas, beliefs, etc. regarding fortune-telling, etc.

2/12/04 Q: …[Macbeth and Banquo] were / As cannons overcharged with double cracks / So they doubly redoubled strokes upon the foe – Captain, I.ii.41

2/12/04 C: Response to reading/discussion of Act I, scene ii

2/12/04 H: Discuss the topic of AMBITION. What is it? Is it a positive or negative quality? How could it be either or the other? Whom do you know, publicly or privately, whose life has been affected by ambition (or lack thereof)?

2/13/04 Q: This was a man…who was as loved and hated as any man in our time. – from “Citizen Kane”

2/13/04 C: Notes on “Citizen Kane” – Opening scene at Xanadu, “News on the March,” newsroom scene

-----Classbook Grade #1-----

2/23/04 Q: What are these / That look not like the inhabitants of the earth / And yet are on it? – Banquo, I.iii.40

2/23/04 C: Response to reading/discussion of Act I, scene iii, lines 1-82

2/24/04 Q: If chance will have me king, why, chance may crown me / Without my stir – Macbeth, I.iii.157

2/24/04 C: Response to reading/discussion of Act I, scene iii, lines 83-175

2/24/04 H: Discuss the topics of FATE and DESTINY. What are they? Do we believe in them? Can we know them? Control them? Change them? How could knowing our fate affect out actions?

2/25/04 Q: There’s no art / To find the mind’s construction in the face. – Duncan, I.iv.13

2/25/04 C: Read Act I scene iv to yourself; write your own response, then develop a discussion question.

2/26/04 Q: If I hadn’t been very rich, I might have been a really great man. – Charles Foster Kane

2/26/04 C: Notes on “Citizen Kane,” second segment: Thompson’s encounter with Susan at El Rancho, through “Declaration of Principles” scene.

2/26/04 H: Response to “Citizen Kane,” what we have seen so far. Discuss characters, ideas, film techniques, similarities to Macbeth, etc. Focus on what kind of man Kane was at the beginning of his adult life, and how Welles establishes his character.

-----Homebook grade #1-----

2/27/04 Q: Stars, hide your fires! / Let not light see my black and deep desires. – Macbeth, I.iv.55

2/27/04 C: Discussion questions for Macbeth and “Citizen Kane.” Write each group member’s question, decide which is the best and explain why, then write a response to that question.

3/1/04 Q: Thou woulds be great / Art not without ambition, but without / The illness should attend it. – Lady Macbeth, I.v.18

3/1/04 C: Response to reading/discussion of Act I, scene v.

3/2/04 Q: I have no spur / To prick the sides of my intent, but only / Vaulting ambition. – Macbeth, I.vii.25

3/2/04 C: Response to reading/discussion of Act I, scene vii (first half)

3/3/04 Q: False face must hide what the false heart doth know. – Macbeth, I.vii.95

3/3/04 C: Response to reading/discussion of Act I, scene vii (second half)

3/4/04 Q: Words to the heat of deeds too cold breath gives. – Macbeth, II.i.74

3/4/04 C: Read Act II, scene 1 to yourself; write response, with special attention to the “dagger speech” (ll. 44-77).

3/5/04 Q: That’s all he ever really wanted out of life was love…That’s Charlie’s story, how he lost it. – Jed Leland

3/5/04 C: Notes on “Citizen Kane,” third segment: Inquirer staff party, through Kane political rally.

-----Classbook Grade #2-----

3/8/04 Q: What would be the best way to reduce juvenile crime?

3/8/04 C: January Regents, Session One, Part B. (All this week).

3/9/04 Q: Who is most responsible for reducing juvenile crime? Who should be? Why?

3/10/04 Q: How has reading the articles affected your ideas and feelings about teen curfews?

3/11/04 Q: What would you do if NYC enacted a curfew law?

3/12/04: Write final essay (Session One, Part B, January 2004) on loose-leaf paper. 1^st Writing Project.

3/15/04 Q: To know my deed ‘twere best not know myself. –Macbeth, II.ii.93

3/15/04 C: Response to reading/discussion of Act II, scene ii. Compare Macbeth and Lady Macbeth’s reactions to the murder.

3/16/04 Q: Who can be wise, amazed, temp’rate and furious / Loyal, and neutral, in a moment? No man. – Macbeth, II.iii.127

3/16/04 C: Individual reading; read-write-discuss individual segments, in sequence. Segment 1: II.iii.46-92; Segment 2: II.iii.93-139.

3/17/04 Q: …the heavens, as troubled with man’s act / Threatens his bloody stage. – Ross, II.iv.7

3/17/04 C: Individual reading, read-write-discuss individual segments, in sequence. Segment 1: II.iii.140-172; Segment 2: II.iv

3/17/04 H: Write overall response to Act II. Identify and discuss at least three (3) major issues, themes, motifs, ideas, etc. from the play so far.

3/18/04 Q: To be thus is nothing, / But to be safely thus. – Macbeth, III.i.52

3/18/04 C: Response to reading/discussion of Act III, scene i. Why is this the climactic scene?

3/19/04 Q: Banquo, thy soul’s flight / If it find heaven, must find it out tonight. – Macbeth, III.i.161

3/19/04 C: Response to reading/discussion of Act III, scene I (continued).

-----Classbook Grade #3-----

3/22/04 Q: A toast, Jedidiah, to love on my terms. Those are the only terms anybody ever knows. – Charles Foster Kane

3/22/04 C: Notes on “Citizen Kane,” fourth segment: Entrapment of Kane in Susan’s apartment by Geddes, to Kane’s firing of Leland.

3/22/04 H: Discuss and compare the climaces (climactic scenes) of both Macbeth and “Citizen Kane.” Why is each considered the climax of its respective story, and the turning point in life of its title character?

3/23/04 Q: Things without all remedy / Should be without regard. – Lady Macbeth, III.ii.13

3/23/04 C: Response to reading/discussion of Act III, scene ii. How has the relationship between the Macbeths developed since the murder?

3/24/04 Q: The worm that’s fled / Hath nature that in time will venom breed, / No teeth for the present. – Macbeth, III.iv.32

3/24/04 C: Read Act III, scene iv to yourself; write response; discussion to follow.

3/25/04 Q: I am in blood / Stepped in so far that, should I wade no more, / Returning were as tedious as go o’er. – Macbeth, III.iv.168

3/25/04 C: Individual reading; read-write-discuss segments, in sequence. Segment 1: III.iv.151-76. Segment 2: III.vi

3/25/04 H: Write overall response to Act III. Identify and discuss at least three (3) important developments.

3/29/04 Q: ...Macbeth / Shall live the lease of nature, pay his breath / To time and mortal custom. – Macbeth, IV.i.112

3/29/04 C: Response to reading/discussion; first part of Act IV, scene i; the “new prophecies”

3/30/04 Q: From this moment / The very firstlings of my heart shall be / The firstlings of my hand. – Macbeth, IV.i.166

3/30/04 C: Response to second part of Act IV, scene i; Macbeth’s response to the new prophecies

3/31/04 Q: Not in the legions / Of horrid hell can come a devil more damned / In evils to top Macbeth. – Macduff, IV.iii.67

3/31/04 C: Individual reading, read-write-discuss segments. Segment 1: IV.iii.47-116. Segment 2: IV.iii.117-132. How does Malcolm “test” Macduff, and why?

4/1/04 Q: I don’t think any word can explain a man’s life. – Thompson (William Alland) in “Citizen Kane”

4/1/04 C: Notes on final segment of “Citizen Kane.”

4/1/04 H: Write overall response to “Citizen Kane.” What is the essential meaning of “Rosebud?” What does it represent?

4/2/04 Q: Such welcome and unwelcome things at once / ‘Tis hard to reconcile.” – Macduff, IV.iii.157

4/2/04 C: Response to reading/discussion. What was Malcolm’s intention? Was it fair?

-----Classbook Grade #4-----

4/14/04 Q: Why do you want to go to college?

4/14/04 C: Work on College Essay Planning Questionnaire in Classbook. Try to answer all of the questions; write something for each.

4/15/04 Q: How do you imagine college will be different from high school?

4/15/04 C: College Essay Planning Questionnaire: Explore ideas, narrow the field; eliminate topics that don’t work and write more about the ones that interest you.

4/16/04 Q: Why do you suppose colleges want you to write an essay as part of your application?

4/16/04 C: Continue work on college essay project. Choose a topic.

4/19/04 Q: Why are “first impressions” so important?

4/19/04 C: Write at least two leads for your college essay project.

4/20-21/04: Midterm Exam – January Regents, Session One, Part A

4/22/04 Q: What is the main point you want this particular essay to put across?

4/22/04 C: Work on college essay project. Have at least two leads checked before continuing.

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