2) Romeo and Juliet Act IV&V

1. Discussion Web

lannisters 2.pdf

This is the Discussion web of our group. One can notice that the lines are very well spread and at least one person spoke once. There is no side where a person talks to one person only, we all talk together as a team.

2. Active Reading: write a one paragraph explanation of what the document is, and what its purpose is

ScanScan2Scan43

These pictures are pictures of something called an active reading which we do in English class. For Romeo and Juliet, we did this for each act. In the active reading, we had to review a few things. The sections are Brief Summary, Predicting, text to self, text to text, text to world, figurative language, vocabulary/diction, important quotations, conflict, and questions. The purpose of this document is for us to organise our thoughts and prepare for the up comming class discussion.

3. Video of Discussion

NO VIDEO

4. Improvements made and goals of improvements

I have made a lot of improvements since the last discussion. One point being that I was more calm in this discussion than before. It seemed that in the discussion before, a lot of people were like tigers trying to pounce on meat to speak. I went with this as well and I was very mad when people didn’t let me speak or if they interrupted me. After this discussion I learned that I need to be calm in order for the discussion to go well for me and my classmates. That is why in this discussion I was more calm when I was speaking and it turned out that a lot of my other classmates were calm as well which leaded in to a smooth discussion.

A way that I improved in my class discussion is that I used the discussion web and our in-class feedback. For example, a way that I used my discussion web to improve is that I saw that last time I talked a lot and realised that I should listen to other peers more than talk. This is what I tried to do in the next discussion. An improvement made because of the in class feedback was that my peers told me that our team would usually talk over each other and would have dominators. That is when I realised that in the next discussion I should try not to talk over people which was what I did often.

A thing that I want to continue improving regarding student-led discussions is using the active reading sheets while i am doing the discussion so that I can talk about things that are inside the active reading. Even if we have good topics the discussion, the topic can’t develop if there is no examples or relations. For example some example can be quotes from the text. I want to improve on fitting the quotes in the right places so that the discussion can run smoothly. Another thing that I want to improve on is adding different vocabulary from the story when I talk normally. This will seem more casually and it will show that I have read the book a lot.

Overall, to wrap this document up, I am going to talk about what I thought the moral of Romeo and Juliet was. I think the moral of Romeo and Juliet was don’t act on emotion. This can be seen in different places such as when Romeo sees Juliet for the first time and falls in “love” with her and is following her to her garden. Another way that this can be seen is when Romeo is mad that Tybalt killed Mercrutio and he kills Tybalt for revenge. I thought the ending of Romeo and Juliet was like a warning for the readers saying, ‘don’t act on emotion. It can kill you.’

I enjoyed this book and I hope to read it again.

Romeo and Juliet Essay Final Reflection

1. Final Annotated Copy

2. Questions

a. Were you able to use the writing process (different due dates for different parts of the essay leading up to the final) to your advantage? In other words, did the different smaller assignments help you organize your writing and turn in a better final draft? Why or why not?

I think that the different smaller assignments helped me to organise my writing and turn it in to a final draft.

One reason is because we have time to fix everything after we have gotten feedback either from our peers or our teacher. For example, every stage we got some feedback. In the first stage, which was to make an essay outline, Mr. Johnson gave us individual feedback on what we could fix or change. Also our rough drafts were checked by two different peers in our group. This helped me make my writing become better because in a way, it was being filtered through many checks.

Another reason why different smaller assignments helped me to organise my writing and turn it in to a final draft is because we didn’t have to do the whole thing at once and we had time to fix it. This can be helpful for students who are slow writers or students who like  to think before they write. Because it is in different pieces, these students, like myself, can manage their time more efficiently.

b. Did you find the peer editing process valuable? Why or why not?

I found the peer editing process valuable because not only can we see the opinions of the teachers on our essay, but we can see the opinions of our peers as well. Because we don’t get the feedback from the teacher for the rough drafts and only for the outlines, I think this is better than not getting it checked by anyone and just writing the final essay. Also when I was thinking that my peer feedback could change or improve my group’s essay I worked hard when I was checking my peers’ essays and so did my group members.

c. How will you utilize the specific feedback given to you to improve your writing next time?

There is a lot of specific feedback that I can utilise to improve my writing next time.

One is to make smoother or better transitions. When I saw this comment on managebac, I knew this was very true because when I was writing my essay, I had problems and confusions to where to put the transition or what words to use to make my essay look good. For example, on the conclusion I took a lot of time choosing the word Hence, but I knew it wasn’t a really good choice because it was a “weak” word.

Another specific feedback that I can utilise is making sure that there are not a lot of grammar or punctuation errors. Since I was little I had a lot of problem with grammar and punctuation. I have since improved a lot from then  but I think some times I make little mistakes. I made some punctuation and grammar errors and the next time I fix an essay or this essay I will be making note of this.

Romeo and Juliet Act III discussion reflection

1. Video of Discussion

This video is a video that we filmed in the Romeo and Juliet Act III discussion. You can see that we are doing a good job meeting all of the topics. But there are also times when we are trying to talk over each other which we have to fix. Overall, this is a very good discussion. We have learnt a lot from this discussion.

2. Discussion Web

Lannisters II, Act III SLD WEB

 

This is the discussion web that Mr. Johnson drew while we were in the discussion. We can see if this web is good if it is spread out. We can see that overall the web is smooth. But there are some dominant speakers. Personally, I realised that I spoke with the same people even though I spoke the right amount. I learned a lot and I will fix my mistakes.

3. Active Reading

These are the Active readings and the notes that I took on 3 different acts of Romeo and Juliet. They are from act 1-3.

4. Reflection

This was the second class discussion that we had but we can say that this was the first correct one because the first was a trial. Our team overall, did a good job but I noticed that I, as an individual, and us, as a team, could improve on things.

Firstly, I mentioned that we did a good job in the discussion. Some were that we reached to different topics in the books rather than staying in one part of the book and dragging on and on about the obvious. When we thought that we thought enough on one topic one person would say, “I think we’ve talked too much on this topic and we should discuss another topic.”. Another good job we did was that we stated specific quotes from the book. We could have just said “Juliet said something like this…”, we expanded on this and said, “Juliet said…” which was smart of us.

Secondly, even though we did a good job, there certainly some things that we can improve on. One of the things are better expressed using a simile. I thought we were like tigers trying to pounce on meat. In other words we were jumping over each other’s ideas and stating our own not listening to other’s ideas. So I felt as if the discussion was not as connected as it could have been. If we improved this point, I think we could have done a good job.

The way we prepared for this discussion was a little different because we didn’t read the book with Mr. Johnson and we read it on our own and filled out our active reading sheets. I think this was a good idea because we are not limited to how the teachers think and we can explore in to the book. I was surprised to find that out of the things that I have written in my active reading about three fourths of the class has written as well. In the future I wish we could do a formal debate which will be easier to follow, or we can raise hands to talk which is what we did last year. This will make the discussion more organised as well.

Overall, we received a 6 out of 10. I think we could have done better because I knew that every single one of us studied hard for this discussion. But we’ve learned because of this discussion and I hope everyone else did as well.