And now I proudly present the song 9 hours in the making, titled "Julius Caesar- A Bad Summary"
CREDITS:
Composition by: Maddie Schmuch
Lyrics by: Ana Perreault
Sung by: Maddie Schmuch
Piano Performance by: Ana Perreault
LYRICS:
Oh Beware the Ides of March
Oh beware the idea of march
Oh beware the ides of march’
Oh beware
Julius Caesar kills Pompey and starts
To take power over Rome
Cassius goes and talks to Brutus and plants
Seeds of doubt about Caesar
That night there’s a terrible storm who ever
Knew the heavens to menace so
Heaven hath infused the spirits as omens
Of Caesar's bad rule
Brutus Cassius Casca and
Decius Metellus Trebonius
Cinna and Ligarius
Form their plot
The conspirators form their plot to kill
Caesar at the capitol
Brutus and Caesar ignore their wives which is
A really really dumb move
Caesar’s wife dreamt of his death his body
Did run pure blood and the roman’s smiled
But Decius did say the dream meant nothing and
Caesar went off to the captiol
Friends Romans and countrymen
Friends Romans and countrymen
Friends Romans countrymen
Lend me your ears
To the capitol they went and they
Did stab Caesar killing him right there
So Brutus sent for Mark Antony to try
To get him on their side
Brutus lets them hold a funeral and he
Convinced them of Caesar's guilt
But Mark Antony then gets to speak and he
Sways the crowd to his own side
Evil spirit of Brutus
You’ll see me Phillipi
Evil spirit of Brutus
At Phillipi
Antony and Octavius make a
Death list and cheat Caesar’s will Brutus and Cassius begin to fight accuse
Each other of crimes and lies
But Brutus makes an excuse for their
Fighting saying Portia is dead
So they make their peace and go to sleep but Brutus
See’s Caesar's ghost before him
Oh poor Cassius
Oh poor Brutus
Oh poor Titanius
They all die
Battle starts in Phillipi Octavius
And Antony versus the conspirators
Cassius sends Titanius to check the camp Pindarus
Thinks Titanius is captured
Cassius ask Pindarius to kill him Caesar
Thou art revenged but Titanius returns
Titanius kills him self over dead Cassius and then
Brutus comes and kills himself
So call the fields to rest
Lets away to part the glories
Of this
Happy day
Sunday, October 28, 2012
Thursday, October 25, 2012
More Time Lines!
And here is what I have added to my (renamed) timeline for our unit on the revolution! Boy, am I sleepy.
Classroom Post 13
Thursday, October 25, 2012
In class yesterday we watched an hour long video all about the wroks of artists during the revolutionary war. It made some interesting points about what the paintings represented, but overall wasn't very engaging. If we watch more of these videos in the future, they should move along a little faster.
In class today we took our quiz on the first few lines of the Declaration of Independence. It wasn't that hard, and I got a 9 out of 10 because I got only one word wrong. After that we went over the rest of the revolutionary war. I added what was necessary to my flashcards. And then we studied.
In class yesterday we watched an hour long video all about the wroks of artists during the revolutionary war. It made some interesting points about what the paintings represented, but overall wasn't very engaging. If we watch more of these videos in the future, they should move along a little faster.
In class today we took our quiz on the first few lines of the Declaration of Independence. It wasn't that hard, and I got a 9 out of 10 because I got only one word wrong. After that we went over the rest of the revolutionary war. I added what was necessary to my flashcards. And then we studied.
Monday, October 22, 2012
Civic Values VoiceThread
And now, for the last installment of what has been a long succession of Civic Value projects, I present my Civic Values VoiceThread! Although it has no actual vocals as my house was too loud during the time of its construction, much thought has gone into it. Enjoy!
Classroom Post 12
Monday, October 22nd, 2012
In class on Friday, we took notes on the Battle of New York during the revolution. It was a really interesting battle, as it consisted mostly of outsmarting the British by sneaking all around the different islands in New York and leaving decoy camps so as to surround the British from behind. Looking at this compared to earlier battles, you can tell that as a military we were improving,especially with George Washington in the lead. We also took notes on the Battle of Trenton, during which we snuck up on the sleeping Hessians as they slept off their large Christmas dinners. Which is kind of silly, really. Even if Christmas is a day they don't fight on, you'd think they would have been expecting an attack from the colonists bright and early considering there comparatively sneaky fighting tactics up to this point.
In class today, we had a huge scavenger hunt around the bottom floor of the school. It was very stressful to say the least. Anyway, once we got back to the classroom after scanning all 10 questions, we had to copy down the questions, find the name of the battles and the dates! It was really hard considering that we hadn't gone over battle past question four, but now I have something to study! I think I may have some of the dates wrong, though. Darn. I will have to find the correct answers. But otherwise, it was very fun. And as Mr.Boyle said, very much like Survivor. Although because he wasn't narrating, he didn't make a good Jeff Probst.
In class on Friday, we took notes on the Battle of New York during the revolution. It was a really interesting battle, as it consisted mostly of outsmarting the British by sneaking all around the different islands in New York and leaving decoy camps so as to surround the British from behind. Looking at this compared to earlier battles, you can tell that as a military we were improving,especially with George Washington in the lead. We also took notes on the Battle of Trenton, during which we snuck up on the sleeping Hessians as they slept off their large Christmas dinners. Which is kind of silly, really. Even if Christmas is a day they don't fight on, you'd think they would have been expecting an attack from the colonists bright and early considering there comparatively sneaky fighting tactics up to this point.
In class today, we had a huge scavenger hunt around the bottom floor of the school. It was very stressful to say the least. Anyway, once we got back to the classroom after scanning all 10 questions, we had to copy down the questions, find the name of the battles and the dates! It was really hard considering that we hadn't gone over battle past question four, but now I have something to study! I think I may have some of the dates wrong, though. Darn. I will have to find the correct answers. But otherwise, it was very fun. And as Mr.Boyle said, very much like Survivor. Although because he wasn't narrating, he didn't make a good Jeff Probst.
Thursday, October 18, 2012
Classroom Post 11
Thursday, October 18, 2012
In class yesterday, we spent time sharing our summarized bits of the declaration. It wasn't much and didn't take too long. After that, we discussed the questions at the bottom of the sheet, which were fairly self-explanatory, but interesting points nonetheless. Especially the one about slavery; just because the founding fathers were all owned slaves, does that make their word about every man being equal invalid? Definitly something to think about.
Today in class, we had a substitute. When we arrived in class we were handed a massive packet about a random battle and then told we had to write an essay about it by the end of the period. The packet itself was a massive essay and the substitute said it had taken her more than an hour to read, and she spent a good twenty minutes or so just talking at the beginning of class, and then continued to interject while we were trying to concentrate, resulting in a very stressful class and poor essays. I understood none of the essay because I was trying to speed read and wound up quickly writing out the saddest 5-paragraph essay I have ever written in an attempt to get something in on time.
In class yesterday, we spent time sharing our summarized bits of the declaration. It wasn't much and didn't take too long. After that, we discussed the questions at the bottom of the sheet, which were fairly self-explanatory, but interesting points nonetheless. Especially the one about slavery; just because the founding fathers were all owned slaves, does that make their word about every man being equal invalid? Definitly something to think about.
Today in class, we had a substitute. When we arrived in class we were handed a massive packet about a random battle and then told we had to write an essay about it by the end of the period. The packet itself was a massive essay and the substitute said it had taken her more than an hour to read, and she spent a good twenty minutes or so just talking at the beginning of class, and then continued to interject while we were trying to concentrate, resulting in a very stressful class and poor essays. I understood none of the essay because I was trying to speed read and wound up quickly writing out the saddest 5-paragraph essay I have ever written in an attempt to get something in on time.
Tuesday, October 16, 2012
Classroom Post 10
Tuesday, October 16, 2012
In class on Monday we presented our "guests" to the class. I had Patrick Henry, who I had honestly never heard of before. It was really cool to learn about him though. I had no idea that he would have played such a large role in the forming of the country; a lot of his speeches were really famous. I also had a ton of fun drawing him. Listening to other people give there presentations was pretty cool too, but I didn't absorb much of the information. But I suppose that doesn't matter, as I can also look up the Voice Threads.
Today in class, we split up into groups depending on who had devices and summarized parts of the Declaration of Independence. It was a really, really, really thick read. The portion that my group summarized was a list of reasons why the colonies should become Independent from England. Once we read it through once or twice, it was much easier to understand. After lunch, we made the summaries into tweets, which is always fun. Especially when it comes to making usernames, as that is my forte. I hope that next class we'll be sharing the summaries, because right now I only know the summary to one sixth of the Declaration.
In class on Monday we presented our "guests" to the class. I had Patrick Henry, who I had honestly never heard of before. It was really cool to learn about him though. I had no idea that he would have played such a large role in the forming of the country; a lot of his speeches were really famous. I also had a ton of fun drawing him. Listening to other people give there presentations was pretty cool too, but I didn't absorb much of the information. But I suppose that doesn't matter, as I can also look up the Voice Threads.
Today in class, we split up into groups depending on who had devices and summarized parts of the Declaration of Independence. It was a really, really, really thick read. The portion that my group summarized was a list of reasons why the colonies should become Independent from England. Once we read it through once or twice, it was much easier to understand. After lunch, we made the summaries into tweets, which is always fun. Especially when it comes to making usernames, as that is my forte. I hope that next class we'll be sharing the summaries, because right now I only know the summary to one sixth of the Declaration.
Thursday, October 11, 2012
Classroom Post 9
Thursday, October 11, 2012
We've learned a lot about the Revolution lately. Today, we spent time focusing on the different perspectives about Britain during that time, and I thought it was very interesting. First of all, not all colonist wanted to break away from Britain. They liked the British rule and thought that by rebelling we were committing treason. This wasn't that surprising, as I'd know there were "loyalists" during the revolutionary period from books I've read in the past. But what I didn't know was that the continental Congress met and didn't want to blatantly break away from England either. Instead, they sent out the Olive Branch Treaty, which was meant to stop fighting and allowing the colonies to stay under British rule as long as some of there demands were met. I had been under the impression that all the colonists who weren't loyalist wanted to become independent, but I guess not. Thomas Paine and those who followed him, however, petitioned strongly for the colonies to break away and gain independence. He even published a pamphlet about it called Common Sense, which the loyalist responded to with The Plain Truth. These titles are both highly amusing and I think really show just how much adversity there was between these two groups. It helps to show how much anger and passion there was behind each side.
We've learned a lot about the Revolution lately. Today, we spent time focusing on the different perspectives about Britain during that time, and I thought it was very interesting. First of all, not all colonist wanted to break away from Britain. They liked the British rule and thought that by rebelling we were committing treason. This wasn't that surprising, as I'd know there were "loyalists" during the revolutionary period from books I've read in the past. But what I didn't know was that the continental Congress met and didn't want to blatantly break away from England either. Instead, they sent out the Olive Branch Treaty, which was meant to stop fighting and allowing the colonies to stay under British rule as long as some of there demands were met. I had been under the impression that all the colonists who weren't loyalist wanted to become independent, but I guess not. Thomas Paine and those who followed him, however, petitioned strongly for the colonies to break away and gain independence. He even published a pamphlet about it called Common Sense, which the loyalist responded to with The Plain Truth. These titles are both highly amusing and I think really show just how much adversity there was between these two groups. It helps to show how much anger and passion there was behind each side.
Tuesday, October 9, 2012
Classroom Post 8
Tuesday, October 9th, 2012
On Friday, we broke up into groups of two to read the famous poem "The Midnight Ride of Paul Revere." The poem describes Revere's journey to alert the rebel forces of the incoming British soldiers. However, this poem is historically inaccurate. Most of us already knew this, I think. I remembered it from third grade. After reading it, we had to write a poem based on the real events. The poem was hard to write, and Maddie and I only got through three stanzas before we had to leave, and that was more than what those we spoke to got through. If we write poems in the future, especially if they have to be in a certain rhyming format, we should get more time.
Today, after watching a long video about witnesses, we were put into groups of three to read different accounts about the battle of Lexington in the war. This is the battle with the "shot heard 'round the world," which is a rather pretentious title. We were supposed to quickly find the information and copy it down onto sheets, but it was hard to dig through and find the stuff while trying to actually read the document. After that, we split up into three groups of six to share what we wrote. It wasn't a particularly amusing or engaging activity, but effective in showing the unreliability of "eye-witness" accounts.
On Friday, we broke up into groups of two to read the famous poem "The Midnight Ride of Paul Revere." The poem describes Revere's journey to alert the rebel forces of the incoming British soldiers. However, this poem is historically inaccurate. Most of us already knew this, I think. I remembered it from third grade. After reading it, we had to write a poem based on the real events. The poem was hard to write, and Maddie and I only got through three stanzas before we had to leave, and that was more than what those we spoke to got through. If we write poems in the future, especially if they have to be in a certain rhyming format, we should get more time.
Today, after watching a long video about witnesses, we were put into groups of three to read different accounts about the battle of Lexington in the war. This is the battle with the "shot heard 'round the world," which is a rather pretentious title. We were supposed to quickly find the information and copy it down onto sheets, but it was hard to dig through and find the stuff while trying to actually read the document. After that, we split up into three groups of six to share what we wrote. It wasn't a particularly amusing or engaging activity, but effective in showing the unreliability of "eye-witness" accounts.
Thursday, October 4, 2012
Classroom Post 7
Wednesday, October 3rd, 2012
In class yesterday, we went to the computer lab. We broke up into groups depending on the number on a sheet of paper we had and made Google presentations about one of the six causes of the American Revolution. Working on Google with other people at the same time was a new experience, but it worked out just fine in the end. We each focused on two slides to create, so it got done quickly. Then we could just go back through and read each others' work, so none of us had to read the really long sheet describing the First Continental Congress. In class today, we had an Ed Cafe about the topics we made presentations about yesterday. It wasn't as fun as the first one, though. Because there was so much that other people didn't know, we had to go through all the facts before even starting debates or conversations. The facts usually took up most of the allotted time, and if they didn't, there wasn't really much to say about what happened except that it happened. Because of that, it was easy to get off-topic.
In class yesterday, we went to the computer lab. We broke up into groups depending on the number on a sheet of paper we had and made Google presentations about one of the six causes of the American Revolution. Working on Google with other people at the same time was a new experience, but it worked out just fine in the end. We each focused on two slides to create, so it got done quickly. Then we could just go back through and read each others' work, so none of us had to read the really long sheet describing the First Continental Congress. In class today, we had an Ed Cafe about the topics we made presentations about yesterday. It wasn't as fun as the first one, though. Because there was so much that other people didn't know, we had to go through all the facts before even starting debates or conversations. The facts usually took up most of the allotted time, and if they didn't, there wasn't really much to say about what happened except that it happened. Because of that, it was easy to get off-topic.
Monday, October 1, 2012
Classroom Blog 6
Monday, October 1st, 2012
On Friday, we studied the colonies. We got into groups of four and were supposed to use voki.com to create little people to illustrate life in each of the three regions of the colonies, which are New England, middle colonies, and Southern colonies. Unfortunately, the website didn't work with the devices in my group, so we drew ours out on paper! It was confusing looking at all the different maps, but drawing everything out and trying to make it in time for the end of class was super fun. Today, we did a massive bit of reading on George Washington's French and Indian War. We would read a little in groups, then Mr. Boyle would stop us and summarize, which I was thankful for because I understood almost none of what was on the essay otherwise. Part of that was because it was so long. We didn't quite finish, but Mr. Boyle summed up the rest while we took notes. From this point, we're going to connect it to the beginning of the revolutionary war, because the taxes resulting from the French Indian war are the same taxes that start the revolution. I think. I suppose I'll find out on Wednesday.
On Friday, we studied the colonies. We got into groups of four and were supposed to use voki.com to create little people to illustrate life in each of the three regions of the colonies, which are New England, middle colonies, and Southern colonies. Unfortunately, the website didn't work with the devices in my group, so we drew ours out on paper! It was confusing looking at all the different maps, but drawing everything out and trying to make it in time for the end of class was super fun. Today, we did a massive bit of reading on George Washington's French and Indian War. We would read a little in groups, then Mr. Boyle would stop us and summarize, which I was thankful for because I understood almost none of what was on the essay otherwise. Part of that was because it was so long. We didn't quite finish, but Mr. Boyle summed up the rest while we took notes. From this point, we're going to connect it to the beginning of the revolutionary war, because the taxes resulting from the French Indian war are the same taxes that start the revolution. I think. I suppose I'll find out on Wednesday.
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