Life After High School

Alicia Ramirez
Johna Emerick
Judith Botello

LIFE AFTER HIGH SCHOOL

Summary: As we read our topic we read
about one specific way the college board
wanted us to do things such as studying
& note taking ; students didn’t have the
choice to do in a way that would help
them out , which basically contradicts
what we’ve learned In this class. In this
class we learned that no two people
learn exactly the same. So, find a way
that works for you ! One thing that we did
agree with the college board on was the
SMART Goals . Your future is in your
hands, write down a plan that will help
you achieve your life Goals !

1. How To Study
· Don’t be limited! There are
many different way to
study so explore a few and
choose what works best
for you.

2. How To Take Notes
· Cornel Notes work for you
? Great ! It didn’t for me, so
I found a way that did.
** Bullet points,
summeries, ask questions,
etc…

3. Reading and understanding.
· Not everyone will
undersand the material so
consider doing
discussions . They will
help everyone get a better
understanding, even those
who did undertand.
** You will receive many
different points of views
· Don’t be afraid to ask
questions!
· ReRead the material as
many times as necessary
4. Research
· Research Different topics
all based on the same
topic. It will help you get a
better understanding on
what your subject is
actually about.
· Get research from more
than two sources that way
you get different
information and different
perspectives.

5. Reflection On Writing Process
· Like we said before ,
different ways work for
different people.
** Organization maps,
bullet points to organize
your thoughts,

· Different forms of writing
require different
organization and thought
processes

Hamlet's Soliloquy... Activity 5

Alicia
Johna
Judith
...ACTIVITY 5...
Antonyms for the following words:
1. Action: Antonyms for the following
words:
2.Oppression: freedom, democracy
3.Action: cessation, idleness, inaction,
inactivity
4.Endurance: cutback, close, expiration
5.Mystery: understanding, obvious, clear
6.Life: death, nonexistent

Synonims for the following words:
1. Action: activity, commotion, liveliness
2. Thought: anticipation, logic
3. Suffering: difficulty, misery, misfortune
4. Mortality: carnage, dying, loss of life
5. Fear: agitation, nightmare, trembling

Hamlet's Soliloquy.. Activity 4

Alicia Ramirez
Johna Emerick
Judith Botello
...Activity 4...
1. What is a tragedy? What themes and
outcomes would you expect to find in a
tragedy?

A tragedy is something horrible
that happens when you least
expect it. the theme would be the
lesson of the wrong path.

2. What do you know about the language
in plays written by Shakespeare?

Shakespearean language is quite
difficult to understand. It seems as
if he created his own language. As
long as you reread the play line by
line you'll be able to comprehend it.

3. What have you done in the past to help
yourself read Shakespeare effectively?

We went over it in class during the
seminar and each student
participated and mentioned how
they interpreted the play. Last year
we had someone come in class
and explain what Shakespeare was
trying to say in one of his plays. We
also had to rewrite Hamlet a few
weeks ago with a partner
interpreting each line in our own
vocabulary.

4. The soliloquy here begins with a
famous quotation: "To be, or not to be--that is the question." What do you think
is "the question" Hamlets asking? How
do you think he might answer it?

The question he is asking is
whether to be someone or not or
maybe if he should do something
or not. He's asking himself the
same question we all ask ourselves
before doing something except
he's doing it in a more clever way.

Hamlet's Soliloquy.. Activity 3

Alicia Ramirez

Johna Emerick

Judith Botello

...Activity 3...

1. What Prior experiences have you had

reading plays?

Plays are always difficult to

understand. Everyone interprets

them differently and it affects

everyone in a different way. I've

read Shakespeare's play " Romeo

and Juliet" before and it was so

complex and old fashioned that the

teacher had to go over it line by line

and explain what was trying to be

said. It's surprising how well

messages are hidden in such

complex writing.

2. What did you notice about the page

format and annotations?

The format was like a play. It would

say exactly what had to be done in

each scene. The only difficult part,

was having to figure out what each

thing meant.

3. What did you notice about the text's

structure?

Even though "Romeo and Juliet"

was written as a play. It sounded

as if it was meant to be a poem. I

guess that's what made it sound a

little more romantic and less weird.