We're almost there...just a few more days until winter break.
Freshmen:
First we read an article about the accidental death of a Walmart employee on Black Friday...(see any connections to Simon?) Then we discussed the Chapter 10 reading. (How are they all changing? What are Ralph's options?) Then, we read Chapter 11 and began Chapter 12 together. (Poor Piggy...poor Ralph...it's pretty intense.)
HW: Finish reading all of LOTF and notes. There will be a LOTF reading test on Monday/Tuesday. It will cover the basic characters, events, etc. of the novel. If you missed class or are behind on the reading, get caught up over the weekend!
AP Lit:
After a few minutes to review, we took the BNW vocab quiz. (What hints? I never give hints!) Then, we revisited the last selection and questions from the Practice AP Test. You discussed your answers to the 10 questions with others and then we discussed the actual answer key. I'll reveal all the answers next class, so bring your practice tests with you.
HW: Finish papers, metacognitions and soundtracks. All due next week.
Shakespeare:
We began watching the Shrew movie. Also, for those looking for a little extra credit: write a closing scene that reveals what happens to Sly and the frame story. Extra extra credit for Shakespearean sounding language!
Thursday
12/9 (A) & 12/10 (B)
Freshmen:
SSR and note check.
Then we discussed Chapter 8 of LOTF, we read Chapter 9 together in class. (Poor Simon!)
HW: Read Chapter 10 LOTF and continue notes.
AP Lit:
First we took a practice AP Multiple Choice Test. Then, I assigned the Brave New World soundtrack. Finally, we watched a few more minutes of the BNW movie. (Watch out, I think she has a whip!)
HW: Vocab quiz on Thurs./Fri. BNW essays and soundtracks due next week.
Shakespeare:
We finished reading Act 5 of The Taming of the Shrew.
SSR and note check.
Then we discussed Chapter 8 of LOTF, we read Chapter 9 together in class. (Poor Simon!)
HW: Read Chapter 10 LOTF and continue notes.
AP Lit:
First we took a practice AP Multiple Choice Test. Then, I assigned the Brave New World soundtrack. Finally, we watched a few more minutes of the BNW movie. (Watch out, I think she has a whip!)
HW: Vocab quiz on Thurs./Fri. BNW essays and soundtracks due next week.
Shakespeare:
We finished reading Act 5 of The Taming of the Shrew.
Friday
12/5 (A) and 12/8 (B)
Freshmen:
SSR and LOTF note/journal check.
Share and collect masks.
Chapters 6 and 7 reading quiz (open book!)
HW: Read LOTF Ch. 8 and continue notes/journal
AP Lit:
Thanks, Alex, for getting us completely sidetracked. (The voting results-- Pepsi:2, Coke: 1, Wal-Mart and Taylor's haircut: a big zero).
I wanted you to read BNW related articles, discuss ideas and share your papers. Maybe we will actually get those things done during 8th period on Monday.
HW: Work on your BNW papers-- they are due 12/15 (A) and 12/16 (B)
BNW vocab quiz will be 12/11 (A) and 12/12 (B)
Shakespeare:
Read 4.3 and 4.4. Finish Bianca and Kat chart.
SSR and LOTF note/journal check.
Share and collect masks.
Chapters 6 and 7 reading quiz (open book!)
HW: Read LOTF Ch. 8 and continue notes/journal
AP Lit:
Thanks, Alex, for getting us completely sidetracked. (The voting results-- Pepsi:2, Coke: 1, Wal-Mart and Taylor's haircut: a big zero).
I wanted you to read BNW related articles, discuss ideas and share your papers. Maybe we will actually get those things done during 8th period on Monday.
HW: Work on your BNW papers-- they are due 12/15 (A) and 12/16 (B)
BNW vocab quiz will be 12/11 (A) and 12/12 (B)
Shakespeare:
Read 4.3 and 4.4. Finish Bianca and Kat chart.
12/3 (A) and 12/4 (B)
Freshmen:
SSR and notes check.
In groups, discuss chapters 3, 4 and 5 questions.
HW: Read LOTF Ch. 6 and 7, take notes. Make your mask.
AP Lit.:
Last of the BNW vocab. ( #21 through 30). Discuss more Brave New World. Talk about paper topics.
HW: Bring rough draft of BNW essay to next class.
Shakespeare:
Review 4.1 and 4.2 worksheet. Create Kat vs. Bianca chart noting their character development based on what they actually say and do.
SSR and notes check.
In groups, discuss chapters 3, 4 and 5 questions.
HW: Read LOTF Ch. 6 and 7, take notes. Make your mask.
AP Lit.:
Last of the BNW vocab. ( #21 through 30). Discuss more Brave New World. Talk about paper topics.
HW: Bring rough draft of BNW essay to next class.
Shakespeare:
Review 4.1 and 4.2 worksheet. Create Kat vs. Bianca chart noting their character development based on what they actually say and do.
12/2/08 "B" day
Freshmen:SSR then discussed LOTF Chapters 1-3 .
HW: Read chapters 4 & 5 of LOTF and continue notes/journal.
AP Lit:Discuss the end of Brave New World.
HW: Choose a topic that interests you for a BNW essay-- develop into a thesis statement.
HW: Read chapters 4 & 5 of LOTF and continue notes/journal.
AP Lit:Discuss the end of Brave New World.
HW: Choose a topic that interests you for a BNW essay-- develop into a thesis statement.
Tuesday
12/1/08 "A" day
Sorry I couldn't be with you today, but my kiddos and husband have colds and I needed to be mommy all day. I'll see you on Wednesday!
Freshmen:
SSR then work on LOTF Chapters 1-3 worksheet.
HW: Read chapters 4 & 5 of LOTF and continue notes/journal.
AP Lit:
Discuss the end of Brave New World.
HW: Choose a topic that interests you for a BNW essay-- develop into a thesis statement.
Shakespeare:
Finish 4.1, read 4.2 and answer questions on handout.
Freshmen:
SSR then work on LOTF Chapters 1-3 worksheet.
HW: Read chapters 4 & 5 of LOTF and continue notes/journal.
AP Lit:
Discuss the end of Brave New World.
HW: Choose a topic that interests you for a BNW essay-- develop into a thesis statement.
Shakespeare:
Finish 4.1, read 4.2 and answer questions on handout.
Monday
11/24 (A) & 11/25 (B)
Freshmen:
Turn in OMAM essays with scoring guide attached, turn in essay rough draft, outline, etc. to work folder for grading on Wed., turn in any remaining OMAM books...
then, SSR. Then, we began reading the first chapter of Lord of the Flies together.
HW: Read chapters 1-3 in LOTF, and complete reading notes or island journal for each chapter.
AP Lit:
Brave New World vocab. words #11 to 20 for period 5. Then, we discussed some BNW issues from chapters 7-12. (Joel's conclusion: John is Jesus. Taylor's favorite quote: "Nemo me impune lacessit." )
HW: Finish Brave New World.
Shakespeare:
After the ummm... interesting stories of the weekend, we created a character chart on the whiteboard. Then, after the invigorating fire drill, we read the rest of Act 3 and began Act 4 of The Taming of the Shrew.
Turn in OMAM essays with scoring guide attached, turn in essay rough draft, outline, etc. to work folder for grading on Wed., turn in any remaining OMAM books...
then, SSR. Then, we began reading the first chapter of Lord of the Flies together.
HW: Read chapters 1-3 in LOTF, and complete reading notes or island journal for each chapter.
AP Lit:
Brave New World vocab. words #11 to 20 for period 5. Then, we discussed some BNW issues from chapters 7-12. (Joel's conclusion: John is Jesus. Taylor's favorite quote: "Nemo me impune lacessit." )
HW: Finish Brave New World.
Shakespeare:
After the ummm... interesting stories of the weekend, we created a character chart on the whiteboard. Then, after the invigorating fire drill, we read the rest of Act 3 and began Act 4 of The Taming of the Shrew.
Friday
Extra Credit #5!
4th Annual Thanksgiving Haiku Extravaganza!
For the last several years, I have asked students to compose their best Thanksgiving Haiku. If you're not familiar with haiku, it's a Japanese poetry form that is made, simply, of three lines. The first line must contain five syllables, the second line must contain 7 syllables, and the third line must contain 5 syllables again.
For your extra credit points, you may submit up to five of your very own creative Thanksgiving haiku. Think turkey, stuffing, yams, pie, football, family, fun and get your creative juices (and saliva) flowing. As always, email your entries with your full name and period number included.
Here are a few Mrs. Peterson originals to inspire you:
Turkey, turkey, yum!
I love you most with mustard.
Sandwiches all week.
-------------
Mashed potato pool,
filled to the brim with gravy.
Let me dive right in.
Happy Haiku-ing!
11/20 (A) and 11/21 (B)
Freshmen:
SSR and a few reminders:
OMAM essay final draft due Mon./Tues.
Outline, intros and rough drafts should be in your work folder for progress report scoring
Extra Credit if you bring in your own copy of Lord of the Flies next week
Then, we had a four corners discussion. Interesting opinions on a variety of issues!
HW: Finish essay, and spend 10-15 minutes writing about a time you were a leader, a follower, or wanted to be a different age! (Period 2, we didn't get to this part, so we'll do it on Tuesday.)
AP Lit:
Reminder: Alienation essay rewrite due by Tuesday of next week.
Group work today. First, groups were to write a brief analysis essay about what satiric point Huxley is making from page 104 to the end of chapter 6. Then, groups completed a reading quiz over chapters 7-9.
HW: read chapters 10, 11, 12.
Shakespeare:
In groups, read Act 3, scene 1 and answered a few questions. Began Act 3, scene 2.
SSR and a few reminders:
OMAM essay final draft due Mon./Tues.
Outline, intros and rough drafts should be in your work folder for progress report scoring
Extra Credit if you bring in your own copy of Lord of the Flies next week
Then, we had a four corners discussion. Interesting opinions on a variety of issues!
HW: Finish essay, and spend 10-15 minutes writing about a time you were a leader, a follower, or wanted to be a different age! (Period 2, we didn't get to this part, so we'll do it on Tuesday.)
AP Lit:
Reminder: Alienation essay rewrite due by Tuesday of next week.
Group work today. First, groups were to write a brief analysis essay about what satiric point Huxley is making from page 104 to the end of chapter 6. Then, groups completed a reading quiz over chapters 7-9.
HW: read chapters 10, 11, 12.
Shakespeare:
In groups, read Act 3, scene 1 and answered a few questions. Began Act 3, scene 2.
Tuesday
11/18 (A) and 11/19 (B)
Freshmen:
SSR, then we transferred the pieces and first drafts of your Of Mice and Men essay to your work folder. Then we took time to work on revision of the typed draft you brought for today. You should have completed the Sentence Opening Sheet, looked for other errors and checked your MLA format. Don't forget-- I shouldn't find any errors on "it's/its" or "their/there/they're" or "would/could/should have." Don't forget to type and add a Works Cited page!
HW: Final drafts of your essay are due by Monday/Tuesday of next week. (Although, Thursday/Friday of this week would be great too!)
AP Lit:
Discussion of more Brave New World issues: character development, the Solidarity Services, Infancy vs. Adulthood, etc.
(p.s. Happy Birthday again, Maria! I'm glad you, Taylor and Abby made it to class, if only for the last little bit.)
HW: Read chapters 7, 8 and 9 for next class.
Shakespeare:
Turned in Macbeth essays. Finished reading Act 2 of The Taming of the Shrew. Then, we began creating diagrams of who is who, and how they are all connected in the play. (Goodness, it's hard to keep all the characters organized in my mind...perhaps your diagrams will help. They are due on Thursday!)
SSR, then we transferred the pieces and first drafts of your Of Mice and Men essay to your work folder. Then we took time to work on revision of the typed draft you brought for today. You should have completed the Sentence Opening Sheet, looked for other errors and checked your MLA format. Don't forget-- I shouldn't find any errors on "it's/its" or "their/there/they're" or "would/could/should have." Don't forget to type and add a Works Cited page!
HW: Final drafts of your essay are due by Monday/Tuesday of next week. (Although, Thursday/Friday of this week would be great too!)
AP Lit:
Discussion of more Brave New World issues: character development, the Solidarity Services, Infancy vs. Adulthood, etc.
(p.s. Happy Birthday again, Maria! I'm glad you, Taylor and Abby made it to class, if only for the last little bit.)
HW: Read chapters 7, 8 and 9 for next class.
Shakespeare:
Turned in Macbeth essays. Finished reading Act 2 of The Taming of the Shrew. Then, we began creating diagrams of who is who, and how they are all connected in the play. (Goodness, it's hard to keep all the characters organized in my mind...perhaps your diagrams will help. They are due on Thursday!)
Friday
Extra Credit #4 extended
I'm extending the deadline! You can still complete Extra Credit #4 until Monday at 4:00 pm.
Have a great weekend...
Have a great weekend...
11/14 (A) and 11/17 (B)
Freshmen:
SSR, some strategies for writing a conclusion (for per. 1 only). Then, I handed out the scoring guide for your essays and the Criteria Sheet which you need to complete for your rough draft. Then, we created the Works Cited Page you will need to type and attach to your finished essay. HW: A typed next draft of your essay, in MLA format, is due next class period.
AP Lit:
We spent the period discussing the beginning chapters of Brave New World. We will do this and the silent discussion during 8th period on Monday. No new reading for homework.
Shakespeare:
Continued reading the Shrew. If you did not turn in your essay today, then it is due on Tuesday. Don't forget...typed, MLA format, the works!
SSR, some strategies for writing a conclusion (for per. 1 only). Then, I handed out the scoring guide for your essays and the Criteria Sheet which you need to complete for your rough draft. Then, we created the Works Cited Page you will need to type and attach to your finished essay. HW: A typed next draft of your essay, in MLA format, is due next class period.
AP Lit:
We spent the period discussing the beginning chapters of Brave New World. We will do this and the silent discussion during 8th period on Monday. No new reading for homework.
Shakespeare:
Continued reading the Shrew. If you did not turn in your essay today, then it is due on Tuesday. Don't forget...typed, MLA format, the works!
Wednesday
Extra Credit #4!
Okay, this is an easy one...(just for being diligent and checking the blog.)
Send me an email containing your favorite knock-knock joke by this Friday (11/14) at 4:00 pm and you will receive a small extra credit reward. Don't forget to also include your full name and period number in your email.
Knock, knock!
Who's there?
Easiest extra credit ever.
Easiest extra credit who?
Easiest extra credit you could possibly get--just for checking Mrs. Peterson's awesome blog. Woot-woot!
Send me an email containing your favorite knock-knock joke by this Friday (11/14) at 4:00 pm and you will receive a small extra credit reward. Don't forget to also include your full name and period number in your email.
Knock, knock!
Who's there?
Easiest extra credit ever.
Easiest extra credit who?
Easiest extra credit you could possibly get--just for checking Mrs. Peterson's awesome blog. Woot-woot!
"A" day --11/12/08
Period 1: Freshmen
SSR. Reviewed excellent OMAM test short answers and handed tests back. Time to begin writing rough draft. Fully completed rough draft due next period!
Period 5: AP Lit.
Chose 10 new vocabulary words. You need to look up definitions and begin studying these words! We will add tothislist as we progress through the book. Then, we began a silent discussion of Chapters 1-3 of Brave New World...we will continue reviewing these ideas next class.
HW: Read Chapters 4-6 of BNW.
Period 7: Shakespeare
Handed out MLA guidelines for papers. Created Works Cited page together. Typed final draft of Macbeth essay due by Tuesday...(this Friday is fine too, though!) Continued reading Taming of the Shrew. (Haley B. calls Petruchio for next class, and Marty really wants to be Bianca!)
SSR. Reviewed excellent OMAM test short answers and handed tests back. Time to begin writing rough draft. Fully completed rough draft due next period!
Period 5: AP Lit.
Chose 10 new vocabulary words. You need to look up definitions and begin studying these words! We will add tothislist as we progress through the book. Then, we began a silent discussion of Chapters 1-3 of Brave New World...we will continue reviewing these ideas next class.
HW: Read Chapters 4-6 of BNW.
Period 7: Shakespeare
Handed out MLA guidelines for papers. Created Works Cited page together. Typed final draft of Macbeth essay due by Tuesday...(this Friday is fine too, though!) Continued reading Taming of the Shrew. (Haley B. calls Petruchio for next class, and Marty really wants to be Bianca!)
Monday
"B" day -- 11/10/08
Periods 2 & 4: Freshmen
While students read during SSR, I checked over the OMAM essay outlines. Be sure not to lose these, you will receive your points for them when you turn in all the stages of your essay. We then talked about different approaches to writing an introduction paragraph. In class, the assignment was to write 2 different intros, in two different styles. We shared several great examples in class. Come to class next time ready to do more work on your essay...and possibly begin a narrative too.
Period 8: AP Lit.
Discussed the ending of Candide and the possible meanings of "...we must cultivate our garden." (Is the book hopeful or hopeless?) Then, took a few minutes to share Anti-Candides...very creative stories. Finally, I handed out copies of Brave New World. HW: Read chapters 1-3 and note any details or references to Community, Identity, Stability, Progress and any Allusions you notice.
While students read during SSR, I checked over the OMAM essay outlines. Be sure not to lose these, you will receive your points for them when you turn in all the stages of your essay. We then talked about different approaches to writing an introduction paragraph. In class, the assignment was to write 2 different intros, in two different styles. We shared several great examples in class. Come to class next time ready to do more work on your essay...and possibly begin a narrative too.
Period 8: AP Lit.
Discussed the ending of Candide and the possible meanings of "...we must cultivate our garden." (Is the book hopeful or hopeless?) Then, took a few minutes to share Anti-Candides...very creative stories. Finally, I handed out copies of Brave New World. HW: Read chapters 1-3 and note any details or references to Community, Identity, Stability, Progress and any Allusions you notice.
"A" day -- 11/7/08
Period 1: Freshmen
While students read during SSR, I checked over the OMAM essay outlines. Be sure not to lose these, you will receive your points for them when you turn in all the stages of your essay. We then talked about different approaches to writing an introduction paragraph. In class, the assignment was to write 2 different intros, in two different styles. We shared several great examples in class. Come to class next time ready to do more work on your essay...and possibly begin a narrative too.
Period 5: AP Lit.
Discussed the ending of Candide and the possible meanings of "...we must cultivate our garden." (Is the book hopeful or hopeless?) Then, took a few minutes to share Anti-Candides...very creative stories. Finally, I handed out copies of Brave New World.
HW: Read chapters 1-3 and note any details or references to Community, Identity, Stability, Progress and any Allusions you notice.
Period 7: Shakespeare
Turned in homework (Abe Lincoln and Macbeth article response.) Then we began The Taming of the Shrew... Thanks to all those who read parts aloud... especially Matt, for being our Christoper Sly. We will continue with the play next class.
While students read during SSR, I checked over the OMAM essay outlines. Be sure not to lose these, you will receive your points for them when you turn in all the stages of your essay. We then talked about different approaches to writing an introduction paragraph. In class, the assignment was to write 2 different intros, in two different styles. We shared several great examples in class. Come to class next time ready to do more work on your essay...and possibly begin a narrative too.
Period 5: AP Lit.
Discussed the ending of Candide and the possible meanings of "...we must cultivate our garden." (Is the book hopeful or hopeless?) Then, took a few minutes to share Anti-Candides...very creative stories. Finally, I handed out copies of Brave New World.
HW: Read chapters 1-3 and note any details or references to Community, Identity, Stability, Progress and any Allusions you notice.
Period 7: Shakespeare
Turned in homework (Abe Lincoln and Macbeth article response.) Then we began The Taming of the Shrew... Thanks to all those who read parts aloud... especially Matt, for being our Christoper Sly. We will continue with the play next class.
"B" day -- 11/6/08
Periods 2 & 4: Freshmen
SSR and homework check. Handout "How to Write a Wonderful Essay" and discussion of the OMAM essay topics. Instruction on the P.E.E. method for writing body paragraphs. A bit of class time to begin creating an outline for your essay, including: topic, thesis statement, PEE for body paragraphs and restated thesis.
HW: Finish up outline and have it ready to start drafting next class.
Period 8: AP Lit.Candide discussion in groups: discuss, summarize, create a visual and report out to whole class.
HW: Write "Anti-Candide" (or, Pessimism)-- so maybe instead of problem after problem, it will involve good thing after good thing, with a protagonist who sees the world through such a lens of negativity that they can't see their blessings... Be creative and see what you can come up with.
Wednesday
"A" day -- 11/5/08
Late Arrival schedule!
Period 1: Freshmen
SSR and homework check. Handout "How to Write a Wonderful Essay" and discussion of the OMAM essay topics. Instruction on the P.E.E. method for writing body paragraphs. A bit of class time to begin creating an outline for your essay, including: topic, thesis statement, PEE for body paragraphs and restated thesis.
HW: Finish up outline and have it ready to start drafting next class.
Period 5: AP Lit.
Candide discussion in groups: discuss, summarize, create a visual and report out to whole class.
HW: Write "Anti-Candide" (or, Pessimism)-- so maybe instead of problem after problem, it will involve good thing after good thing, with a protagonist who sees the world through such a lens of negativity that they can't see their blessings... Be creative and see what you can come up with.
Period 7: Shakespeare
Senior meeting at 2:45, means we lose half of the class after 1/2 an hour... so, the assignment is to read the article about Abraham Lincoln and Macbeth and write a thoughtful response (what did you learn? what was interesting? what did you agree/disagree with? etc.) Class time to work, then finish up as homework.
Period 1: Freshmen
SSR and homework check. Handout "How to Write a Wonderful Essay" and discussion of the OMAM essay topics. Instruction on the P.E.E. method for writing body paragraphs. A bit of class time to begin creating an outline for your essay, including: topic, thesis statement, PEE for body paragraphs and restated thesis.
HW: Finish up outline and have it ready to start drafting next class.
Period 5: AP Lit.
Candide discussion in groups: discuss, summarize, create a visual and report out to whole class.
HW: Write "Anti-Candide" (or, Pessimism)-- so maybe instead of problem after problem, it will involve good thing after good thing, with a protagonist who sees the world through such a lens of negativity that they can't see their blessings... Be creative and see what you can come up with.
Period 7: Shakespeare
Senior meeting at 2:45, means we lose half of the class after 1/2 an hour... so, the assignment is to read the article about Abraham Lincoln and Macbeth and write a thoughtful response (what did you learn? what was interesting? what did you agree/disagree with? etc.) Class time to work, then finish up as homework.
"B" day - 11/4/08
Periods 2 &4: Freshmen
SSR. Finish last bit of OMAM movie. Then, reading of "To a Mouse" by Robert Burns. This is the poem from which John Steinbeck derived the novel's title. It's full of cool Scottish words.HW: Write a paragraph explaining the connection of the poem to the book.
Period 8: AP Lit.
Questions, thoughts, comments, etc. about the first half of Candide. A few minutes of work time. HW: Finish the book and be ready to discuss on Thurs.
SSR. Finish last bit of OMAM movie. Then, reading of "To a Mouse" by Robert Burns. This is the poem from which John Steinbeck derived the novel's title. It's full of cool Scottish words.HW: Write a paragraph explaining the connection of the poem to the book.
Period 8: AP Lit.
Questions, thoughts, comments, etc. about the first half of Candide. A few minutes of work time. HW: Finish the book and be ready to discuss on Thurs.
"A" day -- 11/3/08
Period 1: Freshmen
SSR. Finish last bit of OMAM movie. Then, reading of "To a Mouse" by Robert Burns. This is the poem from which John Steinbeck derived the novel's title. It's full of cool Scottish words.
HW: Write a paragraph explaining the connection of the poem to the book.
Period 5: AP Lit.
Questions, thoughts, comments, etc. about the first half of Candide. Massive paper handout and a few minutes of work time. HW: Finish the book and be ready to discuss on Wed.
Period 7: Shakespeare
Show Mrs. Peterson any completed rough drafts and have them checked off. Then, choose one of your three rough drafts to rework into final draft. Class time to edit, add quotes, etc.
SSR. Finish last bit of OMAM movie. Then, reading of "To a Mouse" by Robert Burns. This is the poem from which John Steinbeck derived the novel's title. It's full of cool Scottish words.
HW: Write a paragraph explaining the connection of the poem to the book.
Period 5: AP Lit.
Questions, thoughts, comments, etc. about the first half of Candide. Massive paper handout and a few minutes of work time. HW: Finish the book and be ready to discuss on Wed.
Period 7: Shakespeare
Show Mrs. Peterson any completed rough drafts and have them checked off. Then, choose one of your three rough drafts to rework into final draft. Class time to edit, add quotes, etc.
"B" day-- 10/31/08
Happy Halloween!
Periods 2 & 4: English 9
SSR then OMAM movie.
Period 8: AP Lit.
Discussion of "A Modest Proposal", some satire terms, a few articles on Voltaire and an intro. to Candide.
HW: Read half of Candide by Tuesday, be finished by Thursday. Be noting thoughts about discussion questions as you read.
Periods 2 & 4: English 9
SSR then OMAM movie.
Period 8: AP Lit.
Discussion of "A Modest Proposal", some satire terms, a few articles on Voltaire and an intro. to Candide.
HW: Read half of Candide by Tuesday, be finished by Thursday. Be noting thoughts about discussion questions as you read.
Thursday
"A" day -- 10/30/08
Period 1: Freshmen
SSR then OMAM movie.
Period 5: AP Lit.
Discussion of "A Modest Proposal", some satire terms, a few articles on Voltaire and an intro. to Candide. We even had a few minutes to read chapter 1 together.
HW: Read half of Candide by Monday, be finished by Wednesday. Be noting thoughts about discussion questions as you read.
Period 7: Shakespeare
You should have showed Mrs. Peterson a rough draft of your movie review and began work on your Lady Macbeth rough draft (would Macbeth have gone through with any of it if it weren't for Lady Macbeth?). I also handed back Macbeth tests and printed grades. Make sure you are getting your rough drafts completed...they are worth a lot of points.
SSR then OMAM movie.
Period 5: AP Lit.
Discussion of "A Modest Proposal", some satire terms, a few articles on Voltaire and an intro. to Candide. We even had a few minutes to read chapter 1 together.
HW: Read half of Candide by Monday, be finished by Wednesday. Be noting thoughts about discussion questions as you read.
Period 7: Shakespeare
You should have showed Mrs. Peterson a rough draft of your movie review and began work on your Lady Macbeth rough draft (would Macbeth have gone through with any of it if it weren't for Lady Macbeth?). I also handed back Macbeth tests and printed grades. Make sure you are getting your rough drafts completed...they are worth a lot of points.
Wednesday
"B" day-- 10/29/08
Periods 2 & 4: Freshmen
Of Mice and Men test.
Began the movie...(except in period 2 we didn't get to the movie because of the fire drill.)
Period 8: AP Lit.
"A Hunger Artist" is really about... the artistic drive, spiritual self vs. physical self, thirst for attention, fame and celebrity, societal fads, loss of interest in religion, self-loathing and alienation, selfless vs. selfish martyrdom... Or, a weird guy in a cage? We also read a brief biography of Kafka--the frustrated/depressed artist-- and did a little psychoanalytic criticism of his story.
HW: Read "A Modest Proposal" and come ready to discuss the questions.
Of Mice and Men test.
Began the movie...(except in period 2 we didn't get to the movie because of the fire drill.)
Period 8: AP Lit.
"A Hunger Artist" is really about... the artistic drive, spiritual self vs. physical self, thirst for attention, fame and celebrity, societal fads, loss of interest in religion, self-loathing and alienation, selfless vs. selfish martyrdom... Or, a weird guy in a cage? We also read a brief biography of Kafka--the frustrated/depressed artist-- and did a little psychoanalytic criticism of his story.
HW: Read "A Modest Proposal" and come ready to discuss the questions.
"A" day-- 10/28/08
Period 1: Freshmen
Of Mice and Men Test! Woo-hoo!
Began watching OMAM film, too.
Period 5: AP Lit.
"A Hunger Artist" is really about... the artistic drive, spiritual self vs. physical self, thirst for attention, fame and celebrity, societal fads, loss of interest in religion, self-loathing and alienation... Or, a weird guy in a cage? We also read a brief biography of Kafka--the frustrated/depressed artist-- and did a little psychoanalytic criticism of his story.
HW: Read "A Modest Proposal" and come ready to discuss the questions.
Period 7: Shakespeare
Watched oddly animated rendition of Macbeth. Looked at review of "Max Payne" for inspiration. Began writing essay/review of animated Macbeth-- does it, can it, work as a cartoon? Did you like it? Dislike it? Why? Why not, etc?
HW: Complete rough draft of essay to work with in class on Thursday.
Of Mice and Men Test! Woo-hoo!
Began watching OMAM film, too.
Period 5: AP Lit.
"A Hunger Artist" is really about... the artistic drive, spiritual self vs. physical self, thirst for attention, fame and celebrity, societal fads, loss of interest in religion, self-loathing and alienation... Or, a weird guy in a cage? We also read a brief biography of Kafka--the frustrated/depressed artist-- and did a little psychoanalytic criticism of his story.
HW: Read "A Modest Proposal" and come ready to discuss the questions.
Period 7: Shakespeare
Watched oddly animated rendition of Macbeth. Looked at review of "Max Payne" for inspiration. Began writing essay/review of animated Macbeth-- does it, can it, work as a cartoon? Did you like it? Dislike it? Why? Why not, etc?
HW: Complete rough draft of essay to work with in class on Thursday.
"B" day -- 10/27/08
Periods 2 &4: Freshmen
SSR, discussion of OMAM Ch. 5 & 6 study guide, and review for test . Test will cover vocabulary, idioms, major themes and will be next class: Wednesday 10/29!
Period 5: AP Lit.
Some notes and thoughts about symbolism and allegory. Discussion in groups about the symbolism of "Young Goodman Brown" and whether or not it functions as an allegory...not sure we reached a consensus, but great thinking.
Homework: Read "A Hunger Artist" by Franz Kafka try to complete this idea: "A Hunger Artist" is really about...
SSR, discussion of OMAM Ch. 5 & 6 study guide, and review for test . Test will cover vocabulary, idioms, major themes and will be next class: Wednesday 10/29!
Period 5: AP Lit.
Some notes and thoughts about symbolism and allegory. Discussion in groups about the symbolism of "Young Goodman Brown" and whether or not it functions as an allegory...not sure we reached a consensus, but great thinking.
Homework: Read "A Hunger Artist" by Franz Kafka try to complete this idea: "A Hunger Artist" is really about...
Friday
Conferences 10/24/08
Thanks so much to those of you who took the time to come to conferences. It's always so nice to meet parents and talk with kids in a "non-class" setting.
For anyone who was unable to make it to conferences, you can always check in with me via e-mail, a phone call to the school, or you can check grades using Parent Assist. Or, you could certainly leave a comment on the blog, too.
I hope everyone has a great weekend. Keep your eyes peeled for extra-credit opportunity #4...
For anyone who was unable to make it to conferences, you can always check in with me via e-mail, a phone call to the school, or you can check grades using Parent Assist. Or, you could certainly leave a comment on the blog, too.
I hope everyone has a great weekend. Keep your eyes peeled for extra-credit opportunity #4...
Thursday
"A" day - 10/23/08
Period 1: Freshmen
SSR, discussion of OMAM Ch. 5 & 6 study guide, review of test . Test will cover vocabulary, idioms, historical context and major themes and will be next class: Tuesday 10/28!
Period 5: AP Lit.
Senior Portfolio syllabus (That's right, I have done my English teacher duty once again...)
Thanks for sharing your ideas about "Gorilla, My Love"! Some notes and thoughts about symbolism and allegory. Discussion in groups about the symbolism of "Young Goodman Brown" and whether or not it functions as an allegory...not sure we reached a consensus. Homework: read "A Hunger Artist" by Franz Kafka try to complete this idea: "A Hunger Artist" is really about...
Period 7: Shakespeare
Macbeth Test! Woo-hoo!
SSR, discussion of OMAM Ch. 5 & 6 study guide, review of test . Test will cover vocabulary, idioms, historical context and major themes and will be next class: Tuesday 10/28!
Period 5: AP Lit.
Senior Portfolio syllabus (That's right, I have done my English teacher duty once again...)
Thanks for sharing your ideas about "Gorilla, My Love"! Some notes and thoughts about symbolism and allegory. Discussion in groups about the symbolism of "Young Goodman Brown" and whether or not it functions as an allegory...not sure we reached a consensus. Homework: read "A Hunger Artist" by Franz Kafka try to complete this idea: "A Hunger Artist" is really about...
Period 7: Shakespeare
Macbeth Test! Woo-hoo!
"B" day-- 10/22/08
Periods 2 & 4: English 9
Today we finished reading Of Mice and Men, and (hopefully) were saddened by the conclusion. Poor Lennie. Poor George. Poor Curley's wife. Poor puppy. Study guide for chapters 5 &6 should be completed for next period.
Period 8: AP Lit.
Read "Gorilla, My Love" and wrote an in-class (AP Test style) essay in which you compare this story with Catcher in the Rye. Hopefully, as listed on the whiteboard, you were analytical, creative and offered specific support. This was due by the end of the period.
Today we finished reading Of Mice and Men, and (hopefully) were saddened by the conclusion. Poor Lennie. Poor George. Poor Curley's wife. Poor puppy. Study guide for chapters 5 &6 should be completed for next period.
Period 8: AP Lit.
Read "Gorilla, My Love" and wrote an in-class (AP Test style) essay in which you compare this story with Catcher in the Rye. Hopefully, as listed on the whiteboard, you were analytical, creative and offered specific support. This was due by the end of the period.
"A" day - 10/21/08
I was out of the building today at a meeting. Thanks for being so kind to the sub who was here in my place.
Period 1: English 9
Today you finished reading Of Mice and Men, and (hopefully) were saddened by the conclusion. Poor Lennie. Poor George. Poor Curley's wife. Poor puppy. Study guide for chapters 5 &6 should be completed for next period.
Period 5: AP Lit.
Today you were asked to read "Gorilla, My Love" and write an in-class (AP Test style) essay in which you compare this story with Catcher in the Rye. You should have been analytical, creative and offered specific support. This was due by the end of the period.
Period 7: Shakespeare
Finished the film, and received the study guide for Macbeth test. Use the review and be ready for test on Thursday!
Period 1: English 9
Today you finished reading Of Mice and Men, and (hopefully) were saddened by the conclusion. Poor Lennie. Poor George. Poor Curley's wife. Poor puppy. Study guide for chapters 5 &6 should be completed for next period.
Period 5: AP Lit.
Today you were asked to read "Gorilla, My Love" and write an in-class (AP Test style) essay in which you compare this story with Catcher in the Rye. You should have been analytical, creative and offered specific support. This was due by the end of the period.
Period 7: Shakespeare
Finished the film, and received the study guide for Macbeth test. Use the review and be ready for test on Thursday!
"B" day-- 10/20/08
Periods 2 & 4: Freshmen
Read Chapter 4 OMAM and work on study guide. Prepare for a vocabulary quiz next week!
Period 8: AP Lit.
Students turned in Alientation essays and metacognitives and we had a final culminating discussion of Catcher. Thanks for all your great ideas and comments. It's so much fun to hear the interesting insights and observations.
"A" day - 10/16/08
Period 1: Freshmen
Read Chapter 4 OMAM and work on study guide. Prepare for a vocabulary quiz next week!
Period 5: AP Lit.
Students turned in Alientation essays and metacognitives and we had a final culminating discussion of Catcher. Thanks for all your great ideas and comments. It's so much fun to hear the interesting insights and observations.
Period 7: Shakespeare
We finished the very last scene of Macbeth and continued watching the film.
Read Chapter 4 OMAM and work on study guide. Prepare for a vocabulary quiz next week!
Period 5: AP Lit.
Students turned in Alientation essays and metacognitives and we had a final culminating discussion of Catcher. Thanks for all your great ideas and comments. It's so much fun to hear the interesting insights and observations.
Period 7: Shakespeare
We finished the very last scene of Macbeth and continued watching the film.
Wednesday
Extra Credit #3
So, I'm switching things up a little bit here. Can you handle it? These points can be earned until 4:00 pm next Thursday, October 23rd.
If you are a FRESHMAN in Mrs. Peterson's class, email your thoughtful and complete answer to the following question to Mrs. Peterson to collect your points!
In Chapter 3 of Of Mice and Men, what is the purpose of the conversation between Whit and Slim about Bill Tenner's letter being published in the magazine? In other words, why would Steinbeck include that little episode in the story? What does it add?
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
If you are a JUNIOR or SENIOR in Mrs. Peterson's class, complete the following task for your extra credit points.
Go to encarta.aw.org/quiz_330/murderous_monarchs_quiz.html and take the "Murderous Monarchs quiz." Then, send me an email in which you: list the monarchs from the quiz, one interesting (or disturbing) fact about each and the score you received. (I only scored 4 out of 10...)
Happy Extra Credit-ing!
If you are a FRESHMAN in Mrs. Peterson's class, email your thoughtful and complete answer to the following question to Mrs. Peterson to collect your points!
In Chapter 3 of Of Mice and Men, what is the purpose of the conversation between Whit and Slim about Bill Tenner's letter being published in the magazine? In other words, why would Steinbeck include that little episode in the story? What does it add?
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
If you are a JUNIOR or SENIOR in Mrs. Peterson's class, complete the following task for your extra credit points.
Go to encarta.aw.org/quiz_330/murderous_monarchs_quiz.html and take the "Murderous Monarchs quiz." Then, send me an email in which you: list the monarchs from the quiz, one interesting (or disturbing) fact about each and the score you received. (I only scored 4 out of 10...)
Happy Extra Credit-ing!
"B" day - 10/15/08
Periods 2&4: Freshmen
No SSR today because of the Late Start schedule. Instead, we spent a few minutes discussing the interesting menagerie of characters we met in chapter 2 of Of Mice and Men. We then began reading Chapter 3 together, but didn't quite get through all of it. Homework is to complete as much of the Ch. 3 study guide as possible; we'll finish up the reading of Chapter 3 next class...(watch out Curley!)
Period 8: AP Lit.
Students had the period to revise papers and offer feedback to other students. As well, I handed out an explanation of metacognition and the metacognitive response. You will need to complete a metacognitive response to hand in with the final draft of every formal paper we write this year, so keep this handout. Monday, we will have a giant culminating discussion of Catcher.
No SSR today because of the Late Start schedule. Instead, we spent a few minutes discussing the interesting menagerie of characters we met in chapter 2 of Of Mice and Men. We then began reading Chapter 3 together, but didn't quite get through all of it. Homework is to complete as much of the Ch. 3 study guide as possible; we'll finish up the reading of Chapter 3 next class...(watch out Curley!)
Period 8: AP Lit.
Students had the period to revise papers and offer feedback to other students. As well, I handed out an explanation of metacognition and the metacognitive response. You will need to complete a metacognitive response to hand in with the final draft of every formal paper we write this year, so keep this handout. Monday, we will have a giant culminating discussion of Catcher.
"A" day - 10/14/08
Period 1: Freshmen
After SSR, we spent a few minutes discussing the interesting menagerie of characters we met in chapter 2 of Of Mice and Men. We then began reading Chapter 3 together, but didn't quite get through all of it. Homework is to complete as much of the Ch. 3 study guide as possible; we'll finish up the reading of Chapter 3 next class...(watch out Curley!)
Period 5: AP Lit.
After some interesting stories shared, (mostly about Max injuring himself), students had the rest of the period to revise papers and offer feedback to other students. As well, I handed out an explanation of metacognition and the metacognitive response. You will need to complete a metacognitive response to hand in with the final draft of every formal paper we write this year, so keep this handout. Thursday, we will have a giant culminating discussion of Catcher.
Period 7: Shakespeare
We need to finish up Macbeth, so we powered through reading most of Act 5...only one scene left to read on Thursday as Macduuuuff and Macbeth finally face off...duh, duh, duh!
After SSR, we spent a few minutes discussing the interesting menagerie of characters we met in chapter 2 of Of Mice and Men. We then began reading Chapter 3 together, but didn't quite get through all of it. Homework is to complete as much of the Ch. 3 study guide as possible; we'll finish up the reading of Chapter 3 next class...(watch out Curley!)
Period 5: AP Lit.
After some interesting stories shared, (mostly about Max injuring himself), students had the rest of the period to revise papers and offer feedback to other students. As well, I handed out an explanation of metacognition and the metacognitive response. You will need to complete a metacognitive response to hand in with the final draft of every formal paper we write this year, so keep this handout. Thursday, we will have a giant culminating discussion of Catcher.
Period 7: Shakespeare
We need to finish up Macbeth, so we powered through reading most of Act 5...only one scene left to read on Thursday as Macduuuuff and Macbeth finally face off...duh, duh, duh!
"B" day- 10/13/08
We were on a PM Assembly schedule today, for the Homecoming assembly, so all classes were cut a few minutes shorter than normal...
Periods 2&4: Freshmen
After SSR, we spent a few minutes discussing and reviewing chapter 1 of Of Mice and Men. The new assignment was to read chapter 2 and complete the study guide. Homework is to finish up whatever you didn't get done in class.
Period 8: AP Lit.
I handed out essay guidelines, tips and the scoring guide I will be using to grade your essays this year, including the essay on alienation which is due next week (rough draft in class on Wednesday, final by Monday). Unfortunately, we didn't really have time to get into another discussion about Holden and his odd views of Jesus, his proclivity for yelling and his general increasing frustration and malaise about life.
Periods 2&4: Freshmen
After SSR, we spent a few minutes discussing and reviewing chapter 1 of Of Mice and Men. The new assignment was to read chapter 2 and complete the study guide. Homework is to finish up whatever you didn't get done in class.
Period 8: AP Lit.
I handed out essay guidelines, tips and the scoring guide I will be using to grade your essays this year, including the essay on alienation which is due next week (rough draft in class on Wednesday, final by Monday). Unfortunately, we didn't really have time to get into another discussion about Holden and his odd views of Jesus, his proclivity for yelling and his general increasing frustration and malaise about life.
Thursday
"A" day - 10/9/08
Period 1: Freshmen
SSR, then we spent a few minutes discussing and reviewing chapter 1 of Of Mice and Men. The new assignment was to read chapter 2 and complete the study guide. Homework is to finish up whatever you didn't get done in class.
Period 5: AP Lit.
I handed out essay guidelines, tips and the scoring guide I will be using to grade your essays this year, including the essay on alienation which is due next week (rough draft in class on Tuesday, final by Thursday). After that, we had a bit of time to get into another discussion about Holden and his odd views of Jesus, his proclivity for yelling and his general increasing frustration and malaise about life. What a phony!
Period 7: Shakespeare
I collected your news story accounts of Macbeth events. Then the class had time to read 4.3 and answer some questions about the end of this Act. Questions are due next class period, if you didn't finish them during class time.
SSR, then we spent a few minutes discussing and reviewing chapter 1 of Of Mice and Men. The new assignment was to read chapter 2 and complete the study guide. Homework is to finish up whatever you didn't get done in class.
Period 5: AP Lit.
I handed out essay guidelines, tips and the scoring guide I will be using to grade your essays this year, including the essay on alienation which is due next week (rough draft in class on Tuesday, final by Thursday). After that, we had a bit of time to get into another discussion about Holden and his odd views of Jesus, his proclivity for yelling and his general increasing frustration and malaise about life. What a phony!
Period 7: Shakespeare
I collected your news story accounts of Macbeth events. Then the class had time to read 4.3 and answer some questions about the end of this Act. Questions are due next class period, if you didn't finish them during class time.
"B" day -- 10/8/08
Periods 2&4: Freshmen
SSR, then a few students shared some of their descriptive writing homework. (Thanks!) We then read Chapter 1 in Of Mice and Men. Homework is to finish up the Chapter 1 study guide by Thursday.
Period 8: AP Lit.
Anyone want to share their modern-day Holden writing? (Thanks, Karen, Audrey and Vanessa. Very funny.) Then we read "The Secret Life of Walter Mitty" and discussed how it could be related to Catcher. Then we discussed thoughts, questions, insights and observations from the Catcher reading. Assigned alienation essay. Rough draft due in class on Tuesday 10/15, final draft due 10/20.
SSR, then a few students shared some of their descriptive writing homework. (Thanks!) We then read Chapter 1 in Of Mice and Men. Homework is to finish up the Chapter 1 study guide by Thursday.
Period 8: AP Lit.
Anyone want to share their modern-day Holden writing? (Thanks, Karen, Audrey and Vanessa. Very funny.) Then we read "The Secret Life of Walter Mitty" and discussed how it could be related to Catcher. Then we discussed thoughts, questions, insights and observations from the Catcher reading. Assigned alienation essay. Rough draft due in class on Tuesday 10/15, final draft due 10/20.
Tuesday
"A" day - 10/7/08
Period 1: Freshmen
SSR, then a few students shared some of their descriptive writing homework. (Thanks!) We then read Chapter 1 in Of Mice and Men. Homework is to finish up the Chapter 1 study guide by Thursday.
Period 5: AP Lit.
Anyone want to share their modern-day Holden writing? (Thanks, Joel. Hilarity.) Then we read "The Secret Life of Walter Mitty" and discussed how it could be related to Catcher. Then we discussed thoughts, questions, insights and observations from the Catcher reading. Assigned alienation essay. Rough draft due in class on Tuesday 10/14, final draft due 10/16.
Period 7: Shakespeare
We read Act 4, scenes 1 and 2. Time to work on and update golden lines and contradictions. News story assignment: choose an event or episode from the play and rewrite it like a newspaper article. Be sure you include (you will be graded on): a catchy headline, an interesting lead/intro., descriptive and accurate retelling of the facts and details, correct spelling, punctuation, grammar, etc. Due on Thursday!
SSR, then a few students shared some of their descriptive writing homework. (Thanks!) We then read Chapter 1 in Of Mice and Men. Homework is to finish up the Chapter 1 study guide by Thursday.
Period 5: AP Lit.
Anyone want to share their modern-day Holden writing? (Thanks, Joel. Hilarity.) Then we read "The Secret Life of Walter Mitty" and discussed how it could be related to Catcher. Then we discussed thoughts, questions, insights and observations from the Catcher reading. Assigned alienation essay. Rough draft due in class on Tuesday 10/14, final draft due 10/16.
Period 7: Shakespeare
We read Act 4, scenes 1 and 2. Time to work on and update golden lines and contradictions. News story assignment: choose an event or episode from the play and rewrite it like a newspaper article. Be sure you include (you will be graded on): a catchy headline, an interesting lead/intro., descriptive and accurate retelling of the facts and details, correct spelling, punctuation, grammar, etc. Due on Thursday!
"B" day - 10/6/08
Periods 2 & 4: Freshmen
We began class with a brief quiz over the homework, then SSR. We then took a look at the narrative quickwrites from last week and the sensory language from the first two pages of Of Mice and Men and worked on a bit of revision. Thanks to all those who shared their creativity with the class. Then we wrote a few more descriptive quickwrites: best friend and person you don't like so much. Homework is to write a minimum of one page describing a difficult situation you've been in with another person.
Period 8: AP Lit.
Thanks to Mr. Fobert for the Catcher movie montage. Then we had a brief discussion of some golden lines. Homework is to write the "Modern-day Holden" assignment and continue with the reading (through Ch. 17 for Wednesday).
We began class with a brief quiz over the homework, then SSR. We then took a look at the narrative quickwrites from last week and the sensory language from the first two pages of Of Mice and Men and worked on a bit of revision. Thanks to all those who shared their creativity with the class. Then we wrote a few more descriptive quickwrites: best friend and person you don't like so much. Homework is to write a minimum of one page describing a difficult situation you've been in with another person.
Period 8: AP Lit.
Thanks to Mr. Fobert for the Catcher movie montage. Then we had a brief discussion of some golden lines. Homework is to write the "Modern-day Holden" assignment and continue with the reading (through Ch. 17 for Wednesday).
Friday
"A" day - 10/3/08
Period 1: Freshmen
We began class with a brief quiz over the homework, then SSR. We then took a look at the narrative quickwrites from last week and the sensory language from the first two pages of Of Mice and Men and worked on a bit of revision. Thanks to all those who shared their creativity with the class. Then we wrote a few more descriptive quickwrites: best friend and person you don't like so much. Homework is to write a minimum of one page describing a difficult situation you've been in with another person.
Period 5: AP Lit.
Thanks to Mr. Fobert for the Catcher movie montage. Then we had a nice discussion of some golden lines. Homework is to write the "Modern-day Holden" assignment and continue with the reading (through Ch. 17 for Tuesday).
Period 7: Shakespeare
We began with a few notes on tragedy. (And a slice of pizza...thanks Yuriy and Marty.) Then we began watching a film version of Macbeth-- some interesting color and religious symbolism. No homework. We'll continue with the play next week.
We began class with a brief quiz over the homework, then SSR. We then took a look at the narrative quickwrites from last week and the sensory language from the first two pages of Of Mice and Men and worked on a bit of revision. Thanks to all those who shared their creativity with the class. Then we wrote a few more descriptive quickwrites: best friend and person you don't like so much. Homework is to write a minimum of one page describing a difficult situation you've been in with another person.
Period 5: AP Lit.
Thanks to Mr. Fobert for the Catcher movie montage. Then we had a nice discussion of some golden lines. Homework is to write the "Modern-day Holden" assignment and continue with the reading (through Ch. 17 for Tuesday).
Period 7: Shakespeare
We began with a few notes on tragedy. (And a slice of pizza...thanks Yuriy and Marty.) Then we began watching a film version of Macbeth-- some interesting color and religious symbolism. No homework. We'll continue with the play next week.
Wednesday
Extra Credit #2 Winners!
Audrey Stroh
Jordan Snyder
Cody Sharp
Marissa Lemus
Ana Rosa Aispuro
Ke'Arah Tate
Chloe Bosnar
Julie Brink
Scott Weidlich
(and maybe one more...)
Jordan Snyder
Cody Sharp
Marissa Lemus
Ana Rosa Aispuro
Ke'Arah Tate
Chloe Bosnar
Julie Brink
Scott Weidlich
(and maybe one more...)
"A" day - 10/1/08
Period 1: Freshmen
Today was a late start, so we were short on time and fit a lot in to the period. First, we finished our discussion of "social capital." Then, in groups, students looked at some Depression Era photos and drew some conclusions about life at that time period. Then, we read the first two pages of Of Mice and Men and highlighted all the sensory language. Homework is to finish categorizing the language by sense (sight, sound, touch, etc.) and read the handout about Steinbeck (both sides) and be ready for a short quiz on Friday.
Period 5: AP Lit.
Vocabulary Quiz #2, to begin. Then we talked briefly about some liter4ary terms that you will be asked to know and use. We talked about the tone of Catcher (or, is it Cather...? and why are there random 4s?) This included a handout of tone words that may be helpful. Then, I introduced the idea of finding "Golden Lines" for each chapter of Catcher. The Golden Line you choose should be insightful, descriptive, significant, revealing, etc. Copy it down, include a page number, and a quick explanation of its importance. We will come back to these regularly. I gave a complete reading schedule for the next few weeks...hopefully you copied it down.
Period 7: Shakespeare
One question quiz to begin, "Fly, Fleance, fly..." (poor kid!) Then we had a lovely reenactment of Act 3, scene 4. Chris hallucinates as Macbeth and Sarah floats in as Banquo's ghost. Well done to all of our actors! Homework is to read to the end of Act III and update all your golden lines.
p.s. Good job, Andrew, on rocking the state reading test. And, Happy Birthday to Roger!
Today was a late start, so we were short on time and fit a lot in to the period. First, we finished our discussion of "social capital." Then, in groups, students looked at some Depression Era photos and drew some conclusions about life at that time period. Then, we read the first two pages of Of Mice and Men and highlighted all the sensory language. Homework is to finish categorizing the language by sense (sight, sound, touch, etc.) and read the handout about Steinbeck (both sides) and be ready for a short quiz on Friday.
Period 5: AP Lit.
Vocabulary Quiz #2, to begin. Then we talked briefly about some liter4ary terms that you will be asked to know and use. We talked about the tone of Catcher (or, is it Cather...? and why are there random 4s?) This included a handout of tone words that may be helpful. Then, I introduced the idea of finding "Golden Lines" for each chapter of Catcher. The Golden Line you choose should be insightful, descriptive, significant, revealing, etc. Copy it down, include a page number, and a quick explanation of its importance. We will come back to these regularly. I gave a complete reading schedule for the next few weeks...hopefully you copied it down.
Period 7: Shakespeare
One question quiz to begin, "Fly, Fleance, fly..." (poor kid!) Then we had a lovely reenactment of Act 3, scene 4. Chris hallucinates as Macbeth and Sarah floats in as Banquo's ghost. Well done to all of our actors! Homework is to read to the end of Act III and update all your golden lines.
p.s. Good job, Andrew, on rocking the state reading test. And, Happy Birthday to Roger!
Friday
Extra Credit #2!!
Email the correct answers to the following questions to me before midnight on Tuesday September 30th to receive your points. Note: All the questions must be answered correctly to claim your prize!
In 1960, American author John Steinbeck took a road trip to "rediscover America."
1) What is the title of the book he published about the adventure?
2) Who is Charley?
3) What did he name the truck he drove, and after whom did he name it?
4) Where is the truck today?
In 1960, American author John Steinbeck took a road trip to "rediscover America."
1) What is the title of the book he published about the adventure?
2) Who is Charley?
3) What did he name the truck he drove, and after whom did he name it?
4) Where is the truck today?
Extra Credit #1 Winners!
And the first ten to claim their extra credit were...
(in the order I received the emails)
Ana Rosa Aispuro
Cristian Flores
Scott Weidlich
Tom Albers
Chloe Bosnar
Audrey Stroh
Alyssa Kauth
Veronika Fitzgerald
Miranda Vanyi
Ke'Arah Tate
Sorry to those who didn't quite get to it in time! But, keep your eyes open for more opportunities to come...
(in the order I received the emails)
Ana Rosa Aispuro
Cristian Flores
Scott Weidlich
Tom Albers
Chloe Bosnar
Audrey Stroh
Alyssa Kauth
Veronika Fitzgerald
Miranda Vanyi
Ke'Arah Tate
Sorry to those who didn't quite get to it in time! But, keep your eyes open for more opportunities to come...
"B" day- 9/26/08
Periods 2&4: Freshmen
After SSR, we took a pop quiz over what we've been working on in class over the past several weeks. Then we began some prewriting for a narrative. Students were asked to think of a place that is significant to them and then, instead of describing the place itself, they were asked to describe getting to that place. These beginnings of prewriting/drafting were placed in their writing work folders and we will get back to them another day.
For homework, students were given a handout with four different scenarios that present a moral dilemma. Students are to read each scenario, decide what they would do and explain their justification for it. We will discuss these in class next time.
Period 8: AP Lit.
Vocabulary list #2 was given. Quiz over these words will be on Thurs. 10/2. We then spent a few minutes discussing thoughts and questions about"White Elephants", "P.O." and "Bartleby." ("I would prefer not to.") Assigned character sketch writing. Due on Tuesday 9/30. I also collected 3 days worth of prep notes to score. Then, we looked at an article about J.D. Salinger and the poem "Comin' Thro' the Rye" by Robert Burns and handed out Catcher in the Rye books.
Homework: write the character sketch and read at least the first 4 chapters of Catcher and note observations on Holden's absolutes, extremes and exaggerations.
After SSR, we took a pop quiz over what we've been working on in class over the past several weeks. Then we began some prewriting for a narrative. Students were asked to think of a place that is significant to them and then, instead of describing the place itself, they were asked to describe getting to that place. These beginnings of prewriting/drafting were placed in their writing work folders and we will get back to them another day.
For homework, students were given a handout with four different scenarios that present a moral dilemma. Students are to read each scenario, decide what they would do and explain their justification for it. We will discuss these in class next time.
Period 8: AP Lit.
Vocabulary list #2 was given. Quiz over these words will be on Thurs. 10/2. We then spent a few minutes discussing thoughts and questions about"White Elephants", "P.O." and "Bartleby." ("I would prefer not to.") Assigned character sketch writing. Due on Tuesday 9/30. I also collected 3 days worth of prep notes to score. Then, we looked at an article about J.D. Salinger and the poem "Comin' Thro' the Rye" by Robert Burns and handed out Catcher in the Rye books.
Homework: write the character sketch and read at least the first 4 chapters of Catcher and note observations on Holden's absolutes, extremes and exaggerations.
"A" day - 9/25/08
Period 1: Freshmen
After SSR, we took a pop quiz over what we've been working on in class over the past several weeks. Then we began some prewriting for a narrative. Students were asked to think of a place that is significant to them and then, instead of describing the place itself, they were asked to describe getting to that place. These beginnings of prewriting/drafting were placed in their writing work folders and we will get back to them another day.
For homework, students were given a handout with four different scenarios that present a moral dilemma. Students are to read each scenario, decide what they would do and explain their justification for it. We will discuss these in class next time.
Period 5: AP Lit.
Vocabulary list #2 was given. Quiz over these words will be on Wed. 10/1. We then spent a few minutes discussing thoughts and questions about "P.O." and "Bartleby." ("I would prefer not to.") Assigned character sketch writing. Due on Monday 9/29. I also collected 3 days worth of prep notes to score. Then, we looked at an article about J.D. Salinger and the poem "Comin' Thro' the Rye" by Robert Burns and handed out Catcher in the Rye books.
Homework: write the character sketch and read at least the first 4 chapters of Catcher and note observations on Holden's absolutes, extremes and exaggerations.
Period 7: Shakespeare
Added golden lines for Act II, scenes 1 and 2. We updated the list of contradictions and oxymorons as a class. Then read the rest of Act II together. (Oooooh...Macbeth seems to be getting away with it...or is he? Better watch out for Macduff.)
Homework:read Act III, scenes 1 and 2 for Monday.
After SSR, we took a pop quiz over what we've been working on in class over the past several weeks. Then we began some prewriting for a narrative. Students were asked to think of a place that is significant to them and then, instead of describing the place itself, they were asked to describe getting to that place. These beginnings of prewriting/drafting were placed in their writing work folders and we will get back to them another day.
For homework, students were given a handout with four different scenarios that present a moral dilemma. Students are to read each scenario, decide what they would do and explain their justification for it. We will discuss these in class next time.
Period 5: AP Lit.
Vocabulary list #2 was given. Quiz over these words will be on Wed. 10/1. We then spent a few minutes discussing thoughts and questions about "P.O." and "Bartleby." ("I would prefer not to.") Assigned character sketch writing. Due on Monday 9/29. I also collected 3 days worth of prep notes to score. Then, we looked at an article about J.D. Salinger and the poem "Comin' Thro' the Rye" by Robert Burns and handed out Catcher in the Rye books.
Homework: write the character sketch and read at least the first 4 chapters of Catcher and note observations on Holden's absolutes, extremes and exaggerations.
Period 7: Shakespeare
Added golden lines for Act II, scenes 1 and 2. We updated the list of contradictions and oxymorons as a class. Then read the rest of Act II together. (Oooooh...Macbeth seems to be getting away with it...or is he? Better watch out for Macduff.)
Homework:read Act III, scenes 1 and 2 for Monday.
"B" day- 9/24/08
Periods 2&4: Freshmen
1) SSR
2) Set up writing folders, which we will utilize all year long
3) Read and highlighted an article on My Space, then on Carburated Engines. Follow-up conversation on what techniques good readers can use when they encounter new, difficult or confusing reading passages. Looked at list of "fix-up strategies" and "common distractions."
Period 8: AP Lit.
We began with some notes on Narration and Point of View Terms, and then got into a great discussion about "The Cask of Amontillado" and its narrative style, the disturbing insanity of Montressor and how Poe builds the story with the use of description and sound details. We ran short on time for our discussion of Hemingway's "Hills Like White Elephants" and its lack of descriptive details and abundance of dialogue.
HW: Read "Why I Live at the P.O" and "Bartleby, the Scrivener," paying special attention to characterization.
Tuesday
"A" day -- 9/23/08
Period 1: Freshmen
1) SSR and collection of "Black Boy" homework.
2) Set up writing folders, which we will utilize all year long
3) Read and highlighted an article on My Space, then on Carburated Engines. Follow-up conversation on what techniques good readers can use when they encounter new, difficult or confusing reading passages. Looked at list of "fix-up strategies" and "common distractions."
Period 5: AP Lit.
We began with some notes on Narration and Point of View Terms, and then got into a great discussion about "The Cask of Amontillado" and its narrative style, the disturbing insanity of Montressor and how Poe builds the story with the use of description and sound details. Then, we switched our discussion to Hemingway's "Hills Like White Elephants" and its lack of descriptive details and abundance of dialogue. We decided that tone of voice is important in that story, but Hemingway gives you no clues about that.
HW: Read "Why I Live at the P.O" and "Bartleby, the Scrivener," paying special attention to characterization.
Period 7: Shakespeare
Worked on Golden Lines for Act 1. Discussed your choices and why those lines were significant.
Then, we read Act 2, scenes 1 and 2. (Yes, Chris, Macbeth really kills the King.)
HW: Add to your contradiction/oxymoron list for the scenes we've read.
1) SSR and collection of "Black Boy" homework.
2) Set up writing folders, which we will utilize all year long
3) Read and highlighted an article on My Space, then on Carburated Engines. Follow-up conversation on what techniques good readers can use when they encounter new, difficult or confusing reading passages. Looked at list of "fix-up strategies" and "common distractions."
Period 5: AP Lit.
We began with some notes on Narration and Point of View Terms, and then got into a great discussion about "The Cask of Amontillado" and its narrative style, the disturbing insanity of Montressor and how Poe builds the story with the use of description and sound details. Then, we switched our discussion to Hemingway's "Hills Like White Elephants" and its lack of descriptive details and abundance of dialogue. We decided that tone of voice is important in that story, but Hemingway gives you no clues about that.
HW: Read "Why I Live at the P.O" and "Bartleby, the Scrivener," paying special attention to characterization.
Period 7: Shakespeare
Worked on Golden Lines for Act 1. Discussed your choices and why those lines were significant.
Then, we read Act 2, scenes 1 and 2. (Yes, Chris, Macbeth really kills the King.)
HW: Add to your contradiction/oxymoron list for the scenes we've read.
"B" day- 9/22/08
Periods 2&4: Freshmen
We began with SSR and homework collection (Black Boy Assignment). Then we defined the Academic Vocabulary: excerpt and metacognition. Students practiced metacognitive note-taking as they read a few brief passages, writing down all the thoughts in their head as they read. Then, your homework was to read "Kevin Clarke", take notes on your thinking as you read it, and then write a letter to Kevin in which you compare your own reading history with Kevin's (due at the beginning of the period, next class).
Period 8: AP Lit.
We deconstructed, then reconstructed "Sonny's Blues" by James Baldwin by putting it in chronological order, then looking again at the actual narrative sequencing. Great observations too about how the structure mimicked the content of both the jazz and the heroin addiction and how he built the musical motif subtly from the beginning. Remember to go pick up your copy of Catcher in the Rye this weekend, if you were going to provide your own!
We began with SSR and homework collection (Black Boy Assignment). Then we defined the Academic Vocabulary: excerpt and metacognition. Students practiced metacognitive note-taking as they read a few brief passages, writing down all the thoughts in their head as they read. Then, your homework was to read "Kevin Clarke", take notes on your thinking as you read it, and then write a letter to Kevin in which you compare your own reading history with Kevin's (due at the beginning of the period, next class).
Period 8: AP Lit.
We deconstructed, then reconstructed "Sonny's Blues" by James Baldwin by putting it in chronological order, then looking again at the actual narrative sequencing. Great observations too about how the structure mimicked the content of both the jazz and the heroin addiction and how he built the musical motif subtly from the beginning. Remember to go pick up your copy of Catcher in the Rye this weekend, if you were going to provide your own!
Friday
Extra Credit Opportunity #1
Here is your first option for extra credit!
The first 10 students who send me an email at school that includes their name, class period and the message "I CHECKED THE BLOG! WOO-HOO!" will receive extra credit. How easy is that? (Not sure what my school email address is? Check your syllabus. Or, just look at the top of this page.)
Have a great weekend!
The first 10 students who send me an email at school that includes their name, class period and the message "I CHECKED THE BLOG! WOO-HOO!" will receive extra credit. How easy is that? (Not sure what my school email address is? Check your syllabus. Or, just look at the top of this page.)
Have a great weekend!
"A" day- 9/19/08
Period 1: Freshmen
I collected the "Kevin Clarke" homework as students completed SSR. I also (finally) handed out Late Work passes for this semester (not that any of you will need them, right?). Students then had time to complete the "Black Boy" assignment. This is due at the beginning of the period on Tuesday. Don't forget to study any new words you defined in task #1.
Period 5: AP Lit.
We deconstructed, then reconstructed "Sonny's Blues" by James Baldwin by putting it in chronological order, then looking again at the actual narrative sequencing. Great observations too about how the structure mimicked the content of both the jazz and the heroin addiction and how he built the musical motif subtly from the beginning.
Remember to go pick up your copy of Catcher in the Rye this weekend, if you were going to provide your own!
Period 7: Shakespeare
We began with a two question quiz over the reading homework, then re-read and clarified scenes 4 and 5. We continued looking at 1.6 and 1.7 as well. (Lady Macbeth is psycho!) A few literary terms notes were given on: oxymoron, aside, soliloquy and rhyming couplet. Homework is to read Act 2, scenes 1 and 2.
I collected the "Kevin Clarke" homework as students completed SSR. I also (finally) handed out Late Work passes for this semester (not that any of you will need them, right?). Students then had time to complete the "Black Boy" assignment. This is due at the beginning of the period on Tuesday. Don't forget to study any new words you defined in task #1.
Period 5: AP Lit.
We deconstructed, then reconstructed "Sonny's Blues" by James Baldwin by putting it in chronological order, then looking again at the actual narrative sequencing. Great observations too about how the structure mimicked the content of both the jazz and the heroin addiction and how he built the musical motif subtly from the beginning.
Remember to go pick up your copy of Catcher in the Rye this weekend, if you were going to provide your own!
Period 7: Shakespeare
We began with a two question quiz over the reading homework, then re-read and clarified scenes 4 and 5. We continued looking at 1.6 and 1.7 as well. (Lady Macbeth is psycho!) A few literary terms notes were given on: oxymoron, aside, soliloquy and rhyming couplet. Homework is to read Act 2, scenes 1 and 2.
"B" day - 9/18/08
Periods 2&4: Freshmen
I was out of the building all morning at a meeting. Thank you for being nice students for my sub. She left a nice note about how you worked hard, despite a little chattiness. Class began with SSR and collection of homework. Then, students worked on a worksheet for the short excerpt from "Black Boy" by Richard Wright. This will be due at the beginning of the period on Monday.
Period 8: AP Lit.
Great discussion of "The Country Husband" (despite its icky main character). In groups, plot diagrams were constructed and we began to share these on the projector, but ran out of time to see them all. We'll finish this up on Monday. Also for Monday, you should read "Sonny's Blues" by James Baldwin and be ready to discuss the chronology of events and how this plot structure ties in with the meaning of the work.
I was out of the building all morning at a meeting. Thank you for being nice students for my sub. She left a nice note about how you worked hard, despite a little chattiness. Class began with SSR and collection of homework. Then, students worked on a worksheet for the short excerpt from "Black Boy" by Richard Wright. This will be due at the beginning of the period on Monday.
Period 8: AP Lit.
Great discussion of "The Country Husband" (despite its icky main character). In groups, plot diagrams were constructed and we began to share these on the projector, but ran out of time to see them all. We'll finish this up on Monday. Also for Monday, you should read "Sonny's Blues" by James Baldwin and be ready to discuss the chronology of events and how this plot structure ties in with the meaning of the work.
"A" day- 9/17/08
Period 1: Freshmen
We began with SSR and homework collection. (Metacognitive Journal #1)
Then we defined the Academic Vocabulary: excerpt and metacognition. We practiced metacognitive note-taking as we read a few brief passages, writing down all the thoughts in your head as you read. Then, homework was to read "Kevin Clarke", take notes on your thinking as you read it, and then write a letter to Kevin in which you compare your own reading history with Kevin's (due at the beginning of the period, next class).
Period 5: AP Lit.
In groups, students created a plot diagram for "The Country Husband", including details from each stage of the plot. We discussed and shared these on the projector.
Period 7: Shakespeare
I checked and gave credit for homework notes, first thing, then from these we compiled some class notes. Keep these. This information is likely to come up later, like on a quiz or a final.
We began with SSR and homework collection. (Metacognitive Journal #1)
Then we defined the Academic Vocabulary: excerpt and metacognition. We practiced metacognitive note-taking as we read a few brief passages, writing down all the thoughts in your head as you read. Then, homework was to read "Kevin Clarke", take notes on your thinking as you read it, and then write a letter to Kevin in which you compare your own reading history with Kevin's (due at the beginning of the period, next class).
Period 5: AP Lit.
In groups, students created a plot diagram for "The Country Husband", including details from each stage of the plot. We discussed and shared these on the projector.
Period 7: Shakespeare
I checked and gave credit for homework notes, first thing, then from these we compiled some class notes. Keep these. This information is likely to come up later, like on a quiz or a final.
Wednesday
"B" day- 9/16/08
Periods 2&4: Freshmen
We began the class with SSR, as we will most days. Then we finished up presentations of the author study. A survey was circulated about reading tastes and preferences: "Reading Experiences Inventory." Then we completed an activity with a brief reading entitled "The House." The focus of this activity: setting a purpose for reading. Finally, homework consisted of reflecting on the "House" activity and completing Metacognitive Journal #1. Students were asked to respond to the following question: How does my purpose help me determine what is important? How does this apply to school? Give a specific example.
Period 8: AP Lit.
We discussed the scoring of sample AP essays. Good job, everyone. Then I asked students to write a Metacognitive Journal entry describing their thinking as they scored their own writing with the AP scoring guide and specifying what they would like to work on in their writing this year. After this, we went over notes on plot and some related literary terms. Students need to read "The Country Husband" for Thurs. and "Sonny's Blues" for Mon.
We began the class with SSR, as we will most days. Then we finished up presentations of the author study. A survey was circulated about reading tastes and preferences: "Reading Experiences Inventory." Then we completed an activity with a brief reading entitled "The House." The focus of this activity: setting a purpose for reading. Finally, homework consisted of reflecting on the "House" activity and completing Metacognitive Journal #1. Students were asked to respond to the following question: How does my purpose help me determine what is important? How does this apply to school? Give a specific example.
Period 8: AP Lit.
We discussed the scoring of sample AP essays. Good job, everyone. Then I asked students to write a Metacognitive Journal entry describing their thinking as they scored their own writing with the AP scoring guide and specifying what they would like to work on in their writing this year. After this, we went over notes on plot and some related literary terms. Students need to read "The Country Husband" for Thurs. and "Sonny's Blues" for Mon.
"A" day- 9/15/08
Period 1: Freshmen
We began the class with SSR, as we will most days. Then we finished up presentations of the author study. A survey was circulated about reading tastes and preferences: "Reading Experiences Inventory." Then we completed an activity with a brief reading entitled "The House." The focus of this activity: setting a purpose for reading. Finally, homework consisted of reflecting on the "House" activity and completing Metacognitive Journal #1. Students were asked to respond to the following question: How does my purpose help me determine what is important? How does this apply to school? Give a specific example.
Period 5: AP Lit.
We discussed the scoring of sample AP essays. Good job, everyone. Then I asked students to write a Metacognitive Journal entry describing their thinking as they scored their own writing with the AP scoring guide and specifying what they would like to work on in their writing this year. After this, we went over notes on plot and some related literary terms. Students need to read "The Country Husband" for Wed. and "Sonny's Blues" for Fri.
Period 7: Shakespeare
We began class with an introductory read-around activity with a passage of Hamlet, to begin getting comfortable with Shakespearean language. Then, we assigned roles and began reading Macbeth. For homework students should read pages xvii to xxiv and xxvii to xxxv from the Macbeth text and note the key points.
We began the class with SSR, as we will most days. Then we finished up presentations of the author study. A survey was circulated about reading tastes and preferences: "Reading Experiences Inventory." Then we completed an activity with a brief reading entitled "The House." The focus of this activity: setting a purpose for reading. Finally, homework consisted of reflecting on the "House" activity and completing Metacognitive Journal #1. Students were asked to respond to the following question: How does my purpose help me determine what is important? How does this apply to school? Give a specific example.
Period 5: AP Lit.
We discussed the scoring of sample AP essays. Good job, everyone. Then I asked students to write a Metacognitive Journal entry describing their thinking as they scored their own writing with the AP scoring guide and specifying what they would like to work on in their writing this year. After this, we went over notes on plot and some related literary terms. Students need to read "The Country Husband" for Wed. and "Sonny's Blues" for Fri.
Period 7: Shakespeare
We began class with an introductory read-around activity with a passage of Hamlet, to begin getting comfortable with Shakespearean language. Then, we assigned roles and began reading Macbeth. For homework students should read pages xvii to xxiv and xxvii to xxxv from the Macbeth text and note the key points.
Friday
"B" day- 9/12/08
Periods 2&4: Freshmen
We began the period with SSR, then transitioned into more Author Study presentations. We finished the period writing the 9th Grade Diagnostic Narrative. We will be moving on to the Reading Self and Society unit beginning next week.
Period 8: AP Lit.
Today we took Vocabulary Quiz #1. Then, after a brief look at the AP scoring guide, students began to look at some sample essays from this year's AP Test. For homework, students are to score each sample essay and be prepared to discuss on Tuesday. As well, each student should look over their own essay and score it, including a rationale. Finally, we ended class with a beginning discussion about Raymond Carver's "Cathedral." It was a good beginning effort, but next time we need a little more participation. You don't have to be shy. I promise everyone will be nice to you. Honestly.
We began the period with SSR, then transitioned into more Author Study presentations. We finished the period writing the 9th Grade Diagnostic Narrative. We will be moving on to the Reading Self and Society unit beginning next week.
Period 8: AP Lit.
Today we took Vocabulary Quiz #1. Then, after a brief look at the AP scoring guide, students began to look at some sample essays from this year's AP Test. For homework, students are to score each sample essay and be prepared to discuss on Tuesday. As well, each student should look over their own essay and score it, including a rationale. Finally, we ended class with a beginning discussion about Raymond Carver's "Cathedral." It was a good beginning effort, but next time we need a little more participation. You don't have to be shy. I promise everyone will be nice to you. Honestly.
Thursday
"A" day- 9/11/08
Period 1: Freshmen
Today we began our practice of SSR. We will begin most classes with silent reading, so students need to be sure to bring their independent reading books to class with them every day. Students will receive up to 3 points everyday for participating appropriately. Please see SSR guidelines if you have any questions about this process. After SSR, several groups presented their Author Study Posters. (We will finish the last 3 presentations on Monday.) We then completed the 9th Grade Narrative Diagnostic Essay, a timed writing that all freshmen in the school are completing so that we can assess the needs of our students in the area of writing.
Period 5: AP Lit.
Today we took Vocabulary Quiz #1. Then, after a brief look at the AP scoring guide, students began to look at some sample essays from this year's AP Test. For homework, students are to score each sample essay and be prepared to discuss on Monday. As well, each student should look over their own essay and score it, including a rationale. Finally, we ended class with an interesting discussion about Raymond Carver's "Cathedral" including the issues of faith, communion, isolation, drug use (Nick...), sight vs. blindness, eating and relationships.
Period 7: Shakespeare
After taking some notes about the life of Shakespeare, we looked at examples of insults and love lines from some plays. Students then had to create their own examples, and we had a few minutes to share these with the class. (Oh, dear! : )
Today we began our practice of SSR. We will begin most classes with silent reading, so students need to be sure to bring their independent reading books to class with them every day. Students will receive up to 3 points everyday for participating appropriately. Please see SSR guidelines if you have any questions about this process. After SSR, several groups presented their Author Study Posters. (We will finish the last 3 presentations on Monday.) We then completed the 9th Grade Narrative Diagnostic Essay, a timed writing that all freshmen in the school are completing so that we can assess the needs of our students in the area of writing.
Period 5: AP Lit.
Today we took Vocabulary Quiz #1. Then, after a brief look at the AP scoring guide, students began to look at some sample essays from this year's AP Test. For homework, students are to score each sample essay and be prepared to discuss on Monday. As well, each student should look over their own essay and score it, including a rationale. Finally, we ended class with an interesting discussion about Raymond Carver's "Cathedral" including the issues of faith, communion, isolation, drug use (Nick...), sight vs. blindness, eating and relationships.
Period 7: Shakespeare
After taking some notes about the life of Shakespeare, we looked at examples of insults and love lines from some plays. Students then had to create their own examples, and we had a few minutes to share these with the class. (Oh, dear! : )
"B" day - 9/10/08
Periods 2&4: Freshman English
Today we began silent reading (SSR). Then, groups had 30 minutes (really about 40) to finish posters. Presentations began with groups reporting out on several authors. We will finish presentations on Friday.
Period 8: AP Lit.
Today we reviewed the RHS Code of Conduct with students, including a rousing discussion on "mean mugging" (as opposed to nice mugging?) We discussed the reading homework a bit. Homework for Friday is to answer the question: Why a cathedral? (Include any textual evidence you can to support your ideas.)
Today we began silent reading (SSR). Then, groups had 30 minutes (really about 40) to finish posters. Presentations began with groups reporting out on several authors. We will finish presentations on Friday.
Period 8: AP Lit.
Today we reviewed the RHS Code of Conduct with students, including a rousing discussion on "mean mugging" (as opposed to nice mugging?) We discussed the reading homework a bit. Homework for Friday is to answer the question: Why a cathedral? (Include any textual evidence you can to support your ideas.)
Tuesday
"A" day- 9/9/08
Period 1: Freshman English
Today groups had 30 minutes (really about 40) to finish posters. Presentations began with groups reportingout on: Nicholas Sparks, Stephen King and Michael Crichton. We will begin SSR and finish presentations on Thursday.
Period 5: AP Lit.
Reviewed Code of Conduct with students, including a rousing discussion on "mean mugging" (as opposed to nice mugging?) We discussed the reading homework a bit. Homework for Thursday is to answer the question: Why a cathedral? (Include any textual evidence you can to support your ideas.)
Period 7: Shakespeare
Reviewed RHS Code of Conduct. (No batons, Sarah!) Then, began taking notes on the Renaissance, Queen Elizabeth and Bubonic Plague.
Today groups had 30 minutes (really about 40) to finish posters. Presentations began with groups reportingout on: Nicholas Sparks, Stephen King and Michael Crichton. We will begin SSR and finish presentations on Thursday.
Period 5: AP Lit.
Reviewed Code of Conduct with students, including a rousing discussion on "mean mugging" (as opposed to nice mugging?) We discussed the reading homework a bit. Homework for Thursday is to answer the question: Why a cathedral? (Include any textual evidence you can to support your ideas.)
Period 7: Shakespeare
Reviewed RHS Code of Conduct. (No batons, Sarah!) Then, began taking notes on the Renaissance, Queen Elizabeth and Bubonic Plague.
"B" day- 9/8/08
Welcome to week number two!
Periods 2 & 4: Freshman English
Today we went to the gym for pictures and students should have received their ID cards. When we returned to class, students had time to work in their groups on the Author Study Poster. Next class we will finish up posters and begin presentations. As well, students should bring their SSR book to class with them on Wednesday.
Period 8: AP Lit.
Last class period to head to the small gym for pictures this year, phew! The rest of our time was spent writing an AP Test Essay, and reading the clever quotes in the Time Tracker. Homework was to read pages 1-32 in the text, complete prep notes and come prepared to discuss.
Periods 2 & 4: Freshman English
Today we went to the gym for pictures and students should have received their ID cards. When we returned to class, students had time to work in their groups on the Author Study Poster. Next class we will finish up posters and begin presentations. As well, students should bring their SSR book to class with them on Wednesday.
Period 8: AP Lit.
Last class period to head to the small gym for pictures this year, phew! The rest of our time was spent writing an AP Test Essay, and reading the clever quotes in the Time Tracker. Homework was to read pages 1-32 in the text, complete prep notes and come prepared to discuss.
Monday
"A" day - 9/5/08
Congrats on finishing your first short week of the school year.
Period 1: Freshman English
We had time to work on the Author Study Project, then went down for pictures. Pictures took forever, so we'll have some time in class on Tuesday to finish posters and begin presentations. Be sure you have an SSR book for silent reading by Thursday, and be sure you hand in your syllabus signature sheet this week.
Period 5: AP Lit.
Class was, of course, cut short by our trip to the gym for school pictures, but in the time we actually were allotted to have class, we worked for 40 minutes on an AP Lit. Test Essay prompt (from last year's exam). We only spent about 40 minutes on this, to mirror the actual AP test. Then, students received books and were asked to read pages 1-32 and complete prep notes as homework. We will discuss this reading on Tuesday.
Period 7: Shakespeare
Again, much of our time was eaten up by picture taking, but soon all the school wide busy work will be done and we can get down to the business of some serious Shakespearean study! (Woo-hoo!) We did, however, have enough time in class to begin talking about words and phrases that Shakespeare contributed to the English language (see the Shakespeare, or not Shakespeare handout.) And we (very briefly) mentioned the Renaissance and Queen Elizabeth at the end of class. We'll continue our talk of historic context on Tuesday, and hopefully get in to a play very soon!
Period 1: Freshman English
We had time to work on the Author Study Project, then went down for pictures. Pictures took forever, so we'll have some time in class on Tuesday to finish posters and begin presentations. Be sure you have an SSR book for silent reading by Thursday, and be sure you hand in your syllabus signature sheet this week.
Period 5: AP Lit.
Class was, of course, cut short by our trip to the gym for school pictures, but in the time we actually were allotted to have class, we worked for 40 minutes on an AP Lit. Test Essay prompt (from last year's exam). We only spent about 40 minutes on this, to mirror the actual AP test. Then, students received books and were asked to read pages 1-32 and complete prep notes as homework. We will discuss this reading on Tuesday.
Period 7: Shakespeare
Again, much of our time was eaten up by picture taking, but soon all the school wide busy work will be done and we can get down to the business of some serious Shakespearean study! (Woo-hoo!) We did, however, have enough time in class to begin talking about words and phrases that Shakespeare contributed to the English language (see the Shakespeare, or not Shakespeare handout.) And we (very briefly) mentioned the Renaissance and Queen Elizabeth at the end of class. We'll continue our talk of historic context on Tuesday, and hopefully get in to a play very soon!
Thursday
"B" Day- 9/4/08
Periods 2 & 4: Freshman English
Today I worked on learning your names. (Sorry I repeated them sooooo many times, but that's how my brain memorizes things best.) After attendance, I handed out and we went over the class syllabus. Remember that the signature sheet is due next week. Then, we broke up into groups to work on the Author Study Poster Assignment. Groups will have time to continue working on this and assemble their posters next class period. Then, presentations will begin. Before you left I collected the Summer Reading Reflection.
Period 8: AP Lit.
Today we met each other and I shared a little (or a lot?) about myself and this class. Students created their first vocabulary list together; a quiz over the 10 words we selected will be coming next week. The exact date will be announced soon, just look up the definitions to the words and learn them. I then distributed the class syllabus and we had a few minutes to talk about how this class will function. We ran out of time to do an AP Test writing prompt, so you have that to look forward to next time.
Today I worked on learning your names. (Sorry I repeated them sooooo many times, but that's how my brain memorizes things best.) After attendance, I handed out and we went over the class syllabus. Remember that the signature sheet is due next week. Then, we broke up into groups to work on the Author Study Poster Assignment. Groups will have time to continue working on this and assemble their posters next class period. Then, presentations will begin. Before you left I collected the Summer Reading Reflection.
Period 8: AP Lit.
Today we met each other and I shared a little (or a lot?) about myself and this class. Students created their first vocabulary list together; a quiz over the 10 words we selected will be coming next week. The exact date will be announced soon, just look up the definitions to the words and learn them. I then distributed the class syllabus and we had a few minutes to talk about how this class will function. We ran out of time to do an AP Test writing prompt, so you have that to look forward to next time.
Wednesday
First Day of School
Welcome to another great year!
I am genuinely excited to have you all in my classes.
Period 1: Freshman English
Today I worked on learning your names. (Sorry I repeated them sooooo many times, but that's how my brain memorizes things best.) After attendance, I handed out and we went over the class syllabus. Remember that the signature sheet is due next week. Then, we broke up into groups to work on the Author Study Poster Assignment. Groups will have time to continue working on this and assemble their posters next class period. Then, presentations will begin. Before you left I collected the Summer Reading Reflection.
Period 5: AP Lit.
Today we met each other and I shared a little (or a lot?) about myself and this class. Students created their first vocabulary list together; a quiz over the 10 words we selected will be coming next week. The exact date will be announced soon, just look up the definitions to the words and learn them. I then distributed the class syllabus and we had a few minutes to talk about how this class will function. We ran out of time to do an AP Test writing prompt, so you have that to look forward to next time.
Period 7: Shakespeare
Today was, as always, full of introductions and sharing. Thanks for being good sports about my taking a long time to learn names and talk. A lot of you are new to me, and I like to get to know the students in my classroom, why you are here and what you expect from me. To help this process along we took a little survey, (6 questions turned in to 10) then shared some of our answers around the room. (Twitch: That is how Wile E. Coyote spells his name, "haven't you seen his business card?" ) At the end of class I distributed the syllabus which we will discuss and I can answer any questions about next class.
Thanks for a fun first day!
I am genuinely excited to have you all in my classes.
Period 1: Freshman English
Today I worked on learning your names. (Sorry I repeated them sooooo many times, but that's how my brain memorizes things best.) After attendance, I handed out and we went over the class syllabus. Remember that the signature sheet is due next week. Then, we broke up into groups to work on the Author Study Poster Assignment. Groups will have time to continue working on this and assemble their posters next class period. Then, presentations will begin. Before you left I collected the Summer Reading Reflection.
Period 5: AP Lit.
Today we met each other and I shared a little (or a lot?) about myself and this class. Students created their first vocabulary list together; a quiz over the 10 words we selected will be coming next week. The exact date will be announced soon, just look up the definitions to the words and learn them. I then distributed the class syllabus and we had a few minutes to talk about how this class will function. We ran out of time to do an AP Test writing prompt, so you have that to look forward to next time.
Period 7: Shakespeare
Today was, as always, full of introductions and sharing. Thanks for being good sports about my taking a long time to learn names and talk. A lot of you are new to me, and I like to get to know the students in my classroom, why you are here and what you expect from me. To help this process along we took a little survey, (6 questions turned in to 10) then shared some of our answers around the room. (Twitch: That is how Wile E. Coyote spells his name, "haven't you seen his business card?" ) At the end of class I distributed the syllabus which we will discuss and I can answer any questions about next class.
Thanks for a fun first day!
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