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?
Friday
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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