Freshmen:
Check off "15 lessons learned" homework. Daily #7 and SSR. Notes on point of view and theme. Read "Cyclops" together.
HW: Write the rough draft story/narrative of one of your 15 lessons. Be sure you include good details, dialogue, humor and make your point.
AP Lit:
Read and discuss Hamlet 3.3 and 3.4. (Why do I love these two scenes so much? All the great juxtaposition.)
HW: Read Hamlet 4.1 to 4.5
Shakespeare:
Continue with Macbeth Act 2. Duncan is killed, his body discovered, Macbeth covers their tracks and the heirs bail. That's a lot for two scenes...
Wednesday
Monday
2/23(A) & 2/24(B)
English 9:
Daily #6 and SSR.
Finished reading "The Bass, the River and Sheila Mant". Writing: are the narrator and Sheila flat or round characters? Give specific evidence. Answer question #10 on page 206.
HW: List of at least 15 "lessons learned" (remember the examples that Mrs. P gave in class)
AP Lit:
Finish watching Hamlet clips, discuss nuances of interpretation. (Did you know Mel Gibson could act in a movie that does not include car chases and explosions?)
Discuss briefly 3.2
HW: Finish reading Act 3 and study guide.
Shakespeare:
Create stage directions for 1.7. How would Macbeth and Lady Macbeth being moving, talking and interacting in this scene?
Began reading Act 2, scene 1 and the very beginning of 2.2...did Macbeth do it, or didn't he?
Daily #6 and SSR.
Finished reading "The Bass, the River and Sheila Mant". Writing: are the narrator and Sheila flat or round characters? Give specific evidence. Answer question #10 on page 206.
HW: List of at least 15 "lessons learned" (remember the examples that Mrs. P gave in class)
AP Lit:
Finish watching Hamlet clips, discuss nuances of interpretation. (Did you know Mel Gibson could act in a movie that does not include car chases and explosions?)
Discuss briefly 3.2
HW: Finish reading Act 3 and study guide.
Shakespeare:
Create stage directions for 1.7. How would Macbeth and Lady Macbeth being moving, talking and interacting in this scene?
Began reading Act 2, scene 1 and the very beginning of 2.2...did Macbeth do it, or didn't he?
Friday
2/19 & 2/10
Freshmen:
Daily Quiz #1 (I warned you...) and then daily #5.
Notes on character.
Began reading "The Bass, the River and Sheila Mant"
AP Lit:
Discussed remaining issues from Hamlet Act 2, then began reading aloud Act 3, scene 1 and discussing the possibilities for Hamlet's awareness of Claudius' and Polonius' spying. In period 5, we began watching some movie clips (after a bit of a speaker debacle) which we will continue next week in both period 5 and in period 8. No new reading homework, we'll stay here in Act 3 for a few days.
Shakespeare:
We finished up reading Act 1 of Macbeth and updated our golden lines and oxymorons.
Have a great weekend everyone!
Daily Quiz #1 (I warned you...) and then daily #5.
Notes on character.
Began reading "The Bass, the River and Sheila Mant"
AP Lit:
Discussed remaining issues from Hamlet Act 2, then began reading aloud Act 3, scene 1 and discussing the possibilities for Hamlet's awareness of Claudius' and Polonius' spying. In period 5, we began watching some movie clips (after a bit of a speaker debacle) which we will continue next week in both period 5 and in period 8. No new reading homework, we'll stay here in Act 3 for a few days.
Shakespeare:
We finished up reading Act 1 of Macbeth and updated our golden lines and oxymorons.
Have a great weekend everyone!
Wednesday
Catching up...2/10 through 2/18
Oh dear! Between being out sick several days last week and cut days and holidays, I am WAY behind on this. Now that I am feeling better and have dug out from my piles of papers and sub notes, let me catch up. Here is a recap of what has been happening for the last week:
Freshmen:
2/10 (A)- Daily #3, SSR, turn in MDG plot diagram, notes on Conflict, read "Gaston", explain an internal and external conflict from the story.
2/11 (B)- Same as above.
2/12 (A)- Daily #4, SSR, notes on setting, read "The Lady or the Tiger?"
2/17 (A)- SSR, review dailies for quiz, review plot diagram and conflict assignments, write a paragraph about which door she sent him to using textual evidence.
2/18-(B)- Daily #4, SSR, notes on setting, review dailies and plot and conflict, read "The L or T?
AP Lit:
2/10 (A)- Turn in Oed. assignment. Discuss Hamlet 1.1-3. Begin 1.4-5. HW: Finish Act 1.
2/11 (B)- Same as above...except for HW: Finish Act 1 and read Act 2 (w/ study guide).
2/12 (A)-Discuss 1.4&5. HW: Read Act 2 (w/study guide)
2/17 (A)- Discuss Act 2. HW: Read 3.1-2, complete study guide, do #3 on study guide to turn in.
2/18 (B)- Discuss all of Hamlet so far...see how and if the sub misled you... HW: same as 2/17.
Shakespeare:
2/10- Share answers from library "Research Roundup." Watch Standard Deviants video.
2/12- Review video. Note some terms (tragedy, iambic pentameter, soliloquy, aside, etc.) Begin reading Macbeth 1.1-3.
2/17- Begin "Golden Lines" assignment and Oxymorons list. Continue reading Macbeth 1.4-5. (Lady Macbeth is insane!)
Phew! No more sickness...
Freshmen:
2/10 (A)- Daily #3, SSR, turn in MDG plot diagram, notes on Conflict, read "Gaston", explain an internal and external conflict from the story.
2/11 (B)- Same as above.
2/12 (A)- Daily #4, SSR, notes on setting, read "The Lady or the Tiger?"
2/17 (A)- SSR, review dailies for quiz, review plot diagram and conflict assignments, write a paragraph about which door she sent him to using textual evidence.
2/18-(B)- Daily #4, SSR, notes on setting, review dailies and plot and conflict, read "The L or T?
AP Lit:
2/10 (A)- Turn in Oed. assignment. Discuss Hamlet 1.1-3. Begin 1.4-5. HW: Finish Act 1.
2/11 (B)- Same as above...except for HW: Finish Act 1 and read Act 2 (w/ study guide).
2/12 (A)-Discuss 1.4&5. HW: Read Act 2 (w/study guide)
2/17 (A)- Discuss Act 2. HW: Read 3.1-2, complete study guide, do #3 on study guide to turn in.
2/18 (B)- Discuss all of Hamlet so far...see how and if the sub misled you... HW: same as 2/17.
Shakespeare:
2/10- Share answers from library "Research Roundup." Watch Standard Deviants video.
2/12- Review video. Note some terms (tragedy, iambic pentameter, soliloquy, aside, etc.) Begin reading Macbeth 1.1-3.
2/17- Begin "Golden Lines" assignment and Oxymorons list. Continue reading Macbeth 1.4-5. (Lady Macbeth is insane!)
Phew! No more sickness...
Friday
2/6 (A) & 2/9 (B)
Freshmen:
Daily #2 and SSR, including receiving new SSR guidelines and log sheet. Don't lose this! Then, students finished reading "The Most Dangerous Game" and were to diagram the plot, labeling each specific stage with details from the story. (Extra Credit for working the MDG vocabulary in to the labels.)
AP Lit:
A few minutes to discuss and/or work on Oedipus assignment. Handout on Shakespearean theater. Quick discussion on Greek vs. Elizabethan theater, then we began Act 1, scene 1 of Hamlet.
HW: Finish Oedipus assignment (due Tues./Wed.). Read through Act 1, scene 3 of Hamlet--use the study questions provided to guide your understanding.
Shakespeare:
Thanks for sharing homework assignments Joeterricka and Marisa. We'll have some time for more sharing next class. After this we went to the computer lab to research some background info. on Shakespeare and the historical context of the time. We'll discuss this next class.
Daily #2 and SSR, including receiving new SSR guidelines and log sheet. Don't lose this! Then, students finished reading "The Most Dangerous Game" and were to diagram the plot, labeling each specific stage with details from the story. (Extra Credit for working the MDG vocabulary in to the labels.)
AP Lit:
A few minutes to discuss and/or work on Oedipus assignment. Handout on Shakespearean theater. Quick discussion on Greek vs. Elizabethan theater, then we began Act 1, scene 1 of Hamlet.
HW: Finish Oedipus assignment (due Tues./Wed.). Read through Act 1, scene 3 of Hamlet--use the study questions provided to guide your understanding.
Shakespeare:
Thanks for sharing homework assignments Joeterricka and Marisa. We'll have some time for more sharing next class. After this we went to the computer lab to research some background info. on Shakespeare and the historical context of the time. We'll discuss this next class.
Wednesday
2/4 (A) & 2/5 (B)
Freshmen:
Daily #1. then SSR. We will be talking more about the new SSR requirements for this semester. If you don't currently have a book that you intend to finish, you should get your hands on one!
Then, we took a few minutes to take the baseline TOSWRF assessment. We will do this a couple of times to see you progress in reading fluency. We then reviewed the plot terms we learned last class and continued with the reading of "The Most Dangerous Game."
AP Lit:
We finished up our discussion of Oedipus, then, after scrounging speakers off of Mr. Walker, we watched a short Oedipus film, starring vegetables (and fruits too, I guess.) Notes and "tragic flaw" homework were turned in, and the "Oedipus assignment" was begun. This will be due next Tuesday (2/10) and Wednesday (2/11). (Oh yeah, and in period 5 Taylor confessed to Joel and the rest of the class his new found respect for Kings of Leon.)
Shakespeare:
First we answered the question of the day, as we get to know each other a bit better. Then, we looked at a few handouts and talked about Shakespeare's contributions to the English language. The homework assignment was to write a story, short scene, skit, description, (etc.) using 5 of Shakespeare's words, 3 of his phrases and one of his famous lines from each category. Be creative, be original, be serious or goofy...you decide.
Daily #1. then SSR. We will be talking more about the new SSR requirements for this semester. If you don't currently have a book that you intend to finish, you should get your hands on one!
Then, we took a few minutes to take the baseline TOSWRF assessment. We will do this a couple of times to see you progress in reading fluency. We then reviewed the plot terms we learned last class and continued with the reading of "The Most Dangerous Game."
AP Lit:
We finished up our discussion of Oedipus, then, after scrounging speakers off of Mr. Walker, we watched a short Oedipus film, starring vegetables (and fruits too, I guess.) Notes and "tragic flaw" homework were turned in, and the "Oedipus assignment" was begun. This will be due next Tuesday (2/10) and Wednesday (2/11). (Oh yeah, and in period 5 Taylor confessed to Joel and the rest of the class his new found respect for Kings of Leon.)
Shakespeare:
First we answered the question of the day, as we get to know each other a bit better. Then, we looked at a few handouts and talked about Shakespeare's contributions to the English language. The homework assignment was to write a story, short scene, skit, description, (etc.) using 5 of Shakespeare's words, 3 of his phrases and one of his famous lines from each category. Be creative, be original, be serious or goofy...you decide.
Tuesday
Welcome to Semester 2! (2/2 & 2/3)
Hooray for a new semester, a fresh start, a new beginning. Take advantage of the times in your life when you get to start over; they are few.
Freshmen:
We are beginning our unit on Short Stories and Literary Elements. Today we started class with a freewrite looking back at first semester and looking forward to second semester. These ended up in your writing folders. Then, we took some notes: plot, exposition, narrative hook, rising action, climax, falling action and resolution. We also put some vocab words in our notes. Be sure you hang on to these, they will definitely appear on a test. We had just a few minutes to begin reading "The Most Dangerous Game" and identifying its plot elements. We will continue with this story next class.
AP Lit:
A few reminders for second semester: no late papers accepted, essay rewrites must be completed within a week and be prepared for unannounced reading quizzes which cannot be made up. You have been warned. You may be thinking to yourself, "Yeah right...Mrs. Peterson is a pushover, I'll be able to talk her into letting me turn things in late or retaking this quiz. After all, I'm her favorite (insert your name here) she has in class..." If you are thinking this, you are wrong. I'm very comfortable saying no. I have toddlers at home. I am well practiced. I will, however, say "I'm sorry, no" with a smile.
As far as class goes, we took a few minutes in groups to talk about Oedipus, and a few minutes as a whole class to talk about Oedipus.
HW: Write a brief, rough essay about what you think Oedipus' tragic flaw is. (Pick just one flaw. Don't write for more than 15-20 minutes)
Shakespeare:
Welcome! We spent a few minutes on introductions, a few minutes on a freewrite. Then, I handed out the syllabus and we reviewed it briefly. Then, in groups we talked about everything we know about Shakespeare right now. Think of how much more you'll be able to come up with if we do the same thing at the end of the semester.
Freshmen:
We are beginning our unit on Short Stories and Literary Elements. Today we started class with a freewrite looking back at first semester and looking forward to second semester. These ended up in your writing folders. Then, we took some notes: plot, exposition, narrative hook, rising action, climax, falling action and resolution. We also put some vocab words in our notes. Be sure you hang on to these, they will definitely appear on a test. We had just a few minutes to begin reading "The Most Dangerous Game" and identifying its plot elements. We will continue with this story next class.
AP Lit:
A few reminders for second semester: no late papers accepted, essay rewrites must be completed within a week and be prepared for unannounced reading quizzes which cannot be made up. You have been warned. You may be thinking to yourself, "Yeah right...Mrs. Peterson is a pushover, I'll be able to talk her into letting me turn things in late or retaking this quiz. After all, I'm her favorite (insert your name here) she has in class..." If you are thinking this, you are wrong. I'm very comfortable saying no. I have toddlers at home. I am well practiced. I will, however, say "I'm sorry, no" with a smile.
As far as class goes, we took a few minutes in groups to talk about Oedipus, and a few minutes as a whole class to talk about Oedipus.
HW: Write a brief, rough essay about what you think Oedipus' tragic flaw is. (Pick just one flaw. Don't write for more than 15-20 minutes)
Shakespeare:
Welcome! We spent a few minutes on introductions, a few minutes on a freewrite. Then, I handed out the syllabus and we reviewed it briefly. Then, in groups we talked about everything we know about Shakespeare right now. Think of how much more you'll be able to come up with if we do the same thing at the end of the semester.
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