|
Date
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Assignments
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H.W. & Reminders
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6/17
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Handed out and explained summer reading.
Read up to Act V scene 3.
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6/16
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Finished Act III and started Act IV. Reviewed rising action and foreshadowing.
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6/15
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Essays handed back.
Watched traditional version of the fight scene and
observed differences in interpretation from the text. Read on into scene iii.
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6/14
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Watched traditional version of the balcony scene.
Read to the end of Act III scene 1.
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6/11
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Studied the balcony scene. Read through scene 3.
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6/10
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Turned in essays.
Took a close look at the scene where R & J
meet. Practiced finding figurative
language.
Watched their traditional meeting.
Began Act II
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6/9
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A little more practice finding figurative language in
preparation for the test.
Watched a modern version of the opening fight scene.
Read scene 3, 4 and the very beginning of 5
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Essays due tomorrow.
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6/8
|
C
-+--
+--
+llaboration Schedule
Collected surveys
Practiced finding figurative language in quotes from the
play.
Read and listened to scene 2.
|
Essays due Thursday
Turn survey printout in if you have not.
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6/7
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Read and listened to Act I Sc. 1 of R&J. Looked closely
at how the servants behaved. Worked
on answering some questions about the Act as we listen.
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Essays due Thursday.
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6/4
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Introduction to characters in R&J
More vocab practice.
Listened to the prologue and the very beginning of scene
one. Defined and found examples of
puns.
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Essays due Thursday.
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6/3
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Looked at Shakespeare language: rhythm and vocab. Practiced some vocab.
Shared some answers found yesterday about Shakespeare
and his theater.
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6/2
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Took a survey from the AP Stats class.
Handed back 2 reading checks.
Looked at old essay (I am the Cheese) in order to
remember what to do for the Animal
Farm essay.
Did in class research on Shakespeare and his theater
using our books.
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Essays are due Thursday 6/10.
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6/1
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Reviewed p.o.v., and plot structure. If Animal
Farm were written in the first person, how effective would each
character be as a narrator?
Began writing the essay.
Focus on a character in Animal
Farm and explain how Orwell develops one of his themes through that
character.
|
Bring I am the
Cheese essays tomorrow if they are not already in your portfolio.
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5/28
|
Identified various ironies in AF and discussed their purpose.
Connected Orwell’s use of irony to a theme. Identified juxtaposition and how it
influenced mood in the story – connected this to theme.
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5/27
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Handed back speeches.
Examined “Beasts of England” and “Comrade Napoleon” for
their literary quality and looked at why Orwell might have done this. Also considered why the pigs might want
the first song banned. Connected to
theme.
Began looking at irony in AF
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|
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5/26
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Final reading check for Animal Farm.
Groups chose a Mystery Envelope and addressed the
question inside.
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5/25
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Late start.
Finished speeches.
Handed back Personal Odysseys
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Animal Farm
reading check tomorrow.
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5/24
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Speeches.
|
|
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5/21
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Regular schedule.
Speeches.
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Finish Animal Farm
if you have not.
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5/19
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Block schedule.
Library orientation day 2.
Turned in Personal Odysseys
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|
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5/17
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Block Schedule
Speeches.
Discussed utopia article.
“Before you turn in your Personal Odyssey” revision.
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Revise Personal Odysseys and turn them in Wed.
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5/13
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Block schedule
Speeches.
Group focus for chs. 1-6. Each group
presented on a different idea from the text.
Defined “utopia” then read and responded to an article on whether we need
utopian dreams or not.
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Personal Odyssey due Monday.
Finish Animal Farm
by Friday 5/21
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5/12
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One speech
Groups focused on a character in the text.
Reading checks
returned.
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|
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5/10
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Block schedule
Started speeches.
Individuals focused on a section of background material
for Animal Farm and then taught
others about their section.
Reading
check for chs. 2-6.
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Personal Odyssey due 5/17 (we don’t meet on 5/14).
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5/3-5/6
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CST testing
|
|
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4/30
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Final CST review.
|
Due Friday 5/7 – read chs. 2-6 in Animal Farm
Due 5/14 – Personal Odyssey.
Speeches start 5/10
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4/29
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CST review.
Answered Personal Odyssey questions.
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Personal Odyssey due after testing.
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4/28
|
CST review and discussion of house of reps business.
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|
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4/27
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Scheduling with counselors and working on Personal
Odyssey.
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|
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4/26
|
Discussed paper drive.
Signed up for speech dates.
Practice CST.
Reading
check for Animal Farm. Defined “dignity” and “enmity” and
discussed their place in ch. 1.
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Scheduling tomorrow.
|
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4/23
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CST practice.
Worked on Personal Odyssey. Showed some sample allusions from past
student papers.
|
|
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4/22
|
Recovered from the earthquake drill, then practice CSTs.
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|
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4/21
|
Looked at last year’s CST score and determined how far
we were from the next level.
Took a practice CST.
Started Animal
Farm.
|
Finish ch. 1 of Animal
Farm.
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4/20
|
Took pictures for next year.
Began work on the Personal Odyssey by imitating a
possible beginning.
|
Work on speeches.
We are scheduling next Tuesday.
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4/19
|
Obtained copies of Animal
Farm.
Took the final test for The Odyssey and Greek mythology.
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Work on speeches.
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4/16
|
Handed out report cards.
Practice CST.
Reviewed for Monday’s test on The Odyssey and Greek mythology.
|
Begin writing the speech. Speeches will be given in a few
weeks. Sign-up days to come.
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4/15
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Handed out the speech assignment and answered
questions. Determined a rough guide
line for how long 4 minutes would by if typed.
Reviewed for Monday’s test on The Odyssey and Greek mythology.
Began the Personal Odyssey by listing out past, present,
and future obstacles and then connecting them to various obstacles from the
text.
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Begin writing the speech. Speeches will be given in a few
weeks. Sign-up days to come.
|
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4/14
|
Finished looking at Cheese
essays – adding commentary. Placed
essays and notes in writing folders for safe keeping and for use for the
next essay.
Took a practice CST test.
Defined allusion.
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4/13
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Collaboration Schedule
Handed back essays and looked at areas to correct:
adding thesis statements, incorporating quotes.
|
|
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4/12
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Did two practice CST tests.
Finished reading The
Odyssey – Books 23 and 24
|
|
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4/2
|
Essays turned in.
Groups translated sections of Book 21 and then shared.
Read Book 22.
|
|
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4/1
|
Finished Book 19 and defined “deus ex machine”
Read book 21.
|
Finish book 21 if not done.
Essays due tomorrow.
|
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3/31
|
Worked on choosing quotes to support essays. Worked on one quote together and then
groups worked on the rest. Explained
how a particular quote supports a thesis and looked at what parts of the
quote to use. Handed out a Quote
Incorporation guide for use now and in the future.
Read some more of Book 19
|
Essays due Friday.
|
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3/30
|
Looked at a student draft for the Cheese paper and discussed having clear thesis statement and
connecting body examples to thesis.
Reviewed types of irony and located them in Book 16.
Read 17 and started 19. Argos…so sad.
|
Work on essay.
|
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3/29
|
Answered a few essay questions.
Voted on the most relevant of Odysseus’ obstacles to us
personally. The winner: Sirens (temptation), second place: Aeolus
(a setback).
Read/overviewed Books 13-16.
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Work on essay.
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3/26
|
Choosing and responding to the most important quote in
Book 12.
Completed timeline for Odysseus’ journey so far since he
has completed telling the Phoeicians about it.
|
Work on the I am
the Cheese essay. Final draft
due next Friday.
|
|
3/25
|
Shared Epic titles
Read Book 11 and responded to the Land of the Dead – a
place we must all face.
Started Book 12
|
Finish Book 12.
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3/24
|
Finished re-reading and translating the last tape
chapter.
Briefly wrote about the “point” of this book and decided
on two possibilities:
Through I am the
Cheese, Robert Cormier warns readers to be careful who we trust.
Or
Through I am the
Cheese, Robert Cormier shows how hard it is to find your identity.
|
Choose one thesis statement and write the appropriate
essay. Papers are due Friday, April
2nd.
|
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3/23
|
Groups met to discuss/clarify how I am the Cheese ended.
Each group wrote their biggest question on the white board and we
began answering.
|
|
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3/22
|
Reviewed Book 10.
Wrote about our Eurylochus. Created epic titles for ourselves.
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Cheese reading
due tomorrow.
|
|
3/19
|
Watched a video clip of the Cyclops scene from The Odyssey and discussed changes
from the text and why those changes might have been made.
Wrote about a possible Cyclops in our own life.
Continued reading Book 10
|
Finish Book 10 by Monday.
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3/18
|
Finished writing our own Homeric similes.
Began Book 10.
|
Finish Cheese
by Tuesday.
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3/17
|
Discussed Cheese
and answered questions.
Finished presentations from yesterday.
Began imitating a Homeric simile.
|
Finish Cheese
by Tuesday.
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3/16
|
Reading
check for Book 9.
Groups each took a quote to focus on and discuss with
the class.
|
Cheese reading
due tomorrow.
|
|
3/15
|
Last presentation: Daedalus and Icarus
Elected our representative for the House.
Continued reading Book 9
|
Finish reading book 9.
Cheese reading
now due Wednesday.
|
|
3/12
|
Reading check and discussion of Cheese.
Sharing of some style imitations.
A brief read of more of Book 9
|
Read through p. 171 in Cheese by Tuesday.
Bring granola bar, water, and glow stick for Monday.
|
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3/11
|
Presentation Echo and Narcissus.
Second style imitation for The Odyssey. Defined and
applied “epithet.”
Started Book 9 and a timeline for Odysseus adventures.
|
See below.
|
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3/10
|
Students met with a counselor and received information
about scheduling. They should be
scheduling online over the next week or so.
|
See below!
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3/9
|
Early Dismissal Schedule
Went over upcoming due dates. See ------à
Imitated a passage from The Odyssey and shared some.
|
Tomorrow: meet in the Career Center.
Read through p. 144 by Friday.
Each student bring in: 1 granola bar, 1 bottle of water,
and 1 glow stick – for emergency prep.
|
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3/8
|
Presentation: Jason and the Argonauts.
Handed out the official
assignment for the Personal Odyssey.
We have been and will continue to work on this before it is due.
Began our first style imitation of The Odyssey
|
Read through p. 144 in I am the Cheese by Friday.
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3/5
|
3 more presentations: Aries, Hephaestus, Artemis.
Finished going over Books 6-8.
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|
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3/4
|
Cheese reading
check.
Presentations: Aphrodite and Eros.
Went over study guide.
|
Read Cheese through
p. 101 for Monday.
|
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3/3
|
Books 6-8 of The
Odyssey. Read and answered
reading guide questions.
|
|
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3/2
|
New seats.
Big Odyssey
day. Read and wrote reactions to
Books 3-5.
|
Cheese reading
now due Thursday.
|
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3/1
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Presentations: Hermes and Cronus.
Finished Book 1 of The
Odyssey and wrote about a mentor in our own lives.
Finished Book 2 – wrote about how we are alike/different
from our parent(s).
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|
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2/26
|
Second place in the drive against Leukemia – nice job!
Presentations – The Muses, The Fates, Demeter,
Persephone.
Began reading The
Odyssey. Noted the key conflicts
presented in Book 1.
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|
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2/25
|
Wrote a paragraph responding to Adam – the bike rider –
using only our Bicycle Maps and brains.
2 more presentations (Hades and Hera)
Concluded watching and notes for Great Books The Odyssey.
|
Read through p. 85 in Cheese by Tuesday.
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2/24
|
Handed back “Scarlet Ibis” essays and a feedback sheet
with model paragraphs on it. We
identified key parts on the models and then located or added them to our
own papers.
One presentation – Poseidon.
|
Cheese reading
due tomorrow – through p. 65
|
|
2/23
|
Minimum day.
Listened to the first three presentations and filled in
charts.
Watched some more of Great Books and took notes.
|
|
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2/22
|
Shared entries on Bicycle Maps for last week’s reading
while Mr. E. checked.
Began watching and taking notes on Great Books: The Odyssey.
|
God Project presentations begin tomorrow – be ready.
|
|
2/19
|
Chose topics for the God
Search Project. Explained
project and showed a sample for Zeus.
Demonstrated proper citing.
Read through p. 49 in Cheese and added to Bicycle Map.
|
Finish reading and adding to map.
God Search Project presentations will begin Tuesday.
|
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2/18
|
Began reading I am
the Cheese. Noted questions and
the unusual structure of the book.
Started our “Bicycle Map” in order to keep track of bike vs. tape
sections of the story.
|
Essays due tomorrow – final on top, draft on the bottom.
|
|
2/17
|
Worked as a class to review the parts of an essay and to
check our drafts to see if we had them.
Used a couple of student papers as models for introductions. Used a sample paragraph to identify the
parts of a body paragraph.
|
Final drafts due Friday.
|
|
2/16
|
Students gave told Mr.E. their nonfiction book titles.
Finished looking at how to answer the prompt for “The
Scarlet Ibis.” We ended up with a
possible thesis “James Hurst uses setting to show how the brothers feel
about each other.” Students used the
rest of the period to begin writing this paper. Tomorrow we will look at how to organize
and finish.
|
Bring I am the
Cheese tomorrow.
|
|
2/12
|
Discussed the Socratic, handed papers back, and showed a
10 paper.
Began discussing how to answer the question “How does
setting contribute to ‘The Scarlet Ibis’”
|
Bring brown book Monday.
|
|
2/11
|
Obtained copies of I
am the Cheese.
Socratic Seminar for “The Scarlet Ibis.”
|
Bring brown book tomorrow.
|
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2/10
|
Handed out report cards.
Handed back reading checks.
Brainstormed criteria for a good relationship, then took
notes in preparation for a Socratic Seminar. The essential question is “Did the
narrator and Doodle have a good or bad relationship?”
Briefly began finding other examples of figurative
language in “The Scarlet Ibis.”
|
Find a nonfiction book by next Tuesday – or there will
be a penalty.
|
|
2/9
|
Handed back reading checks and took another one.
Handed back “Lady or the Tiger?” mini-papers and
discussed.
Worked on handout on setting – identifying what setting
is doing in selected quotes (close reading).
|
|
|
2/5
|
Reading check.
Found additional setting quotes in last night’s reading
and tried to link them to mood, conflict or revealing character. Shared some examples and modeled how to
write about them.
Finished reading the story.
|
Finish “The Scarlet Ibis”
|
|
2/4
|
Recorded outside book titles from those that had them.
Shared yesterday’s response to mood in the beginning of
“The Scarlet Ibis.” Used a template
to write a response to the opening of this story. Template: The ______mood is created through ______. (or created through _____ and ______).
OR
________
creates a mood of ________.
One
result looked like this: The
depressing mood is created through mentioning a “dead” summer and that “the
last graveyard flowers were blooming and speaking softly the names of our
dead.”
Continued
reading.
|
“The Scarlet Ibis” is in the brown book. Read from where we left off up to the big
red O on p. 420. The last words to
read are “yes, yes.”
|
|
2/3
|
Turned in revised papers.
Mini-lecture and notes taken on setting – 3 things that it
can do.
Read the first 2 paragraphs of “The Scarlet Letter” and
wrote about how the setting was used to create mood.
|
Continue bringing brown book.
Find non-fiction book.
|
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2/2
|
Feedback on yesterday’s writing. Broke down the prompt and what needed to
be addressed in it. Looked at many
parts of student papers that did things well.
|
Revise your paper, type it, and bring it tomorrow.
Continue bringing brown textbook.
|
|
2/1
|
Read and discussed Tom Wayman’s poem “Did I Miss Anything?”
and discussed the value of attendance.
Storytime – “The Lady or the Tiger?”
Read and then wrote a response so Mr.E. will have a
writing sample.
|
Bring brown textbook tomorrow!
|
|
1/25
|
Reviewed for the final – filled out a study guide.
|
For the final on Wed. bring: study guide, To Kill a Mockingbird book (if not already turned in), a
reading book, foreshadowing worksheet, character chart.
|
|
1/22
|
Shared Memory Boxes.
Discussed final and things to review.
|
|
|
1/21
|
Turn in papers.
Reading of an excerpt from Angelou’s I Know Why The Caged Bird Sings.
|
|
|
1/20
|
Check rough drafts.
Peer edit
Study TKAM and
finish character charts.
|
Complete Memory Box by 1/22
Final drafts due tomorrow.
|
|
1/19
|
Checked outlines.
Notes on Introductions and incorporating quotes
Rough draft started.
|
Complete Memory Box by 1/21
Rough draft due tomorrow.
Self Evaluation due tomorrow.
|
|
1/15
|
Review essay notes
Check thesis
Make outline
|
Bring completed outline Tuesday
|
|
1/14
|
Checked Memory Box item.
Overviewed essay process.
Brainstormed thesis statements.
|
Complete memory box by 1/21
|
|
1/13
|
Quiz ch. 31
Ch. 31 journal/notes
Turning topic into theme
|
Item #8 due tomorrow
|
|
1/12
|
Collaboration schedule
Quiz ch. 28-29
Check item homework
Start ch. 30-31
|
Finish 30-31
Item #8 due Thurs.
|
|
1/11
|
Quiz ch. 27
Foreshadowing discussion
Start chs. 28-29
|
Finish chs. 28-29
Item #7 due tomorrow
|
|
1/8
|
Quiz – in class commentary. Students were given some possible quotes
to help them get started.
Group discussion – racism.
Start ch. 27
|
Finish ch. 27
Item #7 due Tuesday
Item #8 due Thursday
|
|
1/7
|
Quiz chs. 23-24
Group commentary for ch. 24
Start chs. 25-26
|
H.W. read chs. 25-26
Item #6 due tomorrow
|
|
1/6
|
Quiz ch. 22
Start ch. 23
Check item #5
|
Finish ch. 23
|
|
1/5
|
Reviewed dates for Memory Box items.
Quiz on chs. 20-21
TKAM review
game.
|
Read ch. 22
|
|
12/18
|
Quiz on ch. 18 – students allowed to use whatever notes
they took yesterday (take notes when you can!)
Press conference reporting/review.
Ch.
19 & 20
|
Ch.
19 & 20
|
|
12/17
|
Quiz on reading.
Court reporting for chs. 17 & 18
|
Finish reading and reporting on chs. 17 & 18.
Item #4 due tomorrow.
|
|
12/16
|
Quiz on 14 & 15
Discussion groups
Start ch. 16
|
Item #4 due Friday
Finish ch. 16
|
|
12/15
|
Quiz on ch. 12
Started chs. 14-15.
|
Item #3 is due tomorrow.
Item #4 due Friday
Read ch. 15
|
|
12/14
|
New seats.
Journal.
Discussion of Socratic.
Started ch. 12
|
Commentary for ch. 12.
Extra Credit – read ch. 13 and write a commentary.
|
|
12/11
|
Socratic Seminar on fear. Prepped notes, discussed in seminar,
reflected.
|
Finish reflections.
|
|
12/10
|
Test on part I.
Introduced Socratic Seminar.
|
Finish Socratic notes
|
|
12/8
|
Collaboration schedule
Reading
check on ch. 10
Writer’s workshop – imitating two passages from Lee.
|
Read ch. 11
|
|
12/7
|
Reading
check for ch. 9
Commentary for ch. 9.
Wrote and groups marked and shared.
Started ch. 10.
|
Finish ch. 10
|
|
12/4
|
Shared examples of the first item for the memory box.
Journal on physical vs. emotional hurt (name calling).
Started ch. 9.
|
Finish ch. 9
|
|
12/3
|
Compared movie clip to book – sneaking on to the Radley
property.
Wrote a commentary for 7/8.
Gave character names for memory box project.
|
Item and description #1 for memory box – due tomorrow.
|
|
12/2
|
Shared examples of some commentaries that displayed good
thinking.
Reading
check on ch 6.
Started chs. 7 & 8
|
Finish reading chs. 7 & 8.
|
|
12/1
|
Wrote a commentary for ch. 5 as a reading check.
Discussed reading.
Handed out information for the memory box project.
Began reading ch. 6.
|
Finish ch. 6
|
|
11/30
|
Quiz on ch. 4 and discussion of chapter. Practice writing commentaries.
Started ch. 5
|
Finish ch. 5
|
|
11/24
|
Report cards distributed.
Shared homework answers.
Journal – games you played when you were young.
Read ch. 4
|
Finish ch. 4
|
|
11/23
|
Journal – describe Walter Cunningham in one sentence
using exactly 12 words.
Read ch. 3 and added to the other half of the chart –
this time describing Burris Ewell.
Wrote 4-5 sentences comparing and contrasting Walter
Cunningham and Burris Ewell.
Defined “evaluating” and “analyzing”. Added evaluations and analysis to the
comparison/contrast of Cunningham and Ewell
|
Finish classwork (ch.3 and responses).
|
|
11/20
|
Reading check.
Groups presented.
Began a chart listing the characteristics of the
Cunninghams based on Walter.
|
Complete quotes for Walter Cunningham on the back of
your character chart.
|
|
11/19
|
Groups worked on re-reading sections of ch. 1 in order to
present.
Started ch. 2
|
Finish reading ch. 2
|
|
11/18
|
Obtained books.
Took notes on the “n-word” and it’s history in America. Started reading.
|
Finish ch. 1 for tomorrow.
|
|
|
|
|