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Date
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Assignments
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H.W. & Reminders
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6/17
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Period 1: Teaching the text: “The Chrysanthemums”
Period 2: College
essays day 2
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6/16
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Teaching the text: “P.O.”
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Period 2 – bring college essay sample tomorrow.
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6/15
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Teaching the text: “Phoenix, AZ”
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6/14
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College essays – read over some advice from essay
readers. Looked over some essays on
family and began to think about possible topics.
Here are the UC personal statement questions:
1. Describe the world you come from — for example, your family,
community or school — and tell us how your world has shaped your dreams and
aspirations.
2. Tell us about a personal quality, talent, accomplishment,
contribution or experience that is important to you. What about this
quality or accomplishment makes you proud and how does it relate to the
person you are?
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On Thursday (period 1 Friday) bring in a draft of your
response to one college essay prompt (use UC unless you have your
own). Pay attention to the word
counts.
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6/11
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Teaching the text “Harrison Bergeron”
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Bring college essay prompt if you desire.
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6/10
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Teaching the text “Why Fear Spanish” and “The Case for
Official English”
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6/9
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Socratic for Catcher: Why is Holden an enduring American
character? What’s wrong with him?
What’s right with him.
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See calendar.
For period 2 – if you sit on the South side of the room,
you need to take notes on the effectiveness of the argument in “The Case
for…” If you sit on the North side,
you will take notes on “Why Fear Spanish.”
Read both.
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6/8
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Collaboration Schedule
Last commentary for Catcher
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See calendar.
Prep for Socratic tomorrow:
What’s wrong with Holden? Is there anything write with Holden? Why is he an enduring American character.
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6/7
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Teaching the text: “The Fish”
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See calendar.
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6/4
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Teaching the text:
“Everything Stuck to Him”
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See calendar.
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6/3
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Took a close look at Holdend Caulfield. Why does he act the way he does?
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6/2
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Paperpalooza – lots of papers passed back.
Wrote a commentary for Catcher.
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6/1
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Teaching the text: “A&P”
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See calendar.
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5/28
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Teaching the text: “Teenage Wasteland”
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See calendar.
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5/27
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Teaching the text: “Hostage”
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See calendar.
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5/26
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Introduction to The
Catcher in the Rye
by John Green.
Groups worked on lessons.
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Read through ch. 15 of Catcher by Wed.
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5/25
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Late Start
Collected papers.
Exchanged books so that we now have The Catcher in the Rye.
Worked on story lessons.
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See calendar.
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5/24
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Shared writing from Friday. Collected those that were ready.
Selected texts to teach, handed out
assignment and calendar, and began reading.
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Essays due tomorrow.
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5/21
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Read an editorial about a free speech issue involving a
student’s t-shirt. Utilized templates
in order to respond: agree, disagree, or qualify. Templates from They Say, I Say (recommended reading for all students).
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Finish response to editorial.
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5/19-5/20
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Wrapped up our look at rhetoric by analyzing JFK’s
inaugural address. Wrote a brief
analysis of the effective rhetoric.
Also, looked at visual rhetoric in advertising and news.
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Papers due 5/25
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5/17-5/18
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Block
Intro to rhetoric: ethos, pathos, logos. Identified in several pieces. The Aristotelian Triangle.
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Papers due 5/25
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5/13-5/14
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Block Schedule.
A look at Hemingway, Fitzgerald, Faulkner, and Steinbeck
style. Analyzed then imitated one.
(Amusing to hear Marjorie described by Fitzgerald and Daisy described by
Faulkner).
Conclude our comparison by drawing some conclusions: Do HP and Twi both celebrate the power of sacrificial love? Or critique
society for not accepting those who are different?
Connected to the Gatsby/Cannery paper – find something to
compare/contrast, analyze and connect to a point.
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Papers will be due 5/25 but books must be turned in next
week, so plan and find text early.
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5/12
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Last Cannery Row
commentary and some discussion.
Began preparing for paper by comparing Harry Potter and Edward
Cullen
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5/10-11
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Ops – catch up.
Overview of Grapes
of Wrath
Commentaries back and considering Steinbeck’s tone.
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Finish C Row
by Wednesday.
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5/7
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Commentary for second part of Cannery Row.
Looking at good Gatsby
paragraphs.
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|
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5/3-5/6
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CST testing
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Commentary 2 will take place on 5/7
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4/30
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Reviewed some terms from the CSTs that we may not have
used throughout the year. Connected
them to our reading.
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Commentary 2 will take place on 5/7
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4/29
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Read and discussed an article on Gatsby and America.
Analyzed the opening pages of Cannery Row and noted stylistic elements and their purpose.
(Period 1 briefly looked at surrealism)
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4/28
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Collected paragraphs and handed back commentaries.
Discussion of Cannery
Row and a look at subtlety in the text.
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Commentary 2 will be done on 5/7
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4/27
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Group reflection and feedback, including Share the
Money.
Discussion of Gatsby and America.
New seats.
Turned in commentaries.
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Commentary two will be done after testing.
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4/26
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Finished presentations.
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Cannery Row
commentary due tomorrow.
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4/23
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Ch.8 and 9. Will
finish Monday
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First Cannery Row
commentary is due Tuesday. Do Gatsby paragraphs.
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4/22
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Ch.
8
|
|
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4/21
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Ch. 7 presentations.
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Read.
Write paragraphs.
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4/20
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Made it through ch. 6 and some of 7.
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Respond to paragraphs.
Read Cannery Row.
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4/19
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Handed out reading assignment
for Cannery Row (period 1 –
handed out books).
Gatsby lessons
– finished 5 and started 6.
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Respond to paragraphs.
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4/16
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Chapter lessons.
Chs. 4 and 5. Ch. 5 to finish Monday.
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|
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4/15
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Worked on Gatsby
lessons.
Per. 2 obtained copies of Cannery Row.
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4/14
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Groups worked on Gatsby
lessons.
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|
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4/13
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Collaboration Schedule
Circulated 10 good Beloved
essays and looked at what made them successful. Worked on titles as well.
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Bring chapter work for Gatsby tomorrow.
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4/12
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Moved Gatsby
dates back by one day.
Reading
quiz for Gatsby.
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Writer’s workshop due Wed.
|
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4/2
|
Timed writing for outside book. Discussed.
There is now a discussion forum on etusd for Gatsby questions.
If interested, here is the
extra credit assignment again – due Wed. 4/14
|
Finish Gatsby. Here is the assignment for next week.
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4/1
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Discussion of ch. 3.
Looked at some structural choices.
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Bring outside book for tomorrow’s in class writing.
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3/31
|
Ch.
2 of Gatsby. Responded to quote, answered questions,
and looked at juxtapositions.
|
Read ch. 3
Writer’s workshop piece now due Tuesday 4/13
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3/30
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Handed back timed writings.
Responded to a quote from ch. 1 of Gatsby.
Looked at 6 style elements used by Fitzgerald and began to
discuss their effect.
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Read ch. 2
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3/29
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Timed writing for surprise short story.
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Read ch. 1 of Gatsby.
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3/26
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Looked at the unreliability of the narrator in
“Everything That Rises Must Converge.”
Considered P.O.V. choices.
Discussed the final journal which is due Monday.
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Final journal due Monday.
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3/25
|
Looked at the reliability of Mrs. Whipple in “He”
Apply this to tonight’s story.
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See calendar
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3/24
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Reviewed stories so far to identify a “point.”
Writer’s workshop on characterization in Faulkner.
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See calendar.
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3/23
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Solving the crime – “A Rose for Emily” Answered questions and looked at
characterization
Here is the XC video
info.
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See calendar
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3/22
|
A close look at Abner Snopes in “Barn Burning.” Found patterns in his characterization
and looked at Faulkner’s worldview in order to see Snopes with sympathy, as
a victim.
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See calendar.
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3/19
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Introduced Faulkner and “Barn Burning.”
Discussed “The End of Something” and looked at “Hills
Like White Elephants”
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See calendar
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3/18
|
Intro. to Hemingway and the Iceberg Effect.
Made connections about America between the different
stories.
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See calendar.
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3/17
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Returned book clubs.
Shared “Owl Creek” responses and looked at diction.
Watched part of film version and discussed adaptation.
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See calendar.
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3/16
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Book clubs for outside book. Met, discussed, reflected.
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|
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3/15
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“The Lottery” handed back.
Stamped “Mitty” and discussed. Looked at the role diction plays in the
fantasy and reality portions in preparation for “Owl Creek.”
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Prep for book club tomorrow.
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3/12
|
Quick Sparknotes survey.
Discussion and sharing of “The Lottery.” Identified Jackson’s tone and possible points by
looking at setting, characterization, and choice of detail.
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See calendar.
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3/11
|
Obtained short story books.
Handed back and commented on image paragraphs.
Began short story unit.
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See calendar.
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3/10
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Turned in image paragraphs.
Discussed Beloved
essays.
Handed out the calendar for March.
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3/9
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Early Dismissal
Looked at two recent articles and discussed the
connection to Beloved. One on language (“Negro” used on the
census) and one on a return to plot in literature.
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Image paragraph due tomorrow.
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3/8
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Final Socratic for Beloved.
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|
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3/5
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Discussion of final chapters of Beloved.
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Socratic notes due Monday.
Post on forums.
Write OP!
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3/4
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Returned timed writing.
Discussion, reflection, collection of commentaries.
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Last reading due tomorrow.
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3/3
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Timed writing.
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3/2
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Sharing of synecdoche writer’s workshop.
Discussion and sharing of commentaries.
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Timed writing tomorrow.
Next commentary due Thursday.
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3/1
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Shared some good commentary insights.
Shared last week’s writer’s workshop results.
Writer’s Workshop: synecdoche (& metonymy).
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For tonight’s commentary – connect something small (a
scene or passage) to a big idea in the text.
Post on the forums re: motifs.
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2/26
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Looked at the style choices of chs. 2-5. Considered images from ch. 4 and their
connection to some major ideas in the text: slavery, suffering/horror, love,
longing, loss, ownership…
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Bring an imitation of the last writer’s workshop for
Monday.
Post on the forums about your image/symbol/motif.
Write your OP.
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2/25
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Assigned writer’s workshop response to be shared on
Monday.
Groups focused on different turning points in ch. 1 of
Part 2.
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See calendar.
Today’s commentary will be collected with tomorrow’s.
Begin posting/responding to image/motif/symbol that you
are focusing on.
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2/24
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Discussed yesterday’s paragraph. Looked at some sample paragraphs from the
past.
Briefly looked at 3 passages with something in common –
will finish tomorrow.
|
See calendar
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2/23
|
Minimum day.
Looked at a quote from ch. 16 and discussed what makes
it “juicy”. Ran out of time, but
attempted to create a thesis statement for it and write a paragraph to
support it.
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Write paragraph and bring tomorrow.
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2/22
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Shared and discussed commentaries. Had time to reflect!
|
See calendar.
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2/19
|
Read a piece on the power of story telling. Made connections to Beloved and id’d good writing.
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16-18 due Monday.
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2/18
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Finished sharing group focus projects from
yesterday. Highlighted a few things
in the text.
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Next commentary moved to Monday due to many missing
students tomorrow.
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2/17
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Each group focused on something from last night’s
reading. We observed and commented
on the dancers. Tomorrow we’ll see
the visuals.
Commentaries briefly discussed and turned in
commentaries.
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See calendar.
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2/16
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Socratic debrief.
Writer’s workshop – looking at the effect created when
the subject is not named.
|
See calendar.
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2/12
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Handed back commentaries.
Socratic – Paul D and Beloved’s encounter.
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See calendar
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2/11
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Returned commentaries – some students read highlighted
portions of theirs in order to demonstrate commenting on tools and purpose.
Marked current commentaries similarly, shared, and
turned in.
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See calendar.
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2/10
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Shared examples from writer’s workshop – each group
picked the writer that best imitated the model.
Shared and discussed commentaries before turning them
in.
|
See calendar.
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2/9
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Signed up for outside reading for quarter 3.
Writer’s workshop for Beloved.
Handed out model commentary.
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2/5
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Signed up for an image to track in Beloved.
Found quotes to defend to opposing thesis statements and
groups determined which part of the quote was worth commenting on.
Briefly discussed reading and collected commentaries.
|
See calendar.
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2/4
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Handed back and briefly discussed commentaries.
Shared insight from reading Morrison’s forward.
Read and developed a thesis for Clifton’s “The Lost Baby Poem.”
Briefly discussed some symbol/motifs that might be
looked at in Beloved.
|
See calendar.
NCTE writing submissions due tomorrow.
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2/3
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Handed back timed writing from Monday. Discussed the difference between topic
and theme.
Looked at actively reading (writing in a text). For
example, our ability to create a timeline from the first few chapters in
order to figure out character ages.
Also looked at cues for transitions to memories/flashbacks.
Discussed chs. 3-4 and turned in commentaries.
|
See calendar.
NCTE writing submissions due Friday.
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2/2
|
Handed out “Purpose
and Tools” organizer and linked it to writing
templates handed out last week.
The idea is to always be thinking about the purpose/effect/reason
for a particular tool.
Groups discussed some aspects of their first
commentaries, including what things are clearer on second reading and what
areas were focused on for the commentary.
|
See calendar.
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2/1
|
Handed out calendar
for February.
Wrote a response to our first reading of Beloved.
|
See calendar.
|
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1/25
|
Timed writing for surprise modern poem.
|
Bring all of the writing we’ve done to the final
tomorrow.
|
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1/22
|
Last presentation and preparation for Monday’s writing.
|
|
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1/21
|
Two more presentations
|
See calendar
|
|
1/20
|
Two more poetry presentations.
|
See calendar
|
|
1/19
|
Turned in rewrites
Retuned and discussed the Transcendentalist papers. Writer’s Workshop with William Carlos
Williams. The connection:
specifics. Chose from the UC
personal statement prompts to begin writing something.
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1/15
|
Turned in papers
Two more presentations.
|
See calendar
|
|
1/14
|
First two poem presentations.
|
Transcendentalist paper due tomorrow.
|
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1/13
|
Groups worked to prepare for tomorrow – teaching their
poem to our class.
|
See
calendar
|
|
1/12
|
Collaboration schedule
Briefly discussed “Charlie Howard’s Descent” then moved
on to sound effects – rhythm and rhyme and their effect on meaning in
poetry.
|
Bring in an interpretation for your group’s poem
tomorrow.
|
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1/11
|
Wrapped up looking at imagery, figurative language and
diction and began looking at structure as an interpretive tool.
|
Read “Charlie Howard’s Descent” and write a sentence or
two about “point” of the poem/the author’s tone. Also, is there anything in the structure
that supports the poem’s ideas?
|
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1/8
|
Imagery and figurative language.
Handout of poem choices for group presentations.
|
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1/7
|
Sharing of writer’s workshop.
Handed out and discussed Transcendentalist
paper.
Brief review of literary movements and introduction to
Modernism. Read “The Love Song of J.
Alfred Prufrock” and connected to elements of modern literature.
|
Essays due 1/15
Keep reading Beloved
|
|
1/6
|
Handed back SL
essays and looked at some model paragraphs that demonstrated good
commentary.
Writer’s Workshop – Transcendentalists.
|
Keep reading Beloved
|
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1/5
|
Matchgame for The
Night…
|
|
|
12/18
|
Brief follow-up to going outside yesterday.
Here is a link to the Washington
Post article on the violinist.
Rotating folders of Em/Thoreau items. Groups viewed and discussed.
|
Finish play for Tuesday.
Keep reading Beloved.
Enjoy the break!
See you in 18 days.
|
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12/17
|
Transcendental field trip. 12 minutes of silence, outside,
alert. Wrote about and discussed
afterward.
|
Essays tomorrow.
|
|
12/16
|
Concluded our travels around the five corners of the
room.
|
Essays due Friday.
The Night Thoreau…read
by 1/5/10.
Warm clothes tomorrow.
|
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12/15
|
Looked at a portrait of Empress Josephine…why does it
remind Mr. E. of The Scarlet Letter?
Briefly discussed intros for the paper (connect big to
small).
Read over a handout on Transcendentalism from A Handbook to Literature.
Answered questions from the Transcendental
Questionnaire
Introduced The
Night Thoreau Spent in Jail.
Travel groups began a journey around the five corners of
the room.
|
Essays due Friday.
Finish the play for Tuesday 1/5/2010
Bring warm clothes tomorrow in case we go outside.
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12/14
|
Reading
check on h.w.
Obtained copies of The
Night Thoreau Spent in Jail.
Groups re-focusing and sharing details from h.w.
reading.
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Work on essay.
|
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12/11
|
Final current events.
Students wrote their thesis statements up on the
board. We discussed good ones; Mr.
E. critiqued.
|
H.W. reading: pp.
291-307 in the blue text book. Think
– what seem to be the main tenets of Transcendentalism?
|
|
12/10
|
Some sharing from Getty trip.
Brief discussion of thesis statements (Thesis Machine).
Socratic.
|
Bring a thesis statement tomorrow.
|
|
12/9
|
Getty trip
|
|
|
12/8
|
Collaboration schedule.
Prep for Getty.
Bring a lunch.
Brief SL discussion.
|
Prepare Socratic notes for Thursday: Whose sin is greatest? Who suffered most?
|
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12/7
|
Shared writer’s workshop.
Made comparisons between several art pieces and the
forest scene.
|
Still $200 short, but getting closer. Any donations appreciated.
|
|
12/4
|
Shared examples of quote incorporation.
Writer’s workshop on Hawthorne’s use of the dash.
|
Still $300 short on donations for Getty busses.
Write something using the dash in imitation of Hawthorne.
Chs. 19-20
|
|
12/3
|
Family Feud for chs. 17 & 18
|
19 & 20 for Monday.
21-24 for Tuesday.
|
|
12/2
|
Discussed and returned timed writing, purposes for the
letter…
Made connections to “Starry Night” and the scaffold
scene – mood, tone, juxtaposition, light/dark.
Highlighted best insight from commentary and turned in.
|
17/18 tomorrow.
|
|
12/1
|
Handed back Dickinson
essays.
Collected Getty slips.
Timed writing.
|
15/16 tomorrow.
|
|
11/30
|
Handed out info. on the Getty field trip.
Concluded ch. 9/10 quote sharing.
Handed back 9/10 commentaries. Showed 2 examples that were focused on a
clear point.
Handed back and discussed Quarter 1 outside reading.
Wrote about connections between Van Gogh’s “Starry
Night” and the weekend reading.
Turned 11/12 in.
|
13/14 tomorrow.
|
|
11/24
|
Handed back commentaries.
Each group focused on a quote from chs. 9-10 that they
pulled from the Lucky Hat of Luck.
Groups explained the significance of the quote.
|
11-12 due Monday.
|
|
11/23
|
Writer’s workshop – hyperbole in Hawthorne
– another look at Pearl.
Fishbowl – should Pearl
be taken from Hester?
|
9-10 tomorrow.
|
|
11/20
|
Responded to pictures of Pearl.
Why might Hawthorne
have chosen to portray her with so much complexity?
|
Think about fishbowl question for Monday. Should Pearl be taken from Hester?
|
|
11/19
|
First current events were read – good job.
Turned in ch. 6 commentary.
Groups drew Pearl
based on a section of text.
|
7/8 tomorrow.
Here is an updated
version of the reading schedule.
|
|
11/18
|
Handed back and gave feedback on commentary 4/5
Shared interview translations.
|
Ch. 6 tomorrow (for reals).
|
|
11/17
|
Collaboration schedule.
Finished focused sharing for chs. 2 & 3.
Collected 4/5 commentary.
Groups began translating a section of the interview.
|
Ch.6 tomorrow.
|
|
11/16
|
Wrote about and discussed the experience of wearing a
letter last Friday.
Returned and discussed commentaries.
Groups shared from their focus areas of chs. 2 & 3.
|
Ch. 6 is now due Wed.
|
|
11/13
|
Looked at titles and bad hooks.
Setting creating mood, revealing tone in ch. 1. Writer’s workshop imitation.
Focus groups for chs. 2 & 3 (just started).
|
See schedule.
|
|
11/12
|
Handed out list of generated thesis statements.
Looked at the role of commentary to support a point in 2
Dickinson essay
paragraphs.
Explained all of the Scarlet
Letter assignments.
Briefly discussed ch. 1
|
See reading schedule.
|
|
11/10
|
Created and discussed possible Dickinson thesis statements.
Handed out
reading schedule and assignment
for The Scarlet Letter.
|
Ch.
1 of The Scarlet Letter due
Thursday.
|
|
11/9
|
Finished E.D. pop-up poetry.
|
Write up a possible thesis statement for a paper on the Dickinson poems.
|
|
11/6
|
Meet with counselors in computer lab.
|
|
|
11/5
|
Pop-Up Poetry
|
Meet in 5103 tomorrow.
Have The Scarlet
Letter by Tuesday.
|
|
11/4
|
Pass back and discussion of analogy papers. And the supportive nature of friends and
…
Emily Dickinson pop-up poetry.
|
|
|
11/3
|
Writer’s Workshop turned in.
Another look at tone in an Obama quote.
Groups worked on pop-up presentations.
|
|
|
11/2
|
Sharing of tone with an orange.
Working on Emily Dickinson Pop-Up Poetry. Groups chose poem and begin thinking
about pop-ups.
Here are poems.
Here is rubric.
|
Writer’s Workshop piece due tomorrow.
Bring pop-up ideas for group.
|
|
10/30
|
Discussion of “hooks” – what works and when. Answer – “it depends…”
Diction and tone in Poe.
|
Write passage about an orange adopting a specific tone.
|
|
10/29
|
Another example of creating commentary. Used Mary Anne from Things.
Imitating “I Hear America Singing.” Why so bitter?
|
Read each Dickinson
poem 3 times and take some notes – likes, dislikes, questions, ideas.
|
|
10/28
|
Titles for literary analysis papers.
Literary movements in art.
Sharing of imitations of Romantic writing.
RC for Longfellow and Whitman. Brief discussion.
|
|
|
10/27
|
Finished notes on Literary Movements
Quote incorporation in essays
Imitating Romantics writer’s workshop.
|
See calendar for reading.
Write Romantic imitation
|
|
10/26
|
Romantic presentation – Poe
Literary movements
|
|
|
10/23
|
Romantic presentation - Irving
|
|
|
10/22
|
Analogy paper turned in.
Romantic presentation - Cooper
|
As always, see calendar.
|
|
10/21
|
Examined some aspects of Romantic writing by looking at
a Shelley poem.
Groups worked on presentations.
|
See calendar – reading.
|
|
10/20
|
Collaboration schedule.
Close reading, creating commentary.
Handed out information on Romantic Stores.
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Take notes on the Romantic elements of you assigned
story.
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10/19
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Quiz on reading.
Discussion and reading about differences between Edwards
and Franklin.
Hand back of style papers and letter to students.
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Read assigned Romantic story.
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10/16
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Finished Edward’s metaphors.
Began discussion of the analogy paper. Read through two models and discussed
effective points of comparison.
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See calendar
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10/15
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Finished discussion of “stuff” and Anne Bradstreet.
Bradstreet and Wheatley through lenses.
Edwards’s metaphors.
Groups started visualizing one.
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10/14
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Handed back D.Wine
papers.
Finished discussion of fishbowl.
Read “stuff” articles and shared in groups. Tomorrow teaching others.
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See calendar
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10/13
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New seats
Writing and fishbowl:
based on our reading, what is vs. what was America.
Obtained green books.
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10/9
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Final discussion of D.Wine
Writer’s workshop for D.Wine
Handed out October
calendar
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See calendar.
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10/8
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Timed writing for D.Wine
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10/7
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Discussed thesis statements for the style paper and the
use of quotes vs. block quotes.
Groups discussed D.Wine
and motifs.
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Prepare to write about D. Wine tomorrow. What
is a point that Bradbury makes and how does he use a motif to make it? Or, another way of saying this might be:
Choose a motif and analyze a theme that Bradbury develops with it.
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10/6
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Analyzed some O’Brien quotes for style. Ranked thesis statements. Groups created possible thesis
statements.
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D.Wine
tomorrow.
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10/5
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Discussed truth in Things.
Groups worked with style handouts to begin developing
thesis statements.
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10/2
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Observed and discussed style elements in art and then
applied this to literature. Groups
focused on a section of Things in
order to focus on a style element. Groups
designed a handout for Monday
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Bring 10 copies of the group handout.
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10/1
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Things papers
back.
Socratic seminar on Things. What is truth.
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9/30
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Structualist presentation with examples from TC.
Wrote and shared about new text insights.
Shared and discussed answers to Things multiple choice questions.
Explained homework.
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Prepare a page of notes for tomorrow’s Socratic
Seminar. The essential question is,
According to O’Brien in Things,
what is truth?
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9/29
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Groups shared insights on Tortilla Curtain through different lit lenses.
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Things
multiple choice questions – use own paper.
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9/28
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Handed back papers.
Finished re-looking at “Cinderella” through literary
lenses.
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9/25
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Handed back and discussed Tortilla Curtain papers as well as the novel.
Looked at “Cinderella” and an introduction to critical
lenses.
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Do homework for lens groups.
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9/24
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Handed in paragraphs and articles.
Shared writer’s workshop.
Timed writing Tortilla
Curtain.
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9/23
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Handed out necessary critical articles and showed the
beginning of a sample paragraph.
Writer’s workshop – HF
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Paragraphs due tomorrow.
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9/22
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Collaboration Schedule.
Reviewed/clarified critical article perspectives. Responded to one of them.
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9/21
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Silent presentation of critical articles.
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9/18
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Book Club groups checked in with members to set up
reading schedule and meeting times.
Critical article groups met, shared homework, and
created presentations for Monday.
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See calendar
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9/17
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Concluded modernization skits
Discussed the This I Believe piece and brainstormed
connections we could make to other summer books.
Assigned critical articles for h.w.
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Read critical article and write down (separate paper)
the main points the author makes and your feeling about them.
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9/16
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Discussion of Huck and return of essays.
Began presentation and discussion of modernized scenes.
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Read “T.I.B.” and take notes on it. Pay particular attention to the
structure/organization.
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9/15
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Handed out Quarter 1 Outside reading and set up groups.
Groups worked on modernizing a scene from Huck
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By Friday, obtain outside book and bring in permission
slip.
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9/14
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Returned and discussed Friday’s writing.
In class writing for Huck
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Keep bringing Huck.
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9/11
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Turned in h.w. items and briefly discussed course
expectations.
In class writing on a short story.
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See calendar. Huck Monday.
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9/10/09
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Welcome Back!
Checked in. Responded
to various questions about the summer reading books by choosing a corner
and discussing with other students, and then by writing and discussing.
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Things summer
essay is due tomorrow.
Print and bring this English
3 Honors Standards letter.
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