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Date
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Assignments
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H.W. & Reminders
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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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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.
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See calendar
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2/23
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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!
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See calendar.
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2/19
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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.
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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.
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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.
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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.
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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.
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See calendar.
NCTE writing submissions due Friday.
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2/2
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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.
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See calendar.
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2/1
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Handed out calendar
for February.
Wrote a response to our first reading of Beloved.
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See calendar.
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1/25
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Timed writing for surprise modern poem.
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Bring all of the writing we’ve done to the final tomorrow.
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1/22
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Last presentation and preparation for Monday’s writing.
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1/21
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Two more presentations
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See calendar
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1/20
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Two more poetry presentations.
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See calendar
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1/19
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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
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Turned in papers
Two more presentations.
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See calendar
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1/14
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First two poem presentations.
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Transcendentalist paper due tomorrow.
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1/13
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Groups worked to prepare for tomorrow – teaching their
poem to our class.
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See calendar
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1/12
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Collaboration schedule
Briefly discussed “Charlie Howard’s Descent” then moved
on to sound effects – rhythm and rhyme and their effect on meaning in
poetry.
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Bring in an interpretation for your group’s poem
tomorrow.
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1/11
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Wrapped up looking at imagery, figurative language and
diction and began looking at structure as an interpretive tool.
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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
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Imagery and figurative language.
Handout of poem choices for group presentations.
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1/7
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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.
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Essays due 1/15
Keep reading Beloved
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1/6
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Handed back SL
essays and looked at some model paragraphs that demonstrated good
commentary.
Writer’s Workshop – Transcendentalists.
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Keep reading Beloved
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1/5
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Matchgame for The
Night…
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12/18
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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.
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Finish play for Tuesday.
Keep reading Beloved.
Enjoy the break!
See you in 18 days.
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12/17
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Transcendental field trip. 12 minutes of silence, outside,
alert. Wrote about and discussed
afterward.
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Essays tomorrow.
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12/16
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Concluded our travels around the five corners of the
room.
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Essays due Friday.
The Night Thoreau…read
by 1/5/10.
Warm clothes tomorrow.
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12/15
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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.
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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
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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
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Final current events.
Students wrote their thesis statements up on the
board. We discussed good ones; Mr.
E. critiqued.
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H.W. reading: pp.
291-307 in the blue text book. Think
– what seem to be the main tenets of Transcendentalism?
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12/10
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Some sharing from Getty trip.
Brief discussion of thesis statements (Thesis Machine).
Socratic.
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Bring a thesis statement tomorrow.
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12/9
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Getty trip
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12/8
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Collaboration schedule.
Prep for Getty.
Bring a lunch.
Brief SL discussion.
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Prepare Socratic notes for Thursday: Whose sin is greatest? Who suffered most?
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12/7
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Shared writer’s workshop.
Made comparisons between several art pieces and the
forest scene.
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Still $200 short, but getting closer. Any donations appreciated.
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12/4
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Shared examples of quote incorporation.
Writer’s workshop on Hawthorne’s use of the dash.
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Still $300 short on donations for Getty busses.
Write something using the dash in imitation of Hawthorne.
Chs. 19-20
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12/3
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Family Feud for chs. 17 & 18
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19 & 20 for Monday.
21-24 for Tuesday.
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12/2
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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.
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17/18 tomorrow.
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12/1
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Handed back Dickinson
essays.
Collected Getty slips.
Timed writing.
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15/16 tomorrow.
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11/30
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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.
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13/14 tomorrow.
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11/24
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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.
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11-12 due Monday.
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11/23
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Writer’s workshop – hyperbole in Hawthorne
– another look at Pearl.
Fishbowl – should Pearl
be taken from Hester?
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9-10 tomorrow.
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11/20
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Responded to pictures of Pearl.
Why might Hawthorne
have chosen to portray her with so much complexity?
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Think about fishbowl question for Monday. Should Pearl be taken from Hester?
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11/19
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First current events were read – good job.
Turned in ch. 6 commentary.
Groups drew Pearl
based on a section of text.
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7/8 tomorrow.
Here is an updated version
of the reading schedule.
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11/18
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Handed back and gave feedback on commentary 4/5
Shared interview translations.
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Ch. 6 tomorrow (for reals).
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11/17
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Collaboration schedule.
Finished focused sharing for chs. 2 & 3.
Collected 4/5 commentary.
Groups began translating a section of the interview.
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Ch.6 tomorrow.
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11/16
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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.
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Ch. 6 is now due Wed.
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11/13
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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).
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See schedule.
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11/12
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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
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See reading schedule.
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11/10
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Created and discussed possible Dickinson thesis statements.
Handed out reading
schedule and assignment
for The Scarlet Letter.
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Ch.
1 of The Scarlet Letter due
Thursday.
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11/9
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Finished E.D. pop-up poetry.
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Write up a possible thesis statement for a paper on the Dickinson poems.
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11/6
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Meet with counselors in computer lab.
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11/5
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Pop-Up Poetry
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Meet in 5103 tomorrow.
Have The Scarlet
Letter by Tuesday.
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11/4
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Pass back and discussion of analogy papers. And the supportive nature of friends and
…
Emily Dickinson pop-up poetry.
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11/3
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Writer’s Workshop turned in.
Another look at tone in an Obama quote.
Groups worked on pop-up presentations.
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11/2
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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.
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Writer’s Workshop piece due tomorrow.
Bring pop-up ideas for group.
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10/30
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Discussion of “hooks” – what works and when. Answer – “it depends…”
Diction and tone in Poe.
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Write passage about an orange adopting a specific tone.
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10/29
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Another example of creating commentary. Used Mary Anne from Things.
Imitating “I Hear America Singing.” Why so bitter?
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Read each Dickinson
poem 3 times and take some notes – likes, dislikes, questions, ideas.
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10/28
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Titles for literary analysis papers.
Literary movements in art.
Sharing of imitations of Romantic writing.
RC for Longfellow and Whitman. Brief discussion.
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10/27
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Finished notes on Literary Movements
Quote incorporation in essays
Imitating Romantics writer’s workshop.
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See calendar for reading.
Write Romantic imitation
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10/26
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Romantic presentation – Poe
Literary movements
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10/23
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Romantic presentation - Irving
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10/22
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Analogy paper turned in.
Romantic presentation - Cooper
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As always, see calendar.
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10/21
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Examined some aspects of Romantic writing by looking at
a Shelley poem.
Groups worked on presentations.
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See calendar – reading.
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10/20
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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
|
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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