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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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Handed back essays.
Looked through portfolios and briefly reflected on writing here at
WHS.
Signed out seniors and said goodbye.
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6/16
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Essays, classwork, and handouts turned in.
1984 Family
Feud.
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6/15
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Finished country presentations and wrote a response.
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Essays due tomorrow.
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6/14
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First half of presentations on world conflicts.
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1984 XC due
tomorrow.
Essays due Wed.
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6/11
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Worked on either essays or group presentations for
Monday.
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6/10
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Compared Belle and Mulan and drew some conclusions from
this. Then we compared Cleofilas and
the narrator from “Secretive” to look for a conclusion we could turn into a
thesis statement.
Final essay: Write a paper with a
point that can be supported by “Woman Hollering Creek” and “Secretive.”
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6/9
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Period 4 – read and responded to “Secretive”
Period 5 – presented sections for “Woman Hollering
Creek”
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6/8
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Collaboration Schedule
Period 4 – finished presenting.
Period 5 – prepared presentations.
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6/7
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Period 4: groups prepared and began presenting on a
section of “Woman Hollering Creek.”
Period 5: Read “Secretive” (too may absences to do group work).
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6/4
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Shared 5 sections with groups while Mr.E. checked.
Identified some topics that appear in this story so
far. Finished reading and
responding.
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6/3
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Continued in “Woman Hollering Creek”. Re-numbered then did 5 more sections.
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6/2
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Handed back timed writings.
Took a reading check.
Explained optional extra credit for reading 1984 Part 3.
Began “Woman Hollering Creek” and responding to it.
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XC is due 6/15.
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6/1
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Turned in responses to surveillance articles.
Timed writing on Part 2 reading.
Read ch. X in Part 2.
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Finish ch. X for tomorrow.
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5/28
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Worked on either writing responses to the opinion piece
(on surveillance) or reading 1984.
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Finish 1984 reading
for Tuesday.
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5/27
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Continued working on the piece on surveillance. Discussed, wrote, and shared
introductions. Handed out templates
and began writing body paragraphs.
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Bring 1984 to
read, or plan on working on the non-fiction paper.
Keep reading 1984
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5/26
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Determined opinions about the surveillance issue. Students chose a position and we had some
discussion.
Began pre-writing for official response.
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See 5/24
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5/25
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Late Start.
Read two opinion pieces from the LA Times regarding surveillance. Identified the authors position and found
evidence to indicate their attitude/tone toward the subject.
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See 5/24
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5/24
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Handed back ch. vii.
Wrote about Winston’s interest in the paperweight and
the child’s rhyme. Turned in ch
viii.
Started Part 2 and assigned reading.
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Read Part 2 up to where Winston begins reading the
book. In the old book this is up to
the bottom of p. 151. In the new
book this is up to p. 184. Timed
writing on 6/1/10.
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5/21
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Handed back ch. vi.
Groups focused on an element of ch. vii.
Collected vii and started ch.viii.
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Ch. viii due Monday.
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5/20
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Block
Per. 4 (see 5/17)
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5/19
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Block.
Period 5 in the library.
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5/18
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Block.
Period 4 – in library to gather research for world
conflict presentation.
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Period 5 – library tomorrow.
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5/17
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Block.
Period 5 – signed up for world conflict research. Did ch. vi and started ch. vii.
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Period 5 library on Wed.
Period 4 library tomorrow.
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5/13-5/14
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Block Schedule
Some discussion of ch. v – words and their role in
thought.
Groups, as workers in the Ministry of Truth, changed a
poem so that it would meet the approval of BB. Shared for class.
Each group chose two art cards – one that they felt
connected to 1984 and one that
didn’t. Groups explained their
thinking.
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5/12
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Some time to read and respond to ch. v.
Discussion of the extra credit video – multitasking,
etc.
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Ch.
v due Thurs./Fri.
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5/10-11
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Discussed mental illness current events.
Ch. iv discussion and creation of ideal student.
Video clip and test of memory and its accuracy.
Started ch. v.
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Ch.
v due Thurs/Friday.
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5/7
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Mental illness current events.
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5/5-5/6
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Block Schedule
Finished Cuckoo’s
Nest and wrote a response.
Watched the last 20 minutes of the film. Discussed what the play says about
fighting the establishment. Looked
at songs and current events about this topic. Connected to 1984
Handed out and started ch.
iv.
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ch. iv. Due
Monday/Tuesday depending on block.
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5/3-5/4
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Block Schedule.
Wrote about the possible meanings for the slogans and
discussed.
Collected ch. ii and discussed “spin”
Started ch. iii.
Continued reading Cuckoo’s
Nest
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ch. iii is due next
class meeting.
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4/30
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Watched a few clips from the award winning film of Cuckoo’s Nest. Began reading Act II.
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1984 ch.ii
is due Monday/Tuesday (depending on block).
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4/29
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New seats.
Discussed the first part of 1984
ch.ii then read ch. ii and discussed how to connect for the
second half.
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1984 ch.ii
is due Monday/Tuesday (depending on block).
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4/28
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Finished article “Big Mother is Watching” and discussed
tone as well as issues of privacy.
Took a reading check.
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First part of 1984 ch.ii
is due tomorrow.
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4/27
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“Big Brothered” how does it feel to be filmed.
Returned essays and looked at a couple good ones.
Answered some 1984
questions from yesterday. Began
reading about Big Mother.
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Finish ch. 1 for tomorrow.
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4/26
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Obtained copies of 1984
Agreed or disagreed with some “before reading”
questions.
Began reading ch. 1 and writing down questions to turn
in.
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Finish ch. 1 by Wed.
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4/23
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Briefly shared Finding
Big Brother while Mr. E. checked.
Discussed positive results from fighting authority.
Finished Act I of Cuckoo’s Nest.
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4/22
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Discussion of disaster prep.
To Fight or Not to Fight the Establishment. Wrote and discussed about rebellion.
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Finding Big Brother
due tomorrow.
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4/21
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Reading Cuckoo’s
Nest and identifying types of power.
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Finding Big Brother
due Friday.
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4/20
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Handed out Finding
Big Brother.
Continued reading Cuckoo’s
Nest.
Listed characters and attempted to identify their
problems. Distinguished between
mental illness and having a mental disability/being mentally challenged.
Identified some power and justice issues in the play.
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Finding Big Brother due Friday.
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4/19
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Handed back Family Poem responses and discussed
children.
Started One Flew
Over the Cuckoo’s Nest.
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4/16
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Finished poem presentations and discussed. Wrote about what the poems say about the
relationship between parents and children.
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4/15
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Essays turned in.
Two more presentations, writing, and discussion.
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4/14
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Revised essays – “Before you turn your paper in…”
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Make corrections and turn in final drafts tomorrow; put
stamped drafts underneath.
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4/13
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Collaboration Schedule
Continued presentations.
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Essays due tomorrow
If interested, here is the
extra credit assignment again – due Wed. 4/14
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4/12
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Groups finished preparing presentations and
presentations began. Audience began
filling out information for each poem.
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Essays due Wed.
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4/2
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Began working on poetry presentation project. First individuals worked, then groups
began preparing.
If interested, here is the
extra credit assignment again – due Wed. 4/14
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Essays due 4/14
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4/1
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An experiment in reading difficult texts using Pat
Mora’s “Sonrisas” (courtesy of Sheridan Blau).
Observed the value of re-reading and our ability to
persevere with tough texts. Tomorrow
we will apply this to some other poems.
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3/31
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Why do we write in response to reading?
Looked at thesis statements and identified which
portions need to be proven in the essay.
Tweaked some thesis statements in order to make them arguable.
Looked at some art and discussed how choices reveal
tone.
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Essays due Wednesday 4/14
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3/30
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Concluded group sharing on “The Women’s War”
Last RC for Things.
Generated first drafts of thesis statements for Things essay. We’ll work more tomorrow.
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3/29
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Each group member read a different piece of a New York times piece called “The
Women’s War.” Each student wrote a
one page summary of the article in order to teach it to their group. Expert groups met and each read their
summary.
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Finish Things
for tomorrow.
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3/26
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Shared the results of Quote Wars. Considered reasons for the title “The Ghost
Soldiers.”
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Finish the book by Tuesday.
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3/25
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Debriefed the Socratic.
Clarified story truth, happening truth, exaggerating, lying, etc.
Began Quote Wars for “The Ghost Soldiers.”
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3/24
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Previewed “The Ghost Soldiers”
Socratic – “What is truth?” according to this text.
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See calendar
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3/23
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Individuals and groups looked at courage, guilt, and
blame. Revisited text and shared
discoveries.
Here is the XC video
info.
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Socratic tomorrow.
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3/22
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Read an excerpt from O’Brien’s memoir and wrote about
the connection to our reading.
Read “No News From Auschwitz” and wrote about the
connections to “Field Trip.”
Discussed these as well as Katharine.
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3/19
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Discussed some themes that are developing in Things.
Looked at how setting contributes to “Speaking of
Courage” and identified tone.
Previewed “In the Field” to highlight the “young
soldier” and the changes to the story of Kiowa’s death.
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See calendar.
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3/18
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Handed back papers.
PTSD “The War Within”
Chose important quote from “Notes”
Began making connections between the reading and our
list of power and justice issues on the board.
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See calendar
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3/17
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Reading check – comparing memoir to fiction.
Focused on literary elements in the reading –
juxtaposition, repetition, syntax.
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See calendar.
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3/16
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Observed Mary Anne art and drew conclusions, voted,
discussed, etc.
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3/15
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A preview of “The Man I Killed.”
Created Maryanne.
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See calendar.
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3/12
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Concluded a look at a “true” war story and what O’Brien
might mean by this.
Make-up reading check.
Brief art lesson in preparation for Monday.
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See calendar.
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3/11
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Reading check.
Discussion of irony in our reading an its purpose.
A true war story is….
Groups defined in order to apply tomorrow.
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See calendar – reading due.
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3/10
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Finished AWOL presentations and wrote a paragraph
opinion response.
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Reading due tomorrow – see calendar.
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3/9
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Early Dismissal
Handed back essays and some feedback in the form of a
letter. Students reflected on their
papers. Returned unused
handouts. Explained Participation
grading.
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See calendar.
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3/8
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Read articles on AWOL soldiers and began presentations.
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3/5
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Found text examples showing Tim’s struggle in “On the
Rainy River.” Connected to how he
felt, who he blamed, and/or what he worried about. Then worked on our own writing. Write a piece which makes a personal
connection to this story. Use
yesterday’s examples as models.
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See calendar.
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3/4
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Discussed yesterday’s work.
Read two different pieces and examined the structure. Both pieces link personal experience to
literature. This is what we will be
doing tomorrow.
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Essay due tomorrow.
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3/3
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Reading check.
Answered questions and wrote in response to “On The
Rainy River.” Here are the questions.
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3/2
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Groups focused on sections of the text. We pulled out what is being said about
war (the point of the scene) and power and justice issues. These will be on the board tomorrow.
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See calendar.
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3/1
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A look at style.
Looked at different quotes from ch.1 in order to analyze
their purpose. Observed how run-on sentences could capture fear and
boredom. Wrote an imitation
sentence.
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See calendar.
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2/26
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Reading check.
Discussion of characters from ch.1 and how they handle
not having power. Connected soldier
behavior to the Male Box from last week..
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See calendar.
Essay due Friday.
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2/25
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Introduced The
Things They Carried. Handed out reading
schedule and character
chart. Began reading and filling
chart.
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See calendar – pp.1-26 due tomorrow.
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2/24
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Debriefed our Socratic – made connections to real life.
Handed out the essay
prompt for this unit as well as a works
cited page. Created possible
thesis statements and looked at ways
to connect to the class comment.
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Essays due Friday – 3/5
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2/23
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Minimum day.
Socratic Seminar for “The Healer.”
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Bring Things tomorrow.
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2/22
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Obtained copies of The
Things They Carried
Briefly reflected on the social power unit and whether
or not there’s value in looking at it.
Read “The Healer” and prepared notes for tomorrow’s
Socratic Seminar. The essential question: What does “The Healer” have to say about
power? Consider: Who has it? Who doesn’t? What is the downside of power? When is it
celebrated? When is it condemned?
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We will start with Things
on Thursday.
Bring Socratic notes tomorrow and “The Healer” tomorrow.
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2/19
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Groups worked on restructuring pieces of Marge Piercy’s
“Rape Poem.” Discussed structure
choices as well as the subject of rape.
Considered the role the gender boxes play in this.
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Bring I.D.s on Monday for book room.
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2/18
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Moved from the power of the gender boxes on social
behavior to sexual harassment. What
is it and how are power issues at work? Does it exist at WHS? What can be done about it?
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2/17
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Responded with 3 journal prompts to the gender boxes and
discussed. Also discussed some of
the questions boys want to know about girls and vice versa. P.5
boys – keep your shoes dry.
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2/16
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Same sex groups created the characteristics of the ideal
male or female according to society.
Discussed what is accepted and what isn’t.
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2/12
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Looked at the WHS map results and discussed labeling.
Wrote about and discussed differences between men and
women.
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2/11
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Handed in WHS maps.
Discussion and journals on structures of girl and boy
groups.
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2/10
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A high number of absences today, so…
Current event on tagging. Read, wrote, and discussed various power
and justice issues relevant to this issue.
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WHS maps tomorrow.
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2/9
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Turned papers in.
Groups worked on either identifying power types in Cat’s Eye or explaining how
foreshadowing is created by figurative language or setting.
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Fill out WHS map.
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2/5
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Reviewed the master list of types of power.
Started our first unit on social power. Read and excerpt from Cat’s Eye and responded. Also began responding to a handout from
Mr.E. featuring a quote from Rosalind Wiseman’s Queen Bees and Wannabes.
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Papers due Tuesday.
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2/4
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Read over a successful college admission essay (go Ron
Lee!) and identified what makes it effective. Conclusion: specifics to support, verbs, dialogue,
etc.
Revised drafts to add more specifics, to make stronger
verbs. Briefly considered creative
hooks, conclusions, and transitions.
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Final papers due Tuesday.
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2/3
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Studied art – a portrayal of justice and a portrayal of
power. Looking at choices made in
art and how they effect meaning.
Then came up with a list of as many types of power as we
could.
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Bring draft of essay tomorrow.
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2/2
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Finished discussion of personal power – as a
son/daughter and as a friend. Began
writing the first paper. Here
is the prompt
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Finish essay drafts and bring them on Thursday.
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9/10/09
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Welcome to Power and Justice
Seats and portfolio sharing.
Began considering power and justice issues in our lives
as: students, sons/daughters,
friends
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Print and bring this Course
Information letter.
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