19 May 2011
16 May 2011
Friday, 5/20: SPECIAL EARLY DISMISSAL SCHEDULE SENIORS’ LAST DAY!
FAREWELL TO SENIORS BBQ
YEARBOOK DISTRIBUTION
O Hour 6:45 – 7:35
1st Period 7:40 – 8:10
2nd Period 8:15 – 8:45
3rd Period 8:50 – 9:20
4th Period 9:25 – 9:55
5th Period-A 10:00 – 10:30
(1st lunch – Those students who would normally have lunch 5A, will clean outlockers now)
5th Period-B 10:35-11:05
(2nd lunch – Those students who would normally have lunch 5B, will clean out lockers now)
6th Period 11:10 – 11:40
7th Period 11:45 – 12:15
Farewell to Seniors BBQ &Yearbook Distribution
12:15 – 2:00
08 May 2011
Weekly Schedule 5/9 - 5/13
Monday: 5/9
We'll revisit the character profile you've been developing for your protagonist. We'll review and discuss methods of direct and indirect characterization (don't forget the role of dialogue!). We'll also talk about beginning to develop the antagonist in your story. Keep in mind that characters often highlight things about each other - think of Dickens's way of using Herbert's calm, thoughtful manner to illustrate Pip's impetuous and selfish behavior as a young man. You will begin developing a character profile for your antagonist.
Tuesday: 5/10
You'll complete a reading quiz over the eleventh reading selection of Great Expectations. We'll discuss the selection. I will distribute a copy of your vocabulary study list (simply copied from the back of the vocabulary book) and we'll review some of your words together to give you an idea of what you need to review for the final exam.
Wednesday: 5/11
We'll come back to your character profiles and discuss the character first approach to fiction writing. You'll have an opportunity to share and discuss your creations with your peers. Then we'll review the elements of short stories - making note of elements your final exam writing is expected to include.
Thursday: 5/12
We'll read and discuss an excellent short story. We'll read as writers, noting the author's choices in the construction of the piece.
Friday: 5/13
You will complete the FINAL READING QUIZ over Great Expectations! We'll discuss the end of the text, making note of Dickens's choices as a writer for bringing the tome to a close.
We'll revisit the character profile you've been developing for your protagonist. We'll review and discuss methods of direct and indirect characterization (don't forget the role of dialogue!). We'll also talk about beginning to develop the antagonist in your story. Keep in mind that characters often highlight things about each other - think of Dickens's way of using Herbert's calm, thoughtful manner to illustrate Pip's impetuous and selfish behavior as a young man. You will begin developing a character profile for your antagonist.
Tuesday: 5/10
You'll complete a reading quiz over the eleventh reading selection of Great Expectations. We'll discuss the selection. I will distribute a copy of your vocabulary study list (simply copied from the back of the vocabulary book) and we'll review some of your words together to give you an idea of what you need to review for the final exam.
Wednesday: 5/11
We'll come back to your character profiles and discuss the character first approach to fiction writing. You'll have an opportunity to share and discuss your creations with your peers. Then we'll review the elements of short stories - making note of elements your final exam writing is expected to include.
Thursday: 5/12
We'll read and discuss an excellent short story. We'll read as writers, noting the author's choices in the construction of the piece.
Friday: 5/13
You will complete the FINAL READING QUIZ over Great Expectations! We'll discuss the end of the text, making note of Dickens's choices as a writer for bringing the tome to a close.
01 May 2011
Weekly Schedule 5/2 - 5/6
Monday: 5/2
You will work with a peer to complete a Lesson Fifteen Vocabulary Review Exercise. We'll review your current root words together. Finally, as you begin crafting shorts that might become part of your final writing piece for the year, we'll begin a series of minilessons on effective fiction writing. We'll start with a minilesson on writing dialogue.
Tuesday: 5/3
You will complete a reading quiz over reading selection nine of Great Expectations. We will discuss the reading selection, and I'll distribute your new reading guide. We'll revisit your corrections to the dialogue handout from Monday. Any remaining time will be used for work on your reading guide.
Wednesday: 5/4
You will work with a peer to complete a Lesson Sixteen Vocabulary Review Exercise. We'll revisit your vocabulary roots one last time before the test tomorrow. Then you will take part in a creative writing exercise in order to put your dialogue skills to work.
Thursday: 5/5
You will complete the Lessons Fifteen and Sixteen Vocabulary Test. Then you'll work on a fiction writing minilesson that focuses on the composition of effective leads. We'll look at some examples of effective leads and discuss how and why they work. Of course, you'll have writing time to craft several leads of your own as you try on the techniques we have identified.
Friday: 5/6
You will complete a reading quiz over selection ten of Great Expectations. We'll discuss the reading selection. I'll distribute your next reading guide, and a character profile sheet on which you will create the protagonist for your final piece of writing. You will have some Friday work time.
You will work with a peer to complete a Lesson Fifteen Vocabulary Review Exercise. We'll review your current root words together. Finally, as you begin crafting shorts that might become part of your final writing piece for the year, we'll begin a series of minilessons on effective fiction writing. We'll start with a minilesson on writing dialogue.
Tuesday: 5/3
You will complete a reading quiz over reading selection nine of Great Expectations. We will discuss the reading selection, and I'll distribute your new reading guide. We'll revisit your corrections to the dialogue handout from Monday. Any remaining time will be used for work on your reading guide.
Wednesday: 5/4
You will work with a peer to complete a Lesson Sixteen Vocabulary Review Exercise. We'll revisit your vocabulary roots one last time before the test tomorrow. Then you will take part in a creative writing exercise in order to put your dialogue skills to work.
Thursday: 5/5
You will complete the Lessons Fifteen and Sixteen Vocabulary Test. Then you'll work on a fiction writing minilesson that focuses on the composition of effective leads. We'll look at some examples of effective leads and discuss how and why they work. Of course, you'll have writing time to craft several leads of your own as you try on the techniques we have identified.
Friday: 5/6
You will complete a reading quiz over selection ten of Great Expectations. We'll discuss the reading selection. I'll distribute your next reading guide, and a character profile sheet on which you will create the protagonist for your final piece of writing. You will have some Friday work time.
24 April 2011
Weekly Schedule 4/25 - 4/29
Monday: 4/25 - Happy birthday, Sienna!
IC: We will briefly review different types of figurative language, and we'll also talk about the importance of avoiding cliche language in your own writing. Then, you'll be faced with the challenge of writing some vivid, original examples of your own figurative language. We should have time to share these pieces in class.
Materials: Bring your reading guides, class notes, and copy of Great Expectations.
Tuesday: 4/26
IC: You will complete a reading quiz over the part eight reading selection of Great Expectations. We'll discuss the reading selection and I will distribute the reading guide for the next reading selection. Then you'll complete a Lesson Fourteen Vocabulary Review with a peer.
Materials: Bring your class notes, reading guides, copy of Great Expectations, and vocabulary book.
Wednesday: 4/27 - ACT Testing Schedule
IC: You will complete the Lessons Thirteen and Fourteen Vocabulary Test.
Materials: Bring any completed vocabulary extra credit work to turn in.
Thursday: 4/28
IC: We will go over an introduction to Lessons Fifteen and Sixteen Vocabulary - this will be your last new vocabulary for the year! (Test on Thursday, 5/5.) You will have any remaining time to work on your reading guide.
Materials: Bring your vocabulary book, class notes, reading guides, and copy of Great Expectations.
Friday: 4/29 - No school. Teacher Work Day!
IC: We will briefly review different types of figurative language, and we'll also talk about the importance of avoiding cliche language in your own writing. Then, you'll be faced with the challenge of writing some vivid, original examples of your own figurative language. We should have time to share these pieces in class.
Materials: Bring your reading guides, class notes, and copy of Great Expectations.
Tuesday: 4/26
IC: You will complete a reading quiz over the part eight reading selection of Great Expectations. We'll discuss the reading selection and I will distribute the reading guide for the next reading selection. Then you'll complete a Lesson Fourteen Vocabulary Review with a peer.
Materials: Bring your class notes, reading guides, copy of Great Expectations, and vocabulary book.
Wednesday: 4/27 - ACT Testing Schedule
IC: You will complete the Lessons Thirteen and Fourteen Vocabulary Test.
Materials: Bring any completed vocabulary extra credit work to turn in.
Thursday: 4/28
IC: We will go over an introduction to Lessons Fifteen and Sixteen Vocabulary - this will be your last new vocabulary for the year! (Test on Thursday, 5/5.) You will have any remaining time to work on your reading guide.
Materials: Bring your vocabulary book, class notes, reading guides, and copy of Great Expectations.
Friday: 4/29 - No school. Teacher Work Day!
17 April 2011
Weekly Schedule 4/18 - 4/22
Monday: 4/18
IC: We will discuss Lessons Thirteen and Fourteen Vocabulary (test on Wednesday, 4/27). Then you will complete Writer's Notebook Entry #12. All completed, correctly labeled Writer's Notebook Entries are due no later than Friday, 4/22. Finally, you will have any remaining time to work on finishing your Great Expectations reading selection for the reading quiz tomorrow.
Materials: Bring your vocabulary book, class notes, Writer's Notebook Entries, reading guides, and copy of Great Expectations.
Tuesday: 4/19
IC: You will complete a reading quiz over the part six reading selection of Great Expectations. We will discuss the reading selection, and I will distribute the part seven reading guide. We'll take a closer look at Dickens's use of simple, compound, complex, and compound-complex sentences. Then you'll have some time to compose example sentences to show your understanding of the construction and punctuation of a variety of sentence types.
Materials: Bring your reading guides, class notes, and copy of Great Expectations.
Wednesday: 4/20
IC: You will work with a peer to complete a Lesson Thirteen vocabulary review exercise (test on Wednesday, 4/27). You will have an opportunity to share your original sentences from our practice exercise in class yesterday. Finally, you will have work time to read and discuss Great Expectations.
Materials: Bring your vocabulary book, class notes, completed sentences, reading guides, and copy of Great Expectations.
Thursday: 4/21
IC: We'll take a look at the use of figurative language in Great Expectations. You will work together to identify examples in the text after we review different types of figurative language together. You will have the remainder of the class period to work on your reading guide.
Materials: Bring your copy of Great Expectations, reading guides, and class notes.
Friday: 4/22
IC: You will complete a reading quiz over the part seven reading selection of Great Expectations. We'll discuss the reading selection, and I'll distribute the part eight reading guide.
Materials: Bring your completed Writer's Notebook Entries to turn in (if you haven't already done so), your class notes, reading guides, and copy of Great Expectations.
IC: We will discuss Lessons Thirteen and Fourteen Vocabulary (test on Wednesday, 4/27). Then you will complete Writer's Notebook Entry #12. All completed, correctly labeled Writer's Notebook Entries are due no later than Friday, 4/22. Finally, you will have any remaining time to work on finishing your Great Expectations reading selection for the reading quiz tomorrow.
Materials: Bring your vocabulary book, class notes, Writer's Notebook Entries, reading guides, and copy of Great Expectations.
Tuesday: 4/19
IC: You will complete a reading quiz over the part six reading selection of Great Expectations. We will discuss the reading selection, and I will distribute the part seven reading guide. We'll take a closer look at Dickens's use of simple, compound, complex, and compound-complex sentences. Then you'll have some time to compose example sentences to show your understanding of the construction and punctuation of a variety of sentence types.
Materials: Bring your reading guides, class notes, and copy of Great Expectations.
Wednesday: 4/20
IC: You will work with a peer to complete a Lesson Thirteen vocabulary review exercise (test on Wednesday, 4/27). You will have an opportunity to share your original sentences from our practice exercise in class yesterday. Finally, you will have work time to read and discuss Great Expectations.
Materials: Bring your vocabulary book, class notes, completed sentences, reading guides, and copy of Great Expectations.
Thursday: 4/21
IC: We'll take a look at the use of figurative language in Great Expectations. You will work together to identify examples in the text after we review different types of figurative language together. You will have the remainder of the class period to work on your reading guide.
Materials: Bring your copy of Great Expectations, reading guides, and class notes.
Friday: 4/22
IC: You will complete a reading quiz over the part seven reading selection of Great Expectations. We'll discuss the reading selection, and I'll distribute the part eight reading guide.
Materials: Bring your completed Writer's Notebook Entries to turn in (if you haven't already done so), your class notes, reading guides, and copy of Great Expectations.
10 April 2011
Weekly Schedule 4/11 - 4/15
Monday: 4/11
IC: You'll begin the week by completing a Lesson Eleven Vocabulary Review Exercise with a peer. We'll go over a vocabulary review together, and then discuss the part three reading selection from Great Expectations.
Materials: Bring your vocabulary book, class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Four Reading Guide for the quiz tomorrow.
Tuesday: 4/12
IC: You'll begin by taking the Part Four Reading Quiz. I will distribute the Part Five Reading Guide. Then you'll complete Writer's Notebook Entry #11. We'll end with discussion of the part four reading selection from Great Expecatations.
Materials: Bring your Writer's Notebooks, class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Five Reading Guide for the quiz on Friday, 4/15.
Wednesday: 4/13
IC: We will take a look at simple, compound, and complex sentences in the context of Great Expectations. Then you will have work time in class to work on the Part Five Reading Guide because today is a NO HOMEWORK DAY! :-)
Materials: Bring your class notes, reading guides, and copy of Great Expectations.
Thursday: 4/14
IC: You'll begin with a Lesson Twelve Vocabulary Review Exercise. Then we'll review your vocabulary (test tomorrow!) as a group. Finally, you will have time to work on your Part Five Reading Guide as well as ask questions about the reading.
Materials: Bring your vocabulary book, class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Five Reading Guide for the quiz tomorrow.
Friday: 4/15
IC: You'll begin by handing in any completed extra credit vocabulary work. Then you'll take the Lessons Eleven and Twelve Vocabulary Test, as well as the Part Five reading quiz. I will distribute the Part Six Reading Guide. We will end class with a discussion of the part five reading selection of Great Expectations.
Materials: Bring any completed vocabulary extra credit work, your class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Six Reading Guide for the reading quiz on Tuesday, 4/19.
IC: You'll begin the week by completing a Lesson Eleven Vocabulary Review Exercise with a peer. We'll go over a vocabulary review together, and then discuss the part three reading selection from Great Expectations.
Materials: Bring your vocabulary book, class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Four Reading Guide for the quiz tomorrow.
Tuesday: 4/12
IC: You'll begin by taking the Part Four Reading Quiz. I will distribute the Part Five Reading Guide. Then you'll complete Writer's Notebook Entry #11. We'll end with discussion of the part four reading selection from Great Expecatations.
Materials: Bring your Writer's Notebooks, class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Five Reading Guide for the quiz on Friday, 4/15.
Wednesday: 4/13
IC: We will take a look at simple, compound, and complex sentences in the context of Great Expectations. Then you will have work time in class to work on the Part Five Reading Guide because today is a NO HOMEWORK DAY! :-)
Materials: Bring your class notes, reading guides, and copy of Great Expectations.
Thursday: 4/14
IC: You'll begin with a Lesson Twelve Vocabulary Review Exercise. Then we'll review your vocabulary (test tomorrow!) as a group. Finally, you will have time to work on your Part Five Reading Guide as well as ask questions about the reading.
Materials: Bring your vocabulary book, class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Five Reading Guide for the quiz tomorrow.
Friday: 4/15
IC: You'll begin by handing in any completed extra credit vocabulary work. Then you'll take the Lessons Eleven and Twelve Vocabulary Test, as well as the Part Five reading quiz. I will distribute the Part Six Reading Guide. We will end class with a discussion of the part five reading selection of Great Expectations.
Materials: Bring any completed vocabulary extra credit work, your class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Six Reading Guide for the reading quiz on Tuesday, 4/19.
03 April 2011
Weekly Schedule 4/4 - 4/8
Monday: 4/4
IC: You'll begin by completing a Lesson Ten Vocabulary Review Exercise. Then we'll review the words from Lessons Nine and Ten together. Finally, you'll have some work time to finish up your Part Two Reading Guides.
Materials: Bring your class notes, vocabulary book, reading guides, and copy of Great Expectations.
HW: Complete the Part Two Reading Guide for the reading quiz tomorrow.
Tuesday: 4/5
IC: You will complete the Part Two reading quiz. Then we'll discuss the reading selection, focusing on thematic development, characterization, and narrative voice. I will distribute the Part Three Reading Guide, and then we'll quickly revisit a few of your vocabulary roots.
Materials: Bring your class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Three Reading Guide to prepare for the reading quiz on Friday, 4/8.
Wednesday: 4/6 - Happy birthday, Colt!
IC: You'll begin class with the Lessons Nine and Ten Vocabulary Test. Then you'll complete Writer's Notebook Entry #10. Finally, we'll take a look at some grammar edits from the text of Great Expectations. Any additional time may be spent working on your reading guide.
Materials: Bring your completed extra credit vocabulary work to submit, Writer's Notebooks, reading guides, and copy of Great Expectations.
HW: Complete the Part Three Reading Guide to prepare for the reading quiz on Friday, 4/8.
Thursday: 4/7
IC: We will complete an introduction to Lessons Eleven and Twelve Vocabulary (test on Friday, 4/15). You will have the remainder of the class period to work on your reading guide for tomorrows reading quiz.
Materials: Bring your class notes, vocabulary book, reading guides, and copy of Great Expectations.
HW: Complete the Part Three Reading Guide to prepare for the reading quiz on Friday, 4/8.
Friday: 4/8
IC: You will begin class by completing the reading quiz over the part three reading selection of Great Expectations. We'll discuss the reading selection, making connections to the ideas you took notes on before beginning the text. I will distribute the Part Four Reading Guide and we'll spend any remaining time reviewing vocabulary roots from Lessons Eleven and Twelve.
Materials: Bring your class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Four Reading Guide to prepare for the reading quiz on Tuesday, 4/12.
IC: You'll begin by completing a Lesson Ten Vocabulary Review Exercise. Then we'll review the words from Lessons Nine and Ten together. Finally, you'll have some work time to finish up your Part Two Reading Guides.
Materials: Bring your class notes, vocabulary book, reading guides, and copy of Great Expectations.
HW: Complete the Part Two Reading Guide for the reading quiz tomorrow.
Tuesday: 4/5
IC: You will complete the Part Two reading quiz. Then we'll discuss the reading selection, focusing on thematic development, characterization, and narrative voice. I will distribute the Part Three Reading Guide, and then we'll quickly revisit a few of your vocabulary roots.
Materials: Bring your class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Three Reading Guide to prepare for the reading quiz on Friday, 4/8.
Wednesday: 4/6 - Happy birthday, Colt!
IC: You'll begin class with the Lessons Nine and Ten Vocabulary Test. Then you'll complete Writer's Notebook Entry #10. Finally, we'll take a look at some grammar edits from the text of Great Expectations. Any additional time may be spent working on your reading guide.
Materials: Bring your completed extra credit vocabulary work to submit, Writer's Notebooks, reading guides, and copy of Great Expectations.
HW: Complete the Part Three Reading Guide to prepare for the reading quiz on Friday, 4/8.
Thursday: 4/7
IC: We will complete an introduction to Lessons Eleven and Twelve Vocabulary (test on Friday, 4/15). You will have the remainder of the class period to work on your reading guide for tomorrows reading quiz.
Materials: Bring your class notes, vocabulary book, reading guides, and copy of Great Expectations.
HW: Complete the Part Three Reading Guide to prepare for the reading quiz on Friday, 4/8.
Friday: 4/8
IC: You will begin class by completing the reading quiz over the part three reading selection of Great Expectations. We'll discuss the reading selection, making connections to the ideas you took notes on before beginning the text. I will distribute the Part Four Reading Guide and we'll spend any remaining time reviewing vocabulary roots from Lessons Eleven and Twelve.
Materials: Bring your class notes, reading guides, and copy of Great Expectations.
HW: Complete the Part Four Reading Guide to prepare for the reading quiz on Tuesday, 4/12.
27 March 2011
Weekly Schedule 3/28 - 4/1
Monday: 3/28
IC: I will distribute copies of Great Expectations by Charles Dickens, and collect any copies of Lord of the Flies that are still checked out. We'll take a look at the reading schedule together, and then I'll pass out copies of the reading guide for the first reading selection. We'll talk about quotation identification expectations. Finally, you will take some introductory notes about the novel.
Materials: Bring your copy of Lord of the Flies to turn in (unless you already did), and class notes.
HW: Complete the Part One Reading Guide by Friday, 4/1.
Tuesday: 3/29 - Happy birthday, Megan!
IC: We'll go over an introduction to Lessons Nine and Ten Vocabulary - test on Wednesday, 4/6.
Materials: Bring your vocabulary book, class notes, Part One Reading Guide, and copy of Great Expectations.
HW: Complete the Part One Reading Guide by Friday, 4/1.
Wednesday: 3/30
IC: You'll complete Writer's Notebook Entry #9. Then you'll have some class time to read and work on the Part One Reading Guide.
Materials: Bring your class notes, copy of Great Expectations, Part One Reading Guide, and Writer's Notebook Entries.
HW: Complete the Part One Reading Guide by Friday, 4/1.
Thursday: 3/31
IC: You'll work together to complete a Lesson Nine Vocabulary Review Exercise, then we'll review Lessons Nine and Ten together. We'll finish by going over a parts of speech exercise from the text of Great Expectations. Hopefully, you'll have some extra time in class to work on your Reading Guide.
Materials: Bring your vocabulary book, copy of Great Expectations, and Part One Reading Guide.
HW: Complete the Part One Reading Guide by Friday, 4/1.
Friday: 4/1
IC: You will complete a quote identification reading quiz over pages 3-53 of Great Expectations. After you complete the quiz, we'll discuss the reading, using the Part One Reading Guide. Finally, I will distribute the Part Two Reading Guide.
Materials: Bring your class notes, completed Part One Reading Guide, and copy of Great Expecations.
HW: Complete the Part Two Reading Guide by Tuesday, 4/5.
Saturday: 4/2 - Happy birthday, Madison!
IC: I will distribute copies of Great Expectations by Charles Dickens, and collect any copies of Lord of the Flies that are still checked out. We'll take a look at the reading schedule together, and then I'll pass out copies of the reading guide for the first reading selection. We'll talk about quotation identification expectations. Finally, you will take some introductory notes about the novel.
Materials: Bring your copy of Lord of the Flies to turn in (unless you already did), and class notes.
HW: Complete the Part One Reading Guide by Friday, 4/1.
Tuesday: 3/29 - Happy birthday, Megan!
IC: We'll go over an introduction to Lessons Nine and Ten Vocabulary - test on Wednesday, 4/6.
Materials: Bring your vocabulary book, class notes, Part One Reading Guide, and copy of Great Expectations.
HW: Complete the Part One Reading Guide by Friday, 4/1.
Wednesday: 3/30
IC: You'll complete Writer's Notebook Entry #9. Then you'll have some class time to read and work on the Part One Reading Guide.
Materials: Bring your class notes, copy of Great Expectations, Part One Reading Guide, and Writer's Notebook Entries.
HW: Complete the Part One Reading Guide by Friday, 4/1.
Thursday: 3/31
IC: You'll work together to complete a Lesson Nine Vocabulary Review Exercise, then we'll review Lessons Nine and Ten together. We'll finish by going over a parts of speech exercise from the text of Great Expectations. Hopefully, you'll have some extra time in class to work on your Reading Guide.
Materials: Bring your vocabulary book, copy of Great Expectations, and Part One Reading Guide.
HW: Complete the Part One Reading Guide by Friday, 4/1.
Friday: 4/1
IC: You will complete a quote identification reading quiz over pages 3-53 of Great Expectations. After you complete the quiz, we'll discuss the reading, using the Part One Reading Guide. Finally, I will distribute the Part Two Reading Guide.
Materials: Bring your class notes, completed Part One Reading Guide, and copy of Great Expecations.
HW: Complete the Part Two Reading Guide by Tuesday, 4/5.
Saturday: 4/2 - Happy birthday, Madison!
Great Expectations Reading Schedule
Great Expectations by Charles Dickens
Reading Schedule: Be sure to read the following selections by the dates listed below. Remember to expect a brief reading quiz over each selection on the date listed. **Since this is an ongoing assignment, you are responsible for keeping up with the reading schedule regardless of absences. This means that even if you are absent on a day before reading is due, you are still responsible for the reading quiz on the day you return. Be prepared so that you can learn as much as possible in class each day.
Volume One
Friday, 4/1 - pages 3-53
Tuesday, 4/5 - pages 53-93
Friday, 4/8 - pages 93-133
Tuesday, 4/12 - pages 133-160
Volume Two
Friday, 4/15 - pages 163-196
Tuesday, 4/19 - pages 196-253
Friday, 4/22 - pages 253-285
Tuesday, 4/26 - pages 285-324
Volume Three
Tuesday, 5/3 - pages 327-366
Friday, 5/6 - pages 366-403
Tuesday, 5/10 - pages 404-447
Friday, 5/13 - pages 448-484
Reading Schedule: Be sure to read the following selections by the dates listed below. Remember to expect a brief reading quiz over each selection on the date listed. **Since this is an ongoing assignment, you are responsible for keeping up with the reading schedule regardless of absences. This means that even if you are absent on a day before reading is due, you are still responsible for the reading quiz on the day you return. Be prepared so that you can learn as much as possible in class each day.
Volume One
Friday, 4/1 - pages 3-53
Tuesday, 4/5 - pages 53-93
Friday, 4/8 - pages 93-133
Tuesday, 4/12 - pages 133-160
Volume Two
Friday, 4/15 - pages 163-196
Tuesday, 4/19 - pages 196-253
Friday, 4/22 - pages 253-285
Tuesday, 4/26 - pages 285-324
Volume Three
Tuesday, 5/3 - pages 327-366
Friday, 5/6 - pages 366-403
Tuesday, 5/10 - pages 404-447
Friday, 5/13 - pages 448-484
15 March 2011
Special Assembly Schedule for Thursday, 3/17
6:40 - 7:30 Zero Hour
7:35 - 8:20 1st Period
8:25 - 9:10 2nd Period
9:15 - 10:00 3rd Period
10:05 - 10:40 Assembly
10:45 - 11:30 4th Period
11:35 - 12:25 5a/1st Lunch
12:30 - 1:20 5b/2nd Lunch
1:25 - 2:10 6th Period
2:15 - 3:00 7th Period
7:35 - 8:20 1st Period
8:25 - 9:10 2nd Period
9:15 - 10:00 3rd Period
10:05 - 10:40 Assembly
10:45 - 11:30 4th Period
11:35 - 12:25 5a/1st Lunch
12:30 - 1:20 5b/2nd Lunch
1:25 - 2:10 6th Period
2:15 - 3:00 7th Period
11 March 2011
Weekly Schedule 3/14 - 3/17
**This week, we'll look at three different critical perspectives on William Golding's Lord of the Flies. As we study each school of literary theory, I'll provide you with essential questions for the application of the theories. You'll be responsible for applying the information to the text of Lord of the Flies.**
Monday: 3/14
IC: We'll begin with a brief review of the concept of literary critical practices. Then we'll revisit psychoanalytic literary theory. You'll take some notes on the theory as we discuss its elements. I'll provide you with essential questions for the application of psychoanalytic theory to a text.
Materials: Bring your class notes and copy of William Golding's Lord of the Flies.
HW: Apply the essential questions to the text of Lord of the Flies, adding ideas to your notes.
Tuesday: 3/15
IC: I will present archetypal literary theory. You'll take some notes on the theory as we discuss its elements and guiding ideas. Finally, I will challenge you with essential questions for the application of archetypal theory.
Materials: Bring your class notes and copy of William Golding's Lord of the Flies.
HW: Apply the essential questions to the text of Lord of the Flies, adding ideas to your notes.
Wednesday: 3/16
IC: I will present Marxist literary theory. You'll take some notes on the theory as we discuss its elements and guiding ideas. I will present you with essential questions for the application of the theory.
Materials: Bring your class notes and copy of William Golding's Lord of the Flies.
HW: Apply the essential questions to the text of Lord of the Flies, adding ideas to your notes.
Thursday: 3/17 - Special Assembly Schedule for Spring Sports Kick-Off
IC: Today we'll bring all of your work and information together! I will place you in a group and assign one of the three critical theories we've looked at this week. Your task will include conducting a group review of the theory and discussing the application of the theory to Lord of the Flies. You will share ideas with the class about the application of your assigned critical perspective. You must work together to craft a meaningful thesis statement that reflects your application of your assigned critical theory to the text. This thesis statement is due at the end of class.
Materials: Bring your class notes and copy of William Golding's Lord of the Flies.
Friday: 3/18 - No school: teacher work day! - Happy birthday, Alyssa!
Monday: 3/14
IC: We'll begin with a brief review of the concept of literary critical practices. Then we'll revisit psychoanalytic literary theory. You'll take some notes on the theory as we discuss its elements. I'll provide you with essential questions for the application of psychoanalytic theory to a text.
Materials: Bring your class notes and copy of William Golding's Lord of the Flies.
HW: Apply the essential questions to the text of Lord of the Flies, adding ideas to your notes.
Tuesday: 3/15
IC: I will present archetypal literary theory. You'll take some notes on the theory as we discuss its elements and guiding ideas. Finally, I will challenge you with essential questions for the application of archetypal theory.
Materials: Bring your class notes and copy of William Golding's Lord of the Flies.
HW: Apply the essential questions to the text of Lord of the Flies, adding ideas to your notes.
Wednesday: 3/16
IC: I will present Marxist literary theory. You'll take some notes on the theory as we discuss its elements and guiding ideas. I will present you with essential questions for the application of the theory.
Materials: Bring your class notes and copy of William Golding's Lord of the Flies.
HW: Apply the essential questions to the text of Lord of the Flies, adding ideas to your notes.
Thursday: 3/17 - Special Assembly Schedule for Spring Sports Kick-Off
IC: Today we'll bring all of your work and information together! I will place you in a group and assign one of the three critical theories we've looked at this week. Your task will include conducting a group review of the theory and discussing the application of the theory to Lord of the Flies. You will share ideas with the class about the application of your assigned critical perspective. You must work together to craft a meaningful thesis statement that reflects your application of your assigned critical theory to the text. This thesis statement is due at the end of class.
Materials: Bring your class notes and copy of William Golding's Lord of the Flies.
Friday: 3/18 - No school: teacher work day! - Happy birthday, Alyssa!
02 March 2011
27 February 2011
Weekly Schedule 2/28 - 3/4
Monday: 2/28
IC: We will revisit our discussion of Senator Ellison D. Smith's Congressional Address. We'll review each element of the rhetorical situation, and then we'll complete a large group analysis of Senator Smith's speech. After that, you'll share your completed homework. We'll end with a Lesson Eight Vocabulary Review Exercise (test on Wednesday, 3/2).
Materials: Bring your class notes, completed homework, and vocabulary book.
Tuesday: 3/1
IC: You will begin by completing a reading quiz over chapters seven through ten of William Golding's Lord of the Flies. We'll discuss the reading selection, making note of characterization, symbolism, and theme. Then I will distribute your SCANTRON Reading Test scores. We'll talk about interpreting the scores, and you'll answer a few self-reflection questions for Writer's Notebook Entry #8.
Materials: Bring your class notes, copy of Lord of the Flies, and Writer's Notebook Entries.
Wednesday: 3/2 - Happy birthday, Debbie!
IC: You'll begin class by completing the Lessons Seven and Eight Vocabulary Test. After you've completed the test, we'll take a look at the following poetic devices in the context of Lord of the Flies: assonance, consonance, alliteration, repetition, and rhyme. You'll complete an exercise to check your understanding of these poetic devices.
Materials: Bring your completed extra credit vocabulary work and class notes.
Thursday: 3/3
IC: You will begin class by completing a reading quiz over chapters nine and ten of Lord of the Flies. After the reading quiz, you will write a short constructed response to a prompt.
Materials: Bring your class notes and a writing utensil.
Friday: 3/4
IC: I will share the rubric that CSAP scorers use to assess your writing. We will read and discuss the rubric, and then you will self-assess your in class response from yesterday. We will also spend some time practicing planning as a part of the writing process.
Materials: Bring your class notes and short constructed response from yesterday.
IC: We will revisit our discussion of Senator Ellison D. Smith's Congressional Address. We'll review each element of the rhetorical situation, and then we'll complete a large group analysis of Senator Smith's speech. After that, you'll share your completed homework. We'll end with a Lesson Eight Vocabulary Review Exercise (test on Wednesday, 3/2).
Materials: Bring your class notes, completed homework, and vocabulary book.
Tuesday: 3/1
IC: You will begin by completing a reading quiz over chapters seven through ten of William Golding's Lord of the Flies. We'll discuss the reading selection, making note of characterization, symbolism, and theme. Then I will distribute your SCANTRON Reading Test scores. We'll talk about interpreting the scores, and you'll answer a few self-reflection questions for Writer's Notebook Entry #8.
Materials: Bring your class notes, copy of Lord of the Flies, and Writer's Notebook Entries.
Wednesday: 3/2 - Happy birthday, Debbie!
IC: You'll begin class by completing the Lessons Seven and Eight Vocabulary Test. After you've completed the test, we'll take a look at the following poetic devices in the context of Lord of the Flies: assonance, consonance, alliteration, repetition, and rhyme. You'll complete an exercise to check your understanding of these poetic devices.
Materials: Bring your completed extra credit vocabulary work and class notes.
Thursday: 3/3
IC: You will begin class by completing a reading quiz over chapters nine and ten of Lord of the Flies. After the reading quiz, you will write a short constructed response to a prompt.
Materials: Bring your class notes and a writing utensil.
Friday: 3/4
IC: I will share the rubric that CSAP scorers use to assess your writing. We will read and discuss the rubric, and then you will self-assess your in class response from yesterday. We will also spend some time practicing planning as a part of the writing process.
Materials: Bring your class notes and short constructed response from yesterday.
21 February 2011
Weekly Schedule 2/22 - 2/25
Tuesday: 2/22
IC: You'll begin class by completing a brief reading quiz over chapters two through four of William Golding's Lord of the Flies. You'll hand in your responses to Shirley Jackson's "The Lottery." We'll discuss your responses to "The Lottery," looking at some essential questions for this unit of study.
Materials: Bring your completed responses to "The Lottery," your written responses to Friday's writing prompt, your copy of Lord of the Flies.
Wednesday: 2/23 - Change of plans: You'll have a substitute teacher today.
IC: You'll be responsible for going over Lessons Seven and Eight Vocabulary and working on the extra credit vocabulary work for each lesson. You will also be asked to complete a Lord of the Flies parts of speech pretest.
Materials: Bring your class notes and vocabulary book.
Thursday: 2/24
IC: You will begin class with a brief reading quiz over chapters five and six of Lord of the Flies. We will discuss the reading selection. You'll work with a peer to complete a Lesson Seven Vocabulary Review Exercise. We'll revisit the parts of speech pretest from Wednesday and address your levels of understanding in each area. We'll end by completing a proofreading exercise to practice your editing skills - this may become homework based on the amount of time we have left.
Materials: Bring your class notes and copy of Lord of the Flies.
HW: Complete the editing exercise distributed in class today. Bring this to class tomorrow.
Friday: 2/25
IC: You'll begin by turning in the editing exercise that I distributed in class yesterday. You will complete an activity that serves as an introduction to rhetoric and rhetorical analysis. I will introduce the PIGSAC method for analyzing the rhetorical situation of a text. You will practice applying this technique in class, working in small groups and reporting back for large group discussion.
Materials: Bring your class notes.
HW: Find/obtain an advertisement (from a magazine, newspaper, printed offline, etc.) and complete a PIGSAC chart to analyze the rhetorical situation of the piece. Bring both the advertisement and your completed PIGSAC chart to class on Monday.
IC: You'll begin class by completing a brief reading quiz over chapters two through four of William Golding's Lord of the Flies. You'll hand in your responses to Shirley Jackson's "The Lottery." We'll discuss your responses to "The Lottery," looking at some essential questions for this unit of study.
Materials: Bring your completed responses to "The Lottery," your written responses to Friday's writing prompt, your copy of Lord of the Flies.
Wednesday: 2/23 - Change of plans: You'll have a substitute teacher today.
IC: You'll be responsible for going over Lessons Seven and Eight Vocabulary and working on the extra credit vocabulary work for each lesson. You will also be asked to complete a Lord of the Flies parts of speech pretest.
Materials: Bring your class notes and vocabulary book.
Thursday: 2/24
IC: You will begin class with a brief reading quiz over chapters five and six of Lord of the Flies. We will discuss the reading selection. You'll work with a peer to complete a Lesson Seven Vocabulary Review Exercise. We'll revisit the parts of speech pretest from Wednesday and address your levels of understanding in each area. We'll end by completing a proofreading exercise to practice your editing skills - this may become homework based on the amount of time we have left.
Materials: Bring your class notes and copy of Lord of the Flies.
HW: Complete the editing exercise distributed in class today. Bring this to class tomorrow.
Friday: 2/25
IC: You'll begin by turning in the editing exercise that I distributed in class yesterday. You will complete an activity that serves as an introduction to rhetoric and rhetorical analysis. I will introduce the PIGSAC method for analyzing the rhetorical situation of a text. You will practice applying this technique in class, working in small groups and reporting back for large group discussion.
Materials: Bring your class notes.
HW: Find/obtain an advertisement (from a magazine, newspaper, printed offline, etc.) and complete a PIGSAC chart to analyze the rhetorical situation of the piece. Bring both the advertisement and your completed PIGSAC chart to class on Monday.
14 February 2011
Lord of the Flies Reading Schedule
Lord of the Flies by William GoldingReading Schedule: Be sure to read the following selections by the dates listed below. Remember to expect a brief reading quiz over each selection on the date listed. **Since this is an ongoing assignment, you are responsible for keeping up with the reading schedule regardless of absences. This means that even if you are absent on a day before reading is due, you are still responsible for the reading quiz on the day you return. Be prepared so that you can learn as much as possible in class each day.
Friday, 2/18 - Ch. 1
Tuesday, 2/22 - Ch. 2-4
Thursday, 2/24 - Ch. 5-6
Tuesday, 3/1 - Ch. 7-10
Thursday, 3/3 - Ch. 11-12
11 February 2011
Weekly Schedule 2/14 - 2/18
Monday: 2/14
IC: Those students who still need to complete the Scantron test will do so. We will begin class with a Lesson Five Vocabulary Review Activity. The class will continue viewing and discussing O Brother, Where Art Thou?
Materials: Bring your vocabulary book, class notes, and copy of Homer's Odyssey to turn in if you haven't already done so.
Tuesday: 2/15
IC: We will finish viewing and discussing O Brother, Where Art Thou? We'll share connections, and then you'll turn in your notes from the film. I will distribute copies of William Golding's Lord of the Flies and we'll take a look at the reading schedule. Finally, you will complete Writer's Notebook Entry #7.
Materials: Bring your class notes and Writer's Notebook Entries.
Wednesday: 2/16
IC: We'll begin class with an Everyday Edit. Then you'll work with a peer to complete a Lesson Six Vocabulary Review Activity. Finally, we'll discuss the concept of characterization, including the numerous ways an author builds a reader's understanding of a character within a text. We'll brainstorm ways to develop characters within our own writing.
Materials: Bring your class notes and vocabulary book.
Thursday: 2/17
IC: You will read a short story and respond. You will also register for classes next year during this period.
HW: Write a one page response to the short story - due Tuesday!
Materials: Bring your class registration sheet and class notes.
Friday: 2/18
IC: You will complete the Lessons Five and Six Vocabulary Test. Then you'll take a reading quiz over chapter one of Lord of the Flies. We'll discuss the reading selection, including instances of characterization.
Materials: Bring your complete vocabulary extra credit work, copy of Lord of the Flies, and class notes.
HW: Complete your response to Shirley Jackson's "The Lottery," as well as the writing project assigned in class on Friday. Both assignments are due Tuesday, 2/22.
IC: Those students who still need to complete the Scantron test will do so. We will begin class with a Lesson Five Vocabulary Review Activity. The class will continue viewing and discussing O Brother, Where Art Thou?
Materials: Bring your vocabulary book, class notes, and copy of Homer's Odyssey to turn in if you haven't already done so.
Tuesday: 2/15
IC: We will finish viewing and discussing O Brother, Where Art Thou? We'll share connections, and then you'll turn in your notes from the film. I will distribute copies of William Golding's Lord of the Flies and we'll take a look at the reading schedule. Finally, you will complete Writer's Notebook Entry #7.
Materials: Bring your class notes and Writer's Notebook Entries.
Wednesday: 2/16
IC: We'll begin class with an Everyday Edit. Then you'll work with a peer to complete a Lesson Six Vocabulary Review Activity. Finally, we'll discuss the concept of characterization, including the numerous ways an author builds a reader's understanding of a character within a text. We'll brainstorm ways to develop characters within our own writing.
Materials: Bring your class notes and vocabulary book.
Thursday: 2/17
IC: You will read a short story and respond. You will also register for classes next year during this period.
HW: Write a one page response to the short story - due Tuesday!
Materials: Bring your class registration sheet and class notes.
Friday: 2/18
IC: You will complete the Lessons Five and Six Vocabulary Test. Then you'll take a reading quiz over chapter one of Lord of the Flies. We'll discuss the reading selection, including instances of characterization.
Materials: Bring your complete vocabulary extra credit work, copy of Lord of the Flies, and class notes.
HW: Complete your response to Shirley Jackson's "The Lottery," as well as the writing project assigned in class on Friday. Both assignments are due Tuesday, 2/22.
06 February 2011
Weekly Schedule 2/7 - 2/11
Monday: 2/7
IC: You will turn in your papers! You'll begin class by completing a Lesson Four vocabulary review exercise. Then we'll begin viewing and discussing the film O Brother, Where Art Thou? in relation to our study of Homer's Odyssey and American folk tradition.
Materials: Bring your completed paper with all rough drafts and workshop sheets neatly stapled underneath, your notes, and your vocabulary to class.
Tuesday: 2/8 - SNOW DAY!
Wednesday: 2/9
IC: You will begin class by taking the Lessons Three and Four vocabulary test. I will collect and check in copies of Homer's Odyssey as you complete the test. You will also submit any extra credit vocabulary work you may have completed. After the test, we will continue viewing and discussing O Brother, Where Art Thou?
HW: Complete Writer's Notebook Entry #6.
Materials: Completed vocabulary work, class notes, and your copy of Homer's Odyssey.
Thursday: 2/10
IC: Your counselor, Mr. Lambros, will be in to talk with you about registration for classes next year and requirements for graduation.
Friday: 2/11
IC: We will go to the Integration Lab together after attendance so that you can take the Scantron Reading test to measure your growth and development of skills from the beginning of the year. Be sure to do your best!
IC: You will turn in your papers! You'll begin class by completing a Lesson Four vocabulary review exercise. Then we'll begin viewing and discussing the film O Brother, Where Art Thou? in relation to our study of Homer's Odyssey and American folk tradition.
Materials: Bring your completed paper with all rough drafts and workshop sheets neatly stapled underneath, your notes, and your vocabulary to class.
Tuesday: 2/8 - SNOW DAY!
Wednesday: 2/9
IC: You will begin class by taking the Lessons Three and Four vocabulary test. I will collect and check in copies of Homer's Odyssey as you complete the test. You will also submit any extra credit vocabulary work you may have completed. After the test, we will continue viewing and discussing O Brother, Where Art Thou?
HW: Complete Writer's Notebook Entry #6.
Materials: Completed vocabulary work, class notes, and your copy of Homer's Odyssey.
Thursday: 2/10
IC: Your counselor, Mr. Lambros, will be in to talk with you about registration for classes next year and requirements for graduation.
Friday: 2/11
IC: We will go to the Integration Lab together after attendance so that you can take the Scantron Reading test to measure your growth and development of skills from the beginning of the year. Be sure to do your best!
30 January 2011
Weekly Schedule 1/31 - 2/4
Monday: 1/31
IC: I will distribute vocabulary lessons three and four, and we'll go over an introduction to the words. (Test on Wednesday, 2/9.) We'll complete exercises 3C and 4C in class together. Then we'll touch base on your papers. Be sure to bring all of your writing questions to class. We'll end class with Writer's Notebook Entry #5.
HW: You must bring a TYPED completed body paragraph to class on Wednesday, 2/2 to workshop with your peers.
Materials: Bring your vocabulary book, notes, and all work in progress for your paper.
Handout: I will distribute packets of lesson three and four vocabulary.
Tuesday: 2/1
Change of Plans: SNOW DAY!
HW: You must bring a TYPED completed body paragraph to class on Thursday, 2/3 to workshop with your peers.
Wednesday: 2/2 - A second SNOW DAY in a row?! Hmm... Do you think this is a sign that I should give you an extra weekend to polish up that paper? I think so - **Your paper is now due on Monday, 2/7. Remember that you must submit it to turnitin.com by midnight on the due date. Also, you must turn in the final draft with all earlier drafts and workshop sheets stapled underneath in order to receive credit for participating in Writer's Workshops.
Thursday: 2/3
IC: You will workshop your body paragraph(s) - feel free to bring in more than one paragraph for feedback. After workshopping, we'll take a look at the Edwin Muir poem I distributed last Friday. We'll apply the TP-CASTT technique as we explore the poem's meaning together.
HW: Your literary analysis of Homer's Odyssey is due on Monday, February 7th. **Remember that you must turn in the final draft along with all original drafts and workshop sheets. It is imperative that you do this in order to receive credit for participating in Writer's Workshops during the weeks leading up to the due date. ALSO, you are expected to submit an electronic version of your paper to turnitin.com by midnight on February 7th. Come to office hours with any questions about this in advance.
Materials: Bring your completed body paragraphs for Writer's Workshop, all writing in progress, poetry handouts, and notes.
Friday: 2/4 - Happy birthday, Morgan!
IC: You'll work with a peer to complete a Lesson Three Vocabulary Review Exercise. Then we'll have some fun by examining connections between the American Folk Hero and the Greek Epic Hero. We'll talk briefly about the history of the American Tall Tale and then we'll look at a few examples of American Heroes. Your job will be to identify the characteristics of the early American cultural ideal.
HW:
IC: I will distribute vocabulary lessons three and four, and we'll go over an introduction to the words. (Test on Wednesday, 2/9.) We'll complete exercises 3C and 4C in class together. Then we'll touch base on your papers. Be sure to bring all of your writing questions to class. We'll end class with Writer's Notebook Entry #5.
HW: You must bring a TYPED completed body paragraph to class on Wednesday, 2/2 to workshop with your peers.
Materials: Bring your vocabulary book, notes, and all work in progress for your paper.
Handout: I will distribute packets of lesson three and four vocabulary.
Tuesday: 2/1
Change of Plans: SNOW DAY!
HW: You must bring a TYPED completed body paragraph to class on Thursday, 2/3 to workshop with your peers.
Wednesday: 2/2 - A second SNOW DAY in a row?! Hmm... Do you think this is a sign that I should give you an extra weekend to polish up that paper? I think so - **Your paper is now due on Monday, 2/7. Remember that you must submit it to turnitin.com by midnight on the due date. Also, you must turn in the final draft with all earlier drafts and workshop sheets stapled underneath in order to receive credit for participating in Writer's Workshops.
Thursday: 2/3
IC: You will workshop your body paragraph(s) - feel free to bring in more than one paragraph for feedback. After workshopping, we'll take a look at the Edwin Muir poem I distributed last Friday. We'll apply the TP-CASTT technique as we explore the poem's meaning together.
HW: Your literary analysis of Homer's Odyssey is due on Monday, February 7th. **Remember that you must turn in the final draft along with all original drafts and workshop sheets. It is imperative that you do this in order to receive credit for participating in Writer's Workshops during the weeks leading up to the due date. ALSO, you are expected to submit an electronic version of your paper to turnitin.com by midnight on February 7th. Come to office hours with any questions about this in advance.
Materials: Bring your completed body paragraphs for Writer's Workshop, all writing in progress, poetry handouts, and notes.
Friday: 2/4 - Happy birthday, Morgan!
IC: You'll work with a peer to complete a Lesson Three Vocabulary Review Exercise. Then we'll have some fun by examining connections between the American Folk Hero and the Greek Epic Hero. We'll talk briefly about the history of the American Tall Tale and then we'll look at a few examples of American Heroes. Your job will be to identify the characteristics of the early American cultural ideal.
HW:
- Study that vocabulary! Your test over lessons three and four will be on Wednesday, 2/9.
- Your paper is due Monday - don't forget to submit it to turnitin.com and submit the final paper copy in class with all drafts and workshop sheets neatly attached underneath.
Materials: Bring your vocabulary book, class notes, and any last minute questions about your paper.
21 January 2011
Weekly Schedule 1/24 - 1/28
Monday: 1/24
IC: You'll begin class by completing a Lesson One Vocabulary Review Activity. We'll discuss your responses. I will pass back your thesis statements with some written feedback. You will then take some class time to work on your introduction and body paragraphs.
HW: You must bring a TYPED completed introduction or body paragraph (or both!) to class on Wednesday, 1/26 to workshop with your peers.
Tuesday: 1/25
IC: You will complete a reading quiz over books 13-15 of Homer's Odyssey. We'll discuss the reading selection, especially in relation to the development of themes or situations you may explore in your papers. You will complete Writer's Notebook Entry #4. Any remaining time will be spent working on your papers/vocabulary.
HW: You must bring a TYPED completed introduction or body paragraph (or both!) to class on Wednesday, 1/26 to workshop with your peers.
Wednesday: 1/26
IC: You'll begin class by completing a Lesson Two Vocabulary Review Activity. Then, you'll be given time to exchange and workshop an introduction or body paragraph from your paper on Homer's Odyssey. In addition to providing your peers with meaningful written feedback on their paragraphs, you will be expected to discuss your writing with a group of students. In turn, you are expected to use the feedback you receive to guide your writing and revision.
HW: Your literary analysis of Homer's Odyssey is due on Friday, February 4th. **Remember that you must turn in the final draft along with all original drafts and workshop sheets. It is imperative that you do this in order to receive credit for participating in Writer's Workshops during the weeks leading up to the due date. ALSO, you are expected to submit an electronic version of your paper to turnitin.com by midnight on February 4th. Come to office hours with any questions about this in advance.
Thursday: 1/27
IC: You will complete a reading quiz over books 16-17 of The Odyssey. We'll discuss the reading selection, especially in relation to the development of themes or situations you may explore in your papers. We will also discuss the development and purposes of revenge within the text. We'll conduct a vocabulary review, then you will have the remainder of the class period to confer with writing mates about your paper writing.
HW: Your literary analysis of Homer's Odyssey is due on Friday, February 4th. **Remember that you must turn in the final draft along with all original drafts and workshop sheets. It is imperative that you do this in order to receive credit for participating in Writer's Workshops during the weeks leading up to the due date. ALSO, you are expected to submit an electronic version of your paper to turnitin.com by midnight on February 4th. Come to office hours with any questions about this in advance.
Friday: 1/28
IC: You will begin class by completing the Lessons 1 & 2 Vocabulary Test. You will also hand in extra credit vocabulary exercises. We'll end the week with a poetic analysis.
HW: Your literary analysis of Homer's Odyssey is due on Friday, February 4th. **Remember that you must turn in the final draft along with all original drafts and workshop sheets. It is imperative that you do this in order to receive credit for participating in Writer's Workshops during the weeks leading up to the due date. ALSO, you are expected to submit an electronic version of your paper to turnitin.com by midnight on February 4th. Come to office hours with any questions about this in advance.
IC: You'll begin class by completing a Lesson One Vocabulary Review Activity. We'll discuss your responses. I will pass back your thesis statements with some written feedback. You will then take some class time to work on your introduction and body paragraphs.
HW: You must bring a TYPED completed introduction or body paragraph (or both!) to class on Wednesday, 1/26 to workshop with your peers.
Tuesday: 1/25
IC: You will complete a reading quiz over books 13-15 of Homer's Odyssey. We'll discuss the reading selection, especially in relation to the development of themes or situations you may explore in your papers. You will complete Writer's Notebook Entry #4. Any remaining time will be spent working on your papers/vocabulary.
HW: You must bring a TYPED completed introduction or body paragraph (or both!) to class on Wednesday, 1/26 to workshop with your peers.
Wednesday: 1/26
IC: You'll begin class by completing a Lesson Two Vocabulary Review Activity. Then, you'll be given time to exchange and workshop an introduction or body paragraph from your paper on Homer's Odyssey. In addition to providing your peers with meaningful written feedback on their paragraphs, you will be expected to discuss your writing with a group of students. In turn, you are expected to use the feedback you receive to guide your writing and revision.
HW: Your literary analysis of Homer's Odyssey is due on Friday, February 4th. **Remember that you must turn in the final draft along with all original drafts and workshop sheets. It is imperative that you do this in order to receive credit for participating in Writer's Workshops during the weeks leading up to the due date. ALSO, you are expected to submit an electronic version of your paper to turnitin.com by midnight on February 4th. Come to office hours with any questions about this in advance.
Thursday: 1/27
IC: You will complete a reading quiz over books 16-17 of The Odyssey. We'll discuss the reading selection, especially in relation to the development of themes or situations you may explore in your papers. We will also discuss the development and purposes of revenge within the text. We'll conduct a vocabulary review, then you will have the remainder of the class period to confer with writing mates about your paper writing.
HW: Your literary analysis of Homer's Odyssey is due on Friday, February 4th. **Remember that you must turn in the final draft along with all original drafts and workshop sheets. It is imperative that you do this in order to receive credit for participating in Writer's Workshops during the weeks leading up to the due date. ALSO, you are expected to submit an electronic version of your paper to turnitin.com by midnight on February 4th. Come to office hours with any questions about this in advance.
Friday: 1/28
IC: You will begin class by completing the Lessons 1 & 2 Vocabulary Test. You will also hand in extra credit vocabulary exercises. We'll end the week with a poetic analysis.
HW: Your literary analysis of Homer's Odyssey is due on Friday, February 4th. **Remember that you must turn in the final draft along with all original drafts and workshop sheets. It is imperative that you do this in order to receive credit for participating in Writer's Workshops during the weeks leading up to the due date. ALSO, you are expected to submit an electronic version of your paper to turnitin.com by midnight on February 4th. Come to office hours with any questions about this in advance.
17 January 2011
Special Assembly Schedule for the Loud & Proud celebration on Fox Network on 1/19
6:40 - 7:30 -- Zero Hour
7:35 - 8:20 -- 1st Period
8:25 - 9:10 -- 2nd Period
9:15 - 10:00 -- 3rd Period
10:05 - 10:25 -- Assembly
10:30 - 11:20 -- 4th Period
11:25 - 12:15 -- 5a/1st Lunch
12:20 - 1:10 -- 5b/2nd Lunch
1:15 - 2:05 -- 6th Period
2:10 - 3:00 -- 7th Period
7:35 - 8:20 -- 1st Period
8:25 - 9:10 -- 2nd Period
9:15 - 10:00 -- 3rd Period
10:05 - 10:25 -- Assembly
10:30 - 11:20 -- 4th Period
11:25 - 12:15 -- 5a/1st Lunch
12:20 - 1:10 -- 5b/2nd Lunch
1:15 - 2:05 -- 6th Period
2:10 - 3:00 -- 7th Period
Weekly Schedule 1/17 - 1/21
Monday: 1/17 - No school in celebration of Dr. Martin Luther King Jr. Day.
Tuesday: 1/18
IC: You'll begin class by taking a reading quiz over books VII-X of Homer's Odyssey. We'll discuss the reading selection, including the development of themes within the poem as we come to know more about Odysseus and his journey. We'll also complete a vocabulary review - discussing the analogies in Exercise C in your vocabulary book. Finally, you'll take time to make connections between journeys and themes presented in the text of The Odyssey.
HW: Complete Writer's Notebook Entry #3.
Wednesday: 1/19 - Special Assembly Schedule for the Loud & Proud celebration on Fox Network - Wear MAROON & WHITE!
IC: You'll begin class by taking the Lesson Twelve Vocabulary test. Then we'll take a look at some model thesis statements. We'll analyze the structure and effectiveness of each example. You will then have class time to work on your own thesis statement.
HW: Polish your thesis statement and bring it to class to share tomorrow.
Thursday: 1/20
IC: You will complete a reading quiz over books XI-XII of Homer's Odyssey. We'll discuss the reading selection, making connections to epic conventions and the study of myth. I will distribute and introduce your new vocabulary books (or copies of the first lesson if the books haven't yet arrived). I will also collect and check in your Wordly Wise books, so please remember to bring them to class. Finally, you will work with a peer group to exchange and critique thesis statements.
HW: Use peer feedback to edit/revise/polish your TYPED thesis statement.
Friday: 1/21
IC: You will hand in your typed thesis statement. We will review the CSE structure and elements of body paragraphs in literary analysis. Then, you will work to begin completing an outline that details your thesis, supporting evidence, and transitions. We will discuss the incorporation of quotations into your analysis, including the correct MLA citation of lines of epic poetry. Also, we will go over an introduction to Lesson Two Vocabulary since we only got through Lesson One yesterday.
HW: Complete an outline for your paper.
Handout: I will distribute an outline for a well-structured literary analysis.
Tuesday: 1/18
IC: You'll begin class by taking a reading quiz over books VII-X of Homer's Odyssey. We'll discuss the reading selection, including the development of themes within the poem as we come to know more about Odysseus and his journey. We'll also complete a vocabulary review - discussing the analogies in Exercise C in your vocabulary book. Finally, you'll take time to make connections between journeys and themes presented in the text of The Odyssey.
HW: Complete Writer's Notebook Entry #3.
Wednesday: 1/19 - Special Assembly Schedule for the Loud & Proud celebration on Fox Network - Wear MAROON & WHITE!
IC: You'll begin class by taking the Lesson Twelve Vocabulary test. Then we'll take a look at some model thesis statements. We'll analyze the structure and effectiveness of each example. You will then have class time to work on your own thesis statement.
HW: Polish your thesis statement and bring it to class to share tomorrow.
Thursday: 1/20
IC: You will complete a reading quiz over books XI-XII of Homer's Odyssey. We'll discuss the reading selection, making connections to epic conventions and the study of myth. I will distribute and introduce your new vocabulary books (or copies of the first lesson if the books haven't yet arrived). I will also collect and check in your Wordly Wise books, so please remember to bring them to class. Finally, you will work with a peer group to exchange and critique thesis statements.
HW: Use peer feedback to edit/revise/polish your TYPED thesis statement.
Friday: 1/21
IC: You will hand in your typed thesis statement. We will review the CSE structure and elements of body paragraphs in literary analysis. Then, you will work to begin completing an outline that details your thesis, supporting evidence, and transitions. We will discuss the incorporation of quotations into your analysis, including the correct MLA citation of lines of epic poetry. Also, we will go over an introduction to Lesson Two Vocabulary since we only got through Lesson One yesterday.
HW: Complete an outline for your paper.
Handout: I will distribute an outline for a well-structured literary analysis.
10 January 2011
Delayed Start Schedule for 1/10 - 1/11
Delayed Start Schedule
9:00 - 9:35 -- Zero Hour
9:40 - 10:15 -- 1st Period
10:20 - 10:55 -- 2nd Period
11:00 - 11:40 -- 3rd Period
11:45 - 12:20 -- 4th Period
12:25 - 1:00 -- 5a/1st Lunch
1:05 - 1:40 -- 5b/2nd Lunch
1:45 - 2:20 -- 6th Period
2:25 - 3:00 -- 7th Period
9:00 - 9:35 -- Zero Hour
9:40 - 10:15 -- 1st Period
10:20 - 10:55 -- 2nd Period
11:00 - 11:40 -- 3rd Period
11:45 - 12:20 -- 4th Period
12:25 - 1:00 -- 5a/1st Lunch
1:05 - 1:40 -- 5b/2nd Lunch
1:45 - 2:20 -- 6th Period
2:25 - 3:00 -- 7th Period
09 January 2011
Weekly Schedule 1/10 - 1/14
Monday: 1/10 - Delayed Start Schedule
IC: You'll begin class by handing your "Pronouns and Their Antecedents" worksheet from Friday. You'll take some notes as we discuss some key ideas about the purpose of myth. Finally, we'll end class with a review of Lesson Eleven Vocabulary.
HW: Complete Lesson Eleven Vocabulary, and study for test on 1/12.
Handout: I will distribute the "What is Myth" handout in class. You will be responsible for filling in the information about the purposes of myth on the back of the handout.
Tuesday: 1/11 - Delayed Start Schedule
IC: You will take a reading quiz over books I-IV of Homer's Odyssey. We'll discuss the reading selection, making note of examples of epic conventions, and some key ideas involving the study of Greek mythology. We will end class by going over your graded "Pronouns and Their Antecedents" worksheets. **Ask me about the opportunity to earn points back if you bombed this worksheet. :)
HW: Complete Lesson Eleven Vocabulary, and study for test on 1/12.
Wednesday: 1/12 - Happy birthday, Ellen!
IC: You will hand in your vocabulary homework and complete the Lesson Eleven Vocabulary test. We'll explore allusions to the myth of Agamemnon and Orestes in Homer's Odyssey, and discuss in what way these references are appropriate in relation to Telemachus's current problems. We will read and discuss the myth together in class.
HW: Complete Writer's Notebook Entry #2.
Thursday: 1/13
IC: You will begin by completing a reading quiz over books V-VI of The Odyssey. We'll discuss the reading selection, making connection to your notes about epic conventions and the purpose of myth. Finally, we'll go over an introduction to Lesson Twelve Vocabulary, completing Exercise C in class as time allows.
HW: Study for Lesson Twelve vocabulary test on 1/19.
Friday: 1/14
IC: I will introduce your Freshman Paper assignment. We'll discuss the prompt, and the process and elements of literary analysis. We will focus on the structure of this type of paper. Finally, we'll also talk about the steps of the writing process.
HW: Study for Lesson Twelve vocabulary test on 1/19.
IC: You'll begin class by handing your "Pronouns and Their Antecedents" worksheet from Friday. You'll take some notes as we discuss some key ideas about the purpose of myth. Finally, we'll end class with a review of Lesson Eleven Vocabulary.
HW: Complete Lesson Eleven Vocabulary, and study for test on 1/12.
Handout: I will distribute the "What is Myth" handout in class. You will be responsible for filling in the information about the purposes of myth on the back of the handout.
Tuesday: 1/11 - Delayed Start Schedule
IC: You will take a reading quiz over books I-IV of Homer's Odyssey. We'll discuss the reading selection, making note of examples of epic conventions, and some key ideas involving the study of Greek mythology. We will end class by going over your graded "Pronouns and Their Antecedents" worksheets. **Ask me about the opportunity to earn points back if you bombed this worksheet. :)
HW: Complete Lesson Eleven Vocabulary, and study for test on 1/12.
Wednesday: 1/12 - Happy birthday, Ellen!
IC: You will hand in your vocabulary homework and complete the Lesson Eleven Vocabulary test. We'll explore allusions to the myth of Agamemnon and Orestes in Homer's Odyssey, and discuss in what way these references are appropriate in relation to Telemachus's current problems. We will read and discuss the myth together in class.
HW: Complete Writer's Notebook Entry #2.
Thursday: 1/13
IC: You will begin by completing a reading quiz over books V-VI of The Odyssey. We'll discuss the reading selection, making connection to your notes about epic conventions and the purpose of myth. Finally, we'll go over an introduction to Lesson Twelve Vocabulary, completing Exercise C in class as time allows.
HW: Study for Lesson Twelve vocabulary test on 1/19.
Friday: 1/14
IC: I will introduce your Freshman Paper assignment. We'll discuss the prompt, and the process and elements of literary analysis. We will focus on the structure of this type of paper. Finally, we'll also talk about the steps of the writing process.
HW: Study for Lesson Twelve vocabulary test on 1/19.
06 January 2011
Writer's Notebook Entries - Second Semester
Entry #1: 1/6
Many societies and cultures have formalized ceremonies or rites of passage to mark the initiation of a child or teenager into adult society. What does it mean in our culture to become a man or woman? Are there ceremonies or rituals involved? What practices within your own family mark the transition into adulthood - are there family traditions? Also, according to your own personal observations and ideas, what does it mean to be an adult? Are there specific differences for boys and girls when it comes to "growing up" and entering "the real world"? **Remember to reflect on these questions in writing for at least fifteen minutes.**
Entry #2: 1/12
Recall a time when you were either ill or injured. Write an entry in which you describe your injury or illness using as much sensory detail as you can possibly pack into fifteen minutes of writing. I challenge you to overload me (your reader) with sensory detail.
Entry #3: 1/18
Recall the manifold purposes of myth: to explain something about the natural world, to illustrate the cultural ideal, to teach lessons about the relationships between humans and the gods, etc. Write a short myth of your own creation that accomplishes one or more of these purposes.
Entry #4: 1/25
This entry is to capture where you are in your life. It might be a good idea to begin with a comment on your general situation as you sense it. Begin with a broad comment; then let your mind sweep through your recent life. Record specifics, bits of dialogue, frustrations, pleasures, questions, dreams - everything that comes to you. Be specific.
Entry #5: 1/31
Our school is scheduled to begin daily recitation of the Pledge of Allegiance today. What are your thoughts and opinions about the pledge? What do the words of the pledge mean? What does the American flag represent? What does it represent to you personally? Have you or anyone in your family made sacrifices for others in our country? Explore you own personal and unique relationship with America. How do YOU feel about "the republic for which it [the flag] stands"?
Entry #6: 2/9 - Borrowed from Writing Down the Bones by Natalie Goldberg
Okay. Choose a specific process to write about. It can something you've done only once, or something that you do every day. Let's say the experience of carving a spoon out of cedar. Tell me all the details, but try to do so without becoming myopic. As you become single-minded in your writing, at the same time something in you should remain aware of the color of the sky or the sound of a distant mower. Just throw in even one line about the street outside your window at the time you were carving that spoon. It is good practice. When we concentrate in our writing, it is good. But we should always concentrate, not by blocking out the world, but by allowing it all to exist. This is a very tricky balance.
Entry #7: 2/15
Begin by crafting a list of formative experiences in your life. List things, situations, people, lessons, etc. that have changed you forever and made you into who you are today. Your list might be long, or it might be short - just make sure that you've put thought into compiling it. Then, select one or two of the entries on your list to write about in as much detail as possible for fifteen minutes. If you stall out on writing about one experience, switch to another and keep going.
Entry #8: 3/1
Answer each of the following questions thoughtfully and thoroughly - be prepared to discuss your answers.
1. How does what you demonstrate to others limit or enhance your opportunities?
2. Other than preparing you for a good job, what purpose should school serve?
3. If you could be an expert on any subject, what would it be and how would that expertise benefit others?
Consider the following questions with your SCANTRON testing experience in mind:
4. How hard did you try?
5. What do you think this (your score and effort) shows about you?
6. Identify two goals that you'll work on in English class this semester.
Entry #9: 3/30
Much of Great Expectations deals with developing an internal standard of behavior - a conscience - and learning to trust it. Write about an experience that caused you to question your own conscience. When faced with a moral dilemma, how did you ultimately decide which course of action was "right" and which was "wrong"? Did you act in a manner that brings you pride or shame? What was the outcome of the situation? How do you feel about it today?
Entry #10: 4/6
Record impressions of the classroom. Include as many sensory details and descriptions as you can in fifteen minutes. You may also include descriptions of the people. Here's the idea: All of my students will be writing this entry, and many of them will most likely note the chalkboards and whiteboards. What will you notice and describe that no one else can see or write about just like you? Use your keen observation and write about the smallest details from your own unique perspective.
Entry #11: 4/12
Dickens uses Pip's narrative voice to richly develop the young man's character. This is an especially effective device when used to suggest changes in Pip. Although nothing like Great Expectations, I've recently read a few other books that also make interesting use of narrative voice. Markus Zusak's The Book Thief is narrated by Death, while The Art of Racing in the Rain (Garth Stein) is narrated by a dog named Enzo. These are two very different books, but they both use the narrator's own strengths and weaknesses to develop beautiful stories. For instance, there are things that Death just doesn't understand about the apparent human motivation to destroy each other. That's a revealing tidbit - not just about Death, but about the nature of human existence. Think about Pip. What does his point of view reveal to the reader? How does this change from when he's innocent and childish at the beginning of the text, to his pompous and conceited ideas as he embarks on his journey to London?
Okay, here's your writing task. Get ready to flex those creative muscles. I want you to experiment with writing in a narrative voice that you've never tried on before. So... you might choose an African Elephant, you might choose a specific animal whom you know well (maybe I should try my cranky cockatiel), you might choose a famous historical figure, a neighbor, a tree, a rock... you get the idea.
Entry #12: 4/18 - This entry comes from your vocabulary book, page 106.
If you were to write a reflection, an informal account of something that you have been thinking about seriously, what subject would you choose? Montaigne* wrote about such subjects as fear, sadness, friends, anger, solitude, liars, smells, and clothing. He wrote about his own experience, his observations of others and the world, and his reading. Choose a subject about which you have something to say, using words from your vocabulary lessons thirteen and fourteen. The following words may stimulate your thinking:
Many societies and cultures have formalized ceremonies or rites of passage to mark the initiation of a child or teenager into adult society. What does it mean in our culture to become a man or woman? Are there ceremonies or rituals involved? What practices within your own family mark the transition into adulthood - are there family traditions? Also, according to your own personal observations and ideas, what does it mean to be an adult? Are there specific differences for boys and girls when it comes to "growing up" and entering "the real world"? **Remember to reflect on these questions in writing for at least fifteen minutes.**
Entry #2: 1/12
Recall a time when you were either ill or injured. Write an entry in which you describe your injury or illness using as much sensory detail as you can possibly pack into fifteen minutes of writing. I challenge you to overload me (your reader) with sensory detail.
Entry #3: 1/18
Recall the manifold purposes of myth: to explain something about the natural world, to illustrate the cultural ideal, to teach lessons about the relationships between humans and the gods, etc. Write a short myth of your own creation that accomplishes one or more of these purposes.
Entry #4: 1/25
This entry is to capture where you are in your life. It might be a good idea to begin with a comment on your general situation as you sense it. Begin with a broad comment; then let your mind sweep through your recent life. Record specifics, bits of dialogue, frustrations, pleasures, questions, dreams - everything that comes to you. Be specific.
Entry #5: 1/31
Our school is scheduled to begin daily recitation of the Pledge of Allegiance today. What are your thoughts and opinions about the pledge? What do the words of the pledge mean? What does the American flag represent? What does it represent to you personally? Have you or anyone in your family made sacrifices for others in our country? Explore you own personal and unique relationship with America. How do YOU feel about "the republic for which it [the flag] stands"?
Entry #6: 2/9 - Borrowed from Writing Down the Bones by Natalie Goldberg
Okay. Choose a specific process to write about. It can something you've done only once, or something that you do every day. Let's say the experience of carving a spoon out of cedar. Tell me all the details, but try to do so without becoming myopic. As you become single-minded in your writing, at the same time something in you should remain aware of the color of the sky or the sound of a distant mower. Just throw in even one line about the street outside your window at the time you were carving that spoon. It is good practice. When we concentrate in our writing, it is good. But we should always concentrate, not by blocking out the world, but by allowing it all to exist. This is a very tricky balance.
Entry #7: 2/15
Begin by crafting a list of formative experiences in your life. List things, situations, people, lessons, etc. that have changed you forever and made you into who you are today. Your list might be long, or it might be short - just make sure that you've put thought into compiling it. Then, select one or two of the entries on your list to write about in as much detail as possible for fifteen minutes. If you stall out on writing about one experience, switch to another and keep going.
Entry #8: 3/1
Answer each of the following questions thoughtfully and thoroughly - be prepared to discuss your answers.
1. How does what you demonstrate to others limit or enhance your opportunities?
2. Other than preparing you for a good job, what purpose should school serve?
3. If you could be an expert on any subject, what would it be and how would that expertise benefit others?
Consider the following questions with your SCANTRON testing experience in mind:
4. How hard did you try?
5. What do you think this (your score and effort) shows about you?
6. Identify two goals that you'll work on in English class this semester.
Entry #9: 3/30
Much of Great Expectations deals with developing an internal standard of behavior - a conscience - and learning to trust it. Write about an experience that caused you to question your own conscience. When faced with a moral dilemma, how did you ultimately decide which course of action was "right" and which was "wrong"? Did you act in a manner that brings you pride or shame? What was the outcome of the situation? How do you feel about it today?
Entry #10: 4/6
Record impressions of the classroom. Include as many sensory details and descriptions as you can in fifteen minutes. You may also include descriptions of the people. Here's the idea: All of my students will be writing this entry, and many of them will most likely note the chalkboards and whiteboards. What will you notice and describe that no one else can see or write about just like you? Use your keen observation and write about the smallest details from your own unique perspective.
Entry #11: 4/12
Dickens uses Pip's narrative voice to richly develop the young man's character. This is an especially effective device when used to suggest changes in Pip. Although nothing like Great Expectations, I've recently read a few other books that also make interesting use of narrative voice. Markus Zusak's The Book Thief is narrated by Death, while The Art of Racing in the Rain (Garth Stein) is narrated by a dog named Enzo. These are two very different books, but they both use the narrator's own strengths and weaknesses to develop beautiful stories. For instance, there are things that Death just doesn't understand about the apparent human motivation to destroy each other. That's a revealing tidbit - not just about Death, but about the nature of human existence. Think about Pip. What does his point of view reveal to the reader? How does this change from when he's innocent and childish at the beginning of the text, to his pompous and conceited ideas as he embarks on his journey to London?
Okay, here's your writing task. Get ready to flex those creative muscles. I want you to experiment with writing in a narrative voice that you've never tried on before. So... you might choose an African Elephant, you might choose a specific animal whom you know well (maybe I should try my cranky cockatiel), you might choose a famous historical figure, a neighbor, a tree, a rock... you get the idea.
Entry #12: 4/18 - This entry comes from your vocabulary book, page 106.
If you were to write a reflection, an informal account of something that you have been thinking about seriously, what subject would you choose? Montaigne* wrote about such subjects as fear, sadness, friends, anger, solitude, liars, smells, and clothing. He wrote about his own experience, his observations of others and the world, and his reading. Choose a subject about which you have something to say, using words from your vocabulary lessons thirteen and fourteen. The following words may stimulate your thinking:
- exploits (wonderful adventures?)
- ploys (tactics yo or others have used to overcome an opponent?)
- apprehensions (worries? fears about the future?)
- dexterity (forms of dexterity you admire? kinds you possess?)
04 January 2011
Weekly Schedule 1/5 - 1/7 - Welcome to 2nd Semester!
Wednesday: 1/5
IC: We will begin class with new seating chart assignments. Then, we'll go over an introduction to Wordly Wise Lesson 11. We'll complete Exercise C in class, and you'll be asked to complete Exercises A & E for this week's vocabulary homework. After vocabulary, I will distribute copies of Homer's Odyssey, and we'll discuss the rigorous nature of the reading schedule.
HW: Complete Lesson 11 vocabulary, and study for test on 1/12.
Handout: Copies of Homer's Odyssey will be distributed in class.
Thursday: 1/6
IC: You will begin by taking notes about Homer and the conventions of epic poetry. We will also discuss (and you'll take notes on) the nature of Fitzgerald's translation of The Odyssey.
HW:
Friday: 1/7
IC: We will begin class by sharing our responses to the Writer's Notebook Entry from Thursday. We'll make some comparisons and consider the questions: What does it mean to become an adult? How can expectations for the transition into adulthood be different for each gender? We'll wrap up our notes over the conventions of epic poetry. Then, we will go over and fill out a chart with a list of characters from the text which will be helpful to you as you complete the assigned reading. You will be responsible for writing additional information on the chart as you read. Finally, we'll end class by completing a grammar mini-lesson on pronouns.
HW:
IC: We will begin class with new seating chart assignments. Then, we'll go over an introduction to Wordly Wise Lesson 11. We'll complete Exercise C in class, and you'll be asked to complete Exercises A & E for this week's vocabulary homework. After vocabulary, I will distribute copies of Homer's Odyssey, and we'll discuss the rigorous nature of the reading schedule.
HW: Complete Lesson 11 vocabulary, and study for test on 1/12.
Handout: Copies of Homer's Odyssey will be distributed in class.
Thursday: 1/6
IC: You will begin by taking notes about Homer and the conventions of epic poetry. We will also discuss (and you'll take notes on) the nature of Fitzgerald's translation of The Odyssey.
HW:
- Complete Lesson 11 vocabulary, and study for test on 1/12.
- Complete Writer's Notebook Entry #1 in preparation for class tomorrow.
Friday: 1/7
IC: We will begin class by sharing our responses to the Writer's Notebook Entry from Thursday. We'll make some comparisons and consider the questions: What does it mean to become an adult? How can expectations for the transition into adulthood be different for each gender? We'll wrap up our notes over the conventions of epic poetry. Then, we will go over and fill out a chart with a list of characters from the text which will be helpful to you as you complete the assigned reading. You will be responsible for writing additional information on the chart as you read. Finally, we'll end class by completing a grammar mini-lesson on pronouns.
HW:
- Complete Lesson 11 vocabulary, and study for test on 1/12.
- Complete the Grammar Worksheet distributed in class.
Reading Schedule - The Odyssey
Homer's Odyssey
Reading Schedule: Be sure to read the following selections by the dates listed below. Remember to expect a brief reading quiz over each selection on the date listed. **Since this is an ongoing assignment, you are responsible for keeping up with the reading schedule regardless of absences. This means that even if you are absent on a day before reading is due, you are still responsible for the reading quiz on the day you return. Be prepared so that you can learn as much as possible in class each day.
Tuesday 1/11 - Books I-IV
Thursday 1/13 - Books V-VI
Tuesday 1/18 - Books VII-X
Thursday 1/20 - Books XI-XII
Tuesday 1/25 - Books XIII-XV
Thursday 1/27 - Books XVI-XVII
Tuesday 2/1 - Books XVIII-XXI
Thursday 2/3 - Books XXII-XXIII
Tuesday 2/8 - Book XXIV
Reading Schedule: Be sure to read the following selections by the dates listed below. Remember to expect a brief reading quiz over each selection on the date listed. **Since this is an ongoing assignment, you are responsible for keeping up with the reading schedule regardless of absences. This means that even if you are absent on a day before reading is due, you are still responsible for the reading quiz on the day you return. Be prepared so that you can learn as much as possible in class each day.
Tuesday 1/11 - Books I-IV
Thursday 1/13 - Books V-VI
Tuesday 1/18 - Books VII-X
Thursday 1/20 - Books XI-XII
Tuesday 1/25 - Books XIII-XV
Thursday 1/27 - Books XVI-XVII
Tuesday 2/1 - Books XVIII-XXI
Thursday 2/3 - Books XXII-XXIII
Tuesday 2/8 - Book XXIV
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