Short Story Exam, AWAA Quiz 3

10R

• Took Short Story exam today
• Tomorrow will prepare for Julius Ceasar!
• Look ahead: Thursday and friday will be a Regents practice exam.
• Marking Period ends Friday!

11R

• Took quiz 3 on the novel.
• Students should have read through chapter 11 by tomorrow morning
• Marking period ends Friday. All back work MUST BE IN BY THEN!

"The Bass, the River, and Sheila Mant" par IV; AWAA, continued

10R

• Worked in the computer lab today rewriting Sheila Mant summaries with special attention to sentence combining.
• Exam on the three short stories on Monday

11R

• Went over sentence combining activity from the last quiz
• discussed the character of peter jenkins so far in the story
• HW: should be done through chapter 10 on Monday
• Expect quiz on chapters 7,8,9

"The Bass, the River, and Sheila Mant" par III; AWAA, continued

10R

• Checked HW while sentence combining activity was done.
• Discussed the rest of the story in terms of conflict. Students were reminded of the primary focus of the other two stories (irony and foreshadowing repectively for "A Story of an Hour" and "The Monkey's Paw."), and that these concepts will be central to the exam on these stories on Monday.
• HW: Summary rewrite. Students were told that this will be worth a 40 point minor grade. Tomorrow, we will be in the computer lab for a final rewrite focusing on sentence combining. This will be for a major grade. Note: any vocabulary word used correctly and underlined will be worth one extra credit point.

11R

• Went over yesterday's quiz.
• Checked reading logs
• Chapter 9 for tomorrow. Quiz on Monday or Tuesday.

"The Bass, the River, and Sheila Mant" par II; AWAA, continued

10R

• HW: finish the story, write summary

11R

• Took quiz
• Chapter 8 for tomorrow. Reading logs will be checked.

"The Bass, the River, and Sheila Mant"; AWAA, continued

10R

• Sentence combining activity
• Journal question: What character traits would apply to the main character in the story? What evidence proves this? Disucss.
• Discuss the story elements so far, particularly the symbolism of the opening sentence and the two things Sheila Mant says to the boy.
• HW: Read to the end of 'E' on the next page (247)
• HW: summary

11R

• One more class to prepare for the next quiz:
• Continue reading the book. Quiz will be tomorrow and reading logs will be checked.
• Logs through chapter 6 will be checked tomorrow.

Quiz review and "The Bass, the River, and Sheila Mant"; AWAA Chapter 6

10R

• Go over Friday's quiz, particularly sentence combining section
• Monkey's Paw rewrites were handed back and put in writing folders
• "The Bass, the River, and Sheila Mant" by W.D. Wetherell was distributed.
• HW: Read the story to page 246. Stop at "forgot all about it." Write summary in notebook.

11R

• Continue AWAA, chaoters 6 and 7
• Quiz tomorrow on chapters 4,5,6
• Quiz will include sentence combining activity

Vocab Quiz and Short Story Review, AWAA Discussion

10R

• Vocab and sentence structure quiz
• Reviewed questions for both "The Story of an Hour" and "The Monkey's Paw"
• Students were reminded that the marking period ends in two weeks. Work owed MUST be handed in.
• No HW
• Have a nice weekend

11R

• Discussed A Walk Across America with particular attention payed to the reason for Peter's walk and the hostorical context: America in the early 1970's
• Finish though chapter six.
• Quiz and log check next Tuesday.

"Monkey's Paw," and AWAA Quiz

10R

• Sentence combining activity
• Discuss story, particularly the author's use of suspense and the reader's imagination to fill details.
• Quiz on story.
• HW: Rewrite summary to hand in. This will be a major grade this time. Length and sequencing will be taken into account, as well as grammar and punctuation.
• Also, there will be a vocab quiz tomorrow.

11R

• Quiz on first three chapters
• Begin chapter 4. Finish for homework and write log. All logs will be checked tomorrow.

Monkey's Paw Part II, AWAA, continued

10R

• Word of the Week:
  Hubris (noun)- Exaggerated pride or self-confidence, arrogance
• Sentence combining activity
• Review how to write a summary. Summaries should briefly describe the main events in order. There shouldn't be too much detail, but nor should there be too little.
• Continue with "The Monky's Paw." Read section 2 and discuss. Write summary.
• HW: Finish the story, write summary for last section.

11R

• Word of the Week: same as above.
• Discuss important events in chapter two that inspired Peter to go on his journey. Focus on discussion with Gus.
• Start chapter 4.
• HW: There will be a quiz on the first three chapters tomorrow, vocabulary included. Make sure forst three reading logs are complete.

"The Monkey's Paw", AWAA Day 2

10R

• Started reading "The Monkey's Paw" by W.W. Jacobs with focus on foreshadowing.
• Read through most of section 1, underlying examples of foreshadowing
• HW: Finish section 1, write summary. (Reminder: A summary should contain a brief mention of the highlights of the story. )
• Also, any work still owed for "The Story of an Hour" needs to be completed.

11R

• Spent the period reading. Students should be finished with Chapter 3 by Monday including a reading log for each chapter. This will be checked on Monday.
• All work for "To Build a Fire" needs to be completed.
• Note: When students are caught up with all assignments, we will watch the "To Build a Fire" video.

"Story of an Hour" Last Day, A Walk Across America by Peter Jenkins

10R

• Checked in work owed
• Continued on "Story of an Hour" assignments:
• Summaries for parts one and two in notebook
• Literary Review Outline (in notebooks, assigned Tuesday)
• Story summaries, revised and rewritten to be handed in (assigned Wednesday)
• Questions 4,5,8 (done in class yesterday and today)
• Essay: discuss 2 examples of irony in the story (at least 4 paragraphs, done in class yesterday and today)
• Anything not done is homework and should be handed in ASAP.
• Tomorrow we'll spend a little time going over the outline and the questions before moving on to the next short story.

11R

• Discussed yesterday's lesson and the historical context of the book.
• Reading log for chapter one should have been done.
• Started to read chapter 2 in class. Finish for HW plus reading log.

The Story of an Hour part 2, TBAF Project, Completed?

10R

• New vocab word:
  Ambivalent: the coexistence within an individual of positive and negative feelings toward the same person, object, or action, drawing him or her in opposite directions at the same time.
• Wrote a short summary in notebook.
• Reviewed story so far, discussed irony and the ambivalent feelings in the main character.
• Finished reading the story with particular attention ot hte following passages:

• There would be no one to live for during those coming years; she would live for
  herself. There would be no powerful will bending hers in that blind persistence
  with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination...

• She breathed a quick prayer that life might be long. It was only yesterday she
  had thought with a shudder that life might be long.

• When the doctors came they said she had died of heart disease-- of joy that kills.

• Homework: 1) summarize the second part of the story, 2) literature review outline (both to be done in notebooks.)
• Note: I will be out tomorrow (Wed.). Tomorrow's homework is to rewrite both story summaries for submission. I will be looking for completion (story from beginning to end), sequencing, and most importantly, punctuation, grammar and sentence structure.

11R

• Last day for using class time to complete "To Build a Fire" assignments, which are:
• Summary
• Questions : pg. 573 #1, 2ab, 3, 4ab, 7abc, 12
• Multiple choice/vocab test
• Essay: What is the theme of the story? How does the author use conflict in illustrating this theme? Use specific details from the story in discussing this fully.

The Story of an Hour part 1, TBAF Project, Continued

10R

• Word of the week:
  Proliferation (noun): to grow or increase by rapid numbers, to rapidly produce new units. (verb= proliferate)
• Begin "The Story of an Hour" by Kate Chopin. (TEXT)
• Story was discussed as we read with particular attention to symbolism and irony. We also talked about the historical context in which Chopin wrote.
• No homework tonight.

11R

• Word of the week (same as above)
• Continue with TBAF project. Tomorrow is the deadline for all work.

LOTF: The Final Cut, TBAF Project Day II

It is indeed almost June. We are at the halfway point in the 3rd quarter.

10R

• Finished movie.
• Short story unit next week, and a Regents practice

11R

• Continue follow-up activities to TBAF
• Next week: Regents practice and new novel, Rocket Boys

LOTF Movie Part lll, TBAF Project

10R

• Continue movie

11R

• TBAF project:

1. Story summary; focus on writing mechanics
2. multiple choice/vocab
3. questions: pg. 573 #'s 1, 2ab, 3, 4ab, 7abc, 12
4. Essay:
   What is the theme of the story? How does the author use conflict in illustrating this theme? Use specific details from the story in discussing this fully.

• Deadline for completion is Tuesday,

Balancing Period 1 and 7, LOTF: The Movie

10R

• Short sentence combining activity
• Start movie

11R

• Short sentence combining activity
• Pd 1: Start summary of story
• Pd 7: Finish story, start log

LOTF Essays, TBAF Part 4... Partly

10R

• Word of the Week: Plethora (n.)- an excessive quantity or fullness
• Notebooks: What is the central theme of LOTF? (Save discussion for end of class)
• Essays generally lacked the detail called for. Directions stated: Discuss in terms of specific events from the story. The following was profided as an example:

The Symbolism of the Conch In The Lord of the Flies

The conch symbolizes democracy and civilized behavior in The Lord of the Flies, and represents, in how it is treated, the decline of that civilized behavior. In the beginning of the story, Ralph and Piggy find the conch. Piggy knows it can be used as a horn and suggests blowing it to gather the boys who were scattered all over the island. This works. When the boys are together, it is decided that whoever holds the conch has the right to speak. This rule enforces mutual respect and the democratic idea of free speech.

However, Jack is constantly talking over whoever holds the conch. In the beginning, he is restrained by the conch’s power, and especially by Piggy’s constant insistence that the conch be respected. However, because of the fear of the beast, the power of the conch starts to diminish. When Jack uses the conch to call an assembly, he was actually stealing authority from Ralph and thereby lessening the value of the conch. Eventually, Jack no longer pays attention to the conch, as he has used the fear of the beast to gather more of the boys into a separate tribe, until it is only Ralph, Samneric, Piggy and a few Littluns left. Finally, they bring the conch to Castle Rock to confront Jack over the stealing of Piggy’s glasses. Piggy still insists in the power of the conch, however its power by this time is gone and Roger destroys the conch and kills Piggy.

The boys have crossed fully into a state of savagery at this point.

• The bolded lines illustrate events that happened in the story
• The rest of the essay questions were discussed.
• The central theme was discussed: The restraints of society/civilization keep humans from savagery.
• We start the movie tomorrow.

11R

• Word of the week (Same as above.)
• Finish TBAF. Add one more vocab word from the reading:
• poignant: keenly distressing, intense
• Start memory log, finish for HW
• Due to half the class being out 7th period, we'll finish the story tomorrow.