Grade 12

• Teams discussed the Haudenosaunee Creation Story; response paper due on Thursday
• Myth and Psyche retest tomorrow. Study! (Scroll down to a link to the material.)
• Due to scheduling overload, journals are pushed back . Group A journals are now due 1/8. Group B 1/15.

Grade 10

• "Wreck of the Hesperus" essays need to be submitted!
• Began reading "Danny Deever" by Rudyard Kipling yesterday.
• Finished discussing it today, began a summary to be finihsed in class tomorrow

Grade 12

• Discussed the Greek creation story. (Period 4 is one class behind.)
• Response paper due Friday. period 4, Monday.
• Myth and Psyche exam tomorrow!

Grade 10

• Took vocab quiz.
• Finished discussing "The Wreck of the Hesperus."
• In class essay tomorrow.

Myth and Psyche / The Wreck of the Hesperus V

Grade 12

• Pds 1 and 7: finished "Myth and Psyche."
• Exam on Thursday! It is highly recommended to read that link! Study with classmates!
• Finish reading and annotating the Greek creation story for discussion tomorrow.
• Response paper due Friday.

Grade 10

• Continued The Wreck of the Hesperus.
• Vocab quiz tomorrow! Study!

Greek Creation Story I / The Wreck of the Hesperus IV

Grade 12

• Began the Greek creation story in periods 1 and 7 in class. Read and annotated up to the break on page 4.
• Read, noted and discussed the last section of Myth and Psyche in period 4, which will miss class tomorrow because of an assembly. This section will be done in periods 1 and 7 tomorrow.
• Important! There will be an exam on Myth and Psyche! It is important to have good notes, and to take the time to read over the link. This exam is scheduled for Thursday.

Grade 10

• Went over The Silver Kiss exam. Students who scored poorly on the essayare strongly encouraged to rewrite it. See me for help.
• Continued discussing the 2nd part of The Wreck of the Hesperus, through line 52.
  

Myth and Psyche / The Wreck of the Hesperus III

Grade 12

• Collected Chinese creation Story responses
• Continued with "Myth and Psyche," section 5: "The Hero Myth: The Dragon Fight and Redemption of the Feminine"
• Students took notes
• discussed notes in teams
• shared with the class
• Will start the Greek creation story on Monday

Grade 10

• Continued The Wreck of the Hesperus, lines 33 to 64
• Students identified unfamilar vocab
• read the stanzas
• listened to the stanzas
• translated the stanzas into prose (paragraph)

Grade 12

• Groups finished discussing The Chinese Creation Myth, and generated thesis statements which connect the story to possible cultural values.
• Groups shared and discussed thesis statements.
• Response paper due tomorrow.

Grade 10

• We started Longfellow's "The Wreck of the Hesperus" yesterday, reading and annotating stanzas 1 through 8. We also wrote a prose translation of the story so far.
• Today we reviewed those stanzas, examined them more closely in groups, and rewrote the translation with the new information.

Grade 12

• I thought I had linked the Orpheus video here, but I didn't. Here it is: Orpheus and Eurydice
• Continued with lecture/notetaking practice with the "Separation, Creation and the Birth of Consciousness"
• Continued evaluating the Chinese creation myth.
• Response paper due on Thursday.

Grade 10

• More vocabulary!

19. Metaphor: A figure of speech in which a word or phrase that ordinarily means one thing is used to mean another, thus making a comparison, as in "a sea of troubles" or "All the world's a stage" (Shakespeare).


20. Simile: a figure of speech in which two unlike things are compared using ‘like’ or ‘as’, as in “she is like a rose.”

21. Lyric poetry: a form of poetry often with rhyming schemes that express personal and emotional feelings.

22. Narrative poetry: a form of poetry that tells a story to express a particular theme.

• Began background reading for Longfellow's "The Wreck of the Hesperus."

Creation Myths / Poetry I

Grade 12

Continued practicing taking notes from lecture. Continued the second section of  "Myth and Psyche: The Evolution of Consciousness". Groups compared notes, shared with the class and discussed.

Groups began reading and annotating the Chinese creation myth.

Will continue tomorrow

Collected Orpheus response papers.

Grade 10

• Vocabulary:

16. Poetry: the art of rhythmical composition, written or spoken, for exciting pleasure by beautiful, imaginative, or elevated thoughts.
17. Prosody: study of poetic meters and writing verse; the particular system of verse in a poem.
18. Prose: the ordinary form of spoken or written language

• Discuss. Write example sentences.
• Read and interpret the poem "Sadie".

The Myth of Orpheus / Silver Kiss Exam I

Grade 12

• Shared web resources for archetypes:
• Psychoanalysis of Myth
• Mythical Archetype List
• Archetypes, Myths, and Characters
• Introduced the Myth of Orpheus
• Read/annotated in groups. Discussed as needed.

Grade 10

• Silver Kiss Exam I
• multiple choice today
• Essay Wed. and possibly Thurs.

Prometheus / Silver Kiss XX

Grade 12

Senior journal alert!
I'm holding you to a higher standard this marking period. I am looking for 5 minutes of mindful writing for each entry, not 4 minutes of thinking and 1 of writing. So what you need to do is examine your entries for length. 5 minutes is 300 seconds. How many seconds per line are you averaging? Anything more than 20 is unacceptable, and 10 to 15 is the sweet spot. I will make allowances for type of paper and handwriting, but if you're using a standard, wide ruled composition notebook anything less than 20 lines won't make it.

• Persueus analysis papers due.
• Discussed the Prometheus myth in groups in terms of specific imagery, archetypes, symbols and metaphors.
• Example: What might fire represent? Answer: the power of illumination, knowledge, reason; also  the power of destruction
• Group B journals due tomorrow
• Prometheus response paper due Wednesday.

Grade 10

• Finished reading the book. Discussed as needed.
• HW: Reading log for chapter 15
• Begin exam tomorrow.

Perseus Peer Review /Silver Kiss XIV

Grade 12

• Peer reveiwed the Perseus analysis paper. Unfortunately, there were a lot of missing papers. Remember that if you do no have any paper in on time, you forfeit the opportunity to rewrite for an improved grade.
• Final for Perseus paper due on Monday.
• Group A journals due tomorrow.
• Group B journals due next Tuesday.

Grade 10

• Read chapter 14 and wrote reading log. Finish for hw if necessary.
• Will finish the story tomorrow. Exam and reading log check will be next week.

Perseus / SK Quiz 3

Grade 12

• Shared the some historical context for Medusa with classes.
• Worked in groups discussion the Perseus myth.
• Students discussed the stages of the hero journey, symbolism, myth functions, etc.
• added to annotations and notes
• Analysis paper due Monday.

Grade 10

• Quiz 3 on chapters 9-12.
• All students should be done through chapter 13 by tomorrow.

"The Father Quest" III / Silver Kiss XI

Grade 12

• Completed The Father Quest passage of the story of Theseus.
• Marking period is over. Late work MUST be in on Tuesday in order to avoid an incomplete on the report card.

Grade 10

• Went over quiz 2. Discussed what was necessary for the constructed response.
• Students should have up through chapter 13 done for Tuesday. The chapter is to be read in two pieces, the first ending on page 162. So two reading logs for that chapter.
• Marking period is over. Late work MUST be in on Tuesday in order to avoid an incomplete on the report card.
  
  

"The Father Quest" I / Silver Kiss VIII

Grade 12

• Gave Samurai essays back to periods 4 and 7. Gave some feedback.
• Continued with the Theseus story:
• Stop points for the reading. Should be done through pg. 42 by tomorrow:
• pg. 32: "Well who can say?"
• pg. 35: "...wash your face."
• pg. 39: "...but only me."
• pg  42: "...for such men die easily."
• pg. 44: "...or you will miss the harper."
• pg. 51: "...He was a gentleman at least."
• Group B journals will be due Wednesday
• Last day to submit College App Essay 6 rewrites is tomorrow.

Grade 10

• Journal: Write a character analysis of von Grab. Use details from the story/
• Share in groups. Then share other literary elements from chapter 10
• Large group discussion.
• HW: Chapter 11 plus log.

The Horse God III / SK VII

Apologies for missing a couple days!

Grade 12

• Classes have been separated into groups and reporting on different sections of the reading "The Horse God." Groups have analyzed their sections in terms of the functions of myth, literary elements and an examination of the culture of this ancient Greek community as described by the author. Finished that discussion today.
• We'll start the next reading, also from the book, The King Must Die by Mary Renault, tomorrow.
• All Samurai essays and college app essays should be in. Last day for rewrite of the final college app essay is Tuesday, 11/6. 

Grade 10

• Yesterday, took a quiz on chapters 5-8 and checked reading logs through chapter 6.
• Discussed chapter 9 today.
• HW: Chapter 10 through page 115.

Response to Literature / The Silver Kiss V

Grade 12

• Pds 1 and 4 read passages by Verlyn Klinkenborg in their handouts. Pd. 1 read "Goldenrod Time" and Pd. 4 read "Some Thoughts on the Lost Art of Reading Aloud."
• Students annotated and responded to the passages in their notebooks, with special attention to vocabulary, pharsing, imagery and content.
• Pd. 7 received the presentation given to pds 1 and 4 on Thursday as pd 7 had to take the preassessment.
• Will continue with "The Horse God" tomorrow.

Grade 10

• Four of ten students are caught up with the reading. Starting tomorrow, any student not caught up with the reading will be assigned a teacher detention for the next day and phone calls will be made home.
• Tomorrow: discussion of chapters 7 and 8.
• Wednesday: quiz on chapters 5 through 8 and reading log check.

The Horse God I / Pre-assessment

Grade 12

Now that we're done with the basics of myth, time to dive into the stories...

• Introduced the new unit with a discussion of the image of the Minotaur.
• The purpose of the unit is to practice reading deeply into stories; recognize and interpret the meanings of metaphors and symbols. Myths are not to be read literally. They are to be read psychologically.
• Began reading chapter one of Mary Renault's The King Must Die, titled here, "The Horse God." Students are to look for expressions of the functions of myth, any other metaphors, symbols and literary elements that may be significant.
• Students are to respond to the reading as per the following sections in their notebooks. The response will be any reaction to the reading, with special attention to the myth functions, metaphors, symbols and their meanings.
• Students are to work on this in class tomorrow, and the whole chapter should be done for Monday's class.

1) up to pg. 106 (…and the Horse Feast fell next year.)
2) up to pg. 109, bottom
3) up to pg. 113 (… and I will tell her it comes from you.)
4) up to pg 121.

Grade 10

• Took pre-assessment today.
• Will read chapter 8 in class tomorrow and complte reading log.
• Chapters 6-8 will be discussed in class on Monday
• Quiz, including vocab, will be given on Tuesday.

Grade 12

• Reminder: Essay # 6 due tomorrow.
• Samurai essay due Friday.

Grade 10

• The pre-assessment couldn't be given today. Class read. Should finish through chapter 7 with reading logs done by tomorrow.

Peer Review Essay 6 / Silver Kiss V

Note: Tomorrow all of my students will be taking the pre-assessment exam in the LGI room. Students are to report to class, drop of their belongings and proceed to that location.

Grade 12

• Peer review on essay 6. Students were reminded of the importance of this essay which will render the summative grade for this unit.
• Samurai essays due by Friday. Rubric needs to be handed in in also.

Grade 10

• List and definitions of literary elements was handed out.
• Too many are not keeping up with the reading. Spent 20 minutes reading silently.
• Those who were done with chapter 6 were split into two groups. One group discussed characterization and plot elements for chapter 5 and the other for chapter 6. Shared with the class.
• For Thursday: read and log chapter 7.

Samurai Essay III / SK Quiz Ch. 1-4

Note: All classes will be taking the English pre-assessment on Wednesday in the LGI room.

Grade 12

• Began writing Samurai essay on Friday. Continued today. Essay due this Friday. No rewrites on this one!
• Group B journals due tomorrow.
• College App Essay #6 due tomorrow for peer review. This is the essay you may wish to actually submit.

Grade 10

• Went over the short story exam and reviewed how to write a constructed response. 
• Took quiz on the Silver Kiss chapters 1 - 4.
• HW: Read and log chapter 6.

Samurai Essay I / The Silver Kiss IV

Grade 12

• Reviewed how to write a critical analysis essay
• Distributed the rubric for this project.
• Students discussed the essay directions in peer groups.
• Began planning page.
• We will be working on this essay through Monday's class.

Grade 10

• Reviewed chapters 2 and 3
• Checked chapter 2 log.
• Begin reading chapter 4.
•  Finish for HW and complete reading log.
• Students were told that calls will be made home for anyone not keeping up with the reading.

Odds and Ends / Silver Kiss III

Grade 12

• Pds 4 and 7; finished movie
• Went over Myth Exam
• Handed out essay questions for the Common Application. Students choose their own essay question for the sixth and last essay in this unit. Due tuesday for peer review. This should be an essay students applying to a four year school will use on the actual application.
• Handed out the directions for The Last Samurai essay. Period one had time to do some group work to prep for the assignment. periods 4 and 7 will have ten to fifteen minutes to do so tomorrow. This essay will be written in class tomorrow, Friday and Monday. As no computers are available due to pre-assessments (don't ask), essays will have to be hand written, although students may bring in laptops to work on it if they wish. As a result, this will be a one draft essay. The rubric will be adjusted accordingly to wait the content higher.

Grade 10

• Journal: Character analysis of Simon using details from the story.
• 5 vocab words were added to the list:

11. motif: a repeating subject , theme, idea, etc., especially in a literary, artistic, or musical work.
12. vigil: a period of watchful attention
13. trite: no longer effective because of constant use, of little value
14. blithely: without thought or regard; carefree
15. atone: to make up for; as in a mistake or crime

• The lesson plan had to be modified as practically no one had chapter two done. Time was spent in class doing so. However, the reading logs for both chapters 2 and 3 will be checked for a grade for tomorrow.

Peer Review / The Silver Kiss II

Apologies this is a day late. I thought I hit the publish button!

Grade 12

• Peer reviewed question 6 after discussing an example essay. The emphasis was on personal revelation and growth.
• Gave back essay 4 (quest 27). Deathline for rewrites is 10/30 for periods 4 and 7.
• Tomorrow periods 4 and 7 will finish The Last Samurai. We'll go over the myth exam and start planning the essay for the movie.

Grade 10

• Finished reading and discussing chapter 1.
• Copied a model reading log into notebooks:

The Silver Kiss by Annette Klause


10/5 Chapter 1 Pg. 1-12 “Alone”

Summary:
Zoë’s Mom may be dying from cancer, her father has become distant, her best friend is moving. She’s alone, frustrated, hurt, and angry. Her friends don’t know how to deal with her, she isn’t allowed to spend time with her mother. She sits in the park at night, sees a boy whose beauty breaks through her defenses and she cries.

Literary Elements:
The mood is lonely and sad. This is revealed in the very first sentence: “The house was empty.” Death, abandonment and isolation seem to be developing motifs. Zoë is very depressed. She sleeps a lot and doesn’t eat enough. She may feel abandoned by her father while her mother is sick.
Zoe is contrasted with her mother in the chapter. While they have a similar appearance, her mom is an artist whose work is vibrant and alive, while Zoe is a poet whose work is dark and thoughtful.

Imagery is used effectively. Author’s language is very descriptive.

• All reading logs should have these elements.
• HW: Read chapter 2 and write reading log.

The Last Samurai V / The Silver Kiss I

Grade 12

• Pd. 1; finished the movie
• Pds 4 and 7 have about 10 minutes left.
• Tomorrow: Peer review college app question 88 (essay 5)
• Make sure dialogue is formatted correctly
• Group A journals due tomorrow.

Grade 10

• Last week 2 critical lens essays were written:
• quote 4 on the handout for a minor grade
• quote 6 on the hadnout for a major grade
• Both should have been done in class, but the essay on quote 6 was due today.
• Began reading The Silver Kiss by Annette Curtis Klause
• Introduced the story. Began reading and analyzing mood, setting, characterization and internal conflict of Zoe, the main character.

The Last Samurai V / The Critical Lens Essay IV

Grade 12

• Distributed handout on the rules for writing dialogue. Will come in handy for the college app essay due Tuesday for peer review. (quest. 88)
• Reviewed The Last Samurai so far. Algren has resolved his inner conflict recrosses the threshold back to the 'normal' world, only to be confronted by another dragon: social duty. This hero journey becomes complex in that the hero, although healed, still has to confront the external conflict and decide his place in it.

Grade 10

• Continued practice critical lens essay.
• Those finished began another (quote 6 on the handout), to be handed in for a major grade.
• Those not finished with the practice essay were strongly encouraged to finish it for homework, otherwise the second essay will have to be done over the weekend or after school.

Peer Review / Critical Lens #3

Grade 12

• Return essay number 3.
• Grammar! Fix that sentence!
• Peer review.
• Final due Thursday.
• Myth exam tomorrow!!!

Grade 10

• Journal: Free write (5 minutes)
• Began working quote number 4:
• write intro paragraph
• begin working in first body paragraph.
• Finish tomorrow.

The last Samurai IV / Critical Lens Practice II

Grade 12

• Collected Essay # 3 (quest 27)
• Reminders:
• Quest 6 due tuesday for peer review
• Group B journals due Tuesday
• Myth Exam Wednesday
• Review and continued video

Grade 10

• Journal: interpret quote 3
• discuss
• Continue and complete model critical lens essay.
• Those absent yesterday take short story quiz.

The Last Samurai III / Short Story Exam

Grade 12

Yesterday:

• Peer Review on question 27
• Final due Thursday, 10/4

Today:

• Continue video to 54:00 mark
• Take notes, parallel with hero journey stages and elements
• Next college app essay due for peer review next Tuesday (10/9) is question # 6.
• Reminder, Group B journals due Tuesday (10/9).

Grade 10

Yesterday:

• Critical Lens Essay Practice
• Journal: interpret quote # 2.
• Discuss
• Handout Lens Essay Layout
• Continue constructing intro paragraph and body paragraph 1 together:
• According to Duff Brenna, “All literature shows us the power of emotion. It is emotion, not reason, that motivates characters in literature.” In other words, in stories, feelings, not thinking, causes characters to act. Romeo and Juliet by Shakespeare and A Day No Pigs Would Die by Robert Newton Peck illustrate the truth of this quote.
• Romeo and Juliet by Shakespeare proves Brenna’s quote to be true. Conflict is an important literary element in this story. When Tybalt killed Mercutio, Romeo became so angry he killed Tybalt. As a result, Romeo was exiled. Because of this, Juliet’s plan to get Romeo back resulted in both their deaths. So Romeo’s anger caused their deaths, proving Brenna’s quote true.

Today:

• Short Story Exam

The Last Samurai II / Regents Prep: The Critical Lens Essay

Grade 12

• Reminders:
• Question 27 due tomorrow for peer review
• Group A journals due tomorrow.
• The Last Samurai:
• Review and discussion
• Continue video to the 31:00 mark
• Power of Myth exam will be next Tuesday

Grade 10

• Select a literary element and explain, using specific details, how Poe develops the story, "The Masque of the Red Death." (5 to 10 minutes)
• Intro to the Critical Lens Essay
• Interpreting quotes
• Model:
  
  According to Duff Brenna, "All literature shows us the power of emotion. It is emotion, not reason, that motivates characters in literature." In other words, in stories, feelings, not thinking, causes characters to act.

Short Story Exam will begin on Wednesday.

The Last Samurai I / Vocab Quiz - Masque Finale

Grade 12

• Deathline reminders: Group A journals due on Tuesday and essay #3 (quest 27) due on Tuesday for peer review
• Finished discussing "Just Drawn that Way" in terms of the hero journey.
• Discussed historical context of The Last Samurai.
• We are viewing the movie through the lens of the hero's journey. Notes should be taken identifying aspects of the hero's journey and also representations of the functions of myth.
• Watched the first 12 minutes of the movie.
• One more reminder: The Power of Myth exam will be given next week. Anyone who has missed any part of the video needs to see me to view it or get notes from a classmate.

Grade 10

• Vocab quiz
• Filled in graphic organizer for "Masque of the Red Death".
• On Monday we will start preparing for Critical Lens Essay practice.
• Short Story exam will be on Tuesday.

Hero Journey: Real Life Example / "Masque" continued

Grade 12

Wednesday:

• Review, finish video, discuss
• If time, show Eric Clapton's answer to the question, "What drives you?" from Sessions for Robert J.

Thursday:

• Journal:
  • Write about a time when you captured that centered, inner sense of peace. Write it as an anecdote! If you can’t think of one, write about what it might feel like and what you would be doing.
  • Share

Show Clapton vid to period 1

"Just Drawn That Way" by Michael Arthur.

• Read and annotate: identify stages of the hero journey.
• Discuss

Grade 10

Yesterday:

• Journal: Choose one literary element used by Chopin in "Story of an Hour" and show, using specific elements from the story, how she uses that element to develop the story.
• Continued "Masque of the Red Death."
• Reviewed the symbolism and othr literary elements revealed so far.
• Students attempted to read and annotate the first paragraph, second column on page 175.

Today:

Journal: Why does Poe describe the clock as having 'brazen lungs?' (Brazen means 'brassy')

Continue reading and annotating the story.

Vocab quiz tomorrow!

POM continued / Constructed Response II and "The Masqu of the Red Death"

Grade 12

• Journal: What have you gotten out of the video so far? What do you remember? What resonates?
• Share
• Collect group B journals.
• Continue video.

Grade 10

• Choose a specific literary element used by Kate Chpoin in "The Story of an Hour" and show how she uses that element in developing the sotry. Use speicifc details!
• Students who were absent yesterday copy the exemplar the class generated.
• Intro: "Masque of the Red Death"
• Read to the middle of the first column on the 2nd page

College App Essay Scoring & Power of Myth / "Masque of the Red Death" by Edgar Allen Poe

Grade 12

• Collected essay number 2.
• Note: If you are absent for peer review, I still expect to collect TWO copies: a heavily edited forst draft and a final copy!
• Read college app essay sample, marked and graded it individually then compared results.
• Due 10/2: question 29 in question packet.
• Will continue with Power of Myth tomorrow. If you miss part of this video, see me to watch what you missed. There will be a test!!!

Grade 10

• Wrote a model for a constructed response for "There Will Come Soft Rains":
• "Choose a literary element used by the author and show how he uses that element to develop the story. Use specific details."
• Went over graphic organizer.
• New story tomorrow!

POM III / "Soft Rains" Finale

Grade 12

Yesterday:

• Read college application essay sample accepted by Harvard.
• Peer review on Essay #2 (Quest. #29 in question packet). Final due Monday.
• Pd. 1 was given back essay #1.

Today:

• College application essay sample accepted by Cornell.
• Discuss.
• Note: College app essays must have three things:
• Reveal the writer
• Focused on a specific anecdote
• demonstrates personal growth
• Pd. 7 was given back essay #1
• Pd. 4 will receive theirs on Monday.
• Rewrite deathlines are as follows:
• Pd. 1 - 10/5
• Pd. 4 - 10/9
• Pd. 7 - 10/5
• All drafts must be submitted with rewrites!
• Reviewed Wednesday's "Power of Myth"
• continued video.

Grade 10

Yesterday

• Journal: What image in the story seems importnat so far? Why?
• Finished reading "There Will Come Soft Rains"
• Began graphic organizer

Today

• Journal: What is the theme of the story? How do you know?
• Discussion
• Finished graphic organizer.
• Compared in groups

Grade 12

• Collected Group A journals.
• Handouts:
• The Seven Deadly Sins of Writing
• Bloom's Taxonomy
• Mazlow's Hierarchy
• Brief discussion of each.
• Began viewing Episode 1 of The Power of Myth by Joseph Campbell
• Take notes, discuss

Grade 10

• Journal: Character descriptions of Vera and Mr. Nuttle using specific details from "The Open Window"
• Discuss
• In groups: Complete graphic organizer on the story.

College App Essay - Mythology / "There Will Come Soft Rains" by Ray Bradbury

Grade 12

• Collected Essay "Loss of Innocence" essay.
• Read college app essay sample accepted by Princeton. Students rated the essay according to the rubric. Discussion followed.
• Continued the Mythology slideshow through discussion of the hero journey.
• Group 'A' journals due tomorrow.
• Question number 29 in college app essay question packet due for peer review on Thursday.
• Students are reminded to be mindful about getting their work in on time.

Grade 10

• Journal: 5 minute free write
• Vocabulary:
• 10.Anecdote: short account of an incident (especially a biographical one), told as a story
• Reviewed the graphic organizer for "The Story of an Hour"
• Read and annotated "The Open Window" by Saki.

The College App Essay - Mythology / "The Story of an Hour" Finale

Grade 12

• Discussed tips to writing the college application essay.
• Read an example sent to the University of Chicago and discussed why it was successful.
• Introduction to Mythology lecture and slideshow (Students can access the slidewhow in my folder in the student directory.) through the four functions of myth. Students took notes.
• Loss of Innocence essay due on Monday. Include first draft and peer reveiw feedback sheets.

Grade 10

• Journal: What is the theme of "The Story of an Hour?" How do you know?
• Assigned peer teams where the journal entry was discussed.
• Teams completed the graphic organizer on the story.

Thursday's Post...

Grade 12

• Finished peer review on loss of innocence essay.
• Discussed some college stuff:
• College visits: leave a record of your presence!
• Discussed college finances, private school endowments and financial aid.
• The Common Application: Start your profile, start filling it out! Use Internet Explorer!
• Valuable websites:
• The College Board: ("The College Board is driven by a single goal — to ensure that every student has the opportunity to prepare for, enroll in and graduate from college.")
• College Confidential: ("Here you'll find hundreds of pages of articles about choosing a college, getting into the college you want, how to pay for it, and much more. You'll also find the Web's busiest discussion community related to college admissions, and our CampusVibe section!")
Questbridge

("QuestBridge is a non-profit program that links bright, motivated low-income students with educational and scholarship opportunities at some of the nation's best colleges. QuestBridge is the provider of the National College Match Program and the College Prep Scholarship.")

U.S. News and World Report: One of the best sites for information on college rankings and other information.

A+ Options for B Students: Part of the previous website.

Grade 10

• Journal; Identify and explain one example of irony and one of characterization in the story so far.
• Finished reading "The Story of an Hour."
• Began graphic organizer.

Please Stand By

Will have today's entry done later, I hope! Faculty meeting!

Peer Review! / "The Story of an Hour" by Kate Chopin

Grade 12

• Read and discussed rubric for peer review.
• Explained peer review process
• Assigned teams
• Began peer review on "Loss of Innocence" essay
• Final copy AND today's draft will be handed in on Monday.
• There will be opportunity for one rewrite.

Grade 10

• Finished up the outline for "The Last Unicorns."
• Copied next two vocabulary words:
• 8. Symbol: something used for or regarded as representing something else; ex. The grim reaper=death, huskie=football team, eagle=America
  9. Allegory: a story meant to be read symbolically.
• Collected hw.
• Began reading and annotating "The Story of an Hour" by Kate Chopin.
  
  

The Loss of Innocence / "The Last Unicorns" II

Grade 12

• Reviewed and discussed the Jewkes essay from yesterday.
• Read, responded in journals, and discussed "Fertile Ground" by Mr. Lambert.
• Distributed peer review and reflection journal rubrics
• "Loss of Innocence" essay due tomorrow for peer review. Please number every fifth line.

Grade 10

• Journal: Who has had a great impact on you? Why? describe one moment that shows this.
• Continued "The Last Unicorns".
• Copied sample outline
• Begin "There Will Come Soft Rains" by Ray Bradbury if time.
• Theme/Tone assignment due tomorrow.
• Vocab:
•  Characterization:
  1. static: a character who does not grow or develop.
  2. Dynamic: character who undergoes an important inner change, as a change in personality or attitude
  3. flat: a character whose personality can be defined by one or two traits and does not change in the course of the story
  4. round: complex literary character with fully developed and dynamic traits
  
  

A Word of Advice / "The Last Unicorn"

Grade 12

• Discussed the tech guidelines with period 1 and 4. (See last post.)
• Students were strongly encouraged to make sure everything handed in is their best work. In particular, any work containing Facebook or texting abbreviations will be handed back with extreme prejudice.
• Reviewed and discussed the essay written by Prof. Jewkes we read on Friday.
• Read and responded to another essay by Prof. Jewkes on the loss of innocence.
• "Loss of Innocence" due on Wednesday. This should be about a significant moment in your development. However, it needs to be about something you will be willing to share with, not only me, but with your peers.

Grade 10

• Journal: Describe one moment in as much detail as possible
• Added vocabulary:
  5. Annotate: to supply with critical or explanatory notes; comment upon in notes
  
  6. Allusion: An indirect reference to some piece of knowledge not actually mentioned. Allusions usually come from a body of information that the author presumes the reader will know.
• Distributed Literature Quick Review outline.
• Distributed short story packets.
• Began reading "The Lat Unicorns: by Edward hoch.
• Annotated
• Reminder: Theme/Tone assignment due Wednesday
  

Personal Voice / Life Stories

First a word about technology....

Computer/Technology Guidelines
When I taught Computer Literacy for SUNY Plattsburg, I warned my students about the dependability of computer technology. Don't trust it. Everyone knows Murphy's Law: Anything That Can Go Wrong, Will Go Wrong.

Well, with computers, we need to add another Law: "Anything That Can't Go Wrong, Will Find Some Way Of Going Wrong."
Please follow the following technology guidelines for my classes:

• Do NOT email me your work. Being responsible for my work is more than enough.

• If your printer fails you, email your work to a friend to print out for you. You all have friends.

• If necessary, email your work to yourself as an attached file. Open the file at school and print it out before class starts.

• If absolutely necessary, bring the file on a thumb drive, early in the morning, and ask a teacher for help getting it printed. Student profiles may not have access to the USB ports. This is a last resort only.

• Back up your files! This cannot be emphasized strongly enough. The Computer God is all rules and no mercy and He will smite you. Save your files to a removable disc.

• While working, save constantly!

• Make sure the programs you use are compatible with the school's programs. If you don't have MS Office at home, you can very often save files in an Office format: File Menu > Save as > Save as Type > Select appropriate program from the pull down menu.

Grade 12

• Read, annotated and responded to the introduction to Man the Mythmaker by W.T. Jewkes.
• Discussed Reflection journal expectations. Journal entries are to be meaningful and reflective: explore you inner landscape and play with language. Write memories, beliefs, opinions. Try to avoid the everyday trips to the mall and football practice.
• Tech guidelines (period 7, will do pd 1 and 4 on Monday)
• Group 'A' (1st period and half of 4th) is due 9/18.
• Group 'B' (2nd half of 4th and 7th) is due 9/25
• Discussed 'voice' in writing. identified examples of personal voice in my letter.
• Defined 'innocence' as the inexperience of childhood. Loss of innocence will be an ongoing theme in class.
• Essay #1: When were you no longer a child? Choose one moment when you learned the world and life wasn't as you had believed it was. Tell the story. Consider that this is a personal essay so filter it as needed so it can be shared with your classmates and myself.
• Draft due Wednesday, 9/12 (Didn't have enough time to explain the assignment to period 7, so pushed the due date back one day)

Grade 10

• In-class journal: If this stage of your life is a chapter in a longer story, what is the title? Why?
• 60 second edit!
• Share some and discuss. The title should point to the theme. Your writing about it should reveal the tone.
• Reviewed yesterday's vocab.
• Distributed directions for a writing assignment:
• Theme/Tone Assignment (choose

1) Title

 Introduction

 Define the tone and theme of your life right now as a thesis statement. Discuss in general terms.

 Discuss your theme and supporting details. What is the theme of your life right now? Why? Themes may center around a conflict (you against _________.), desire (I want _________, but __________ is in the way.), good fortune, friendship, family, etc. If you have difficulty finding a theme, please see me for guidance. The title you’ve chosen should refer to this theme.

 Discuss the main ‘tone’ in your life right now.. What is the primary feeling in your story? Why? Give examples. Describe particular events that represent the tone, and your feelings about it.

 Conclusions: Did you learn anything from this exercise?

OR

2) Write an actual narrative... the story of this stage of your life.

a) You may center the story around one single event, written in story form.

i) Think plot, setting, conflict

 Use language that will imply the tone. Again, think of a title that will point you in the direction of a theme... but don't state the theme directly until the end of the story. Write this from either the first or third person point of view.

• Introduced two more vocab words:

3. Mood: the emotions that you feel while you are reading.

4. Irony is a literary or rhetorical device, in which there is a clash or discordance between what a speaker / writer /actor says or does, and what he or she means or what is generally understood. There are three types of irony: verbal, dramatic and situational.

• Monday: Start the short story unit.

And They're Off!

Now that you're here, hit the Like button up there.

Lots of changes this year, ladies and gentlemen! A new grading policy that does assume a lot of effort without much of a 'grade' award. Work considered 'formative' (like homework, practice work, etc.) can count no more than 10% of your quarter grade. Look at it this way; that 10% represents a full letter grade, so you can't earn an 'A' range grade without it! ...Of course grades will be numeric from now on (No more A, B, C etc.), but you get the idea. On top of that, the ineligibility policy has gotten a lot stricter, and includes more extra-curricular activities than before. Stay focused.

Oh yes. It's almost June. :-)

Grade 12

• We discussed the significance of this being senior year.
• Students read an intro letter from me, and wrote a five minute response in their in-class journals.
• Read and signed the Plagiarism Contract, which will need to be in your end of the year portfolio. More on that later.
• Discussed the Reflection Journal. everyone will need an separate notebook for this. More later.
• HW: Working off the journal written in class, type and print a complete response to my letter. Font 12, double spaced, please.

Grade 10

• Discussed the expectations for this year.
• Students will need a multi-subject notebook.
• Discussed the importance of the personal narrative.
• Wrote down and discussed the following vocabulary words:
• 1. Theme: a unifying idea that is a repeating element in literary or artistic work
  
  Ex: “Never give up.” “Accept what can’t be avoided.” “The need of the one outweighs the need of the many.”
  
  2. Tone: a literary technique, that is a part of composition, that shows the attitudes toward the subject and toward the audience implied in a literary work. Tone may be formal, informal, intimate, solemn, sad, playful, serious, ironic, condescending, or many other possible attitudes.
  
  

Grade 12

• Finish the book. Make sure all notes are done.

Grade 10

• Read Chapter 24.

Grade 12

• Discussed the Wart's time with the geese and his discussion with Merlyn about becoming a knight.
• Gave back research papers.
• Tonight: Chapter 21
• Important: The personal essay portion of the final exam will be written in class this Thursday and Friday. BE THERE! (That means you period one!)
• Time is running out for back work.

Grade 10

• Discussed the significance of Holden's chat with Old Luce and his visit to the duck pond. These two events illustrate Holden's struggles with sexuality and death.
• Tonight: Chapter 21.

Grade 12

• I suggest everyone get the reading and notes done. Some of you aren't and this is not the time to slck off. We will be done with the book by Tuesday. One-third of the final exam will be an essay on this book.
• Read chapter 17 in class. Chapter 18 for hw plus notes
• All research papers should have been handed in.

Grade 10

• Took a quiz on chapter 5-10 today and checked notes on chapters 1-10 period 8. Will check period 6 tomorrow.
• Read and note chapter 18 tonight.

Grade 12

• Read and note chapter 16
• Reminder: quiz, notes and research paper grades are going to be averaged with the interim grade. Get the reading done. Do the notes. I'm not kidding.

Grade 10

• Read chapter 16 in class.
• Read and note chapter 17.
• Notes will be checked before the end of the week.

Grade 12

• Reading assignment through Monday: to page 141, end of chapter 15.

Grade 10

• Reading assignment through Monday: to page 113, the end of chapter 15.
• Research paper due next Wednesday

Grade 12

• Journal: Choice! Write about 1:
• What is White saying in chapter 5? What's up with Mr. P? or
• What is the purpose of chapter 6?
• HW: Read chapter 7. What's the point of the joust?
• Notes will be checked tomorrow.

Grade 10

• Catcher in the Rye: Read chapters 4 and 5. (Chapter 5 is critical.) Notes will be checked tomorrow.

Grade 12

• Read chapters 5 and 6. I will be checking notes tomorrow!
• pay close attention to how Mr. P is presented. What is the author saying through this character? Also, contrast the words of Mr. P with the behavior of Merlyn.

Grade 10

• Catcher in the Rye: Read chapter 3. Notes for the first three chapters will be checked.

Grade 12

We've begin The Sword in the Stone, the first book in T.H. Whites, The Once and Future King. Most of chapter 1 was read in class yesterday and was to be finished, along with chapter 2, for homeowrk last night. Each chapter, or reading chunk as the case may be, must be accompanied by a bulleted list in a notebook. The list should focus on inference and analysis, NOT JUST SUMMARY. Lists will be checked for a grade periodically. NOTE: THE FINAL EXAM ESSAY WILL BE BASED ON THIS STORY!

• Discussed chapters one and two in class with particular attention to the Wart's character, Cully's function and the irony in the introduction of Sir Pellinore.
• HW: Chapters 3 and 4

Grade 10

• Research papers due next Wednesday.
• Started J.D. Salinger's The Catcher in the Rye. I read chapter 1 to each class and we discussed the development of Holden Caulfield. Books will be distributed on Monday.

Grade 12

• Done in class today: Teddy Response Paper:
  Your paper should be a comparison of Salinger’s and Vonnegut’s writing style. What does Salinger do that Vonnegut doesn’t? What does he do differently? Using specific details and literary elements, discuss how each other differs in how they communicate their ideas.
• Due tomorrow.

Grade 10

• Began research in the library. Should take us through Thursday.

Grade 12

• Students responded to an idea presented page 13, 14 or 15 to 16 in their in class journals. Responses discussed in small groups, then large groups
• Discussed the implications of the story's conclusion.
• Response paper will be written in class on Monday.
• Research paper due two weeks from today
• Portfolio due June 8th.
• Next week we will begin a novel. There will be work outside of class. Get as much of your long term projects done as possible this weekend.

Grade 10

• LotF essays finished
• Next week we will be in the library doing research. Possible topics were discussed along with paper expectations.
• We will begin the last novel of the year at the end of next week.

Grade 12

• In groups: a) Journal: Write a brief character analysis of Teddy. This should include a strong thesis statement and supporting details. b) Share with group and discuss.
• Large group discussion.
• HW: Read through to the thrid paragraph on page 12. Annotate.

Grade 10

• LotF exam essay. Will continue tomorrow after completing the multiple choice part of the test.

Grade 12

• How do you identify and define a writer’s signature style?
• Peer groups: review yesterday’s reading, and read to the bottom of page 3. (5 min)
• Journal: What is a specific moment/ scene/phrase. Why is it significant? What is the author’s purpose? (5 min)
• Discuss in peer groups (5 min)
• Large group discussion
• HW: Read to the bottom of page 7. Respond in notebook.

Grade 10

• Make up day. Finish reading logs. Study for exam. Essay tomorrow, multiple choice Thursday. All reading logs wil be checked by Thursday. NO READING LOGS WILL BE ACCEPTED AFTER THAT!

Grade 12

• Discussion on what the 'signature style' of an author is, and related this to Vonnegut's "Harrison Bergeron."
• Began reading "Teddy" by J.D. Salinger. Students are to annotate with the idea of a signature style in mind. Read to the top of the second page, third paragraph down. Write a brief reaction in notebook. (Note: This is a 16+ page short story, which will be read in chunks. Each chunk will have its notebook reaction, and a response paper will be written when done.
• Tomorrow, this first section will be discussed in small groups, then as a large group.

Grade 10

• Read the end of the book aloud. Discussed the significance of the conclusion.
• Tomorrow will be a catch up day. Anyone behind in the reading and reading logs will have that time to gain ground.
• Wednesday: I will be out. Essays will be written in class.
• Thursday: Multiple choice exam and finish essays. Final check of reading logs.

Grade 12

• Read "Harrison Bergeron" by Kurt Vonnegut.
• Annotate for the purpopse of constructing a tightly focused thesis question.
• Tomorrow, will write a response paper supporting that thesis.
• Research paper due date: 5/24
• Portfolio due date: 6/8 (Note: This is the last day of classes. If your portfolio is done prior to this, you may hand it in. Otherwise you will have to get it from me during Regents week and finals.)

Grade 10

• Review the end of chapter 11
• Discuss literary elements, especially the symbolism in the destruction of the conch, the death of Piggy and the behavior of Roger.
• Note: We will be finishing the book by Monday or Tuesday. All reading logs must be finished and checked before the beginning of the book exam.

Grade 12

• Pd 1 and 5: discussed "The Parable of the Prodigal Son." Response paper due tomorrow
• Pd 3: We'll do this tomorrow and catch up. (No students due to Chamber of Commerce breakfast.)

Grade 10

• Journal: What happens at the top of page 173? What is the significance of this event?
• Read the rest of chapter 11 together.
• Reading log due tomorrow.
• Note: There is one chapter left. We'll finish the book by the endof the weekend and probably take the test on Tuesday. NO READING LOGS WILL BE ACCEPTED AFTER THE EXAM. You have between now and then to get caught up.

Grade 12

• Read and annotate "The Parable of the Prodigal Son"
• Reminder: Portfolio and Research Paper!

Grade 10

• LotF, Chapter 11 to the bottom of page 175 plus reading log

Grade 12

• Discussed the importance of using the tools we've gathered over the course of the year for writing a competent essay: The Seven Deadly Sins of Writng, reading your work out loud, having other people read your work, proofread/edit/rewrite. You always have the time to do this. Waiting until the night before the due date is not going to result in your best writing.
• Reviewed "The Language of the Birds", wrote an example intro paragraph for this story with a strong thesis statement. Discussed in groups.
• Began response paper. Due tomorrow.
• Group A journals due tomorrow.

Grade 10

• Went over quiz 2.
• Discussed the first half of chapter 10 in terms of plot, imagery and symbol transformation.
• HW: Finish chapter 10. Reading log. (Note: Reading logs will be checked tomorrow.)

Grade 12

• Dead Poet essays due Monday!!!
• Discussed the importance of a strong thesis statement in the intro of an essay. A thesis statement defines an essay's conclusion and provides the focal point for each body paragraph. An essay without a tightly focused thesis statement will be vague and tend to wander.
• In class journal: "What is the theme of "The Six Swans?" Write an intro pragraph with a strong thesis statement.
• Distributed "The Language of the Birds". The story was read and annotated in class. Symbols, metaphors, hero journey elements and atonement with the father.
• Dead Poets essay due Monday!

Grade 10

• Repeated the discussion of the importance of the thesis statement as above.
• Discussed chapter 9 with attention to the literary elements foreshadowing, symbolism and imagery.
• HW: Chapeter 10 to page 161.

"The Three Ravens" / LotF, The Killing of the Sow

Grade 12

• Discussed some of the imagery in "The Six Swans", reviewed 'reading into a story.' Collected response papers.
• Viewed a variation of this story, "The Three Ravens," part of Jim Henson's The Storyteller series.
• Reminder: Work on portfolio and research projects!

Grade 10

• Read and discussed The Killing of the Sow, chapter 8, pg 133 to 144 aloud. discussed the significance of the language, imagery and moment in the story.
• No assignament for tonight, but students who are behind in their reading need to catch up.

"The Six Swans" / LotF, Ch. 8A

Grade 12

• Response/Analysis paper on "The Six Swans" due tomorrow.
• Essay for The Dead Poet Society due Monday (4/30)
• Discussed instructions for research paper. Due mid to late May. Firm date to be determined.
• Note! This is TWO long range projects on your plate now. Your portfolio due date has been pushed back to June 8th. Manage your time efficiently and all will be well.
• Discussed the idea of folk and fairy tales in terms of mythic imagery. Students reread "The Six Swans" and annotated

Grade 10

• Quiz on chapter 5 and 6.
• Discuss the first half of chapter 8, esp. the significance of Jack blowing the conch and leaving the group
• HW: Chapter 9 plus reading log

TDPS ~ Finale / LotF, Ch. 7

Grade 12

Finished the movie. Below are the essay question options. Choose 1:

a) The Dead Poet Society contains many obvious mythic themes and illustrates, in the transformation of some of the main characters, the steps of the hero journey. As this is a ‘coming of age’ story, the theme of ‘atonement with the father’ is central. In a well developed essay of a minimum of 500 words, demonstrate your understanding of these concepts by explaining their application to this story. Make sure to use specific examples from the movie.
b) In a minimum of 500 words, write a personal reaction to this story. This essay should have a standard structure: Introduction/thesis statement, body paragraphs and conclusion. Specific details from the story are necessary in the development of your thesis statement.

• Research Project instructions will be given out tomorrow. The due date will be middle to late May. As a result, the due date for the portfolio project will be pushed back a week to the beginning of June. I'll give firm dates later.
• I will be out tomorrow. You will be given a short story to read, annotate and respond to. response paper due on Thursday. You have the choice of working on your TDPS essay or the short story in class.

Grade 10

• Discussed chapter 7 in class.
• Went over quiz 1.
• HW: Catch up!
• Finish chapter 8 in class with the sub tomorrow

TDPS V / LotF Ch. 5 and 6

Grade 12

• Viewed to 1:39:00
• Discussed the parallel narrative of Neil and Noks. Neils deception increases his challenges, Noks' integrity and courage decreases his.
• The paper for this movie will involve applying the hero journey and atonement with the father to the develoment of two or more of the characters in the story.

Grade 10

• discussed the changes of the beast, conch, fire, Jack and Ralph
• HW: Ch. 8 to bottom of page 134 plus reading log.

Drive By Posting!

Almost left the room without an update! So just quickly...

Grade 12

• Poetry/Lyric analysis papers due tomorrow. Copy of annotated poem is required with submission.
• Continued with The Dead Poet Society.
• Final requirements for the portfolio assignment has been distributed. Due May 31st.

Grade 10

• Today was an in-class reading day for students to catch up.
• Everyone should finish chapter 7 tonight.
• Reading logs through chapter 5 have been graded.
• Tomorrow we'll discuss chapters 5 and 6.

TDPS, III / LotF, Quiz and 3Q Assessment

Grade 12

"When you read, don't just consider what the author thinks.Consider what you think." ~Mr. Keating

"To strive, to seek, to find and not to yield." ~Lord Tennyson as read by Neil Perry

• Continued movie to 58:00
• Discussion, esp on the development of Todd and Neil.

Grade 10

Both classes: Read chapter 7 to pg. 116 plus reading log

Period 6:

• finish the constructed response to ch. 3 and 4 quiz
• Go over 3rd quarter assessment

Period 8:

• Start ch. 3 and 4 quiz\
• If time go over assessment

TDPS, II / LotF, Symbols and Quiz

Grade 12

• Review: We're wtaching this movie through the lens of the hero journey and atonement with the father. What elements and expressions of these ideas have we already seen?
• Continue the movie to the 36 minute mark.
• Note and discuss.
• Poetry/Lyric analysis due Fiday.

Grade 10

• List the symbols evident in the story so far. Have any of the changed?
• Quiz on chapters 2 and 3
• Note: Half of period  8 hadn't even finished chapter 4. Students read the book while I checked reading logs. Will do the quiz tomorrow.
• HW: Finish chapter 6 plus reading log.

The Dead Poet Society I / LotF Ch. 3 and 4

Grade 12

• Reminders: Group A journals due tomorrow. Be advised, this is a 3rd marking period grade for period three so it HAS to be in on time.
• Collected poetry packets.
• Reminder II: Poetry/Lyric analysis due on Friday. If you give it to me on Monday it will be considered three days late and that means a 35 point deduction.
• We began watching The Dead Poet Society through the lens of the journey of the hero in general and the conept of atonement with the father in particular. Watched the first 15 minutes today. Notes will be taken for each installment.

Grade 10

• Journals: Split the class into two groups; one wrote on chapter 3 the other on chapter 4. What was important in those chapters.
• Discussion followed.
• Tonight Read chapter 6 to page 103 plus reading log.
• Tomorrow: quiz ion chapter 3 and 4.
• Wednesday: go over 3rd quarter assessment.
• Reminder: Notebooks will be collected this week. Get your reading logs done!

"My Last Duchess" / LOTF, Ch. 2 continued

Grade 12

• Discussed "My Last Duchess" by Robert Browning. No response paper for this one, but should be signficantly annotated.
• Tomorrow: Write practice analysis paper in "The sick Rose." Due Thursday.

Grade 10

• Went over Julius Caesar multiple choice test.
• Discussed second half of chapter 2. 

"Comfortably Numb" / LotF, Chapter 2.

Grade 12

• Listened to the song (LINK)
• Small group discussion (some large group discussion)
• Response paper due tomorrow.
• A practice analysis essay on "The Sick Rose" will be written in class on Wednesday, due Thursday.

Grade 10

• Journal: What seems significant in the first half of chapter two?
• Discussion.
• Finish chapter 2 and reading log for hw.
• Looking ahead:
• Tomorrow we'll go over the Julius Caesar exam
• Wednesday with the subsitutue: chapter 3 plus reading log.
• Over break:
• Chapter 4:  pgs 58-64 plus reading log
• Chapter 4:  pgs 64-75 plus reading log
• Chapter 5:  pgs 76-84 plus reading log
• Chapter 5:  pgs 85-94 plus reading log
• All reading logs will be checked after vacation for 2 major grades.
  
  
  

"The Sick Rose" ~ William Blake / LOTF IV

Grade 12

• Collected response papers for "The Sick Rose."
• Large group discussion on this poem.
• The analysis paper exprections:
• No personal pronouns
• Strong thesis statement in intro paragraph.
• Instructed how to quote lines of poetry in a paragraph. (Seperate each line with a back slash.)
• Extended quotes (3 or more lines) should be block quoted, single spaced and indented.
• Each body paragraph should include quotes, interpretations and explanations to support the primary thesis.
• Enough should be written to prove the thesis. Conclusion shoud wrap the essay up.
• "Comfortably Numb" should be annotated for Monday.
• Analysis paper has been pushed back to 4/20.

Grade 10

• Reading log pg 17-27 (yesterday's reading)
• Discuss
• Character development of Ralph, Jack; symbolism of the conch
• Read rest of the chapter.
• Reading log
• Hw: Chapter 2, pg. 32- bottom of 38 plus reading log

"The Sick Rose" / LOTF III

Grade 12

• With the sub:
• Journal: What is the theme of Blakes's "The Sick Rose?"
• Small group discussion.
• Response paper.
• Read and annotate "Comfortably Numb."

Grade 10

• Journal: Predict Ralph's transformation.
• Go over the characterization of Ralph and Piggy.
• Discuss the symbolism of "the scar" and the "skull-like coconut shells."
• Chapter 1 page 17 to 21
• Reading log
• HW: Read to bottom of page 27.

"The Chimney Sweeper" from Songs of Innocence / Lord of the Flies, Chapter 1

Grade 12

• Discussed "The Chimney Sweeper" in small groups.
• Wrote response paper.
• Large group discussion
• HW: Read and annotate "The Sick Rose."
• Note: There will be a sub tomorrow while I am at a conference. Please follow instructions carefully.

Grade 10

• Continued reading TLOTF, chapter 1, to pare 17.
• Wrote reading log summary together (below).
• HW: Fill in characterization of Piggy and Ralph in reading log.
• Will complete log and chapter 1 tomorrow.

Lord of the Flies by William Golding
Chapter 1: “The Sound of the Shell”

Pg 8-17

3/28
Summary:

Two boys, Ralph and Piggy are stranded on an island because of a plane crash. Ralph tries to ignore Piggy, but Piggy who is fat, wears thick glasses and has asthma, keeps following him. Piggy wants to get the other boys together and organize, but Ralph keeps acting childish. Both boys are about 12.

They find a conch in a lagoon. Ralph blows it. Piggy thinks it can be used to call the others.

Literary Elements:

Character development:

Piggy:

Ralph:

Hamlet Exam Review / Lord of the Flies Intro

Grade 12

• Went over Hamlet multiple choice test.
• Hamlet essay rewrites due before spring break.
• Read "The Chimney Sweeper" from Songs of Experience. Discussed rhythm
• Journal: How are the two Chimney Sweeper poems different in tone and mood? How do you know.
• Small group discussion and response/reaction paper in class tomorrow.

Grade 10

• Finished up quarterly assessment.
• Introduced The Lord of the Flies by William Golding.
• Started reading chapter1. Will continue tomorrow.
• Note: If students keep up with the reading and th readong logs, they will have no problem passing the unit. But it will be a lot of work.

"So We'll Go No More A Roving" ~Byron / Finish JC Essay

Grade 12

• Journal: How old is the speaker in Byron's poem? How do you know?
• Collected reaction papers.
• Large group discussion.
• Small group discussion, "The Chimney Sweeper" from William Blake's Songs of Experience.
• Reaction paper due Monday.

Grade 10

• JC Essay NOT finished with the substitute yesterday. Worked on it today.
• Quarterly assessment on Monday.

"The Sound of Silence" / JC Exam Day II

Grade 12

• In class journal: What is the significance of the title?
• Housekeeping: Work owed, status of Hamlet essays.
• View Paul Sinon's performce of this song at 9/11 memorial at Ground Zero (LINK)
• Journal discussion.
• Group discussion: Primary images, possible meanings, theme, message.
• Objective is to construct personal meaning through metaphor/symbolism. Not necessarily a "right" answer, as long as meaning is constructed logically.

Grade 10

• Continue exam. Classes began essay if finished with multiple choice part of the test.

"The Sound of Silence" by Paul Simon / Quiz 4 and Essay prep

Grade 12

• Went over the new rules. See last post.
• Reviewed "Poem on an Underground Wall" from beginning to end. Discussed imagery, and underlying meaning through the lens of the hero journey.
• Introduced "The Sound of Silence." Students had time to read it through and begin annotating. Tomorrow they will review, modify annotations and then discuss their own interpretations in groups.
• If time, they will write a response paper on their thoughts regarding this poem. (1-1 1/2 pages handwritten single spaced.) Due Wednesday.

Grade 10

• Went over quiz for Act IV.
• Began planning the exam essay.
• Multiple choice exam tomorrow.

"Poem on an Underground Wall" by Paul Simon / Finish Julius Caesar, Start Video

Grade 12

Well, it seems to be that time of the year. While some of you continue to keep your eyes on the prize and maintain focus and intensity, others are starting to play the "senioritis" game which I have very little patience for. Coming to school late, missing deadlines or not submitting work at all. So...

New Rules:

• Assignments are due in class, not "by the end of the day."  No rewrites will be accepted for any assignment submitted after the class period it is due.
• Journals: Late points will be deducted if your journal is not in class the period it is due.
• One day late continues to be a 15 point deduction.
• Two days late is now a 25 point deduction.
• Three days late is a 35 point deduction
• Four days or more late will be assigned an automatic grade of 50.

Class:

• Continued Paul Simon's "Poem on an Underground Wall", analyzed through the lens of The Hero Journey.
• The purpose of the poetry unit is to develop the process by which deeper meaning can be constructed by logically analyzing figurative language.
• A major grade extra credit grade will be awarded to anyone who writes a competent analysis paper of this poem.

Grade 10

• Period 6: Read the final scene, began the video.
• Period 8: Watched the video
• Monday: Go over Act 4 quiz, start planning unit essay
• Tuesday: finish Unit exam.
• Wednesday: Unit Exam
• Thursday: Quarterly Assessment

Poetry Intro / Julius Caesar V.ii-iii

Grade 12

• Journal: Poetry, free association.
• Discuss
• How to construct meaning
• Poem: "Surrounded by Chicadees"; annotate, discuss

Grade 10

• Journal: What do you think the experience of battle is really like?
• V.ii: read and write in notebooks (very short)
• V.iii.1-50 (pd. 6)
• V.iii.1-90 (pd.8)

Computer Lab / Julius Caesar, V.i

Grade 12

• In computer labs to get Hamlet essays started.
• Warning: No personal pronouns, idioms, etc. Any outside resources must be cited correctly. This is a two grade paper which WILL be graded without mercy. :-)
• Deathline = Friday.

Grade 10

• Pd 6:
• Journal: freewrite
• Intro to Act V, read page 420, "Guide for Reading"
• Read scene 1. Consider the encouter between the 4 major characters. What is revealed?
• Summary/Analysis: Possible litereary elements: foreshadowing, characterization, symbolism, conflict
• Pd 8 (behind because of the assembly on Friday and the technical difficulties on Thursday.):
• Finish video and quiz.

Hamlet Exam / Finish Act IV Quiz

Grade 12

• Multiple choice part of the exam was given today.
• Will be in Mr. G's room Mon and Tues to work on essays. (Due 3/16).
• This essay will be held to a very high standard! Manage your time wisely to do your best work!

Grade 10

• 6th period finished the quiz, then we did some prep for the midterm assessment.
• 8th period saw the play preview. Will catch up next week.

Video Day II plus Essay Planning / JC Act IV Quiz

Grade 12

• Finished video.
• Essay planning: Students strongly encouraged to plan this essay carefully and begin gathering the citations necessay. If Sparknotes text is going to be cited, the citation should be annotated as follows: ex.: (V.ii.120,121sn)
• We will dedicate 2 days in the computer lab next week (Mon and Tues).
• Essay is due on Friday the 16th.

Grade 10

• After finishing the video, quiz was begin. Those who need more time will be given 10 minutes at the beginning of the period tomorrow.

Video Day!

Grade 12

• Went over Act 4 quiz.
• Started Act 5 video.
• We will finish the video tomorrow. The remainder of the period will be dedicated to planning the essay, which we will work on in the computer lab Monday and Tuesday. However, this essay will require very careful planning for it to be successful. The essay question MUST be chosen for tomorrow's class.
• Multiple choice part of the exam will be on Friday.
• The essay will be worth 2 grades. The multiple choice exam 1, and notes 1. That's 4 major grades being collected between now and the end of next week!

Grade 10

• Went over Act 3 quiz.
• Started Act 4 video. Will finish tomorrow and start the quiz.
• Notes need to be in good shape!

Goodnight, Sweet Prince / Julius Caesar IV.iii.239-307

Grade 12

• Finished the play!
• Discussed a lot!
• How is the story structure balanced?
• Hamlet's transformation, finally!
• Did the characters who died have to die?
• What conclusions can be drawn re the stories themes of revenge, justice and death?
• We'll go over Act IV quiz tomorrow and start the video.
• Thursday, finish the video.
• Friday, multiple choice test.
• Monday and Tuesday: computer lab to work on essay (due 3/16)

Grade 10

• Journal: How is Brutus his own worst enemy?
• IV.iii.238-307
• What qualities does Brutus show in the scene with Lucius?
• What purpose does the ghost serve?
• Go over Act III quiz tomorrow, begin video.

Hamlet V.ii. to 332 / Julius Caesar IV.iii.162-237

Grade 12

• Review: How has Hamlet's character evolved? What was the stimulus for this change? Discuss.
• Of all the principle characters, which has nothing to atone for?
• Analyze Hamlet's apology to Laertes.
• How does Laertes react to Hamlet?
• How dies the plan go wrong?

Grade 10

• Journal: How has your opinion of Cassius changed?
• Discuss and review play citations. For the l;ast quiz and the essay for the play, correct citations need to be given for each specific reference of the play. The format is (Act.scene.line numbers); (IV.iii.35-36) or (4.3.35-36)
• Read IV.iii.162-237
• Discuss: Why does Brutus not tell Messala about Portia? How do Brutus' and Cassius' fatal flaws reveal themselves yet again?

Well, Today was Peculiar.

Due to today's "disruption," only periods 1 and 3 were productive. We'll just regroup on Monday. If you owe Shakespeare notes, take advantage of the weekend to get them together and submit them on Monday.

Have a great weekend!

Hamlet V.ii / Antony's Funeral Speech

Grade 12

• V.ii 1-208
• Question to be discussed next time: Why Osric? What's Shakepeare's point with this character?

Grade 10

• Went over the Antony Funeral Oration assignment. Students had an opportunity to earn more points.

Hamlet V.i, Continued / Julius Caesar IV.iii

Grade 12

• Review.
• V.i.224-319 (end of scene)
• Great discussion on the multiple layers of this important section of this scene (Ophelia's funeral).
• Questions: What inspires Hamlet's behavior? Is he being genuine? How do you know? What is the nature of Hamlet's behavior? What has been revealed about Laertes? Why does Hamlet seem confused by Laertes' anger?
• Summary and analysis:  LINK
• Text and translation: LINK

Grade 10

• IV.ii review
• IV.iii - to the end.
• What has been revealed about Cassius?
• How is this scene similar to II.i.234-309? (Conversation between Portia and Brutus)
• Text and translation:  LINK
• Summary and analysis: LINK

Hamlet V.i, Continued / Julius Caesar Act IV.ii

Five week reports go out next week. There's only a marking period and a half left in the school year.

Grade 12

• Reminder about citing details for a dramatic work. Example: The skull the gravedigger hands to Hamlet belonged to Yorick, the king's jester (V.i.186-7). Citation can also be written as (5.1.186-7) Specific references to the play need a specific citation.
• Reviewed the beginning of the scene and compared the gravedigger's comments about Ophelia to Hamlet's 'To be or not to be' soliloquoy. Also noted the situational irony of the scene.
• Read and discussed V.i.168-223
• Hamlet's thoughts about death, since the death of Polonius, have become focused on the decay of the body instead of some uncertain afterlife, as is indicated by his thouughts about Yorick, Alexander and Caesar.

Grade 10

• Review IV.i. Further discussed the development of Antony's character.
• Read IV.ii
• What is Shakespeare's point in this short scene? What do you learn about the character of Cassius?

Hamlet V.i, Continued / Julius Caesar Act IV.i

Grade 12

• In groups, discuss and add to yesterday's summary and analysis. Then report to larger group.
• Distributed unit essay questions.
• Group A journals due the Tuesday after break. (2/28)

Grade 10

• Journal: Writing activity on page 404.
• Read "Conflict" and "Look for" on page 404.
• Read, discuss, summarize and analyze literary elements for IV.i.
• Text and translation: LINK
• Summary and analysis: LINK

Hamlet V.i / Julius Caesar Act III Quiz

Grade 12

• Discussed analysis expectations further:
• Read and discuss V.1 up to line 167

Grade 10

• Quiz on Act III

Hamlet Act IV Video / Julius Caesar Act III video

Grade 12

• Went over Act III quiz
• Started Act IV video
• Will finish tomorrow, start quiz
• Collected group B journals

Grade 10

• Went over Act II quiz
• Started  Act III video
• Will finish tomorrow, start quiz

Hamlet IV.vii / Julius Caesar III.iii

Grade 12

• Review
• Finish scene iv; summary, analysis
• How does Ophelia's situation parallel and, in a sense, complete on of Hamlet's "inactions?"
• Summary and analysis: LINK
• Text and translation: LINK

Grade 10

• Review
• Summarize and anlayze scene ii.
• Read, summarize and analyze scene iii.
• Finish Funeral Oration activity
• Text and translation: LINK
• Summary and analysis: LINK

Hamlet IV.v.vi.vii / Julius Caesar III.ii

Grade 12

• Finished IV.v and vi
• IV.vii to line 144
• Ophelia and Laertes are both reacting to their father's murder. Compare theirs to Hamlet's.
• What can you assume about Hamlet's return to Denmark? Anything sketchy about the encounter with the pirates?

Grade 10

• Review: What is verbal irony?
• III.ii to the end.
• How does Antony manipulate the crowd?
• Begin activity: Highlight every line in Antony's Funeral Oration in which he's being ironic. (We'll summarize and analyze in notebooks on Monday.)

Hamlet IV.iv.v / Julius Caesar III.i

Grade 12

• IV.iv: What is theme of Hamlet's soliloquy?
• IV.v: How do Ophelia and Lartes react to the death of their father? Contrast Laertes and Hamlet.
• Summary and analysis: LINK
• Text and translation: LINK

Grade 10

• Pd. 5: III.i: Lines 179 to 297. (end of scene). What do you learn about Antony?
• Pd. 8: III.i: Lines 254-297 (end of scene).
• Text and translation: LINK
• Summary and analysis: LINK

Hamlet IV.i.ii.iii / JC III.i 122 - 183

Grade 12

• Review
• Begin Act IV with scenes i, ii and iii.
• Notes and anlysis for each scene.
• Summary and analysis: LINK
• Text and translation: LINK

Grade 10

• Review
• Do notes and literary elements for yesterdays reading:
• III.i Lines 1 – 121
  Summary:
  • Artimedorus and the soothsayer fail to warn Caesar.
  • Popilius gives Cassius the idea he knows about the plot. Cassius almost panics.
  • In the senate chamber, Metellus begs Caesar to pardon his brother.
  • C. refuses. Says no one can change his mind.
  • All the conspirators support Metellus, gather around C.
  • C. is killed.
  • Brutus has the consp. Wash their hands in blood.
  • The city is in a panic.
  Lit. El.
  • Imagery: bloody scene, enhances the shock
  • Plot: murder of C. drives the rest of the story
  • Mood: excitement, fear
  • Irony: right after Caesar describes himself as mighty and unmovable, he’s killed
• Read III.1 Lines 122 to 183
• Text and translation: LINK
• Summary and analysis: LINK

Hamlet Act III Quiz / The Death of Caesar (III.i)

Grade 12

• Quiz,
• Collect journals

Grade 10

• Journal: Compare Portia and Calpurnia and their relationships with their husbands.
• Begin Act III, i lines 1-121
• collect notebooks

Hamlet Act III Video / Julius Caesar Act II Quiz

Grade 12

• Finished Act III video, with attention to the parallels between Hamlet's encounter with his mother and his encounter with Ophelia.
• Quiz and notebook check tomorrow. Notes should follow the list below:
• 1) i: 1-98
  2) i: 99-203
  3) ii: 1-97
  4) ii: 98-169
  5) ii: 170-296
  6) ii: 297-432
  7) iii: 1-76 (pds 3&5)
  8) iii: 1-103 (pd 1) 77-103 (pds 3 & 5)
  9) iv: 1-120
  10) iv: 121 - 240
  
  Grade 10
• Act II quiz
• Notebook check tomorrow

Hamlet III.iv / Julius Caesar II.iii

Grade 12

• Reminder: Group A journals due on Tuesday!
• Finished scene iv. Will view Act III tomorrow, quiz on Monday. I will also be checking Act III notes for a major grade.
• Summary and analysis: LINK
• Text and translation: LINK

Grade 10

• Review yesterday's reading; discuss literary elements: plot, suspense, character development, foreshadowing
• Finish Act II, scene iv; beginning to end
• Summary and analysis.
• Go over Act I quiz.
• Text and translation: LINK
• Summary and analysis: LINK

Hamlet III.iii-iv / Julius Caesar II.ii-iii

Grade 12

• Pd. 1: scene iii, 1-103
• Pd.s 3 & 5: scene iii, 77-103
• Summary/analysis
• All: Scene iv 1-120 (end at the entry of the Ghost)
• Summary/analysis

Grade 10

• Journ: What is Cassius' fatal flaw? Prove it!
• II.ii-iii (both scenes completed)
• Summary/analysis

Hamlet III.ii / Julius Caesar II.i

Grade 12

• III.ii, lines 297 to 432 (end of scene) (LINK start at line 256.)
• Pd. 3 and 5 also read III.iii to line 76.
• Review: Who was the play within a play primarily directed at? Evaluate Hamlet's treatment of both Ophelia and his mother. Note Hamlet's treatment of Ros. and Guild. and his sudden shift when Polonius enters. What does Hamlet mean by his final lines of the play?

Grade 10

• Journal: What is Brutus' fatal flaw? How do you know? This is a thesis/proof activity: define the flaw in the opening sentence, then prove it with evidence from the play.
• Read II.i, line 234 to the end of the scene. (LINK start at line 242)
• Discuss then summarize, analyze in notebooks.

Hamlet III.ii / Julius Caesar II.i

Grade 12

• Seniors! Welcome to your final semester!
• Group B journals due tomorrow!
• Read III.ii, lines 170-296
• Remember! Notes will be graded with bloodier pen next time around! I want to see a decent summary and thoughtful analysis.
• Go HERE for today's reading translation. (Begins with 'Enter Prologue' and ends on line 255.)

Grade 10

• Read II.i, lines 154 to 234
• Remember! Notes will be graded with bloodier pen next time around! I want to see a decent summary and thoughtful analysis.
• Go HERE for today's reading translation. (Starts on line 161, ends on line 241)
  

Hamlet III.ii / Julius Caesar II.i

Grade 12

• Clarification of notes was given. Notes need to be visibly divided into two sections: summary and analysis. Analysis must discuss the significance of some factor of the reading (think literary elements). Summary answers the question, "What happened?" Analysis answers, "So what?" make sure what you consider analysis isn't just summary discussion.
• Read and discusses III.ii, lines 1 to 97 with particular attention as to why Shakespeare spent so much time describing Hamlet's directions to the player and Hamlet's description of Horatio.

Grade 10

• Clarification of notes was given. Notes need to be visibly divided into two sections: summary and analysis. Analysis must discuss the significance of some factor of the reading (think literary elements). Summary answers the question, "What happened?" Analysis answers, "So what?" make sure what you consider analysis isn't just summary discussion.
• Notebooks will be collected on Monday.
• Read and discussed II.i, lines 1 - 154

Hamlet III.i (finish) / Julius Caesar Act 1 Quiz

Grade 12

• Finished scene 1. Reread the monologue and continued into Hamlet's encounter with Ophelia (LINK). Particular atterntion was paid to Hamlet's revelatory comments concerning his suspicion that they are being watched, the question of his sanity and love for Ophelia.
• Notebooks were collected to check notes. Notes have to be formatted with summary (What happened?) and analysis (What did you learn?) separated in some way. Summary is easy. I am more interested in your analysis.
• Notebooks and quizzes have to be done by Monday afternoon.

Grade 10

• Quiz on Act 1
• Notebooks will be collected tomorrow. All work needs to be in by Monday afternoon.

Hamlet III.i / Julius Caesar I.iii

Grade 12

• Read and discussed Act III, scene i throguh line 98 with particular attention paid to Hamlet's "To be, or not to be" monologue. (See post below for links)
• I will be out tomorrow. Here's the deal: I did not collect group B's journals today. Add three more entries for extra credit and I will collect them after Regents week (1/31). Same goes for group A except I will collect journals 2/7.

Grade 10

• Finished Act I, scenes ii and iii. If there wasn't enough time to summarize and analyze in notebooks, this must be done for homework. (See post below for links.)
• Watch Act I in class tomorrow. Take quiz on Thursday.

Finish Hamlet II Video and Quiz / Quatrterly Assessment

Grade 12

• Finish II.ii video. Discuss.
• Act II quiz.
• Group B journals are due on Tuesday.

Grade 10

• Quarterly assessment.
• Will finish JC scene II on Tuesday and take quiz.

Hamlet II Video / Julius Caesar I.ii

Grade 12

• Watched most of the Act II video. Will finish tomorrow and take the quiz.

Grade 10

• Continued with JC Act I, scene ii, lines 132-287 in the book. (Line 133 to 283 on Sparknotes. LINK )
• Summary and analysis in notebook. Finish for homework!

Hamlet II.ii / Julius Caesar I.ii

Grade 12

• Finish Act II, scene ii (lines 392 to the end)
• Sparknotes:  Flourish for the PLAYERS within
• Summary and analysis.

Grade 10

• Scene 2, line 1 to 131 (LINK  to line 135 on Sparknotes)
• Discuss
• summary and analysis in notebooks
• Quarterly assessment tomorrow

Hamlet II.ii / Julius Caesar I.i

Grade 12

• Returned and went over Act 1 quiz.
• Continued Act II, scene ii, lines 238-391 (LINK  Begin at line 212 on this website, to "Flourish for the PLAYERS within" on page 15.)

Grade 10

• Journal: free write
• Read Act I, scene i. (LINK)
• Copied summary and analysis to use as model. See below:
• Julius Caesar by William Shakespeare
  
  1/09/2012
  
  I.i
  
  Summary: The commoners are partying in the street. Julius Caesar is returning to the city after defeating Pompey, another Roman general. Flavius and Marullus, nobles, are upset at this. They send the crowd home, after trying to shame them for being so happy over Pompey’s defeat.
• Lit. Elements:
  
  Mood: Tense. The anger of the nobles, and happiness of the commoners is laying the groundwork for the story’s conflict. Also, the commoners are seen as easily changeable as they once loved Pompey, but now love Caesar, who has just killed Pompey. Setting: Street in Rome, February 15th
  

Hamlet II.ii / Julius Caesar Intro

Grade 12

• Began Act II, scene ii. Read two sections, summarized and analyzed each in notebooks: lines 1 - 182 then 183 - 237.
• Discussed character development of Polonius and Hamlet in particular.
• Text and translation: HERE
• Summary and analysis: HERE

Grade 10

• Introduced Julius Caesar. Discussed class obligations and historical context, expecially summary and analysis. Handouts will be given on Monday with specific directions.
• Students are encouraged to use outside sources to make sure they are fully understanding this story. When absent, students NEED to check this site for the day's reading and keep up by reading a good text translation HERE..
• Summaries, analyses and more can be found HERE. Use this source to add to your class notes in your own words. Do not copy from this site. I will be checking your notebooks and will know if you are.

Hamlet II.i / Poetry Exam Continued

Grade 12

• Read, discussed and took notes for Act II, scene i.
• Note: Modern translation of the text HERE. Summary, analysis and more to help you fully understand this play can be found HERE. I highly recommend using this resource to help you in understanding this story.
• Note II: I need to keep a copy of the myth projects. Please print out another copyfor me and I'll give you the graded one. If you didn't save it (For shame!), let me know and I'll copy it.

Grade 10

• Continued poetry exam. Any essays not finished will be due no later than Monday.
• We start Shakespeare's Julius Caesar tomorrow.