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.