Orpheus / The Wreck of the Hesperus

Grade 12

• Started Orpheus today: Students scanned for vocab, read and annotated.
• Theseus response papers due tomorrow.

Grade 10

• Started Longfellow's "The Wreck of the Hesperus" yesterday.
• Continued through stanza 4 reading for vocab and literary elements in groups.
• HW: Scan for vocab through stanza 10.

Theseus / Regents Practice

Grade 12

• Showed Theseus video.
• Collected Jason analysis paper.
• Theseus needs to be read and annotated for discussion on Monday.
• Theseus paper will be due by Wednesday.

Grade 10

• Working on practice Regents.
• Today: critical lens essay
• Will continue on Monday.

Perseus, conclusion / Regents Practice

Grade 12

• Went over the Myth and Psyche exam, at last.
• Reviewed Friday's handout on Medusa.
• finished discussing Perseus.
• Collected Perseus analysis/response papers.
• HW: Read and annotate the Myth of Jason and the Golden Fleece.

Grade 10

• Continued working on Jan. '13 Regents exam:
• For Part II the answers must be proofed where possible.
• Begin working on contrasted responses
• HW: finish #26

The Queen of the World / Regents Practice: Part 3

Grade 12

• Discussed "The Queen of the World" in groups and as a class.
• Distributed directions for analysis/response papers. These won't be graded as closely as college as the college app essays. They are practice for the major analysis essay due at the end of the unit. More on that later.
• Began reading and annotating "Perseus." Finish for hw and be ready to discuss tomorrow.
• Myth and Psyche retests have to be completed before Friday.
• Any remaining Samurai essays have to be handed in before grades close on 12/13.
• Group B journals due on Tuesday.

Grade 10

• Regents Exam practice on Task 3.
• Strategy for answering multiple choice questions.
• Read, annotate passage and poem, answer multiple choice questions. Go over with team mates, decide on answers and answer proofs.
• Go over as a class.
• Journals due a week from tomorrow.

Atonement with the Father / Reading Poetry II

Grade 12

• Collected group A journals
• Review "Atonement with the Father" from Mythology handout.
• Team discussion.
• Large group discussion
• Start 'The Queen of the World." Read, annotate, team discussion if time.
• Myth and Psyche re-exams: See me before Friday. You will be able to correct wrong answers and two highest grades will be averaged.

Grade 10

• Continued "Home Techtonics" from yesterday. 
• What is the metaphor in the poem?  Model and copy constructed response.
• Will begin Regents Task 3 practice tomorrow.

The Holidays Mythic Foundations / Regents Practice: Reading Poetry

Grade 12

• Journal: How are the ideas studied so far in class active in your own lives? (or) How is Thanksgiving a mythic event?
• Group and class discussion
• Mythology handout; for hw make sure "Atonement with the Father" is read and annotated.
• Group A journals due tomorrow.

Grade 10

• Journal: Free write (5 minutes)
• Regents Practice:
• What is poetry? Definition: the art of rhythmical composition, written or spoken, for exciting pleasure by beautiful, imaginative, or elevated thoughts.
• Class read, annotated and discussed "Home Techtonics" by John Brantingham from the Aug. 2012 exa,.
• Will finish tomorrow.

Myth and Psyche, Conclusion / Thje Silver Kiss, Ch. 15

Tuesday:

Grade 12

• Continue class discussion on the last section of Myth and Psyche. Begin general review
• Exam pushed back to Thursday.
• Collect Group B journals

Grade 10

• Journal: Why did the story have to end the way it did?
• Discuss journal answer
• Groups complete literary element analysis for ch. 15
• Tomorrow: final discussion
• Begin planning essay
• Exam Thursday
• Journals due Thursday.

Monday:

Grade 12

• Journal: According to Jung, what is the function of the hero myth? Discuss answers.
• Read and annotate "The Goal of Individuation and Its Symbols."
• Discuss in teams, then as a class.
• HW: Reread the introduction to Myth and Psyche
• Final discussion and review tomorrow.
• Exam on Wenesday.
• Group B journals due tomorrow

Grade 10

• Journal: free write
• finish analysis of ch. 13b and ch. 14.
• Discuss
• HW: Ch. 15 plus summary.

Grade 12

• Read, annotated and discussed Myth and Psyche: The Dragon Fight and Redemption of the Feminine. Will finish up tomorrow.
• Planning on the Myth and Psyche exam for next Wednesday. Students will be able to use their notes but not the paper itself.

Grade 10

• Took Silver Kiss quiz 3.
• HW: Chapt. 14 plus summary.

Myth and Psyche, continued / Silver Kiss Ch. 12-13

Grade 12

• Journal: What is the most important sentence or idea in "The Hero Myth: Birth, Call, Journey" and why?
• Share questions and answers with team, then large group discussion.
• Begin working the next section, "The Hero Myth: The Dragon Fight and Redemption of the Feminine" for vocabulary.

Grade 10

• Pop quiz on cha. 13a to pg. 162.
• Literary element analysis discussion for chapter 12.
• Teams work the literary element analysis for ch. 13a.
• HW: Finish chapter 13 plus summary.
• Quiz on chapters 9-12 tomorrow and reading log check.
• Note: Journals will be collected next week due to some work back up.

Grade 12

• Collected group a journals today. First grade of the 2nd marking period!
• We worked on Myth and Psyche today, writing and answering questions and discussing the 4th section. Will continue tomorrow.
• Reminder: Samurai essay rewrites due no later than next Monday!

Grade 10

• After a free write in journals, class worked on summarizing chapter 12.
• We then discussed the important parts of chapter 11, and will continue with chapter 12 tomorrow.
• Tonight: chapter 13 to page 162 plus summary.

Myth and Psyche IV / SK, continued

Grade 12

• Read section 2 of Myth and Psyche: "The Original Embryonic State." Noted unfamiliar vocabulary, read and annotated. read a third time and summarized key points into notebook.
• The Last Samurai refocus: those who scored below a 75 will have to rewrite the essay, optional for those who scored 75 or above. The current grade will count as a minor, 1st marking period grade. The rewrite will be a major 2nd marking period grade.
• Group B journals due Wednesday.

Grade 10

• HW: Chapter 10 up to page 117 plus reading log summary.

Myth and Psyche III / SK Quiz II

Grade 12

• Lots of absences today! You are responsible for catching up!
• Collected Samurai Essays.
• Reviewed and discussed introduction to Myth and Psyche.
• Organize main points into notebooks.
• Group B will have to submit journals on Wednesday of next week because of th Superintendents Conference Day.

Grade 10

• Went over quiz 1.
• Took quiz 2.
• Started reading chapter 9. Finish chapter and write summary for hw.

Myth and Psyche II / Silver Kiss IX

Grade 12

• We've been working with the paper Myth and Psyche: The Evolution of Consciousness. Yesterday, students worked in groups of three to analyze the vocabulary of the introduction.
• Today, groups read and annotate the introduction, and formulate a summarizing statement for the article. Then, after a brief discussion, students organize their analysis of the passage into their notebooks.
• Samurai essay due tomorrow!  

Grade 10

• Collected journals today.
• Pop quiz on chapter 8.
• Reviewed analysis of chapter 5 and 6.
• Discussed analysis of chapter 7 and 8.
• No hw tonight!
• Tomorrow: quiz on chapters 5-8, notebook check, begin chapter 9.

The Last Samurai Essay / Silver Kiss VI

Grade 12

• Last day in the comp lab for The Last Samurai essay, which is due Friday. Please hand it in if finished.
• Handed back college app essay #6.
• Exam on everything covered so far tomorrow: myth slideshow, Power of Myth video and Prof. Jewkes essays. STUDY!
• Group A journals due tomorrow. This is a major grade!

Grade 10

• Journal: What is the most important event in either chapter 5 or 6? Why?
• Quiz on chapters 1-4.
• Work on analysis sections of reading logs for 5 and 6.
• HW: Make sure reading logs for 5 and 6 are complete.

The Last Samurai, finally! / Silver Kiss III

Grade 12

• Finished the movie and handout out the essay prompt. Students are to come to school tomorrow with a well developed planning page. We will be in Mr. G's computer lab for the next three class days writing the essay.

Grade 10

• Took a pop quiz on chapter 2!
• Finished the reading log for chapter 1.
• Students worked together on the reading log for chapter 2.
• Hw: read chapter 3.

Peer Review / Silver Kiss II

Grade 12

• Peer review on essay 6. Finals due on Thursday. Those who did not have their peer review copy today MUST have an edited draft with their final on Thursday.
• Collected Group B journals today.
• Finishing the movie tomorrow and will begin planning the essay.
• We'll be in Mr. G's room Thursday, Friday and probably Monday working on the essay.

Grade 10

• Journal: Write a character analysis of Zoe using direct quotes from the story.
• Finished reading chapter 1 and copied a model reading log into notebooks.
• HW: Read chapter 2 and be ready for a pop quiz tomorrow.

Grade 12

• Gave back essay 5
• Continued movie
• Essay 6 due tomorrow for peer review
• Group B journals due tomorrow

Grade 10

• Collected critical lens essays
• Introduced The Silver Kiss. Started chapter 1.

The Last Samurai (continued) / Critical Lens Essay Practice

Grade 12

• Continued watching the movie to the 1:52:00 mark (presentation of the sword)
• Discussed the continuing transformation of the character of Nathan Algren and the roles he has taken on.
• Group B journals due on Tuesday.
• Essay #5 due on Tuesday.

Grade 10

• Continued critical lens essay practice
• Independent essay due on Monday
• Beginning first novel next week.

That Last Samurai, continued / Critical Lens Essay Practice

Grade 12

• Students were reminded that the first major grades will be collected in the coming weeks. Stay dedicated and focused.
• Reviewed the definition of "archetype":  the images, patterns, and symbols that rise out of the collective unconscious and appear in dreams, mythology, and fairy tales across cultures.
• Journal: Select an archetype from the handout and discuss how it applies to the movie.
• Continue The Last Samurai

Grade 10

• Continued introducing the critical lens essay. Students copied an exemplar as a model.
• Will begin guided practice tomorrow.

Peer Review / The Critical Lens Essay

Grade 12

• Peer Review on essay #5
• Group A journals due
• We will continue the movie tomorrow

Grade 10

• Journal: free write
• Review how to interpret a quote
• Interpret quote #4.
• Discuss the introduction to the critical lens essay
• Begin writing exemplar together.
• Begin first body paragraph if time
• Journals due on Thursday

The Last Samurai III / Critical Lens Preparation

Grade 12

• Journal: Story perceptions/reactions/observations so far.
• Discuss
• Continued watching The Last Samurai to about the 45 minute mark.
• Group A journals due next week.
• Essay #5 due Tuesday for peer review. Choose one of the prompts from the list. Please make sure you put the number and the prompt at the top of the essay.

Grade 10

• Extended journal free write while students finished short story exam from Tuesday.
• Reviewed how to interpret quotes in prep for critical lens essay practice.

The Last Samurai / Intro to the Critical Lens Essay

Grade 12

• Handed back Essay 4. Reviewed essay performance.
• Students advised to meet with me for help on essay rewrites.
• Group B journals due tomorrow.
• Starting watching The Last Samurai. Students are to take notes and view the story through the lens of the journey of the hero. Stopped about 12 minutes into the story.

Grade 10

• Intro to the critical lens essay.
• Discussed and practiced interpreting quotes
• Short story exam tomorrow.
• Writing assignment due tomorrow.

Applying the Hero Journey Stages / Masque, finale

Grade 12

• Reviewed the video briefly and the elements of the hero journey.
• Read "Just Drawn That Way" by Michael Arthur.
• Annotate the elements of the hero journey in the story
• Respond in notebook.
• Discuss in groups
• general discussion
• Work on essay rewrites!
• Group B journals due next Tuesday.

Grade 10

• Journal: What is the symbolism of the conclusion of "Masque of the Red Death?" Use direct evidence from the story to explain your answer.
• Share in groups
• Add to journal entry
• Large group discussion.
• Complete plot outline. (Finish for HW if necessary.)
• Returned writing assignment.
• Now, instead of writing about a significant event, write the event as a story.
• Due Tuesday.
• Short story exam on Monday. Know vocab!

POM continued / Masque continued

Grade 12

• Continued The Power of Myth.
• period 1 finished.
• periods 4 and 7 almost finished.
• Essay 4 due tomorrow.

Grade 10

• Journal: summarize "Masque of the Red Death" so far.
• Continue the story, end at the bottom of pg. 177.
• Journals due tomorrow

Peer Review / "Masque" continued

WARNING! THE 5 WEEK PERIOD ENDS THIS FRIDAY!

Grade 12

• Classes were informed that the 5th college app essay, which will not be assigned until next week, will be their choice of prompts from the 100 prompt list. They should start choosing.
• Peer review on Essay #4 (prompt 6)
• Collected Group A journals.
• Essay #4 final due Thursday.

Grade 10

• Journal: What would help you become a better writer? Why is becoming a better writer important?
• Collected last nights homework.
• Continued "Masque" to the end of the last full paragraph on page 175.
• Discussed the literary elements revealed thus far, especially the symbolism and imagery of the east and west rooms.
• Journals due this Thursday

College App Essay Review / Poe's "Masque of the Red Death"

Grade 12

• Returned and reviewed essay #3. Students were reminded that the audience for these college application essays is a hypothetical college admissions committee. The essays must:
• Reveal the student.
• Show personal growth.
• Be positive.
• Went over some common mechanical errors, especially verb forms.
• Continued The Power of Myth video.
• Group A journals due tomorrow.
• Essay #4 due tomorrow for peer review.

Grade 10

• Opening journal entry: Write about an important event in your life.
• HW: Rewrite on a separate sheet of paper to be handed in.
• Added the word "Allegory" to the vocabulary list.
• Started reading "The Masque of the Red Death" by Edgar Allen Poe.

Sample College App Essay / "Story of an Hour" continued

Grade 12

• Collected essay #3.
• Essay #4 is question 6 in the handout: "First experiences can be defining. Cite a first experience that you have had and explain its impact on you." (University of Pennsylvania)
• Due Tuesday, 10/1, for peer review.
• Read, annotated and responded to sample essay accepted by Wellesley.

Grade 10

• In groups, read each other's homework. (Explain the conclusion of the story using direct evidence from the text.) Add to own work
• Those who were absent or didn't complete the hw did so in the back of the room.
• Begin plot outline.
• Discuss

STARR Assessment

All classes took the STAR assessment today.


Grade 12

• Essay 3 due tomorrow!

Grade 10

• Assignment given yesterday on "The Story of an Hour" due tomorrow. (See yesterday's post.)

Peer Review / "Story of an Hour" continued

All classes received prep for STAR assessment tomorrow in LGI. All were encouraged to please take the test seriously.

Grade 12

• Review peer review process.
• Collected group B journals
• Essay #3 (quest 27) final due on Thursday.

Grade 10

• "The Story of an Hour", continued.
• Journal: Why might Mrs. Mallard say, "Free, free, free" upon hearing of the death of her husband. Assume Mr. Mallard is a good man. Add details to your answer.
• Discuss
• Read the next four paragraphs.
• Identify unknown vocabulary. Ask or look up.
• Respond in notebook: what is going on inside Mrs. Mallard?
• Share and discuss if time
• Homework: Finish reading the story. On a separate sheet of paper, explain the conclusion using details from the story.

POM II / "The Story of an Hour" by Kate Chopin

Grade 12

• Sample college app essay accepted by Columbia:
• read annotate
• respond in journal
• share and discuss
• Continue POM
• Take notes

Grade 10

• Journal feedback:
• Must be a full five minutes of writing.
• Must paragraph.
• Completed plot diagram for "The Open Window."
• read Calvin and Hobbes comic for irony
• Copied definitions for internal and external conflict into notebooks.
• Began "The Story of an Hour" by Kate Chopin.
• Read first paragraph for character development

Grade 12

• Journal feedback:
• 5 minutes of writing should be no fewer than 20 lines, depending on handwriting size. Should be closer to 30.
• Please paragraph!
• Practice developing good writing habits: no social media leakage! (ex: im, i'll, gonna, etc.)
• Next journal submission for group A is 10/1.
• Collected Essay #2 (q.29), distributed updated rubric.
• Essay #3 is quest. #27 in the packet. "You have just completed your 300-page autobiography. Please submit page 217."
• • This should be a very specific moment or event.
  • If it's page 217, at what point in your life will that be?
  • It doesn't have to assume your life up to now. You can write it as if you are 40, 67 or 102.
• Continued Mythology slideshow:
• • Discussed hero journey
• Power of Myth video: The Journey of the Hero
•  to about 6:00

Grade 10

• Collect journals
• Journal: Write a character analysis of Vera using direct evidence from the story.
• share in teams
• add to analysis
• group discussion
• Journals: Write a character analysis of Frampton Nuttel using direct evidence from the story.
• share in teams
• add to analysis
• group discussion

The Hero's Journey / "The Open Window" continued

Grade 12

• Discussed the importance of using the time available to craft the best essay possible. if you have 5 days to write the essay, use all five days. Don't wait until the night before.
• Collected Group A journals
• Distributed Hamilton College's 7 Deadly Sins of Writing. Went over these briefly, but these are meant for students to reference.
• Continued with the Mythology slideshow through slide 15, The Journey of the Hero. Will finish tomorrow.
• Essay #2 revision due tomorrow.

Grade 10

• Journal: What is the setting so far? Use evidence from the story to prove your answer.
• Continued reading in chunks and analyzing the characters in notebooks.
• Finished reading to story by the end of class.
• Journals due tomorrow!

Peer Review / "The Open Window"

Grade 12

• Peer review of Essay #2 (quest. 29 in packet).
• Group A journals are due tomorrow.
• Group B journals are due 9/24 instead of 9/25.
• Final for essay #2 due on Thursday.

Grade 10

• Journal: free write
• Began "The Open Window" by Saki
• Discussed characterization.
• Read the first three paragraphs, came up with words to describe the two characters.
• Read the rest of the page, added to the description of Vera
• Collected rewrites of theme/tone assignment.

The Functions of Myth / "Soft Rains" Theme and Tone

Grade 12

• Handed out class rules and plagiarism contract. Sign and save for portfolio. Discussed the plagiarism contract.
• Handed back Essay #1. Rewrites can be handed in no later than 9/30.
• Went over peer review procedures.
• Continued Mythology slideshow through slide 8: The four functions of myth.
• Period 7 through slide 7
• Essay #2 (#29 in handout) is due tomorrow for peer review.

Grade 10

• Read aloud the conclusion of "Soft Rains."
• Journal: What is the theme of the story? What is your proof?
• Share with team mates.
• Add to journal entry
• Graphic organizer on story. Complete in groups.
• Rewrite of Theme/Tone assignment due tomorrow.

The Uroboral Round / "Soft Rains" continued

Grade 12

• Opening comments:
• College app essays:
• If it's wild and it works it's a winner.
• Be creative. Be imaginative. Find your voice.
• If you miss the deathline, points will be deducted and you sacrifice your right to rewrite.
• Sample essay: Accepted by Princeton, "Hiking to Understanding."
• Annotate and discuss
• Mythology slideshow
• Note taking
• Image: The Phoenix
• New life from death
• Defined Uroborus
• Defined mythology
• Pd. 1,4 through slide 3
• Pd. 7 through slide 2 (Fire drill)

Grade 10

• Reread Sara Teasdale's poem, "There Will Come Soft Rains."
• What is the author's tone? How do you know?
• What is the reader's mood? Why?
• What is the theme of the poem? Explain.
• Finish reading and annotating the Bradbury story.
• Handed back the Theme and Tone assignment. Rewrites are due Tuesday. See me for help if necessary.

A Love Letter to the University of Chicago / How Did the Dog Disappear?

Grade 12

• Responded in in-class journals to yesterday's handout, "Fertile Ground."
• Collected Essay #1
• Distributed 4 handouts
• Discussed reactions to the reading.
• Read Sample college app essay to the University of Chicago.
• discussed the qualities of this essay
• Essay #2 (question 29 in handout) due next Tuesday for peer review.

Grade 10

• Reread "Soft Rains" from "12 noon" to "2:15" on pg. 134.
• Journal:
• What happened to the dog?
• What does the author leave to the imagination?
• How is this disturbing
• Continue reading to the middle of the second column on page 135.
• What is the author stressing?

Patterns and Fertile Ground / "Soft Rains," continued

Apologies for not having this page updated as regularly as it should have been. Doing so from school has been problematic due to computer issues which have now been solved.

Grade 12

• Grammar fun! A common error is to connect two independent clauses with a comma, which results in a run-on sentence.
•  For example: The movie was fantastic, I couldn't stop thinking about it. 
•  Two independent clauses can be connected with a conjunction (therefore, and, so, etc.) or a semi-colon.
• The movie was fantastic and I couldn't stop thinking about it. 
• The movie was fantastic; I couldn't stop thinking about it. 
• Finished discussion of Introduction to Man the Myth-Maker by J.T. Jewkes.
• Read "Fertile Ground" by Mr. Lambert, a personal narrative on 9/11.
• Essay #1 due tomorrow. Font 12, 1 inch margins, double spaced. if handwriting, please skip lines.
• Reminder to Group A: Journals due the 18th.

Grade 10

• "There Will Come Soft Rains" by Ray Bradbury.
• Reread last paragraph on page 133 to the third paragraph on 134:
• Journal: is the language positive, negative or both? How do you know?
• Share and discuss.
• Continue reading up to the top of page 135.

College Stuff and the Loss of Innocence / Grade 10 will be updated later today

Grade 12

• Important college links:
• Common App https://www.commonapp.org/Login
• The Common Application is a not-for-profit membership organization that, since its founding over 35 years ago, has been committed to providing reliable services that promote equity, access, and integrity in the college application process. We serve students, member institutions, and secondary schools by providing applications that students and school officials may submit to any of our over 500 members. Membership is open to colleges and universities that promote access by evaluating students using a holistic selection process.
• 
  
   Questbridge http://www.questbridge.org/
• QuestBridge aims to create a singular place where exceptionally talented low-income students can navigate educational and life opportunities.
  
  QuestBridge recruits, develops, and supports motivated low-income students – beginning in high school through college to their first job – to be successful at America's best colleges, graduate schools, and companies.
• College Board http://www.collegeboard.org/
•  The College Board seeks to ensure that every student in the United States has access to a high-quality education and is prepared to succeed in college.
• College Confidential http://www.collegeconfidential.com/
• 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!
• U.S. News and World Report:   http://www.usnews.com/education
• One of the best sites for information on college rankings and other information.
• A+ Options for B Students: A great section of the U.S. News and World Report website

• Class work: Students discussed Jewkes essay in teams. Then we continued the discussion of "innocence" as a class.
• Rubric was distributed and 1st essay was assigned: "When did you realize you were no longer a child?"
• Due Thursday.
• 300-650 words
• This is a practice college application essay, which should be positive and demonstrate personal growth. Try not to be too literal. Perhaps choose an event that can serve as a symbol of your "loss of innocence".
• There will be an opportunty for rewrites

Personal Voice, Themes and Tones

Grade 12

• Discussed the college application process:
• The Common Application: If you haven't started your profile you need to begin NOW. (Unless you are definitely planning on FMCC)
• You need to research colleges to find the ones best for you. You should have a "reach" school, target schools and a safety school.
• You should be visiting the schools on this list, and making sure you document your visits in the the admissions offices.
• I will share some helpful links next week.
• Discussed the college application essay. We will writing 6 or these with the final being the one you will submit.
• Reread intro letter to identify phrases that express "voice". Voice was defined as word choice that causes some kind of emotional reaction in the reader; smile, frown, chuckle, anxiety, etc. The writer's "voice" will reveal the tone (author's attitude toward the subject or audience) and inspire a mood (reader's reaction). In order to for writing to have a "voice", the writing must be as natural as your speaking voice. This takes practice.
• Discussed examples of "voice" in the intro letter.
• Discussed the importance of being a senior. This is a critical transition stage that is to be taken very, very seriously. We will be examining this stage through the lens of the Hero Journey throughout the course of the school year.
• Periods 1 and 7 wrote on the topic of "Innocence" in their in-class journals. An essay by J.T. Jewkes was distributed to all 3 periods. All students are to read, annotate and respond to this in their in-class journals. Be ready for discussion on Monday.
• The first essay of  the school year will be assigned on Monday: "When did  you realize you were no longer a child?"
• Also discussed the content of journal entries. Journal writing should be meaningful. This could include something amusing your dog did. Your life is a story. Write your story down. Common topics include:
• grandparents
• childhood memories
• personal beliefs and opinions
• rants
• worries
• The list is infinite. I will read each entry and take the time to respond if you give me something to respond to. Please write on a variety of topics. Entries about how practice went get old pretty quickly.
• Be aware that I am a mandated reporter. If you write something in journal that leads me to think your health or safety is at risk, I will take it to the guidance office. If you share something of this nature with me, I will assume this is what you want me to do. That's okay.

Grade 10

• Opened with a journal activity: If the current stage of your life is a story, what is the title? Why?
• Shared and discussed some answers.
• Defined "theme" and  "tone" 
•  Theme: a unifying idea that is a recurrent 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.”
  
  Tone: a literary technique, that is a part of composition, that encompasses the author's attitudes toward the subject and toward the audience. Tone may be formal, informal, intimate, solemn, sad, playful, serious, ironic, condescending, or many other possible attitudes.
• We discussed that the title you chose in the journal activity should point toward the theme of your life "story."
• Directions for the first writing assignment was distributed: *
• Introduction
• Discuss the "biographical" 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 them, please see me for guidance. One way to think about it is to ask yourself, "If my life is a story, what is the title?" The answer will lead you to the theme.
• Discuss your "biographical" tone. What is the primary feeling in your story? Why? Give examples.
• Conclusions: Did you learn anything from this exercise?
  
  OR
  
  Write an actual narrative... the story of this stage of your life. 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. Write this from either the first or third person.
• The first draft of this assignment is due on Tuesday. I expect some students will have difficulty with this assignment. Get to me either through email or the FB page with questions. Please remember:
• I WANT TO SEE EFFORT, NOT PERFECTION.

And We're Off!

This post is from Thursday, 9/6, that somehow (read: Mr. L botched up the submission) didn't get published.

Grade 12:

Welcome to your senior year! Please remember, IT'S ALMOST JUNE! THERE IS NO TIME TO KILL TODAY!

If you haven't already, hit the "Like" button at the top of the page!

• Intro
• Filled out index cards with personal info.
• Contact info, blog and Facebook page title.
• You need a multi-section notebook and a separate, preferrably a college ruled, composition notebook for your journal.
• Read Intro letter and began response
• Response due tomorrow, typed and printed if possible.
• Talked briefly about journals and portfolios.
• Journal requirements: 5 entries of at least 5 minutes of writing every two weeks.
• Group A journals due 9/18
• Group B journals due 9/25

Grade 10:

Welcome to your sophomore year! You guys also please hit the "Like" button at the top of the page.

• Intro
• Index cards with personal info
• Contact info, blog and Facebook title.
• You need a multi-section notebook and a separate composition book for your journals.
• Journal requirments: 5 entries of at least 5 minuted of writing every two weeks.
• Journals due 9/19

Grade 12

• Reasearch papers with citations were collected. Others need to be modified and submitted.
• Discussed chapters 11-14 today in terms of Kay's personal growth and the three societal structures described: Robin's (anarchy), the ants (totalitarian) and Sir Ector's (enlihghtened-feudal).
• HW: Read ch. 15 and 16

Grade 10

• Finished quizzes
• Read chapter 24

Grade 12

• The Sword in the Stone
• Chapter 6: 
• What is the significance of the flight of the arrow at the end of the chapter? What is the metaphor? What is the symbolism?
• Chapter 7:
• At what point in the chapter did Merlyn probably think the Wart learned the lesson?
• Chapter 8:
• What qualities does the Wart exhibit?
• What is significant about the end of the chapter?
• The Wart's lesson in the Mews parallels his lesson from the joust and the author's purpose in the charactersization of Pellinor. What is it?
• Information for final exam...
• The Power of Myth
• Hero Journey Stages
• Follow Your Bliss!
• Functions of myth
• Atonement with the father
• Myth and Psyche:
• Individuation
• Archetypes
• Myth and Psyche paper LINK

Grade 10

• Took quiz on chapters 16-20
• Will continue with the novel tomorrow.
• Anyone who hasn't handed in a research paper needs to do so ASAP!

Grade 12

• The Sword in the Stone:
• Discussed chapter 3,4 and 5 in class.
• Chapters 6 and 7 for homework
• Will begin checking notes on Thursday.

Grade 10

• Catcher in the Rye:
• Read chapter 21 in class.
• Finish for homework
• Make sure chapter notes are in order!

Grade 12

• We've begun book 1, "The Sword in the Stone" from The Once and Future King by T.H. White and read through chapter 2.
• Each chapter should be summarized and analyzed in notebooks. Analysis should cover the usual literary elements, especially author's purpose, mythic and hero journey elements.
• Tomorrow is STAR testing once again. Once done, students will return to class and read chapter 3.

Grade 10

• We are up to chapter 19 in Catcher in the Rye.
• Yesterday we did some practice with writing thesis statements and constructed responses on Holden's behavior in chapter 18.
• Today: Holden often claims to hate movies yet in chapter 18 he goes to one. Why?
• Continue with chapter 19.

Grade 12

• Discussed "The Sisters," by James Joyce. in small groups today. Response paper due tomorrow.
• Group B journals due on Wednesday.
• Anyone who has not handed in a Hamlet essay yet has until Wednesday.

Grade 10

• Read chapter 15 in Catcher.
• Task: Choose three details from the story and explain their significance to the story.

Grade 12

• Read "Eveline" by James Joyce, with special attention to annotating language, imagery, symbolism, hero journey motifs, etc.
• Will discuss in groups tomorrow and write response papers.

Grade 10

• Notebook questions:
• Why does Holden tell the three women in the Lavender Room that he saw Gary Cooper? (ch. 10)
• How does Holden feel when he holds hands with Jane? How does this contrast with his state of mind now? (ch.11)
• What might the symbolic meaning of the fish fozen in the pond be? (ch.12)
• HW: Finish ch. 13.

Grade 12

• Activity: in groups, list what symbols, archetypes or metaphors can be found in "The Six Swans", and explain their significance.
• Group discussion
• Returned Hamlet essays to pd. 1 and 7. Discussed observations on the assignment. Rewrites do by 5/14. (Pd. 4 will have 2 weeks after their's are returned.)
• Those who haven't submitted an essay yet neeed to do so before 5/8.

Grade 10

• Those not finished or who didn't take Friday's quiz did so. Others continued reading up to the bottom of page 90.
• Finish for homework.

Grade 12

• Yesterday:
• Wrote response paper for "Parable of the Prodigal Son."
• Any remaining time: read and annotate "The Language of the Birds."
• Finished for HW.
• Today:
• Those who haven't read "The Language of the Birds" did so, rest began reading "The Six Swans."
• Cclass discussion on  "The Language of the Birds."
• What is Ivan's Essential Nature?
• How is this an unintentional hero journey?
• How is "atonement with the father" turned on its head?
• What mythic elements can you find in this story?
• HW: Response paper for "The Language of the Birds."
• Read and annotate "The Six Swans."

Grade 10

• Started Chapter 9. Read up to page 63. Finish the chapter for homework.
• I will be out tomorrow. Students will take quiz on chapters 1-5.
• Chapter 10 should be finished by Monday.
• Research papers due on Monday.

Grade 12

• Read, annotated and discussed The Parable of the Prodigal Son. Will write response paper tomorrow in class.
• Hamlet essay due tomorrow.

Grade 10

• Discussed questions done in class yesterday, especially Holden's reaction to his brother's death and his relationship with Jane.
• HW: Finish chapter 7.

Grade 12

• Hamlet:
• Yesterday: V.ii.1-238
• What is Shakespeare's purpose in introducing the characterof Osric?
• Today: V.ii.239-449
• Is Hamlet being Honest with Laertes?
• In terms of narrative balance, do all those who died deserve it?
• Tomorrow: video
• Friday: Exam
• Note: Research paper due date pushed back to 5/24

Grade 10

• In library doing research.
• Continue reading Catcher! Should be done through the top  of page 39 for tomorrow.

Grade 12

• Hamlet:
• V.i.224-319
• V.ii.1-90
• Checked Act 3 and 4 notes. Anyone absent or who didn't hand them in MUST have them tomorrow.
• Group B journals MUST be in tomorrow to count to the 3rd marking period average. Not in will be a zero!

Grade 10

• In library doing research this weeks.
• Read 26-29 in Catcher.

Grade 12

• Started Act 5: read scene 1, 1-226.
• Showed classes example intro prgraph for the To be or not to be essay:
• “To be or not to be – that is the question…”; with this line, Shakespeare opens this very famous soliloquy (III.i.64). At this point in the story, Hamlet has been delaying taking revenge for his father’s murder and exhibits all the signs of depression. In this speech, Hamlet argues whether life is worth living. He concludes that it is, but only because of the “dread of something after death” (III.i.86).
• Hamlet compares death to sleep and makes it sound very attractive: “…’tis a consummation devoutly to be wished” (III.i.68-72). But this very thought gives rise to the next.

Grade 10

• Discussed last nights reading in TCitR.
• Class is to finish reading chapter 3 over the weekend and write it up.
• Handed out research directions and went over citations. Wrote examples:

Salinger, J.D. The Catcher in the Rye. New York: Little, Brown and Company, 1951.
“I’m the most terrific liar you ever saw in your life” (Salinger 16).

• Choose a topic! We'll be in the library all week next week.

Grade 12

• Act 4 Quiz
• Everyone needs to select their essay prompt for the Hamlet paper which is due 4/24.
• Research paper due 5/3
• We'll be done with the play next week.

Grade 10

• Finished notes for chapter 1 in CitR.
• Read chapter 2.
• HW: Brief write up of chapter 2; Read pgs. 16-19 with a brief summary.

Grade 12

• Yesterday:
• Finished scene 7 in pds. 1 and 4.
• Started the Act 4 video.
• Handed out instructions for the research paper. Due date to be determined, but probably the beginning of May.
• Today:
• Finished the video and went over the act 3 quiz.
• Act 4 quiz tomorrow.

Grade 10

• Yesterday:
• Began Catcher in the Rye by J.D. Salinger.
• Discussed innocence and experience.
• Read and discussed the first page and a half of the story.
• Today:
• Discussed alienation. Finished reading chapter 1, and constructed a summary and began an analysis together.

Grade 12

• The third marking period ends Friday. It's gettin' real people. Two months of classes left!
• Group A journals due tomorrow.
• "To be or not to be" essay rewrites are due.
• Students need to be considering the topic for their Hamlet essays! Construct your thesis statements and clear them with me! Start gathering your evidence with citations!
• Research papers will be assigned soon.
• Students NEED to be working on their portfolios!
• Today we read Act 4, scene 7. Period 7 finished the scene. 1 and 4 have a little left.
  

Grade 10

• Starting research next week. Choose your own topic!
• Went over JC exam.
• Start Catcher in the Rye tomorrow!

Grade 12

• Hamlet
• Finished scenes 5 and 6. Lots absent! Catch up over break you guys! :-)

Grade 10

• Those here worked on essays. Lots absent!

Grade 12

• Hamlet
• Yesterday: IV.ii and IV.iii
• Today:
• IV.iv and IV.v.1-121 (pd 1 only got through scene 4 due to assembly.)

Grade 10

• Yesterday and today: Continue Julius Caesar exam.

Grade 12

• Hamlet
• The Critical Analysis Essay Rerevisited
• Practice writing a thesis statement from list of essay prompts.
• Review what the thesis statement for the "To be, or not to be" should be.
• Distribute essays (periods 1 and 7). Rewrites due 4/8, though I recommend getting them back to me before spring break starts.

Grade 10

• Lulius Caesar: Exam
• Today: multiple choice
• Tomorrow and Wednesday: essay

Grade 12

• Hamlet Act III quiz
• Begin Act IV on Monday

Grade 10

• Julius Caesar, Act V video
• Unit exam on Monday

Grade 12

• Hamlet
• Finish Act III Video
• Went over Act II quiz.
• Act III quiz tomorrow

Grade 10

• Julius Caesar
• Finished reading Act V (end of the play)
• Video tomorrow,
• Exam on Monday. 

Grade 12

• Group B journals due today
• Essays due tomorrow!
• Journal schedule:
• Group A: 4/9
• Group B: 4/16
• Hamlet:
• Watched the first part of Act III video

Grade 10

• Julius Caesar
• V.i.1-127 (whole scene)

Grade 12

• Essay reboot
• Went over the objective for the "To be or not to be", as many of the essays submitted were considerebly off target.
• Essays were handed back and we went over the expectations.
• From now on planning pages are mandatory.
• Intro paragraphs need strong thesis statements which solidly connect to the task.
• Body paragraphs provide evidence (quote or praphrase from text) to support the thesis statement. In-text citations are required.
• When quoting four or more lines from Shakespeare, normally you should use block quotation:
• Example: Richard III tells his troops,
  
  Remember whom you are to cope withal:
  A sort of vagabonds, rascals, and runaways,
  A scum of Britains and base lackey peasants,
  Whom their o'ercloyed country vomits forth
  To desperate adventures and assur'd destruction.
  (V.iii.315-319)
  
  In your manuscript, indent block quotations twice -- they are distinct from normal paragraph indentations. Also note the manner of citing the source here. The roman numerals for Act and Scene are standard, although one sees Arabic used by some critics.
• In quoting shorter passages in linear form, you still need to indicate line breaks when Shakespeare is writing in verse: Othello recalls, "Upon this hint I spake: / She lov'd me for the dangers I had pass'd, / And I lov'd her that she did pity them" (I.iii.166-168). Note the withholding of final punctuation in this case until after the parenthetical citation. The slash marks indicate line breaks in the verse.

• Any idea introduced, assumption or conclusion needs to be developed, explained and, where appropriate, citations should be provided.
• Essays due on Thursday. 

Grade 10

• Julius Caesar, Act IV quiz

Grade 12

• Hamlet
• Yesterday: peer review of "To be or not to be" essay.
• Today: III.ii.176-402 (pd 1 started at line 96)
• What is the theme of the play within the play?
• What connection does it have to the rest of the play?
• Does Claudius reaction prove his guilt? Why or why not?
• Why is hamlet angry with Rosencrantz and Guildenstern?

Grade 10

• Julius Caesar
• Yesterday: IV.ii and IV.iii.1-141
• Today:
• Journal: What is the difference between Cassius and Brutus?
• IV.iii.142-239
• With what internal conflict has Brutus been struggling?
• What do Cassius and Brutus disagree on? Who wins?

Grade 12

• Group A journals due tomorrow
• As I will be absent tomorrow morning, the essay due today will be peer reviewed tomorrow. New due date is Thursday the 15th.
• Hamlet:
• Pd 1: III.ii.1-95 (shortened due to senior class pics)
• Pds 2 and 4: III.ii.1-175
• Why does Shakespeare spend 47 lines having Hamlet advise the players?
• What does Hamlet value in Horatio?
• What can be said of Hamlet's madness so far in this scene?
• What is driving his treatment of Ophelia?

Grade 10

• Julius Caesar:
• IV.1.1-51
• What are Antony, Octavius and Lepidus doing at the beginning of the scene?
• What do you learn of each character?
• How does Antony feel about Lepidus?
• Whatis Octavius' reaction to this?
• Finish Act II quiz.

Grade 12

• Continued analyzing Hamlet's "To be or not to be" speech.
• Essay due on Monday.

Grade 10

• Julius Caesar, Act III video.
• Quiz tomorrow and will include vocabulary.

Grade 12

• Yesterday: Reviewed quiz 1; Read III.i.1-63
• Today:
• Dist. "To be or not to be" handout.
• number lines according to book
• identify challenging vocabulary
• Listen to soliloquy
• In teams, begin analyzing the speech line by line
• What is Hamlet's argument?

Grade 10

• Yesterday: Antony's Funeral Oration activity.
• Studets were given a hadnout of the speech and had to identify each line in which Antony was being ironic.
• Today: III.iii.1-36
• Who is Cinna the poet?
• What literary elements are important to this scene?
• What is Shakespeare's purpose in this scene?
• Begin video. (Start at 5:15, continue HERE.)

Grade 12

• Act II quiz

Grade 10

• Review yesterday's questions.
• Read and discuss II.ii. 1-269 with special attention to Antoy's funeral oration

Shortened schedule due to 2 hour delay.

Grade 12

• Hamlet:
• Began Act II video. Ended at II.ii.315

Grade 10

• Julius Caesar:
• III.1. 147-255
• New routine. Each group given books with tranlsation. In notebooks, answer the following questions:
• 147-163: What is Antony saying?
• 183-189: What does Antony do? What does this say about him?
• 214-222: What does Cassius say? How does Antony respond?
• 227-230: What does Antony want to do?
• 232-253: How does Cassius feel about this? Why?
• Each question answered in complete sentences to be disussed when everyone is done.

Grade 12

• Hamlet:
• What is madness? Write and discuss.
• II.ii.575-634 (final soliloquy)
• Discuss, write analysis.
• How does the soliloquy coninue the theme of "seeming" introduced in I.ii?
• What is the central theme of the speech?
• What is Hamlet's plan?

Grade 10

• Vocabulary:
• 24. Soliloquy: the act of talking while or as if alone
  25. Monologue: is an extended uninterrupted speech by a character in a drama.
  26. Aside: dialogue intended for the audience and supposedly not heard by the other actors on stage.
• Julius Caesar:
• III.i.1-146
  
  

Grade 12

• Hamlet
• II.ii.393-574
• What is the purpose  of including Pyrrhus' revenge?
• What does it say to Hamlet?
• What theme is reinforced?
• Hamlet knows the opening lines to the speech about Pyrrhus. What does this tell you? How does it add to the plot?

Grade 10

• Review Act 2
• Quiz on Act 2

Grade 12

• Hamlet
• II.ii.184-391
• If Hamlet is feigning madness (or even if he's not!), what themes keep emerging in his lines?
• Is he aware of Rosencrantz and Guildenster's purpose?
• Copy into notes and discuss in groups: "...for there is nothing either good or bad but thinking makes it so." II.ii.268-270

Grade 10

• Julius Caesar
• II.iii.1-14
• What is theprupose of this scene?
• II.iv.1-46
• What is the purpose of this scene?

Grade 12

• Hamlet:
• II.ii.1-182
• Why are Rosencrantz and Guildenstern there?
• What theme(s) seem to be developing?
• Where is Hamlet on his hero journey?
• Is Claudius a competent ruler?

Grade 10

• Julius Caesar
• II.ii-1-129
• What is Caesar's fatal flaw?
• How does Decius convince him to go to the capitol?
• Compare Calpurnia and Portia, also compare their husbands response to their requests.

Grade 12

• Finish yesterday's quiz as needed (10 minutes).
• II.i.1-132
• What do we learn about Polonius?
• What questions can we ask about Hamlet's behavior as described by Ophelia?
• What is confirmed about Ophelia?
• Consider the metaphor of the "poison in the ear" and Hamlet's intention to feign madness from now on.

Grade 10

• Reviewed II.i.229-233 and analyzed Brutus' relationship with lucius
• listed Brutus' qualities revealed so far and identified his fatal flaw.
• Continued with II.1.234-335
• What is revealed about Portia?

Grade 12

• Finished viewing the video for Act I, scenes 4,5
• Took quiz. Some may need to finsih tomorrow.

Grade 10

• Retake Act I quiz; correct answers on paper, rewrite constructed responses.
• Finish notes for II.i.111-233

Grade 12

• Hamlet video. Watched through the end of Act 3. Will finish tomorrow and start the quiz.

Grade 10

• Julius Caesar: Finished analysis of yesterday's reading.
• Read and discussed II.i.111-233
• Wrote summary.

Grade 12

• Hamlet
• I.v.99-212 (pd. 4 started at line 88)
• Summary, analysis, discussion
• To keep up if absent, go HERE.

Grade 10

• Define Iambic Pentameter:
• An iamb is a "foot", or unit of rhythm, in which an unstressed syllable is follwed by a stressed syllable.
• Pentameter refers to a rhythmic pattern in which each line has five feet (or ten syllables).
• Iambic Pentameter: A line of poetry containing ten syllables in which every other syllable is stressed.
• Julius Caesar:
• II.i.1-110
• Summary, analysis
• To kee up, go HERE

Grade 12

• Hamlet
• I.iv.1-102
• Summary, analysis, discussion
• I.v.1-98
• Reminder: Essay rewrites due no later than Friday. Last chance to improve your 2nd quarter grade.

Grade 10

• Finished midterm assessment and Act 1 quiz.

Grade 12

• Hamlet: I.iii.57-145
• What is the purpose of Act 1, scene 3?
• Summary + analysis in notebooks.
• Class discussion.
• Group A journals due tomorrow.
• Reminder: Keep up with Hamlet HERE.

Grade 10

• Midterm Assessment.
• Will finish Act 1 quiz tomorrow and begin Act 2.

Woops. Forgot to post on Friday!

Grade 12

• Hamlet, I.ii.165-281
• Summary and analysis
• Started I.iii. 1-56
• Will do summary and analysis on Monday.

Grade 10

• Finish Act 1 video
• Start quiz
• Midterm assessment on Monday.

All classes will be taking the Star Assessment tomorrow. Classes report to LGI Computer Lab, except for period 8 who must report to the Novanet computer lab. (Next to the library.)

Grade 12

• Hamlet, I.ii, 1-164
• What are your first impressions of Hamlet, Claudius and Gertrude? What is the king and queen's issue with Hamlet? What is revealed in Hamlet's brief monologue (133-64)?

Grade 10

• Finished up yesterday's summary and analysis of scene 3.
• Began video. Will finish Friday.

Grade 12

• Hamlet; Act 1, scene 1 (I.i)
• Read discussed; wrote summary and analysis in notebooks.

Grade 10

• Some haven't turned in their critical lens essays! Need them by tomorrow!
• Read Julius Ceasar,  I.iii
• Didn't have time for notes, which we'll do tomorrow before the video.

Grade 12

• All missing work from 2nd marking period will become zeroes on Friday.
• Myth analysis rewrites can be submitted no later than Feb. 8.
• Journal dates:
• Group A: 2/5
• B: 2/12
• A: 2/26
• B: 3/5
• A: 3/12
• Introduced Hamlet today; discussed themes, some historical context and class routine.
• Students can keep up with Hamlet from home HERE. 

Grade 10

• Julius Caesar: Act 1, scene 2 (I.ii), 178-322
• Read, wrote summaries and analysis.
• Some students have not submitted the critical lens essay. This needs to be in tomorrow!

Grade 12

• Continuing presentations
• Myth analysis paper due tomorrow

Grade 10

• Yesterday, discussed the historical context of Shakespeare's Julius Caesar.
• Today, we read and discussed Act 1, scene 1 (I.i)
• Copied model reading/listening log:
• Julius Caesar by William Shakespeare
  1/16/2013
  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. They are afraid Caesar is going to get too powerful.
  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
• If anyone is absent, they should keep up by noting the days reading on this blog and going to THIS website and reading the translation.
  
  

Grade 12

• Peer reviewed myth analysis papers.
• Final due on Thursday.
• Those who did not have one today will not be able to submit a rewrite.
• Those absent today MUST show me a draft on the first day returning to school or no rewrite will be permitted.
• Group B journals are due tomorrow for a sumative grade.
• Myth anlaysis presentations begin tomorrow.

Grade 10

• Completed writing a critical lens essay.
• Begin Julius Caesar tomorrow.

Grade 12

• It is crunch time!
• Monday: Myth analysis papers due for peer review. If it is not in you will not be able to rewrite the paper. Final copy due Thursday 1/17.
• Presentations start on Tuesday. Presenters will be chosen randomly. If you are not ready you will be given a zero, and will have to wait until everyone else in class is given an opportunity. If there is no time before the end of the week, you will have two weeks to present to me AFTER SCHOOL.
• Remember: senioritis is an example of the regressive forces of the subconscious. This is a dragon trying to keep you from graduating, and warm and cozy in the known world of high school. SLAY YOUR DRAGON!

Grade 10

• Continued with the poetry unit exam. Most students began the critical lens essay.
• Will finish on Monday.

Grade 12

• Students were presented with a rubric for grading annotations as follows:
• Annotations Rubric:
  Blank = 0
  Underlining or highlighting/no annotations = 10-30
  Basic annotations, literal observations = 40-70
  Few annotations, but demonstrate deeper thinking = 50-80
  Varied annotations at different levels of thought = 70 - 100
• Reminder: Any second marking period packet could be collected for grading annotations. You have to have them with you at the time of collection. Late points will be deducted if the packet is not in class.
• Students read and annotated Genesis 4: Cain and Abel.
• team discussions
• large group discussion
• Note: For those who are having trouble finding a myth to write about, see me to sign out a book.
• Tomorrow: Gen 4 response paper will be written.

Grade 10

• Students read and annotated "Metaphor" by Eve Merriam
• Began writing analysis essay.
• Exam tomorrow.
• Study vocabulary!

Grade 12

• Finished reading and annotating Genesis 3.
• Small group discussion
• Large group discussion
• Response paper will be written in class tomorrow
• Resources for Myth analysis, which is due for peer review on Monday, 1/14:
• THE CHILDREN OF ODIN, The Book of Northern Myths
• Myths and Legends OF ANCIENT GREECE AND ROME.
• MYTHS OF BABYLONIA AND ASSYRIA
• A Book of Myths
• Group A journals due tomorrow for a major grade!

Grade 10

• Finished writing short analysis essay of "Miss Rosie" by Lucille Clifton.

Grade 12

• Group discussion: compare the characters of God, Pan-gu and Uranus.
• Continue discussion of Gen 1.
• Small group discussion of Gen 2
• Large group discussion of Gen 2.
• Response paper for Gen 1 and 2 due tomorrow.
• Directions for analysis paper and presentation:
• Select one myth and analyze the story, in at least 750 - 1000 words, as discussed in class. You will need to use at least some of the concepts covered in class: metaphor, symbolism, archetypes, psychology, sociology, the hero journey and personal meaning. While there should be a brief summary of the story, most of the paper will be analysis and interpretation. Make sure your essay has a well defined thesis statement in the introduction
  
  Presentation:
  Presentation should last 3 minutes. Briefly summarize the story. (Try to tell it well!) Then summarize your analysis. Make sure you focus on your thesis statement! You may use visual aids such as a slideshow, posters, etc. (Please give me any files to be used on a thumb drive at the beginning of class. See me if this is a problem.)

Grade 10

• Wrote a short analysis of "One Perfect Rose."
• Read and discussed "Miss Rosie" by Lucille Clifton

Grade 12

• PSA: There are only 2 1/2 weeks of classes left in the second marking period. Whoa.
• Myth unit project (analysis paper) due 1/14 for peer review. Final will be due later in the week. Presentations will begin 1/15. This will be for 2 summative grades.
• Journals:
• Group A due next Tuesday (1/8). This is a summative grade.
• Group B due 1/15 for a summative grade.
• Today: read, annotated and began discussing Genesis 1. Will finish discussing tomorrow.
• HW: Read and annotate Genesis 2.
• Response paper due on Gen 1 and 2 on Friday.

Grade 10

• Journal: Free write
• Read and annotate "One Perfect Rose" by Dorothy Parker
• Close reading
• discuss in teams
• Answer questions 1-4
• large group discussion