Individuation / The Critical Lens Essay I

Grade 12

Myth and Psyche: "The Evolution of Consciousness"

• Group discussion on the last section: "The Goal of Individuation and Its Symbols", response paper due Friday.
• Response paper for "The Dragon Fight and Redemption of the Feminine" due.
• Tomorrow is a review day. The exam for this unit is on Friday. Students will be able to use their notes. There will be a retest for those who wish in which the handout can be used and the score will be averaged with that of the first test.
• This image can be used for study purposes:
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Grade 10

• All students who have not finished The Silver Kiss exam must do so on their own time before the end of the day on Friday.
• Today we began preparing for writing the first critical lens essay. Class time was spent listing books read, author's names, main characters and brief summaries. 
• Tomorrow we'll work on quote interpretation.

The Birth of the Hero / TSK: Zoe Hangs Out with Mom

Grade 12

Myth and Psyche: The Hero Myth: Birth, Call, Journey

• Scan section 4 for vocab.
• Read/annotate/ respond in notebook
• Group discussion if time

Grade 10

• Summarize chapter 14
• read chapter 15 to page 193
• Students were reminded of work owed. Many (group A) did not hand in journals yesterday.

Cataclysmic Separation / That's All for Christopher

Grade 12

Section three of Myth and Psyche: Separation, Creation and the Birth of Consciousness

• Review the section
• Team discussions: share annotations, discuss content and generate questions
• Class discussion
• Response paper due Monday

Grade 10

• Free write (5 minutes)
• Finish chapter 14
• EBC: Choose two literary elements important to that chapter, construct a claim and write a paragraph for each using evidence from the story. Due tomorrow morning.

Once the Apple is Eaten... / TSK: Zoe and Christopher Play

Grade 12

Myth and Psyche: Separation, Creation and the Birth of Consciousnesses

• The Prometheus Story as told briefly by Mr. Lambert
• Separation, Creation and the Birth of Consciousnesses 
• Scan for vocabulary and define unknown words
• read/annotate/respond in notebook
• Discuss if time

Grade 10

• The Silver Kiss:
• summarize pages 166-171 
• Read chapter 14 pages 172 to 181
• Students were reminded to hand in the EBC that is due. 

Myth and Psyche / The Silver Kiss: Zoe Solves Some Conflicts

Grade 12

Myth and Psyche:

• Finished discussing "The Original Embryonic State."
• Response papers for this section and the introduction are due.

Grade 10

• Summarize pg. 160 to 166.
• Finish reading chapter 13
• Evidence based claim (EBC) construct a claim for chapter 13 and support it with evidence. Finish for homework
• Evidence Based Claim papers ("Simon is not a shallow character.") are past due.

Peer Review Directions & Another Jewkes / Vampires, Continued

Grade 12

• Discussed the peer review process for tomorrow. Students are not to be judgmental, but should point out both errors and effective language. Reviews should end with a summative statement and suggestions for improvement.
• Read and annotated the introduction to Man the Mythmaker by J.T. Jewkes; responded in journals and then discussed.
• Essay #2 (Q29) due tomorrow for peer review.
• Group B journals due.

Grade 10 

• Finished Vampire Archetype, wrote notes.
• Pd 6 began the next vampire handout.
• Group B journals due Wednesday

Functions of Myth and a Vampire Essay

Grade 12 

• Journal feedback: Paragraphs please! Make sure each entry is at least five minutes of writing and make sure you make corrections!
• Discussed the college app essay accepted by the University of Chicago.
• Tonight, read and annotate the essay accepted by Wellesley.
• Continues the Mythology slideshow focusing on the four functions of myth.

Grade 10 

• Continued the essay we began yesterday in class. What was not finished must be finished for homework:

Task: In well written essay of at least four paragraphs, including an introduction and conclusion, complete the following task:

Edward from Twilight represents a different kind of vampire from the other trailers we viewed. Define this difference in a claim statement in your introduction, then prove your claim using at least one piece of specific evidence from each video. You may use your notes. Use the space below to organize your claim and evidence:

Claim: ______________________________________________________________________________

Twilight:

·         Evidence 1: ____________________________________________________________________

·         Evidence 2:____________________________________________________________________

Bram Stoker’s Dracula:

·         Evidence 1: ____________________________________________________________________

·         Evidence 2:____________________________________________________________________

Bela Lugosi’s Dracula:

·         Evidence 1: ____________________________________________________________________

·         Evidence 2:____________________________________________________________________

Nosferatu:

·         Evidence 1: ____________________________________________________________________

Evidence 2:____________________________________________________________________

Sins of Convention and Nosferatu

Grade 12

• Journal: What makes the essay accepted by Cornell an effective essay?
• Essay # 1 feedback. Went over the writing process:
• brainstorm, write some ideas down; let simmer.
• Write initial draft. Read over, make corrections, simmer for 24 hours
• Go back and proofread again
• read it out loud
• read sentences from end to beginning
• Went over common mistakes: verb forms, repetitions, redundancies, pronoun agreement...
• College App Essay #2 is due 9/23 for peer review. The prompt is question 29 in the packet. (That's the same day that group 2 journals are due, so manage your time wisely.)
• Discussed the factors that made the essay accepted by Cornell  effective.
• Tonight: read and annotate the essay accepted by Princeton.

Grade 10 

• Journal: How are the "Draculas" in Bram Stoker's Dracula and the Bela Lugosi Dracula the same? Write a claim statement and support it with two pieces of evidence from each video.
• Viewed the trailer for Nosferatu. Applied the same process as with the others: t-chart to gater evidence then claim/evidence paragraph describing this vampire.
• Finish for HW.

The Importance of Story and Bela Lugosi's Dracula

Grade 12 

• Reviewed and responded to Prof. Jewkes essay #2. Teams shared there thoughts and then reported out to the larger group.
• Distributed two handouts: 100 College Essay Questions and Sample College Essays.
• HW: Read and annotate sample essay accepted by Cornell.
• Reminder to Group A: Journals due next Tuesday!

Grade 10

• Journal: What is the difference between Edward and Dracula? Use evidence from the videos to support your claim.
• Viewed the trailer for Bela Lugosi's Dracula (1931). Completed a T-chart and answered the same question as yesterday: How are we supposed to feel/think about this vampire? (Claim/Evidence)

9/11 and Bram Stoker's Dracula

Grade 12 

• Went over the rule for connecting two independent clauses in a sentence. If done with a comma, the result is a run-on sentence. Such clauses must be connected with either a semi-colon or a conjunction (so, but, and, etc.). I see this error constantly. Please be mindful!
• Students read a personal narrative of my own on a visit to Ground Zero in NYC, annotated, responded in writing and discussed.
• HW: Read and annotate the first essay in the handout. 

Grade 10

• Repeated the process done with the Twilight trailer with the trailer for Barm Stoker's Dracula. Students wrote down direct and concrete observations and reactions on a T-chart, then constructed a claim/evidence paragraph answering the question, "What are we supposed to feel/think about this vampire?"

Innocence and Vampires

Grade 12

• Started classes with some writing expectations. Be careful of the following in ANY writing done for class:
• i   (This one causes me great pain. Any paper with i for I will be handed back and considered not done.
• wanna, gonna, kinda, sorta...
• "should of", "would of" and "could of" which, of course should be "should've", "would've" and "could've."
• We'll be addressing more "sins of convention" as they come 
• We discussed the importance of leaving your name at visited colleges, looking for the right college, and what is meant by "reach school," "target school," and "safety school."
• Mentioned that students should be setting up their profile at the Common Application website.
• Worked on the first essay by Prof. Jewkes: reviewed the article, wrote a brief response and shared responses with teammates. Teams shared out to the group.
• Important concepts: "innocence" and "archetype." More tomorrow.
• First essay due tomorrow.

Grade 10

• Pd. 6
• Journal: Where will you be in four years? Why?
• Finished working on the Grim Reaper image, reviewed yesterday's work and wrote a concluding statement showing the the elements of the image add up to this symbol of death.
• Began viewing the trailer to the movie "Twilight," which will be treated the same as the Grim Reaper image.
• Pd. 8 took the pre-assessment.

Voice and Vampires

Grade 12 

• Went over the idea of "voice" in writing. Examined my letter for examples of voice.
• Assigned teams (except for period 9).
• Handout: The College Application Essay. Read this!
• Discussed the college application essay.
• First College App practice essay due Wed on the following prompt: " Choose a moment or event that symbolizes the end of your childhood or loss of innocence."
• Handout: Read and annotate the second page (142, 143) for tomorrow.

Grade 10 

• Assigned teams, except for period 8.
• Defined "claim" as " a conclusion you can support with evidence from the text." Copied into notebooks.
• Copied the essential question for this unit into notebooks: " Why has the image of the vampire continued to play a role in our culture?" Wrote a short response and shared.
• Viewed an image of the Grim Reaper. On a T-chart, students listed observations on the elements of the image on one side and their reactions or associations on the other. A concluding statement was written. (Not finished in period 6.)
• Tomorrow, period 8 had to take the pre-assessment.

Getting to know you....

Why this didn't publish on the 4th I have no idea!

Welcome back! Check here for assignments and classwork. Hit the "Like" button up top and join us on Facebook!

Grade 12 

• Make sure handouts get signed, read my letter and write your response. Please hand in tomorrow.
• Journals! Group A due 9/16, Group B due 9/23. Remember: five entries of at least 5 minutes of writing each. I expect them to be written well. Issues I see in first journals are:
• No paragraphing
• texting abbreviations and lack of capital letters. 
• entries aren't long enough.
• Pre-test tomorrow!

Grade 10 

• Make sure handout gets signed!

• Journals! Group A due 9/18, Group B due 9/25. Remember: five entries of at least 5 minutes of writing each. I expect them to be written well. Issues I see in first journals are:

• No paragraphing
• texting abbreviations and lack of capital letters. 
• entries aren't long enough.
• Pre-test tomorrow!

Hamlet Act III Vid / JC Act IV, Scene III

Grade 12

• Hamlet:
• Finished Act III video. Quiz tomorrow.

Grade 10

• Julius Caesar:
• Finished reading Act IV.
• Video tomorrow. If time we'll start the quiz.

Hamlet: So Much For Polonius / JC: Quiz III

Grade 12

• III.iii.1-103
• What excuse does Hamlet give for not killing Claudius? What is wrong with his argument?
• III.iv.1-102
• What is driving Hamlet in this scene?
• Group A journals not due until April 1st.

Grade 10

• Finished Act 3 quiz
• Went over Antony's Funeral Oration assignment.

Hamlet the Interrupter / JC Act III Vid

Grade 12 - Hamlet

• Read and discussed III.ii.145-321
• Does Claudius' reaction to the play prove his guilt? How do you know?
• Collected Group B journals.
• Soliloquy essays due Thursday!

Grade 10 - Julius Caesar

• Read and discussed III.iii.1-39
• Started Act III video.
• Journals due on Thursday!

Hamlet Goes Off on Ophelia / JC Scene 2 Notes

Grade 12

• Finished III.i
• Monday is the last day for Myth analysis submissions.
• Group B journals are due Tuesday.

Grade 10

• Spent the period working on the scene 2 summaries and analyses.
• Assignment: Note on Antony's monologue which lines are ironic, or he doesn't mean what he's saying. Due Monday.
• Journals due next Thursday.

Hamlet XII / JC XII

Grade 12

• Read II.ii.493-575
• Analyzed and discussed the significance of the Pyrrhus speech
• Will finish the act tomorrow.

Grade 10

• Act 2 video
• Quiz tomorrow

Hamlet X / JC X

Grade 12

• II.ii.183-403
• Summary/Analysis

Grade 10

• Checked Friday's log.
• II.ii.1-130
• Summary/Analysis

Hamlet IX / JC IX

Grade 12

• Hamlet:
• Read II.i.1-134 (whole scene)
• Discussed- wrote summary analysis in notebooks

Grade 10

• Julius Caesar:
• Read II.i.112-233
• Summary/analysis

Hamlet VIII / JC VIII

Grade 12

• Finished watching video for Act 1.
• Discussed character development and archetypes in the production.
• Quiz tomorrow.
• Group B journals collected.

Grade 10

• Finished Act 1 quiz.
• Began Act 2 up to scene 1, line 34.

Hamlet Vid Act I / JC Quiz Act I

Grade 12

• Began watching Act 1
• Pd 1 finished scenes 1-3
• Pd 4 scenes 1,2 and scene 3 through Laertes departure
• Pd 7 scenes 1,2, and scene 3 through Polonius arrival
• Group B journals due tomorrow.

Grade 10

• Quiz on Act 1
• Journal reminders

Hamlet VI / JC VI

Grade 12

• Hamlet:: Read and discussed Act 1, scene 5. Summary and analysis need to be finished.
• Video tomorrow 

Grade 10

Julius Caesar: Summary and analysis of Act 1, scene 3.

Finish Act 1 video

Journals due

Hamlet V / JV V

Grade 12

• Discussed scene 3 and read scene 4. Log finished in class.

Grade 10

• Finished scene 3 and began the video.
• We'll complete the scene 3 log and video tomorrow.
• Journals due!

Hamlet IV / JC IV

Grade 12

• Discussed analysis of yesterday's reading.
• Read all of scene 3.
• Group A journals due.

Grade 10

• Journal: What might Brutus' fatal flaw be? How do you know? (Claim/evidence).
• Wrote log for yesterday's reading together. 
• Read scene 3 up to line 79.

Hamlet III / JC III

Grade 12

• Hamlet: Finished Act 1, Scene 2.
• Work on log at home, will finish tomorrow.
• Collected Myth papers.
• Group A journals due tomorrow.

Grade 10

• Julius Caesar: Finished Act 1, Scene 2
• Work on log at home, will finish tomorrow.
• Journals due Thursday.

Hamlet II / JC II

Grade 12

• Collected Creation myth handouts to grade annotations.
• Finished I.i and wrote summary and analysis together in class.
• Started I.ii:
• Pd 1 to line 70
• Pd 4 to line 14
• Pd 7 to line 25
• Myth analysis due Monday!!!!
• Group A journals due Tuesday

Grade 10

• Reviewed scene 1
• Began scene 2, read to line 177
• Completed reading log summary and analysis
• Journals due next Thursday

Hamlet I / Julius Caesar I

Grade 12

• Started reading Hamlet:
• Pd 1:  I.i.1-119 (...rummage in the land.)
• Pd 4:  I.i.1-90 (..that can inform me?)
• Pd 7:  I.i.1-190 (finished the scene)
• Note: Anyone absent needs to keep up! Go to Sparknotes HERE.

Grade 10

• Started reading Julius Caesar
• finished Act 1, scene 1.
• Copied model reading/listening log
• Note: Anyone absent needs to keep up! Go to Sparknotes HERE

Gen IV / Claim--Evidence

Grade 12

• Discussed Genesis IV: Cain and Abel
• Response paper for Gen III and IV due Thursday.
• Myth analysis paper due Monday.
• Group B journals die today.

Grade 10

• Claim/evidence activity on Julius Caesar intro handout.
• Handouts: character list and reading/listening log format.

Genesis III / Julius Caesar Intro

Grade 12

• Discussed Genesis III in terms of archetypes (Paradise, Father, Child, Tree, etc.), motifs (the one forbidden thing, innocence), gender values.
• Genesis IV for tomorrow.
• Gen III and IV response paper due Thursday.
• Myth analysis paper due Monday.
• Group B journals due tomorrow.

Grade 10

• Julius Caesar introduction
• Read non-fiction informational text, claim proof exercise.