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

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.