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