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Tuesday, October 06, 2009

The King Horse Part II / The Silver Kiss Part V

College Prep 12
  • Journal: Children live in a magical world and they swim in the functions of myth like a fish in water: unaware. Later in life, how might Thesues recall his encounter with the king horse? What function might be served? Why? Discuss
  • Continue reading.
  • Peer Review of Essay 4 this Thursday. Reflection journals due.
  • Essay 5 will be question # 88: If you could meet any famous person, living or dead, who would it be? Write a dialogue between you and that person.

Grade 10

  • Journal: Explain the nature of Simon’s attraction to ZoĆ«.
  • Discuss
  • Review highlights of chapters 6 & 7.
  • Continue reading. Chapters 8 & 9 due tomorrow.
  • Test on book up to this point tomorrow.

Monday, October 05, 2009

The Horse King / The Silver Kiss Part IV

College Prep 12
  • Applied Campbell's four functions of myth to the Greek creation story. Discussed.
  • Began reading "The Horse King" in Man the Myth-Maker, with the purpose of applying the four functions.
  • Final draft of essay 3 due tomorrow.

Grade 10

  • Journal: What new information do we learn from about Simon in chapter four?
  • Discussed chapter four and five.
  • Started reading chapter six while I checked reading logs (major grade!).
  • HW: Chapter six and seven plus reading logs.

Thursday, October 01, 2009

Peer Review / The Silver Kiss Part II

College Prep 12

  • Peer Review
  • Students were informed of a college application process presentation at the high school on Wednesday October 7th at 6:00 P.M. Those interested signed up.
  • Question number 59 (Explain how your experiences as a teenager significantly differ from those of your friends. Include comparisons.) was assigned for next Thursday.
  • Students were reminded of the assignment due tomorrow. (See previous post.)

Grade 10

  • Two new vocab words were introduced:
    Elfin: Relating to or suggestive of an elf, Having a magical quality or charm
    Empathy: understanding and entering into another's feelings. Different than sympathy which is to feel sorry for; empathy is to feel the same as.
  • The reading log for chapter 1 was copied down as a model:
    Book Log Model
    Journal Section
    The Silver Kiss by Annette Klause
    Date 10/1 Chapter 1 Pg. 1-12 "Alone"
    Zoe’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.
    The tone is lonely and sad. Death or abandonment seem to be
    developing themes.
    Author’s language is very descriptive.
  • The parts are 1) heading, 2) plot summary, 3) theme/tone statement, 4) personal observation.
  • Students read chapter 2 and wrote log in class. Chapter 3 + log for homework.
  • Chapter 2 and 3 will be for a minor grade. However, every two chapters thereafter will be for a major grade.

Wednesday, September 30, 2009

The Gods Eat Their Children / The Silver Kiss Part I

College Prep 12
  • Made a few comments about essay writing. make sure these college app essays are narrative. Tell short but highly detailed anecdotes to create memorable impact. Too many of these, even though they are technically essays, read too much like essays and not enough like a story, especially on this last assignment. The one due tomorrow (Imagine you are a hero for one day during any time period and under any circumstances. Describe your experiences.) especially requires a narrative style. Tell me a story!
  • Finished reading "The Beginning of Things," the Greek creation myth. Students were told to read in terms of Campbell's four functions of myth, look for theme and possible metaphors. Discussion ensued.
  • Peer review tomorrow.

Grade 10

  • Introduced The Silver Kiss by Annette Curtis Klause. Read the first chapter to them. Tomorrow studetns will copy a model of a book log for the chapter.
  • No homework.

Tuesday, September 29, 2009

Greek Creation Story / Unit Test

College Prep 12
  • Collect Essay 2
  • Review Prof. Jewkes intro in Man the Myth-Maker; what is the theme? What are Jewkes' assumptions? What does he say about the purpose of literature and imagination?
  • Start reading "The Beginning of Things."
  • "Where the wild Things Were" by Stefan Block; Tease out the theme and metaphor in class journals. Be ready to discuss on Friday.
  • Essay 3: #62 in question packet. Draft ready for peer review on Thursday

Grade 10

  • Short Story unit test

Monday, September 28, 2009

How to Work a Metaphor (12 and 10) /Jewkes Again (12) / "The Open Window" Video

College Prep - 12
  • "Hubris can kill you." ~ Richard Burton
  • In groups, students examined the above quote in terms of metaphor. How does one work a metaphor? What is the mental process involved if the understanding isn't intuitive? Discussion ensued.
  • Read the Introduction to "Many the Myth-Maker," quotes were pulled from the text, written in quotes section of notebook.
  • Essay # 1 handed back. General feedback given. Students told they could sign up for conferences.

Grade 10

  • Same task (but not in groups) as in the 2nd bullet above, except the quote worked is "That will be a difficult mountain to climb." Responses were written in journals.
  • Viewed the video for "The Open Window." Elements were discussed afterward in comparison to the text.
  • Short stories were collected.
  • Unit test is tomorrow so the homwork is STUDY.

Friday, September 25, 2009

Facebook - Hero Journey / "The Open Window" Part III

College Prep - 12
  • Discussed with the studetns that it has been brought to the attention of the faculty that Facebook, and probably MySpace, is being used for the purposes of cheating on school assignments and tests. I emphasized the danger in this, as such can result in expulsion from college. Most importantly, such behavior compromises one's honor, integrity and, thus, reputation. I acknowledged that students today are under a great deal of pressure to succeed, and that the temptation to cheat can be seductive. Also, such behavior seems endemic in our culture where so many popular figures are caught doing the wrong thing, sending a message that the only time such actions are wrong is when one is caught. A primary theme for this course is that of the Hero Journey, which we all are invited to take in many different ways. However, honor, integrity and sacrifice are critical in such an endeavor. There is no evidence that any of my students have engaged in this behavior. However, it is an important topic that needs to be addressed.
  • Class activity: students applied the stages of the Hero Journey to last night's reading, "Just Drawn That Way" (see yesterday's post). Discussion ensued.
  • HW: In class journal, process this Hero Journey idea. define it, discuss it, associate the idea to your life and those around you so it is no longer Joseph Campbell's idea, or Mr. Lambert's. make it your own.

Grade 10

  • Students answered questions in their notebooks:
  • Why is Framton Nuttle living in the country? Why is he visiting the Sappletons?
    How does Vera explain the open window?
    Explain what causes Framton to rush from the house so suddenly.
    How does Vera explain Framton’s departure?
    At what point do you realize Vera is telling a story? Cite evidence from the story that shows her intent.
    What is Vera’s tone when speaking to Framton? What evidence proves this?
    Find two examples of verbal irony in the story.
  • Answers were discussed.
  • Checked the outline for the story:

    "The Open Window" by Saki
    The Big Four
    Characters: Vera, Framton Nuttel, Mrs. Sappleton, Mr. Sappleton, two brothers, dog
    Theme: Don’t always believe what you’re told. Be a bit skeptical.
    Plot: Nuttel arrives at Sappleton’s; Vera spins her tale; Mrs. Sappleton comes downstairs; husband comes home; Nuttel panics and rushes out; Vera spins her tale about Nuttel
    Setting: Sappleton’s home, October at dusk, living room, early 1900’s
    Plot Breakdown
    Motivator: Nuttel’s nervous condition
    Conflict: Vera’s deviousness and Nuttel’s nervous condition
    Complication: husband comes home, Vera’s deviousness
    Suspense: what will come in through the window
    Climax: when Mr. Sappleton comes home, Nuttel freaks
    Denouement: Vera’s lie about Mr. Nuttel
    Analytical Elements
    POV: 3rd person
    Spec. Techniques: irony, imagery, romance, character development
  • Short stories due Monday.

Thursday, September 24, 2009

Peer Review / "The Open Window" Part II

College Prep - 12
  • Peer review of essay number 2.
  • Checked reflection journals for period 2.
Grade 10
Pd. 3 & 4:
  • Journal: Write a paragraph on each of the two main characters in "The Open Window." Cite evidence from the story to support your conclusions.
  • Discussed the language in the story which develops each character.
  • HW: Lit. Rev. Outline in notebook
Pd 8 (Substitute):
  • Journal: Write a paragraph on each of the two main characters in "The Open Window." Cite evidence from the story to support your conclusions.
  • Start story questions, finish for HW.

Wednesday, September 23, 2009

Mythology Slideshow/ Poe Part IV - "The Open Window" Intro

College Prep - 12
  • Viewed Slideshow: myth defines, myth's four functions, stages of the Hero Journey.
  • Discussion
  • Read in terms of Campbell's work and the slideshow.
  • Essay drafts due tomorrow for peer review.

Grade 10

  • Students were told that work missed due to absence have 5 school days to be handed in before grade becomes a zero. It is the student's responsibility to ask for missed work.
  • Collected HW.
  • Went over Lit. Rev. Outline for Masque:

  • "Masque of the Red Death"
    By Edgar Allen Poe
    The Big Four
    Characters: Prince Prospero, Death, all guests
    Theme: Death is unavoidable
    Plot Summary: Prospero locks his friends and himself in a palace to avoid a plague; he throws a masque; people freak when the clock chimes, mysterious figure arrives at midnight, everyone follows him into the black room, and dies
    Setting: night, in a palace,
    Plot Breakdown:
    Motivating factor: avoiding the Red Death
    Conflict: Man vs. Death
    Complication: the Clock, which reminds people of time passing, Death arrives to party
    Suspense: is built by description of setting, reads like a nightmare
    Climax: Starts at the stroke of midnight
    Denouement: everybody dies
    Analytical Elements:
    POV:
    3rd person
    Techniques: intense, symbolic imagery, irony, allegory
  • Reading for character development. Read story and highlight or underline clues to each character's nature. Finish for HW.

Tuesday, September 22, 2009

POM Part IV / Poe Part IV

College Prep - 12
  • Collected essay finals
  • Essay 2 first draft due Thursday.
  • Reviewed yesterday's POM segment.
  • Viewed final part of Episode 1.
  • Discussion

Grade 10

  • Checked HW: Entire story should be annotated, Literature Review Outline completed.
  • Finished discussion of story.
  • Questions handed out to be finished for homework. Emphasis on COMPLETE SENTENCES!:
  • What mood or effect is created by the colors and the lighting in the rooms of the ball?
  • Why does the clock have such a dramatic effect on the dancers?
  • Why does the masked visitor frighten the guests so?
  • Explain how Poe develops the story to build a feeling of terror.
  • What might each symbol from the story represent?
    Prince Prospero
    The masquerade
    The masked figure
    The number 7
    The clock
  • What is the allegorical lesson Poe is presenting in the story?

Monday, September 21, 2009

POM Part III / Poe Part III

College Prep - 12
  • Reviewed Friday's installment.
  • Viewed part III.
  • Took notes.
  • Final copy of essay #1 due tomorrow.
  • Essay # 2, question 27 in CollegeApplication Essay Questions handout: You have just completed your 300-page autobiography. Please submit page 217. (University of Pennsylvania)
  • First draft due Thursday.
  • Note: I will check response journals on Thursday during peer review.

Grade 10

  • Journal: on page 176 column 1, Poe writes that a multitude of "dreams" stalked to and fro. "Dreams" refers to what? How do you know? Read that section over for a moment before answering.
  • Discussed the imagery in the weekends reading. Emphasis on how his language is building momentum toward the introduction of the new character at the stroke of midnight.
  • Period 3: handed back essay final copies, placed in portfolios, collected.
  • Period 4: Collected essay final copies.
  • HW: Finish reading the story (underline or highlight, anotate), fill out a literature review outline in notebooks (same as was done for "The Last Unicorns" and "There Will Come Soft Rains.") in pencil or erasable pen.

Friday, September 18, 2009

POM Part II / Masque Part II

College Prep - 12
  • Discussed yesterday's peer review process. Was it beneficial? Were comments of value?
  • Continued with The Power of Myth, took notes.
  • Essay finals due Tuesday.

Grade 10

  • Journal: Describe the palace. What words may poe be using symbolically?
  • Discussed last night's reading in depth, emphasizing the symbolism as the 'east room' and the 'west room' as birth and death. Also discussed the impact of the clock on the reverlers.
  • HW: Read to the bottom of 177, highlight and annotate.

Thursday, September 17, 2009

Essay Peer Review / Starting Poe's "Masque"

College Prep - 12
  • Directions were given for peer review:
  • Read as many essays as you have time for.
  • After the first reading, set a reasonable time limit for each round.
  • Make no mark on the essay. On a separate sheet of paper for each essay, note line numbers and comments.
  • Comments may question mechanics (punctuation, etc) but should concentrate on voice and imagery. Is the image clear enough, would an adjective be needed, etc.
  • Ask questions!
  • Be positive! Make a point of identifying what is fluid, clear and interesting.
    Examples:
    13: great image!
    17: interesting, more detail?
    19-23: Powerful but
    21: sp?
    28: word rep, syn?
    Author: Don’t assume a particular criticism is valid. Some may be matters of opinion that can go either way. However, if there is a common comment, consider it carefully.
  • The activity went very smoothly. Final copies are due Tuesday morning.

Grade 10

  • Students were given a question on TWCSR. They were to find a correct answer and three 'distractors' as in a multiple choice question.
  • Vocabulary 5 and 6:
  • Symbol: something used for or regarded as representing something else; ex. The grim reaper=death, huskie=football team, eagle=America
  • Allegory: a story meant to be read symbolically.
  • Introduced "Masque of the Red Death" by Edgar Allen Poe. This story is an allegory and may be a challenging read for many students. If this is the case, students were advised to focus on, highlight or underline, elements of the story that they can understand.
  • Read, explained and discussed the first two paragraphs.
  • HW: read through to the end of the last full paragraph on page 175. Credit will be given for those whose texts are highlighted and annotated.
  • Pd. 2 vocab quizzes were returned. Final essay copies due tomorrow.
  • Pd. 3, first drafts returned. Final copies due Monday.
  • Monday is the last day to retake vocab quiz.

Wednesday, September 16, 2009

The Power of Myth / There Will Come Soft rains

College Prep - 12
  • Checked and discussed last night's HW.
  • Introduced and viewed first 15 minutes of Power of Myth (POM)
  • Discussion
  • Students were reminded about the essay due tomorrow and advised that anything deemed too personal for a peer to read should be constructed in a manner that will ensure the desired level of privacy. The final copy can be as personal as the student's comfort level allows.

Grade 10

  • Journal: what was the most disturbing image in the story and why?
  • Homework was checked.
  • Journal entry was discussed
  • Story's theme was discussed.
  • Went over HW. Outline should look as follows:

"There Will Come Soft Rains"By Ray Bradbury

I. The Big Four

a. Characters: the house, dog, fire

b. Theme: technology makes life easy, but it can also control and destroy us.

c. Plot: automated house provides for a missing family, continues operating until a fire starts and destroys it; family killed in nuclear blast

d. Aug. 4, 2026, Allendale, CA

II. Plot Breakdown

a. House is trying to survive after family is gone

b. House versus nature

c. Tree branch crashes through window, fire starts

d. Suspense: where is everybody?

e. Climax: house trying to fight the fire

f. Denouement: House dies, but it still is giving the time

III. Analytical Elements

a. Third person

b. Personification, imagery

  • Pd. 3: Essays were returned. Final copy due Friday.
  • Pds 4&8: Vocab quizzes returned. Can be retaken. Friday is the deadline.

Tuesday, September 15, 2009

The Fall of Innocence / Vocab Quiz and a New Story

College Prep - 12

  • Read an essay by Prof. W.T. Jewkes in his book Man the Myth Maker, pg. 142. Students wrote quotes from the passage in the 'Quotes and Words' section of their notebooks. A fine discussion ensued. The theme of the essay is 'The Fall from Innocence;' the movement from the magical world of childhood to the hard world as adults know it can be, and that this experience is archetypal across cultures. It was noted that this interesects with the theme for the essay assignment due Thursday.
  • An article on student honesty was distributed for homework. Students are to read, annotate and respond to the article in their classroom journals. Some class time was given for this as Mr. Lambert tangled his technology, canceling the first installment of Joseph Campbell's Power of Myth until tomorrow.
  • Reflection journals will be checked early next week when six or seven entries should have been completed.
Grade 10

  • Took short quiz on first three vocab words. Results were rather poor. Students were told that they can come after school to retake the quiz. A deadline for this will be considered.
  • Added word number 4 to the vocab list:
  • Allusion: a reference an author makes to people, places, and events from history or literature outside his or her own work.
  • Started "There Will Come Soft Rains" by Ray Bradbury. Students are to finish the story for homework, and apply the Analyzing Literature outline presented yesterday and applied to "The Last Unicorns." This should be done in pencil with lines skipped to allow for corrections.

Friday, September 11, 2009

Note Taking, Essay Samples, Info / Themes and Tones and Unicorns

College Prep - 12
  • No matter what I'm talking about, students are encouraged to begin a routine of note taking practice in class. College classes can be large and note taking skills are critical. Each student should develop a technique that is effective and efficient.
  • Shared more info regarding the application process including changes in the financial aid formulas for private institutions. Discussed the common application, in which one app can be sent to numerous institutions.
  • Discussed SAT 'super scores:'
Many colleges will take your best critical reading score, your best math score and your best writing score on the SAT and combine them into one super score even if they come from different test dates. For example, let’s say you take the SAT the first time and get a 650 critical reading, a 720 math, and a 700 writing score. You then take the SAT a second time and get a 750 critical reading, a 700 math and a 650 writing score. Many colleges will combine the best of these sub scores to view your test score as a 750 critical reading, a 720 math and a 700 writing for a combined total of 2170. LINK
  • Went over essay samples with special attention on language and content. While the essay should contain a sense of personal voice and specific anecdotes, it should also convey that the writer has experienced some transformation and specific reasons why the particular institution is the right one for the candidate.
  • Valuable links:
  • College Board
  • College Confidential
  • 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.")
Grade 10
  • Journal entry: Recall a movie or book, describe and explain the theme and tone. Share and discuss.
  • Started "The Last Unicorn" by Howard Koch. Discusses the language that reveals the tone of the story. Also discussed how the author's word choice creates deep meaning when considered carefully.
  • Reviewed directions for Monday's assignment. (See yesterday's post.)

Thursday, September 10, 2009

College Info, College Apps / Themes and tones

College Prep 12

Materials for Class:

  • Three subject notebook
  • Reflection journal, preferrably hardcover comp book
Handouts:


  • College Search packet
  • College Application Essay Questions
  • Sample application essays
  • Bloom's taxonomy

  • Reflection Journal: five entries per week are required. entries should be about one half side of a page and dated. Each page must be numbered. Content can be anything but should be meaningful. the goal is to develop an expressive, conversational writing tone or 'voice' which is critical for writing acceptable college application essays. Ideas can be taken from the list of college application essay questions from today's handout.
Good website for college search:

U.S.News & World Report

A+ Options for B Students

HW: read all sample essays; underline examples where the writer's 'voice' is apparent.



Grade 10:
Journal: If your life is a story, what is the title?
  • Review theme and tone:
  • Theme: a unifying idea that is a recurrent element in literary or artistic workEx: “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 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.
  • Add irony to vocab list, discuss the different kinds: situational, verbal, dramatic
  • Irony is a literary or rhetorical device, in which there is an clash or discordance between what a speaker / writer /actor says or does, and what he or she means or what is generally understood.
  • talked about 'mindfulness' as paying attention; what is done mindfully can't be done any better in the moment it is done.
  • HW: Theme/Tone assignment:
  • *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.
  • First draft due Monday

Wednesday, June 03, 2009

Computer Lab / F451 / Review -- Regents Practice

10R


Poetry review:

Reread and consider the following poems:
Consider the following questions for each:
  • What kind of poem is it? (narrative, lyric, sonnet, etc)

  • What is the tone?

  • What is the theme?

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

  • Period 4 continues working on their research reports in the computer lab.
  • Period 5 is in class. Monday they were given the opportunity to read in class and work on their logs due to my absence. Yesterday we reviewed "Danny Deever" and read F451. Today we'll review "The Wreck of the Hesperus" and discuss the central theme of F451.
  • HW: Finish the book. Complete reading logs.
  • Also, a vocabulary review sheet was distriubuted. Needs to be completed by Monday.

11R

  • Continue with Regents practice.

Friday, May 29, 2009

Research Day 4; Research Presentations - Critical Lens Essays

10R
  • Continued gathering data in library
  • Tonight's reading assignment:

PG. 113-129 log 8 focus questions:
· What happens to Mildred?
· How did Montag feel as he burned his own house, and why?
· Who turned in the alarm on Montag?
· What causes Montag to burn Beatty?
· Why does Montag think Beatty wanted to die?
· What does Montag do next? What information does the seashell provide for him?
· What was so hard about crossing a street?

  • Next week period 4 will begin writing the research report in the computer lab on Monday. Period 5 will be in the computer lab on Thursday, and should be ready to continue working the book in class on Monday.

11R

  • Continue critical lens essay

Thursday, May 28, 2009

Research Day 3; Research Presentations - Critical Lens Essays


10R
  • Continued research in the library
  • Checked reading logs
  • Distributed tonights assignment:

Pg 93-110 focus questions:

  1. How does Montag upset Mildred's guests?
  2. How do the women take care of their kids?
  3. Why does Clara cry?
  4. Why does Faber warn Montag?
  5. What does Montag give Beatty upon his return to the firehouse?
  6. Beatty quotes some great writers of the past, but what do all
    the quotes say about knowledge and learning?
  7. Whose house do they next go to to burn?
  • Starting today, I will host a book discussion in my room from 2:30 to 3:00. Students who participate will receive 3 extra credit points toward a reading log grade. (Each reading log is worth 50 points. Every 2 reading logs are added together for a major grade. Extra credit points will be awarded to that sum.

11R

  • Continue presentations and essays.


Wednesday, May 27, 2009

Research Day 2; Research Presentations

10R
  • Continued gathering notes and sources for research report.
  • F451 assignment:

1) It is important you understand what Captain Beatty told Montag on pages 53 to 62. I want your explanation of what he said to Montag written out and handed it. It should be at least half a side of paper and handed in by Friday for a 50 point major grade.


2) Tonight’s reading: Pages 80-93. Log should include the answers to the following:

  • Why does Montag tell Faber he came to see him?
  • What is Faber's and Montag's plan?
  • How does Montag force Faber to support him?
  • What does Faber say happened to his drama class and the newspaper?
  • Why does Faber find himself contemptible?
  • What does Faber give Montag in order to help him face Beatty?
  • What does Montag give to Faber?

11R

  • Presentations.
  • May start a critical lens essay.
  • Students were told that for every summary (minimum=one side of a page) of each book they've read from 9th through 11th grade, I will add two extra credit points to their research project grade. Doing these summaries will be an invaluable prep activity for the Regents exam.

Tuesday, May 26, 2009

Research Day 1; Presentations and/or Regents Review

Note: I've upgraded the blog appearance and now allow comments. However, comments are moderated, so they wil not appear until I have viewed them. This may come in handy, especially later in the day when I may be able to respond quickly.

10R: Research Day 1
  • Students began gathering data for research reports. Librarian presented the schools online resources. We will be in the library for the rest of the week.
  • F451:
  • Some students did NOT show me their HW (questions and reading logs). Make sure last Thursday's work is done and checked in.
  • Tonight's HW is to read pg 71-80. The following questions should be answered within the context of the reading log:
  • Who is Faber?
  • What priceless book does Montag have?
  • Why does Montag recall a summer at the beach where he played
    with a sieve and the sand?
  • What does this have to do with him tryng to read a book while on
    the subway?

11R

  • Research presentations begin tomorrow.
  • Today we listed novels and authors in prep for Regents Critical Lens Essay
  • Students are encouraged to refresh their knowledge of these stories. i am offering 3 extra credit points for every one page review they can hand in before the end of school.
  • We will start a practice essay after research presentations.

Thursday, May 21, 2009

Fahrenheit 451 IV; Research Continued

10R: Fahrenheit 451 by Ray Bradbury
  • Students reported their research topics. Anyone who doesn't have one on Tuesday will be assigned one.
  • Discussed the significance of last night's reading, particularly the burning of the woman, what she said, Capt. Beattie's knowledge of what she said, the 'relatives' in the television walls and the possible circumstances of Clarisse's death.
  • HW: Read from page 44 to 68 (end of Part One).
  • HW: Summarize Captain Beattie's explanation to Montag.
  • HW: 20 questions from handout

11R

  • Continue in computer lab. This is the last day to finish research reports. presentations start Tuesday.

Wednesday, May 20, 2009

Fahrenheit 451 III; Research Continued

10R: Fahrenheit 451 by Ray Bradbury
  • Students were reminded that there is NOT a lot of time left, and that falling behind now could be... deadly.
  • Reading logs will be critical. the first two were checked for a minor grade, but from now on each 2 will be worth a major grade.
  • We discussed elements of the second reading, specifically that Montag, thorugh his meetings with Clarisse, is 'waking up,' and that the Hound's reaction to him is an indication of this happening.
  • For tonight, read to the break on page 48.
  • reading logs are assumed for EACH READING.

11R

  • Continue in computer lab.

Tuesday, May 19, 2009

Fahrenheit 451 II; Research Continued

10R: Fahrenheit 451 by Ray Bradbury
  • Discussed last night's reading, the importance of the imagery and the characterization of Clarisse, Montag and Mildred.
  • Tonight read up to the break on page 32. Write log.
  • First two reading logs will be checked tomorrow.

11R

  • Continue in the computer lab writing research projects.

Monday, May 18, 2009

Fahrenheit 451; Research Continued

10R: Fahrenheit 451 by Ray Bradbury
  • Books were distributed, the story was introduced with particular attention to the theme of character transformation.
  • HW: Tonights assignment is to read to the break on page 18 and write a reading log. Reminder: reading logs will count as major grades.
  • Students were given time to start the reading or put the finishing touches on the Julius Caesar essays.

11R

  • We'll be in the computer lab this week working on research projects.

Friday, May 15, 2009

Caesar Exam; Research

  • Continue exam; finish short essay
  • HW: complete long essay for Monday (see yesterday's post).

11R

Continue Research in library. Next week we're in the computer lab.

Thursday, May 14, 2009

Caesar Quiz and Exam; Research



  • Took Act 5 quiz.

  • Began play exam

  • Tomorrow, exam will continue. Short essay should be done.

  • Long essay (see below) will be due on Monday:



  • "The Tragedy of Julius Caesar" by William Shakespeare
    Essay

Your Task:



Write a critical essay in which you discuss Shakespeare’s play from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the work.



Critical Lens:

"What an immense mass of evil must result...from allowing men to assume the
right of anticipating what may happen." ~Leo Tolstoy

Guidelines:


Be sure to

  • Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis
  • Indicate whether you agree or disagree with the statement as you have interpreted it
  • Use the criteria suggested by the critical lens to analyze the work
  • Avoid plot summary. Instead, use specific references to appropriate literary elements (for example: theme, irony, characterization, setting, point of view, metaphor) to develop your analysis
  • Organize your ideas in a unified and coherent manner
  • Follow the conventions of standard written English

11R- Research

Continue library work.

Wednesday, May 13, 2009

JC Act 5 Video; Research

  • Viewed Act 5 video.
  • HW: Select the ten most important events in the play and write them in a list, in order.
  • Quiz for act 5 tomorrow and we will start the exam.

11R -- Research

  • Continued collecting data for research project. Two more days in the library.

Monday, May 11, 2009

JC Act 5; Research!



  • Start Act 5

  • All essays need to be handed in.

  • HW: Summary

11R--Research Project


  • We'll be spending the week in the library. Today, the librarian will go over resources and procedures, then studetns get started researching their topics.
  • All work from first five weeks needs to be in no later than today.

Thursday, May 07, 2009

JC Act 4 Continued; AWAA Exam Continued

  • Period 4 took Act 4 quiz, continued on Antony Essay
  • Period 5 viewed Act 4 video; quiz tomorrow and will finish essay

11R
AWAA

  • Began essay. Will finish tomorrow.
  • All reading logs must be checked in by tomorrow afternoon.
  • All students must decide on a research topic.

Wednesday, May 06, 2009

JC Act 4 Continued, AWAA Exam Continued

  • Period 4: Watched act 4 video. Discussed the theme (Brutus' character)
  • Gave further explanation of the Antony essay. Students are to continue working on it, but will be finalized in class on Friday.
  • Act 4 quiz tomorrow, and At 4 summaries will be checked.
  • Period 5: Read the rest of Act 4. Video tomorrow. Finish essay on Friday and will try to complete quiz. If not, quiz will be completed on Monday.
  • Will also check this classes summaries tomorrow.

11R

  • Continue AWAA exam

Tuesday, May 05, 2009

JC Act 4; AWAA Book Exam

  • Finished Act 4. Video tomorrow
  • Period 5 is a day behind due to an assembly. We'll finish act 4 tomorrow and try to get the video started.
  • Assigned essay:
    Marc Antony has revealed his character in numerous, concrete ways, especially when he confronts the conspirators after Caesar’s assassination, in his funeral
    oration and in his discussion with Octavius at the beginning of Act 4. What word or words would you use to describe or define this character? Use evidence from Act 3, Scene 1 (beginning at line 148), Act 3, Scene 2 (beginning at line 74)
    and Act 4, Scene 1 (beginning at line 1) to explain and support your character
    description.Check your writing for accuracy and neatness. This is a major
    grade
  • Finished essay due on Friday
  • HW: Finish Act 4 summary (Period 4 only)

11R

AWAA

  • Started book exam

Monday, May 04, 2009

JC Act 4; AWAA, Reading and Writing

  • Started Act 4.
  • HW: Summary.

11R AWAA

  • Reading and Writing
  • Test begins tomorrow. Really.

Wednesday, April 29, 2009

Act 3 Video; AWAA, Reading and Writing

  • Viewed the video for Act 3. Didn't quite finish, will do so tomorrow before the quiz.
  • Also, period 5 was told to go over Antony's speech and double check what's been underlined. You are looking for everything Antony's said where he means the exact opposite.. This will be collected for a grade. Period 4 will be told tomorrow. (Hint: There are are approximately 30 lines that contain irony.)
  • Quiz tomorrow.
  • Reminder to complete extra credit crossword, word search and vocab for Act 4.

11R AWAA

  • Continue reading and writing reading logs

Tuesday, April 28, 2009

Marc Antony Lights the Fuse; AWAA, Reading and Writing

  • Review yesterday's reading, check homework.
  • Add two vocab words:
    Honor: A sense of what is right, just, and true; having a good, respected name.
    Honorable: deserving honor and respect
  • Finish reading Act III with emphasis on the details of Antony's famous funderal oration.
  • HW: summarize the today's reading
  • HW: Underline or highlight every line in Antony's speech that demonstrates an example of irony (in the following exerpt:)

Friends, Romans, countrymen, lend me your ears;
I come to bury Caesar, not to praise him.
The evil that men do lives after them;
The good is oft interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious:
If it were so, it was a grievous fault,
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest -
For Brutus is an honourable man;
So are they all, all honourable men -
Come I to speak in Caesar's funeral.
He was my friend, faithful and just to me:
But Brutus says he was ambitious;
And Brutus is an honourable man.
He hath brought many captives home to Rome
Whose ransoms did the general coffers fill:
Did this in Caesar seem ambitious?
When that the poor have cried, Caesar hath wept:
Ambition should be made of sterner stuff:
Yet Brutus says he was ambitious;
And Brutus is an honourable man.
You all did see that on the Lupercal
I thrice presented him a kingly crown,
Which he did thrice refuse: was this ambition?
Yet Brutus says he was ambitious;
And, sure, he is an honourable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know.
You all did love him once, not without cause:
What cause withholds you then, to mourn for him?
O judgment! thou art fled to brutish beasts,
And men have lost their reason. Bear with me;
My heart is in the coffin there with Caesar,
And I must pause till it come back to me.

11R AWAA

  • Continue reading and writing reading logs
  • Reminder: deadline is Friday

Monday, April 27, 2009

Caesar Act 2; AWAA Reading and Writing

11R AWAA

  • Continue reading and writing reading logs after brief discussion of Peter's goal

Friday, April 24, 2009

Quiz andEssay Review, AWAA- Reading and Writing

  • Went over the Act 1 quiz.
  • Reviewed and discussed the Regents Task 3 essay. Went over a model response.
  • HW: Act 3 starts Monday, so get the extra credit work done!
  • Also, to help a new student get caught up, five extra credit points will be added to the quizzes of anyone who composes a well written summary of either or both acts.

11R AWAA

  • Book deadline has been assigned. All reading logs must be finished by next Friday (5/1). Class time will be spent reading and writing.

Wednesday, April 22, 2009

Act 2: The Video, AWAA- Are You Caught Up?

  • Watched Act 2 today.
  • Quiz tomorrow, Vocab included!
  • Get a leg up: finish the worksheets for Act 3!

11R AWAA

  • Finish yesterday's quiz.
  • Too many students are too far behind: Finish up through chapter 22 for tomorrow.
  • Get your reading logs done.

Tuesday, April 21, 2009

Caesar Act 2: Portia Gets Agitated, AWAA Quiz 5

  • Vocabulary:
  • Soliloquy: the act of talking while or as if alone
    Monologue: is an extended uninterrupted speech by a character in a drama.
    Aside: dialogue intended for the audience and supposedly not heard by the other actors on stage.
  • Reviewed yesterday's reading.
  • Finished Act 2
  • HW: brief summary
  • Act 2 video tomorrow, quiz on Thursday.

11R

  • Quiz on chapters 15-20
  • Log check chapters 13-20
  • HW: Chapter 21

Monday, April 20, 2009

Lulius Caesar, Act 2: Brutus Buys In and Regents Practice Revisited

Note to all students: Any Regents practice exams not yet handed in are losing 10 points per day.

10R
  • Note: any student who misses a reading in class, can find the text of the play HERE.
  • Checked Act 2 worksheets.
  • Scanned Act 2 summary.
  • Read Act 2, scene 1 through line 232. (Ends with the line: "Therefore thou sleep'st so sound." just before Portia enters.)
  • HW: 3 to 4 sentences summarizing this part of act 2.

11R

  • Pd 1: Go over Regents practice exam. Read model essay. Then continue with AWAA.
  • Pd 7: Catch up, students will either work on essays or continue reading AWAA.
  • HW: Reading logs will be checked through chapter 20 and a quiz will be given.

Thursday, April 09, 2009

Julius Caesar Quiz 1, AWAA Discussion

10R
  • Took quiz
  • Worksheets and vocab for act 2 may still be done for credit

11R

  • Went over and discussed Quiz 4.
  • Students should be finished with Chapter 20 by the time we return from break. Expect a quiz and log check

Have a fine and safe vacation!

Wednesday, April 08, 2009

Julius Caesar Act 1 Video, AWAA Quiz 4

10R
  • Plans for today were modified to include the video.
  • Viewed video for Act 1 with special attention to director interpretation. The combination of a) reading act summaries, b) listening to and reading along with each act and c) viewing the play itself ensures understanding of the story.
  • Act 1 quiz, originally scheduled for today, is tomorrow. Worksheets for Act 2 will be checked at that time.

11R

  • Quiz 4, chapters 10-14
  • Tomorrow we will discuss the book and go over the quiz.
  • Students were told to finish up though chapter 20 over the break.

Tuesday, April 07, 2009

Julius Caesar Scene 3: Cassius Continues to Weave His Web, AWAA continued

10R
  • Finished Act 1
  • There will be a quiz tomorow
  • Students received two handouts today: act summaries + character descriptions and worksheets for Acts 2 through 4.
  • HW: Read Act 2 Summary
  • Since we start Act 2 tomorrow, worksheets and vocab should be done for bonus points.

11R

  • Quiz 4 today for prepared students
  • Others can play catch up

Monday, April 06, 2009

Julius Caesar Act 1, AWAA continued

10R
  • Took a look at character list on page 345 and read Act 1 summary while worksheets were checked for credit.
  • Gave a short background on the plays context: "The date by history is 44 BC. Again by historical record we know that Caesar has just returned from his victory in the land we now call Spain against the sons of Pompey the Great, an enemy Caesar has already killed." LINK
  • Read Act 1, scene one and two.
  • HW: Summarize today's reading in notebook.
  • HW: Any essays from Friday that have not been turned in will not be accepted without penalty after Thursday.

11R

  • Worked independently either on book work or make-up work
  • quiz on chapters 10-14 tomorrow
  • HW: Any essays from Friday that have not been turned in will not be accepted without penalty after Thursday

Thursday, April 02, 2009

Regents Exam task III

  • All classes reviewed what a "controlling idea" is, and were reminded that the last sentence of the introductory paragraph should clearly state the contolling idea.
  • Bear in mind that this is not summarizing. When summarizing, events or ideas in the passage are prioritized and briefly described or explained. For a task of this nature, details associated with the controlling idea are selected, prioritized and explained in terms that connect the two passages.

  • 10R classes are reminded to work on their Julius Caesar handouts (see yesterday's post).
  • 11R classes should continue reading and complete through chapter 17 by Monday morning.

Wednesday, April 01, 2009

The Controlling Idea and an Intro to Shakespeare's "Julius Caesar"

All classes will be taking a Regents practice exam (task III) tomorrow and Friday. Today we reviewed the "controlling idea" focus of this part of the exam. Essentially, a controlling idea will establish a connection between two reading passages and the essay will be written around the connecting idea.

This is not summarizing!


The instructions for the essay will be the following:

After you have read the passages and answered the multiple-choice questions, write a unified essay about the discovery of beauty. In your essay, use ideas from both passages to establish a controlling idea about the discovery of beauty. Using evidence from each passage, develop your controlling idea and show how the author uses s pecific literary elements or techniques to convey that idea.
Note that the focus of the controlling idea is already given: the discovery of beauty. All that needs to be done now is to write an introduction which ends with a statement that defines the controlling idea as applied to the two passages, then discuss that idea using details from the passages.

10R
  • We also introduced "Julius Caesar" today. Of note is the following:
  • Students will be given a word search and a crossword for the vocabulary for each act.
  • Completed sheets will be worth five extra credit points on the subsequent quiz.
  • Also, all vocabulary written neatly into the notebook, for each act, will be worth an additional ten points on the exam. These points will only be awarded if all work is done before the start of each act.
  • In other words, to earn points for the act 1 quiz, both sheets must be done and checked before we start the play.
  • In order to earn all vocabulary points towards the exam, the definitions of all words must be written into the notebook before the beginning of each act.
  • None of this is mandatory, but highly recommended.
11R
  • Reading logs for chapters 8 through 12 will be checked during the Regents practice exam.

Tuesday, March 31, 2009

Short Story Exam, AWAA Quiz 3

10R
  • Took Short Story exam today
  • Tomorrow will prepare for Julius Ceasar!
  • Look ahead: Thursday and friday will be a Regents practice exam.
  • Marking Period ends Friday!

11R

  • Took quiz 3 on the novel.
  • Students should have read through chapter 11 by tomorrow morning
  • Marking period ends Friday. All back work MUST BE IN BY THEN!

Friday, March 27, 2009

"The Bass, the River, and Sheila Mant" par IV; AWAA, continued

10R
  • Worked in the computer lab today rewriting Sheila Mant summaries with special attention to sentence combining.
  • Exam on the three short stories on Monday

11R

  • Went over sentence combining activity from the last quiz
  • discussed the character of peter jenkins so far in the story
  • HW: should be done through chapter 10 on Monday
  • Expect quiz on chapters 7,8,9

Thursday, March 26, 2009

"The Bass, the River, and Sheila Mant" par III; AWAA, continued

10R
  • Checked HW while sentence combining activity was done.
  • Discussed the rest of the story in terms of conflict. Students were reminded of the primary focus of the other two stories (irony and foreshadowing repectively for "A Story of an Hour" and "The Monkey's Paw."), and that these concepts will be central to the exam on these stories on Monday.
  • HW: Summary rewrite. Students were told that this will be worth a 40 point minor grade. Tomorrow, we will be in the computer lab for a final rewrite focusing on sentence combining. This will be for a major grade. Note: any vocabulary word used correctly and underlined will be worth one extra credit point.

11R

  • Went over yesterday's quiz.
  • Checked reading logs
  • Chapter 9 for tomorrow. Quiz on Monday or Tuesday.

Wednesday, March 25, 2009

"The Bass, the River, and Sheila Mant" par II; AWAA, continued

10R
  • HW: finish the story, write summary

11R

  • Took quiz
  • Chapter 8 for tomorrow. Reading logs will be checked.

Tuesday, March 24, 2009

"The Bass, the River, and Sheila Mant"; AWAA, continued

10R
  • Sentence combining activity
  • Journal question: What character traits would apply to the main character in the story? What evidence proves this? Disucss.
  • Discuss the story elements so far, particularly the symbolism of the opening sentence and the two things Sheila Mant says to the boy.
  • HW: Read to the end of 'E' on the next page (247)
  • HW: summary

11R

  • One more class to prepare for the next quiz:
  • Continue reading the book. Quiz will be tomorrow and reading logs will be checked.
  • Logs through chapter 6 will be checked tomorrow.

Monday, March 23, 2009

Quiz review and "The Bass, the River, and Sheila Mant"; AWAA Chapter 6

10R
  • Go over Friday's quiz, particularly sentence combining section
  • Monkey's Paw rewrites were handed back and put in writing folders
  • "The Bass, the River, and Sheila Mant" by W.D. Wetherell was distributed.
  • HW: Read the story to page 246. Stop at "forgot all about it." Write summary in notebook.

11R

  • Continue AWAA, chaoters 6 and 7
  • Quiz tomorrow on chapters 4,5,6
  • Quiz will include sentence combining activity

Friday, March 20, 2009

Vocab Quiz and Short Story Review, AWAA Discussion

10R
  • Vocab and sentence structure quiz
  • Reviewed questions for both "The Story of an Hour" and "The Monkey's Paw"
  • Students were reminded that the marking period ends in two weeks. Work owed MUST be handed in.
  • No HW
  • Have a nice weekend

11R

  • Discussed A Walk Across America with particular attention payed to the reason for Peter's walk and the hostorical context: America in the early 1970's
  • Finish though chapter six.
  • Quiz and log check next Tuesday.

Tuesday, March 17, 2009

"Monkey's Paw," and AWAA Quiz

10R
  • Sentence combining activity
  • Discuss story, particularly the author's use of suspense and the reader's imagination to fill details.
  • Quiz on story.
  • HW: Rewrite summary to hand in. This will be a major grade this time. Length and sequencing will be taken into account, as well as grammar and punctuation.
  • Also, there will be a vocab quiz tomorrow.

11R

  • Quiz on first three chapters
  • Begin chapter 4. Finish for homework and write log. All logs will be checked tomorrow.

Monday, March 16, 2009

Monkey's Paw Part II, AWAA, continued

10R
  • Word of the Week:
    Hubris (noun)- Exaggerated pride or self-confidence, arrogance
  • Sentence combining activity
  • Review how to write a summary. Summaries should briefly describe the main events in order. There shouldn't be too much detail, but nor should there be too little.
  • Continue with "The Monky's Paw." Read section 2 and discuss. Write summary.
  • HW: Finish the story, write summary for last section.

11R

  • Word of the Week: same as above.
  • Discuss important events in chapter two that inspired Peter to go on his journey. Focus on discussion with Gus.
  • Start chapter 4.
  • HW: There will be a quiz on the first three chapters tomorrow, vocabulary included. Make sure forst three reading logs are complete.

Friday, March 13, 2009

"The Monkey's Paw", AWAA Day 2

10R
  • Started reading "The Monkey's Paw" by W.W. Jacobs with focus on foreshadowing.
  • Read through most of section 1, underlying examples of foreshadowing
  • HW: Finish section 1, write summary. (Reminder: A summary should contain a brief mention of the highlights of the story. )
  • Also, any work still owed for "The Story of an Hour" needs to be completed.

11R

  • Spent the period reading. Students should be finished with Chapter 3 by Monday including a reading log for each chapter. This will be checked on Monday.
  • All work for "To Build a Fire" needs to be completed.
  • Note: When students are caught up with all assignments, we will watch the "To Build a Fire" video.

Thursday, March 12, 2009

"Story of an Hour" Last Day, A Walk Across America by Peter Jenkins

10R
  • Checked in work owed
  • Continued on "Story of an Hour" assignments:
  • Summaries for parts one and two in notebook
  • Literary Review Outline (in notebooks, assigned Tuesday)
  • Story summaries, revised and rewritten to be handed in (assigned Wednesday)
  • Questions 4,5,8 (done in class yesterday and today)
  • Essay: discuss 2 examples of irony in the story (at least 4 paragraphs, done in class yesterday and today)
  • Anything not done is homework and should be handed in ASAP.
  • Tomorrow we'll spend a little time going over the outline and the questions before moving on to the next short story.

11R

  • Discussed yesterday's lesson and the historical context of the book.
  • Reading log for chapter one should have been done.
  • Started to read chapter 2 in class. Finish for HW plus reading log.

Tuesday, March 10, 2009

The Story of an Hour part 2, TBAF Project, Completed?

10R
  • New vocab word:
    Ambivalent: the coexistence within an individual of positive and negative feelings toward the same person, object, or action, drawing him or her in opposite directions at the same time.
  • Wrote a short summary in notebook.
  • Reviewed story so far, discussed irony and the ambivalent feelings in the main character.
  • Finished reading the story with particular attention ot hte following passages:

  • There would be no one to live for during those coming years; she would live for
    herself. There would be no powerful will bending hers in that blind persistence
    with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination...
  • She breathed a quick prayer that life might be long. It was only yesterday she
    had thought with a shudder that life might be long.
  • When the doctors came they said she had died of heart disease-- of joy that kills.
  • Homework: 1) summarize the second part of the story, 2) literature review outline (both to be done in notebooks.)
  • Note: I will be out tomorrow (Wed.). Tomorrow's homework is to rewrite both story summaries for submission. I will be looking for completion (story from beginning to end), sequencing, and most importantly, punctuation, grammar and sentence structure.

11R

  • Last day for using class time to complete "To Build a Fire" assignments, which are:
  • Summary
  • Questions : pg. 573 #1, 2ab, 3, 4ab, 7abc, 12
  • Multiple choice/vocab test
  • Essay: What is the theme of the story? How does the author use conflict in illustrating this theme? Use specific details from the story in discussing this fully.

Monday, March 09, 2009

The Story of an Hour part 1, TBAF Project, Continued

10R
  • Word of the week:
    Proliferation (noun): to grow or increase by rapid numbers, to rapidly produce new units. (verb= proliferate)
  • Begin "The Story of an Hour" by Kate Chopin. (TEXT)
  • Story was discussed as we read with particular attention to symbolism and irony. We also talked about the historical context in which Chopin wrote.
  • No homework tonight.

11R

  • Word of the week (same as above)
  • Continue with TBAF project. Tomorrow is the deadline for all work.

Friday, March 06, 2009

LOTF: The Final Cut, TBAF Project Day II

It is indeed almost June. We are at the halfway point in the 3rd quarter.

10R
  • Finished movie.
  • Short story unit next week, and a Regents practice

11R

  • Continue follow-up activities to TBAF
  • Next week: Regents practice and new novel, Rocket Boys

Thursday, March 05, 2009

LOTF Movie Part lll, TBAF Project

10R
  • Continue movie

11R

  • TBAF project:
  1. Story summary; focus on writing mechanics
  2. multiple choice/vocab
  3. questions: pg. 573 #'s 1, 2ab, 3, 4ab, 7abc, 12
  4. Essay:
    What is the theme of the story? How does the author use conflict in illustrating this theme? Use specific details from the story in discussing this fully.
  • Deadline for completion is Tuesday,

Tuesday, March 03, 2009

Balancing Period 1 and 7, LOTF: The Movie

10R
  • Short sentence combining activity
  • Start movie

11R

  • Short sentence combining activity
  • Pd 1: Start summary of story
  • Pd 7: Finish story, start log

Monday, March 02, 2009

LOTF Essays, TBAF Part 4... Partly

10R

  • Word of the Week: Plethora (n.)- an excessive quantity or fullness
  • Notebooks: What is the central theme of LOTF? (Save discussion for end of class)
  • Essays generally lacked the detail called for. Directions stated: Discuss in terms of specific events from the story. The following was profided as an example:

The Symbolism of the Conch In The Lord of the Flies


The conch symbolizes democracy and civilized behavior in The Lord of the Flies, and represents, in how it is treated, the decline of that civilized behavior. In the beginning of the story, Ralph and Piggy find the conch. Piggy knows it can be used as a horn and suggests blowing it to gather the boys who were scattered all over the island. This works. When the boys are together, it is decided that whoever holds the conch has the right to speak. This rule enforces mutual respect and the democratic idea of free speech.


However, Jack is constantly talking over whoever holds the conch. In the beginning, he is restrained by the conch’s power, and especially by Piggy’s constant insistence that the conch be respected. However, because of the fear of the beast, the power of the conch starts to diminish. When Jack uses the conch to call an assembly, he was actually stealing authority from Ralph and thereby lessening the value of the conch. Eventually, Jack no longer pays attention to the conch, as he has used the fear of the beast to gather more of the boys into a separate tribe, until it is only Ralph, Samneric, Piggy and a few Littluns left. Finally, they bring the conch to Castle Rock to confront Jack over the stealing of Piggy’s glasses. Piggy still insists in the power of the conch, however its power by this time is gone and Roger destroys the conch and kills Piggy.


The boys have crossed fully into a state of savagery at this point.

  • The bolded lines illustrate events that happened in the story
  • The rest of the essay questions were discussed.
  • The central theme was discussed: The restraints of society/civilization keep humans from savagery.
  • We start the movie tomorrow.

11R

  • Word of the week (Same as above.)
  • Finish TBAF. Add one more vocab word from the reading:
  • poignant: keenly distressing, intense
  • Start memory log, finish for HW
  • Due to half the class being out 7th period, we'll finish the story tomorrow.

Friday, February 27, 2009

LOTF Exam Review, TBAF Part 4

10R
  • Go over multiple choice questions, discuss as needed
  • No HW. We will start watching hte movie next week

11R

  • Rewrite yesterdays memory log for a minor grade
  • Continue TBAF up to "...while it snarled and whined and struggled."
  • Write memory log, finish for HW.

Thursday, February 26, 2009

LOTF Exam Part 2, TBAF Part 3

10R
  • Continue book exam.

11R

  • Continue "To Build a Fire" up to "The match fell in the snow and went out."
  • Began memory log in class, finish for HW.

Wednesday, February 25, 2009

LOTF Exam, TBAF Part Two

10R
  • New vocab word:
    Altruistic (adj): unselfishly generous; concerned for others. (noun = altruism

  • LOTF Exam

11R

  • Rewrite last night's memory log and hand in.

  • New vocab word: Altruistic (adj): unselfishly generous; concerned for others. (noun =
    altruism)

  • Continue TBAF. Ended at "...the skin of all his body chilled as it lost its blood."

  • HW: Memory log #2.

Tuesday, February 24, 2009

Finally LOTF, "To Build a Fire" by Jack London

10R
  • Opened class with a choice of journal topics:
  • How did Jack respond to being called a thief? Why did he react this
    way?
  • "We won't be painted. We aren't savages."
  • What did Ralph do to the pig skull? Why?
  • Final discussion of the book: the confrontation between Jack and Ralph, Piggie's death, Ralph's confrontation with the Lord of the Flies and the rescue which, ironically, happened as a result of Jack setting the island on fire. The parallel of their rescue by military personnel with what occurred on the island was also discussed.
  • HW: Unit test is tomorrow and Thursday. There will be 40 multiple choice questions (including 6 vocabulary words) and an essay. All reading logs must be done and checked by me.
11R
  • Began reading and discussing Jack London's "To Build a Fire" (text HERE)
  • Stopped after the ninth paragraph (ending with "amber beard")
  • HW: Write memory log in notebooks. Try to recall as much detail as possible.

Monday, February 23, 2009

A Little Grammar, A Few Symbols and an Intro to Jack London

10R
  • Sentence combining activity.
  • I was sick last night. I stayed home from school
    today.
  • I was sick last night so I stayed home from school
    today.
  • Because I was sick last night, I stayed home from school
    today.
  • I stayed home from school today because I was sick last
    night.
  • We talked about starting sentences with 'because,' which students are often told they can't do.
  • Vocabulary:
    Clause: an expression including a subject and verb but not making a complete sentence
    Ex: Because I was sick last night, I missed school today.
  • Went over benchmarks briefly. Some students took theirs home to do over.
  • Worked on some symbolism for LOTF
  • Tomorrow the remaining logs for chapters 9 throguh 12 will be checked. Final discussion on the end of the book and a little more symbolism work.
  • Book exam for Wednesday and Thursday.

11R

  • Same sentence activitiy as above.
  • Period 7 began intro to the short story "To Build a Fire" by Jack London. This story will follow the same sequence of activities the "Owl Creek Bridge" did.

Friday, February 13, 2009

LOTF Symbolism and the significance of Chapter 10, Owl Creek Video

10R
  • Students were given a list of the possible symbols from the story and brainstormed in groups as to their significance:
  • Plane Crash:
    Forest Scar:
    Island:
    Conch:
    Eyeglasses of Piggy and Piggy Himself
  • Ideas shared and written in notes.
  • Discuss the importance of Chapter 10 including the boy's reactions to Simon's death. (Especially the difference between Ralph's reaction and Jack's.)
  • HW: Finish the book, complete reading logs.

11R

  • View video of "The Occurrence at Owl Creek Bridge"
  • See video HERE.

Everyomne have a great break!

Thursday, February 12, 2009

Benchmark Completion, "Owl CreeK" Summary

10R
  • Critical Lens Essay Benchmark was started yesterday and completed today. Any not done will be finished for homework.
  • Tomorrow we will discuss chapter 10 in LOTF and book logs for 9 and 10 will be checked.
  • The last 2 chapters and reading logs will be finished over break. We'll wrap up the book then.

11R

  • All summaries and questions completed. We'll watch the video of the story tomorrow.

Tuesday, February 10, 2009

Lens Rehearsal Part II, Owl Creek Wrap Up Part I

10R
  • Continue with practice critical lens essay.
  • Critical lens Benchmark is tomorrow and Thursday
  • Friday we will have a final discussion on chapters 9 and 10 in LOTF. Book and reading logs need to be finished over break. (Two chapters left.)
  • Make up or retest vocab quizzes need to be done this week.

11R

  • Exam on "Owl Creek." Elements will include vocabulary, multiple choice questions, questions from the text and a written summary of the story focusing on mechanics: grammar, punctuation, etc.
  • Exam will continue tomorrow.

Monday, February 09, 2009

Mr. Farquahar Hangs, Critical Lens Essay Practice

10R
  • Begin essay practice.
  • Go over important points that students lose points on such as: discussing seperate literary elements in each of the body paragraphs, using specific and detailed examples from the works, mindfully proofreading and editing.
  • Essays will be finished tomorrow in class.
  • HW: Quiz on chapters 9,10
  • Vocab quiz may be retaken after school this week.

11R
  • Finish reading the story.
  • Discuss the ending as rlated to the beginning of section 3.
  • Start questions on page 533

Friday, February 06, 2009

Vocab Quiz, Mr. Farquahar Escapes

10R

  • Went over LOTF chap. 7 & 8 quiz.
  • Took vocab quiz. Students who didn't do well will have a chance to retake.
  • Period 4 was given the directions for a critical lens essay. They are to prepare the essay, not write it. Do a planning page or a rough draft. We will review the process on Monday.
  • Due to a comedy of errors, period 5 did not get the essay directions. We'll go over it on Monday and spend time getting it started.
  • All essays will be due on Tuesday.
  • There is a benchmark on Wednesday.
  • Both classes should read chapter 10 plus reading logs for Monday

11R

  • Classes did pretty poorly on the vocab quiz. They will retake it next week (probably Tuesday) for a major grade.
  • Continued "Occurrence at Owl Creek Bridge" (Text linked again for those who need to catch up.)
  • HW: Another memory log on the story and study for the vocab test.

Wednesday, February 04, 2009

The Hanging of Mr. Farquahar, LOTF Quiz 3

10R
  • Took quiz on chapters 7,8. Reading logs of chapters 5 through 8 were checked for a grade.
  • Discussed the imagery in chapter 8 further. The slaughter of the sow can be seen as the point when Jack and the hunters lost the last vestiges of civilization in a kind of twisted baptism of blood. This sets the scene for chapter 9.
  • HW: Read chapter 9 and write log
  • Vocab quiz on Friday, not tomorrow. Review words.
Vacabulary up to this point:

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."

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.

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.

Symbol: something used for or regarded as representing something else; ex. The grim reaper=death, huskie=football team, eagle=America

Allegory: a story meant to be read symbolically.

Elfin: Relating to or suggestive of an elf, Having a magical quality or charm

Empathy: understanding and entering into another's feelings. Different than sympathy which is to feel sorry for; empathy is to feel the same as.

Hedonism: Pursuit of or devotion to pleasure, especially to the pleasures of the senses

Anguish: excruciating or acute distress, suffering, or pain

Anecdote: short account of an incident (especially a biographical one)

Profound: showing intellectual penetration or emotional depth; great, important meaning

Thesis: A statement that is maintained by argument

Annotate: to supply with critical or explanatory notes; comment upon in notes

Poetry: the art of rhythmical composition, written or spoken, for exciting pleasure by beautiful, imaginative, or elevated thoughts.

Prosody: study of poetic meters and writing verse; the particular system of verse in a poem.

Prose: the ordinary form of spoken or written language

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).

Simile: a figure of speech in which two unlike things are compared using ‘like’ or ‘as’, as in "she is like a rose."

Conundrum - (noun)
1. a riddle whose answer is or involves a pun
2. an intricate and difficult problem

iambic pentameter: The most common meter in English verse. It consists of a line ten syllables long that is accented on every second beat

Precedent (noun)- 1) an earlier occurrence of something similar 2) something that may serve as an example or rule to authorize or justify a similar future act or statement.

Pandemic (adj.)--spread over an entire country, continent or world.

Cynical: Believing or showing the belief that people are motivated chiefly by selfish concerns; skeptical of the motives of others; Negative or pessimistic, as from world-weariness

11R
  • Rewrite last nights summary, hand in for grade.
  • Review vocab. Quiz tomorrow. Study!
  • Read next section in Occurrence at Owl Creek Bridge.
  • HW: Write summary, same as yesterday.

Tuesday, February 03, 2009

The Lord of the Flies: Revealed, Occurence at Owl Creek Bridge

10R
  • Journal: How is Jack threatening Ralph's authority?
  • Read highlights from chapter 8, which can be considered the most important chapter in the book. fear of "The Beast" weakens the boy's impulse toward civilized behavior. Jack, behaving from the savage, primal side of human behavior splits off from Ralph's group. The scene where the hunter's kill the sow marks the moment when the last remnants of civilized behavior is washed from them in a kind of baptism of blood. Leaving the pig head as an offering to The Beast is religious in nature: the Beast has been turned into a god that lives on the mountain.
  • Simon, in a state of heightened sensitivity, possibly due to fever, has a 'conversation' with the pig head, naming in "The Lord of the Flies." Possibly, the head symbolizes their fear and brutality, their Beast... the flies symbolize the boys.
  • HW: Make sure reading logs for chapters 7 and 8 are complete. Logs for chapters 5 through 8 will be checked for two major grades. We will read chapter 9 in class together.
11R
  • Started reading "Occurrence at Owl Creek Bridge."
  • Three new vocab words were introduced. The whole list at this point is reproduced here for students to catch up.
  • HW: Write everything which can be recalled from the reading so far in journals.

Political: of, pertaining to, or involving the state or its government:

Self-evident: Requiring no proof or explanation.

Unalienable: Not to be separated, given away, or taken away

Despotism: absolute power or control; tyranny.

Parallelism: the repeated use of phrases, clauses, or sentences in structure or meaning to strengthen an argument

Calvinism: emphasizing predestination, the sovereignty of God, the supreme authority of the Scriptures

Enlightenment: philosophical movement of the 18th century, characterized by belief in the power of human reason and by innovations in political, religious, and educational doctrine.

Romanticism: a movement in literature and art during the late 18th and early 19th centuries that celebrated nature rather than civilization; Romanticism valued imagination and emotion over rationality

Anecdote: short account of an incident (especially a biographical one)

Profound: showing intellectual penetration or emotional depth; great, important meaningThesis: A statement that is maintained by argument
Annotate: to supply with critical or explanatory notes; comment upon in notes

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).

Simile: a figure of speech in which two unlike things are compared using ‘like’ or ‘as’, as in "she is like a rose."

Conundrum - (noun)
1. a riddle whose answer is or involves a pun
2. an intricate and difficult problem

Ambiguity: doubtfulness or uncertainty of meaning

Precedent (noun)-
1) an earlier occurrence of something similar
2) something that may serve as an example or rule to authorize or justify a similar future act or statement

Pandemic (adj.)--spread over an entire country, continent or world.

Cynical: Believing or showing the belief that people are motivated chiefly by selfish concerns; skeptical of the motives of others; Negative or pessimistic, as from world-weariness

Satire: the use of irony, sarcasm, ridicule, wit or the like, in exposing, denouncing, or deriding vice, folly, etc.

Monday, February 02, 2009

LOTF Quiz, "Occurrence at Owl Creek Bridge"

ALL STUDENTS:

The school year is half over and from now until June pass like the blink of an eye. Renew your commitment to doing your mindful best and keep your eyes on the prize.

10R
  • Quiz on chapters 5,6
  • Brief discussion on chapter 7
  • HW: Make sure chapters 7 and 8 are finished and reading logs completed

11R

  • Read bio for Ambrose Bierce. Discuss the qualities of the man as described.
  • Read intro for the story "Occurrence at Owl Creek Bridge"
  • Do writing assignment on page 525
  • Review vocabulary
  • No HW this evening

Friday, January 23, 2009

"The Beast from the Water," Regents Practice and Final Exam

10R
  • Check essay completion
  • Note about owed work
  • Finish discussing chapter 4, "The Beast from the Water," with emphasis on "why things fall apart" and the "Beastie" as projection of human fear, and "water" as a metaphor for conscious vs. sub-conscious.
  • HW: read chapter six. Write reading log. Logs will be checked on Monday for final grade of marking period.

11R

  • Finish critical lens essay

English Lit

  • Final exam
  • All work and last presentations will be on Monday.

Thursday, January 22, 2009

LOTF Quiz, Critcal Lens Essay, Author Presentations

10R



Both classes took a quiz on chapters 3 and 4 of Lord of the Flies. Reading logs for chapters 3, 4 and the first part of chapter 5 were checked for a major grade. Final two paragraphs of the critical lens essay were checked for a minor grade in period 4. Period five had to show the first two paragraphs.



Homework: both classes have to finish chapter 5 and write a reading log. Period 7 also has to finish the last two paragraphs of the critical lens essay.



Tomorrow, another critical lens essay will be give for a major grade.



11R



Both classes: Some students are finishing up the last essay, others are beginning the last critical lens essay before next week's Regents exam. Some students still haven't handed in their poems.

English Lit

Author presentations, essays due. Final exam tomorrow.

Tuesday, January 20, 2009

Regents Practice, Research and The Presidential Inauguration

10R

  • Period 4 continued practice on the critical lens part of the Regents Exam. Paragraph two was added:

Body Paragraph One: In body paragraph one, you will be discussing the first work of literature, a literary element from that work of literature, and how they relate to the critical lens statement. This body paragraph should have a strong topic sentence, and should tie all of the above information together using SPECIFIC examples from the work of literature that have to do with the literary element of your choice. These specific examples should PROVE the quote to be true or false, depending on whether or not you agree with the critical lens statement. An example of a topic sentence (first sentence in paragraph) is as follows:


Title of work of literature, by author’s name, proves author of critical lens statement theme to be true (or false).

  • Period 4 also went over last weeks benchmark exams. weaknesses were discussed.
  • Period 5 viewed the presidential inauguration. they will catch up tomorrow.
  • Both classes should be sone with chapter 4 in LOTF. Quiz tomorrow.

11R

  • Continued Regents part 1 practice. Will finish tomorrow.

English Lit.

  • Computer lab work. Author presentations and essays this Thursday. Final exam on Friday.

Friday, January 16, 2009

LOTF Chapter 3, Regents Practice, Research

10R
  • Went over yesterday's quiz.
  • Discussed chapter 3 with emphasis in the growth of the idea of "The Beast."
  • HW: Chapter 4 plus reading log. There will be a quiz.

11R

  • Review Critical Lens Essay
  • Start Part 1 practice. Discuss the instructions and the poem. Continue on Tuesday.

English Lit

  • Literature period essays are due.
  • We'll be in the computer lab on Tuesday and Wednesday.
  • Author presentations will be Thursday and Friday. Author essay due at that time.
  • Final exam on the follwoing Monday.

Thursday, January 15, 2009

Benchmark and LOTF, Poetry, Research

Apologies for falling a bit behind!



10R

Tuesday and Wednesday students took benchmark on Regents Exam part 2. Anyone not done has to finish for homework. Some students were on a field trip yesterday and have yet to finish.


  • Today, students will write paragraph 1 for quote 3 and hand it in for a minor grade.

  • Quiz on chapters 1 & 2 of Lord of the Flies.

  • Check reading logs 1&2.

  • Discuss Chapter 2.

  • HW, read chapter 3 and write reading log.

11R



  • We've done lots of poetry the past two days, especially in period 1. Tuesday we read and discussed Frost's "A Dust of Snow" and Longfellow's "A Psalm of Life." A short essay was assigned for the Longfellow poem (questions 7 & 8 in the handout). Wednesday students were given some time to edit and rework their essay. Period 7 was given the whole period as many were absent due to a field trip. Period 1 read and discussed Frost's "An Old Patch of Snow" and "A Time to Talk" with emphasis placed on their central theme and how it compares to Lonfellow's "Psalm of Life" (living in the moment, mindfulness).

  • Today Period one read Frost's "The Road Less Traveled" with special emphasis on rhyme scheme and rhythm. We also read and discussed Holme's "Old Ironsides." Assignment: original poem written according to directions in the handout.

English Lit


  • Continued research in the library. Literary period essays due tomorrow. Students were told that this research project wuill be counted as part of the final exam for the class, and to make extra copies as the ones handed in won't be returned. Students were also reminded to review class material for the multiple choice portion of the final.
  • All overdue work needs to be handed in as soon as possible.

Monday, January 12, 2009

Poetry, LOTF, Researh

10R
  • Short review of Regents part II for tomorrow's benchmark exam
  • Discuss Chapter 1 of Lord of the Flies.
  • Benchmark test tomorrow and Wednesday
  • Read Chapter 2 for Thursday plus reading log. There may be a quiz.

11R

  • Read "A Little Hole in the House:"


A Hole in the House

There is a little hole in the house;
Here on the bed,
There on the chair.

There is a little hole in the house;
In the floor’s windowlight;
Before the winter fire.

There is a little hole in the house;
On the stair,
Soft foot thumping.

There is a little hole in the house;
Warm and rumbling,
Near my ear.

There is a little hole in the house;
Where the dogs worry,
And the children sigh.
  • Write about possible meaning, metaphors, tone.
  • Discuss.
  • Review metaphor, alliteration
  • Read "I heard a Fly buzz--when I died--" by E. Dickinson
  • Discuss poem.
  • Critical lens essays should be handed in by now.

English Lit

  • Meeting in the library this week to work on research papers.

Friday, January 09, 2009

Critical Lens Practice Continued, LOTF Activity, Macbeth Exam

Critical Lens Paragraph 1: Introduction

Introduction Paragraph: All of the information in regular font is information that you will need to "plug in" to the critical lens introduction formula. All of the information that is in italics is information that you copy down- your formula.:

According to author of quote, "quote the critical lens statement word for word." In other words, re-word or paraphrase the critical lens statement in your own words. Title of Work of Literature (underlined) by author’s name, and Title of Work of Literature (underlined) by author’s name, illustrate the truth (or fallacy) of this theme.

10R

  • Write paragraph 1 for quote 2 and review
  • Seperate into groups, do "Stranded" Activity in preperation for reading Lord of the Flies. Discuss.
  • Distribute books. Preview chpater 1 vocab. Start reading chapter 1.
  • Finish chapter for homework. Write book log concentrating on character analysis. Chapter 1 vocabulary:
  • efflorescence: the period or state of flowering
  • enmity: ill will; hatred; especially mutual ill will or hatred
  • matins: service of morning prayer
  • precentor: leader of the singing of a choir or congregation; directing
    singer
  • proffer: to offer for acceptance
  • eccentric: varying from what is usual or customary; odd; strange
  • decorous: proper; suitable to the time, place, and occasion
  • pallid: pale; wan
  • suffusion: to flush or blush
  • hiatus (hi-ate-us): an opening; gap; a break with a part missing

11R

  • Finish critical lens essay

12R

  • Macbeth exam, finish essay at home
  • Report to Library on Monday.

Thursday, January 08, 2009

Stranded!, Critical Lens Practice, Macbeth's Final Breath

10R
  • Word of the week!
Precedent (noun)-
1) an earlier occurrence of something similar
2) something that may serve as an example or rule to authorize or justify a similar
future act or statement
  • Critical Lens practice
  • Distribute handouts
  • apply quote 1 to essay formula and write intro paragraph 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,
    literature shows us the power of feelings. Feelings, not thoughts, inspire
    characters in books to act. The Silver Kiss, by Annette Curtis Klause and Romeo and Juliet, by Shakespeare illustrate the truth of this theme.
  • Students will write intro paragraph at start of class tomorrow
  • Distribute intro activity for Lord of the Flies.
  • Do journal activity
  • HW: consider survival activities

11R

  • continue critical lens practice essay for quote 10.

English Lit

  • Watch Act 5 of Macbeth
  • Exam tomorrow

Monday, January 05, 2009

Back to Work?

Well... due to the two hour delay, periods 1 and 2 fall behind. Not a problem with period 1, but I'm concerned about you English Lit students. Many of you haven't turned in your Macbeth questions for acts one through four. Also, I had planned to finish the play today, test tomorrow and get to the library for research on Thursday, but as I won't be in tomorrow and Wednesday is looking questionable (snow day?), I've pushed library time back to Monday.

You really need to be collecting info for the project. Library will be used for filling in the details and writing.

10R
  • Continued "The Blue Carbuncle." Period 4 didn't finish due to shortened classtime, but period 5 did. (Note: Find one of the two 'flaws' in the sotry for 5 extra credit points on tomorrow's assignment.)
  • Tomorrow, classes will work on questions pertaining to Capote's "A Christmas Memory" read before the break.

11R

  • Period 7: Continue regents prep: quote number 4, complete first three paragraphs. Special attention paid to the literary elements needed to complete body paragraphs 1 and 2.