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Juniors |
2-5 We started a new essay. Students must have the brainstorming done on Monday.
MAKE SURE YOU HAVE YOUR READING NOVEL WITH YOU!! |
2-5 Rewrite your timed writing using the following rules:
Make sure no two sentences start with the same word. |
2-5 We worked on grammar. Today was participial phrases. |
2-4 Workday: Vocabulary sentences, vocabulary posters, essay correctives, or reading. |
2-4 We finished Act II of Othello Homework: identify significant quotes in Acts I and II |
2-4 We worked on grammar. Today was work on appositive phrases |
2-3 Students could work on the vocabulary assignment OR they could do correctives from the last essay. Each grammar mistake must be fixed and the rule explained. Any misspelled word must be written correctly 30 times. |
2-3 Reading Othello |
2-3 We worked on grammar. Today was work on prepositional phrases |
2-2 In class, students received a list of 17 words with definitions and sample sentences. For each word, they must write one sentence about themselves or people they know. They must choose five words from the 17 to become "expert" with. For these five words, they need to create one mini-poster per word. The miniposter must have the word, the definition, an illustration, and a small paragraph that describes their reading novel--one that uses the word at least four times. |
2-2 Reading Othello |
2-2 We worked on predicates (verbs) and complete predicates |
2-1 Reading day. Students must bring reading novels to class every day. Novels should be at least 150 pages and appropriate for the student's reading level |
2-1 Reading Othello |
2-1 We are stopping and focusing on specific grammar skills this week. Today was identifying subjects and complete subjects. |
1-27 We continued to work on phrases and clauses Today was the last in-class day for working on the final draft. |
1-27 We continued reading Othello. Students should read up until the end of Act I, scene ii Remember that Shakespeare vocab packet is due on Friday! |
We did a T-chart on Henry and Karolys. For a paragraph, you must choose ONE trait to focus on. Students started writing a comparison or a contrast paragraph. |
1-26 We continued to work on phrases and clauses Students had time to work on the final draft essay due on Thursday |
1-26 We read up to the point where Iago left for the Saggitary to meet Othello HW: Work on unit one of the Shakespeare vocab packet. |
In class students did the character chart on Henry. They then had time to work on the reading homework. HW: Finish the Henry/Karolys packet, including the character chart on Karolys |
1-25 We continued to work on phrases and clauses Students had time to work on the final draft essay due on Thursday |
1-25 We started on the Shakespeare unit. Students had time to state the Shakespeare vocab unit. Unit one (pages 1-17) is due on Friday. We turned in the five journals students did on To Kill a Mockingbird. The best journal should be on the top. |
We did page 31 in the Seeing the Self book and wrote a sample contrast paragraph HW: Take margin notes on Brandon Henry |
1-22 We continued to work on phrases and clauses Students had time to work on the final draft essay due on Thursday |
1-22 Students should do one formal journal using the rules set up by the junior teacher. They can be found HERE. |
Compare Contrast: We did page 30 in the Seeing the Self and wrote a sample comparison paragraph. |
1-21 We started really working on phrases and clauses. Students should be able to join two clauses using a semicolon. They should be able to recognize prepositional phrases, introductory phrases, appositive phrases, and descriptive phrases and correctly place commas. Students had time to work on the final draft essay due on Thursday |
1-21 We are continuing to work on analysis. Today's question: How does Harper Lee use flowers as symbols in the novel? |
1-21 We took a vocabulary test and turned in the vocab packet |
1-20 We reviewed conclusions. Every conclusion has three parts: Restate the thesis, tie back to the opening hook, and make a final wise comment or suggestion for the reader. |
1-20 We are continuing to work on analysis. Today's question: Atticus' brother comments, "You're a generation off, but the current generation is the same" when talking about the Ewells. How does Harper Lee develop the idea of generations? |
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1-19 Students have three choices for the hook and bridge. 1) Anecdote 2) Background/Historical 3) Informal quote Students had to write their own introductions for the paper on Friendly Persuasion |
1-19 We are continuing to work on analysis. Today's question: "Imagery in the various settings is often used to reveal ____." Note that this prompt uses the word "often," so it implies multiple possible answers. A counter example does not disqualify your idea. |
In class: Vocabulary, page 87 Review of coordinating conjunctions (cc) and conjunctive adverbs (ca). Take Friday's homework and add at least one cc and one ca and write a final draft. Turn it in at the end of class. Homework: Read The Harriet Tubman page 23-25 of Seeing the Self |
MLK Holiday |
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1-15 In class we wrote some of body paragraph #3 together while students finished on their own. |
1-15 ESSAY DUE We are working on analysis of To Kill a Mockingbird. In class we had discussions of two different questions 1) What does Harper Lee use children's games to reveal? Begin by looking at the games: Tarzan, Tom Swift, "Boo", and the urination contest. Then look for a pattern. Your answer must match all the games. 2) Why does Harper Lee include the Tim Johnson incident and how does it relate to events in the second half of the novel? Begin by looking for what event in the second half the Tim Johnson incident relates to. |
In class: Vocabulary pages 85 and 86 Seeing the Self, students should circle any new or unfamilar word on page 20. We then discussed the meanings and they had to choose one word to write about themselves as homework Homework: page 21 of Seeing the Self packet |
1-14 In class, students worked on writing body paragraph #2 |
1-14 We had a sub and this was a work day. Students could work on their essays or their AIMS remediation materials. |
1-14 We had a sub. Vocabulary pages 83 and 84 Students were to then write an opinion statement on Frank Daily from the Seeing the Self book. |
1-13 In class we wrote body paragraph #1 together. |
1-13 Students were each given a packet of materials aligned to an AIMS practice test they took first semester. Students need to study the packet materials and take the included practice test before coming in BEFORE OR AFTER school to retest each skill they scored low on |
FINAL DRAFT POEM DUE! Vocabulary pg 82 We discussed writing opinion statements. An opinion statement includes Opinion (your judgment) In class, we wrote an opinion statement for Robertson, the skydiving hero from the vocabulary book |
1-12 We brainstormed topics for the expository essay. The number one reason for students to struggle with expository essay is a lack of brainstorming. |
1-12 | 1-12 Vocabulary pages 79-81 (The skydiving accident) |
1-11 We finished the movie, finished the study guide information, and then look at the essay prompt: What positive values does Josh have in his life. |
1-11 I checked the rough draft on the three body paragraphs for the expository essay |
1-11 Rough draft of the poem DUE |
1-8 We're watching Friendly Persuasion. |
1-8 Test on To Kill a Mockingbird. Students can work on their essay when they finish the test. |
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1-7 We're watching Friendly Persuasion. |
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1-6 We're watching Friendly Persuasion. |
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1-5 We're watching Friendly Persuasion. |
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1-4 I lectured on the historical background for Friendly Persuasion, a movie about a Quaker family during the Civil War. Students should be able to discuss how the country started with the English Lords Proprietors in the south (Carolina area) and various religious groups including Puritans and Quakers in the northern part of the US |
1-4 Welcome back to school. In class we brainstormed on four topics that contributed to the success of the novel (humor, sadness, honesty, and drama) |
1-4 New literature book: Seeing the Self Read Walter Mitty |
WINTER BREAK
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12-8 We had a pre-test on subordinating phrases and complete sentences. We then reviewed the skills and students had to go through their body paragraph and add a few subordinate phrases. |
12-8 |
12-8 In class, we started reading Of Mice and Men by John Steinbeck |
| 12-7 Took notes on background/historical introductions. We wrote an introduction for the essay they are working on. |
12-7 Unit test on Greek theater; students turned in the annotated packets for both Oedipus and Antigone Homework: Read "My Superpowers" and mark anything you find of note. |
12-7 Class time and review of introductions and conclusions |
| 12-4 We started notes and looking at sample introductions and conclusions. |
12-4 Today is a study day for the test on Monday. Students should make their own study guides |
12-4 Last workday for body paragraphs |
| 11-20 Students will take the same attitude word they used from the first paragraph on 11-13 (depressing, realistic) and they will need to use conflicts to prove that their opinion is still true. |
11-20 7th hour homework: Write 10 sentences using vocab words |
11-20 We are continuing to research in the computer lab. |
| 11-19 Students are reading Buried Onions and taking notes on the conflicts in the book. |
11-19 1st hour homework: Write 10 sentences using vocab words |
11-19 We met in the computer lab. Students should create notetaking pages. These pages will have the citation information at the top, and then ONLY the most important information should be copy and pasted over to the note taking sheet. Students should aim for five to six sources |
| 11-18 Students are reading Buried Onions and taking notes on the conflicts in the book. |
11-18 Students began the PBA |
11-18 I introduced the research project. Students will need to choose a group that is discriminated against. They may choose a domestic group (African Americans, those with diabilities, the homeless), an international issue (citizens of Darfur, the Marsh Arabs) or any other group they feel is marginalized in our society |
| 11-17 Students are reading Buried Onions and taking notes on the conflicts in the book. |
11-17 Writers' workshop: we looked at sample essays and students essays for the traits that make up quality writing and how to improve writing |
11-17 In class we brainstormed topics and possible attitudes for a topic sentence on how the author of "Stolen Party" uses irony. After brainstorming and coming up with a topic sentence together, students had to write the rest of the paragraph in class or (if they don't finish) as homework. |
11-16 |
11-16 Writers' workshop: we looked at sample essays and students essays for the traits that make up quality writing and how to improve writing |
11-16 Students are still having difficulty with topic sentences (including both a topic and an attitude), primary support (general area supporting the topic), and secondary support (specific details). In class, we wrote a sample together. |
| 11-13 Students wrote a paragraph in which they described how the figurative language in the book supported their personal conclusion (for example, they had to prove the book was depressing or realistic using figurative language). |
11-12 Students worked on the practice PBA. It had to be turned in today. |
11-13 Students had time in class to write an ending to the story "Stolen Party." The assignment is described in the literature book under creative writing. |
| 11-12 We finished Chapter 2. Students should have the worksheet completed, and they chose a word to describe the novel. Tomorrow we will be writing a paragraph. |
11-11 Students worked on the practice PBA |
11-12 We did "The Stolen Party," pages 36 through 43 in the literature book. |
| 11-10 We continued to read the novel and fill out the figurative language chart |
11-10 Students worked on the practice PBA |
11-10 Students worked on pages 56 through 61 in the vocabulary book. |
| 11-9 We started reading Buried Onions by Gary Soto. Students have a worksheet to track Soto's use of figurative language. |
11-9 Students worked on the practice PBA |
11-9 As a class, we discussed satire and did pages 29-35 in the literature (Invisible to the World) book. |
11-3 Students turned in the paragraph they wrote. In class we reviewed the assignment for tomorrow in the computer lab. Students will have to research the year they were born and find three famous events that happened and write about why they are famous. |
11-3 Student groups read Oedipus |
11-3 We had the quiz on "Invisible Man" and then did pages 49-51 in the vocab book |
11-2 In class, we worked on a sample paragraph--how to incorporate primary and secondary support and how to use transitions between them. As homework, they had to finish the body paragraph they started in class. |
11-2 Students read in small groups for the first time. I think we got to the top of page 27. |
11-2 We discussed how Ellison used figurative language and imagry in "Invisible Man" to characterize the people in the story. Students need to complete pages 15 and 16 in the Invisible lit book. |
10-30 In class, students wrote a thesis on the three traits that make them unique. In class, they outlined one body paragraph. As homework, they had to outline body paragraphs two and three |
10-30 Reading Oedipus |
10-30 Students finished reading "Invisible Man" and answered the questions on the two pages following it. We then dicussed irony. |
| 10-29 We took notes on how to write an expository paper. Today we focused on primary and secondary support. |
10-29 Reading Oedipus |
10-29 We started reading "Invisible Man," the Ellison short story that was later turned into the Harlem Renassiance novel Invisible Man. We discussed civil rights in the 1920/1930s and Ralph Ellison's goals with the stort story. |
10-28 We took notes on how to write an expository paper: understanding the prompt, brainstorming, selecting subtopics, writing a thesis and outlining. |
10-28 7th hour |
10-28 We had the vocabulary test today. |
10-27 Homework: students are to read a two page story and answer the questions after it. The handout was given at the end of class. |
10-27 7th hour |
10-27 In the Good and Evil packet, we completed the last page, the review of the literary elements taught in this unit. The book should be complete and will be turned in this week. |
| 10-26 Students had a work hour to finish their novel project. |
1st hour--Students were field testing AIMS 7th hour -- Enrichment day--covered the relationships between the major playwrights of the Greek era (Aeschylus, Sophocles, Euripedes, and Aristophanes) as well as what type of writing they are famous for |
10-27 Students had time to work on final draft |
| 10-23 Students had time to work on the novel project. The class has been moved to room 301 with a sub on Monday so I can proctor an AIMS practice, so students have until Tuesday to finish |
10-23 We read to the middle of page 8 in Oedipus. Students should read not only for plot, but also characterization, motivation, relationships and literary elements |
10-23 In class we reviewed how to do a style analysis. Underlining the sentence beginnings is not enough. You then must fix any repeated beginnings or repeated types of beginnings. For example, don't start every sentence with a transition. Students then had time to work on their final draft. |
10-22 |
10-22 Today we worked on the conclusion, the paper should be done by the end of the hour. Students had to turn papers in at the end of the hour. |
10-22 I handed out Oedipus and we started the play. Students should read up to the first two lines of page three |
| 10-21 We finished The Odyssey. In class, we did a "novel" project on The Odyssey together. The novel project starts with the list of 50 plot elements. They should then narrow that down to the 35-40 most important things that happen and arrange those into a plot mountain. They should then decorate their plot mountain with at least five graphics that represent important elements of the plot |
10-21 Today we worked on the second body paragraph |
10-21 This is the only in-class day to work on the webquest, but students have until Friday to turn it in.
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| 10-20 We watched The Odyssey. As homework, students should finish a list of 50 items of plot, and they must label the exposition, rising action, climax, falling action, and resolution (they should already have 25 items done) |
10-20 The introduction should already be done. Toay we worked on the first body paragraph. |
10-20 In class we worked on the Orestia (unit three). I read part of the third story out loud. Homework is to finish the story and answer the questions at the end. |
| 10-19 We watched The Odyssey. |
10-19 We started working on the paper: Why do people cyberbully? Student should pull together information from their personal interview, the articles, and the stories' opinions regarding evil, and they should form an opinion about why people are evil and why they cyberbully. Students must use internal citations. |
10-19 We discussed the fall break homework: units one and two of the Orestia. I answered students' questions and we discussed Greek theater, culture, and beliefs in preparation for reading Oedipus and Antigone. |
| 10-9 We continued to watch the movie and take notes on plot. |
10-9 I handed out the packet from the Oresteia. Students should do units one and two over fall break. |
10-9 I handed back the 9-23 essay. Students had the day to fix any grammar or citation mistakes. Since we are going to write a paper starting the day we return from fall break, students must take note of the mistakes they've made in order to avoid them. On the next essay, students will only get partial points back on any mistakes. The grammar correctives assignment can be found HERE. |
| 10-8 We started watching The Odyessy. As we watch, students need to practice their ability to create a plot diagram by keeping track of events that took place in the exposition, the rising action, the climax, the falling action, and the exposition |
10-8 We had the unit test for the heroes. |
10-8 Today was the last media center day for students to finish with the Sharpschool classroom work. If they are not done, they must finish over fall break. So, they must turn in an outline electronically before school begins again. |
| 10-7 Students had their major grammar test today. |
10-7 We then went over the paired reading practice we did (Shakespeare poem and an editorial on heroism) |
10-7 In the upper left corner, click on "My Classes" to get into the English 5/6 area. Remember, if you ever get lost, go to the "Lessons" tab and read your assignment. |
| 10-6 Students had to work in the computer lab to create schedules for their next three years. Students MUST complete the computer work before returning to school after fall break |
10-6 Students then had time to study for Thursday's test on the epic heroes Study suggestions:
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10-6 We then discussed the importance of online learning--everything from English 101 classes to summer school to Walmart now require students to do all or part of their work through an online learning community. In class they will do small units through the computer. Tomorrow, we meet in the media center |
| 10-5 Students had to work in the computer lab to create schedules for their next three years. The personal narrative turn-in date has moved to 10-7--the next day we're in the classroom. |
10-5 Students should 1) Read the questions 2) Underline key words 3) Read the first passage 4) Go through all the questions either finding the right answer or eliminating wrong ones 5) Read the second passage 6) Find the answer on the remaining questions |
10-5 We had a quiz on "The Lottery" |
| 10-2 So many students were still having difficulty with the grammar that I retaught students how to find prepositional and descriptive phrases. Instead of identifying the nouns, verbs, adjective, adverbs, and prepositioins first, we worked on listening to what group of words works together to answer a question (what, when, where or why). Example: Where: on the beach. When: after the lesson. |
10-2 Many students were gone for the homecoming parade, so we talked about a few optional elements of style (the bottom of the page) and I then previewed what they would find on Thursday's unit final. |
10-2 We have a vocabulary day, students did pages 42-46 |
| 10-1 Students worked on personal narrative and started writing out the major plot events of their reading novel. |
10-1 Students had time to work on the final draft of their essay. The full requirement for the essay are HERE. |
10-1 We worked in the vocabulary book, pages 38-41 |
9-30 Homework: finish grammar sheet. Also: Work on Personal narrative (due Monday). Go through the rough draft and check for two things:
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9-30 |
9-30 Most groups required more time to complete pages 32-34 in the Good and Evil packet. |
| 9-29 (Substitute) Students have two days to read the myths behind common English sayings such as "Herculean tasks" and "Achilles heel." They must take reading notes and then use the phrases in sentences. |
9-29 (Substitute) The substitute handed out a sheet showing students how to perform a style analysis. Students should do a style analysis on their paragraphs. |
9-29 (Substitute) |
| 9-28 (Substitute) Students have two days to read the myths behind common English sayings such as "Herculean tasks" and "Achilles heel." They must take reading notes and then use the phrases in sentences. |
9-28 (Substitute) Students had time to finish their paragraphs and watch the video |
9-28 (Substitute) In groups, students need to answer a list of detailed questions on the story "The Lottery" in the Good and Evil book. The goal is for students to notice the details of a story. |
| 9-25 About half of the students finished the rough draft of their personal narrative in class. They must finish as homework. |
9-25 Students had work time to write the first two paragraphs proving that Joseph is an epic hero. They should NOT write on Joseph's mentor/friend. We will do that on Tuesday, but by Tuesday, they will need to have four quality paragraphs written. We also watched part of "Joseph and the Amazing Technicolor Dreamcoat" as they worked. |
9-25 Students had 15 minutes to finish the vocabulary cards for the new words. We then played group games focused on the new vocabulary words. |
| 9-24 Students had a reading day. They turned in a half sheet with five nice phrases or details from their books. Hopefully students will see how authors use details and include some details in their writing. |
9-24 1. Arguments should start simple and grow more difficult/complex, so the easiest traits should go up front 2. Traits should be grouped together in logical clusters that all fit under a common topic sentence. |
9-24 I picked up the vocabulary books and checked unit one in all classes. |
| 9-23 We reviewed parts of speech and then students had time to work on their personal narrative. The rough draft should be done this week. |
9-23 We finished the grammar rules and vocabulary. Students must apply these grammar rules to the new essay they will start tomorrow. |
9-23 We started the new vocabulary unit, doing pages 29-34. I read the first half of "The Terracotta Army" out loud as we reviewed the words. |
| 9-22 Students should have turned in five pieces of figurative language that match their story. They then started writing their personal narrative. |
9-22 |
9-22 We reviewed pages 19 and 20 in the literature packet. After introducing students to a style analysis, I assigned steps six and seven in the literature packet. The final draft is due tomorrow. |
| 9-21 We continued with creative writing. Students should have turned in a rough outline in class. If they did not, they must do it for homework. |
9-21 |
9-21 In class, students had time to write the rebuttal paragraph and conclusion. They must come to class with their entire rough draft completed. |
| 9-18 We started our creative writing unit. Students should pick a story they want to tell. Monday, in class, they should work on doing an outline |
9-18 Students had time in class to read section 1:3 in the Norse mythology book and answer the questions after it. Homework is to finish. |
9-18 We started by writing the introduction and argument paragraph in class. If students didn't finish, they MUST do it for homework. |
| 9-17 We took a test on literary elements |
9-17 Homework: Write a paragraph convincing a parent to give you some permission or boon. Use at least two types of arguments and avoid any fallacies. |
9-17 Homework: Students should read the sample persuasive paper and refresh their memories since they learned persuasion last year. |
9-16 Homework: Have three "rules" each for the eight categories. Most students completed this in groups in class. They should then mark which three they would like to write on |
9-16 We started talking about ethos, logos, and pathos in arguments |
9-16 We took the test on "Cask of Amontillado." We then started reading two different interpretations of the story on pages 13-17 in the Good and Evil book. Students are going to have to write a persuasive essay taking a position on which intepretation they believe. As homework, they should finish the articles and take notes. |
9-15 Homework: Student have to label all the parts of speech on a set of sentences. |
9-15 1st--Lu Tung-Pin 7th-- Sir Gawain and Prince Marko |
9-15 |
9-14 Homework: write three sentences that are long enough to include prepositional phrases. Label all the parts of speech. |
9-14 1st--Arjuna and Beowulf 7th--Hunahpu & Xbalanque and Osiris |
9-14 We reviewed the four types of characterization: They learned this freshman year using the acronym SODA S: what a character Says |
| 9-11 Today was a reading day. Students get points for bringing a book and for reading during the entire hour |
9-11 1st--Perseus and Isis 7th--Atalanta and Lu Tung-Pin |
9-11 We worked on correctly identifying figurative language. On Monday, we will work on characterization and correctly forming inferences. |
9-10 Homework: Students had to write one example for each type of figurative lang. on the back of the Buffalo and the Field Mouse worksheet. |
9-10 1st-- Hunahpu & Xbalanque and Osiris 7th--Arjuna and Marduk |
9-10 We read "The Cask of Amontillado" and worked on making correct inferences. Students are sometimes not noticing how actions contribute to characterization. |
| 9-9 We read a Native American tale (The Buffalo and the Field-Mouse) and looked at plot, point of view and figurative language. |
9-9 Today was the last workday. Tomorrow, the group presentations start. Students turned in their trait paragraphs so I could check them. |
9-8 We took a test on the first vocabulary unit. We also started "The Cask of Amontillado" by Edgar Allan Poe by doing page three in the Good and Evil workbook |
9-8 Homework: Students have a worksheet on identifying types of characterization. |
9-8 Students had today to finish their paragraphs (described HERE). I will check those in class tomorrow as they finish their visual aids. Group presentations will start Thursday. |
9-8 We finished the first vocabulary unit by doing page 25. We have a vocabulary test tomorrow. Students can practice their words using the games HERE . Students had time in class to finish their correctives. Students must come in before or after school to go over the correctives with the teacher one on one OR they must have two non-teachers review their work and sign off that they have corrected the problems. |
| 9-4 We read Bellerophon and Pegasus. Students did QPICS (reading notes) and SODA (types of characterization) |
9-4 I checked student research on their epic hero and they worked in groups on the presentation |
9-4 Students got back their first writing assignment. All grammar mistakes were marked, and now students must correct each mistake and explain the grammar rule. If they don't understand a mistake, they should ask me. |
| 9-3 Students read "Medusa and Athena" and looked for the four types of characterization. |
9-3 Students have time in groups to complete a number of tasks: determine if their heroes are epic heroes, divide up the nine traits of the epic hero's quest, write paragraphs on the traits, and plan a visual aid for the group presentation |
9-3 Students worked on pages 26 and 27 in the vocabulary workbook |
9-2 |
9-2 Media Center time to research the heroes |
9-2 Those who know their words have SAT/ASVAB books from which to choose additional words as enrichment |
| 9-1 We had a quiz on parts of speech. Students had to identify nouns, verbs, adjectives and adverbs. The remainder of the hour, they read. |
9-1 Students had time in the media center to choose which hero they want to present. Tomorrow is another work day in the library |
9-1 We did page 22 in the vocabulary book and took the test on "As Their Eyes Touched God." |
8-31 As homework, students must write five sentences. Each sentence must have at least one noun, at least one verb, at least one adverb, and at least one adjective |
8-31 We reviewed the requirements for the Heroes of the World unit. Requirements are HERE and the sample project on King Arthur is HERE |
8-31 In literature, we did page 38 and looked at the entire poem "The Hollow Men" (only part is available in the reading packet). |
8-28 We also began parts of speech. Homework is to write five sentences and to label every noun, verb, adjective and adverb. |
8-28 In groups, students worked on the Norse packet. The homework is to complete the booklet through unit 1.2 (Loki). |
8-28 In groups, students brainstormed the sources of good and evil present within the story "As Their Eyes Touched God." |
| 8-27 Students pre-tested with a form that required reading comprehension, story elements, figurative language, and literary elements. |
8-27 Students are working on learning their words from the Norse packet. For extra practice, students should head over to the interactive page HERE |
8-27 |
| 8-26-09 Today was a reading day. If students got 3 out of 5 points, that means they read in class, but they had to borrow a book from me. Students need to have their own books: at least 100 pages of text, any genre, appropriate for their reading level |
8-26-09 Students struggled to understand Norse mythology, so we covered the basics in class so that students would have a better understanding as they read the second and third sections of the book. The reading can be found online HERE |
8-26-09 Again, third hour is a little ahead. They finished the "Adventure" work and took the final book quiz. The other periods will have that quiz tomorrow. We review literary elements: point of view, metaphor, personification, metaphor, simile, hyperbole, etc. |
| 8-25-09 Students finished the second reading passage. |
8-25-09 Students worked on the Norse vocabulary packet. The goal was to reach page 13, although students can manage their own time on this project. |
8-25-09 Students created theme posters in class. The assignment is HERE. They had to decide which theme they thought embodied the story, pick quotes to support their theme, and set up a rebuttal to deal with others who might disagree. |
| 8-24-09 Students worked on the second reading passage. Students must have a 100 page book in class when they come to class tomorrow |
8-24-09 Students turned in the last of the Gilgamesh work (packet and arguments). We looked at the traits of an epic hero. Tomorrow, students will be reading on Norse mythology. The packet includes vocabulary that students show know, and as students read, the question is: Is Oden an epic hero? |
8-24-09 We looked at the theme of "Adventure of the German Student" and discussed the point of view. Students went through the story looking for evidence about whether the author is trying to warn the reader about sin or about insanity. |
| 8-21-09 Students turned in their reading packet. Some students took them home to finish them, but this is the first major grade, so it must be turned in Monday. |
8-21-09 We reviewed the two forms of arguments. Over the weekend, students need to make a final draft of a "Yes, but" chart using at least three types of arguments. |
8-21-09 In class, we read "The Adventure of the German Student." |
| 8-20-09 We are finishing up the Dangerous Minds assignment. |
8-20-09 We started looking at three styles of forming arguments: using examples, using predictions and using analogies. The homework is to write four arguments using these three different types. Two arguments should be for and two against the idea that Enkidu deserved his fate. |
8-20-09 We really started vocabulary today. We finished notecards and then read the Dillenger section in the vocabulary book and answered the questions after it. By exposing students to the new vocabulary in a lot of contexts, this should help memory. |
8-19-09 |
8-19-09 Today was a work day. Students were working on finishing the dynamic character analysis. |
8-19-09 |
| 8-18-09 We are just getting going since we have only been together for one day. Today we worked on vocabulary and are preparing to read a selection out of Dangerous Minds |
8-18-09 |
8-18-09 Students have an essay due tomorrow. It should cover 1) what they've learned about memory and learning and 2) how they can use that information to reach their academic goals. 3rd hour had a grammar/vocab quiz. |
  
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