Fourth Hour Freshman English

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2/25/09    Students continued watching To Kill A Mockingbird.  No homework.

2/24/09    Students continued to watch the film.  No homework.

2/23/09    Students were able to turn in their maps of Maycomb today without penalty.  Students were given the opportunity to make up their TKAM test in class in they missed it on Friday, February 13.  Students watched the film TKAM the rest of the hour.  No homework.

2/13/09    Students started with the TKAM final test.  Next, we watched a film.  No homework.  Have a great break.  Students who did not turn in their map have until Monday, February 23 to turn it in.

2/12/09    We corrected and discussed chapter 22-23 reading check.  Then, we discussed chapters 24-25.  Students were given time to read.  Homework:  Complete reading TKAM, final test tomorrow, map due--it will be accepted Monday after break as well, journals 21-31 due. 

2/11/09    Students started with a reading check on chapters 22-23.  Next, we read chapter 24 discussing key aspects of the chapter.  Homework:  Read the rest of the novel by Friday.  Be sure you are journaling and predicting for each chapter.  The final TKAM test will be on Friday. 

2/10/09    Students started with a reading check on chapter 21.  Then, we corrected it and discussed the chapter.  Next, we read chapter 22 aloud in class, discussing it as we went along.  Homework:  Read chapter 23 and journal both chapters.  Students should also be working on their maps of Maycomb.  There will be a reading check on chapters 22 and 23 tomorrow.

2/09/09    Students were given class time to read chapter 21.  We also input data to start using My Access writing program.   Homework:  Read chapter 21 and be prepared for a reading check. 

2/06/09    Students were in the lab typing their final drafts.  They saved them in their collected works folder in their Freshman English folders.  Homework:  Final paper was due at the end of the hour typed, double spaced, Times New Roman 12 pt. font, saved in their Freshman English folders.   Papers will go down 1 full grade each day they are late.  No papers will be accepted after Wednesday, February 11.  No additional homework for the weekend.

2/05/09    Students were in the lab typing their final drafts.  They saved them in their collected works folder in their Freshman English folders.  Homework:  Final paper is due at the end of the hour tomorrow--typed, double spaced, Times New Roman 12 pt. font, saved in their Freshman English folders. 

2/04/09    Students were given class time to peer edit papers.  Then, they were given time to revise their papers.  Homework:  Continue working your paper.  Final rough draft is needed for finalizing and typing in lab on Thursday and Friday.

2/3/09       Students had class time to work on their TKAM essays.  They also received notes on what to include in the paper as well as other requirements which include 2 quotes (at least one direct quote) and page citations.  Also, students must include author and book title with no more than a sentence summary in the introduction.  Homework:  Continue working your paper.  Final rough draft is due tomorrow and will be used in peer editing.

2/2/09       Students had class time to work on their TKAM essays.  They also received notes on the three appeals in persuasive rhetoric (ethical (ethos), logical (logos), emotional (pathos)) as well as an emphasis on the importance of addressing counter argument.  Homework:  Continue working your paper.          

1/30/09     Students were given an essay prompt and rubric (see notes page).  They had group time to start working on support for their paper.  Homework:  Continue finding support for your paper. 

1/29/09    Students started with a reading check on chapter 20.  We corrected it and discussed it.  Next, they wrote a 10 minute journal entry using the following topic:  Will Tom Robinson be found innocent or guilty?  Support your answer.  No homework.

1/28/09      Students broke into small groups to discuss Harper Lee’s social commentary evident in the novel To Kill A Mockingbird.  They made a list with supporting examples from the novel.  Then the group came together and discussed it as a class.  Next, we started reading chapter 20 aloud in class.  Homework:  Finish reading chapter 20 and be prepared for a reading check. 

1/27/09    We started with the reading check on chapters 17-19.  Next, we corrected them and discussed them.  No homework.

1/26/09    Students received a writing prompt sheet (see notes page for copy).  The article was read  aloud to students and then they wrote their responses.  They turned it in before they left class today.   No homework.

1/23/09    Students broke into small groups to discuss the chapter.  After 10 minutes, they had a whole class discussion.  Next, they started reading chapter 18 aloud in class—discussing it as they went along.  Homework:  Finish chapter 18 and read chapter 19—reading checks on 17-19 Tuesday.

1/22/09    Students started with the chapter 15-16 reading check.  After students completed it, we corrected it and discussed it.  Then, we discussed the hypocrisy of the “religious people” who condemn Miss Maudie for her garden yet are on their way to watch a man on trial for his life.  We discussed Harper Lee’s social commentary, as well as  Dolphus Raymond—how he chooses to live with black people and has mixed children.  We also discussed his use of alcohol and why it came to be (his bride to be killed herself before the wedding because they think she found out about his affair with a black woman—frowned upon in those times).  Homework:  Read chapter 17. 

1/21/09    We reviewed, reread, and discussed chapter 15.   Homework:  Read chapter 16 and be prepared for a reading check on both 15 and 16. 

1/13/09 - 1/16/09    Exam week.

1/9/09    Students received the first semester exam study guide.  It is a skills based exam—they will read and answer questions.  They will also write a PERSUASIVE essay.   Student should read chapter 15 of To Kill a Mockingbird.  They should be prepared for a reading check Monday, January 19.  They should also be prepared to discuss why this chapter is so important to the novel.  They should also be ready to discuss the following questions:  Why did the men go to the jail that night?  What would have happened if Atticus wasn’t there?  What would have happened if the kids hadn’t have shown up?  Homework:  Prepare for your final exam.

01/08/09    Students took reading comprehension test.  No homework.

01/07/08    We discussed voice.  Next, students discussed Challenge Day and how it ties to TKAM.  Homework:  Write a letter to an elementary school student and one to a middle school student (keeping audience in mind) and send them a positive message regarding the importance of "Being the change."

01/06/08    We corrected the chapter 9 reading check and discussed it.  Next, we took the chapter 12-13 reading check and discussed it.   No homework.

01/05/08    We read chapter 12 in class and discussed it.    Homework:  Read chapters 13 and 14.  Be ready for a reading check tomorrow.

12/23/08    No School!  Water Main Break.  Have a safe and relaxing holiday break!

12/22/08    Students took the chapters 1-11 quiz today in class.  No homework.

12/19/08    No School!  Snow day!

12/18/08    Prepare for chapter 1-11 quiz--review and discuss the book so far.  No homework.

12/17/08    Students started by turning in their short stories.  Next, they took the chapter 10-11 reading check.  Last, they broke into groups of 2 and created blog discussion topics for book one of To Kill a Mockingbird.  No homework.

12/16/08    We read chapter 10 aloud and discussed it.  Homework:  Finalize short stories (due tomorrow, Wednesday, December 17).  Students must bring 3 copies of it with them.  Read chapter 11.  Be ready for a reading check.

12/15/08    Students started with a TKAM chapter 9 reading check.  Next, they received a peer edit sheet for the short stories and one of their classmates short stories.  Homework:  Edit the short story you took home.  Bring it back tomorrow with comments so it can be returned and finalized.  Final short stories are due Wednesday, December 17.  Students must bring 3 copies of it with them. 

12/12/08    Students started by taking their 10-12 vocabulary test.  Next, students wrote descriptive paragraphs or poems about the cookies they were decorating.  Homework:  Work on your short story.  Bring it with you on Monday for peer editing.  Final short story is due on Wednesday, December 17.  Students must make 3 copies and turn them in for sharing.   

12/11/08    Students continued work on their vocabulary paragraphs.  Next, we read them aloud in class and discussed them.  Then, students received instruction on areas of focus for the short stories they wrote.   Homework:  Vocabulary test tomorrow, Friday, on units 10-12.  Final short story due on Wednesday, December 17.  Students must make 3 copies and turn them in for sharing.   

12/10/08    We started by going over the vocabulary packet for 10-12.  Next, students broke into groups of no more than four and worked on writing "ditties" using the vocabulary words and dialogue.  We will share those tomorrow.  Then, students were given their short story rough drafts back.  We will be going over them and peer editing them starting tomorrow.  Homework:  Vocabulary test Friday on units 10-12.  Final short story due on Wednesday, December 17.  Students must make 3 copies and turn them in for sharing. 

12/09/08    We work on identifying some character traits of principal characters from the novel TKAM.  Then, we started reading chapter 9 in class.  Homework:  Finish reading chapter 9 and journal it. 

12/08/08    We started with a reading check on chapters 7 & 8.  We corrected it and discussed it.  No homework.

12/05/08    We started with a reading check on chapter 6.  Next, we corrected it and discussed it.  Then, we did character work on the board with students going up and identifying characters and adding to the list.  Homework:  Read chapters 7 & 8.  Write 5-8 sentences (what happened and what will happen?) for each chapter read.  Continue map of Maycomb and add to it as we find out more places in the novel.  Due Monday, post a response to the blog prompt (http://blogs.gpschools.org/carducm/) for TKAM chapters 1-5, and post a response to another student's posting.  Reading check Monday on chapters 7 & 8. 

12/04/08    We started with a reading check on chapter 5, and then we corrected it and discussed it.  Homework:  Read chapter 6.  Write 5-8 sentences (what happened and what will happen?) for each chapter read.  Continue map of Maycomb and add to it as we find out more places in the novel.  Due Monday, post a response to the blog prompt (http://blogs.gpschools.org/carducm/) for TKAM chapters 1-5, and post a response to another student's posting.  Reading check tomorrow on chapters 6. 

12/03/08    We started with a reading check on chapters 5, and then we corrected it and discussed it.  Homework:  Read chapter 5.  Write 5-8 sentences (what happened and what will happen?) for each chapter read.  Continue map of Maycomb and add to it as we find out more places in the novel.  Reading check tomorrow on chapters 5. 

12/02/08    We started with a reading check on chapters 2-3, and then we corrected it and discussed it.  Homework:  Read chapter 4.  Write 5-8 sentences (what happened and what will happen?) for each chapter read.  Continue map of Maycomb and add to it as we find out more places in the novel.  Reading check tomorrow on chapters 4. 

12/01/08    We started by discussing the characters in To Kill A Mockingbird (TKAM).  Next, we discussed chapter 1.  Then, we read chapter 2 aloud--discussing it as we went along.  Homework:  Read chapter 3.  Write 5-8 sentences (what happened and what will happen?) for each chapter read.  Start map of Maycomb and add to it as we find out more places in the novel.  Reading check tomorrow on chapters 2 and 3. 

11/26/08    We watched Grammar Rock.  No homework--have a great Thanksgiving.

11/25/08    Students started by sharing which traits they purchased and a class tally was recorded--we briefly discussed some of their choices.  Next, students took their short story unit test.  Then, they took the chapter 1 reading check, and we corrected it in class.  No homework.

11/24/08    Students were given 10 one hundred dollar bills to "purchase" 10 traits for the children they will have one day.  They were given a list of 40 traits from which to choose.  They were advised to discuss the traits with their parents before making their purchases because all sales are final--no exchanges or refunds.  They were also assigned To Kill A Mockingbird books (TKAM).  Homework:  Read chapter 1--reading check tomorrow, along with the final short story unit test.

11/21/08    Students received a writing prompt sheet (see notes page).  They wrote their responses and turned them in before the end of class today.   No homework.

11/20/08    Students worked on persuasive rhetoric.  No homework.

11/19/08    Students continued their worked on a literary analysis using the short stories they have read.  No homework.

11/18/08    Students worked on a literary analysis using the short stories they have read.  No homework.

11/17/08    Students broke into their reading groups.  Groups 1-3 discussed the use of literary elements in the stories they read and took notes--each group member was given a copy of the notes.  Then they each created 5 literary prompts for essays and turned them in before they left.  Group 4 finished reading their book and received questions that are due tomorrow along with a summary of the book.  Homework:  Groups 1-3 none.  Group 4 answer questions and write a 5-8 sentence summary of the book.  

11/14/08    Students met in the lab and wrote a persuasive baseline essay.  No homework.

11/13/08    Students read the next short story in their packet.  Homework:  Finish reading the next short story in your packet and write out the answers to the questions that follow.

11/12/08    Students received notes on commonly misused words, as well as new spelling concepts.  Next, we went over a few of the short story papers, discussing how and what to revise.  Homework:  Revise and polish your two paragraphs.  Bring all drafts with you tomorrow. 

11/11/08    Students broke into their reading groups and discussed the short stories they read last night.  They took notes during their discussions of the author's use of literary elements and the impact they had on the story.  They were graded on their group work and notes.  Next, they used those notes to write paragraphs (see notes page for details).  Homework:  Revise and polish your two paragraphs.  Bring all drafts with you tomorrow. 

11/10/08    Students turned in their short story final rough drafts.  Next, they took a vocabulary quiz.  Then, they were each assigned the next story in their reading packet.  Homework:  Read the next short story in your packet and answer the questions. 

11/07/08    Students wrote an ACT style persuasive impromptu due at the end of the hour.  Homework:  Vocabulary quiz moved to Monday.  Short story typed final rough draft due Monday with all previous drafts. 

11/06/08    Students read and "graded" vocabulary paragraphs.  We discussed what was done well, and what needed to be done to make them better.   Homework:  Vocabulary quiz on Friday.  Short story typed final rough draft due Monday with all previous drafts. 

11/05/08    Students turned in their vocabulary packets for credit.  Then they took a reading check on "The Scarlet Ibis".  Next, they broke into groups and worked on "small" stories using their vocabulary words for 7, 8, 9.  It was due at the end of the hour.  Homework:  Vocabulary quiz on Friday.  Short story typed final rough draft due Monday with all previous drafts. 

11/04/08    No school for students!

11/03/08    Students started with the following journal entry:  Have you ever felt the world was against you?  Did you ever judge someone without really knowing him/her?  Discuss your feelings and experiences regarding these topics.  Next, we started reading "The Scarlet Ibis" on page 363.  Discussing foreshadowing, imagery, and mood.  Homework:  Finish reading "Scarlet Ibis"  and read over all of the Q questions and questions at the end of the story.  Also, do vocabulary exercises (you may write directly on the sheet).  Reading check on Wednesday.

10/31/08    Students took their vocabulary quiz.  Then, they went to the computer lab for typing time for their short stories.  Homework:  Continue work on short story.  Have a fun and safe Halloween. 

10/30/08    Students worked on their short stories today.  Homework:  Study for 4, 5, 6 vocabulary quiz tomorrow.  Continue work on short story. 

10/29/08    Students turned in their short story rough drafts for a grade.  They were returned to the students, and they had the remainder of the hour to work on their short stories (see notes page for requirements).  They will have tomorrow to use as a work day as well.  Homework:  Work on short story.  Bring it to class tomorrow to work on it.  Study for Friday's vocabulary test on lessons 4, 5, 6.

10/28/08    Students read "Smart Cookie" on pgs. 184-185 and answered the three Q questions and the three Understanding Lit questions on pg. 186.  After, we discussed it.  Then, students had the remainder of class to work on their short stories.  Homework:  Work on short story.  Bring it to class tomorrow for rough draft grading.  Students will have all hour to work on it. 

10/27/08    Students started by turning in their vocabulary homework which was returned to them.  We will correct it tomorrow in class.  Next, they wrote a journal entry using the following prompt:  Tell me, in detail, the basic plot of your short story, as well as your characters and conflicts.  Then, students got their classroom folders and were passed back graded assignments.  Homework:  Continue working on your short story--there will be a graded check on Wednesday in class.  Also, start learning your vocabulary words for Friday's quiz on chapters 4-6.

10/24/08    We did vocabulary practice in groups.  Homework:  Do the exercises for units 4, 5, and 6.  Due Monday.

10/23/08    We went over yesterday's test, and students received notes on suffixes and spelling rules.  No homework.

10/22/08    Students started with the spelling test.  Next, they broke into their groups and discuss the stories they read last night.  They either used the questions at the end of the story to spark discussion or they created questions to do so.  They also discussed the author’s use of literary elements in the story.  No homework.

10/21/08    Students took reading checks.  Then, they were given instructions on the "hungry spelling rule."  They also received their reading packets.  Homework:  Group 1:  Read short story page, read "The Moustache", read all of the questions that follow as well as the bio.  Write 5-8 sentences reacting to the reading.  Group2:  Read short story page, read "Lemon Brown", read all of the questions that follow as well as the bio.  Write 5-8 sentences reacting to the reading.  Group 3:  Read short story page, read the commentary on Chinatown, and read "Paw Paw", read all of the questions that follow as well as the bio.  Write 5-8 sentences reacting to the reading.  Group 4:  Read short story page, read chapter 1 and 2 of "Ghost Ship", do repeated reading of first paragraph of chapter 1, do word and phrase chart, write 5-8 sentences on what happened and what you think will happen.  All Groups:  Spelling test on Hungry Rule tomorrow.

10/20/08    Students received notes on elements of short stories.  Next, they were asked to fill out a short story plan including basic plot, setting, characters, major conflict.  They will be writing an original short story.  Homework:  Continue to plan out and start your short stories.

10/17/08    All Freshman English classes at GPNHS took the district Grosse Pointe Writing Assessment today.  No homework.

10/16/08    Students had to read either "The Fog", "The Most Dangerous Game", or "The Gift of the Magi".  Homework:  Finish reading and do the following--answer questions that came after the story for "Game" and "Magi", and the group with "The Fog" must chart words and phrases, do repeated reading, read chapter 1 & 2, and write 3-5 sentences on what happened in the chapters and what they think will happen.   

10/15/08    Students had to write an essay discussing the role setting, mood, and connation play in the short story "The Monkey's Paw."  No homework.

10/14/08    Students took a reading check on the short story "The Monkey's Paw."  Next, they broke into groups and discussed mood, setting, foreshadowing, connotation (word choice), irony, and plot.  They also discussed and took notes on how these elements affect each other.  They will use their notes on an impromptu tomorrow.  Homework:  Be sure you have adequate notes for tomorrow's paper.

10/13/08    Students started their short story unit.  We discussed setting, mood, connotation, and denotation and how they relate to the story and impact the reader.  We started reading the short story "The Monkey's Paw" aloud in class modeling how students should be reading at home.  Students should read the Q questions while they are reading the story.  Homework:  Finish reading the short story "The Monkey's Paw" and write out the answers to questions 1-10 and 1-3 on pages 161-162.  There will be a reading check tomorrow.

10/10/08    Students took an in class ACT style impromptu.  Any students who were absent must arrange a time for make up.  Monday morning at 8:00 a.m. is the best time.  No homework.

10/09/08    Students finished the film today.  No homework.

10/08/08    Students continued watching the film.   No homework.

10/07/08    Students took their final Call of the Wild test.  Then, we started watching the film.  No homework.

10/06/08    Students took their vocabulary quiz for chapters 1, 2, and 3.  Next, students broke into groups and took a practice quiz.  Homework:  Prepare Tuesday's Final Call of the Wild test. 

10/03/08    Students took the chapter 7 reading check and the basic essay structure quiz.  Homework:  Prepare for Monday's vocabulary test and Tuesday's Final Call of the Wild test. 

10/02/08    We went over the grammar, and students were given notes and definitions for the eight parts of speech (see notes page).  Next, we went over the vocabulary homework.  Homework:  Vocabulary test will be Monday.  Basic essay structure quiz tomorrow.  Read chapter 7 of The Call of the Wild and be prepared for a reading check. 

10/01/08    Students started with a reading check on chapter 5.  We corrected it and discussed the chapter.  Then we did some grammar review.  Homework:  Fill out grammar chart using the five sentences provided.

9/30/08    Students started with instruction on how to use literary quotes in a literary based essay.  We used last night's homework to do this.  Every student was asked to write a body paragraph.  Next, we went over the basic essay structure (available on notes page) and paragraphs were modeled for the students.  Students also received unit 3 of vocabulary.  Homework:  Read chapter 6 of Call of the Wild.  Read over all of the Q questions and the questions at the end of the chapter.  Reading check tomorrow.  Vocabulary exercises due Thursday.

9/29/08    Students started with the following prompt:  What is love?  Do you currently have an undying unconditional love for someone?  What does that person mean to you, and what will you do for that person?  Next, we discussed whether or not Buck has loved anyone in the novel so far.  Then, students broke into groups of 2 and 3.  They had to find an example from the novel of each of the following literary elements:  setting, imagery, characterization, conflict, and foreshadowing.  Next, they had to write down the example (quote it from the book with page number), and explain why that example is a good representation of the element--what impact does it have.  They had to turn in a sheet of what they accomplished as a group, as well as keep a copy for themselves to complete it tonight as homework.  Homework:  Finish the literary example work. 

9/26/08    Students started by turning in their homework.  Next, they had a reading check on chapter 5 of CoW.  Next, we went over the answers and discussed the chapter.  No homework.

9/25/08    Students started by discussing chapter 4 and the novel so far.  Then, we started chapter 5 discussing and predicting (using active reading strategies).  Students wrote down a brief prediction that we will look at tomorrow after they've read.   Homework:  Finish reading chapter 5 and write out the answers to the Q questions.  Read, but Do Not write out the answers to 1-10 and Understanding Lit on page 626.  Reading check tomorrow.

9/24/08    Students turned in their homework, and then they worked on an in-class essay (available on the notes page).   Homework:  Chapter 4 reading check tomorrow.

9/23/08    Students started by turning in their homework.  Next, they took a reading check on chapter 3.  We corrected it and discussed the chapter.  We started chapter 4.  They received notes on Freytag's Pyramid (see page 652  and page 951 in lit book).  We also discussed conflict.  Homework:  Finish reading chapter 4 and write out the answers to the Q questions.  Also write out the answers to 1-10 on page 613.  Reading check tomorrow.

9/22/08    Students started with the following  journal entry:  Is homecoming worth the effort?  What is the meaning behind homecoming?  Is the philosophy behind homecoming outdated.  Do students feel connected to the school?  What can be done to make them feel connected?  Next, we discussed the prompt and the notion of connecting to something--which was a seg-way into Active Reading Strategies.  Then, we started chapter 3 of CoW.   Homework:  Finish reading chapter 3 and write out the answers to the Q questions.  Also write out the answers to 1-10 on page 605.  Reading Check tomorrow.

9/19/08    Students started with the vocabulary quiz.  Next, we went back to the novel The Call of the Wild reading and discussing it.   No homework.

9/18/08    Students were given a timed reading comprehension survey.  No homework other than prepare for Friday's vocabulary quiz.

9/17/08    Students turned in vocabulary homework answer sheets.  Next, they took the chapter 2 reading check.  Then, they broke into groups of 2-3.  Using comprehension handouts they discussed the first 2 chapters.  For example:  This says that Buck growled with lion like ferocity—I think he is becoming wild because he needs to adapt to what is happening around him.  Then they made a list of questions they have about the novel.  For example:  Why is Spitz so mean to Buck? They didn’t have to answer the questions.  Also, they made a list of predictions.  Both lists were written down and turned in with all group members names on it.   No homework other than prepare for Friday's vocabulary quiz.

9/16/08    Students started by reading the first 2 pages of chapter 2 of CoW.  They wrote a summary of what they read.  Then, they were given their new vocabulary list for the week.  They were given class time to work on homework.  During class students met individually with Mrs. Sexton and took a FAST reading survey.  Homework:  Finish reading chapter 2 and be ready for a reading check, and do all of the vocabulary exercises (available on Freshman Notes page).  . 

9/15/08    Students met in the lab today to work on their "About Me" assignment.  This needs to be completed at school, and it must be saved in their Class Manager folder.  No homework.

9/12/08    Students started by taking a practice vocabulary quiz.  Then, we went over the answers, as well as the answers from the vocabulary homework.  Starting next week, the vocabulary quizzes and tests will count towards their grade for the quarter.  Next, we corrected the reading check for chapter one of COW (Call of the Wild), and we discussed it as well.  No homework.

9/11/08    Students started with The Call of the Wild Chapter One reading check.  We will correct it tomorrow.  Next, students received the vocabulary practice work and had class time to work on this.  What ever they didn’t finish is homework due tomorrow.  Homework:  Finish vocabulary practice work. 

9/10/08    Students started with the following prompt:  Do you live a pampered life?  What are the benefits and drawbacks of leading one?  Consider celebrities who live pampered lives.  Next, we discussed our responses.  Then, we continued reading Call of the Wild--discussing it as we read and pointing out London's use of literary elements like characterization, setting, and foreshadowing.  Homework:  Finish reading chapter one of Call of the Wild.  Read over all of the Q questions in the margin, as well as the questions on page 585.  YOU DO NOT HAVE TO WRITE OUT THE ANSWERS!  There will be a reading check on the homework tomorrow in class.

9/9/08    Students took a Degrees of Reading Power test.  No homework.

9/8/08    Students were given a list of 10 vocabulary words.  Then they started with a journal prompt:  Take a look at your 10 vocabulary words.  Put an * next to any that you know.  Put an X next to the ones you've heard but don't know.  Put a ? next to the ones you've never heard.  Next, in your composition notebook, tell me what these words have in common.  how do they go together.  Why are they important?  If you are clueless--which is okay at this point--tell me what you can do to improve your vocabulary.  Why do you think you need work with vocabulary improvement? have you had vocabulary practice in the past?  Wordly Wise?  Did you retain it?  Etc.  Next, students made a list of 10 likes and 10 dislikes.  They chose one and did a 10 minute journal entry to see if they could increase their writing.   Then, students turned in their homework.   Homework:  Write down the definitions of the 10 vocabulary words  (words available on notes page). 

9/5/08    Students took practice literary element quiz.  Next, we started Call of the Wild background information (pages 574-575).  Homework:  Finish reading pages 574-575.  Paraphrase/summarize the first four lines on page 576 starting with "Old longings nomadic leap...."

9/4/08    Students received syllabus and supply list.  They need to return signed paperwork tomorrow.  Homework:  Return signed syllabus and permission slips.  Also, bring Kleenex box to class.

Fifth Hour Freshman English 2007-2008

A supply list for all courses I teach is available on the Miscellaneous page.

6/12/08    No class--exam week.

6/11/08    Semester 2 Final Exam 8:00-9:30.

6/10/08   No class--exam week.

6/9/08    No class--exam week.

6/6/08    We went over and corrected the clause/sentence homework from last night.  Final exam review guide is available on the notes page.

6/5/08    We worked on adjective, adverb, and noun clauses, as well as, sentences.  Homework:  Complete the last three pages of the clause packet.  Due tomorrow.

6/04/08  We went over the essays the students had written and discussed revision and the writing process.  Homework:  Rewrite you essay.  You must have a well developed intro, one very thorough body paragraph, and a reflective conclusion.

6/03/08    Students had a choice of two topics to write a persuasive essay.  They had 30 minutes to write it.  Next, we went through the essays highlighting the necessary elements of it and discussing the ACT Writing test and the test's rubric.  No homework.

6/02/08    Students did not have class today due to senior assessments.

5/30/08     Student took their final grammar test.  No homework.

5/29/08     Students did not have class today due to senior assessments.  Homework:  Prepare for Friday's grammar test.

5/28/08    Student took a test on clauses.  Homework:  Prepare for Friday's grammar test.

5/27/08    Students took a practice grammar test, and we went over it in class.  Homework:  prepare for the clause test tomorrow and the grammar test on Friday.

5/23/08    Students continued their work with grammar, punctuation, clauses, and sentence patterns.  Homework:  Continue to familiarize yourself with the work and definitions.  There will be a quiz early next week!

5/22/08    Students continued their work with grammar, punctuation, clauses, and sentence patterns.

5/21/03    Students received a writing prompt sheet.  The prompt is listed below, and the referenced scenario is available on the notes page.  The students wrote their response and turned them in before they left class today.   Homework:  Familiarize yourself with the grammar vocabulary you received earlier in the week. 

Impromptu Prompt

Read the scenario (available on notes page).  Defend, refute, or qualify whether or not one voice is enough to “shift a conversation” like the example given below.  Be sure to use methods of persuasion in your essay.  It is due at the end of the hour. 

5/20/08    We continued our grammar practice.  No homework.

5/19/08    Students were given grammar notes and practiced charting sentences.  Homework:  Chart the 10 sentences given.. 

5/16/08    Students took part 2 of their final poetry test.  No homework.

5/15/08    Students took their final poetry test.  No homework.

5/14/08     Students started with a reading check on last night's homework.  After we corrected it, we discussed the poem.  We continued with our poetry unit by reading and discussing Something Told the Wild Geese, Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out, Fog, Metaphor, and Casey at the Bat.  Homework:  Prepare for tomorrow's poetry test.

5/13/08    Students started with a practice poetry vocabulary quiz.  We went over the quiz, and students were given the correct answers and received an explanation of terms with which they weren't as familiar.  Next, we read pages 55-56 and discussed them.  Homework:  Read Poe's poem on pgs. 57-60.  On loose leaf paper, write down the rhyme scheme for lines 1-14.  Answer Reviewing the Selection questions 1-10 that are on page 61, and answer the Understanding Lit questions 1-4 on pgs. 61-62.   It was suggested to read over the Q questions while students read the poem and to consider why Poe broke the poem up into 4 sections. 

5/12/08    Completed presentations.  No homework.  Be sure to bring your book Tuesday.

5/09/08    Students had to write 2-3 poems utilizing their researched poet's style and subject matter.  Then, they had to write one that showed their own style and taste.  It was due by the end of the hour.  No homework.

5/08/08     Continued presentations.  No homework.

5/07/08    Continued presentations.  No homework.

5/06/08    Started presentations.  No homework.

5/05/08    Students turned in their papers.  Next, we came up with a rubric for scoring their presentations.   No homework.

5/02/08    Students worked in the computer lab completing their poetry projects (literary analysis/criticism and Power Point Presentation) that are due Monday--both the Power Point and the paper must have a sources cited page/slide.

5/01/08    Students worked in the computer lab completing their poetry projects (literary analysis/criticism and Power Point Presentation) that are due Monday.

4/30/08    Students were given instructions on how to write their literary analysis/literary criticism (see notes page).  We read a professional example, and students were given copies.  They were also given an oral model of how to write one.  Students will meet in lab B320 to finalize their Power Point presentations and work on their literary criticism.   Students were given class time to work, and they were able to conference with me as needed.  Homework:  Work on lit crit due Monday.  It must be typed, and you must include a clean copy of your poem, your TP-CASTT and your FIG LANG ORGANIZER.

4/29/08    We went over what was done the previous day.  Homework: TP-CASTT the poem you've chosen as your main focus, and also fill out the figurative language organizer using the same poem.

4/28/08   Students met in the library to work on their research assignment.  Students received notes on    TP-CASTT in class.  Homework: Finish working on the R & J Final Project (due tomorrow).

4/25/08   Students met in the library to work on their research assignment.  Homework: Continue working on the R & J Final Project  and on the 12 competed note cards.  The note cards should be finished today, but students will print them on Monday.

4/24/08   Students met in the library to work on their research assignment.  Homework: Continue working on the R & J Final Project  and on the 12 competed note cards. 

4/23/08   Students met in the library to work on their research assignment.  Homework: Continue working on the R & J Final Project  and on the 12 competed note cards. 

4/22/08    Students met in the library to work on their research assignment.  They were also given instructions on using Power Point in preparation for their final presentations.  Homework: Continue working on R&J final project.  Continue taking notes on poet's biographical information--students must have 12 completed note card for Friday.

4/21/08    Students met in the library again today (they will meet there all of week as well) to work on their poetry research project.  The media specialist, Mrs. Villegas, instructed students on the use of Noodle bib and Noodle tools note taking with note cards.  Homework: Continue working on R&J final project.  In addition, take notes on poet's biographical information.

4/18/08    Students met in the library (They will meet there all of next week as well) to start work on their poetry research project.  Students had to choose a poet and select 3 poems.   They had to fill out the info sheet (see notes page) and submit the sheet with the 3 poems by the end of the hour.  They had to print a copy for themselves as well as save the info sheet to their 2nd hour FE Class Manager folder.  Homework: Continue working on R&J final project.  In addition, paraphrase all 3 poems for Monday.

4/17/08    Students took the final Romeo and Juliet test.  They were given their final project sheet (also available on the notes page).  It is due on Tuesday, April 29.  Tomorrow students should meet in the library to start their research project.  Homework: Start working on R&J final project.

4/16/08    We started by going over introductions from an impromptu students previously wrote.  Next, we reviewed for the final Romeo and Juliet test by playing Romeo and Juliet Jeopardy. 

4/15/08   In class, we finished Romeo and Juliet. Homework: Finish questions 1-10 and 1,3, and 5 on pages 771 and 772.

4/14/08   Students had the entire hour to write a persuasive essay on the following prompt: "Is Romeo and Juliet a play about love or hate? Give examples to support your position". 

4/11/08   Students finished Act 4 of Romeo and Juliet in class. Students also had to answer questions 1-8 under the heading "Reviewing the Section".  Homework: Finish the questions.

4/10/08   Students finished Act 3 of Romeo and Juliet in class. No homework.

4/09/08   In class, students paraphrased Act 2, Scene 4 and Act  2, Scene 5 in Romeo and Juliet.  We then discussed the important themes in those particular scenes (youthful love, passion over logic, violence as a result of love, and destiny).  No homework.

4/08/08  Students began class by responding to the following journal prompt: "What metaphors or conceits does Shakespeare use in lines 91-104 of Romeo and Juliet? What is the meaning of the metaphor or conceit? Explain".  Students then continued listening to the audio version of Romeo and Juliet.  No homework.

4/7/08  Students took a practice quiz on the rhyme schemes of the Shakespearean Sonnet and the Petrarchan Sonnet.  Students then worked on identifying metaphor and conceit by analyzing "To Delia" by Samuel Daniel.  Students were to answer the questions following the poem (see notes).  Homework: answer the questions after "To Delia".  

4/4/08  Students took notes on two different kinds of sonnets: English/Shakespearean Sonnets and Petrarchan/Italian Sonnets.  We then picked a passage from Romeo and Juliet and identified the rhyme scheme and identified the type of sonnet.  Students worked on a Sonnet Unscrambler worksheet for the rest of the period (see notes).

4/03/08    We continued with the play Romeo and Juliet ending Act II scene vi.  No homework.

4/02/08    We continued with the play Romeo and Juliet and completed Act I.   Homework:  Answer question 1-10 and 1-3 at the end of Act I (correct answers are necessary for credit).  Be prepared for a reading check.  

4/01/08    We continued with Shakespeare and started the play Romeo and Juliet.  Students also received more notes today on stage directions.  No homework.

3/31/08    Students started by responding to a journal entry asking what they would do if their parents prohibited them from dating someone for whom they really cared and loved.  Next, they copied down definitions of dramatic terms.  We also started discussing Shakespeare.  No homework.

3/20/08   Students received a mini lesson on proofreading.  They also learn about proofreading marks.  No homework

3/19/08   Students wrote for the entire hour, given the following persuasive prompt: "Should there be mandatory year-round schooling or not?"  No homework.

3/18/08    Students took their final non-fiction test.  No homework.

3/17/08     Students finished giving their MLK speeches and reviewed for their final non-fiction test tomorrow. Homework: study for the non-fiction final test.

3/14/08  Students began presenting their MLK speeches. No homework.

3/13/08   Students did not have a journal today.  Each student worked on individual editing of the MLK speech and also  had a editing conference with the teacher.  Homework: work on the speeches and practice the speeches out loud.  Both are due TOMORROW.

3/10/08  Students received the "I Have a Dream" speech project worksheets (see notes). Students went over the directions for the speech project. Homework: complete the questions worksheet and prepare a rough draft of your speech.

3/7/08   Students were permitted to work quietly at their desks for the hour.  No homework.

3/6/08   Students began with the following journal: Write down what you know about Martin Luther King Jr. and his "I Have a Dream" speech.  Students read a biography of Martin Luther King Jr. and read an introduction to the "I Have a Dream" speech.  Students then read the actual speech.  Homework: Anwer the Q questions about the "I Have a Dream" speech.

3/4/08   Students began with the following journal: Have you ever spoken aloud your beliefs on a particular issue? Is it more difficult to speak if your views are unfavorable? Students then read the biography of Sojourner Truth.  They also read about the background behind her "Speech to the Convention of the American Equal Rights Association, New York, 1867."  After reading the background, students read the speech in class. Homework: Complete a DIDLS of Sojourner Truth's speech.

3/3/08    Students did not begin class with a journal.  Students responded to the following prompt: You are leaving a concert.  You find an expensive digital camera in its camera bag with the battery charger in a parking lot behind your car.  What do you do? (there is no name on the camera or in the bag -- the photos do not reveal the owner's whereabouts).  We then discussed the different answers to the prompt as a class.  Students were instructed to hold onto their responses.  No homework.

2/29/08  Students began with the following writing:  Have you ever walked through a park or a forest, only to see litter on the ground? What was your reaction? Did you pick it up or not? Do you think people have a personal responsibility towards the environment? Why or why not? Students then began reading "Thinking Like a Mountain" on page 327.  Students also received a prompt sheet for a writing assignment, due Monday (see notes).  Homework: Q questions for "Thinking Like a Mountain" and questions 1 and 2 on page 330-331.  The writing prompt is also due on Monday.

2/28/08   Students did not begin class with a writing prompt.  In class, students wrote about  the meaning and tone of  last night's reading on a sheet of paper.  Students then read a biography of Mark Twain in the textbook.  Students added to their writing, addressing whether the meaning changed after reading the biography or not.  No homework.

2/27/08   Students did not begin class with a writing prompt.  In class, we read over An American Childhood and pointed out diction, image, description, language, and sentence structure.  Students then  began reading An Encounter with an Interviewer.  Homework: DIDLS An Encounter with an Interviewer.

  2/26/08    Students did not start class with a writing prompt.  In class, we read through No Poor, Just Broke and found DIDLS in the story.  Students volunteered their own examples of diction, tone, description, language, and sentence structure.  Students then read the biography of Anne Dillard on page 295 of their textbooks.  Homework: students are to read American Childhood (296-298) and answer the Q questions in the margins.  Also, students are to answer numbers 9 - 10 in the recalling section and numbers 1-2 in the understanding section (pages 299-300). 

2/25/08  Students did not start class with a writing prompt.  Students were given a short mini quiz on SOAPS at the beginning of class.  Students then were given a copy of Not Poor, Just Broke.  Students learned and took notes on DIDLS (Diction, Images, Detail, Language, and Sentence Structure).  Homework:  students are to SOAP and DIDLS the short story Not Poor, Just Broke.

2/15/08  Students did not start class with a writing prompt.  Students worked on the following  impromptu writing assignment: Write one short story based on a fictional character (about a page).  Write another short story based on a non-fictional character (about a page).  No homework.

2/14/08  Students began class with the following writing: Where would you travel if you were going on a journey of self-discovery? What form of transportation would you take? What would you take with with? What would you want to get out of your journey?  Students then received copies of "Butterflies" and we read the piece as a class.  We then went over the differences in character  between fiction and non-fiction.  No homework.

2/13/08   Students began class with the following writing: How is fiction (To Kill a Mockingbird) different from non-fiction (I Know Why the Caged Bird Sings)?  Give examples.  In class, students silently read Blue Highways: a journey into America (pg. 284).  Homework: SOAP Blue Highways: a journey into America.

2/12/08   Students began class with the following writing: Have you ever learned a lesson from the way someone lives/lived his or her life? What was the lesson? How did the person's life teach you something of value? In class, we then went over how students used SOAP with I Know Why the Caged Bird Sings.  We also went over the "Q" questions located in the page margins of the story.  Homework: students are to answer questions 1-4 on page 283.

2/11/08   Students did not begin class with a writing prompt.  In class, we went over the answers to the TKAM novel test.  Students then received notes on SOAP's (subject, occasion, audience, purpose, and speaker).  We began reading I Know Why the Caged Bird Sings by Maya Angelou.  Homework: SOAP the story I know Why the Caged Bird Sings.

2/8/08  Students finished watching the TKAM movie.  Homework: work on and finish the writing prompt for Monday. The writing prompt must be typed.

2/7/08   Students continued watching the TKAM movie.  Students were given a copy of the final TKAM writing prompt (see notes).  No Homework.

2/6/08   Students continued watching the TKAM movie.  No homework.

2/5/08    Students began class by taking their TKAM novel test.  After the test, we began watching the movie version of TKAM.  No homework.

2/4/08     Students started with their final reading check on the novel TKAM.  Next, we corrected it and discussed it.  Then, we played TKAM Jeopardy to prepare for the final test tomorrow.  Homework:  Prepare for your TKAM test, and finalize your map that is due Wednesday. 

2/1/08  Students started with a 10 minute writing using the following prompt: Why do you think Boo Radley was the one who saved Jem and Scout. Explain your answer.  Students then read chapter 29 and some of chapter 30 in class.  Homework: Read the rest of TKAM.

1/31/08  Students started with a 10 minute writing using the following prompt: What characters are static or do not change throughout the course of TKAM? Why don't they change? In class, students started reading chapter 28. Homework: Finish reading chapter 28.

1/30/08  Students did not begin class with a writing prompt today.  Students were give the entire hour to respond to the following essay prompt:  Select one character in the novel and identify how that character grows or changes throughout the course of TKAM.  Students were required to have a clear introduction and conclusion.  Also, students were required to tell how their character changed and provide evidence for support.  No homework.

1/29/08  Students started with a 10 minute writing using the following prompt: How did Maycomb react to the news of Tom's death? Why do you think the town reacted the way they did?  Students took a reading check on chapters 25 and 26.  After the reading check, we read chapter 27 in class.  No homework.

1/28/08  Students started with a 10 minute writing using the following prompt: What do you think is the climax in TKAM? When do you think it occurs and why? Students then took a reading check on chapter 24.  In class, students began reading chapters 25 and 26.  Homework: Finish reading chapters 25 and 26.

1/25/08   Students turned in their study questions from chapter 23.  Students then started a 10 minute writing using the following prompt: What do you think will become of Tom Robinson and his family? As a class, students went over the Review Sheet of Literary Terms (see notes).  In class, students also reviewed the study questions from the previous night.  Homework:  Read Chapter 24. 

1/24/08    Students started with a 10 minute writing using the following prompt:  How do you think the community will treat or receive the Finch family now that the trial has ended?  Then students took a reading check on chapters 21-22.  Next, they corrected it and discussed the chapters.  Homework:  Read chapter 23 and do the study questions (see notes page). 

1/23/08    We read Chapter 21 aloud in class.  Homework:  read chapter 22 for tomorrow.

1/22/08    Teacher Record Day--No School for Students.

1/21/08    MLK Day Observed--No School.

1/15/08 thru 1/18/08    First semester finals.  See homepage for exam schedule.  Quarter grades, exam grades, and semester grades will be posted (by student identification number) on the bulletin board outside my classroom B321 no later than the morning following the exam. 

1/14/08    Students did an in-class writing reflection on the moral characteristics they "purchased" for their children.  They referred to the lessons the Finch children learned in the novel TKAM.  Looking back, which morals would have been a better "purchase" and why.   The essay was due at the end of the hour.  No homework.

1/11/08    Students took their reading check on chapters 19-20.  After we checked it and discussed it, students received a study guide for their semester one final exam.  Homework:  Prepare for your exam.

1/10/08    We discussed characterization--the various characters and how they would speak and conduct themselves as well as Harper Lee's ability to engage the reader and make him/her want to read.  We read chapter 18 aloud in class discussing it as we went along.  Homework:  Read chapter 20 and be prepared for a reading check.

1/09/08    First, we started with a quiz on chapters 17 and 18.  Next, we corrected it and discussed the chapters.  Then, students were asked to choose a character from each group (group 1:  Scout, Jem, Dill  group 2:  Any other character in the novel--including Arthur Radley) and write a description of Arthur "Boo" Radley from the chosen character's opinion.  Each description should be about half a page in length.  It was due at the end of the hour.  No homework.

1/08/08   Students started with a reading check on chapter 16.  We went over it and discussed the chapter.   Homework:  Read chapter 17 and 18.  Reading check tomorrow on both chapters (students were given class time to start the homework). 

1/07/08    Students received an updated grade sheet.  Next, they started with a reading check on chapters 14-15.  We went over it and discussed the chapter.  We discussed characterization, plot, and conflict in particular and how they work with each other.  We started reading chapter 16 aloud.  Homework:  Finish reading chapter 16.  Reading check tomorrow. 

1/04/08    Students took a reading check on chapters 12 and 13.  Then we corrected it and discussed the chapters.  Next, they began to read chapter 14 silently.  Homework:  Finish reading chapter 14.  Read chapter 15.  Reading check on both chapters Monday. 

1/03/08    We read almost all of chapter 12 aloud in class discussing it as we went along.  Homework:  Finish reading chapter 12.  Read chapter 13.  Reading check on both chapters tomorrow. 

1/2/08     Students reviewed and discussed chapters 8-11 from TKAM.  No homework.

12/21/07    Students watched a film.  No homework over break.

12/17/07   Students took a reading check on chapters 6-7, and we discussed them.  We discussed the character traits that Atticus has tried to instill in his children, and what behaviors they have shown the reader.  Homework:  Read chapter 8.

12/14/07    Students took a reading check on chapters 4-5.  After we corrected it and discussed it, students were given the remainder of the hour to work on their reading homework.  Homework:  Read chapters 6-7 and be prepared for a reading check on Monday.

12/13/07    Students had an impromptu due at the end of the hour.  They responded to the following prompt:        Based on the reading you've done so far, discuss Harper Lee's use of character development and characterization in the novel To Kill A Mockingbird.  Which characters have virtuous qualities (moral goodness) and are likable?  Why (be sure to support with examples and explanations)?   Which characters are loathsome or unlikable.  Why (be sure to support with examples and explanations)?  You should use your book, and you may use a dictionary as well. 

No homework.  Reading check on chapters 4-5 tomorrow.

12/12/07    Students had a reading check on chapters 2-3.  After we corrected it and discussed the chapters, we started reading chapter 4 aloud.  Homework:  Finish reading chapter 4 and  read chapter 5.  Be prepared for a reading check on both chapters.  Also, start update your map of Maycomb.

12/11/07    Students had a reading check on chapter 1.  After we corrected it and discussed the chapter, we started reading chapter 2 aloud.  Homework:  Read chapter 3 and be prepared for a reading check on both chapters.  Also, start keeping a map of Maycomb.

12/10/07    After students received some background information on Harper Lee and her novel To Kill A Mockingbird, we started reading chapter one.  Homework:  Finish reading chapter one and be prepared for a reading check.

12/07/07    Students wrote an in-class essay to the prompt they were given yesterday.  No homework.

12/06/07    Students had to make their final "purchases" today by writing the character trait on the $100 bill in ink.  Next, they received their To Kill A Mockingbird (TKAM) books and a writing prompt on prejudice.  Homework:  Brainstorm and use prewriting skills to prepare for tomorrow's in-class writing on prejudice. 

12/05/07    Students were given a list of 40 character traits (each costing $100) and asked to discuss them with a parent or guardian.  They were also given $1000.  They will have to purchase 10 traits they would want to instill in their children.

12/04/07    Started impromptu.

12/03/07    Students continued to watch the film Of Mice and Men.  No homework.

11/30/07    We continued watching the film. Student had the opportunity to conference with me and get suggestions on their final OMAM papers.  Homework:  Work on final OMAM paper due Monday, December 3--rough draft conferencing tomorrow.  (See notes page for specifics of the paper).

11/29/07    Students started watching the film Of Mice and Men.  Homework:  Work on final OMAM paper due Monday, December 3--rough draft conferencing tomorrow.  (See notes page for specifics of the paper and study questions and answers to help review for the test).

11/28/07    Students too the final Of Mice and Men test.  We start viewing the film tomorrow.  Homework:  Work on final OMAM paper due Monday, December 3.  (See notes page for specifics of the paper and study questions and answers to help review for the test).

11/27/07    Students played Of Mice and Men Jeopardy to help review and prepare for tomorrow's final test. 

11/26/07    Students started with a journal entry using the following prompt:  If you were Steinbeck, how would you have ended the novel?  Please explain why.  Next, there was a reading check on chapter 6.  After, we corrected it and discussed the novel.  Homework:  Prepare for Of Mice and Men final test.  Work on final paper due Monday, December 3.  (See notes page for specifics of the paper and study questions and answers to help review for the test)

11/21/07    Students watched a video.  No homework over break.  Have a great Thanksgiving!

11/20/07    Students started with a journal entry—prompt:  write a summary and title for chapter 5—include your predictions and reactions to the chapter.  Next, there was a reading check on chapter 5.  We corrected it and discussed the novel.  Homework:  Read chapter 6.  Title it and summarize it, and write your reactions to it. 

11/19/07    Students started by turning in their homework.  Next, there was a reading check on chapters 3-4.  We corrected it and discussed the novel.  Homework:  Read chapter 5. 

11/16/07    Students started with a journal entry—prompt:  write a summary and title for chapter 4—include your predictions and reactions to the chapter.  Next, students had the remainder of the hour to work on their question packets—the completed packets are due Monday.  They must answer the questions on loose leaf—not on the packet itself.  Homework:  Work on question packet (due Monday).  Be ready for reading checks on Chapters 3 & 4 on Monday.

11/15/07    Students started with a journal entry—prompt:  write a summary and title for chapter 3—include your predictions and reactions to the chapter.  Next, they started reading chapter 4 aloud in class.  Homework:  Finish chapter 4 (due tomorrow) and start working on question packet (due Monday). 

11/14/07    Students started with a journal entry—prompt:  write a summary and title for chapter 2—include your predictions and reactions to the chapter.  Next, they took chapter 1 and chapter 2 reading check and we corrected it.  Then, they received question packets—the completed packets are due Monday.  They must answer the questions on loose leaf—not on the packet itself.  Homework:  Read chapter 3 (due tomorrow) and start working on question packet (due Monday). 

11/13/07    Class met in the lab, and students typed their responses in essay format to the following prompt; then, they saved them in their 2nd hour collected folders as curfew.  No homework.

Do You Agree With a Curfew?

The mayor of your town is considering establishing a 10:00 pm curfew for all children under the age of 18.  What do you think?

Write a multi-paragraph letter to persuade your mayor that he or she should or should not enact the curfew.

As you write, remember your essay will be scored based on how well you:

·  develop a multi-paragraph response to the assigned topic that clearly communicates your thesis to the audience.

·  support your thesis with meaningful reasons and sufficient details.

·  address the readers' concerns, opposing viewpoints, or counterarguments.

·  organize your essay in a clear and logical manner, including an introduction, body, and conclusion.

·  use well-structured sentences and language that are appropriate for your audience.

·  edit your work to conform to the conventions of standard American English.

· keep the ACT Writing Rubric in mind while writing (you may refer to the copy you were given if you would like)

11/12/07     Students started by writing in their journal for 15 minutes using the following prompt:

Write the title you created for chapter 1.  Next, in no more than 3 sentences, summarize Chapter 1 of the novel Of Mice and Men.  Next, discuss your overall impression of it so far.  What do you think of George and Lennie?  Why?  Feel free to add any additional comments. 

Next, they read chapter 2 aloud in class stopping along the way to discuss the novel.  Homework:  Complete reading the chapter, give it a title, update their character list, and make predictions on what will occur later in the novel. 

11/09/07    Students discussed what they knew about the Great Depression and migrant workers.  Then, we started reading Of Mice and Men.  Homework:  Read Chapter 1, start character list, create and write down a title for the chapter, be ready for a reading check, and be prepared to write a summary--this doesn't mean you should write one this weekend. 

11/08/07    Students started with a journal entry using the following prompt:  What is your pet peeve and why?  Next, students finished watching The Monsters are Due On Maple Street, and an additional episode of the Twilight Zone.   No homework.

11/07/07    Students started with a journal entry using the following prompt:  Why is it important to use formal language in school rather than the casual language you use with friends.  Next, students were given notes on the different registers of language (see notes page).  Then, they did an exercise in converting casual language to formal language.  No homework.

11/06/07    No school!

11/05/07    Students finished reading The Monsters are Due On Maple Street,  then they started watching The Monsters are Due On Maple Street.  No homework.

11/02/07    Students started with a journal entry using the following prompt:  How can we (this can include society as well) prove to be our own worse enemy?  Next, students handed in their homework.  Then, students started to read the teleplay The Monsters are Due On Maple Street aloud in class starting on page 244.  No homework.

11/01/07   Students read parts in the radio play The Hitchhiker aloud in class.   Homework:  Finish whatever portion of the play you didn’t finish in class.  On loose leaf, write out the answers to questions 1-10 and 1-2 on page 242. 

10/31/07    Students took the Short Story Unit final test.  No homework.

10/30/07    Students took a reading check on the story Charles.  Then, we corrected it and discussed it.  They were given items to review for tomorrows unit test.  These include the literary terms on page 223, Freytag's pyramid, and active reading strategies .  Homework: On loose leaf, answer questions 1-3 on page 223. 

10/29/07    Students started with a journal entry using the following prompt:  Share a childhood memory of a fellow classmate's bad behavior in elementary school.  Next, we had a lesson and discussed inference.  Students were also given the definition to add to their log.  Students were given a short story.  Homework:  Read Charles and answer questions 1-6 and 1 on page 120.  Reading check tomorrow as well.

10/26/07    Students started with a reading check on last night's short story.  After we corrected it and discussed it,  students wrote a journal entry using the following prompt:  Is The Gift of the Magi "timeless?"  Why or Why not?  What is the author's purpose for the story?  Then, students watched the video of the story.   No homework.  Reminder :   Students have been given the opportunity to make up some of their missing work for partial credit.  To receive partial credit for late work--all work must be in before October 30 to be graded for report cards.

10/25/07    Students started with a journal entry using the following prompt:  Discuss a time you experienced shame or contributed to someone else's shameful experience.  Next, we read about O. Henry.  Students started reading Gift of the Magi in class.  Homework:  Finish reading the short story pg. 216-220 and answer questions 5-10 and Understanding Lit 1-2 on loose leaf paper.  Read over Q questions and be prepared for a reading check. 

10/24/07    Students started with a journal entry using the following prompt:  What was your reaction to yesterday's speaker and his presentation?  Consider:  Can it make a difference?  Will it make a difference?  If not, what could make a difference?  Could you identify with him?  What was your impression of the students' behavior during the assembly?  Next, I read them a selection from Richard Greggory's autobiography Not Poor, Just Broke.  Homework:  Write a letter to Richard Greggory assuming you are the teacher that taught him shame.  The letter must:  explain shy you talked to him the way you did; explain that you understand how he felt; tell him whether you would react differently now that you understand his feelings.

10/23/07    Students started by writing a vignette about something they do daily.  Next, homework was collected, and they took a reading check on "Smart Cookie."  We started a discussion on shame and embarrassment and the differences between them.  No homework

10/22/07    All Pinnacle grades are current.  Students have been given the opportunity to make up some of their missing work for partial credit.  To receive partial credit for late work--all work must be in before October 30 to be graded for report cards. Students started with the following writing prompt:  What archaic or superstitious traditions or practices do you or your family continue to perform?  Why?  Explain.  Next, students turned in their homework.  Then, we read about the author and about the selection on page 184.  Students were given class time to start their homework.  Homework:  Read "Smart Cookie" on page 185.  On loose leaf paper, do the Q questions, questions 1-5 on page 186 and the Understanding Lit questions on page 186.  Due tomorrow. 

10/19/07    We continued with the short story The Lottery.  Students were given a copy of it and a set of questions to answer.  All Pinnacle grades are current.  Students have been given the opportunity to make up some of their missing work for partial credit.  Homework:  Complete the short story and answer the questions on loose leaf. 

10/18/07    Students started with a journal entry using the following prompt:  What is a scapegoat?  Why do people utilize one?  Explain.  Next, we started reading Shirley Jackson's short story "The Lottery."  Stopping to discuss connotation, word choice, repetition, foreshadowing, symbolism, mood, and setting.  Then, students had to continue the story on their own by writing what they thought would occur.  After we shared those, I continued reading to them.  We will continue with the story tomorrow.  No homework.

10/17/07    Students started with a journal entry choosing their own prompt.  Next, they were given notes on the elements of a short story (see Freshman Notes page).  They had the last 3-5 minutes to respond to the following:  define the word lottery; what does it mean to you; would you like to win a lottery.   No homework.

10/16/07    10/16/07    Due to MEAP testing, the few students in class were given time to read quietly or work on homework. 

10/15/07    Students worked on their newspaper projects.  The final project is due Tuesday at the start of class.  Homework:  Make arrangements to complete newspaper project.

10/12/07    Students worked on their newspaper projects.  The final project is due Tuesday at the start of class.  Homework:  Write the stories needed for the newspaper project. 

10/11/07    Students started with a journal entry using the following prompt:  What does it take to survive a challenge that seems overwhelming?  Next, they took a reading check on The Most Dangerous Game.  Then, we went to the computer lab and started our Newspaper Project.  Students must create the front page of a newspaper and write news stories using the three reading selections we have read.  We will meet in the lab Friday and Monday.  The assignment is due at the start of class Tuesday.  Homework:  Work on stories for Newspaper Project.

10/10/07    Students started with a reading check on the short story The Monkey's Paw.  Then, we discussed the story and the author's use of setting, mood, irony, and foreshadowing.  They added mood to their log of definitions.  Homework:  Read The Most Dangerous Game on pages 164-181 and write out the answers to all of the Q questions in the margins. 

10/9/07    We started our short story unit.  In the Freshman Lit book, students read pages 150-160 aloud in class.  What ever wasn't finished in class is homework   Homework:  Finish reading The Monkey's Paw and write out the answers to questions 1-10 on page 161.  They will have reading check tomorrow as well.

10/8/07  Students started with a journal entry using the following prompt:   Which is better elementary school, middle school, or high school?  Explain and defend.  Next, students broke into groups to discuss London's use of characterization, imagery, foreshadowing, setting, and conflict.  They had to find an example of each on in the novel and write it down.  In addition, they must write a paragraph explaining why the example they've chosen is a solid and good example.  Homework:  Complete revise and rewrite the examples and the explanation paragraphs.  Due tomorrow in final form.

10/5/07    We selected essays and edited them as a class.  Everyone's essay was returned so students could reedit and rewrite it for grading.  Model paragraphs were also used.  Homework:  Rewrite, edit, and finalize essay due Monday.

10/4/07    Students received a writing prompt and had all hour to respond to it.  The final paper is due tomorrow in final form along with their first draft from class today.  Homework:  Revise and finalize essay due tomorrow.

10/3/07    Completed watching the film Call of the Wild.  Then, there was a class discussion on the similarities and differences in the film.

10/2/07    Students continued to watch Call of the Wild.

10/1/07    Students did not have a journal prompt today.  They began viewing the film Call of the Wild.

9/28/07    Students did not have a journal prompt today.  They took their final Call of the Wild test.

9/27/07    Students started by watching two video clips--Miss Teen USA response to a question and a shadow hand puppet performance.  Next they responded with a journal entry using the following prompt:  What is your reaction to the videos you viewed?  What similarities and differences can you make between the two?  Next, we went over two different practice tests to prepare for the final Call of the Wild test students have tomorrow.  Homework:  Prepare for the final Call of the Wild test on Friday.

9/26/07    Students started with a journal entry using the following prompt: Who are you?  How do we find out who we really are in our quest for self understanding.  Next, we discussed how Search for Self Understanding is a reoccurring theme in Freshman English this year.  Students wrote about their likes, dislikes, and goals.  Then, we took the chapter 7 reading check and discussed it.  Homework:  Prepare for the final Call of the Wild test on Friday.

9/25/07    Students started with a journal entry using the following prompt:  Which is worse hate or indifference?  Why?  Describe love.  Next, students took the chapter 6 reading check, and we corrected it.  Next, we discussed aspects of the chapter and started reading chapter 7.  Homework:  finish reading chapter 7 and look over all of the Q questions and the review questions to prepare for tomorrow's reading check.

9/24/07    Students start by writing in their journal for 10 minutes.  Prompt:  Chapter 5 ends with the following: 

John Thornton and Buck looked at each other. "You poor devil," said John Thornton, and Buck licked his hand.

What does this quote suggest?  What will become of Buck and John Thornton?  Is John Thornton going to prove to be any different than the other owners that came and went from Buck’s life?  Explain.

They begin writing at the bell.  When they have 2 minutes left, please let them know.  When 10 minutes have passed, tell them to pass their journals forward and down.  The first person in the last row will put them back where they belong. 

Next, you will read chapter 6 aloud in class.  You can either read to them or let them take turns reading.  Stop along the way to discuss the Q questions in the margins.  Homework will be to complete the chapter.  Students should also read over all of the Q questions and the questions at the end of the chapter in preparation for tomorrow’s reading check.  They do not have to write out the answers.

9/21/07    Students started with a journal entry using the following prompt:  do homecoming activities and homecoming week encourage a team concept?  How can a school encourage a "team concept."  Then, students took the Chapter 5 reading check, and we corrected it and discussed it.  No homework. 

9/20/07    Students started with a journal entry using the following prompt: What makes a good leader? Explain.  Would you make a good leader?  Why or why not?  Then students took the Chapter 3 reading check, and we corrected it and discussed it.  Homework:  Read chapter 5 and write out the answers to the Q questions and look over the questions at the end of the chapter.

9/19/07    Students turned in their homework in to the box in the back of the room.  No 10 minute journal entry--instead, the students read chapter 4 (starting on page 606) aloud in class. stopping to discuss the Q questions in the margins, and the questions on pg. 613. 

9/18/07    Students started with a journal entry using the following prompt: Which is better:  Avoid a problem or continue on and deal with the consequences?  Next, the students were read over half of chapter 3 aloud in class--discussing it as we went along.  This modeled what they should be doing while they are reading.  Homework:  Finish reading chapter 3.  Read over and find the answers to the Q questions but DO NOT write out the answers.  On loose leaf, answer questions 1-10 on page 605.  Look over Understanding Lit 1-2.  There will be a reading check on chapter 3 tomorrow. 

9/17/07    Students are to hand in their homework when they enter the class.  Students started with a journal entry using the following prompt:  What is your work ethic?  If you don't enjoy what you're doing, do you still work you hardest?  Then, students took the chapter 2 reading check, and we corrected it.  No homework.

9/14/07    STUDENTS MUST HAVE ALL OF THEIR SUPPLIES WITH THEM FROM NOW ON!      Students started with a journal entry using the following prompt:  Is it easy to adapt to a completely different way of life?  Is it important to be able to adapt?  After, students took a Call of the Wild (C o W) chapter 1  reading check.  Too many of the students had not completed the reading assignment or the written questions.  Students were told the importance of keeping up with the homework.  Then, we started chapter 2 in class.  Homework:  Finish reading chapter 2.  On loose leaf, answer all of the Q questions in the bluish/green boxes in the margin of the chapter.  Also, on loose leaf, answer questions 1-10 on pgs. 592-93 1-10 as well as Understanding Lit 1 & 2.  There will be a chapter 2 reading check on Monday.

9/13/07    STUDENTS MUST HAVE ALL OF THEIR SUPPLIES WITH THEM FROM NOW ON!      Students started with a timed 30 minute journal entry using the following prompt:  Discuss the changes and adjustments needed to adapt from middle school to high school.  After, students were asked to identify their thesis and topic sentences.  We worked on revising the sentences to make them better.  We discussed the elements necessary in a good essay, as well as the things that should be left out--like personal pronouns.  Homework:  One more day to complete last night's homework!  Due tomorrow, finish reading  Chapter one of Call of the Wild.  Read over the blue/green Q questions in the margins while you are reading.  On loose leaf, write out the answers to the review questions 1-10 on page 585.  Read over the Understanding Lit questions 1 & 2.  There will be a reading check tomorrow. 

9/12/07    STUDENTS MUST HAVE ALL OF THEIR SUPPLIES WITH THEM FROM NOW ON!      Students started with a journal entry using the following prompt:  What does it mean to be free?  What inner callings do you have?  Then students discussed and were given the definitions of the following literary elements: foreshadowing, flashback, theme, tone, static character, dynamic character, flat character, round character.  In class, we started reading the novel Call of the Wild.   Homework:  Due tomorrow, finish reading Chapter one of Call of the Wild.  Read over the blue/green Q questions in the margins while you are reading.  On loose leaf, write out the answers to the review questions 1-10 on page 585.  Read over the Understanding Lit questions 1 & 2.  There will be a reading check tomorrow. 

9/11/07    STUDENTS MUST HAVE ALL OF THEIR SUPPLIES WITH THEM FROM NOW ON!      Students started by attending a class meeting.  When they returned, they wrote a journal entry using the following prompt:  What impact or changes did the events of September 11, 2001 have on your life?  Did it change your definition of a hero or a villain?  Explain.  Homework:  On loose leaf, paraphrase (put into your own words) the first four lines of Chapter 1 (Call of the Wild) on page 576 ("Old longings. . .").  Due tomorrow. 

9/10/07    STUDENTS MUST HAVE ALL OF THEIR SUPPLIES WITH THEM FROM NOW ON!      Students started with a journal entry using the following prompt:  What does the word wild mean to you?  Does it have positive or negative connotations?  Explain.  Then students discussed and were given the definitions of the following literary elements:  connotation, denotation, setting, characterization, character, antagonist, protagonist, conflict.  No homework.

9/7/07    Students turned in their signed syllabus, pledge of integrity, and film permission slips.  We started with a our daily writing using the following prompt:  The freshman orientation day should/should not be utilized each year for the arriving freshman class.  If the students were not present for the freshman orientation day, they used the following prompt:  The lanyard and badge requirement should/should not remain a GP Schools' requirement.  After, we discussed audience, persuasive writing, and addressing the opposing opinion.  Next, students were asked to define and give examples of a list of grammatical terms.  An English log was passed out to them, and they were given the proper definitions for a number of grammatical terms.  Students should bring their textbooks and all of their materials with them on Monday.  This includes the composition book.  No homework for the weekend.

9/6/07    Went over lanyard policy and class syllabus.  Then, students had to respond in essay format to the following questions:  In regards to English, what are your likes and dislikes?  Strengths and weaknesses? Positive and negative experiences?  What are your expectations of this class?  Feel free to include anything else you may want to share about yourself.  Homework:  Have syllabus, pledge of integrity, and film permission slips signed and returned tomorrow.  Students will receive a grade for this. 

Start of 2007-2008 School Year

End end 2006-2007 School Year

6/7/07  Completed presentations.  Students have been given information that will be on their exam.  It is skills based.  It consists of reading selections, 42 multiple choice questions, and one essay. 

6/7/07  Continued presentations.

6/6/07  Collected assignments.  Started presentations.

6/5/07  Students worked on bibliographies and Works Cited slides.  Final literary/critical analysis of poem and final Power Point presentations are due in your folder.  Students must turn in a hard copy of their paper.  Homework:  Complete research project--DUE TOMORROW.

6/4/07  Worked on Power Point presentations and poetry analysis.  Homework:  continue working on research presentation and analysis.

6/1/07  Worked on Power Point presentations and poetry analysis.  Homework:  continue working on research presentation and analysis.

5/31/07  Worked on Power Point presentations and poetry analysis.  Homework:  continue working on research presentation and analysis.

5/30/07  Worked on Power Point presentations and poetry analysis.  Homework:  continue working on research presentation and analysis. (See notes and handouts page for helpful information when working on the literary analysis)

5/29/07  Students completed 5 more slides.  These slides pertained to the poet's poetry.  They had to discuss the similarities and connections between the pieces they read.  They had to discuss the poet's use figurative language, rhyme scheme, theme, subject matter, etc.  Then, if they could, they were to try to tie the author's life to his/her poetry.  Homework:  find and print out a critical analysis written about one of your poet's poems.  Be sure it is NOT the poem you want to write about.  It is due in class tomorrow.

5/25/07  Computer lab working on Power Point presentations.  First 5 slides due at the end of the hour.  Homework:  TP-CAST 5 of the poets poems and have copies of all 10 for Tuesday.

5/24/07  Computer lab working on research project--notes and sources due at the end of the hour.  Homework:  start reading and TP-CASTing poems.

5/23/07  Computer lab working on research project.  Students printed up materials to continue note taking at home.   Homework:  continue research on poetry research project.

5/22/07   Students started their poetry research project today by choosing a poet and reading some of his/her work.  Once they've chosen their poet, they cannot change.  We will be working in the computer lab for a week researching and preparing Power Point presentations.  No homework.

5/21/07  TP-CASTT a poem in class and wrote a poem with shifting speakers 15-20 lines in length (3-4 five line stanzas).  No homework.

5/18/07  Third hour read pages 79-84 and discussed the poems.  They received notes on TP-CASTT (also available on Notes and Handouts page).  They were given time to start their homework.  Third Hour Homework:  Read pages 85-90.  TP-CASTT both poems and answer the five questions that follow each poem.  Due Monday.  Sixth hour TP-CASTT a poem in class and wrote a poem with shifting speakers 15-20 lines in length (3-4 five line stanzas).  Sixth Hour has no homework.

5/17/07  Third hour wrote poems in class.  They had to be 10-15 lines long, rhyme and have a clear rhyme scheme, utilize at least four different types of figurative language (metaphor, simile, hyperbole, onomatopoeia, personification, etc.)  Sixth hour read pages 79-84 and discussed the poems.  They received notes on TP-CASTT (also available on Notes and Handouts page).  They were given time to start their homework.  Homework:  Read pages 85-90.  TP-CASTT both poems and answer the five questions that follow each poem.  Due tomorrow.

5/16/07  We went over our poetry tests.  Sixth hour wrote poems in class.  They had to be 10-15 lines long, rhyme and have a clear rhyme scheme, utilize at least four different types of figurative language (metaphor, simile, hyperbole, onomatopoeia, personification, etc.)

5/15/07  Students read over their GP Writing Assessment essays and chose the best one.  They had to write down at least 4-5 reasons why one was better than the other.  Then each student had a conference with me to discuss the selection.  On a few occasions, I asked students to go back and look more closely at their writing before deciding.  No homework.

5/14/07  Students took a poetry test.

5/11/07   Students completed day two (the final day) of the GP Writing Assessment.  No homework.

5/10/07  Students took day one of the Grosse Pointe Writing Assessment.  Tomorrow they will complete day two (the final day) of the GP Writing Assessment.  No homework.

5/9/07  After we took a reading check on Sarah Cynthia Sylvia Stout, we read The Fog by Sandburg and discussed it.  Homework:  Read pages 73-77 and so questions 1-10 and the rhyme scheme for Gus: The Theatre Cat.

5/8/07  We started our poetry unit today.  We read pages 63-64 in class.  Students were given notes on figurative language, rhyme scheme, rhythm, hyperbole, imagery, simile, metaphor, onomatopoeia, and personification (some definitions can be found under Freshman English on the notes and handouts page).  They should commit these definitions to memory.  Homework: Due tomorrow--read pages 66-69 and do questions 1-5 as well as number the paper from 1-47 and write the poem's rhyme scheme (tip:  lines 3 and 4 are forced rhyme and should be assigned the same letter).

5/7/07  Students took their grammar test.  We will be moving on to poetry next.   No homework

5/4/07  We went over our previous grammar test again, and did some more their, there, they're practice.  Clause test Monday.  No homework.

5/3/07  Students did a practice sentence sheet.  We went over the answers in class.  Homework:  There/Their/They’re practice assignment.   It is due tomorrow.

5/2/07  Students wrote paragraphs about their favorite teachers.  Homework:  Students must finalize and type their 50-55 word paragraphs about their favorite teacher.  Students wanting to submit it to the Grosse Pointe Times, must email it to me and bring in the entry form signed by a parent.

5/1/07  Students took a practice clause/phrase test.  We went over the quiz together in preparation for their test this week.

4/30/07  We continued with our grammar unit.  We added participial phrase, infinitive, antecedent, and gerund to our list.  Hopefully, we will  finish it this week.

4/27/07  Students took a grammar test.  No homework.

4/26/07  After correcting and going over last night's homework, students received notes on adverb phrases and clauses.  Homework:  Identify the adverb and adjective clauses in the 10 sentences given.  Then, identify whether it is an adjective or adverb clause.  Homework:  Prepare for tomorrow's grammar test.  Many note given in class can be found on the Notes and Handouts Page.

4/25/07  We corrected their preposition homework from Monday's homework assignment.  Then, students were given a rundown on what would be on the grammar test.  Next, they were notes on adjective clauses.  We did some practice sentences together.  Homework:  identify the adjective clauses and the subject and verb in each of the 10 practice sentences.  Many note given in class can be found on the Notes and Handouts Page.

4/24/07  Students turned in their homework, and then they took a "mini grammar quiz."  There is a grammar test tentatively scheduled for Friday.

4/23/07  Students received a list of 48 prepositions.  Homework:  identify the prepositions and their objects in the 10 sentences they were given in class.

4/20/07  Pop Quiz--they were strongly advised there would be one today--on grammar definitions and state of being verbs.  Continued grammar practice and charting

4/19/07  Continued with our grammar unit.  Third Hour Homework:  complete the grammar chart using the sentences provided.  Fifth Hour had no homework--they completed it and corrected it in class.

4/18/07  Continued with our grammar unit. 

4/17/07   Continued with our grammar unit.  Students received notes and did practice work.  Homework:  Complete short answer grammar worksheet (creating original examples/sentences).

4/16/07  Students received notes and definitions on grammatical terms.  See Notes and Handouts page for copies.

4/5/07  Impromptu writing.  Students were asked to defend or refute the following prompt:  The only legal marriages in the U.S. should be arranged by both the female's and the male's parents. 

4/4/07  Finished watching Westside Story.

4/3/07  Continued watching Westside Story.

4/2/07  Continued watching Westside Story.

3/30/07  Started watching Westside Story.

3/29/07  Collected homework.  Took final R & J test.

3/28/07  Finish R & J.  Study questions pg. 711 1-10, pg. 739 1-10, pg. 771 1-10.  Final test tomorrow.

3/27/07  Continue with Romeo and Juliet.

3/26/07  Star-crossed lovers impromptu.

3/22/07 and 3/23/07  Continued with Romeo and Juliet.  No homework

3/21/07  Continued with Romeo and Juliet (Act II scene ).  No homework.

3/20/07  Continued with Romeo and Juliet (Act I scene v).  No homework.

3/19/07  We discussed the play so far and the purpose of the Prologue.  Students were assigned the Q questions in the book's margins (pg. 664-676) as homework.

3/14/07 thru 3/16/07  Students should have their lit books with them everyday.  They started Romeo and Juliet and stopped where appropriate to paraphrase and discuss the play.  They should keep a character list labeling one Montague and one Capulet—and put characters on the appropriate side.  No homework.

3/13/07  No class due to the MME

3/12/07  Students were introduced to the play Romeo and Juliet.  They worked on a Test Your Knowledge sheet and corrected it in class.  Next, they worked on a Social Offenses sheet.  When they completed it, as a class, they discussed how they rated the offenses.  They received a Globe Theatre handout.  No homework—but they must have their book everyday.

3/9/07  Impromptu using the JFK Inaugural Speech notes they took Wednesday.  They were asked to discuss the impact the devices JFK utilized had on the listener/reader.  They had to use specific examples from the text to support their statements.  If a student was absent, he/she should set a timer for 50 minutes and write the response.  He/she can bring it to class when he/she returns.  No homework.  Be sure to bring your book next week.

3/8/07  Continued speeches...no homework.

3/7/07  Students received copies of the JFK inaugural speech.  Students had to read and highlight his use of repetition, parallelism, and figurative language.  In the margins (with a pen or pencil) they were supposed to write why they highlighted it. considering what impact it had on the reader/listener.  For example, he repeats fellow Americans.  This makes the reader/listener feel as though he is one of them.  For the last twenty minutes students went over questions in preparation for the assembly they attended.  Homework:  Complete JFK’s speech.  Due at start of class tomorrow.  We resume speeches tomorrow—remind them to bring their speeches to class.  Tomorrow is the last day for late essays and speeches.

3/6/07  Continue presenting speeches to the class.

3/5/07  Present speeches.  No homework.

3/2/07  Students discussed presenting a speech.  Then, students took turns presenting impromptu speeches to the class focusing on voice, body language, content, etc.

3/1/07  Students took their nonfiction unit final test.  They were given the remainder of the class period (at least 30 minutes) to work on their assignments due tomorrow.

2/28/07  Impromptu writing in class.  They were asked to analyze how Leopold's language encourages and illustrates the relationship between humans and nature.  If a student was absent, he/she should set a timer for 50 minutes and write on this topic.  After 50 minutes, the students should be done.  There was no additional homework.  The final nonfiction unit test is tomorrow, and the MLK essay and speech are due Friday.

2/27/07  Read pages 326-331.  Read over the Q questions.  Write out the answers to questions 1-10 and Understanding Lit 1-2 on page 330.  In addition, students must SOAP the selection.  There will be an impromptu in class tomorrow, so students should pay special attention to the author's use of language.

2/26/07  We read MLK's I Have A Dream speech today in class (pgs. 320-323).  We discussed his use of repetition and parallelism, as well as his use of figurative language--specifically extended metaphor and imagery.   Students were asked to read over Understanding Lit 1-2.  They have two assignments related to this reading.  Both are due Friday, March 2.  Assignment 1 consists of writing an essay (minimum 4 paragraphs) discussing how this speech would be different if the writer were 1) white OR  2) female OR 3) Native American 4) OR Non-Christian OR 5) Under the age of 18 OR 6) Over the age of 70.  Students choose only ONE of these options to write about--they do not discuss all of them.  Assignment 2 consists of writing a speech minimum 1 double spaced page (using Times New Roman 12 pt font) maximum 2 double spaced pages (using Times New Roman 12 pt font).  They must assume the identity of one of MLK's children.  He/she has been asked to speak publicly regarding his/her father's famous I Have A Dream speech.  Minimally, the students must include in the speech where the speech takes place (like MLK did) and when the speech takes place.  Additionally, they must include the use of figurative language  and the use of parallelism and repetition.  Their speeches must contain the basic elements of a good piece of writing as well.  Students will be presenting their speeches aloud in class starting Monday.  They should make a copy for themselves so they can practice it and use it during their presentation.  The copy they turn in to me will not be returned until after the presentation due to grading.  Students will have their final Nonfiction Unit Test at the end of the week.  They should review their notes, including SOAPS, as well as the selections we've read.  The test will most likely take place on Friday, March 2.

2/16/07 No homework over break!  Have a great week!

2/15/07  No homework.

2/13/07  3rd hour had no homework.  6th hour had to write 1-2 paragraphs explaining the connection between the Sojourner Truth and Susan B. Anthony pieces and the theme search for self understanding.

2/12/07  Students took a reading check on the Susan B. Anthony reading selection.  Their homework is to read pages 315-319 in their lit book and read over the Q questions and the 10 Reviewing the Selection questions.  They need to write out the answers to Understanding Lit 1-2 on page 319 and SOAP the reading selection.  It is due tomorrow.  Students will have a reading check on the selection as well.

2/8/07  Students took a reading check on the selection Butterflies by Roger Dean Kiser.  Their homework for tonight (due 2/9/07) is to read The United States vs. Susan B. Anthony on pages 302-313 and do EITHER the 17 Q questions in the margins OR questions 1-10 on page 313.  In addition, students MUST do Understanding Lit 1-2 on page 314. 

2/7/07  Students received a non-fiction reading selection Butterflies by Roger Dean Kiser.  They were asked to complete SOAPS (subject, occasion, audience, purpose, speaker) for the reading selection.  Also, they must be able to discuss and explain the author’s quotes:  “the orphanage turned me into an old man” AND “butterflies…I would try and shoo them away because they did not know that the orphanage was a bad place to live and a very bad place to die.”

2/2/07  No homework, but in class students wrote an impromptu defending, refuting, or qualifying the idea that "We are better off today than we were 20 plus years ago."  It was due at the end of the hour--therefore, students who were absent can set a timer and write on this topic for approximately 45-50 minutes.

 2/1/07   Go outside for 15-20 minutes and silently listen to what's around you.  Consider your five senses.  Write down your experience in paragraph form using figurative language to express yourself.  Due 2/2/07

Absent students should set a timer for 50 minutes and write a persuasive response to the prompt--remembering to address the opposing viewpoint to his/hers.  No homework assigned--have a great break.

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