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Second Hour Freshman English A supply list for all courses I teach is available on the Miscellaneous page. 6/12/08 No class--exam week. 6/11/08 No class--exam week. 6/10/08 No class--exam week. 6/9/08 Semester 2 Final Exam 9:45-11:15. 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 did not have class today due to senior assessments. 6/02/08 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. 5/30/08 Students did not have class today due to senior assessments. No homework. 5/29/08 Student took their final grammar test. No homework. 5/28/08 Student took a test on clauses. Homework: Prepare for tomorrow'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 Thursday. 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. No homework. 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 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. 5/09/08 Completed presentations. No homework. Be sure to bring your book Tuesday. 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--students must have 6 completed note card for tomorrow. 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. 3/19/08 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. 3/12/08 Student's MLK questions and rough draft of their MLK speech was checked in. Individually, students met with the teacher to get help for the final draft of their speeches. Homework: work on the final draft of the written speech and rehearse the oral speech for Friday. 3/10/08 Students received the "I Have a Dream" speech project worksheets (see notes). Students went over the directions for the speech project. Students practiced thirty second speeches. 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: Answer 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, Description 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 (see notes). 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 aloud. 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. 1/02/08 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 Students received their work to place in folders. 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). 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.
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 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? 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 with 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. Then students discussed and were given the definitions of the following literary elements: connotation, denotation, setting, characterization, character, antagonist, protagonist, conflict, foreshadowing, flashback, theme, tone. 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. 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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