Paper Collection

Today we began the day by turning in the literary analysis papers on Of Mice and Men. After the customary reading of the titles, we spent the rest of the day going over the notes, which were collected at the end of the day.

Essays Due Tomorrow!

1st period spent the day in the computer lab working on four year plans.

In 5th period we did page 72 in the grammar workbook and began a discussion of the notes from yesterday.

Tuesday

In 1st period we did page 72 in the grammar workbook and began a discussion of the notes from yesterday. Tomorrow we will be in the computer lab (IT101) working with Navigator.

In 5th period, we wrapped up the notes assignment from Friday, which includes Cornell notes on pages 508 to 513 with the margin questions on the sample texts. Students who didn't finish should finish for homework.

Monday

In 1st period, we wrapped up the notes assignment from Friday, which includes Cornell notes on pages 508 to 513 with the margin questions on the sample texts. Students who didn't finish should finish for homework.
Today in 5th period, we started a new page of warm-ups with the activity on page 506 of the textbook and began the introductory workshop notes on page 508.

Separate Paths

Today in 1st period, we started a new page of warm-ups with the activity on page 506 of the textbook and began the introductory workshop notes on page 508.

5th period attended the holiday assembly.

Response Groups: Part 2

Today we wrapped up response groups and students had an opportunity to begin typing their essays.
Textbooks tomorrow in period 1.

Wednesday

Students spent the day in response groups, working on their Of Mice and Men essays.

Fish Bowl

Today we practiced response groups, modeling the response groups we will have tomorrow. I also checked off completed essay drafts.

In Conclusion...

Today we worked on conclusion paragraphs for the OMM essay. Students should now have complete rough drafts ready for tomorrow's class.

Writing Time

Today students had the entire period to write the body paragraphs of their Of Mice and Men essays. Many students finished these in class. Students who didn't finish should finish over the weekend.
We will work on conclusions on Monday.

The Introduction

I began the period by checking off the second essay worksheet, which should have been at least partially completed for homework last night. We then went over a sample introduction and students had an opportunity to finish worksheet two and write their introductions in class. Students needing to finish their introductions should do so for homework. Some students finished their introductions and moved on to the body of their essay.

Essay Time

Tuesday students began the day brainstorming theme ideas for Of Mice and Men. For the rest of the period, students used their notes and copies of the book to complete Essay Worksheet #1 which asked them to gather quotations in support of their chosen theme.
Wednesday students completed Worksheet #1 and moved on to Worksheet #2 which focuses on thesis statements and topic sentences. Students should be through at least half of Worksheet #2 by class time tomorrow.

Review

Today we spent the period answering the four questions below as part of the OMM warm-ups we've been working on throughout the unit.
~~~~~~~~~~~~~~~~~~~~

1. What two visions does Lennie have down by the river? Why do you think Steinbeck includes these visions?
2. What surprises Lennie about George's behavior when he meets him by the river? What does Lennie want from George? Why?
3. Explain the reaction of the men when they reach the scene. How is Slim's reaction different from Carlson's? Why?
4. Finally, do you agree with George's decision to shoot Lennie? Explain.

The Day Before Break...

We began the day working on the notes and chapter summary for chapter 6. Afterward, students prepared their notes for collection and handed them in. There is no new homework over break.
Have a Happy Thanksgiving!

Wednesday and Thursday

Wednesday we began the day by reviewing the notes for chapter 4. Students then had the rest of the period to silently read chapter 5 and take notes. Students should have finished the chapter summary for homework.
Thursday we discussed chapter 5 and then finished the book out loud in class, briefly discussing the ending.

Monday and Tuesday

Monday we finished the partner quotation assignment we began Friday (see below) and I collected both the resulting posters and the initial written work.

• Choose one of your quotations and write it up using one of the theme frames from the back of your tan handout.
• Once you are happy with the sentence, write it up neatly in poster form. 

Tuesday we got news seats and then spent the rest of the period reading and talking notes on chapter 4 of Of Mice and Men. Students should complete the chapter summary for HW. 

I have posted a copy of OMM here for student use.

A Focus on Theme

I began the day by checking student notes for chapter 3 while students worked a short quotation analysis assignment. After a short discussion of chapter 3, students spent the rest of the period working with partners on the quotation analysis activity below.
~~~~~~~~~~~~~
1) Choose two quotations from your notes on chapter three. For each quotation:

• Copy it down neatly with the correct punctuation and citation.
• Paraphrase the quotation.
• Explain why it matters.

2) Choose one of your quotations and write it up using one of the theme frames from the back of your tan handout.

Both partners must have their own written work.

Tuesday

Today we began with a review of phrases and clauses (independent and dependent) on page 70 of the grammar book. I checked the chapter two notes and we talked through the chapter. We wrapped up the period reading some of reading D aloud.
HW Finish reading D, including notes and quotes, due 11/10

Chapter 2

Today students completed the sentence frame below for their warm-up. After discussing it, and the first half of chapter 2, students had the rest of the period to finish chapter 2 and work on their notes.
HW Finish reading C (through the end of chapter 2) and notes (including a chapter summary), due 11/9
~~~~~~~~~~~~~~~~
 When George says, “With us it ain’t like that. We got somebody to talk to that gives a damn about us. We don’t have to sit in no bar room blowin’ our jack jus’ because we got no place else to go,” what he means is paraphrase quotation (14). This illustrates a theme from the handout because explain what the quotation says about the theme.

Chapter 2

We began the day by writing a summary of reading A at the end of the notes students had taken for homework (I also checked for complete notes and planners). After students shared their summaries, we read much of reading B in class. Students had some quiet reading/ note-taking time to wrap up the day.

HW Finish Reading B (through page 26) with notes and quotes.

Finally, George and Lennie

Today we did some quick work with misplaced phrases on page 64 of the grammar book. We spent the rest of the day reading aloud from Of Mice and Men, sticky notes in hand, preparing to take notes on theme, character, setting, POV, foreshadowing, conflict, etc. We completed reading A in class and students should write up their notes, including at least two quotations in the sentence frames provided on the handout, for homework.

Almost OMM

Today we started with a rather lengthy grammar warm-up focused on appositives (pp. 53 and 54A). We then re-focused on the first two paragraphs of Of Mice and Men and introduced the note-taking procedure we will use for the book.

Sniping at Prepositions

We began the day with a look at prepositional phrases on page 49 of the grammar book. We spent the rest of the period going over the notes from yesterday (which were collected) and then we had a quick look at the first two paragraphs of Of Mice and Men.

Unit 4: Theme and Symbol

We spent most of today taking notes on theme and symbol from Literary Analysis Workshop that begins unit 4 (pages 402 to 407). Students also read the example stories and did the margin questions in their notes. Students should finish this for homework if need be. At the beginning of the period, we also checked out copies of Steinbeck's novel Of Mice and Men, which we will be study starting tomorrow.

"The Raven"

Today we focused on Poe's poem "The Raven," starting with a quick warm up about the art on page 141, then reading the poem, and finally doing questions 2, 5 and 7 on page 147. We finished the day with a reading of "The Raven" from The Simpsons.

Quarter 1 Benchmark Assessment

Today we spent the whole period on the first quarter benchmark assessment test.

Personal Narrative Wrap Up

Today we review direct and indirect objects in the grammar book (page 43) and then spent the rest of the period on the personal narrative revision assignment. I collected the assignment (to grade) and the narratives (for student portfolios) at the end of the day.

First Quarter Ends Friday!

Today we worked through page 37 in the grammar book for a warm up. We talked about a couple more of the Amontillado" questions and started a short revision project on the personal narratives which were returned today. We will continue both of these assignments tomorrow.

Friday & Monday

Friday students began with page 32 in their Grammar for Writing book. Students then used the story they read yesterday to complete the mood and paraphrase worksheet. This worksheet and the vocabulary worksheet from yesterday are due Monday.

Monday we went over and collected the vocabulary worksheet and spent the rest of the day writing about and discussing the story questions on page 353.

The Substitute: Day 1

Today students began by working through and discussing page 31 in the Grammar for writing book. They then finished the Poe short story we began yesterday and discussed it a bit. Finally, students began a vocabulary handout to reinforce the words we looked at earlier this week. This should be completed for homework and will be collected Monday.

A Bit of Poe

We began the day with a bit of grammar (pages 26 A and 27 A & B) and the got started on "The Cask of Amontillado," which students will finish tomorrow.

Monday & Tuesday

Monday students worked through the unit three workshop (pages 302 to 307) in class, taking Cornell notes and answering the close reading questions. Students who did not finish should have finished for HW.

Tuesday we started with a grammar warm-up focused on subjects and predicates and spent much of the rest of the day reviewing the work from yesterday.

Thursday and Friday

On Thursday, we began the day with a final look at conjunctions (page 23B & 24A), but only in 1st period. We then spent what remaining time we had on the discussion questions on page 247 which were to be finished for homework.

On Friday, we discussed the homework (which was collected) and then we had a short assessment on the story. Absent students will need to come in and make this up.

Free Bird!

We began the day with a look at conjunctions in the grammar book (page 22 and page 23A), added some examples to the adult perspective/child perspective chart we made in class for "I Know Why the Caged Bird Sings," and wrapped up the day with a short discussion of the poem "Caged Bird" on page 246.

Short Periods and the Agency Fair

We began with a look at prepositions (in the grammar book, page 19, A & B, and page 20, B) and we finished reading "I Know Why the Caged Bird Sings."

Singing Like Birds in a Cage

Today we began with a short warm-up about mentors, what makes a good one and who our mentors might be. We then got started on "I Know Why the Caged Bird Sings," reading through page 243 in the textbook.

Is there a parade today or something?

Today we worked through page 17 in the grammar book and I collected final draft personal narratives.

Adverbs and POV

We began the day with a look at adverbs on page 16 of the grammar book. Then we discussed the questions from page 191 and I collected them. We wrapped up the day by adding the vocabulary from page 237 to the vocabulary lists in our notes.

Wednesday Homecoming Madness

We began with grammar exercises A (pg. 14) and B (pg. 15), and then moved on to a review of the notes from yesterday and last night. Students wrapped up the period by starting work on page 191. This should be finished for homework if necessary.

POV & Character

We began the day with page 13 in the grammar book, and then spent the rest of the day taking Cornell notes on pages 186 through 190 in the text (the Unit 2 Literary Analysis Workshop). Students should finish these notes for homework if necessary.

Navigator and Essay Revision

In period 1, we spent the day in the computer lab doing 4-year-plans on Navigator.
In period 5, we started the period by checking off revised rough drafts. Students spent the rest of the period doing peer revision and revising their own work.

Typed, Correctly Formatted, Final Draft Essays with attached rough draft and prewriting are due Friday, 10/8.

Friday: Period 5

Students had the opportunity to finish their rough drafts at the start of the period. We spent some time going over the revision strategies on page 173, and then students had some time to work on revision and begin typing.

Revised first drafts are due Monday. These may be handwritten, but should show evidence of revision on the draft itself.

Friday: Period 1

We started the period by checking off revised rough drafts. Students spent the rest of the period doing peer revision and revising their own work.

Typed, Correctly Formatted, Final Draft Essays with attached rough draft and prewriting are due Friday, 10/8.

Thursday: Period 5

Today we continued the personal narrative the personal narrative with a graphic organizer in class, but absent students may use the prewriting activities on page 172 of the textbook. Students then began their rough drafts.

HW: Work on the rough draft. Students should be more than half-finished with their initial draft by tomorrow.

Thursday: Period 1

Students had the opportunity to finish their rough drafts at the start of the period. We spent some time going over the revision strategies on page 173, and then students had some time to work on revision and begin typing.

Revised first drafts are due tomorrow. These may be handwritten, but should show evidence of revision on the draft itself.

Period 5

Today we started the period by finishing and handing in the assessment on pages 176-180 we began yesterday. We spent the rest of the period working on some personal narrative prewriting including looking at the sample personal narrative on page 169, and finished with the prewriting activities on page 171 of the textbook.

HW: Students should be finished with the prewriting activities on page 171 by class time tomorrow.

Period 1

Today we continued the personal narrative the personal narrative with a graphic organizer in class, but absent students may use the prewriting activities on page 172 of the textbook. Students then began their rough drafts.

HW: Work on the rough draft. Students should be more than half-finished with their initial draft by tomorrow.

Period 5

Today we spent the period on the unit assessment on pages 176 to 180 of the textbook. Students may finish the assessment for homework if necessary, but should not use any outside resources to do so.
I also checked planners and binders (absent students will have to show me these on their own time).

Period 1

Today we started the period by finishing and handing in the assessment on pages 176-180 we began yesterday. I also checked planners and binders (absent students will have to show me these on their own time). We spent the rest of the period working on some personal narrative prewriting including looking at the sample personal narrative on page 169, and finished with the prewriting activities on page 171 of the textbook.

HW: Students should be finished with the prewriting activities on page 171 by class time tomorrow.

Assessments and 4-Year- Plans

Today in period one, we began with a short personal narrative warm up, and then spent the rest of the day on the unit assessment starting on page 176 of the textbook. Students may finish the assessment for homework if necessary, but should not use any outside resources to do so.

In period 5, we spent the whole day creating 4-year-plans in the computer lab. Students who were absent or who did not finish will need to log in to Navigator and finish by this Friday.

Remember: Binder and Planner Check Tomorrow!

The End of Unit 1 and Planners!

Today we began by reviewing some poetic terms--rhyme, rhythm, repetition and alliteration--and then went over the homework questions about Richard Wright's "The Rights to the Streets of Memphis." We wrapped up the period with a look at the poem "Incident in a Rose Garden" on page 147 of the textbook.

Students also received a school-provided planner today (if they didn't already have a planner). Students are expected to have their planner in class everyday so they can use it to record assignments and due dates. There will be another binder/planner check on Tuesday, 9/28.

More Verbs and More "Memphis"

We continued our verb review today with page 11 in the grammar book. After that, we spend the rest of the day finishing up Wright's "The Rights to the Streets of Memphis" and questions 1-8 on page 117.

HW: Finish the questions if necessary. Due 9/24.

Verbs & Autobiography

We started our review of verbs in the warm up today (page 10) and then began reading Richard Wright's "The Rights to the Streets of Memphis" on page 112 of the textbook. Most students finished the story, and we'll spend some time on the questions tomorrow.

Pronouns & the "MDG" Questions

We started the day with a final review of pronouns on page 7 of the grammar book. Most of the rest of the period was spent discussing the questions and the story in general. At the end of the period, I collected the questions and the time travel essay revisions from yesterday.

Words, words...

Mr. Raymer began the period with a warm-up focused on students' favorite words. Meanwhile I checked the homework questions and returned papers. After the warm-up, we went over question 10 from the homework, which appeared to have caused some confusion. Students spent the rest of the period revising their Time Travel Essays based on the following directions:

Revise Your Time Travel Essay, Due 9/21

• Make at least 10 changes.
• Highlight changes or make them on an attached paper.

Basic Changes: Must ALL be corrected.

• Spelling and Capitalization
• Run on Sentences & Fragments
• Have 3 to 4 Paragraphs
• Include Examples from BOTH texts.

Intermediate Changes:

• Avoid you and most I statements.
• Have clear topic sentences with transitional phrases.
• Multiple examples per paragraph.

Advanced Changes:

• Expand Introduction and Conclusion.
• Develop paragraphs by adding discussion/ analysis.
• Add quotations smoothly.
• Consider individual words, especially verbs.

Oh, and if you didn’t do it, DO IT! And then revise it.

Finishing MDG

Today we finished "The Most Dangerous Game" in class and students had a good half hour to work on the questions on page 75 in the text. Students were reminded to write in complete sentences and paragraphs citing specific examples and quoting where appropriate. If you quote, don't forget to cite the page #.

HW Finish questions if necessary. Remember that the text is online as well.

Picture Day!

Today we did page 6 in the grammar book and read some more of "The Most Dangerous Game." A large chunk of the period was spent getting school pictures taken.

More MDG

Today we worked through page 5 of the grammar book and continued our reading of "The Most Dangerous Game" (through page 66). Remember, the book is online (see the directions to the right), so you can keep up even if you are not in class.

Pronouns and MDG

Today we did page 4 of the grammar workbook, talked about the school discipline policy in period 1, reviewed the standard plot arc, and started "The Most Dangerous Game."

Vocab & Time Travel

We began today with a new set of vocabulary words (from page 53 in the textbook), and then spent some time going over the homework before I collected it.

More Thunder

We began the day with page 3 of the grammar book, then talked a bit about school pictures and my homework grading policy, and wrapped up with a discussion of the homework questions.

School pictures are Thursday, September 16th.

Finishing "A Sound of Thunder"

After briefly completing page 2 of the grammar book today, we finished "A Sound of Thunder" in class and started the questions following the story on page 48.

HW Finish the questions (will be discussed and collected in class), Due 9/9

Grammar and Foreshadowing

Today we started with a review of nouns and a graded binder check. After reviewing foreshadowing and some new vocabulary words (page 33 in the textbook), we began the short story, "A Sound of Thunder."

Finally the Course Description

Today we spend part of the day on the course description, discussing the framework for the class and my expectations. I also collected the introductory business letter assignment (w/ rough draft). We wrapped up the period with a quickwrite about time travel in preparation for our first story out of the textbook.

HW By Tuesday, students should have a binder with three, labeled sections, and plenty of paper.

New Books & Letter Drafts

Today we got new textbooks, I collected more signed course descriptions, and we reviewed the final draft letter format.

Final draft type letters with attached rough drafts are due tomorrow.

Socrates and Letter Time

Today we began by writing about a quotation by Socrates in the warm-up and then discussing it a bit. After collecting some course descriptions, we spent the rest of the period working on rough drafts of the introductory letter.

HW Students should have completed letter rough drafts in class tomorrow.

Name Tags and the Letter of Introduction

Today we started with some reflective questions and the creation of a name tag. After discussing the course description for a bit, we just scratched the surface of the introductory business letter assignment.

HW: Read, sign and return the course description by Friday.

The Final Portfolio

We spent the period introducing the final portfolio project. Students will have the rest of the week to work on these and they are due Monday the 14th.

Books Due

Today students handed in their final pile of warm-ups. They then had the rest of the period to finish up their book projects, do the blue self-evaluation sheet, and then turn in their completed books. Students who finished early got a head start on the final portfolio project which we will begin Monday.

Book Project Time

Students should be working on their HMS book project, bringing materials to work on in class everyday and working on the project for homework.

The Book Project

In period one, we began the day with some analytical writing about HMS. We wrapped up the day discussing the final book project.

In period five, we continued our reading of the novel working through "The Three Sisters."

HW: In both periods, students should have seven of their eight personal narratives returned and should begin revising them for the final project.

Mango Says Goodbye (almost)

Today we talked a bit about the themes of The House on Mango Street and then finished the book in period one and got through the "Monkey Garden" in period five.


Tonight's HW is the final personal narrative, due Monday

• A place like the monkey garden
• Someone old who shared their wisdom
• Any one of the older options that you haven’t done.
  

Monday

Today, after we collected HW and assigned new HW, students worked through four chapters of HMS with partners--"Minerva..." through "A Smart Cookie."

HW Personal Narrative #7 (due 5/18):

• A time you helped someone less fortunate than yourself
• If you began your own quiet war, what would you fight for?  How?  Why?
• Something you quit for the wrong reasons and wish you hadn’t

Thursday and Friday

We had a look at a few more chapters of HMS. Specifically, we compared the chapter "Four Skinny Trees" with the Tupac Shakur poem "The Rose that Grew from Concrete." Students also began work on a character analysis assignment on Esperanza (below) which is due Monday.

Directions: 
1) Put yourself into Esperanza’s place at the end of "Four Skinny Trees."  Create an open mind diagram (just an outline of a head) and fill it with objects, images, symbols and quotations from the book so far to provide a picture of who Esperanza is, what might be going through her mind, what is important to her, what influences her.

• You must include at least TWO quotations in your open mind.
• Be sure to cite each quotation with the page number on which it appears.

2) On the back of this sheet write a paragraph explaining what you drew and wrote inside the open mind.

Wednesday

Today we continued HMS, reading through "Sire" in period 1. The homework options below were given yesterday and are due today (period 5) or Thursday (period 1).


Personal Narrative #6

• Someone like Geraldo, Ruthie or Earl
• First love or crush
• Your definition of home
• Something that makes you happy when you’re sad

More Mango Street

Today we began the day with a bit of CST prep and then continued with HMS.
Homework Options, Due Monday:

• Death and/or funeral
• Someone who was teased or taunted
• Beliefs about luck and the future
• Someone you met briefly who made an impression on you

No Homework Tonight

Today we read a couple more chapters of HMS and added some things to the dialectical journal. No homework tonight, but it would be a good time to make up homework if you are missing any of the four personal narratives we've done so far.

"And Some More" HMS

Today, we went over trhe chapters from yetserday and read "And Some More."

Tonight's Homework Options, Due 4/5

• Somebody like the Vargas kids
• Someone who reminds you of Alicia or Darius
• Playing at being grown up
• Embarrassing or disappointing incident

Students began the day writing down the homework options, and then spent the rest of the period working through four chapters ("Those Who Don't" through "Darius and the Clouds") in small groups.

Homework: Personal Narrative #3, Due 5/4

• Something magical in a store
• Trouble with the law
• Someone older you used to look up to (or still do)
• Fear of strangers

HMS

Today, after we collected homework, we continued with the book, reading and responding to several more chapters.

More HMS

Today we began with a quick look at homework and a portfolio check and spent the rest of the period reading The House on Mango Street: "Cathy Queen of Cats" through "Gil's Furniture Bought and Sold."

HW: HMS Personal Narrative #2 (options below), Due 4/30

• Sibling story
• Crazy or unusual neighbor
• Bike story
• Thought sharing story

Planner Check and More HMS

Today we began by copying the homework options and expectations into planners. Students without planners were reminded to get them and use them (students were provided with planners at the beginning of the year).


HMS Personal Narrative Expectations:

1. Write on only ONE of the options given.
2. Writing should be 1 page MINIMUM.
3. Writing must include at least two examples of figurative language.

Today's Options (Due 4/29)

• Description of a place you’ve lived
• Memory connected with a smell
• How boys and girls “live in separate worlds”
• Write about you name in the style of "My Name."

Welcome to Mango Street

Today we started The House on Mango Street. Students wrote about their own name in warm-ups and then, after a reminder to bring planners everyday, we read, wrote about and discussed "My Name."
~~~~~~~~~~~~~~~~~~~~
“My Name”

1. How does Esperanza feel about her name? Explain.
2. Quote at least 5 examples of figurative language (e.g. simile, metaphor, personification, etc.) from this chapter.
3. Respond to this chapter personally in some way.

•  What questions does it raise?
•  What associations does it call up?
•  What is your favorite line? Why?

"Sonrisas"

We spent today looking at Pat Mora's poem "Sonrisas." We annotated it, discussed it and then period 1 answered the questions below on the back of the annotation (period 5 will do these tomorrow). Finish these for homework if needed.
Sonrisas

I live in a doorway
between two rooms. I hear
quiet clicks, cups of black
coffee, click, click like facts
budgets, tenure, curriculum,
from careful women in crisp beige
suits, quick beige smiles
that seldom sneak into their eyes.

I peek
in the other room señoras
in faded dresses stir sweet
milk coffee, laughter whirls
with steam from fresh tamales
sh, sh, mucho ruido,*
they scold one another,
press their lips, trap smiles
in their dark, Mexican eyes.

1. On the back of your annotation, do the following:

Sketch (draw) the poem in some way, either literally or symbolically. Be prepared to explain your sketch.

2. On a separate sheet of paper, answer these questions.

In what way might you live in a doorway between two rooms? What would the two “rooms” be? What would be happening in them? Explain.

Thursday and Friday

Thursday we finished the story and started the questions on page 35. Friday we finished the questions, I collected the questions and Wednesday's vocab homework. We finished the day with the unit test.

The Week So Far

Last week, McDougal. This week, Holt.
We continue our two weeks of textbook piloting, reading "The Most Dangerous Game" from the Holt text. Moday we reviewed the elements of plot (exposition, rising action, climax, falling action, and resolution) added 5 new vocabulary words to the notes, and started a new chart for tracking foreshadowing and making predictions about the story. Tuesday and Wednesday were spent reading, and almost finishing, the story.

Wednesday Night HW=Vocab Worksheet given in class.

Goodbye McDougal

Today we had the end of unit test and I collected all the work from the week. have a good weekend!

Finishing "A Sound of Thunder"

Today we finished up the questions on "A Sound of Thunder" and checked the vocabulary homework. We wrapped up the period by reading the magazine article about time travel on page 51. Students got started on their homework which was to respond to writing prompt B on page 50.
HW Finish writing prompt B.

Unit Test tomorrow. Includes vocab and questions on the story.

Finishing "A Sound of Thunder"

Today we finished "A Sound of Thunder" and filled in the three charts we created Monday (the vocab, foreshadowing and sequencing charts). For the rest of the period, students worked on the "After Reading" questions on page 48 (Do numbers 1 through 10, omit 7, in complete sentences).
HW Do the vocabulary practice worksheet handed out at the end of class.

"A Sound of Thunder"

Today we continued with our work on Bradbury's "A Sound of Thunder."

McDougal Pilot: Day 1

Today we began our pilot of a possible textbook for next year with the pre-reading work on pages 32 and 33. We also talked about Q3 grades and missing assignments (I will not take anything late after tomorrow).

So Ends the Third Quarter

Today, after some discussion of the rules, we divided up points from the brochure project, returned Speak, and then, in 5th period, did a little essay evaluation activity with the pressure comps from yesterday.

The Speak Pressure Comp

Today we wrapped up the Speak unit with a timed writing on the book. I collected dialectical journals, and the symbol/motif assignment as well. We'll return books tomorrow.

Movie/Work Time

 Today we continued the work time/ film watching from yesterday. After the film, students who watched the film responded to the questions below in their warm ups. Research papers due tomorrow!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Consider the novel and the movie, and answer the following questions:

• What changes did the film director and writer make? Be specific.
• Why do you think they made these changes. In your opinion, were the changes effective?
• In general, did you like the film? Why or why not? Was it better or worse than the book? Explain.

Work Time

Today was either work time for students who needed or wanted it or movie time for student who were finished with the research paper and wanted to watch Speak.
Research paper with complete in-text citations and a works cited page are due Wednesday.

In Conclusion...

Today, after a quick check of in text citation in body paragraphs, we worked on the conclusion paragraph of the research paper. Students spent the rest of the day working and should have a complete rough draft (minus the works cited page) in class tomorrow.

Accelerated English & More Research Writing

Today we began the day briefly discussing registration for next year, especially focusing on the process to apply for Accelerated Sophomore English. After I collected finished brochures, we spent the rest of the day writing the body paragraphs for the essays. Students should be ready to write their conclusions when they walk into class tomorrow.

Welcome to the Research Paper

Today we began outlining the next major paper. Because this paper will be based on the same information students researched for the brochure project, they should be ready to go with notes, research questions, etc. At the end of the period--by which time most students had completed their outlines--we went over the basic format for the introductory paragraph, which students started in class. Students who had not completed their outlines or who were struggling were advised to come in for extra help at lunch or after school.
HW Outlines and Introductory paragraphs should be complete at the start of class Wednesday.

Final Brochure Day

Students had one final day to work on their brochures in class. Students who were finished with rough drafts did a pair evaluation activity and then had some time to work on their final drafts.


Coming Up

• Final Brochures due Wednesday
• Research Paper this week. Due date TBA, but will be collected with research notes, outlines, and rough draft.
• Speak Timed Writing next week. Dialectical journals and symbol/motif assignments will be collected at the same time.

Challenge Day

Most students were at Challenge Day today. The few who were here spent the period researching. Students should be ready to begin the brochure in earnest tomorrow.

More Research

We continued the research today after a short MLA citation warm-up. Students should be ready to start their brochures on Thursday. Remember Challenge Day tomorrow!

Work Time

Students spent the period researching. By the start of class tomorrow, they should have Cornell notes with complete works cited information for at least two sources. This is homework.

Research Time...Almost

Today we did a little more research preparation, talking about citation, note-taking and eLibrary. Students chose research topics for the brochure project and should get started researching this weekend.

The Brochure Assignment

Today, after a brief warm-up on sentence structure, symbol and theme, I introduced the brochure assignment and we got started thinking about topics (from the green sheet). The brochure handout (given out in class) is also available at Global Classroom.

Analyzing Symbol

Today we began with a short sentence structure warm-up and then talked about the end of the book. The rest of the period was spend on the activity below.

1. Choose one quotation from your dialectical journal. Explain how it demonstrates or illuminates one of the themes of Speak. Themes should be on your green paper, or you may come up with a new theme now.
2. Choose one of these motifs (repeated symbols)—seeds (see pages 66-7, 125-6, 133, etc.); mirrors (pages 17, 40, 50, 82, 123-24, etc.); trees (pages 12, 54, 66, 78)—or choose another that you noticed.

• Explain the importance of this symbol.
• What does it have to do with Anderson’s story and themes? 
• Include and explain at least one strong quotation in your response.

Monday

We began the day with a reflection about Friday's Spare Change presentation. After a brief quiz on the reading, we talked about readings seven and eight, particularly the symbolic importance of Melinda's yard work on page 166 (students wrote about this in their journals).

HW: Tonight students should finish the book and do their last DJ assignment.

Spare Change

Today we had a presentation by  members of Spare Change on some of the issues brought up in the novel Speak. Students took notes for use in the teen-issue research papers and brochure project we'll be working on next week.

HW Remember that yesterday you were assigned TWO readings over the weekend, so you should be through reading 8 (through page 184) and have two DJ entries on Monday.

Work Day

Today we went over returned Of Mice and Men essays and added them to the portfolio. The rest of the period was spent finishing up the coat of arms assignment, adding quotations to the forum at Global Classroom, and doing reading 6 (through page 137).

Reading 5

Today, after a short quiz, we talked about reading #4, I checked homework, and we read some of reading 5 aloud in class. Finish reading #5 (through 116) for homework tonight.

Reading 4

Today we began by reviewing the sentence types we looked at last week. We then discussed reading three for a bit and had some time to start on reading #4.
HW Reading 4 (through page 92) with journal entries.

Reading #3

Today students added our final sentence type--the compound-complex sentence--to their notes, while I checked homework, the coat of arms project. We discussed reading two, focusing a bit on themes and symbols, and wrapped up the period reading aloud from reading three.
HW Finish reading 3 (through page 68) w/ DJ entry, due 3/1

Coats of Arms

Today we added the definition of the complex sentence to our sentence types notes. After I check the reading homework, we spent the rest of the period working on the coat of arms art assignment for the back of the dialectical journal. Students should finish these at home. Assignment details are available at Global Classroom.
Tonight would be a good time to catch up on late reading and dialectical journal entries. You should be through reading 2 (page 46) and have two DJ entries.

Enter the Burrow

Today we began with a review of sentence types (simple and compound), reviewed last night's reading and started tonight's reading.
HW Reading two with DJ, due 2/25

Reading One

After a short warm up, we started reading one out loud, talked a bit about the beginning of the reading--considering a few characters and POV. Students had about half the period to finish the Anticipation Guide assignment at Global Classroom, finish the cover of their dialectical journal, and work on reading number one.

HW Reading 1 with DJ entry, Due 2/24

Speaking about Speak

We warmed up today with a discussion about stereotyping, prejudice, and the cliques and clans on campus as part of our introduction to the novel Speak. We then went and got books and created dialectical journals.  

Journals and Speak must be in class every day.

Pre-Break Craziness

Today we wrapped up and collected Of Mice and Men essays, watched the Reduced Shakespeare Company's Romeo and Juliet, and played a bit of OMM Jeopardy.

Have a good break!

More Work Time

Today I checked rough drafts and student compared their essays to the essay scoring rubric. The rest of the period was spent in revision and typing. Final drafts are due tomorrow.

Working the Body

Today, students began by analyzing their intorductory paragraphs. They had the rest of the period to work on completing their rough drafts.

• Complete roughs should be in class tomorrow.
• Typed final drafts are due no later than Friday at 3:30.

The Essay Begins

We began the day with a quick look at portfolio folders and the essays students wrote for Romeo and Juliet. Armed with this new knowledge and the essay outlines they completed for homework, students should have started their essays in class. By tomorrow, students should have an introduction at the very least.

Essay Worksheet #2

Today I collected warm-ups and checked essay planning worksheet number one and students got started on number two. Outlines should be ready at the start of class tomorrow, so we can spend the whole period writing. Remember that there are copies of all the handouts and plenty of quotations online at Global Classroom!

The Death of Lennie

Today we started with another topic sentence warm up, talked about chapter five and read and discussed the end of the book.
Homework: Essay work sheet number 1 (given out in class and available at Global Classroom)

Weakness, Compatability Quizzes and Reading Time

Today, after a warm-up to practice topic sentences, I checked chapter 4 notes and we discussed the chapter out loud. A brief student government interuption was followed by reading and GC work time.
HW Reading G (ch 5) with notes

Chapter 4

Today we began with a short quotation warm-up and then read a bit of chapter 4 out loud. Students had the rest of the period to work on the two Global Classroom assignments assigned yesterday and continue reading chapter 4 silently.
HW Finish Chapter 4 with notes.

Chapter 3 Work

We began the day with a quotation warm-up from chapter three. Then, after discussing the chapter a bit, students were given the chance to either read or work on the chapter three questions at Global Classroom, our online course.


HW Finish the chapter three questions if you need to and have internet access. You could also begin the thematic quotation forum assignment at Global Classroom as well.

Chapter 3

Today we began with a short quiz on the weekend reading (reading D). Students were given the rest of the short period to do reading E and take notes. Finish reading E for HW.

Binder Check, Etc...

Today I checked binders, planners, and chapter 2 notes. We then talked a bit about chapter two and got started on chapter three.
HW Finish Reading D (through page 51) and take notes.

Chapter 2

Today, after a short grammar warm-up, we spent the rest of the day working quietly finishing chapter two and taking notes. Students who didn't finish should finish for homework. We shared a few thematic quotations at the end of the period.
Don't forget the binder and planner check tomorrow!

Of Mice and Men: The Beginning

Tuesday we began with a short grammar warm-up. I handed out the introductory handouts for Of Mice and Men, including a reading schedule and list of themes and some sample note pages for chapters one and two. We then read almost all of chapter one outloud while taking some notes. Students were assigned the rest of the chapter and notes for homework.
Wednesday, we began with an analysis of a thematic quotation from chapter one while I checked notes. We then discussed chapter one and read much of reading B (roughly half of chapter 2). Students should finish reading B and notes for HW.

The New Semester Begins

Today we had our first warm-up of the new semester based on the first two pargraphs of Of Mice and Men. We then went and checked out the book.
HW We will have a binder/planner check this Friday. Students should have their planner and an organized binder, including:

1. The course description for this class as page 1
2. Four LABELED sections

• Warm-ups
• Notes
• Work in Progress
• Returned Work
  

Period 5: Semester 1 Final

Today I collected the final drafts of the R & J essay and the extra credit crossword. We spent the rest of the day watching the 1997 version of Romeo and Juliet.

Period 1

Today I collected the final drafts of the R & J essay and the extra credit crossword. We spent the rest of the day watching the 1997 version of Romeo and Juliet.

Essay Time

For the past few days we have been working on our first major, revised, typed essay. Students who finished early had the option of an extra credit Romeo and Juliet crossword puzzle today.
Due at the Final Exam: Typed Final draft in MLA format with attached rough draft and essay planning worksheets.

R & J Essay Continued

Tuesday, students spend the period working on finished the essay worksheets and outlining their essay. They were to finish this for homework.
Wednesday, we worked on the introduction paragraph and student had the rest of the period to begin their rough drafts. Completed rough drafts (minus the conclusion) should be in class tomorrow.

Worksheet Two

Today we talked a bit about the earthquake and then spent the rest of the period on worksheet #1 (since no one came in for help today outside of class, I assume everybody finished it). Tonight's homework is worksheet #2. Remember that the complete text of Romeo and Juliet is available here.

R and J Review & Essay Handout 1

Today, after a brief grammar warm-up, we finished the headline summary assignment from Wednesday. We spent a few moments at the end of the period working on essay handout #1. Students may continue that over the weekend if they wish to get a head start on next week's work.

The Essay Intensive Continues

Wednesday we spent the first part of the day reviewing those sample essays we scored yesterday, talking about what was good or flawed in each case. After that, students looked at their own essays from the 3rd quarter poetry exam and reflected on their scores. The remainder of the period was spent on a Romeo and Juliet review activity.
Thursday, students spent the period rewriting their poetry essays (or, in some cases, writing the essay for the first time).

Essay Intensive

Today and yesterday, we looked at a CAHSEE essay prompt. Monday we read the story "Hiking Trip" and outlined an essay in response to the prompt. Tuesday we discussed the outline a bit; read, took notes on, and discussed the scoring rubric; and spent the last part of the period reading and scoring some sample essays. Tomorrow we will discuss those scores as we transition into examining some of the students' own writing and comparing it with the exit exam rubric.