The Poetry Test

Today we took our final test on the poetry unit.

Enjoy the vacation and have a happy holiday!

Magnetic Poetry

Today we reviewed for the test a bit and then spent the rest of the day on a bit of fun with poetry.

Poetry Exam Tomorrow. Make Flashcards!

More Poetry

Today we had a few more presentations and then took some notes on the Shakespearean sonnet. HW: Write at least the first four lines of your own sonnet.

Two Days in One

Thursday:
Today we began poetry presentations. Nice job to all those who were prepared on the first day! We spent the rest of the day finishing the copy change poem assignment and sharing poems.

Friday:
Today students worked on an introductory sonnet assignment (available here). These will be collected Monday along with the copy change poems.

Papers Back (Yes, Finally)

We started the day by discussing the Of Mice and Men essay's, especially grading and revision possibilities. After that I collected "The Still I Rise" work and students began copy change poems using either "Theme for English B" or "Still I Rise" as models.

Poetry presentations begin tomorrow.

"Still I Rise" Continued

Today we finished up our analysis of "Still I Rise" with an analytical paragraph (which we color-coded to show the balance of example and commentary). We also made sure that the words personification, simile, repetition, rhyme scheme, and half-rhyme appear in students' poetry notes.

"Still I Rise"

Today we annotated Maya Angelou's poem (step 1 of the poetry analysis) , "Still I Rise" and began the paraphrase (step 2). We also drew presentation days. Presentations begin THIS Thursday.

HW Finish poetry analysis steps 2 through 5 for "Still I Rise."

More Poetry

Today we went over the poetry analysis homework on Hughes' "Theme for English B" and spent part of the period writing an analytical paragraph about the poem. The last fifteen minutes of the period was spent discussing the individual poetry project (handout here).

HW Finish paragraphs if necessary, and students may want to start looking for their poem for the poetry project.

Theme for English B

Today we had a look at Langston Hughes' poem "Theme for English B." After I collected the warm-ups and the homework from last night, we spent the rest of the period annotating (#1 below) the poem and discussing it. Students should complete steps 2-5 below for homework.
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1. Annotate the poem. On a copy of the poem itself, mark features that stand out (rhyme, stanzas, type of poem, alliteration, consonance, enjambment, syllables, metaphor, simile, personification, hyperbole, etc.), note difficult words or lines, indicate questions or comments, etc.
2. Paraphrase the poem in simple, everyday sentences. Look up words if needed.
3. Summarize the poem in a sentence or two.
4. Explain the tone of the poem in a sentence or two. Use our list of tone words if they help.
5. Explain the theme of the poem in a sentence or two.

"We Real Cool": Part 2

Today we continued our look at Brooks' "We Real Cool," paraphrasing the poem, summarizing the poem, and identifying its theme and tone. Students began analytical paragraphs about the poem in class.

HW Finish the paragraph started in class. Four to five sentences minimum.

Poetry: A Review/ Introduction

Today we started our three-week poetry unit with a look at Brooks' poem "We Real Cool." We began with an initial annotation and added some poetry terms (end rhyme, internal rhyme, alliteration, consonance, point of view [POV], metaphor) to our notes.

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We Real Cool

THE POOL PLAYERS.

SEVEN AT THE GOLDEN SHOVEL.

We real cool. We

Left school. We

Lurk late. We

Strike straight. We

Sing sin. We

Thin gin. We

Jazz June. We

Die soon.

Pre-Vacation Melencholy

Today we finished the not-very-uplifting film version of Of Mice and Men. We did a short writing assignment which I collected with the notes.

Have a good break!

Wrapping Up Of Mice and Men

Today I collected final drafts of the Of Mice and Men essay. After that, we turned in books and students took notes while we watched part of the film.

A Bit of Poetry with Tim'm West

Today we wrote a bit of poetry with our special guest Tim'm T West. We will revisit the work we did after Thanksgiving break.

Tomorrow:

• Essays are due with roughs and graphic organizers/rubrics.
• We will turn in Of Mice and Men.
• We will watch some of the rest of the film (only student who have completed their essays).

Response Groups

Today we had response groups like those modeled yesterday in class. I collected student response notes at the end of the period.

Tomorrow: Special Guest, poet Tim'm West
Thursday: Final Drafts due with attached rough (including response group revision notes) and essay worksheet/rubric (the yellow sheet).
Thursday and Friday: Of Mice and Men, the movie, for students who have handed in essays.

The Fish Bowl

Today I checked off typed rough drafts (and checked MLA format). We spent the rest of the period practicing/modeling the response groups that we will have tomorrow.

Remember, you can still get some credit for typed drafts if they're in class tomorrow. No draft tomorrow=no credit.

MLA Format, Conclusions, & Typed Rough Drafts

Today we talked a bit about proper paper formatting, looked an example conclusion, and then students had the rest of the period to work on their conclusions and begin typing their second drafts.

HW Typed drafts due Monday.

The Rough Draft

After sharing a few introductory paragraphs, students spent the rest of the period writing rough drafts of their essays. Students should have handwritten drafts without conclusions in class tomorrow.

HW Finish Rough Drafts (w/o conclusion paragraphs)

The Introductory Paragraph

Today's warm-up and notes (available here) were focused on writing introductory paragraphs. Students spent the second half of the period writing introductions for their current essay on Of Mice and Men.

HW: Finish intro paragraphs if necessary.

Thesis Statements: The Essay Begins

Today we worked for much of the period on thesis statements for the upcoming Of Mice and Men essay. The last part of the period was spent working on the essay prewriting handout.

HW Finish the essay prewriting handout.

Paragraphs and a Bit of Film

Today we color-coded and shared the paragraphs written for HW last night (or in class). After sharing a few we watched the first part of Gary Sinise's film version of Of Mice and Men.

Paragraph Time

We began today's class by writing an analytical paragraph based on the topic sentence from yesterday's warm up. After sharing a few of these, students moved on to writing a second, more formal, paragraph based on one of the quotations from their notes. Students should finish these paragraphs and edit them for homework if necessary.

Digesting the Last Chapter

Today we began with some topic sentence practice and spent the rest of the period working or and discussing the questions below. There is no HW tonight.
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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 End of Of Mice and Men

After a short quiz on reading seven, we discussed the remaining chapter 4 questions (these were then collected) and last night's reading. We then read the end of the novel out loud.

HW Take notes on the last chapter.

The First Day of the New Quarter

Today we began with a short sentence correction warm up and then spent the rest of the day examining and practicing analytical paragraphs.

HW: Reading #7 with notes

Happy Halloween

After a short sentence correction warm-up, we spent the rest of the period on some questions about chapter 4 (below).

Be safe this weekend!
~~~~~~~~~~~~~~~~~~~~~~~~~

Answer the following in complete sentences. You may work with a partner, but take turns writing if you do.

1. What are some things we learn about Crooks from the description of his room at the beginning of the chapter?
2. Why do you think Crooks is mean to Lennie? Is it the same reason Curley’s wife is mean to Crooks? Explain.
3. What new details do we learn about Curley’s relationship with his wife? How does this change your feelings about her?
4. When Curley’s wife says, “They left all the weak ones here”(77), is she including herself? Should she? Explain.
5. Crooks says, “You guys comin’ in an’ settin’ made me forget”(82). What did he forget? How does this affect his change of heart at the end of the chapter?
6. Choose, quote and explain one thematic quotation from this chapter.

Of Dreams and Fist Fights

Today we warmed up with a bit of quotation analysis and then talked about the exciting events of chapter three. We wrapped up the day by reading some of chapter 4 out loud.

HW Reading #6 with notes

Theme & Quotations

Today we began with a short quiz on reading #4. We finished our discussion of the chapter two questions and I collected them. From there, we moved on to a writing and talking about a two quotations from reading #4, focusing especially on how they illustrate one of the themes of the text. We spent the final minutes reading silently.

HW Reading #5 with notes

Recapping Chapter 2

Today we started with a brief sentence correction warm up and did some questions on chapter two. We started our discussion of those questions at the end of the period, but we'll have to finish that tomorrow.

HW Reading #4 with notes

Reading Time

Today, after a brief sentence correction warm up, we spent the day reading and taking notes on Reading #3 (the rest of chapter 2). Expect a quiz and a note check tomorrow.

Friday: Chapter 2 and Thematic Quotes

Friday, we had another quick quiz on the night's reading and then spent the rest of the short period talking about theme and looking at thematic quotations from notes.

HW: Catch Up

Uh, Yes, There was Reading Homework

We began the day with a quiz on last night's short reading assignment. This seemed to come as a surprise to many students who had not read. Please remember, you are expected to read and take notes (with quotations) pretty much every night.

We spent some of the period working on some discussion questions for chapter 1, talked about these as a class and then had a few minutes to read in most periods.

HW Reading Assignment #2. Expect a quiz.

Of Mice & Men

Today we began Steinbeck's Of Mice and Men. We did a short introductory warm-up and then read about half of chapter one aloud. Tonight, students should finish the chapter and take notes according to the introductory handout they were given today in class (available at the handouts page).

Test Time

Today we had our final exam on The Odyssey. It took the whole period. Students needing extra time may come in after school or before school (or at lunch by appointment) on the 21st to finish.

HW Bring Of Mice and Men

Personal Odyssey Project

Today we went and got our next book, Of Mice and Men, which we'll start on Wednesday. We spent the rest of the period finishing the personal odyssey folder project that we started Friday. These are due tomorrow.

Odyssey test tomorrow, including vocab.

The Personal Odyssey

Today we shared a couple of the paragraphs from last night's homework (which I collected). We then began work on the personal odyssey project, which will become the student's English portfolio folder.

The Odyssey Exam will be Tuesday.

You're the Hero!

Today we warmed-up by plotting our own hero's journeys (we'll use these again tomorrow). Next we looked at a couple example paragraphs from last night's homework and moved on to the other side of yesterday's handout.

HW: Finish the second side of the handout with another paragraph.

Also, expect a test on Monday. It will include the vocabulary, the hero's journey, and at least one paragraph about theme with a good topic sentence. You may use your Odyssey notes on the test.

A Return to the Hero's Journey

Today we applied the Hero's Journey (from our notes before The Odyssey) to Telemachus and Odysseus. We started work on a paragraph assignment (handout given in class) based on a short passage about Telemachus.

HW Finish the handout and paragraph.

Themes, Themes, and More Themes

Today we warmed-up for the whole period, working on thesis statements for themes from The Odyssey. The assignment is available at the handouts page.

The End of the Odyssey

After turning in the past two weeks worth of warm-ups, we finished The Odyssey and summarized books 16 through 24 in notes. We then finished the paragraph portion of the handout given on Friday (available at the handouts page).

Vocab Quiz #2 & a Visit from Ms. Dimick

Today began with a visit from Ms. Dimick to go over Saturday school and the discipline policy. After that, we had our vocabulary quiz and began the final step in our work with Fields' "Argos."

HW Finish numbers 1 through 4 on the handout (available here) and make an attempt at the paragraph assignment at the bottom of the page.

The Secret of the Bed

We spent the first part of the period working some more on the poem "Argos" from Tuesday. We then finished book 22 and moved on to book 23. One more book!

HW: Vocab Quiz Tomorrow

Blood on the Floor

After adding the word "guile" to our vocab charts, we wrapped up the notes on book 21 of The Odyssey. Students did the short assignment below, which we discussed and then I collected.

1. Explain, in detail, the epic simile in lines 1736 through 1744 of book 21.
2. Why do you think Homer employs this simile? What does this show about Odysseus? Explain.

Finally, we read most of book 22.

HW: Make flashcards for Friday's vocab quiz. I will check them tomorrow. Remember small pieces of paper will do; there is no need to buy note-cards.

Annotation: An Introduction

Today we practiced text annotation with the poem "Argos." This took much of the period. We wrapped up by speeding through book 21, "The Test of the Bow."

HW: Add to your annotation if necessary.

Penelope & the Beggar

Today we added the word "contemptible" to the vocab charts and then spent the rest of the shortened period reading book 19.

Poor Old Argos

We added the word "reverence" to the vocab charts today, and then moved on to book 17 of The Odyssey where Odysseus is reunited with his faithful dog, Argos. Students read this chapter silently and answered some comprehension questions which we then discussed and I collected.

Odysseus Returns

After briefly revisiting Mrs. Nystrom's poem from Tuesday, we continued with the Odyssey, summarizing books 10-12 and reading 16 with notes (in periods 5 & 6) and reading book 17 and doing some comprehension questions (in periods 2 & 4). We also had our binder check today.

A Grievous Journey

Today we added the word "grievous" to our vocab charts and then continued with The Odyssey. In periods 2 and 4 we read book 16 and took some notes. In periods 5 and 6 we shared some student representations of Scylla and Charybdis, and then finished book 12.

HW: The binder check has been postponed until tomorrow.

Scylla and Charybdis Continued

Today we did a bit of work with a poem written by our very own Mrs. Nystrom. We then continued our look at book 12 of The Odyssey, finishing the book 12 (with notes of course) in most periods. I collected the book 12 art in periods 2 & 4 (it's homework in 5 & 6).

Taking Care of Business

Today we took care of a few things right at the beginning of class.

• Students got new seats.
• I gave back the introductory business letters (and then collected them for the classroom portfolios).
• I reminded students to check their PowerSchool grades for accuracy.
• We went over binder requirements again (see below).
  

For the rest of the period, we discussed the chapter 10 and 11 questions (except p2), and then worked on the book 12 art assignment (see handouts page).

HW: Finish Book 12 Art Assignment Due 9/30

Wednesday or Thursday, we will have a binder check in class. Students should have a 3-ring English binder by now (or an English section in a larger 3-ring binder), and the binder should include the following (in order):
1) The signed course description for the class;
2) Four sections (in any order), divided and labeled;

• Warm-Ups/Vocab
• Notes
• Handouts & Work in Progress
• Returned Work

3) Lots of extra paper.

Books 10 & 11

Today we continued our work on books 10 and 11 (after a short vocab quiz). In period 2, we began book 12 and some art work on Scylla and Charybdis.

Pig Song, Part 2 and More Odyssey

We began the day paraphrasing Atwood's "Pig Song" as a class and moved on to The Odyssey.

• Period 2: Students should be done with the questions for books 10 and 11 (available here).
• Period 4: Students should be well into reading books 10 & 11.
• Period 5: Summarize book 9 in your notes for homework. We will read 10 and 11 and do the questions tomorrow.
• Period 6: We will read 10 and 11 and do the questions tomorrow.

HW: Vocab Quiz Tomorrow!

More Vocab and The Cyclops

Today we added the word "insolent" to the vocab charts and continued the Odyssey. Most periods got well into book 9 and some finished and summarized books 5-9.

Vocab quiz Friday!

The Real Adventures Begin (or will soon)

We began the day with a look at the poem by Margaret Atwood below, responding to this question: Think of the Odyssey. In your warm-up, write about who you think is speaking in the poem and to whom is s/he speaking. Explain why you think this.
We spent the rest of the period delving further into Odysseus' adventures, with most classes getting into book 9.
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Pig Song

This is what you changed me to:

a graypink vegetable with slug

eyes, buttock

incarnate, spreading like a slow turnip,

a skin you stuff so you may feed

in your turn, a stinking wart

of flesh, a large tuber

of blood which munches

and bloats. Very well then. Meanwhile

I have the sky, which is only half

caged, I have my weed corners,

I keep myself busy, singing

my song of roots and noses,

my song of dung. Madame,

this song offends you, these grunts

which you find oppressively sexual,

mistaking simple greed for lust.

I am yours. If you feed me garbage,

I will sing a song of garbage.

This is a hymn.

Supplication to Nausicaa

Today we added the word "supplicate" to our vocab charts, then continued with The Odyssey, reading book 6 silently and taking notes.

Calypso...

After adding the word "ponder" to our vocab charts, we spent the day reading The Odyssey and taking notes, adding a summary of chapters 1 through 4 when we finished part 1. We then began book 5 and some periods moved on to book 6.

Telemachus in Poetry

We began the day looking at a modern poem based on The Odyssey, "Telemachus' Guilt," and spent the remainder of the period delving further into the epic.

Telemachus at the Assembly

Today we introduced the vocabulary chart into the number of possible warm ups, adding our first word: lucid. We then made a small dent in books 1 and 2 of The Odyssey.

The Odyssey Begins

Today, after spending ten minutes wrapping up loose ends, partners briefly presented their webquest posters while the class took notes. We then read the first page of the Odyssey. More tomorrow.

Moving Right Along

After briefly dealing with the enrollment shake-up, welcoming our new members and acknowledging those who have moved to other periods, we got back to work on our preparations for The Odyssey, which we will begin tomorrow at long last.

The Odyssey Webquest

Today I collected this week's warm-ups and we wrapped up our discussion of the hero's journey. Students spent the rest of the day working on part one of the Odyssey webquest below. Absent students should complete part one only on their own if possible.

http://staiano.mauro.googlepages.com/odyssey_webquest

The Hero's Journey

We began the day with a warm-up about journeys and how they change people. Then, after sharing and collecting the hero writing assignment students did last night, we moved on to notes about the classical hero and the hero's journey.

Enter the Hero

We started the day talking about the characteristics of the modern hero, coming up with a class definition of what makes someone a hero. Then, after wrapping up our work with Greek word roots (I collected the Roots assignment from yesterday and a brief artistic display assignment done in class), students spent the rest of the period working on the writing assignment below. Rough drafts are due tomorrow.
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In a short story or essay, tell us about your hero. Who is s/he (or who are they)? What is it about him/her/them that makes him/her/them a hero in your opinion?
Write carefully and with specific, vivid detail.

• Use paragraphs.
• One page minimum.
• Reread (aloud preferably), checking for spelling, grammar, and coherence.

Wrapping Up Roots... Almost

Today we spent the period finishing letters and working on the Greek roots assignment. By now, almost everyone has finished the letter and most people managed to finish the word root work.

HW Finish the word root assignment if you did not do so in class.

It's Greek to Me

Today we began to shift focus from the business letter to the Greeks, particularly words derived from Greek prefixes, suffixes and roots.

After a warm-up focusing on roots, the remainder of the period was spent either finishing the business letter assignment from last week or working on the new roots assignment.

HW: By now most students have typed and handed in the business letter. If you have not, tomorrow is the last day there will be class time, so catch up at home.

Letter Time

We began the day with an informal quiz on the course description, and then I collected the warm ups (except in period 2). We spent the rest of the day typing business letters, and a few folks began work on the Greek word origins assignment that we will begin in earnest on Monday.

Getting to Know You

After a short warm up based on a Socrates quotation, we spent the rest of the day working on the introductory business letter.

HW Handwritten rough drafts of the intro letter are due tomorrow (9/5). Also, some of you still need to turn in signed course descriptions.

The first full day

We began today with some business (a seating chart, beginning class procedures, name tags, basic behavior expectations), and then moved on to the introductory business letter assignment (available at the handouts page).

Back to School packets from the office (given out today) are due Monday, please.

The First Day

Today we did a bit of thinking and writing about an image of some students in Nepal. We finished the day with a brief look at the course description (except in p5).

HW: Please read and sign the course description by Friday, 9/5.