Finishing the Play

Today we finished Romeo and Juliet. We will continue writing about it when we return from break.

Enjoy the holidays!

Two For One

Wednesday
Today we began the day by copying a thematic quotation from the act 1 or 2 notes and explaining what theme it demonstrated. Then I assigned the homework which was to follow the pattern we have been working with all week and write a full analytical paragraph. Then we finished act 3 and did a quick act summary.
HW Finish paragraph based on WU quotation. Due Thursday.

Thursday
Today we highlighted the parts of the paragraphs written for homework and handed them in. We also finished act 4.

More Paragraphs and Shakespeare

Today we put together the warm-ups from the past three days into one, long paragraph. We spent the rest of the day on Romeo and Juliet, reading 3.2-3.4.

Commentary & Act 3

Today we added the commentary to the paragraph warm-ups we've been doing all week. We spent the rest of the period reading 3.2-3.

Topic Sentences, Essays and Summaries

Today we began by writing a topic sentence for the quotation we wrote about on Tuesday. We spent a few moments reviewing the essay started yesterday, and then spent most of our time on the act 2 summary. In Periods 1 and 4 we started act 3.

The Balcony: 3 Versions

Today we watched three versions of the famous balcony scene. Students took notes on each versions and will write a short evaluative essay (suggested structures are below).


HW Essays (handwritten drafts are fine) due Friday 12/11.

Outline Option One
I. General background on the scene and the three versions.
II. Version 1
  a. Aspect 1 (music, acting, costumes, etc.)
  b. Aspect 2
III. Version 2 (follow same pattern as II)
IV. Version 3 (follow same pattern as above)
V. Conclusion=Your favorite based on the above aspects.

Outline Option 2
I. General background on the scene, versions and aspects to be covered.
II. Aspect 1 (music, acting, costumes, etc.)
  a. Version 1
  b.Version 2
  c. Version 3
III. Aspect 2 (follow same pattern as II)
IV (and V or more would follow the same pattern as above).
V. Conclusion=Your favorite based on the above.

The End of Act 2

Today we started with a quotation warm-up analyzing theme and then finished act 2 of R & J.

I'm Back!

Today we started with a brief "what do you remember" quiz and spent the day mostly reviewing act 2 so far (2.2 through 2.4).

The End of Act 1: Probably My Last Post Until 12/7

Today we finished reading act 1 of Romeo and Juliet and students added a few things to their notes. The complete text is available here.

Wednesday & Thursday

We began Romeo and Juliet yesterday and got part way through act 1, scene 3 in most classes today.

The Prologue, Sort Of

Today we finished our discussion of theme and just scratched the surface of the prologue to Romeo and Juliet.

Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross'd lovers take their life;
Whole misadventured piteous overthrows
Do with their death bury their parents' strife.
The fearful passage of their death-mark'd love,
And the continuance of their parents' rage,
Which, but their children's end, nought could remove,
Is now the two hours' traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.

Friday and Monday

We spent these two days having a bit of fun with Shakespeare's language. Friday we played with some of Shakespeare's most excellent insults and even had a bit of a competition. On Monday, we acted out the whole play in 5 minutes (with some time for practice). We wrapped up the day looking at the theme questions we did on Global Classroom last week.

Thursday: Shakespeare Here We Come

It wasn't seamless, but today most of us learned to access our Gaggle accounts and created an account at Global Classroom. We also managed two assignments. A short activity on Shakespeare's syntax and a poll at Global Classroom on the themes of the Romeo and Juliet.

Poetry Exam

Today we wrapped up our poetry unit with a test.

The Gallery Walk

Today, after getting new seats, we spent much of the period perusing and commenting on the poetry project posters. We wrapped up the day by looking at two of the poems on the overhead and reviewing for tomorrow's test.

HW Study for Tomorrow's Poetry Unit Final

Surveys & Poetry Projects

Thursday
We spend much of the period today on the state student health survey. The rest of the time was spent on poetry projects.

Friday
Students had the entire period today to complete poetry project posters and analyses. Both were collected.

Poetry Projects and a Visit from Counseling

Tuesday
Today students spent the period finishing their analysis of Shakespeare's "Sonnet 18" or working on the analysis of their self-chosen poem for the poetry project.

HW By the start of class Wednesday, students should have both poem analyses complete.

Wednesday
Today we spent most of the period talking with the counselors about graduation requirements, college and quarter grades. Students then had some time to start working on their poetry project poster.
HW Continue the Poetry Project

Shakespeare & Poetry

Today we began our slow transition to Shakespeare with a look at his "Sonnet 18." After reading, taking some notes, and talking about the poem in general, we introduced the poetry project.
HW Find a poem for the poetry project. Due ASAP.

Poe, Poetry, & Extra Credit

Today we began (except in 5th period) with a short look at Poe's poem "The Raven." We spent the rest of the period revising one of the three poem paragraphs student wrote this week. This revision was then handed in with all three poem analyses attached to the back. Finally students were given the option to write their own "copy-change" version of Hughes' "Theme for English B" (Due Monday).

Langston Hughes: Part 2

Today we continued with poetry, analyzing "Theme for English B" on the back of yesterday's poetry handout.
HW Finish the analysis, including the paragraph, on "Theme for English B."

"Harlem"

Today we continued our look at poetry with an analysis of Langston Hughes' poem "Harlem" (below), following the six analysis steps as we did with "We Real Cool" (see yesterday's post).

Harlem

What happens to a dream deferred?

Does it dry up
like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
like a syrupy sweet?

Maybe it just sags
like a heavy load.

Or does it explode?

"We Real Cool" Part 2

Today we finished analyzing "We Real Cool" using teh analytical steps below:

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.
6. Write an ANALYTICAL PARAGRAPH about how one aspect of the poem affects either the theme or the tone. Your paragraph should begin with a sentence that clearly states the aspect and the effect. Support your point with quotations from the poem itself.

HW: Finish the paragraph for step 6 if necessary. Due 10/28

Poetry Begins

Today, after a brief discussion about make-up work and the close of the quarter, we spent the period taking notes on some poetry terms and annotating Gwendolyn Brooks' poem "We Real Cool."

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.

Odyssey Exam: Part 2

Today students took the annotation/ essay portion of the Odyssey final exam. After the test, I also collected notes and the Personal Odyssey Project folders.

Odyssey Exam: Part 1

Today we had the first half of The Odyssey final exam. Then students worked on their portfolio folder project (and/or got picture retakes).

Personal Odyssey Project Folders are due tomorrow.

Paragraphs & Personal Odysseys

Tuesday
Today we began the day plotting our own personal hero's journeys in our warm ups. Next we shared some of the homework paragraphs on the overhead. The rest of the period was spent working on the second side of the handout.

HW Finish handout 2 with the paragraph (due 10/21)

Wednesday
We began by sharing a couple of the paragraphs from last night's homework. The rest of the period was spent working on the personal odyssey project based on the warm-up from yesterday.
HW Multiple Choice Odyssey Exam Tomorrow.

Paragraph Time

Today we had a quick planner check while students were writing down their homework and doing the warm-up. We spent the rest of the day working on a pre-writing handout centered on the passage from The Odyssey where Telemachus prepares for and enters the assembly in book two.

HW 

• Students should finish the handout started in class today, including the paragraph. Due 10/20
• Odyssey Final Exam, covering vocabulary, the hero's journey, theme, annotation, and paragraphing, plus The Odyssey generally. Multiple Choice 10/22 & Essay 10/23.
  

Thursday & Friday

For both these days, we basically spent the whole period on the warm ups below.

Thursday Warm Up
Complete the sentences below. Under each, refer to at least two examples from The Odyssey that prove what you say.

1. In The Odyssey, Homer shows that the qualities of a true hero include…
2. In The Odyssey, Homer shows that being truly hospitable means…
3. In The Odyssey, Homer demonstrates that the relationship between fathers and sons…
4. In The Odyssey, Homer warns that beauty…
5. In The Odyssey, Homer suggests that in order to become a man…

Bonus: Come up with your own statement based on Homer’s poem.


Friday Warm Up
Using your notes, fill in the steps of either Odysseus’ or Telemachus’ hero’s journey.

1. Problem Introduced/Call to Action
2. Mentor Appears
3. The Journey Begins
4. Tests, Trials, Obstacles
5. Moment of Truth
6. Resolution

The End of The Odyssey

Today we did another quick Free Rice warm up and then finished The Odyssey and took some notes (including the final summary of book 21 through the end).

Free Rice and a Bit of Blood

We began the day with a short Free Rice grammar warm-up. Afterwards, I collected the paragraph homework and shared a couple with the class. We finished the day reading books 21 and 22 of The Odyssey and taking notes.

"Argos"

Today we continued our look at the "Argos" poem, structuring our analysis and preparing to write a paragraph for homework. Most classes had time to begin the paragraph in class.
HW Finish Argos paragraph based on the handout given in class today. Due 10/13.

Vocab Quiz #2

We began the day with our second vocabulary quiz, read book 19 of The Odyssey and summarized books 16-19 in the notes.

Homecoming Next Week!

Annotation: An Introduction

Today we practiced text annotation with the poem "Argos." This took most of the period.

Argos

We began by adding the word "grievous" to our vocabulary charts. We spent the rest of the day finishing book 16 and reading book 17 and answering a few questions in our notes.

HW Make flashcards for all ten of the vocabulary words. Due 10/8.

Tuesday: Agency Fair & A Bit of Odyssey

Today we spent the shortened period looking at the art assignment homework. Then we began book three of The Odyssey.

Art Time

Today we added the word "reverence" to our vocab charts, and spent the rest of the period on the book 12 art assignment that we started Friday.

HW Finish the book 12 art assignment.

Vocabulary quiz #2 is this Friday.

More Monsters

Today we began by exploring the difference between paraphrase and summary, practicing by paraphrasing the poem we looked at on Wednesday. We spent the rest of the period examining the epic simile in book 12, taking notes, and summarizing books 9 through 12.


HW: Bring colored pencils Monday if you have some.

More Monsters

Today we added the word "ardor" to the vocab chart, finished the questions for books 10 & 11, and then began book 12 and took some notes.

A Day of Swine

Today we began the day by looking at Atwood's poem "Pig Song," and spent the rest of the period on the 10 & 11 work we started yesterday.

Monday and Tuesday

Monday: The Cyclops and Hospitality

Today, after adding the word "beguile" to our vocab charts, we examined the Greek rules of hospitality, as infered from various passages in The Odyssey, contrasting them with Polyphemus' behavior in book 9.

Tuesday: Circe

Today we discussed and handed in the work done yesterday. The rest of the period we spend reading books 10 and 11.

Friday: The Cyclops

Today, after our vocabulary quiz, we read about Odysseus and the cyclops, the most famous story in The Odyssey.

Practice Vocab and More Odyssey

We began the day reviewing the vocabulary words for tomorrow's quiz. Then, after a brief discussion of grades, progress reports and back to school night, we spent the rest of the day finishing books 6-8 and summarizing them in the notes.

Books 5-6

Today we began with the vocabulary word "contemptible," followed by a discussion of possible study strategies for Friday's quiz. We spent the rest of the day on books 5 and 6 of The Odyssey.

Summaries and Part 2

Today we added the word "supplicate" to our vocab charts, then spent much of the rest of the period recapping books one through four, talking about the questions from yesterday and then adding a short summary to the notes. We wrapped up the period by starting book five of The Odyssey.

Wrapping Up Part 1

Today we added the word "mandate" to our vocab lists. I returned the introductory business letter assignment and discussed scores. Finally, we finished the discussion questions on part one of The Odyssey (these were collected in period 1).

HW Vocab/Spelling Quiz on Friday.

More Odyssey

Today, after adding the word "insolent" to our vocab charts, we continued The Odyssey, reading through the end of book 4 and starting some comprehension questions. We'll finish those Monday.

The Odyssey: Book 1

Today we added another word to the vocabulary list--lucid--and read and took notes on book one of The Odyssey.

Hero essays were collected.

The Odyssey Begins

Today we began with our first vocabulary warm up, took a few more preliminary notes on The Odyssey, and then began book one.

HW Rewrite or reformat the hero essay that was stamped in class today. Make sure you have a good title!

The Hero: Part 2

Today we talked about journeys, initially our own (in warm-up) and then those of the typical hero. This discussion included notes on the definition of the classic hero and the typical steps of the "Hero's Journey."

HW The hero essay assigned yesterday is due tomorrow at the beginning of class.

Defining the Hero: Part 1

Today's warm-up asked students to come up with their own definition and examples of a hero. We discussed this at some length. After assigning the homework (below), students had the rest of the period to wrap up their webquests, do the extra credit, and begin their hero essay.

Homework:

Due 9/16--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.

The Greeks

Today we began by talking in general about the Greeks and Greek mythology and then moved on to the Greek Web Quest, which many groups finished in class.

Warm-Up & Pictures

Today we had a bit of fun inventing our own words using the word parts we've been studying. Pretty much the rest of the period was spent on school pictures, though depending on the period, there was a bit of work time afterwards.

HW By tomorrow, students should have an organized binder with four sections and lots of paper. Expect a binder/planner check for points.

Binders, Roots, and the Greeks

We began the day with a bit of a binder check. By now, all students should have a binder (or section of a binder) devoted to this class. Most everyone has finished the roots and prefixes assignment. Several students moved on to the Greek Webquest assignment which will be completed tomorrow.

The Greeks: A Webquest

Use the link below to start your webquest. Read the directions carefully.

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

Planners and Letter Wrap

Today I distibuted planners to all the freshman and talked about how we'll use them.  We spent the rest of the period on the letter assignment (this should be handed in at the beginning of class tomorrow if it's not already in) and the roots assignment. Tomorrow, more root work and the Greeks.

A useful dictionary site for the root work assignment: http://www.etymonline.com/

HW Typed letters should be complete. Root work should be done or very close to it.

Work Time

Today we started with a short quiz on and discussion of the course description. The rest of the period was spent typing business letters and working the Greek roots assignment.

Roots and the Business Letter

Today, after a brief look at a famous Socrates quotation, we reviewed the business letter format and started to transition from the introductory phase of class to some work on Greek and Latin word parts. There is no new homework tonight, but students should be prepared to work on the final draft of their business letter or the Greek roots assignment tomorrow in class.

Introductions Continue

Today we began the day with a short warm up about you and your first few days at EHS. Each student then shared one thing that s/he wrote with the rest of the class. We spent the rest of the period working on the business letter assignment. Handwritten rough drafts should be complete by class-time Thursday.

Welcome to Freshman English

The campus looks great and classes are full. It's good to be back!

Monday: Today we set expectations by starting with some analytical writing about a photograph of students reading. This assignment was collected. Additionally, I passed out the course description.
HW: Read, Discuss, Sign, and Return the Course Description. Be prepared fro a brief quiz. Due 9/4.

Tuesday: Today we started the day by making name tags, handing out picture packets, and going over some basic expectations from the course description. Next we took a short introductory quiz about Mr. Staiano. In 1st and 4th periods we moved on to the introductory letter assignment. Students in 1st period should have at least two paragraphs of their letter written for tomorrow.

Total Work Time

Today we had the whole period to work. R & J final drafts are due tomorrow!

Portfolio Time

Today we talked about the final portfolio project, after which students spent the rest of the period working on their R & J essays or their portfolios.

This is the End...

So today we had a quick look at the calendar for the rest of the year. I checked off essay rough drafts and students who had them completed worked in response groups. Other students spent the period trying to catch up.

There will be plenty of work time over the next week, so have something to do (either your R & J essay or your final portfolio) every day!

Final draft R & J essay due 6/11 (typed in MLA format with rough draft, act summaries, and the essay handouts).

Yes, we had class. Why do you ask?

Despite the Academic Fair craziness, we managed to have a solid and productive 15-minute class session. I checked the HW and assigned the second essay handout. Have that done and be ready to start the essay tomorrow.

The Last Essay of the Year

Today we finished the act 5 summary, talked a bit about the end of the play, and introduced the essay. Handouts are available at the handouts page.

HW Essay Handout #1 is due tomorrow.

So Close...

Today we almost finished Romeo and Juliet. Tomorrow for sure!

The Friar's Plan

On Tuesday, we wrapped up the act 3 summary and started act 4.

Today we continued our work with act 4, wrapping up the art interpretation of the friar's plan (this is homework for period 2) and reading 4.2.

Happy Three-Day Weekend

Today in period two we nearly finished act three.

In period six, we finished our act 3 summary and started act 4 (read scene 1 to be safe).

Act 3.1 to 3.2

Today we read through 3.2 and I assigned some poetry homework.

HW Reread Juliet's speech at the beginning of the scene (3.2.1-31). Underline or highlight all the imagery associated with night or dark. Then, using some of Juliet's language plus some of your own words, create an ORIGINAL poem about night.

Act 3

Today we wrapped up the act 3 summary and read 3.1.

R & J plus a bit of Slam

Today we looked at a few examples of slam poetry and talked about entering the Academic Fair (and the extra credit that goes with that). In period two we then finish act 2. In period 6 we finished the act 2 summary.

2.3 & 2.4

Today we shared a few more 2.2 rewrites and read 2.3-2.4 as a class.

Revisiting the Balcony

Today talked about the importance of the STAR test, I collected the three versions essay from Friday, and we spent the rest of the period working on the assignment below.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Rewrite the balcony scene in contemporary English. Have fun with it, but keep it school appropriate. Include the moments below in this order:

1. Romeo hiding/ Juliet’s arrival.
2. Romeo compares Juliet to the sun (or something).
3. What’s in a name?
4. Romeo reveals himself.
5. The danger to Romeo and how he got there.
6. Juliet’s embarrassment.
7. Swearing by the moon (or something).
8. Exchange of vows.
9. Multiple exits and proposal.
10. Final exit.

Thursday and Friday

After some STAR test related warm-ups, we spent these days on act 2 scenes 1 and 2. On Thursday, we read 2.1-2. Friday was spend watching and taking notes on three different film versions of the famous balcony scene (2.2).

HW Using your notes, write a short essay evaluating the three versions and explaining which was your favorite. Your essay should have and introduction, body, and conclusion, and the body should include DETAILED examples from your notes. Due Monday.

Act 1 Summarry

Today we discussed the imagery homework and I collected it and then we did the act 1 summary together following the model given in class (purple handout).

They Meet!

Today we finished discussing the Queen Mab speech handout, then read 1.5, and started work analyzing some imagery from that section.

HW Finish the Metaphor/Imagery handout started in class. Due 5/6

O, then I see Queen Mab hath been with you.

Today we spent the period examining Mercutio's "Queen Mab" speech (1.4.53-95). Handouts are available in class.

Enter the Nurse

Today we finished up act one, scene three and talked a bit about the nurse and her relationship with Juliet. We wrapped up the period by watching 1.3 on film.

Act 1 Scene 1 & Act 1 scene 2

Today students copied down a graphic organizer including major characters in the play and their relationships to one another. We then continued our reading of scene 1 and finished scene 2 (well, not quite in period 6).

Draw thy tool!

Today we completed the great prologue race--won by 5th period in scintillating 48 seconds!--and then actually began the play. Mrs. Nystrom and "performed" the first 60 lines or so of the play and then we read much of the rest of act 1, scene 1. More tomorrow.

By the way, the complete text of Romeo and Juliet can be found here.

What's the Story?

Monday and Tuesday were spend preparing to read Romeo and Juliet, mostly by getting familiar with the basic story. Monday we did a little acting and Tuesday we ran through the Prologue to the play. Students worked on a sonnet review activity for part of Tuesday (available here).

Sharing Stories

Today, after a quick self-evaluation of their completed HMS books, students spend the period sharing their work (and some food and drinks as well).

What did you call me?!

Today, after finishing the syntax work from yesterday, we had a bit of fun with Shakespeare's language, specifically his rather creative insults. Nice work to all who participated today!

The Return of Mr. Staiano

Today we continued our introduction to Shakespeare by reviewing the webquest from yesterday and then taking a look at Shakespeare's syntax. Visit the handouts page to get all these assignments.

It's All About the Accessories

Today, after returning The House on Mango Street, we talked a bit about the accessory pages for the book project. Samples are available at the handouts page. Students spent the rest of the period working on their projects.

Monday & Tuesday: Project Time

For the past two days, we have been working on the HMS book projects in class. Students should be revising their personal narratives for inclusion in their books. Tuesday, students wrote up a short paragraph explaining their current concept for their project (see below).

Concept Paragraph:

• General Concept. What will it look like? How big will it be? Typed or handwritten? What kind of art will it include?
• How/Where will you get materials?
• What is your time line?

HW: Have at least three narratives revised (and typed if necessary). Due 4/8.

As the Quarter Ends

Today we began the day with a bit of analytical writing on HMS and then I collected warm-ups. The rest of the day was spent discussing next week's Mango Street Book Project.

HW Begin Narrative Revisions

Mango Says Goodbye

Today we warmed up with a look at some of the central themes of The House on Mango Street. Following this we finished the book! Wrap up and project introduction tomorrow.

Man the end of this book is bleak!

Today we worked through the next four vignettes, from "The Monkey Garden" to "The Three Sisters."

HW Personal Narrative #8

• a time you helped someone less fortunate then 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
• a place like the monkey garden
• someone old who shared their wisdom

Circle time!

So today we talked about the chapters from yesterday and worked through "Smart Cookie," "What Sally Said," and "Monkey Garden." No new homework.

Catching Up a Bit

Today we finished the tear art assignment from Friday, and individual students worked on three more HMS chapters, "Minerva Writes Poems" through "Beautiful & Cruel."

HW: Personal Narrative #7

• first love or crush
• something that makes you happy when you are sad
• your definition of home

Thursday & Friday

On Thursday and Friday, we worked through a few more chapters of HMS, taking us through "Sally." We spent much of the period on Friday working on a short art project (see below). Many people finished in class, but we will have a few moments on Monday to wrap it up.

1. Choose one example of figurative language from the book so far.
2. Present it artistically--literally or figuratively--in tear art. (This means you may use only your hands, paper, and glue. You may NOT use scissors or writing impliments of any kind.)
3. Include the quotations neatly on the front (you MAY use pen for this).
4. Include your name, date, etc. on the back (you may use pen for this).

"Geraldo" to "Sire"

Today we skipped the warm-up, and students worked in small groups on questions for four chapters of HMS. We discussed these briefly at the end.

HW Personal Narrative #6 Due 3/26 (options blow)

• beliefs about luck and the future
• someone you met briefly who made an impression on you
• someone like Geraldo, Ruthie, or Earl

Monday and Tuesday

Monday and Tuesday we worked on a two phase warm-up. Monday was a standard SOS which today we marked up, looking for phrases, clauses, subjects, verbs, etc.
We spent the rest of the period working on HMS, specifically "The First Job" through "Elenita, Cards, Palm, Water."

Monday's HW Options:

• embarrassing or disappointing incident
• death and/or funeral
• someone who was teased or taunted

Of Clouds, High Heels, & Boring Lunches

Today we started with SOS and then continued our discussion of "And Some More" before moving on to "Family of Little Feet" and "A Rice Sandwich."

Mrs. Nystrom will be collecting warm-ups, journals and homework tomorrow.

HW Options:

• somebody like the Vargas kids
• someone who reminds you of Alicia or Darius
• playing at being grown up

No New Homework!

After a short sentence on steroid warm-up, we shared and collected the homework and continued our discussion from yesterday. We then read "Darius..." and "And Some More." There is no new homework tonight.

HMS in Small Groups

Today we got new seats and worked with neighbors on dialectical journals for "Marin" through "Alicia Who Sees Mice."

HW Narrative #3

• dare or contest
• trouble with the law
• someone older you used to look up to (or still do)
• fear of strangers

Happy Monday

Today we started with a sentence on steroids warm-up and then read "Meme Ortiz" and "Louie..."

HW Options:

• crazy or unusual neighbor
• bike story
• thought sharing story
• something magical in a store

"Our Good Day" through "Gil's..."

Today we warmed up with some SOS (sentences on steroids), shared last nights homework and then continued with HMS.

The journals for the week are available here.

"Hairs" through "Cathy Queen of Cats"

We began the day with a sentence building warm-up (sentences on steroids) and shared and collected last night's name homework. We continued our in-class reading of HMS, adding several chapters to the dialectical journal.

Homework
Write a short personal narrative (one page minimum [use paragraphs!], heavy on descriptive language and detail, reread for grammar and spelling).

Tonight's Options:

• description of a place you’ve lived
• memory connected with a smell
• how boys and girls "live in separate worlds"
• sibling story

"The House on Mango Street"

At the beginning of the period, as students worked on a warm-up journal about their names, I collected the nature writing portfolios. Following this, we shared some of the name journals and I collected the "Sonrisas" homework.
After a brief introduction to the style and theme of The House on Mango Street, we began our dialectical journals and read the book's first chapter.

HW: Write about your name following the prompts on the handout (and the example of chapter 4 of HMS).

"Sonrisas"

We spent today looking at Pat Mora's poem "Sonrisas." We annotated it, discussed it and then answered the questions below on the back of the annotation. 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.

Nature Writing Conclusion

Today we wrapped up the nature writing unit. Students responded to each others' work and then responded to their own. Finally students were given a chance to begin revising (or finishing in some cases).

Final, revised portfolios are due Wednesday.

Registration

Though we had a bit of work time, the bulk of the period was spent on next year's registration. Remember to see me if you are interested in Sophomore Accelerated English for next year.

HW Finish your nature writing portfolio.

The Portfolio

Today Mrs. Nystrom went over the nuts and bolts of the Nature Writing unit portfolio. The notes are available on the handout page.

Here Comes the Essay!

Today, Mrs. Nystrom started students on the task of actually writing the essay we've been working on for the past two weeks. The introduction is due tomorrow. For details, see her blog: http://nystrom9.blogspot.com/

Welcome A116

Today we moved into our new home in the annex where Mrs. Nystrom led us further down the nature writing trail without skipping a beat. For details, see her blog: http://nystrom9.blogspot.com/

Nature Writing 101: Day 2

We began the day by outlining the first body paragraph of the nature writing essay (this was collected). This essay will be written next week, but we'll be working on a piece of it each day. Two handouts were given as a part of this assignment as well.

The rest of the day was spent reflecting on last night's HW and preparing for tonight's HW.

HW Write another one page journal. This time, instead of taking a human perspective, take the point of view of some non-human thing. Just as with yesterday's assignment, try to be very descriptive and employ those same techniques used by Emerson and Thoreau.

The Return of the Counselors

Today we began the day with a few thoughts on grades, credits, summer school, and honors programs from our esteemed counselors.

We then continued our examination of Thoreau and Emerson, followed by a short clip about the Redwoods from the Planet Earth series.

HW Write a one page journal entry about the video. Take the perspective of an observer (as Thoreau and Emerson did) and write DESCRIPTIVELY about some part of the video. What would you see if you were hanging from the rope in or between the trees? How would you describe the scene with the baby owls? If you weren't here, go outside (or look out a window), observing some aspect of nature for five to ten minutes, and do the assignment above.

Today Mrs. Nystrom led students in an examination of the difficult vocabulary in the passages from Emerson and Thoreau.

HW Revisited both passages and complete your detailed annotation.

Portfolio Reflection and Nature Writing Begins

Today I handed back research papers and talked about them a bit. Students who have not yet handed in research papers or received incompletes should hand in completed papers ASAP as they are now late.
Next, we had a look at our writing portfolios, filling in some of the portfolio coversheet, and doing a short reflection on our work so far.
Finally, we started the nature writing unit with a few notes and a homework assignment.

HW Read and annotate the Emerson & Thoreau handout, looking specifically for difficult vocabulary.

Research Papers and Presentations

Today we handed in research papers and then spent the rest of the period preparing for presentations and, ultimately, presenting.

Have a good break!

Poster Day

Today we divided up into groups and worked on posters for the research presentations tomorrow. Remember, that papers are due tomorrow!

Work Time

Today students had the whole period to work on their research papers.

Due Friday:

• The typed final draft with a works cited page in correct MLA format.
• The outline.
• All the research notes.

Essay Evaluation

Today we examined first drafts of the research paper, checking topic sentence focus, in-text citations, and the balance of evidence and commentary in the body paragraphs. The activity is available here.

HW Continue revision and begin typing final drafts. Due Friday.

Conclusions and the Works Cited Page

Today we took a few notes on how to do a works cited page. We spent the rest of the period working on the conclusion paragraph of the research paper.

HW: Reread and revise this first complete draft of the paper.

Time to Write

Today we began with a few notes on in-text citation and students spent the rest of the period writing the bodies of their research papers based on their outlines.

HW Finish a draft of your research paper without the conclusion (we'll do conclusions Monday).

Outlines and Intros

Today students turned their research notes into an outline and an introductory paragraph for their research papers.

HW Finish intro paragraph (plus outline and research if necessary)

Final Research Day

Today we spent the entire day researching. Tomorrow we begin writing. Make sure you have what you need to start.

HW Research if you need to. See requirements in yesterday's post.

Research Time

Today we went over the basics of focusing student research and students began researching. We will spend tomorrow researching as well, but students should be researching on their own time too.

• You need 1 book, 1 eLibrary source (username EUREKAREMOTE password REMOTE001), and 1 additional source MINIMUM.
• Look for answers to your research questions; don't just look around.
• Take Cornell notes. these shoulld be mostly paraphrase with a few good quotations.
• Do not print. Take notes instead.
• Gather all the works cited information you need,
• Remember that non-eLibrary web pages must pass an evaluation (using our form) before you may use them.

Research Begins

We began the day with a short reflection on last week's presentation, reviewed works cited entries, and spent the rest of the period looking at eLibrary.

HW Start your research.

Recapping Spare Change

Today we reviewed the notes we took yesterday on the Spare Change presentation. We then summarized the notes and wrote a correct works cited entry for the presentation.

Spare Change

Special guests Spare Change presented on topics related to the novel Speak today. Students took notes on the presentation. This is the first part of the research for the formal papers we will be working on for the next two weeks.

Meet the FANBOYS...

Today we reviewed the coordinating conjunctions (fanboys) and used them in a little sentence combining activity. We then continued to refine our research questions, first in groups and then as a whole class.

The Research Paper Begins

We began the day by adding the terms simple, compound, complex, and compound-complex sentence to our grammar notes. After a sentence identification warm-up, we moved on to some general discussion of plagiarism and the research paper. We brainstormed possible topics from the book Speak, and students chose one they might like to write about.

HW Respond to the following regarding the topic you have chosen:

1. Why does this topic interest you?
2. Come up with three to five questions about the topic that you could answer in a research paper.

Welcome to the New Semester

We began the day with new seats, then discussed the clean slate aspect of the new semester, and wrapped up the day with a reflection/revision activity on the essay from the final exam.

HW Finish the revised essay paragraph that we we started in class.

Revision Time

Today, after a short phrase/clause warm-up, we revisited the poetry unit final exam and, using our CAHSEE essay norming work as a guide, revised the essay portion. MOst students finished these rewrites in class, but some took them home for HW.

HW Finish Speak w/ notes

Norming Fun

Today we completed the Exit Exam essay norming activity, discussing the scores on the sample essays that we read last Friday. We apply this knowledge to revision of the poetry final essays tomorrow.

We also discussed and turned in the theme and symbol work from yesterday.

HW: Reading #8 with notes.

Symbol Time

Today, after our grammar warm up and quiz, we spent the rest of the period working on a short theme and symbol analysis (below). This will be collected tomorrow.

1. Choose one quotation from your notes. Explain how it demonstrates or illuminates one of the themes of the book so far.
2. Choose one of these motifs (repeated symbols): seeds [66-7, 125-6, 133]; mirrors [17, 40, 50, 82, 123-24]; tree [12, 54, 66, 78]; other. Explain the importance of this symbol. What does it have to do with Anderson’s story and themes? Include one strong quotation in your response.

HW Summarize the third marking period in notes & complete reading 7 w/ notes.

Catching Our Breath

We began the day by reviewing dependent and independent clauses and spent the rest of the period catching up on reading, notes, and other miscellaneous work for this class.

HW Reading 6 with notes

The 2nd Marking Period

Today we began by reviewing the basic definitions of phrases and clauses. We then had a quiz on reading 4 of Speak and spent the rest of the period discussing the 2nd marking period.

HW Reading #5 with notes

Essay Norming

Today we spend the day examining a CAHSEE literary essay prompt and then scored some sample essays using the CAHSEE rubric. We will continue this activity on Monday.

HW Speak reading #4 with notes.

Marking Period #1

Today I checked reading two notes during the warm-up. I collected coats of arms and then we added the POV, setting, major characters, central conflict, and some themes of Speak to the notes. We also summarized "The First Marking Period" in the notes.

HW Reading #3 with notes.

Speak Quiz #1

Today after our warm-up, we had our first Speak reading quiz. After speaking briefly about the night's reading, we divided the rest of the period between the coat-of-arms assignment and reading #2.

HW: Reading #2 with notes and finish coat of arms (if necessary)

Cliques & Clans Continued

After reviewing subjects and predicates again, we continued with the clan discussion, got Speak and discussed the reading/notes assignment, and then worked on the shield assignment.

While students were working on the shield assignment, those students needing to revise the grammar on the Of Mice and Men essays were given a revision assignment. The web page for that assignment is: http://bcs.bedfordstmartins.com/bedhandbook7enew/ Due with paper revisions by 1/16.

HW: Speak reading #1 with notes.

Welcome Back

We began the day with a review of grammatical subjects and predicates, watching a short video and taking notes on the terms: subject, predicate, simple subject, and simple predicate. We spent the rest of the period on some introductory activities for the novel Speak.