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.