Monday, May 13
Today we started with "What's in a Name"- a warm up that highlights the importance of boasting of one's accomplishments in Greek Culture- as Odysseus does. You created your own name statements and shared. We read and took cornell notes (and summaries) on Circe and The Land of the Dead.
HW: Fill out grids for Circe and Land of the Dead on the Symbolic Journey handout (Due Weds). Also be working on SSR assignment #3 (Due Thursday).
Thursday, May 9
Today we read the book of Cyclops. We did close readings between Fagles' and the Holt version, took Cornell Notes, watched the clip, and then began working on your "Symbolic Journey" grids which will set up your final project.
HW: Thoughtfully fill out the Cyclops grids on your Symbolic Journey Chart.
Continue studying the vocab on Quizlet (link in English resources tab) for final.
Bring SSR book for tomorrow
Wednesday, May 8
Today watched the into to The Odyssey flocabulary clip :).
We reviewed vocab lists 7 and 8. Great work using these words in context today- that was fun!
HW:
Finish the final column "showing sentences" for these lists.
Bring SSR book.
Continue studying root words on quizlet.com-- part of the final will cover all root words from this year. Study now!!!
Monday, April 29
Final Presentations.
Take your in-class lit response paper home and reflect by answering the following questions:
1.
Read through your entire paper. What did you
notice about Ms. T’s comments throughout the paper? Explain. (Did you forget to
integrate quotes, were there grammatical errors, were comments focused on topic
sentences, etc.).
2.
What did you do well? Explain in detail.
3.
What was Ms. T’s goal for you? What, from the
comments, can you pinpoint as another goal for yourself?
4.
Overall, how do you feel about your writing?
What was difficult and easy for you? How confident do you feel about your
ability to write a lit response paper? Explain.
5.
What was helpful about the writing process
(outlines, specific lessons)? What else can Ms. T do to help you with your
writing?
6. Share your paper and reflection with a parent/guardian. Have a conversation about your writing. Have your parent sign and comment on your reflection hw.
** Bring SSR book every day.
Wednesday, April 24
Today we went over the final project presentation requirements (posted below) and you were assessed on your translation of the Friar's final speech.
HW due Thursday: 2 Paragraphs about your ssr book
1. Describe the setting of your novel and include 1 important quote and explanation as support.
2. Describe the protagonist in detail and include 1 important quote and explanation as support.
Final Project Presentation Expectations
Monday, April 29th
1.
Describe your scene and explain the importance
of the scene as a whole (Company Report) and Genre/Time Period.
2.
Explain who played whom in the film.
3.
Come in costume. You will be responsible for wearing,
and sharing out about the symbolism of every part of your costume.
4.
Be prepared to share out about your character’s
role in the scene (Character Report).
5.
The film should be ready to go. I will not accept late films because of technical difficulties. It’s been over a month so please make sure your film is accessible if on you tube, properly transferred if on a DVD, and actually on your flash drive if you have a flash drive. I will not watch videos on a video camera.
6.
All group members must play an equal role in the
project presentation.
7.
Be prepared to answer questions about your
character and scene.
8.
Have your rubric ready for Ms. T.
Monday, April 8 Today you focused on answering the essential question: Who is to blame for Juliet's "death"? You read, worked in pairs, shared out, and then decided on who you feel is to blame.
HW: Write your solid paragraph proving your claim that answers the question: Who's to blame for Juliet's "death"? Be sure to read the directions and requirements on the close reading handout while completing your homework.
Also, Weds will be a day focused on creating outlines for your in-class essay (Monday or Weds depending on period and visiting Shakespeare performance).
Final Project promptbooks due next Wednesday, April 17th.
Due Monday, April 7
I hope you all enjoyed your break! I missed you and look forward to seeing all of you.
HW:
Be working on your final project promptbooks and either the filming or rehearsing of your scene. Also, your in-class essay is coming up so be thinking about who you feel is the most loyal individual in the play and why- and remember, you will need 4 concrete quotations or pieces of evidence to support your claim and you will only be allowed to use your outline for the essay.
Monday March 25
Today we focused on 3.5. Our essential question for today was: Who in the play is loyal to Juliet after 3.5?
We did close readings on various text throughout the scene. Our focus
was primarily on how Capulet turns on her and also how she realizes that
she cannot trust the nurse. This is a huge turning point!!!
HW: Finish the close reading packet and spend quality time on the
summary box as your thoughts there could be your thesis statement for
the in class essay.
Thursday, March 22
Today we did a close reading on Juliet's soliloquy where she is awaiting night and her time with Romeo. We read 3.2-3.3. Great work today.
HW: Finish the close reading packet and formal body paragraph that makes and proves a claim about Juliet's emotion.
Monday, March 18
Warm-up: Either "Dumb (silent) Show" if you volunteer, or answer one of the following q's:
A. To what extent would you fight, or risk your
life, for a friend or family member? Explain.
or
B. In your eyes, what are appropriate reasons to
fight? Explain.
We then read and discussed act 3.1 in detail- focusing on who was most loyal and why, and who acted irrationally and rationally.
A2, you participated in the Code Red Drill and I am so proud of you for taking it so seriously. You were thoughtful when we debriefed the drill, I so appreciated this.
HW: Due Thursday: Finish SSR book & turn in assignment #6
Due Wednesday:Summarize 3.1 in the form of a "Lazy Sonnet".
Requirements: 14 lines total, the last 2 lines must rhyme (couplet)
1 word per line (pick thoughtfully)
This should be a final draft (typed or nicely written) with one symbol included.
Example:
Mercutio (line 1)
by
Tybalt
slain.
Tybalt
by
Romeo-
slain.
Romeo
by
banishment-
slain.
Hate. (line 13)
Fate. (line 14)
Thursday, March 14 Warm-up: What is loyalty and who in your life is loyal? What makes them loyal?Who in the play is loyal and why?
(End of unit in class essay question: Who is the most loyal in the play? Defend your answer using evidence from the text).
Today our analysis was focused on the nurse. We looked at the boys' (Mercutio mostly) treatment of her when she comes to discuss the marriage with Romeo, and then we see her really frustrating Juliet when she doesn't give Juliet the news right away, but stalls instead. You are becoming super stars with your translation, and your close reading skills are dynamite. I'm so proud of how hard you have ALL been working. I so appreciate your participation, risk taking, and positive attitudes. Happy weekend!
HW: Comic Strip for ACT 2 (you have the directions in your binders- page 22).
Next Thursday, March 21 your final independent reading assignment (#6) will be due- that means you must be done with your book!!
Wednesday, March 13
Today we focused on the generation gap between Romeo and the Friar, and the differences in their views of love.
Warm-up: If you told your parents, or a respected elder you were in love, how might they respond and why?
We then did a close reading on The Friar's opening soliloquy and his interaction with Romeo thereafter.
HW: Extra Credit Opp. if you complete the close reading of the Friar's soliloquy and include nanotation and color coding. Required: Finish the Friar close reading we started in class.
Monday March 11th
Today we started with a warm-up where you placed various characters on a "Love Continuum". We then looked at Mercutio's jaded view of love in Act 1 scene 1 and then we read and analyzed the balcony scene. You completed a very detailed close reading of various lines- we mainly focused on the symbolism and meaning of the "moon" and "sun" and we discussed when we felt Romeo went from "lusting" after Juliet (thru moon symbolism) to really professing true love. We then compared the balcony scenes in both the Zeferelli and Lurhmann versions. You took notes on costumes, language, setting, music etc. and we discussed how those components did or did not alter the meaning of the play. Narratives were passed back :). Great job today!!
HW:Write a paragraph reflecting on what Ms. T pointed out as strengths and areas of growth on your narrative. What could you do better next time (planning, timing, etc.) and also, what did you do oh so well?? :) Have a parent or guardian sign your paragraph and look though your narrative if he/she wants.
Thursday, March 7th
Focus: Act 1 scene 5- the party scene! We did a close reading of the family dynamics between Tybalt and Lord Capulet. You chose two different colors, one to highlight specific words that stood out to you from each individual. You annotated the text and looked at how Lord Capulet goes from being calm to angry. We discussed tone and also analyzed the religious references made by Romeo when they first meet.
HW: Comic Act 1
Monday, March 4
Today we started with a warm-up and discussion about being in a "rut", which is exactly what Romeo was in when he was lamenting over Rosaline. We did a close reading on Romeo's fixation with Rosaline's chaste ways and discussed whether he had a broken heart or damaged pride. We read scenes 2, 3, and 4 and watched the film of those same scenes. You took Cornell Notes after each scene. You were awesome!
HW:
Due Weds: Questions on Play Guide for Act 1 scenes 2 and 3. Bring SSR books for Weds too!
Due Thursday, Independent Reading Assignment #5
Thursday, February 28th
I'm so sorry I missed you all on Thursday, my son was sick and daycare wouldn't take him!! Hopefully you read Act 1 Scene 1 of Romeo and Juliet, and watched the Zeferreli film of that scene. HW: 2 Questions from the handout the sub gave you covering Act 1. You also did not turn in your I.R. homework so I will collect that tomorrow. Bring Independing Reading books.
Also, I am about 3/4 of the way done grading your narratives-- you are impressing me with your descriptive writing and your thoughtful topics. Thank you!! See you tomorrow.
Monday, February 25th
Today we focused on The Prologue for Act I of Romeo and Juliet. We discussed iambic pentameter and read to the unstressed-stressed rhythm in unison, in boy vs. girl teams, to the punctuation marks, and one word increments. This was hard, but fun. We translated the prologue and also watched the prologue in both film versions. We compared the tone of the prologue in each film. We then read the "Joey and Monica" skit/script that serves as an overview of the play and an introduction to Elizabethan English. So fun! Great job all of you
HW: By Thursday you need to have the 4th Independent Reading Assignment completed. Also, continue reading your SSR book.
Thursday, February 21
Today we started our Shakespeare unit! You watched an introductory film on Shakespeare's life (you took Cornell Notes) and we all participated in thematic skits. You turned in your narrative pieces and also the 3rd Independent Reading assignment- "application".
HW: Free independent reading time. Be ready for assignment #4 next week.
Tuesday, February 18th
SSR, narrative work, review of literary devices in groups (numbered heads) and implementation of devices in to writing pieces, book check out.
HW: Narratives do next time.
Thursday, February 14
Happy, happy Love day my sweet super stars. Today we practiced mixing simple and complex sentences in to our narratives.We looked at examples of interior monologue and practiced implementing interior monologue in to our own pieces.
HW: Typed narrative piece due Tuesday.
Monday, February 12
Today we worked on "Growing a Sentence" and we did this by writing about colors.
You were also given a "place" to describe using sensory detail.
HW:
1. Finish telling your "story" for what will be in paragraph 3 of your narrative (or part 3 if you don't do paragraphs as was suggested). Bring the story to life using sensory details and literary devices we've studied.
2. Independent Reading Assign. part 2 "Comprehension"
Due on the day of final: Tuesday 1/22
1. Cornell Note study guide that covers all items on the study guide outline from Ms. T
2. Extra Credit Obituary for Tom Robinson
3. Bring back portfolio you took home with 2 writing pieces
**EC offer: come to Study Fest 4-7pm in library/MPR
Monday, January 7
Today we switched seats- woohooo! We reviewed with the warm-up plot activity you did quietly, with your groups, and then we completed a timeline on the board. This is on page 74-75 in your IN. We then did character projects and presented each project. Students in audience took cornell notes. You rocked these activities!
HW: Read chs. 22 and 23 in TKAM (be prepared for check-in)
Bring sticky noted I.R. book
Due for Monday, January 7th:
Happy New Year!!!
Read at least 60 pages of your independent reading book. Sticky note any examples of your character's growth. Be prepared for a "check- in" that will require you to use your sticky noted sections. If you lost this handout you can download from the "English Docs" tab.
Also, please come with TKAM books in hand!
Monday, December 17
Today we will act out, discuss, and analyze the trial.
HW:
Look over your comments and rubric for The Places in the Heart essay.
Answer the following questions in your IN in the Parent Comment Section.
1. What were Ms. T's goals for you on your outline? Look at this.
2. Did you accomplish your goals when you wrote the actual essay? What do you need to still work on? What did you do well?
3. Overall, how do you feel about the essay you wrote? Do you have any questions.
Share all of this , including your outline and essay, with a
parent. Have them sign below these 3 questions and encourage them to
write comments as well.
Thursday, 12/13
Today we watched The Ernest Green Story. We talked about its relation to TKAM. It was powerful and serves as a good introduction to the trial in TKAM where most Maycomb citizens don't belive Tom Robinson deserves a trial, let alone a fair trial because of the color of his skin.
HW: STAR 3
Finish film questions in your IN
Wednesday, 12/12/12
Read Chapter 15 for Thurs
For Monday: STAR 3 (BOTH SIDES) due Monday
Print out 1 "thing" from the weebly....
see weebly link through the "English Resources" tab
Wednesday, 12/5
Today we will complete the back of STAR 1 as a class- making a claim and supporting with evidence.
Homework:
Due Thurs: Read Ch 9 (Be ready for check-in)
Due Monday:
Neighborhood Drawing (colorful) & descriptive paragraph similar to Ms. T's and the one in TKAM
Be thru Ch.11
Come with STAR 2 COMPLETED
Monday, 12/3
Today we analyzed quotations that made it possible for us to sketch the neighborhood of Maycomb. We looked at the descriptive piece describing Maycomb on page 5. We are now working on sketching and describing our own childhood neighborhoods and Ms. T modeled her childhood neighborhood as an ex.
HW: read thru ch 8
Wednesday 11/28
Neighborhood drawing of Maycomb.
HW for Thursday: Be thru chapter 3TKAM and bring Independent Reading book.
HW For Monday:
Be through chapter 6
Complete the front side of the STAR assignment (Parts I and II)- questions and storyboard. Be prepared for quiz on Monday 1-6
Monday 11/26
Today we started our To Kill a Mockingbird unit.
Essential Question: What do you stand for?
Today we analyzed The Black Eyed Peas' song "Where is the love" and discussed what they imply society stands for and needs to stand up for. We wrote "jist" statements describing what we individually stand for, and had a fun carousel ride (you know what I mean). We started TKAM in class.
HW: Finish ch 1- be ready for a quiz Weds.
Monday, 11/19
You guys/gals just rocked my world today with your focus and hard work on your in-class Places in the Heart essays. All of you were carefully looking at my feedback on your outlines and thinking through your analysis as you were transferring from outline to your actual essay. Wow. You are one special group of students, I must say.
HW: Cozy yourself up and read at least 50-70 pages over the break. Break it down so it's 10-15 pages a day.
Complete the story board assignment you received today. Think about the example you saw as well- remember, you don't have to be an artist if you thoughtfully plan out and illustrate each frame :)
Enjoy your holiday break.
Monday, 11/13
Today we worked so hard on our outlines, you did such a great job.
Come to class on Thursday with your outline completed and make sure to hand it in to the sub.
Due Monday: Vocab study guide list 6 and be ready to write your in-class essay on Places in the Heart
Thursday, 11/8
Today we began our mini-essay unit on the film
Places in the Heart
http://en.wikipedia.org/wiki/Places_in_the_HeartYour thesis will be your answer to this overarching question:
What role to hardships play in the film
Places in the Heart?
You will answer this question on page 53 in your notebook for HW, as well as complete your Venn Diagram for OMAM and Places.
While viewing the film you are taking notes on various hardships specific characters face.
Your final assessment will be a full essay supporting your claim about hardships.
Packet attached in doc section.
HW: see above paragraph
Wednesday 11/7
Today I was out for a meeting. You worked on vocab #5.
HW: Vocab study guide #5
Monday 11/5
Today we practiced quote integration and reviewed the body paragraph. You wrote your final body paragraphs.
HW: None!
Thursday, 11/1
Today you had an IR reading quiz. We worked on quotation analysis on the "Quotation Extravaganza" handout- focus was on connecting analysis to our claims. We then began working on your final paragraph packet. You brainstormed reasoning for supporting a specific claim, and a quotation to prove each of those reasons. We practiced the art of analyzing the quotation through the lens of your claim.
HW: Finish paragraph prep- final writing assessment in class on Monday (paragraph)
Book Lover's Card due Monday
Wednesday 10/31
Today we had a vocab quiz on lists 1-4 and you wrote your title paragraphs.
HW: Finish IR book
Monday 10/29
Today we discussed the similarities/differences btwn the film and novel as a warm-up. We took notes on body paragraph structure and color coded a sample body paragraph to make sure we all understand what components must be included. Check your IN pages 46 and 47 for a refresher if needed. We also discussed and practiced quotation integration. Page 49 in your IN shows you examples of the three levels of integration. These documents will be available on the English Docs page.You then worked in assigned teams to craft and prove a claim about your chapter's title. You were so focused and productive, wow.
HW:
Be ready, for real, for the quiz on vocab lists 1-4 (not matching so use quizlet & study guides)
Have your paragraph graphic organizer (what we did in class) ready and complete so you can write your paragraph in class on weds.
Be done with your SSR book by Weds
Thursday, 10/25
Today you watched the film Of Mice and Men and created a Venn Diagram comparing the film and the novel. You also answered several questions in your IN. I loved your comments about the ending of the film...what were they thinking?? During the film I graded your Character Logs and gave you feedback and a goal.
HW: Revise your Character Logs and implement feedback and Ms. T's goals
Prepare for vocab quiz on lists 1-4 using quizlet and study guides 1-4-- Quiz Monday
Finish film questions if you haven't already done so
Wednesday, 10/24/12
Today we discussed the novel as a whole, and specifically ch.6. You guys were so passionate about the questions: Did George commit a mercy killing or a murder? Wow, such great evidence you used to support your claims.
HW: Character Logs due tomorrow
12pt font, double spaced- look at the formatting notes you took in class
Monday, 10/22/12
Today we worked on writing and supporting claims and integrating quotations. You guys rocked your first socratic seminar and we finished chapter 6!
HW: Post reading questions in IN, and be studying for vocal quiz lists 1-4 for Thursday's quiz.
Thursday, 10/18/12
Today we started with a warm-up that asked you to make a claim about the smartest character on the farm. Your claims and support were written in the 3rd person. You shared first in pairs, then you shared your partner's response with the class. We then had a full class discussion. We shared our character projects and recorded on the grid in our IN's. We also read chapter 5 in class, whew, that was an intense one!
HW: Follow up on ch 5 by answering the "Ch 5 Weighty Issues" questions on page 40 in your IN. Put time and thought in to these as we will have our first socratic seminar on these questions Monday.
Also, be studying your vocab lists 3 and 4 especially, but also 1 and 2 for the cumulative quiz that will be on Wednesday.
Wednesday, 10/17/12
Today we did vocabulary list 4 and shared our power triangles for OMAM. Wow, let me just say I was impressed with your deep thoughts and reasoning. That was a higher level discussion.
HW: Vocab study guide list #4
Monday, 10/15
Today you took a quiz on chapters 1-4 (quote analysis) and we went over it in class. We also had a discussion about the power structure on campus that led us to discussing the power structure in the novel. The discussion we had about this was one of our best- you impressed me so much.
HW: Finish the power structure triangle for OMAM in your Interactive Notebook
Thursday, 10/11/12
Today we worked on choosing and simplifying large passages (omitting narration, etc.) so they are focused on the claim of our paragraphs. We shared our Candy quotations and analysis, and we focused on OMAM characters in small groups- specific quotations needed for each character included: values and goals, personality, physical characteristics, and an overall quotation that sums up who your character is in a "nutshell".
HW: Read Ch. 4 and do a character log for Crooks.
Monday, October 8
Today our focus was quotation analysis. We analyzed several quotations and practiced weaving parts of the quotation within the paragraph. This was practice for your character logs. You also received feedback from me on your George and Lennie logs. You synthesized my feedback and wrote a goal statement on the top of your logs , and you know this is your focus for tonight's hw log on either Slim or Candy. We also took a deeper look at Steinbeck and analyzed Candy's "situation" with his dog, and the idea of loneliness.
HW: Finish Chapter 3 & do a character log for either Candy or Slim. Look at your focus goal from last night's homework
If you missed today, here is the link for the notes on page 35
Steinbeck
http://www.biography.com/people/john-steinbeck-9493358/videosThursday, October 4Today you will leave completely capable of having an intellectual conversation with someone about The Great Depression and "issues" we will encounter in
Of Mice and Men. We will read chapter 1 aloud and do a sample Character Log for Lennie.
HW: Read Chapter 2
Do a character log for Lennie for chapter 1 (look at sample)
Read chapter 2
Do a character log for George for chapter 2.
Choose between values, personality, and relationships for your character log topics. Your passage must correspond to your topic, and obviously, you mini-claim sentence (first sentence of your response) should make a statement about the character that you can prove by referring to your passage.
Wednesday, October 3
Vocab Quiz lists 1 and 2
HW: None.
Monday, Oct 1
Into to OMAM!!!
HW: Prep for Quiz on lists 1 and 2 (vocab study guide list 2 due)
Parent sig/comment in IN
Due for Monday, Oct 1
Vocab study guide 2
extra credit offer (children's story- story mtn, characterize protagonist, identify and explain theme, ID internal and external conflict)
Monday 9/24
Today we reviewed elements of story by analyzing "The Unicorn in the Garden"and also "Jack and the Beanstalk". You guys were awesome. Docs attached.
HW this week:
Due Weds: Elements of Story/literary devices review chart
Due Thurs: Vocab 2 study guide and unit test on Thurs
Thursday, 9/20
Today you guys/gals were amazing. Wow, what a day. We started out with an intense talk about love vs. jealousy. Then we did that crazy "opening doors" activity as an into to "The Lady or The Tiger". We read, analyzed, discussed, plotted, and characterized...
HW: Questions 4-7 of the handout (attached)
Wednesday, 9/19
Today we will embark (begin) our vocabulary journey with list #1. I will teach you about mnemonic devices and you will create your first study guide "Cornell Style"
HW: Vocab list 1 study guide Cornell Notes due Thursday
Monday, 9/17
Today you went to the library orientation. I was out.
HW: I will collect your "Awakening the Senses hw tomorrow.
9/13
Today we reviewed setting in each of the stories we've read. We created imagery based haiku poems and shared them with the class. We then did ssr and transitioned in to theme. You took notes on the theme ppt (available in English Docs) and we then looked at some examples.
HW: Awakening the Senses
Monday, 9/10
Today we reviewed characterization again, and focused on imagery. We responded to several prompts using imagery after learning about sensory details and why they are important/useful in literature and writing. We used imagery as a class to describe a dirty, dark, smelly alley way in the heart of a big city. That place was creepy :). You guys rocked it. We will continue with imagery on Weds.
Objective: understand and demonstrate understanding of imagery.
HW: Read
“The Monkey Garden” on page 13 in green packet
On
page 14 in your IN answer the following questions in complete sentences:
1. What
is an example of external and one internal conflict?
2. In
your eyes, what is the central conflict of the story and why?
3. For
fun, and review, record 2 similes and 2 metaphors.
Thursday, 9/6
Today we will review the five aspects of Indirect Characterization by viewing two film clips, first we will view without sound, and then we will view with sound. We will analyze using our "STEAL" acronym for defining characterization. Then the rest of the day's focus will be conflict- internal and external.
HW:
1. Read "All Summer in a Day" and answer reading questions in the "Facts of the Story" and "Ideas of the Story" sections of the handout. For Monday, be prepared to talk about characterization and theme as it relates to the story.
2. Share your IN comments with your parents and get a signature. Encourage them to ask questions if need be.
Tuesday, 9/4
Today we focused on characterization, direct and indirect. You guys worked so hard! We characterized ourselves, and also Roger from "Thank You, Ma'am". You also did the All School Write.
HW: Post Reading questions for "Thank You, Ma'am" 1-5
EC if you bring your binder dividers in Thursday, otherwise due Monday.
Due Tues, 9/4
1. 25 Things- Final Draft
2. Spiral college ruled notebook- at least 130 pages.
3. A section in your binder designated for English, or your own 3 ring English Binder
4.
Read and sign syllabus, and have a parent do the same. Come to class
with 2 questions about the class and one thing you're excited or
concerned about.
5. You and your parent(s) must (please) sign for my
English 1 newsflash account. This will open communication lines and
allow me to remind students of important assignment due dates, surprise
quizzes, binder checks, etc.
Directions:
click on the News Flash English 1 tab. You may choose to enter your
email, cell phone # or both to receive important reminders, messages, or
announcements regarding English 1. You do not need a password at this
time.
Wednesday, August 29th
Yay, you made it! Today we created participation cards, took care of some administrative business, and viewed, analyzed, and discussed the clip "The Paper Airplane Experiment"and its connection to English and high school.
HW:
Due Thurs, 8/30
1. Email me from this page with the following information:
a. Your Letter to me!!!
2. Print out the Treasure Chest Doc from my website. Access this by going to the English Docs tab, then downloading the Treasure Chest document.
3. Finish response to "The Paper Airplane Experiment"