English 10, Per. 1 - 4 (Period ODD1/3) Assignments

Final for periods 1 & 3:

please be on time and expect to be busy the entire time. 

We will finish up Into The Beautiful North and you will then have time to complete your character analysis of your avatar and write an essay on how your avatar would have fit into the story, and would have changed the story.  I will be looking for a well thought out character with all the attributes we have discussed (check your personal character analysis for details) and thoughtful variation of the story.  I will provide drawing paper and writing paper. Do the creative thinking ahead of time. 

Today we read through Chapter 10(per1), 11(per3)

Your assignment is to start to create an avatar--a character of your design who can be inserted into the story.  Think about it.  We shall work more on this notion.  

Into the Beautiful Night by Urrea Update:

1)We have read up through Chapter 8 in class

the first day we worked on defining setting, characters, for the first 3 chapters and then predicted where the story would go. This was turned in at the end of class

2) the second day we read chapters 4, 5 and 6 and either drew or wrote a small description of a scene or image from those chapters...and tried to add more detail.  This was turned in at the end of class. 

3) the third day was a shortened day so we read chapters 7 and 8 and discussed vocabulary. No classwork was required to be turned in.  

Make up Julius Caesar test will be offered on Wednesday May 13, per 7 at 2 pm and after school the same day at 3 pm  in Room 513 (Mrs. Mason's room).  Be there to make up test!  It will not be offered in class.  This will be too late to get grade into progress report, so warn you parents!  Email me if there is a problem.

We will be starting a new book.  Make up Julius Caesar test will be announced.  We will be doing it after school(maybe at 2, if students can make it)the first day I can arrange with Library.  Keep an eye out!

Julius Caesar final.  See last class summary for details

As a class we made a study guide for the Julius Caesar test on Thursday. It will be a combination of short answer, multiple choice and the essay question you have been thinking, and gathering examples/evidence.  

The question was to consider if Caesar deserved to be assassinated? Was he a leader or a dictator?

You are welcome to broaden this to if any leader deserves to be assassinated, but you must use the play for at least some of your examples and evidence.
Rubric:
how clearly stated is the issue?
how clear and well supported with evidence and examples from the play is the writer's opinion?
how well does the writer addrss reader's concerns and counterclaims?
how logically and effectively is the compostion organized?

We viewed the last two acts of Julius Caesar. Test next Thursday!!!  

 

Today we worked on Act 3, Scene 2, the oratory scene.  We watched the BBC Unlocked segment breaking down the scene.  We discussed both Brutus' and Anthony's speeches for persuasion technique--rhetoric.  Time was given to add details to the pre-write assignment to prepare for the final next week. 

 

Your personal character analysis is due.  It will be graded in class for completeness and thoughfullness.  

We watched the muder scene again along with the actors and directors talking about the intentions and motivations of their characters.  Remember you can also watch this on non-mobile devices on YouTube.  Search BBC Shakespeare Unlocked Julius Caesar.  We will work on eulogy scene next.

Then you worked on a pre-write(gathering evidence and examples from the two scenes we worked on) for part of your final--date to be determined.  The question to consider is if Caesar deserved to be assassinated?  Was he a leader or a dictator? You are welcome to broaden this to if any leader deserves to be assinated, but you must use the play for at least some of your examples and evidence.

Rubric:

how clearly stated is the issue?

how clear and well supported with evidence and examples from the play is the writer's opinion?

how well does the writer addrss reader's concerns and counterclaims?

how logically and effectively is the compostion organized?

We worked in class to analize ourself as a character in our own autobiography, as well as the character we wished to be in the future!  

Make sure to get the handout and complete by next class.  You will be graded on effort and thoughtfullness.

We started reading Act 3, Scene 1, the murder scene.  I provided both the Shakespearean English along side of the Contemporary English text of the scene. Make sure to pick up from me if you were absent.

We read the scene, reviewed the play up to that point, and then discussed the scene.  We then expanded the discussion to the distinctions between murder, assassination, and terrorism and tried to question when and if they were ever justified.  To be continued next class.

Today we watched the Royal Shakespeare Company's Julius Caesar from  Act 1, Scene 2 to Act 3, Scene 1. This takes us to the next scene we will do in depth.

If you missed the class make sure you have read the Spark Notes, so you understand those scenes.

 

 

We had one more discussion on Act 1, scene 2 today in class and concentrated on Brutus's character.  We then did an in-class writing assignment on personal honor.

read your background and secondary source material on Julius Caesar.

Today we read Act I, Scene 2: Cassius and Brutus Street Scene

Handout has both Shakespearean English and Contemporary English side by side.

We discussed Cassius and Brutus as characters and the interactive role they play--an almost a cat and mouse game. We watched the scene on YouTube and then watched a couple of actor workshops with the two main actors exploring how the scene should be played.  If you want to see them again, go to YouTube and search BBC Shakespeare Unlocked Act I, Scene 2

Period 1 will have a short quiz next class.  

 

We read and discussed in groups Act I, Scene 1 of Julius Caesar.  By now you should have done some research on your own about the play.  I recommend you watch the No Fear Shakespeare video on www.sparknotes.com .  You can also read Modern English along side of Contemporary English line by line free from this same website.  

We will begin Act I, Scene 2 with the next class. 

FINAL RESEARCH PAPER DUE. 

3-5 pages, double spaced to MLA format

DO NOT BE LATE. IMPRESS ME

Yes, I will be your teacher through the end of the school year...

I am looking forward to it, hope you are.....

Completed Study Guide Due--bring to the final along with your book.  YOU WILL NEED THEM! You will turn in completed study guide with the final on NIGHT.

 

Second half of class will be in Library so you can continue work on your research project.

 

Final set of questions.  Remember I am looking for extended responses.  Use your notes from class, then consult the book for examples and quotes, and turn them into thoughtful paragraphs.  THINK ABOUT THE QUESTIONS!!

 

Consider The relationship between Eliezer and his father.

- Give examples of the ways Eliezer's relationship with his father is changing.  What is prompting this changes?

- How do the changes in his relationship with his father affect the way Eliezer sees himself as an individual? The way he views his father?

 

Consider how the process of dehumanization affects Eliezer and his fellow prisoners.

- How do words like soup and bread take on new meaning for Eliezer?  

-Why does he describe himself as a "starved stomach"?

- What did it mean to see bread and soup as one's "whole life"?

-Why do you think Eliezer and the other prisoners respond so emotionally to the hanging of the child?

-why do you think the Germans chose to hang a few prisoners in public at a time when they are murdering thousands each day in crematoriums?

 

Discuss the meaning of the word "resistance" at Auschwitz

-What does the word resistance mean to you?

-Some insist that "armed resistance" is the only form of legitimate resistance.  Others stress the idea that resistance requires organization.  Still others argue that resistance is more about the will to live and the power of hope than it is about either weapons or organization.  Which view is closest to your own?  Please discuss.

 

View the behavior of other inmates from Wiesel's perspective.

-Elie Wiesel said the following of inmates who tried "to show the killers they could be just like them"

"No one has the right to judge them, especially not those who did not experience Auschwitz or Buchenwald.  The sages of our Tradition state point-blank: "Do not judge your fellowman until you stand in his place."  In other words, in the same situation, would I have acted as he did?  Sometimes doubt grips me.  Suppose I had spent not eleven months but eleven years in a concentration camp.  Am I sure I would have kept my hands clean? No, I am not, and no one can be." (E Wiesel. All Rivers Run to the Sea:Memoirs(Knopf, 1995) 

-How does Wiesel try to help us understand why it is so difficult to judge those who "tried to play the executioner's game"?

 

Wiesel writes that he prefers to remember "the kindness and compassion" of his fellow prisoners rather that those who were cruel or violet.

- How does he describe both groups in this reading? 

-Why does he view both as victims?

 

 

 

 

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FINAL for NIGHT  

bring your study guides and book, paper and pen

You will be writing an essay and using your study guides and book for reference.

DO NOT BRING SECONDARY SOURCE MATERIAL

you will be attaching your materials to test when handing in.

 

this includes late study guides

 

 

Updated thesis statement, OUTLINE, and at least 6 sources in MLA format due.  Please bring me a copy--not your only copy.

Last half of class we will go to Library so you can work on your outlines.  Come to the regular class room first.

We will be meeting for class in the CC1, so that your counselors can call you out to discuss your requested courses for next year.  We will conduct class around it

at least 6 sources in correct MLA format due with Thesis Statement

Reading and responding to NIGHT by E. Weisel. On going Class/homework due

3/2 and 3/3

We will be reading in class and discussing.  You will be making your own Study Guide based on questions posed in class and notes of responses/discussion. You should use the notes and turn them into solid responses(extended responses, not short answer) for the questions posed as homework.  Word processing your responses would be appreciated, but making a clean readable handwritten submittal is acceptable.  

 

First set of questions: 2/18 and 2/19--Part 1 of book

Explore the factors that shape Eliezer's identity:

  -how important is religion to the way Eliezer defines his identity?

Consider that no one believed Moshe the Beadle:

  -Why is it so important to Moshe that he be believed?

Explore the relationship between Sighet and the outside world 1941-1944

  -Do you think people really believe that Moshe is lying to them?

  -What is the difference between saying that someone is lying and saying that you cannot believe what he or she is saying?

Discuss the way the author tells his story:

  -Why do you think Wiesel begins NIGHT with the story of Moshe the Beadle?

  -Why do you think Wiesel tells his story in the first person perspective? If NIGHT were written in the third person, would it be more or less believable?

 

Set of questions posed 2/23& 2/24

Explore the relationship between knowing , madness, and belief.

  -Is M. Schachter a madwoman? a prophet? or a witness?  What is the difference between the three labels?

  -Cassandra was a figure in Greek mythology who received the gift of prophecy with the simultaneous curse that no one would ever believe her.  Compare Cassandra to M. Schachter.  Are there other Cassandras in NIGHT?

  -How is M. Schachter like Moshe the Beadle?

  -What does it mean to know but not acknowledge what you know?

Consider how the Germans created terror at Auschwitz

-why does much of this section of the book seem to take place at night?

Explore the relationship between Eliezer and his father.

  -Eliezer tells the reader, "Eight words spoken quietly, indifferently, without emotion.  Eight simple, short words.... 

  -How do the words explain why Eliezer and his father cling to one another in Auschwitz?

  -What advice does Eliezer's cousin from Antwerp give his father? What other advice do they get? 

  -What do both pieces of advice suggest about the meaning of FAMILY in a place like Auschwitz?

Consider the way the Germans systematically strip Eliezer and other prisoners of their Identity?

 

 

 

 

 

 

Study Guide due for in class grading.  This should be your notes from class turned into extended and thoughtful responses.  Word processed would be lovely.  If not possible then neatly written out.  THIS IS NOT A COLLECTION OF NOTES BUT RATHER EXTENDED RESPONSES WITH YOUR OWN THOUGHTS AND REACTIONS.

 Begin research paper.  You will be spending the class period with Ms. Wilkerson in the library for a review of MLA and database research.  You should be prepared to research you topic.

 

Details of the assignment:

Choose between two topics and then determine a specific subject.  One choice is to research a person who defied the Bystander Effect and took action against a genocide or major injustice specifically addressing how he or she defied the Bystander Effect. (Examples of some of these people include Oskar Schindler, Carl Wilkens, Paul Rusesbagina, Raoul Wallenberg, Giovanni Palatucci, Andre and Magda Trocme, Irena Sendler, Chiune Sugihara, Rwandburindi Enoch, Phillipe Gaillard and the Red Cross. Ask your World History teacher for other ideas...

Or

Examine the specific role propaganda or persuasion had in a specific genocide (you may choose any from the 20th century).

 

Make sure you consider how much information you may be able to find about the subject before you commit.  Choose something with which you are interested.  It will be much easier to write on the topic.  

 

Specific due dates will be forthcoming.  You will have interim dates for Sources, Thesis, Outline and Draft 1, and Final Draft, and Final Paper.  I am hoping you will be all finished by the end of March!!!!

Rough Draft of Research paper due

Bring 4 Copies.  One for Ms. O. and one for you, and two for peer review. 

Antigone Study Guide 2 due with essay.  Essay to be handed in for grading.  Study guide graded on full credit, half credit, quarter credit basis

 

 

ANTIGONE TEST!!  STUDY THOSE STUDY GUIDES

Friday Feb 6--periods 1 & 3 meet in the Library Media room for Benchmark tests.  You will be meeting with counselor afterwards in classroom.  Credit will be given!

 

Monday Feb 9--periods 2 & 4 meet in Library Media room for Benchmark test.  Credit will be given. 

Monday February 9--periods 2 & 4 will meet in thenLibrary media room for Benchmark tests.  Credit will be given!  Will follow with last review for Antigone test.

Antigone Study Guide 1 with short essay on separate sheet of paper. Have journals ready to show Ms. Osman. Short essays will be handed in, study guides will be graded full credit, half credit, quarter credit.

IN CLASS Friday: You took a brief reading check quiz on the short story by Bradbury, "There Will Come Soft Rains." Those who actually completed the reading participated in a discussion of what it meant and how it parallels some of the aspects of our current culture. We discussed possible analysis questions to answer in a paragraph response using the handout guidelines. You started your prewriting. Here are the questions to choose from:

A. What was Bradbury's message and what would have inspired him to write "There Will Come Soft Rains?"

B. Does the poem express the overall message of the story? Explain.

C. Is the story a warning to us? -of what? Explain.

D. Bradbury wrote this story in 1950. Do we live today, in the world he imagined for the family in the story? (-before the bomb, obviously.) Explain.

E. Are we, (humanity,) on a path similar to that of the people in the story? Explain.

 

HOMEWORK DUE Tuesday: A completed, TYPED answer to your selected question about the story will be due at the start of the class period on Tuesday. The handout is attached.

Hello First and Third Periods,

 

Although I was out ill this week, it is my understanding that a few unexpected events occurred during class time. The doors and locks were a problem in first period and the fire alarm was in third. That said, we have adjusted for those unforeseen events and will continue to move forward because disruptions, while annoying, are merely obstacles we work around on our way towards our objective.

 

FIRST PERIOD in class WEDNESDAY: You completed a journal prompt based on the quote of the week, this time from Winston Churchill, "We make a living by what we get. We make a life by what we give." In this writing response you paid particular attention to the inherent comparison in the quote and we made some distinctions between Churchill's concepts of life versus living.

You made up the written assessment for The Alchemist which was originally scheduled for Monday. You received back your most recent quiz and we went over the answers. Your HOMEWORK is to reread the handout on literary analysis very very carefully before the  next class meeting AND READ THE SHORT STORY by Ray Bradbury in your textbook, "There Will Come Soft Rains," starting on page 614. ALSO, make notes in your journal notebook about any points you do not understand, anything that is unclear to you, and any questions that pop into your head as you read. BRing these notes and questions to class!!!!!  Stay awesome! :)

 And here it is online too: http://www.elizabethskadden.com/files/therewillcomesoftrainsbradbury.pdf

 

THIRD PERIOD in class WEDNESDAY: You received back your most recent quizzes. We carefully went over the handout on literary analysis together. Together we practiced writing, following the principles from the handout, about one of the poems we discussed in class.

Next, you read the short story by Ray Bradbury in your textbook, "There Will Come Soft Rains," and you began a short literary analysis paper on it.

Your HOMEWORK is to complete that paper, TYPED, and bring the TYPED draft in to the next class meeting.

 And here it is online too:http://www.elizabethskadden.com/files/therewillcomesoftrainsbradbury.pdf

IN CLASS Thur/Fri, ODD then EVEM, 4th/5th: We discussed the need for greater and more writing practice to increase skills and proficiency. We then practiced together by looking deeply at the Whale Rider/Alchemist questions and working together to construct the best possible, detailed, deep, rich answers for those types of questions.

Next you took a small quiz on the most recent section of The Alchemist which included a written question. You were strongly encouraged to use what we had just gone over and practiced in terms of constructing meaningful, quality written responses, on your quiz answers.

Finally we reviewed and read samples of the papers you wrote on Symbolism in The Alchemist.

 

HOMEWORK DUE Mon/Tues: FINISH READING THE NOVEL BY THE NEXT CLASS. THere will certainly be another quiz and attendant activities.

ODD-day classes, Periods ONE and THREE: In class Tuesday you were given a detailed handout with directions for your next short paper. You were to have spent at least half the class period working on prewriting, (brainstorming, planning, outlining,) and then completing the first draft of the short paper in class. During the second half of class you were given the option of continuing to work on the paper or silently reading further in The Alchemist.

 

HOMEWORK, 1 & 3: You will have read through the star on page 142 by Thursday's class in preparation for a quiz. Both classes will complete a carefully, well-written, TYPED draft of the paper. It will be due at the beginning of the period Thursday.

THE HANDOUT IS ATTACHED TO THIS POST.

IN CLASS Wed/Thur, ODD then EVEN, (19th/20th): You completed a journal prompt based on the quote of the week - "There is no path. The path is made by walking." You met with your teammates to prepare your presentations on the analysis of questions from The Alchemist. Periods one and three discussed as a whole class. Periods two and four presented. You watched the first bit of the film Whale Rider and have been answering questions about the narrative details of the film, connecting it thematically to The Alchemist. 

 

HOMEWORK: There is no assigned homework over Thanksgiving break. Bring your Whale Rider analysis questions to the next class so that we can finish in class.

***SEE SPECIAL NOTE AT BOTTOM OF THIS POST!!!

IN CLASS Mon/Tues, ODD then EVEN, (17th/18th): You answered a one-question reading-check quiz. You completed a journal prompt based on this quote from The Alchemist on page 16 = "If someone isn't what others want them to be, the others get angry. Everyone seems to have a clear idea of how other people should lead their lives but none about his or her own." The prompt is, what does that mean? Do you agree or disagree and why or why not? Where have you seen or experienced this in your own life? And when and where do you exert pressure and expectations on others? How do you react when they don't do what you expect and want?

You worked in small teams to analyze the following symbols/symbolism in The Alchemist = sheep/shepherds, the Great Pyramids, crystal glassware, the desert.

 

HOMEWORK DUE Wed/Thur, (19th/20th): You should read through the star on page 104 by the next class and you should review your notes on the literary/linguistic terms we have been studying recently = diction, syntax, denotation, connotation, symbols/symbolism.

 

*** MAKE-UP BENCHMARK TESTS will be given on Tuesday at lunch in room 317 and Wednesday in bungalow six. Remember that the benchmarks are part of your grade in this class. People who need to make up a part of the benchmark include = Dark, Rascon, Lake, Crisostmo, Seguin, Franco, Evans, Lopez, A, Son, Moradi, Li, Bang, Contreras, Romero, Mendoza, Ton,  Lowery, Enriquez, Park.

IN CLASS Thur/Fri, ODD then EVEN, (13 & 14): You wrote about the quote of the wee, "With great power must also come great responsibility." You worked in small teams to research the linguistic and literary devices and figurative language in William Blake's poem, "The Tyger." (I heard some GREAT conversations going on, by the way.)

Next, we held your second Socratic Seminar analyzing the poem via specific questions I asked as the moderator.

 

HOMEWORK DUE NEXT CLASS, Mon/Tues, ODD then EVEN: Read in The Alchemist through the star on page 71.

IN CLASS Wed/Thur, 5th/6th: You completed a journal prompt based on this quote from Sir Edmund Hillary = "It is not the mountain we conquer but ourselves." We discussed some of the overlap between the quote and author, Paulo Cohelo's, introduction discussing the obstacles against fulfilling our dreams.

We reviewed diction, syntax, connotation and denotation. Then we just began a basic overview of signs VS. symbols in literature and in life.

You worked in small teams to answer analysis questions on The Alchemist. 

 

HOMEWORK DUE Wed/Thur, 7th/12th: Complete the analysis handout about literary concepts from within The Alchemist. You will NEED this for our next class meeting, all completed and ready to go. Also bring your Alchemist novels.

 

BONUS FEATURE: The Wikipedia entry for the heart as a symbol has some very interesting renderings of hearts throughout history. I strongly encourage you all to go there and look at all the pictures, (click on them so you can see them full-sized,) and think about why people chose to draw the heart in those quite different ways. FASCINATING!!!

 

Also look up the ancient, now extinct plant silphium, and the heart-embossed coin from the ancient city of Cyrene - all connected to symbol picture of a heart.

IN CLASS Mon/Tues, ODD/EVEN, 3rd/4th: You completed the second half of the required district benchmark writing assessment. You received direct instruction on several linguistic/literary concepts and you took careful notes. You are now responsible for knowing those concepts which include diction, syntax, connotation, and denotation.

 

HOMEWORK DUE next class, 5th/6th: You should review what you have read so far in The Alchemist. You will need to be well-versed in that reading to participate in the class activity and discussion.

IN CLASS Thur/Fri, ODD then EVEN, (30th/31st): You received back your narrative writing assignments and your Alexie comparison writing assignments. We went of the most common errors in need of practice and you took notes on those. You began Part I of the mandatory district benchmark writing assessment. You completed a reading-check quiz on the first part of reading from The Alchemist. We discussed grades and looked at a graph to analyze the relationship between completed work and higher grades in the course.

 

HOMEWORK DUE Mon/Tues, ODD then EVEN, (3rd/4th): You will need to have read through the star on page 42 in The Alchemist by the next class meeting.

IN CLASS Tues/Wed, ODD then EVEN, 28th/29th: You answered a journal prompt based on the school's quote of the week, we then discussed it at length in class. You took the multiple-choice section of the mandatory district benchmark test. We discussed the author's introduction, prologue and opening of the novel The Alchemist, (which you had already read for homework the night before.)

 

HOMEWORK DUE Thur/Fri, 30th/31st: You must have rad through the star on page 21 of The Alchemist.

IN CLASS Fri/Mon, ODD then EVEN, 24th/27th: In class you were given practice time and tips to make presentations of your figurative language to the class. You then answered a reflective journal prompt on the process and the experience. 

Please note that coming up next week, you will be taking the mandatory District Assessments in your English class.

 

HOMEWORK DUE Tues/Wed, 28th/29th: You MUST turn in your True Diary book if you have not already done so. You MUST check out the new novel we will be reading called The Alchemist by author Paulo Coelho.  Before the next class meeting you will need to read the author's introduction, the Prologue and the first few pages of the story through page six.

IN CLASS Wed/Thur, ODD then EVEN: You answered a journal prompt about this quote from Sir Arthur Conan Doyle = "It has long been an axiom of mine that the little things are infinitely the most important.

We then listened to the lyrics of three very different songs. You also read and analyzed the lyrics, this time in a whole group discussion, addressing all of the figurative language they contained. (Third period, you did an especially good job with this!)

 

HOMEWORK DUE Fri/Mon, Odd then Even: 

Figurative Language in Music Assignment

1. Choose a song. (Your song must be clean and appropriate for my class room; no sex, drugs, bodily functions, or other such content.) If you cannot think of a song look at the lyrics to songs written by Cole Porter, Ira Gershwin, Irving Berlin, Jerome Kern, Duke Ellington, etc.)

2. Select three examples of figurative language in it.

3. TYPE up a paragraph that explains those three examples of figurative language in the song. Your explanation must include what is being compared in the examples and how those things are being compared. Explain.

4. Cut and past your song lyrics at the bottom of the page, after your paragraph, OR print out the lyrics and staple them to behind your paragraph.

DUE NEXT CLASS.

IN CLASS Mon/Tues

 

ODDS/Mon/20th = You answered a journal prompt about figurative language based on SYlvia Plath's poem, "Cut." You read the short story from your textbook called, "Contents of  a Dead Man's Pockets." You worked in small teams to answer figurative language questions about that short story and you charted your answers on a handout. (You will get time to finish next class.)

 

EVENS/Tues/21st = You completed the note set on figurative language and we discussed further examples of each type. You listened to a few songs which contain this type of language and discussed what and where the examples of figurative language popped up.

 

HOMEWORK DUE: Your final drafts of your Sherman Alexie comparison papers will be due at the start of the class period. Once those are turned in you may return your copy of True DIary to the library. You must finish reading the short story, "COntents of a Dead Man's Pockets" by the start of the next class.

IN CLASS Tues/Wed, ODD then EVEN, 14/15: You answered the journal writing practice prompt based on the quote of the week. You practiced using the proofreader's marks on your first drafts of the comparison papers. You stared to take some notes on figurative language which you will continue in the next class.

 

HOMEWORK DUE Thurs/Fri: None due Thurs/Fri, BUT your revised comparison papers, (with first draft attached,) will be due on Monday-ODD and Tuesday-EVEN.

Remember, Monday is a pupil free day. No school for students.

 

IN CLASS Thurs/Fri, ODD/EVEN, 9th/10th: You completed a journal prompt based on the weekly memo quote. You discussed the merits and demerits of the ideas it contains. You spent 15 minutes reviewing the three narratives by Sherman Alexie and brainstorming, planning and prewriting on the short comparison paper. You then had 15 minutes to compare ideas and talk with a partner or ask me questions that came up in your planning. Finally, you spent the last part of the period writing out your first full draft of the comparison paper.

 

HOMEWORK DUE Tues/Wed, ODD/EVEN, 14th/15th: You must bring your completed first draft of the short comparison paper, that you had mist of the class period to work on, with you to class. You will need it to be able to move forward in class.

IN CLASS Fri/Mon: You turned in your final drafts of the personal narratives with any previous drafts.

You took the last little part of the narrative/plot/TD test.

You finished reading the short story, "This is What It Means To Say Phoenix, AZ."

You started watching and taking notes on the film, Smoke Signals.

 

HOMEWORK DUE Tues/Wed: Bring your TD novels to class!!!

Third period = If you want to turn in your typed up, polished versions of the the journal prompt they will be due on Monday.

HOMEWORK DUE Fri-3rd/Mon-6th:

Your FINAL drafts of the narrative essays are due along with any previous drafts. Staple the newest, best one on top. 

 

HOMEWORK DUE NEXT CLASS, 1st/2nd, ODD then EVEN: You will want to read, review, and study both your notes form class on narrative writing and plot structure, as well as the novel True Diary in preparation for the test.  The text will be on the 1st/2nd.

 

Also, you will need to complete the final, final draft of your personal narrative to turn in on Friday/Monday, (ODD/EVEN.) Remember, you will turn in all drafts and the feedback sheet that was completed in class.

IN CLASS Thur/Fri, ODD the EVEN (25th/26th): You completed the final reading check for True Diary. We went over formatting conventions for your narrative papers and you received those back. We discussed the concept of showing rather than just telling in your writing, and you read an article about the topic as well. You practiced using the concept in writing in class, following a couple of short prompts. Here is the website address for that article:

 

HOMEWORK DUE Mon/Tues: You must revise your narrative and bring the revision to class with you at the start of the period, typed, and ready to go. You MUST bring both drafts to class for full credit. Those of you who did not bother to do a first draft must still bring a draft to class as well. Do not show up to class and say, "the printer broke, my dog ate it, we were busy this weekend..." The assignment is due to turn in at the beginning of the next class. You have four days to prepare. 

NOTE FOR THIRD PERIOD: Please keep track of your frozen room writing from class. I have an idea about how to warm up the room!!!

IN CLASS Tues/Wed, ODD then EVEN, (23rd and 24th): You completed a journal writing practice prompt based on the quote of the week. We had a brief discussion on how that quote relates to Junior's experiences in the novel. You then worked in teams I selected to complete the set of reading check questions for the day, and you prepared to share your team's answers out with the whole class.

 

HOMEWORK DUE Thur/Fri, (25th/26th): You must finish reading through the end of the novel, page 230. Also, you must bring a copy of your narrative to class to work with if you have not already done so.

IN CLASS Fri/Mon: You worked in your teams to complete the questions about the two articles and then turned those in. You completed the journal writing practice prompt which was - Make a list like the one Junior makes on page 176 of people who have brought you the most joy in life. Then, explain WHY you included those people on your list. 

Next we did a reading check on the homework reading through page 178. Finally, you completed a summer reading assignment.

 

HOMEWORK DUE Tues/Wed: Please read through the end of page 198. You will ABSOLUTELY NEED a copy of your Personal Narrative. If you already turned it in to me, great. If you did not you will need to bring it to class to work with in class. Also, periods two and four please finish your Summer Reading Assignment.

IN CLASS Wed/Thur, ODD then EVEN: We returned graded work. All returned work is entered into the Aeries online gradebook. Please check your grade and make sure that the assignments you received back  are accurately reflected in Aeries. You completed a journal writing practice prompt based on Ms. Anderson's quote of the week. You read your answer to a partner and discussed your opinion about the quote. 

Next you took ten minutes to review/reread the two articles that we read in the last class period and began discussing. I assigned you teams to work in to analyze the articles and then provide thorough written answers supported by evidence from the texts and the novel.

 

HOMEWORK DUE Fri/Mon: You must read through the end of page 178. ALSO, think about the books you read for the Summer Reading Assignment. Pick one of those three. Refresh your memory about the title, author, main characters, plot and significant points about the book. You will need this information for the next class. You may bring the actual book to class if you like. You may NOT use a book that was part of the literature from an English class.

 

Additional note*** For those of you interested in the articles read in class which relate to the themes in the novel, don't worry about finishing them on your own. As I mentioned in class, I will give you time Friday/Monday to finish in class.

IN CLASS Mon/Tues: In class you received back some graded assignments including the larger, first quiz you took during the second week of class. You completed a quick reading check and we went over the correct answers by referencing the places in the text which support them.

You also started reading two informational text articles which report on the same issues and challenges that Junior faces in True Diary. Both articles imply and/or directly state that education is a recognized, much needed path towards better life circumstances. We began discussing how the points raised in Junior's True Diary are echoes by the points in the two articles. You turned in your first full drafts of your very own personal narratives.

 

HOMEWORK DUE Wed/Thurs: You need to have read through the end of page 151 in True Diary for class. 

HOMEWORK DUE Mon/Tues:

As assigned in class and written on the board, read through the end of page 129. Also, bring in your first full draft of your Personal Narrative, TYPED. (12-point font only, double-spaced, one-inch margins.)

IN CLASS Tues/Wed, ODD then EVEN: You answered a reading check question either about Junior's Geometry textbook or Mr. P's advice to him. As a class you analyzed the True Diary text to determine what would be a valid response based on support found specifically in the text. We discussed ideas and topics that come up repeatedly in True Diary such as poverty, bullying, and hope, which happen to all be themes that appear in True Diary. You took notes on the concept of theme.

 

HOMEWORK DUE Thur/Fri: Read through the end of page 100 in True Diary.

IN CLASS Fri/Mon, ODD then EVEN: 

 

HOMEWORK DUE Tues/Wed, ODD then EVEn: You must read through the end of page 47 in True Diary.

IN CLASS Wed/Thur, ODD then EVEN: You had time to review your  notes on narrative writing, plot structure, and the first chapter you read in True Diary. You then took a quiz on those topics. You worked in teams to analyze the author's characterization of Junior, and you charted the evidence from the novel that supports that. Finally, you were given the rubric for your own  narrative writing assignment, and a set of questions to answer by next class to begin the writing process for the assignment.

 

HOMEWORK DUE Fri/Mon: You must read in True Diary through the end of page 24; Decide on the event from your own real life that you will write about in your own personal narrative; Answer the questions on the handout (also attached here,) you received in class about your chosen event. Bring those to class.

IN CLASS Fri/Tues, ODD then EVEN: You worked in your teams to complete the narrative about the rabbit picture. Your teams then presented the narrative to the whole class. Overall these were well done, so good job. You received back your Narrative Writing Practice assignments which are graded. You completed a Writer's Notebook entry in your notes answering, "How do out childhood experiences, environments, and the people around us in childhood affect our personalities and how we turn out later in life?" We briefly discussed  and compared answers, and then we began looking at The Absolutely True Diary of  a Part Time Indian. You took a few notes on background information about the novel.

 

HOMEWORK DUE next class: Carefully and deliberately read through the end of page 14 in The Absolutely True Diary of a Part Time Indian. As you read, you should take notes in your notebooks about the narrative elements that you see while you read especially information about the setting of the story and any further information that is revealed about the protagonist. (There might be a quiz on the reading. Read carefully and attentively.)

IN CLASS Mon/Tues, ODD then EVEN, (25th/26th): In class today you discussed various types of writing and we listed many on the board. I went over the basic definition and defining elements that distinguish narrative writing. We also covered the plot points that show up again and again in the vast majority of any narrative story or film. You took careful notes on all of this. We read three narrative pieces that were thematically related, "My Name," "In Memory of Richie," and "By Any Other Name." We then worked together to break down each of the pieces by its narrative elements.

 

HOMEWORK DUE: Read/reread the three narrative pieces from class (attached,) and complete the Narrative Writing Practice page you received at the end of class. (Also attached here.) Please read the directions and each question carefully, answer all the questions thoroughly, and be sure to use complete sentences always! See you next class.

 

IN CLASS, Thur/Fri, ODD then EVEN: Welcome to the HWK website for English 10 with Ms. Owens. In class today you completed a questionnaire about yourself and your previous experiences in English. I went over the syllabus with you and you had the opportunity to ask questions. We read two short articles and discussed them.

HOMEWORK DUE NEXT CLASS:

First period = Review the article we read in class. (Posted/attached below.) Think about what the main conflict/issue is in this article. What is the main conflict or problem that these people are discussing in the article? Be ready to talk about this in class.

Third period = no homework.