September 1

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

Students wrote 3/4 page journal: “Did Mathilde Loisel deserve the suffering she experienced in the story, “The Necklace? How so, and how not? Was she arrogant? Or was she depressed? Did she have good reason to be dissatisfied with her life at the beginning of the story?”

We went over the Literary Response and Analysis questions.

Students received a Venn Diagram for use with their essay.

HW: have students read “184 to 188.”


Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

We viewed images of the characters from the movie.

We went over the study guides through chapter 21.

Students received sample of the rebuttal paragraph.

Students continued to work on the project.

HW: finish ch. 22

August 30

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

Students received a handout concerning prepositions. We completed the handouts.

We read the sample media comparison essay.

Students continued with assessment.

HW: Read “The Necklace,” pgs. 159-170 Answer questions 1-6.


Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

Students wrote a 3/4 page journal about the following topic: “Why does Connie leave, and should he have? Would you have stayed with Rose of Sharon? Be honest with your answer and do fully consider the situation of the Joads and your own heart.”

We discussed chapters 21 and 22.

Students worked on their group work and were given credit for their "Both Sides of the Argument Organizers."

HW: rd. ch. Half of ch. 22

August 29

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

We discussed the Comparing Media Essay on pgs. 270-71.

Students continued work on in class assessment.

HW: choose a recent story in the news.


Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

We went over ch. 19, and read a chapter summary concerning ch. 20.

Students were introduced to the next step in essay writing process: the planning guide.

Students worked on group work.

HW: rd. rest of chapter 20 and 21.

August 28

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

Continue with RTL: questions. Students learned the four types of questions and practiced applying them to the story "Scarlet Ibis."

Students began to work on in class assessment.

HW: Bring Text-book.


Juniors

Teacher checked in with students concerning the essay. Students were encouraged to choose a topic in order to keep moving forward with the assignment.

We briefly discussed chapter 18.

Students worked on the group work assignment.

HW: rd. ch. 19 and half of 20.

August 25

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

Go over “August Heat” and complete the information concerning the aspects of a story. Short paragraph for each. Do site several quotes from the text for each one: Plot/Setting (graph it), Characters, Narrator/voice, Irony.

Go over the Scarlet Ibis.

HW: no HW.


Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

Check in with students concerning the essay.

We looked at images concerning Hearst and his castle as related to the novel.

Students worked on reading chapter 18

HW: rd. ch. 18

August 24

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

Students wrote a page concerning the following journal topic: “If you knew you were about to die, what would you do? Imagine you know you have 24 hours left. What would you do with the time? What things will you have missed out on that you will regret not having done or experienced?”

Students engaged in a "Spoke and Wheel" activity

We went over the story. Drawing of conclusions. Then, complete info concerning story, setting, etc.

Read: “Scarlet Ibis”

HW: finish reading.


Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

Students received an introduction to rhetoric.

Students were assigned the xext essay.

We began reading ch. 17.

HW: work on essay and read ch. 17.

August 23

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

We went over the journal and turned it in. We then discussed the story.

We went over the practice test with students.

Students engaged in group work: they identified four instances of irony in any of the stories they’ve read during this semester.


HW: finish reading the story, "August Heat."


Junior

Please write a one page journal entry to makeup for today’s Daily Language.

We discussed student questions from the reading.

Students cont. working on the "UN Declaration of Human Rights to the Novel" assignment.

We continued reading ch. 16.

HW: finish reading.

August 22

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

Complete pg. 135 with students.

Complete practice test with students

With a partner, find three instances of situational irony.

Journal: “Is the story a tragedy or romantic piece? Cite evidence from the text to demonstrate this to be true.”


Juniors

August 22

Please write a one page journal entry to makeup for today’s Daily Language.

Students took notes concerning unions.

Students received a new class project requiring them to cite instances in the the Compare UN Declaration of Human Rights are broken in the Novel.

Rd. Half of ch. 16 (40 pgs.)
HW: finish reading.

August 21

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

We studied parts of speech: adjectives and pronouns.

Students turned in their essays.

Students finished their reading of “Moustache.”

We read “Fifteen.”

HW: rd. complete 136-137. Read “The Gift of the Magi”


Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

We created a list: what separates people and causes them to hate one another?

Then we read ch. 14 aloud, and considered what methods "the monster" might use to keep people separate.

We finished the collage presentations.

HW: rd. ch. 15

August 18

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

Narratives are due Monday.

We discussed “Thoughts of Hanoi.”

We read the first half of Moustache.

Turn in plot projects.

HW: no HW


Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

Students took second prefixes/suffixes quiz

We began presenting collages.

HW: rd. ch. 13.

August 17

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

We studied adjectives, as a part of speech.

Students engaged in peer editing of their narratives.

We continued discussing “The Sniper.”

Students worked on the plot projects.

HW: rd. “Thoughts of Hanoi” Purpose—to identify theme which it shares with


Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

We viewed images and listened to Pretty Boy Floyd.

Journal: What inalienable rights does each and every person possess? Why? Does each person have a human right to food, housing, employment, healthcare? Why or why not? Does each person have a right to freedom of self-expression? What are the limits? Please explain fully why you hold the beliefs you have? What are the likely results of the view you hold?

Students were told how they are to present their collages.

We went over the study guide for the novel

HW: rd. ch. 10 through 12

August 16

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

Students continued to work on the plot diagrams of their stories.

We discussed “The Sniper” and identified themes from the list for it.

HW: work on narrative, bring it to class tomorrow for peer editing.


Junior

August 16

Please write a one page journal entry to makeup for today’s Daily Language.

Students continued working on their collages.

We viewed images from the era and discussed Pretty Boy Floyd.

HW: rd. ch. 9 and half of 10

August 15

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

Students worked on a plot diagram of "The Interlopers."

We discussed reading to learn and what students are doing with the method. Students watched the four P's video.

We discussed inference, then students read “The Sniper.”

HW: work on essay/ finish reading the Sniper.


Junior

Please write a one page journal entry to makeup for today’s Daily Language.

Cont. working on Universal Declaration of Human Rights collage.

We finished the first and second study guides and submitted them.

Next quiz on Friday

HW: Rd. chapter 8.

August 14

Juniors

August 14

Please write a one page journal entry to makeup for today’s Daily Language.

We went over the first study guide.

Students received a copy of the Universal Declaration of Human Rights, were assigned articles, and began creating small collages.

HW: rd. ch. 7

August 11

August 11

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

We cont. with parts of speech. We stopped with Demonstrative, Interogative, and Relative pronouns.

Students worked on their essays in class.

Students drew plot diagrams of “Thank you, Mam.”

HW: Read “Interlopers” by Saki

Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

Students took a prefix/suffix quiz.

We read chapters three and four.

HW: rd. ch. 5-6.

August 10

August 10

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

Students continued studying the parts of speech, pg. 6 in the Handbook.

Students again reviewed plot.

Students used their annotations to aid them in comparing the story “Thank you, Mam” to "Shotguns."

HW: Work on essay.

Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

We reviewed the vocabulary that goes with capitalism.

Students received their books and study guides.

We looked at images of dust storms, which goes with the novel.

Reminder: Quiz tomorrow over prefixes and suffixes.

We read the first two chapters in class.

Finally, we listened to music from the era.

HW: complete the SG questions for ch. 1 and 2.

August 9

August 9

Freshman

Please write a one page journal entry to makeup for today’s Daily Language.

We worked on pronouns.

Students reviewed plot.

Students were taught how to look at a painting, while studying "Shotguns," a painting which goes with the story "Thank you, Mam."

Students worked on their narratives.

HW: work on essay, read story

Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

We continued our study of capitalism.

Students picked up their new book.

Students watched a biographical short about John Steinbeck.

August 8

August 8

Freshman

Warm-up

Students continued their study of nouns.

Students reviewed "plot" and continued to practice applying it to stories.

We discussed "Crime on Mars."

Students received a graphic organizer to assist them in writing their stories. Work on essay

HW: work on essay, read story

Juniors

Please write a one page journal entry to makeup for today’s Warm-up.

We continued are study of capitalism.

Students began the essay test over the play.

HW: finish your essays.

August 7

August 7

Freshman

Please write a one page journal entry to makeup for today’s Warm-up.

Grammar… Students completed the first 10 items on pg. 3 in the Handbook.

Next, students finished writing their paragraphs and completed their plot paragraphs.

Students were introduced to the first formal essay, pg132-137.

HW read “Crime on Mars.”

Juniors

Please write a one page journal entry to makeup for today’s Warm-up.

Students were introduced to the concept of Theme.

We discussed the last study guide for the play.

Students received the Capitalism handout and made signs.

HW: prepare for test tomorrow.

August 4

Freshman

Warm-up

We corrected the "Entry Assessment."

We went over "Dangerous Game."

Written paragraph. Students wrote their own expository paragraph using one of the following topics: the best pastime, the best car, the best thing to do over the summer, the best qualities to have in a friend.

HW: no HW for the weekend. Bring Interactive Reader on Monday.

Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

Students continued to practice identifying and using the prefixes and suffixes.

Students, in pairs, answered the following questions s in pairs to answer using short paragraphs.

1. If you were Walter, what would you do to fix things?
2. To what degree is Walter responsible for his failure in life? To what degree is society responsible?
3. What should Mama do to fix the family’s problems?
4. Should Ruth have an abortion to help relieve the family of financial stress?
5. How have each of the characters been victimized by racism?
   

HW: rd. Act 3

August 3

August 3

Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

Students received a copy of the most common prefixes and suffixes. Students engaged in an exercise to practice using the prefixes and suffixes.

Journal: Read pg. 97 to students. Compare and contrast George and Beneatha’s ideas concerning education. Is education something which should shape and mould you? Is it spiritual? Beneatha seems to imply this. George seems to believe that education is merely a process by which one gets a job. With which do you agree? How so? To what degree? Why?

We discussed the study guide.

HW: read Act 2, sc. ii-iii

Freshman

Proofreading Warm-up

Students received the "paragraph materials." Then, students filled out the outline using the paragraph.

Distribute 3X5 cards. Have students transfer the plot definitions to the cards: exposition, inciting force, rising action, climax, falling action, resolution, flashback, foreshadowing.

Read and complete the annotations for “the Most Dangerous Game.” Be ready to identify the plot.

HW: finish the 3X5 cards at home, and read “the Most Dangerous Game.”

August 2

August 2

Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

I collected essays and the syllabus.

Students chose group partners.

Students received the transition word handouts and completed the following in class exercise:

1. Write a sentence providing an example of a “good” experience one might have at a high school dance.
2. Write a short paragraph describing the conflicts in the play using “chronological sequence” signal words.
3. Write two sentences using comparison/contrast words comparing any two or more things from the play.
4. Write a sentence that signals cause-effect showing how one action in the play leads to another.

We watched Act 2, sc. i.

We briefly discussed the study guide.

HW: read Act 2, sc. i complete SG and Vocabulary.

August 2

Freshman

Proofreading Warm-up

I collect the syllabus and essays.

We discussed the foll9owing: plot as applied to the story. We went over the story in detail. Students used post-its to label the different aspects of the plot.

Students answered the questions at the end of the story, pg. 181, #1-12.

Students received credit for their annotations.

HW: Bring Interactive Reader to class tomorrow

Second Day Done

August 1

Freshman

Students finished the entrance assessment.

We watched first RTL video

Students wrote-out definitions for plot, which are included below.

Students began reading "Cask of Amontillado" which is found on page 172. Students are to write a short summary for what occurs on each page of the story and a question.

HW: finish reading and annotating “Cask of Amontillado”

Juniors

Please write a one page journal entry to makeup for today’s Daily Language.

We reviewed the American Dream

Students were given an example of a well written expository paragraph, and we discussed why its such a good paragraph.

We read “A Dream Deferred” and considered the implications of the poem for the play.

We discussed the study guide and vocab for Act 1, sc. i.

HW: rd. Act 1, sc. ii

Plot: (n.) The sequence of related events that make up the story. It includes exposition, complications, climax, & resolution.

Exposition: (n.) The part of plot that is usually found at the beginning of the story and it introduces the main characters, to describe the setting, and sometimes to establish conflict.

Conflict: (n.) The part of plot that displays the struggle between opposing forces. There are 2 kinds of conflicts: External conflict-something that a character struggles against, another person or some outside force; internal conflict- a struggle within a character.

Inciting Force: (n.) The first incidence of rising action. The thing that occurs that gets the plot moving, that serves as a starting place for the plot.

Rising Action: (n.) This part of plot begins with the inciting force, where the plot becomes more complex. While the characters struggle for a solution, suspense, excitement, and energy builds up.

Climax: (n.) The part of plot that is also known as the turning point of a story. It is the point of maximum interest, where the conflict is resolved and the outcome of the plot becomes evident.

Falling Action: (n.) The events of a dramatic or narrative plot following the climax that leads to the resolution of the novel.

Resolution: (n.) The part of plot or a story that follows the climax and ties up loose ends and brings the stories to a close.

Foreshadow: (v. or n.) 1. Foreshadowing occurs when a writer provides hint s that suggest future events in a story. 2. To represent, indicate, or typify beforehand.

Flashback: (n.) A method in which present action is temporarily interrupted so that the reader can witness past events. Flashback is used by an author to provide the reader with important details.