January 22 and 19

SDIAE2

January 19

Students should complete a journal to makeup for the warm-up.

Students completed a Character Traits Chart for "EveryDay Use."

Students continued with the prewriting: “Controlling Impression”

HW: none

January 22

Students should complete a journal to makeup for the warm-up.

Students read “Mary” and annotated with summaries.

Students continued with the prewriting: “Controlling Impression.”
HW: complete CI handout.

Eng. 2

January 19

Students should complete a journal to makeup for the warm-up.

Students completed a Character Traits Chart for "Everyday Use."

Cont. prewriting: “Controlling Impression”

HW: none

January 22

Students should complete a journal to makeup for the warm-up.

Students completed Handbook pgs. 42-43 Ex:4-5

Students continued with the essay and moved onto determining the organizational method for their essays.

Students read "Mary."

HW: complete reading “Mary”

Eng. 3

January 19

Students should complete a journal to makeup for the warm-up.

Student essays are due.

We read over the handout concerning capitalism.

We read ch.3-4.

HW: complete study guides

January 22

Students should complete a journal to makeup for the warm-up.

We discussed the study guide and issues concerning the novel.

We reviewed capitalism.

We listened to some music byWoody Guthrie.

HW: rd. ch. 5

January 18

SDAIE 2

Students should complete a journal to makeup for the warm-up.

Students completed a Demonstrative, Interrogative, and Relative Pronouns handout.

We finished watching The Crucible and discussed the issues around justice and truth which are brough up by it.

Students received a handout, Prewriting: subject, Audience, and Details.

HW: None

English 2

Students should complete a journal to makeup for the warm-up.

Students completed the Handbook pgs. 40-41 ex:3

We finished watching The Crucible and discussed the issues around justice and truth which are brough up by it.

Students received a handout, Prewriting: subject, Audience, and Details.

English 3

Students should complete a journal to makeup for the warm-up.

Students edited their essays, which are due tomorrow, and highlight sentences on their essays.

Students received the book, The Grapes of Wrath.

We talked about the Great Depression and the various facets of the novel.

HW: rd. chapter 1-2

January 17

Eng. 2/SDAIE2

Students should complete a journal to makeup for the warm-up.

We discussed justice and watched The Crucible.

Students did prewriting.


Eng. 3

Students should complete a journal to makeup for the warm-up.

Students watched a documentary of the life of Steinbeck, and were introduced to the next novel.

Students should bring their rough draft to class tomorrow.

January 16

SDAIE 2

Students should complete a journal to makeup for the warm-up.

Students completed the Personal, Reflexive, and Intensive Pronouns handout.

Students defined terms on pg. 3 using the stories

Students were introduced to the first essay of the term: Describing a Person pgs. 540-545.

HW: Read “Everyday Use” by Alice Walker

Eng.2

Students should complete a journal to makeup for the warm-up.

Using the Handbook students completed pgs. 38-40, Ex:2.

Students were introduced to the first essay of the term: Describing a Person pgs. 540-545.

Students defined the terms on pg 3 using the two stories we’ve read.

Eng. 3

Students should complete a journal to makeup for the warm-up.

Students write an essay in class.

January 12

SDAIE 2

Students should complete a journal to makeup for the warm-up.

Students corrected their Entrance Exams.

Students received credit for their annotations while students complete Story Map.

Students completed a Pronouns and Antecedents handout.

We began reading “Love Story.”

HW: finish reading

Eng. 2

Students should complete a journal to makeup for the warm-up.

Students corrected their Entrance Exams.

Students worked out of the Holt Handbook, pgs. 34-38, ex. 1.

We went over the previous night's reading in the Interactive Reader.

HW: none

Eng. 3

Students should complete a journal to makeup for the warm-up.

Students completed the following questions 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?

We generated thematic statements for the novel.

Students finished reading Act. 3 of the play.

January 11

Eng. 2 SDAIE

Students should complete a journal to makeup for the warm-up.

We reviewed plot and finished reading the story.

HW: Finish annotating the story.

Eng. 2

Students should complete a journal to makeup for the warm-up.

Students attended an assembly concerning the high school exit exam.

We reviewed plot, I answered questions students had concerning the night's reading, and checked student's annotation while they completing the activity on pg. 27 in the Interactive Reader.

HW: Rd. "The Love Letter”

Eng. 3

Students should complete a journal to makeup for the warm-up.

Journal: compare George’s ideas concerning education vs. those of Beneatha’s.

Study guide

Thematic issues

HW: rd. ch. 2 sc. iii

January 10

Sophomores

Warm-up

Students delivered their oral presentations.

We watched the first two "Reading to Learn Videos," and students were introduced to the concept of talking to the text.

Studetsn began reading “Contents of a Dead Man’s Pockets”

HW: finish reading with annotations.

Juniors

Students should complete a journal to makeup for the warm-up.

We watched Act 2 sc. 1.

Students turned in the study guides for Act 1, sc. 2 and Act 2 sc. 1.

Studetns received several handouts concerning the writing of a response to literature essay, including a rubric, a sample essay and examples of how to use quotes.

HW: rd. act 2 sc. ii

September 9

Sophomore

Students should complete a journal to makeup for the warm-up.

Students continued with the entry assessment. Students need to convert their essay into an oral presentation.

HW: prepare speech and practice it for tomorrow. Bring Interactive Reader.


Juniors

Students should complete a journal to makeup for the warm-up.

Journal: “Explain in ¾ page: what is the American Dream? Consider all of the different reasons why people have come to this country. Then, consider what you think it still means. What does it mean to you?”

We went over Study Guide.

Students were introduced to the "thematic issues" and "thematic statements." Students assembled a list of thematic issues about the play.

Begin reading with students.

HW: Rd. Act 1, sc. ii