Tuesday, December 13, 2011

Honors 11- Tuesday, December 13

Objective: Listen to speeches

what we did in class today- Delivered speeches

Homework: None

English 10 Monday, December 12

Objective: Finish the play and discuss the possible themes involved.

What we did in class-
1- Finished the play
2- Did page 6 of the packet together
3- Watched last scene of the film

Homework: Start thinking about text- Get all handouts and packet for the Crucible ready to turn in Wednesday.

Friday, December 9, 2011

Honors 11- Friday, December 9

Objective: Deliver speeches and enjoy our classmates' ideas

Here's what we did today:
The first 11 students presented their speeches to the class.

Homework: None- But if you haven't given your speech yet, be sure to bring your own copy on the day you present.

Thursday, December 8, 2011

English 10 Thursday, December 8

Objective: Read and Discuss Act III of "The Crucible"

Here's what we did in class today:
1- Read ACT III
2- Partner Activity- Page 4 in your packet
3- Watch clips from the film.

Homework: None

Wednesday, December 7, 2011

Honors 11 Wednesday, December 7

Objective: Students should be able to identify the main idea of a speech AND recognize effective speech techniques in preparation for writing their own speech...DUE NEXT TIME.

Here's what we did in class today:
1- Signed up for Speech times.
2- Peer Edit with one other student
3- Speech Analysis- Watched 3 speeches from the following website:
http://nfltv.org/2009/11/04/1999-phoenix-nationals/
Students worked together to identify aspects of the speech they enjoyed.
Students also worked to identify the main idea of the speech AND how that was developed throughout the speech.

Homework: Bring 2 copies of your speech--due next time. Pay attention to rubric while writing your speech. 


Rubric for speech-

_______(7) Length 5-7 minutes
_______(15) Main idea is clear throughout speech
_______(10) Includes stories, examples, analogies etc.
_______(5) Speech is well structured
_______(5) Paid attention to scope
_______(5) Shows confidence
_______(5) Makes frequent eye contact
_______(5) Relates to the audience
________(5) Uses a concession if necessary
________(5) Shows enthusiasm for topic
________(10)Delivery-speaks clearly, allows for pauses, uses inflection, paces well

English 10 Tuesday, December 6

Objective: Better understand ACTs I and II
Here's what we did today:
1- Read ACT II from the text book
2- Completed page 3 from packet--Figurative Language in "The Crucible"
3- Watched the first part of the film.

Homework: None

Monday, December 5, 2011

Honors 11 Monday, December 5

Objective: to feel more confident in writing your speech.
Here's what we did in class today:
1- Study for the vocab quiz (10 minutes)
2- Take Rhetoric Vocabulary Quiz
3- Peer review with outline- Have two other students read your outline and give you advice.
4- Watch the speech "Wo-Haa" and analyze why this speech won nationals!

Homework: Come to class prepared with a draft of your speech. 3 page minimum (double space)

English 10 Friday, December 2

Objective: What was going on in Salem that made the witch-hunt come up over night?

Here's what we did in class today:
1- Read Act 1
2- "Controversy in Salem"- With a partner, complete page 1 of your new packet.

Homework: None

Thursday, December 1, 2011

Honors 11 Thursday, December 1

Objective: Identify effective speech techniques AND Choose a topic for your speech.
What we did in class today:
1-Turned in speech and soapsTONEs and got a grade for it.
2- Reviewed class list of effective techniques used in speeches.
3-Discussed the need to focus on the two aspects of speeches while reading/watching JK Rowling's speech.

  • 1- Writing it
  • 2- Delivering it
4- Speed Dating/Topic Brainstorm- Students quickly shared topic ideas with each other in "speed dating" fashion.

Homework:
1- Speech Outline- Typed (as always). Your outline should focus on two aspects. 1- Ideas and content. Meaning the order in which you want to present your ideas including examples, stories, ideas. This can be in a list. AND 2- Also identify which techniques you want to include in your speech. Ex- concession, logos, anaphora, connect with audience, etc.

2- Study/Prepare for your vocabulary quiz on Monday. This will not be matching--you will have to write out the definitions of the words. 

Due Dates to be aware of:
Monday, December 5th- Outline due
Wednesday, December 7th- Speech Rough Draft due
Friday, December 9th- Final Speech due to be turned in. 

English 10 Wednesday, November 30

Objective: Understand how the Puritans lived and get to know characters from ACT 1 of "The Crucible"
Here's what we did today:
1- Salem Tea Party- Students took on the role of one character and attended a "tea party" pretending they were that character. They met other characters and got to know what they were like. Then characters broke into groups and made inferences/predictions about the characters.
2- Began reading ACT 1.

Homework: Type one paragraph answering the following question: "Why do you think Salem was ripe for the "Witch Hunt?"

Tuesday, November 29, 2011

Honors 11- Tuesday, November 29

Objective: What are soapsTONEs and how do I use them to write a speech?
1- Take Notes on SoapsTONEs-
  • Speaker- who are you? What details do you reveal about yourself?
  • Occasion- what's going on to prompt this speech--what is the speech in response to?
  • Audience- characteristics of the group you are addressing? How can you relate to them? Why are you addressing them? Who is your primary audience--who are you actually addressing? Who else do you know is listening?
  • Purpose- What are you trying to accomplish? Are you trying to persuade, inform, motivate?
  • Subject- What are you talking about?
  • Tone- What do you want your audience to feel? Choose appropriate words and phrases to enhance tone.
  • Scope- what do you include AND WHAT DO YOU EXCLUDE FROM YOUR SPEECH? How focused on your subject are you? Should be narrow.
2- We read Queen Elizabeth's speech after Diana died and practiced as a class.
3-Students read JK Rowling's Harvard Commencement Speech in groups and then completed soapstones. This is worth 10 points and must be made up. For speech, click on link below:
https://docs.google.com/a/alpinedistrict.org/document/d/17QnLDRO9zPuWstTzU-Oi6dzeN2dn5HttFhaxHGDIC1E/edit?hl=en_US

Homework: Find a speech of your own choice. Print it off, read and annotate it (this will be graded so do it well. Then, on a separate piece of paper, type up the soapstones for your speech. Each category should be more than one sentence; remember that you must dig deep and cover all the components of soapstones.

Also, if you were absent, part of your homework is to read the JK Rowling's speech and do the soapstones.

English 10 Monday, November 28

I was absent today but the sub went over the following things:

Objective: Who were the Puritans?
1- The word Puritan was on the board. Students broke into small groups of 2-3 and brainstormed as many associations they could with the word "Puritan."--Meaning they could write down any person, place, thing (ANY WORD) that you personally associate with Puritans.
2- Write all the words up on the board and group them together in categories--then label them.
3- Next, hand out the essay "Sinners in the hands of an Angry God." Read and annotate (take notes to the side) on the essay. When you are finished, answer the following question: "Based on the essay and the Puritan views, how do you think they would have handled witchcraft?"

For Link of Sinners in the hands of Angry God, click below:


Homework: NONE

Tuesday, November 22, 2011

Honors 11 Tuesday, November 22

Objective: What makes a good speech? or What does a good speech include?

Here's what we did in class today:
1- Turned in lit. analysis- Turned in any late work
2- Group Brainstorm- List as many things you can think of that should be included in a "good speech."
3- Create class list
4-Watch Malcolm Gladwell's speech (20 minutes) and identify what he did/didn't do.
5-Discuss as a class

Homework: None Happy Thanksgiving!!!
No Late work after today for anything in the Lord of the Flies Unit.

Monday, November 21, 2011

English 10 Monday, November 21st

Here's what we did in class today:

We finished taking the test- Students went to the writing lab and typed up their argumentative essay and turned it in at the end of the period.

Homework over the break: NONE

Happy Thanksgiving!!!

Friday, November 18, 2011

Honors 11- Friday, November 18

Objective: Understand that there are specific rhetorical devices we can use in our speeches/arguments.

Here's what we did in class today:
1- Handout out vocabulary words. To see list, click on link below:
https://docs.google.com/a/alpinedistrict.org/document/d/1q-LUm2RREf4x5njZYbCSWVFsLIH2eHcs6mEgzDCe0-Y/edit?hl=en_US

2- We read through them as a class for understanding.
3- Students worked in partners to memorize them further.
4- For the last ten minutes of class, we watched two speeches and identified the rhetorical techniques used in each one.
  • Goonies
    • Anadiplosis
    • Anaphora
    • Chiasmus
  • The Return of the King
    • Epistrophe
    • Anadiplosis
    • Climax
Homework: Your lit. analysis is due next time. See Wednesday's post for specific directions. See Monday's post for a review of what makes a good essay. If you are absent on Tuesday, November 22, you MUST email me your paper before your class time starts.


Have a lovely weekend!

Thursday, November 17, 2011

English 10 Thursday, November 17

Students began their in-class two day test.
Today they focused on reading through articles pertaining to their subject. Once they read through the articles, looking for quotes and such, they chose a side and began drafting an argumentative paper.

Homework: Students should prepare in whatever way they need to in order to do well on Monday. Monday the students will go to the writing lab and type of their final argument paper. They will print off whatever they finish that day. Essentially it is a timed writing test.

Honors 11 Wednesday, November 16

Objective: Understand the themes and character development from "The Lord of the Flies"

Here's what we did in class today:
Students came prepared with 18 interview questions for the various characters in the novel. When the came to class, they noticed that the classroom was decorated like a radio station. 6 students pretended they were the characters from the novel and the rest of the class "called in" with questions. Basically it was a call-in radio show and our guests were characters from Lord of the Flies.

Homework:
Continue drafting your lit. analysis of Lord of the Flies. Things to consider regarding your paper:

  • MLA format
    • follow the example essay for a visual--I posted this to the blog on Monday.
  • Double space
    • Times New Roman, 12 font
    • NO spaces between paragraphs!!!
  • Your paper should go onto a 3rd page. So it is longer than 2 pages, right?
  • Remember to have a clear, strong, arguable thesis statement followed by arguable Thesis-Specific-Topic-Sentences.
  • Quotes
    • Use quotes that are powerful and concise. Your paper should mostly be analyzing HOW that quote proves and TIES BACK to your thesis.

Tuesday, November 15, 2011

Enlish 10 Tuesday, November 15

Objective: Review for test next time on argumentative writing.


Students played a review game in which they studied the outline for an intro paragraph, a body paragraph, a quote sandwich, and a conclusion.

Students also got to write any notes that they want on a 5 X 7 notecard that they can use for the test next time.

Homework: STUDY FOR TEST

Honors 11- Monday, November 14

Objective: How do I write a lit. analysis?

We looked at an example essay that received an A. Student read the essay and took notes explaining what worked well in the paper.

To see paper, click on link below:
https://docs.google.com/a/alpinedistrict.org/document/d/1wdr5LRED1a_RfKDQ0LKrhMiRl5xOLt7WnmQmhEb2qW4/edit?hl=en_US

Next, we compiled a class list of do's and don'ts when writing a lit. analysis.

Finally, we looked at the difference between Facts and Claims and determined that all Thesis specific topic sentences should be claims.

To see examples we looked at in class, click on link below:
https://docs.google.com/a/alpinedistrict.org/document/d/1I73NTq2Dz6BstejDx-EvPiJlyKEs8CFODZPBaOMpCh0/edit?hl=en_US


Homework: Pretend you are interviewing the following characters: The Naval Officer, Jack, Ralph, Piggy, Simon, and Roger. Come up with three good questions that you would ask each character.  (18 questions total) This assignment must be typed.

English 10 Friday, November 11

Objective: How to I put together the pieces of my argument?
1. Students read the first few minutes of class.
2. Students looked at an example essay that was done well. See essay below

https://docs.google.com/a/alpinedistrict.org/document/d/1LXW1oK_2jySRmtsdWpQwglDsvAAFVGSH4Q685KZ1a-I/edit?hl=en_US

Notice how the Quote Sandwich (claim, quote, commentary) becomes one of the examples in each paragraph? This is effective writing.

Students will be tested on all of the components on Thursday, November 17 and Monday, November 21

Thursday, November 10, 2011

Honors 11 Thursday, November 10

We went to the writing lab today for a counseling presentation.

Homework: Finish the book (Lord of the Flies) and finish your quote log. For a reminder of the quote log, see the link below:

https://docs.google.com/a/alpinedistrict.org/document/d/1UnoQ3pnwTg0vC_tV34ce0nwHWCTV6GiL-rapOKJI93M/edit?hl=en_US

English 10 Wednesday, November 9

Objective--How do I effectively insert quotes in my position paper?

What we did in class today:
1. Read the first 15 minutes of class. This time was also used to redo the assignment from the previous day. This time was also used to finish that assignment.

2. We learned how to effectively insert quotes...the quote sandwich!
  • Claim
  • Quote
  • Commentary
3. We reviewed how to introduce quotes using paraphrasing. Remember, you only quote the most essential part of the bigger picture.

Homework: Using your articles regarding AP classes, practice the quote sandwich. Write a claim. Support that claim with a properly introduced quote. Explain HOW that quote proves your claim. This is due at the beginning of class Friday.

Tuesday, November 8, 2011

Honors 11 Tuesday, November 8

Objective: What are the effects of masks on humanity?

1. Took quiz on chapters 7 & 8
2. Read and analyzed the poem "We Wear the Masks" by Paul Laurence Dunbar. (Google it)
3. Discussed the significance of Jack and his "painted face" or "mask"
4. Watched a clip from Harry Potter and discussed how the death eaters' masks account for their behavior at the Quid-ditch world cup.
5. Analyzed how the KKK gets power from their masks?
6. Looked at a news clip about face book bullying and discussed how face book can be seen as a modern day mask.
So what are the effects of a mask on humanity? They lose their identity and become part of a group. They lose accountability for their actions.

Homework:
1. Read chapters 9 & 10 from The Lord of the flies.
2. Write a one page response to the following question using both evidence from the book and from the class discussion concerning masks:


What are the effects of masks on humanity? In what way do the boys' masks lead to what happens in these chapters?

Using both evidence from the book and from the class discussion concerning masks,

English 10 Monday, November 7

Here's what we did in class today:
1. Read the first 15 minutes and did a reading response.
2. Read two articles (one for and one against AP classes) and summarize the main points of each article.
3. Next, write down specific examples from the articles to support the two sides. (for and against Ap classes)
4. Finally, write an introduction paragraph stating your position. Make sure to use all four components. (Hook, Background information, concession, and thesis)

Homework: None

Friday, November 4, 2011

Honors 11- Friday, November 4

Objective: How do symbols help us better understand the themes from "The Lord of the Flies?"

Here's what we did in class today:
1- Took a quiz on chapter 6
2- Broke into small groups.
  • Each group was assigned a symbol: Piggy's glasses, the conch, the fire, The beast, Piggy, Ralph, and Jack.
  • Each group became an expert on that symbol, creating a visual for the rest of the class to understand. 
  • Each group taught the rest of the class about their symbol
Homework: 
1-Read chapter 7 and 8. 
2- Write a one page, double-space personal response (using mla format--times new roman, 12 font) describing your reaction to the boys' digression in the novel. Why are things not working for them as a society? Focus on using specific examples from the text. DO NOT SUMMARIZE THE TWO CHAPTERS OR YOU WILL BE DOCKED. Remember that I want YOUR ideas, not a summary.

Thursday, November 3, 2011

English 10 Thursday, November 3

Here's what we did in class today:
We read the first 10 minutes of class.
Next, we reviewed the steps to writing and introduction paragraph and a body paragraph.
Next, we played a game where the students had to put a body paragraph together with ten sentences. The first three groups to do so, won.
Next, students worked on their own to write an entire introduction paragraph and an entire body paragraph.

Homework: Finish assignment we started in class.

Wednesday, November 2, 2011

Honors 11- Wednesday, November 2

Objective: How does fear control us?

Here's what we did today:
1- Took a quiz on chapter 5
2- Discussed the following quote: " A Man nor a crowd nor a nation can be trusted to act humanely or to think sanely under the influence of fear." Bertrand Russell
3- Watch three clips from "Scare Tactics" to look for examples of people doing strange things because of fear.
4- Discuss how Jack uses the boys' fear to take over as the leader.
5- In partnerships, students found examples to support the claim "Jack uses the boys' fear to take over as leader." They must find examples and then analyze HOW those examples prove the claim. If you were absent, this must be made up within ONE WEEK. (10 points)

Homework: Read chapter 6 of the Lord of the Flies

- "Neith
3

Tuesday, November 1, 2011

English 10--Tuesday, November 1

Here's what we did in class today:

We learned how to write a body paragraph.  In order to write an effective paragraph, follow the format:
Topic sentence- a claim that outlines your argument.
Example #1--A strong example that you analyze to prove your claim.
A transition sentence that links example #1 to example #2
Example #2--A second strong example that you analyze to prove your claim.
A concluding sentence that restates your claim and summarizes your main ideas.

See example below:
https://docs.google.com/a/alpinedistrict.org/document/d/1O51eCOo_agmfDnz1HE3w7rCki7vgCRFir-FfzpgyutI/edit?hl=en_US

After reviewing the format in class and looking at a few examples, students wrote one together.

Honors 11- MOnday, October 31 Happy Halloween Everybody!!!

Here's what we did in class today:
Today we finished preparing our Islands. Each group presented the island to the class in hopes of being the winner. To win, your island must be the most long-lasting, high-functioning society.

Homework: Read chapter 5 from Lord of the Flies

English 10--Friday, October 28

Here's what we did in class today:
We went to the computer lab and practiced writing the intro paragraph. Students were required to complete the following assignment:

https://docs.google.com/a/alpinedistrict.org/document/d/1_BL8KniJiYilAMBQPxB2IFwgJt3vYQUuHWUuafhCXgI/edit?hl=en_US

Homework: If you didn't finish the assignment, finish it over the weekend.

Thursday, October 27, 2011

Honors 11 Thursday, October 27

Objectives:
Understand characters/plot from chapters 1 & 2
Understand the complexities involved with creating a functional society

What we did in class today:
1- Quiz chapter 1 & 2
2- Reviewed Quote Log assignment
3- Character Analysis of Piggy, Ralph, and Jack
4- Watch clip from "Lost" "If we don't learn to live together, we're going to die alone."

  • How do a group of strangers survive on an island? 
    • Consider what the boys from the book do?
    • What would you do?
5- Create your own island! In groups of 4-6, create a functional society in which you establish a form of government, rules, consequences, expectations.

Homework: Read chapter 3 & 4 AND begin your quote log.

For Quote Log instructions, see link below:

Wednesday, October 26, 2011

English 10 Wednesday, October 26

How to organize an introduction paragraph?

1. Read the first ten minutes of class.
2. "Oragami" activity.
3. Choosing a side! Library prompt
4. Introduction paragraph- Hook, Background Information, Concession, Thesis
5. Practice writing an intro. paragraph as a class.

Homework: None

Honors 11- Tuesday, October 25

Here's what we did in class today:
1- Anticipation Activity for "Lord of the Flies"--Played "Who Should Survive?" game. Broke into small groups of 5-7 and critically argued which 7/11 people on the boat should make it to the island.
2- Went to lab 608 and checked out a copy of the "Lord of the Flies"
3- In class, started reading chapter one.

Homework: Read chapter 1 & 2 of "Lord of the Flies" and be prepared for a quiz on Thursday.

English 10 Monday, October 24

Here's what we did in class today:

Objective: Practice arguing using logic
1- Read the first ten minutes of class
2- Broke into small groups and played "Who should survive game?"
3- In journals, students practiced defending who should survive by using the evidence/rule/therefore approach.

Homework: None

Wednesday, October 19, 2011

Honors 11- Wednesday, October 19

Today was our Socratic Seminar:
We spent time in class discussing/defending/arguing our thesis statements to small groups of ten. At the end of the period, we turned in our Macbeth analysis and our late passes for this term.

Homework: None

English 10, Tuesday, October 18

We had a sub today, but we spent one final day practicing arguing using murder mysteries.

Homework: None

Monday, October 17, 2011

Honors 11 Monday, October 17

Rubric for Paper due Wednesday:
-5 if you use the "I" voice
-5 if you don't include subclaims
-5 if you don't include evidence/examples
-5 if you don't include analysis/tie back
-5 if you don't meet length requirement (500 words minimum)
-5 if you don't follow format:
Title is your question-
First line of first paragraph is your thesis. Second line of first paragraph is your first sub-claim. Followed by example. Followed by analysis.
Second paragraph first line is second sub-claim. Followed by example. Followed by analysis.

Read earlier posts to see examples of sub-claim/example/analysis

English 10 Friday, October 14

Objective: Recognizing fallacies in advertisements/persuasive writing.
1- Watched clip of the great example of logic--Sherlock Holmes
2- Watched powerpoint to learn the fallacies
3- Watched multiple commercials in order to identify the previous fallacies.

Homework: None

Thursday, October 13, 2011

Honors 11- Thursday, October 13

Here's what we did in class today:
We broke into small groups last time. Today, with your small group, you will prepare for your scene of Macbeth which you will act for the rest of the class on Monday, October 17. See rubric with any questions concerning how you will be graded:

https://docs.google.com/a/alpinedistrict.org/document/d/1ywGifGQMALemYPb6mAaQ9oqthKgMPKnUWpfcNBGw5jQ/edit?hl=en_US

***Reminder*** Any late work is due Monday, October 17 for the term. (That is one week from the last assignment's due date.

Homework*** Continue writing literary analysis of Macbeth. Be prepared with costumes, props, lines, etc. for your act on Monday. Have a lovely weekend.

Wednesday, October 12, 2011

English 10 Wednesday, October 12

Here's What we did in class today:
Objective: Using logical evidence to make strong arguments

1. Read the first ten minutes
2. With a partner, solve the mystery "Just for a broiler"
3. With a partner, solve the mystery "Little Miss Hijacker"
  • Remember to use the following formula: Evidence is always backed up by a general rule which leads to a conclusion.

Homework: None

Tuesday, October 11, 2011

Honors 11- Tuesday, October 11

Here's what we did in class today:
1. Turned in Quote log.
2. Reviewed how to write a lit analysis
  • Ask a question of Macbeth- The answer to your question becomes your thesis statement.
  • After your thesis statement follow the formula for good analysis
    • 1. Sub claim/ thesis specific topic sentence. It is still a claim, but it relates to your thesis statement and is more specific to an aspect of your thesis statment.
    • 2. Example/Evidence from the text. Use textual support.
    • 3. Analysis--explain HOW your example proves your thesis specific topic sentence. This can be 3-5 sentences long. This is your analysis! This is your chance to show HOW your example is relevant to your thesis statement.
  • Example from Mrs. Jaynes' paper: Thesis: Shakespeare uses blood to symbolize guilt.
    • 1. Sub-claim: Shakespeare uses blood to show guilt for thoughts rather than actions already committed.
    • 2. Example: As Macbeth contemplates killing King Duncan, he sees a bloody dagger dangling before his face.
    • Analysis: Because he has yet to commit the murder, Macbeth is only considering killing King Duncan. The fact that he hallucinates a bloody dagger shows that guilt is haunting him because of his thoughts alone. The blood is a reminder to Macbeth that a great weight accompanies murder, a great weight of guilt. The blood on the knife acts as a warning to Macbeth of the guilt he will eventually feel if he follows through with the deed. 
3. Got into small groups and began preparing for acting out Macbeth. You'll be acting out your scene on Monday, October 17. Follow rubric for best grade possible.

Homework: None, but begin writing your paper and working on scene.

Friday, October 7, 2011

Honors 11- Friday, October 7

Here's what we did in class today:
1- Read Act 5
2- Worked on quotes with small groups
3- Watched Act 5

Homework: Finish your quotes- These are due next time.

English 10 Thursday, October 6

 Here's what we did in class today:
Objective: How do I use logic to make a better argument?
1. Read the first 15 minutes of class.
2. Looked at the mystery/crime puzzle entitled "Slip or Trip."
3. Analyzed the puzzle by finding evidence, supported by a rule, leading to a conclusion.
Example: Evidence- Arthur still has a glass in his hand. Rule- As a rule, when people fall down the stairs, they usually drop what's in their hand to save their life. Conclusion- Therefore, Queenie is lying about Arthur having a glass in his hands when he fell down the stairs.

Point of the lesson: We want to build logic into our arguments. Unless our evidence is backed up by a generally accepted rule, it will not hold up in an argument. We also don't make big jumps of logic from our evidence/rule to our conclusion.

Homework: None

Wednesday, October 5, 2011

Honors 11- Wednesday, October 5

Here's what we did in class today:
1- Took vocab quiz
2- Read Act IV in class
3 Watched Act IV in class

Homework: Act IV reading response. See link below:
https://docs.google.com/a/alpinedistrict.org/document/d/10mJMLWHUgcDv00JVmvtYEamT6XNZ4A0rGIKSzwBvy1Y/edit?hl=en_US

EXTRA CREDIT REMINDER*** Shakespeare Night. Tonight 7pm in the auditorium.  You must watch Macbeth and write a 1/2 page critique. You must also staple your ticket to your critique. This is worth 10 points--essentially a homework assignment.

English 10 Tuesday, October 4

Here's what we did in class:
I was gone today, so you had a sub.
1- Read the first 25-30 minutes of class from your book
2- Worked on partner inference story.

Homework: None

Monday, October 3, 2011

Honors 11- Monday, October 3

Here's what we did in class today:
1- Watched Act III
2- Discussed themes and ideas from the play thus far.

Homework:
Study for vocab quiz
Reading Response following Act III
https://docs.google.com/a/alpinedistrict.org/document/d/1SV_xwuo-HCSjuvT5Dyi2Fl91k7w7w7TwfAyT_6dTYlA/edit?hl=en_US

Friday, September 30, 2011

English 10 Friday, September 30

Here's what we did in class today:
1-Read for the first 15 minutes followed by a reading response.
2- Learned what it means to infer--In what ways do we make inferences in our daily lives?
3- Let's practice looking at clues in artwork-- Working in pairs, students looked at a piece of art and created a story based on the clues in the picture. After they wrote their story, students shared them with the class.

Homework: None

Thursday, September 29, 2011

Honors 11- Thursday, September 29

Here's what we did in class today:
1. Turned in Act II reading response.
2. Partner Reading--Act III with questions. If you were absent, you'll need to read Act III on your own and complete the questions. See link below:
https://docs.google.com/a/alpinedistrict.org/document/d/1kdHZ_ve8w7jpAXi6WUA4nBpYQ4A3nlmhl-fA0ONm3nQ/edit?hl=en_US
3. We watched Act II on film.

Homework: None. Happy Weekend!

Wednesday, September 28, 2011

English 10 Wednesday, September 28

Here's what we did in class today:
We spent the period in the writing lab finishing the personal narrative. Students should turn in their narrative with the following things in mind:
1. paper needs to be in Times New Roman--12 point font
2. Underline all similes, hyperboles, metaphors, and five senses
3. Students need to bold their controlling idea
4. Students need to mark the paragraph they want me to grade for baby-steps and thought-shots
5. They need to staple the blue rubric to the narrative and complete the reflection on the back (hand-written)

Homework: Finish paper if you didn't turn it in at the end of class on Wednesday. It will be due at the beginning of class on Friday. 

Tuesday, September 27, 2011

Honors 11- Tuesday, September 27

Here's what we did in class today:
1. Watched Act I
2. Read Act II

Homework: 
1. Reading Response Act II
https://docs.google.com/a/alpinedistrict.org/document/d/1OPkW6qvXy-5kubfzQeyHH3l9WJEAlPCuJKPz4nGltBc/edit?hl=en_US
2. Complete significant quotes from Acts I and II. You can use the internet to help you or work in pairs.
https://docs.google.com/a/alpinedistrict.org/document/d/1RAwTpgD0f6ErwHr79cfzJfE0rZ4PToaJPSDkh2H_7w0/edit?hl=en_US
3. Continue studying vocabulary words. The quiz will be on Monday, October 3rd

Monday, September 26, 2011

English 10 Monday, September 26

Here's what we did in class today:
1- Went to the writing lab to continue working on personal narratives. We'll be going back to finish them on Wednesday. They are due Wednesday at the end of the period. If students feel they want to take them home to finish (if they aren't done in the writing lab on Wed) I will accept them Friday at the beginning of class.

Homework: It would be a good idea for students to print off their draft to take home. That way, a parent or sibling can proof read the paper, looking for any grammar, spelling, or organizational mistakes.

Friday, September 23, 2011

Honors 11- Friday, September 23

Here's what we did in class today:
1. Read Act I of Macbeth. Discussed/analyzed Act I.
2. Went over homework:

Homework:
1. Write a one page response to ACT I. See link below for specific details and instructions.

2. Look up vocabulary definitions in purple lit book and copy them down. Bring these definitions to class.
(start preparing for quiz to be announced)

Reading Response: See link below
https://docs.google.com/a/alpinedistrict.org/document/d/1Ou0WEBnJT0yOBvOw1VgKWE-33uIHvchH9eYJLZ_M2Aw/edit?hl=en_US


Vocabulary List: See link below
https://docs.google.com/a/alpinedistrict.org/document/d/1i2QQ_zD93SbYRoZVjrr5USw8gOCK5C5Dojj5Zjgntqo/edit?hl=en_US

Thursday, September 22, 2011

English 10 Thursday, September 22

Here's what we did in class today:
1- Read the first 15 minutes of class and responded in journal.
2- Went to the computer lab and started writing personal narratives. We'll be working on these in class for three periods (including today).

The following link is the actual narrative assignment:
 https://docs.google.com/a/alpinedistrict.org/document/d/1o9lqihMno4BEBXizZKcg8fDjgZNDlrj4DszsEFgwi3E/edit?hl=en_US


Homework: NONE

Wednesday, September 21, 2011

Honors 11- Wednesday, September 21

Here's what we did in class today:
1- Turned in homework- 10 things you learned about William Shakespeare
2- Introduced you to the A.C.T- Advice on when to take it. Also, went over comma rules and how they are tested on the A.C.T.
3- Mrs. Jaynes' presentation on why she loves studying Shakespeare.
4- Watch A&E Biography "William Shakespeare: Life of Drama."



Homework: No homework, but make sure you take your book home, so you can use it to do your homework during this unit.

Tuesday, September 20, 2011

English 10 Tuesday, September 20th

Here's what we did in class today:
Objective: How do I start my personal narrative? What is a hyperbole and how can I use to to become a better writer?
1- We read the first 15 minutes of class and completed a reading strategy.
2- We read a student example-personal narrative in small groups and identified its controlling idea.
3- We learned how to use a hyperbole. See handout below.

https://docs.google.com/a/alpinedistrict.org/document/d/13wx96qPF-Y-qDpzJyVi7y5SI0W4h0qvCIzgeGrVC8lo/edit?hl=en_US

4- Introductions!!! We looked at various ways we can start our personal narrative.

Homwork: None- But bring your I-pod to class because we'll be in the writing lab working on your personal narrative.

Monday, September 19, 2011

Honors 11- Monday, September 19

Here's what we did in class today:
1- Finished working on Paradise Lost readings (yellow packet).
2- Finished outlining the Beowulf/Paradise Lost essay..then went over answers as a class.
3- Students brainstorm and pick the top ten characteristics of the ancient heroes.
4- Listen to a guest speaker- a modern day hero- share her story.
5-Go back to list heroic characteristics and ask students if they can find elements of those in the guest's story.
6- Ask Guest speaker questions they might have about her life, her challenges, her experiences.

Homework: Research and type of 10 interesting things about William Shakespeare that you didn't already know.

Friday, September 16, 2011

English 10 Friday, September 16

Here's what we did in class today:
Objective: How do we make our narratives more interesting?  How do we "show" vs. "tell?"
1- Looked at a story with NO details. Ask the students what is missing?
2- Looked at examples of "show" vs. "tell."
          example of tell: My boyfriend broke up with me, and I am sad. example of show: My boyfriend      broke up with me and I've cried my eyes out for a week.
3- Looked at two techniques to show rather than tell in our stories. Baby Step and Thought shots- See link below.

https://docs.google.com/a/alpinedistrict.org/document/d/16YDs8pglBAmADDqWSfLb8-JS9GVqjW_DyrSwI-_EXe0/edit?hl=en_US

4- Wrote a class story by exploding the moment.
5- Read an example of a personal narrative and identified all the techniques we've learned about this year. i.e. simile, metaphor, word choice, controlling idea, show vs. tell
6- Guided Imagery- After the guided imagery, students thought about their own narrative topic and free-wrote for 5 minutes.

Homework: Come to class with your personal narrative topic. Type this even thought it's just one sentence.

Thursday, September 15, 2011

Honors 11- Thursday, September 15

Here's What we did in class today:
1- Question/Answer session about "Paradise Lost."
2- Read more excerpts from "Paradise Lost" books about the Fall/Satan tempting Eve to eat the fruit.
3- Read an essay comparing "Beowulf" to "Paradise Lost" and worked in groups to outline the essay.

Homework: NONE

English 10 Wednesday, September 14

Here's what we did in class today:
We turned in "Turning Points" graph.
We read 5 narrative examples and looked for the controlling idea.
See packet of stories for directions.

Homework: Be thinking of what your going to write you narrative about.

Honors 11- Tuesday, September 13

Here's what we did today:
1-Took the Quiz on the second half of Beowulf.
2- Analzyed the Hero's Journey in reference to Beowulf.
  • 3- Discussed in groups the following questions: According to the Anglo-Saxons, what characteristics does a hero need?
    • Is Beowulf a hero?
    • T-Chart his strengths and his flaws, if he has any.
3- Introduced Paradise Lost.  Use the following outline to help guide your reading.

  • 1-26 Milton calling upon a Muse
    line 26- Milton’s purpose for writing poem, which is to justify the ways of God to men.
    27-49-Milton asks the muse to tell him about the fall of man and who caused it (intro to Satan.)
    50-84-Description of Hell
    85-124-Satan’s speech about fighting God
    125-156-Beelzebub’s speech about his fears in attacking God again.
    157-191- Satan’s response to Beelzebub
    192-221- Description of Satan
    209-221- Explanation of why God allows Satan to have any power at all
    222-241- Satan’s “escape” from Hell
    242-270 Satan’s speech about claiming hell as his own kingdom
     Homework: Read "Paradise Lost" pages 483-490 and answer the 15 questions of the green handout. 

Monday, September 12, 2011

English 10 Monday, September 12

Here's what we did in class today:
1- Turned in homework-- one paragraph describing a memory using the 5 senses.
2- Listened to Rumpelstiltskin audio at
http://storynory.com/2007/03/18/rumpelstiltskin/
3- Read Sandra Cisneros "Straw into Gold" and answered questions.
https://docs.google.com/a/alpinedistrict.org/document/d/1WqDUSHrOMjju9qCSrK5cOBV5NvOlxYEL2WHIPpjSlPg/edit?hl=en_US
4- Introduced personal narrative-
https://docs.google.com/a/alpinedistrict.org/document/d/1kQkkTs-a7OeOC2Fc53qs3c3amiUtIk-QeGEhkckirpk/edit?hl=en_US
5 Turning Points- Decide which moments in your life make you dynamic characters. Which experiences have taught you lessons about yourself, your life, your surroundings?
https://docs.google.com/a/alpinedistrict.org/document/d/1LfapdXeLCLMq1aNxIBLAHlf4WKqeaa4nApqkbNu_sPA/edit?hl=en_US


Homework: We started in class-- graph out your 5-8 turning points. Rate them as good/bad experiences and how much they impacted you.

Friday, September 9, 2011

Honors 11- Friday, September 9

Here's What we did in class today:
1- Took Quiz on First half of Beowulf pp 28-46
2- Finished our activity "What makes an Epic?" Today we focused on the popular epic adventure "The Lord of the Rings."
3- Compare/Contrast exercise.

https://docs.google.com/a/alpinedistrict.org/document/d/1OjlZItzghruNyawDpvbZ1ySZGLpschPbii_ex-SQ1eM/edit?hl=en_US

We went over the battle between Grendel and Beowulf. We watched a scene from "The Return of the King" when Aowyn fights the King of the Nasgul. We compared/contrasted the two scenes. We practiced writing a Thesis statement.

Reviewed compare/contrast language-
COMPARE
Both Beowulf and Aowyn.........
Beowulf fights using his courage. Like Beowulf, Aowyn.............
Similarly, Aowyn......
CONTRST
Although both heroes fight to save lives, Aowyn fights for someone she loves.
Beowulf fights for honor unlike Aowyn who fights for love.
Aowyn hides her identity while Beowulf proudly boasts his heritage.

Homwork:
1. Finish writing your compare/contrast paragraph.
2. Finish reading Beowulf. Pages 47-60
3. Bring Purple Lit. Book to class.

Thursday, September 8, 2011

English 10 Thursday, September 8th

Here's what we did in class today:
Objective: Why does word choice matter when I write?
1- Read silently for 15 minutes and complete one reading strategy.
2- Image Activity- Students read a description of a house. Then I show them the actual house. They pictured something completely different because of my choice of words. Therefore, word choice matters!
3- Look at the chapter entitled "Hairs" from "The House on Mango Street." Students work in pairs to determine which phrases are the best and why?
4- Writing with the 5 senses- Students complete the following task in groups. Be as descriptive as possible. After completing the assignment, we'll share and discuss our work with the class.

https://docs.google.com/a/alpinedistrict.org/document/d/1DbatuWWU7_tOuanzxtaqErYN1XB0ByBPSjyVHJkqL_k/edit?hl=en_US

Homework: Write ONE paragraph describing your favorite memory. Use all 5 senses (sight, sound, touch, taste, smell) to describe your flashback. This must be typed.

Wednesday, September 7, 2011

Honors 11- Wednesday, September 7

Here's what we did in class today:
Objectives: How to identify an "Epic Poem?"
1- Took Jekyll and Hyde test.
2- Writing techniques- learned the difference between alliteration, kennings, and stock epithets. Practiced with a handout.
3- What is an epic poem? A narrative poem celebrating the journey of a hero.
We Looked at the characteristics of an epic. Then practiced using two common epics, Harry Potter and The Lord of the Rings.

https://docs.google.com/a/alpinedistrict.org/document/d/1SK6UxIDF-N6_YCY2CG6yzprbsFC3RI73kKDY_p6G2Xo/edit?hl=en_US

Homework: Bring Purple Lit. book to class!!!
Read pages 28-46 from purple book. Prepare for quiz.
Finish handout identifying any kennings, alliteration, and stock epithets in Beowulf.

Tuesday, September 6, 2011

English 10 Tuesday, September 6

Here's what we did in class today:
1- We went to the computer lab and wrote our own "My Name" essay. Using Sandra Cisneros' example of writing, we mimicked her writing. We practiced describing who we are using metaphors, similes, and descriptive writing.
2- Students printed off essay and turned it in for points.

Homework: None

Friday, September 2, 2011

Honors 11, Friday, September 2nd

Here's what we did in class today?
Objectives: How does an author create mood? And how does the mood support the theme?
Turned in Personal Response. If you were absent, and didn't turn it in via email (or early) consider it late. You have one week to turn it in with a late pass.
1- Prompt- Why did Jekyll create Mr. Hyde? Answer- To become free. What is ironic about this? He ended up being more imprisoned.
2- Reviewed definition of mood. Watched clip of "Coraline" while students wrote down as many things they could that helped set the mood. Examples: weather, color, black cat, isolation, etc.
3- We read Elizabeth Bowen's "The Demon Lover." Students underlined any word that helped create the mood.
4- How does Stevenson create the mood for "Jekyll and Hyde" and how does the mood support the theme?

  • The Fog in the opening scene. The fog functions as a mask- it makes things unclear- it makes it difficult to tell what is right in front of your face. This relates to the theme "duality of man" or "duality of society" because they mask their true intentions.  
  • Things happen at night- setting- night time is when people typically act out their "evil" side. This adds to the theme in that most people want to hide in the dark and not let their "evil" side show.
  • Physical description of Hyde- He's hard to describe. He has an indescribable face. Evil is also hard to describe...Hyde is the representation of evil, so Hyde's character supports the theme of "duality of man."
  • Isolation- feeling of eeriness. A feeling of being alone. This ties back to the original reason Jekyll created Hyde. He felt alone in his duplicity of life- When in reality, if the Victorians would haven't talked about it, he would have known that all men have good and evil within them. 


Homework: None- Just know there is a test on Wednesday to finish up our "Jekyll and Hyde" unit. Have a lovely long weekend!
Love,
Mrs. Jaynes

Thursday, September 1, 2011

English 10 Thursday, September 1

Here's what we did in class today:
1-    check off reading books, composition books, and homework (my name prompt) for points.
2-    Learn the difference between a metaphor and a simile
a.     Watch prezi- Begin with similes
b.     Listen to "Vindicated" by Dashboard confessional. Students must identify the simile in the song.
c.      Move on to Metaphors
3-    Read “My Name” and underline similes and metaphors
a.     What do similes and metaphors do for our writing?
b.     What are your favorite words, phrases, and images from “My Name.”
4-    Watch a movie clip from "Where the heart is" about the importance of a name. Work on drafting your own “My Name” writing sample for the rest of the period.
Homework: None

Wednesday, August 31, 2011

Honors 11- Wednesday, August 31

Here's what we did in class today:

1- In class prompt/Review: Answer the following questions "Why do we use doppelgangers in literature and what do they show us about being human?"
2- Today is picture day, so the first half of class was spent in the small gym taking pictures.
3- After pictures, we focused on characterization. In groups complete the following assignment:

https://docs.google.com/a/alpinedistrict.org/document/d/1TzgO6L89bKxAAF5tKbpXoLNMsfAshxmyxfUqMS6IMTI/edit?hl=en_US

Homework: Personal Response to Jekyll and Hyde
  • What does Stevenson's book, The Strange Case of Dr. Jekyll and Mr. Hyde, show us about being human? How could you apply the ideas or themes that he develops in the story to your life today?
  • Type a one page/double space response. Organize the response so that a main point (thesis) is emphasized and supported with specific examples from your life or from the lives of people you know. 


Tuesday, August 30, 2011

English 10 Tuesday, August 30

Here's what we did in class today:
Objectives: Why do we need to become better readers and writers?
1- Why Read? Looked at the story of Frederick Douglas, a slave in America's History. Why was it so important that he learn to read and why didn't society want him to learn to read?
2- Went to the library and checked out a book of your choice. You can also bring one from home, but from now on you've got to bring a book to class.
3-Why Write? Watched a video clip from the movie "Finding Forrester."
4- Watched Monster.com's commercial about what you want to be when you grow up. Students brainstormed the various careers they are interested in--  Students then considered how each of those careers involve writing. Students then wrote their goals in to inside folder of their writing portfolio, which they colored and designed for the rest of the period.
    Homework: Go home and get online. Search for the origin of your name. What does it mean? Next, ask your parents why they gave you that name? What were you named after or who were you named after? Do you like your name?
    *This assignment shouldn’t be more than a paragraph long. It should only take you 15 minutes.

    Monday, August 29, 2011

    Honors 11- Monday, August 29

    Here's what we did in class today:
    1- Turned in summer packet essays and checked off annotations.
    2- Took the summer packet test
    3- Answered the following questions- Why do we use Doppelgangers in literature and what do Doppelgangers show us about being human?
    4- In order to answer these questions, we looked at other examples of Doppelgangers and connected them to Jekyll and Hyde.
    4a- Listened to the song "Bad Body Double" by Imogen Heap
    4b- Read a Calvin and Hobbs comic
    4c- Watched a clip from the tv. series Superman.



    Homework: Read and annotate "A Victorian Gentleman"
    https://docs.google.com/a/alpinedistrict.org/document/d/1R9jOqxYY1gaGwxBDViK3GBu-jDTO9jDWybm2NAY3AsA/edit?pli=1&hl=en_US


    Friday, August 26, 2011

    English 10 Friday, August 26

    Here's what we did in class today:

    1- Continued working on your letter to Mrs. Jaynes
    2- Looked at our class social contract

    2a- In small groups, students drew a symbolic picture or image representing one of the rights. Click on link below to see Social Contract.

    https://docs.google.com/a/alpinedistrict.org/document/d/194XMcr6hy7qvL85p9dOO2uE2GOR2tSxHypgmTcskmM4/edit?pli=1&hl=en_US

    Homework:  NONE

    Thursday, August 25, 2011

    Honors 11- Thursday, August 25

    Here's what we did in class today:

    1. Checked off vocabulary words and background research
    2. Picked up British Literature Text Book
    3. Reviewed class contract (If there is time)
    4. Read "A Woman's Place in the home"

    https://docs.google.com/a/alpinedistrict.org/document/d/1slQ3bd76jkPPNnUyRihwqFuANUAF9pvFTZ8t_U95ps4/edit

    5. Looked at video clips and pictures showing the clothing and lifestyle of Victorian men and women.

    Homework: 1. Read pp 828-837 (will show up on test)
                        2. Finish summer packet and prepare for test







    Wednesday, August 24, 2011

    English 10 Wednesday, Aug. 24

    Here's what we did in class today:

    1. We learned names
    2. We went over class expectations
    3. Airplanes Activity
    4. Welcome Letter

    Homework: Get disclosure Document signed.

    Tuesday, August 23, 2011

    Honors 11- Tuesday, August. 23

    Here's what we did in class today:
    1- Practiced Names
    2- Reviewed Disclosure Document and Social Contract
    3- Read and Analyzed "The Boy and the Rattle Snake"
    4- Paper Airplanes if we had time...

    Homework: 1. Read over the disclosure document then write me a letter- (half page, typed, double space, times new roman, 12 font) In your letter address aspects of the agreement that you think are fair. Also, address which aspects are going to be most difficult for you to adjust to, and which aspects you already feel comfortable with. For example: While one student has no problem being on time to class, another student might struggle with typing all assignments. Etc.
    2. Continue working on your summer packet.Your vocabulary and background research is due next time. The rest of the work, annotations and short essays are due Monday, Aug. 29. You will be tested that day on vocab, background knowledge, and the novel.





    Sunday, August 21, 2011

    Welcome Back!

    Dearest English Classes,
    I hope you had an amazing summer break! I’m trying to make the dreaded transition from summer to school easier by making this year as exciting and intriguing as possible. With that in mind, I hope to share my love of English with you while assisting you in my class. One thing’s for sure; whether you like English or not, we’re going to have fun. I look forward to getting to know you all!
    Sincerely,
    Mrs. Jaynes