Thursday, September 27, 2012

Honors 11--Thursday, September 27

Objective: Is ambition always a good thing? AND How do I read a graphic novel?

Here's what we did in class today:
1- #4 ACT Power concept
2- Introducing the theme in Macbeth:

Lazy people are often blamed for having too little ambition. At the same time, many overachievers are criticized for excessive single-mindedness or for doing the wrong things to achieve their goals. Think about your own ambitions and the people you would describe as ambitious. When is ambition good? When is it undesirable or even evil?
·      Write your own response for 5 minutes (free write)
·      Get in small groups (your assigned groups) and discuss
·      Write a paragraph answering the prompt—thesis driven--If you are absent, you'll have to do this on your own to make up these points.
3- Looked at graphic novel- reviewed how to read it- Read and discussed the prologue, read and discussed Act I scenes 1-2.

Homework:
  • Study ACT concepts 1-4 for quiz on Monday
  • Study Vocabulary words for quiz on Wednesday

Wednesday, September 26, 2012

English 10--Wednesday, September 26

Objective: What exactly is a personal narrative?

1- Read the first 15 minutes and complete reading strategy.
2- Get into small groups to read "What was i thinking?"--a personal narrative with a specific lesson/message at the end of it. Students must identify the message or main idea.
3- As a class, read "Growing up" and circle/identify any words, phrases, examples of any tools we've learned during this unit.
  • similes
  • metaphors
  • thought shots
  • 5 senses
  • baby steps
  • word choice
4- Reviewed what an outline looks like

Homework: Students must complete an outline for their personal narrative. Due at the beginning of class next time. 


To avoid those awkward 20 minutes of sitting in front of the computer, staring blankly at an empty screen, come prepared with an outline for your personal narrative.
What does an outline look like?
·      It can be bullet points of details you want to include in your story.
·      It can be the order in which you want to present your memory
·      It can include a list of similes, metaphors, descriptive words, that you plan to use in your narrative
·      It must include the lesson that you learned from your experience

Honors 11--Tuesday, September 25

Objective: Why do we study Shakespeare?

1- Took ACT QUIZ #2- you have one week to make this up if you were absent
2- We completed the Macbeth vocabulary--students used the purple lit books in class. You can come in before or after school to do this, or you can check out a book from me. The quiz will be next week.
https://docs.google.com/a/alpinedistrict.org/document/d/1i2QQ_zD93SbYRoZVjrr5USw8gOCK5C5Dojj5Zjgntqo/edit
3- We discussed why we should study Shakespeare--I showed movie trailers for 10 Things I hate about you and She's the Man, both inspired by Shakespeare's plays.

Homework: Complete Vocabulary words and continue studying for your ACT pop quizzes.

Monday, September 24, 2012

English 10--Monday, September 24

Objective: How do I create the mood in my writing?

1- Read for 15 minutes and completed a reading strategy.
2- Watched the first 6 minutes of the movie "Coraline." As students watched, they wrote down anything that helped establish the mood. i.e. colors, setting, plot, weather, shadows, music, etc.
2A- We discussed how in films, the director uses those things--but what do authors use in writing?
Word Choice, pacing, etc. We looked at the following lists of words:

https://docs.google.com/a/alpinedistrict.org/document/d/1zZas4_C1910_wL6MONE0SPosecC_JsFWZubJjuoB8Ng/edit

3- Students received the following handout-- Let's Create the Mood--Word Choice

https://docs.google.com/a/alpinedistrict.org/document/d/1J2SF1xkR51IG8csPIZ17fi4j-aBnj1cCskacy5t6ZZc/edit

We worked on this as a class and then individually.

Homework: If your handout is not finished, complete it at home.

Friday, September 21, 2012

Honors 11--Friday, September 21

Objective: Get to know William Shakespeare

What we did today:
1- #3 ACT Concept--students need to continue studying these concepts for weekly quizzes.
2- We watched A&E's Biography on William Shakespeare
3- We reviewed last night's homework--class contest looking at the most interesting facts about William Shakespeare.

Homework:
Why should we study Shakespeare?
Go home and research what people are saying about this. Then write a 1/2 paper (double space times new roman) summarizing/explaining/answering the question--Why should we study Shakespeare? Use at least three different sites, blogs, articles, etc. to back up your ideas.
At the bottom of your paper, just copy and paste the website links (again, at least 3) that you used for your paper. This is a formal assignment--not just bullet points, but actual sentences and explanations as to why we should study him. 

If you read this and you want some extra points, print off a picture of the current book cover that you are reading--cut it out and bring it to me for my bulletin board. Consider your extra points a reward for actually taking the time to read the blog. 

Thursday, September 20, 2012

English 10--Thursday, September 20

Objective: How can I use a "guided imagery" experience to enhance my narrative writing?

Because today was the PLAN test for sophomores, we only had 30 minute class periods.

Students came in and turned in their homework. ( typed up response to what topic they chose for their personal narrative and how it affected them or changed them in some way)

Next, students got comfortable in their desks by laying their heads down. I turned off the lights and played Enya while they listened to a "guided imagery."

After about 15 minutes, the music stops, the lights go on, and students put in their head phones. They free write for 10 minutes. During their free write, they are as creative as possible, hoping to capture images, ideas, sentences for their own personal narrative.


Homework: NONE

Wednesday, September 19, 2012

Honors 11--Wednesday, September 19

Objective: continue working on the theme for "The Lady of Shalott."

1- Took ACT Quiz 1
2- Got into groups to create visual and prepare presentation
3- Presented projects/analysis for "The Lady of Shalott"

Homework:
Research 10 interesting facts about William Shakespeare. INTERESTING! The top 5 students get a prize. Use various websites and dig for something unique.
THIS MUST BE TYPED--can be a list

Tuesday, September 18, 2012

English 10--Tuesday, September 18

Objective: How do I show and not tell in my writing?

1- Complete the Turning Points Graph

2- Look at overhead show vs Tell

3-Review Thought-Shots/Baby Steps: Click on link below for handout
https://docs.google.com/a/alpinedistrict.org/document/d/16YDs8pglBAmADDqWSfLb8-JS9GVqjW_DyrSwI-_EXe0/edit

4- Group write--Expand the moment! Each group has to expand one step of the story to create a funny, descriptive tale.

Homework:

Typed—Due next time!
 #1-Decide on which experience you are using for your personal narrative. (1-2 sentences)
 #2 Explain how that moment changed you or the lesson you learned from the experience. (3-4 sentences)

Monday, September 17, 2012

Honors 11--Monday, September 17

Objective: Practice extracting the theme from "The Lady of Shalott"

What we did today:
1- In small groups, practice topic--theme--thesis. Each student must show their own work.
2- Develop your thesis into a thesis driven analysis (3/4 -1 page hand-written)
 Your thesis statement will be the first sentence in your analysis. The rest of your paper will consist of quote sandwiches
  • mini-claim
  • example from text (quotes or references)
  • explanation/tie back to your claim-thesis
Homework: Pink Handout 
This will all be typed- 
 
Based on what you have learned about writing a literary analysis essay, explain why the different examples are categorized into the different sections. Explain what makes them effective or not. (The underlined sentences are thesis statements.)
Then look at your analysis and compare it to the examples on the handout—annotate your paper for strong, developing, and not yet examples. Then critique your paper. 
Format to follow for your homework--click on link below

Friday, September 14, 2012

English 10--Friday, September 14

Objective: How do I pick a topic for my personal narrative?

1- Read complete a strategy
2- Reviewed static vs dynamic characters. Discussed how static characters don't change over the course of the story while dynamic characters do. As characters in our own lives, we are all dynamic characters because we experience things that change us--these are called Turning Points.
3- I showed the students all of my turning points and we discussed how they affected my life--impacted me in a way that changed me into who I am.
4- Next, I graphed those on a visual scale. It was easy to see that if I were choosing a topic for my personal narrative, I would want to choose one that was either a high or a low in my life because those were the experiences that affected me the most.
5-Students wrote down their own experiences/turning points in preparation to graph them next time.

Homework: None. Have a lovely Homecoming Weekend.
Mrs. Jaynes

Thursday, September 13, 2012

Honors 11--Thursday, September 13

Objective:
How to prepare for the ACT and How do I extract the theme using the tools I have?

Here's what we did in class today:
1- Went over ACT POWER CONCEPT #2--If you missed this, come get the handout from me!
2- Topic---Theme---Thesis ( topics are usually one word) (Themes are universal truths that reveal something about humanity--a message or lesson) (Thesis Statements are specific to your book, poem, story, etc.)

Some students struggle with creating thesis statements for literature. Hopeful today helped alleviate some of that stress. I teach students a three step process that seems to truly resonate with many of them. Let's look at Harry Potter:
Topics in Harry Potter--friendship, love, death, good vs evil, hate, challenges, trials, loss, trust, revenge, power, challenge, immortality, etc. Typically, students can come up with a few topics on their own. This is a great start!
Themes in Harry Potter-- I take one topic (or a combination of them) and transform them into a universal truth or message. Love is more powerful than hate.
Thesis Statement for Harry Potter-- The third step in the process is to take the universal theme and make it specific to the thing I'm analyzing. In Harry Potter, Rowling uses the conflict between Harry and Voldermort to show that love is more powerful than hate.

Students practiced by listening to a theme song from a movie. Once they identified the movie, they went through the three steps until they had a polished thesis statement.

We practiced using Jekyll and Hyde and The Dark Knight.

Homework:
1- Digest ACT concepts. You are now responsible. Prepare and plan for pop quizzes.
2- Complete The Lady of Shalott handout. If you don't have this, come get it from me. I have extra copies.

Wednesday, September 12, 2012

English 10--Wednesday, September 12

Objective: Continue looking at word choice--the 5 senses

1- Read the first 15 minutes of class and complete a strategy.
2- Get into groups to finish the 5 senses assignment they started last time.
3- Shared our descriptions in the form of a contest.

Homework: None

Honors 11--Tuesday, September 11

Objective: How do I analyze poetry?

1- Get into small groups
2- Read The Poem "The Lady of Shalott."
3-Complete Anaylzing guide-

Until I get this on electronic copy, you'll have to come get these handouts/assignments from me.


Homework: If your small group didn't finish this, this is homework.

Monday, September 10, 2012

English 10--Monday, September 10th

Objective: How do I make my writing more descriptive? Word Choice!!! Using the five senses in my writing to add dimension/description.

1- Read the first fifteen minutes- completed reading strategy.
2-Looked at a description of a house and visualized what it looks like--then compared the house to the actual picture of the house. Students were shocked that what they were visualizing looks nothing like the picture I showed them. This shows how important word choice is when trying to be descriptive.
3- The Five Senses Group Writing Activity--students worked in groups to come up with the most descriptive sentences to the five prompts. We'll finish this next time and then have a contest to see which group has the most creative, effective description.

See Assignment:
https://docs.google.com/a/alpinedistrict.org/document/d/1DbatuWWU7_tOuanzxtaqErYN1XB0ByBPSjyVHJkqL_k/edit?pli=1

Homework: Type one paragraph describing your favorite memory. It can be a memory from childhood or last year-- I don't care as long as in your description, you include all five senses. (sight, sound, smell, taste, touch)

Friday, September 7, 2012

Honors 11--Friday, September 7th


 Objective: How do I use details, plot, imagery, contrast, word choice, etc. to analyze literature (poems, short stories, and novels)?

What we did in class today:
1- Took Jekyll and Hyde short answer test. If you were absent, you have one week to make this up before or after school.
2- A.C.T Review- I will provide mini-lessons to prepare my students for the A.C.T. I plan on getting them all in before the December test. Students who want to take advantage of this "extra push" should probably enroll for that test, so that the knowledge is fresh in your mind. I will have a student teacher the second semester; Therefore, the students will not receive any A.C.T help at that point.
3-Discuss/Analyze "The Demon Lover" by  Elizabeth Bowen. Students came to class having read the story. They also attempted to write a short analysis describing how Bowen uses description and suspense to create a certain mood. Today, we will discuss details to look at within any text in order to understand what is going on. We'll review how to extract a theme as well.
4- Paper Airplanes- IF WE HAVE TIME- By the middle of term 1, students need to know every other student's name in the class. This is important to create the right environment for our class community. I will provide opportunities to help students learn their peers name along the way, but at the end of the day, it is each student's responsibility to take on this task.

Homework: None



Thursday, September 6, 2012

English 10--Thursday, September 6

Objective: How can I use metaphors and similes in my own writing to be more descriptive? How can I learn from other authors?

What we did in class today:
1- We read the first 15 minutes of class.
2-We read "My Name" by Sandra Cisneros. We underlined all the similes and metaphors.
3-We went to the computer lab to complete an Author Mimic--students copy Cisneros' style and format, but plug in their own similes and metaphors to describe themselves.

Directions Below:

My Name Author Mimic

In The House on Mango Street, Sandra Cisneros writes a vignette entitled “My Name.” After reading the piece as a class, we concluded that it isn’t really her name that she wrote about—it is her identity, a description of who she is. She tells us about herself through her use of words. Specifically, she uses two things we’ve been studying in class: Similes and Metaphors. In the computer lab today, I want each of you to try to “mimic” or “copy” this author’s style. You will draft/write your own “My Name” piece.

Questions to consider while writing this assignment:

Wait, What am I doing? You are mimicking Sandra Cisneros’ style by plugging in your own descriptions of yourself.
How long does it have to be? Try to get somewhere between a half page and a page (double space)
Do I have to include anything in it? Yes! It needs to be full of similes and metaphors that describe you!
What if I don’t have a cool, original name? It doesn’t matter. This assignment isn’t really about your name; it is about your identity. Who are you? What do you feel? What makes you happy and sad? What makes you laugh?
Remember you can follow her exact format/style and plug in your own ideas describing you.


Wednesday, September 5, 2012

Honors 11--Wednesday, September 5

***Reminder*** Tomorrow is your final assessment for Jekyll and Hyde. 
Also, Students who never took the summer packet test, you have to take your test tomorrow either before school at 7:15 or after school at 2:15. If you do not make it up by tomorrow, it cannot be made up. 

Objective: How does Stevenson create mood in Jekyll and Hyde? How does the mood support the themes of the novel?

1- I introduced students to the Fantastic 30 Book Challenge! This is an opportunity to increase your reading and writing skills, but more importantly, develop a true love for reading!
2- Defined Mood and Irony-

  • Mood is the feeling or atmosphere that a writer creates for the reader. The use of connotation, details, dialogue, imagery, figurative language, foreshadowing, setting, and rhythm can help set the mood. 
  • Irony is a contrast between expectation and reality. This incongruity often has left the effect of surprising the reader or viewer.
Why does Jekyll create Hyde? To become free. He can't live with both of his "sides."
What is IRONIC about this? In trying to become free, he becomes enslaved by Hyde.

3- Looked at the first 7 minutes of the film "Coraline." Students watched and identified techniques the director used to establish the mood. Students came up with a variety of answers: weather, characters' actions, music, timing, color, contrast, etc.

4- Next, Students broke into small groups and compiled a similar list for "Jekyll and Hyde."
5-Next, students wrote a group paragraph answering the following prompt:
How does Stevenson use certain techniques to create a mood of terror and or mystery in the novel?

If you were absent, you will have to do this at home.

Homework:
1--Read Elizabeth Bowen's "The Demon Lover." I don't have an electronic copy of this to upload to the blog. Therefore, come into class and pick up a copy of the story as soon as you can.

2--After reading the short story, complete the following prompt:

"How does Elizabeth Bowen use descriptive language and suspense to create a mood of terror in the story "The Demon Lover." What are some specific words and phrases from the text to support your thoughts. Remember to organize your thoughts with a driving thesis/main idea/argument. 

Things to consider after today/Class Notes/Main Ideas:

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. 

Tuesday, September 4, 2012

English 10--Tuesday, September 4th

Objective:

  • What are the differences between similes and metaphors?
  • Why do we use them in our writing--or to find our voice?
Schedule
  • Read the first 15 minutes of class--completed a reading strategy.
  • We did two reading/writing assessments that we'll use to gage each student's progress throughout the year.
  • We watched a short clip from "Forrest Gump" and asked the students to identify the most popular line in that clip--answer "Life is like a box of chocolates. You never know what you're going to get." What is this? A Simile!!!
  • We watched a video at the following link:
  • http://www.watchknowlearn.org/Video.aspx?VideoID=50469&CategoryID=2258
    • Students practiced listening to songs to identify the similes/metaphors.
    • Next, we analyzed why authors, singers, artists, etc. use these devices to share their message.
  • Each student wrote their own metaphor and simile in their journal. Then we shared them with a neighbor and then as a class.
Homework: None