English 10--Thursday, December 13

Objective: How does the play differ from the movie? (12 Angry Men)

1- Students were given 20 minutes to work on their character map--this is due next time. (Monday, December 17

2-Students shared their Found Poems with each other. --each student had to read his or her poem to five other students.

3- Went over upcoming class changes--students need to understand that they will be receiving more reading homework and working with a student teacher.

Click on link below to see the parental letter.
https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVdzhUSlNqNC1ENkk/edit
Both parents and students need to sign this

4- Began watching the movie "Twelve Angry Men"--As students watch, they need to focus on the similarities between the play and the film.

Homework:
1-Character Map if not already turned in
2-Found Poem if not already turned in
3-GET LETTER SIGNED FROM PARENT

Honors 11--Wednesday, December 12

Objective: What are the effects of masks on humanity?

1- Took symbols quiz
2- Group discussion--if absent, print of the following questions and complete on your own.

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVVnU5UlhDSTFpY0E/edit

3- Discuss how masks in the novel affect the boys' actions
4- Apply it to the real world--look at examples  (Harry Potter, Hitler, KKK, Facebook)

In Class prompt--due in your binder with other prompts?
"How does facebook function as a modern day mask?" --If absent, do on your own in binder. This will be collected at the end of term 2.

Homework:
You will be interview the following characters: Ralph, Jack, Simon, Piggy, Roger, The Naval Officer
You need to type three questions for each character (18 total)
You do NOT need to answer the questions but rather focus on asking good, thoughtful questions. 

All Late work due on Friday!!!

English 10--Tuesday, December 11

Objective--Finish reading "Twelve Angry Men"

Students read the rest of the play and then worked on the following assignment. If absent, click on the link below and start working on this.

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVOWdYNWVaUE9yYWs/edit

Homework: Get caught up on any missing assignments.

Honors 11--Monday, December 10

Objective: How does Golding use symbols in the novel?

If you were absent, click on the link and complete the assignment. Since you missed the group presentations, you will need to research all of the symbols and be ready for a quiz next time in class.

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVM1d5ZEFGVDlTb2c/edit

Homework:
1- Study symbols
2- Finish book and study questions
3- ALL LATE WORK DUE ON FRIDAY!!!!!!

English 10--Friday, December 7

Objective: Read and Analyze ACT II

1- Summarize ACT I
2- Read ACT II
3- Write Found Poems

For Example and Directions--click below
https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVelkwSXd5TW9tTVU/edit

Homework: Finish Found Poem. These are due at the beginning of class on Tuesday, December 11

Honors 11--Thursday, December 6

Objective: Practice timing for the ACT

1- Students choose between taking a reading or english section of the ACT.
2- We go over answers, students get one on one help, review any concepts.

Homework: Continue reading--finish book and questions by Wednesday, December 12

English 10--Wednesday, December 5

Objective: Read and Analyze "12 Angry Men"

1- Prediction Strategy--In journals, students responded to the following:
Based on the title of the play, what do you think this will be about? Collect answers and discuss as a class.
2- Listen to ACT I (Directed Reading Thinking Activity)
3- Write a postcard--see link for specific assignment.

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVVzdtdnY3X29GZ1E/edit

Homework: Finish postcard

Honors 11--Tuesday, December 4

Objective: How does fear affect our actions and choices?

1- Respond to the following bell prompt- if you were absent, make this up in your binder with your other prompts--

"A Man nor a crowd nor a nation can be trusted to act humanely or think sanely under the influence of fear." Bertrand Russell--write what you think this quote means and any real life examples that back up your ideas.

2- As a class, we created a list of how fear affects us-

• imagination runs wild
• survival becomes key--people get selfish
• unable to see logic
• chaotic
• Let go of beliefs
• Do things you didn't think you'd do
• let go of social norms
• Get away as quickly as possible
• Become frozen/shocked

3- Watched clips from the TV show "Scare Tactics" to analyze real people in scary situations. Compare their actions to the list on the overhead.

4- Discussed how fear is prevalent in "The Lord of the Flies" Students answered the following question in a strong paragraph--
"How does Jack use fear to his advantage?"

Homework: Continue reading the rest of the novel. Section 3 questions are due Wednesday 12/12

English 10--Monday, December 3

Objective--How do I read a play and find characterization?

Students got into smaller groups and practiced reading plays.
They practiced understanding the importance of following along and characterizing as you go.


If you were absent today, you'll have to come in at lunch or right after school to make up these points.

Homework:If you did not finish your 12 Jurors--graphic organizer, finish it for partial points.

Honors 11--Friday, November 30

Why is it really so hard to create the ideal society--connect it to Lord of the Flies


In small groups we did the following reflection. If you were absent, click on link, print, and complete for points.
https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVeHpMY0FOR0JFQnc/edit

We also graded ACT 2MC from the last two weeks. We went over any questions students had.


Homework: Section 2--chapters 4,5,6, &7--is due next time. Tuesday, December 4th
Reminder-- make sure you quote the line from the text and put the page number. These points add up, so make sure you do it right.

English 10--Thursday, November 29

Objective: How do authors create their characters?

1- Characterization--personality--look at the way an author creates his characters

• what they say
• what they do
• what others say about them and do around them

2-watched a series of movie clips to practice analyzing the characters.

• Harry Potter
• Finding Neverland

3- In preparation to read 12 Angry Men, students created a graphic organizer. They had to draw pictures, symbols, and write words that remind them of who each juror is.

click on the link for the lesson plans and notes!
https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVN0Z0cUMwQmZnbDg/edit

Homework: Finish the graphic organizer.

Honors 11--Wednesday, November 28

Objective: Why is it so hard to create a working society?

Students get to present their ideal island/society to the class.


Homework:
Lord of the Flies Questions--section 2--are due Tuesday, December 4th.

English 10--Tuesday, November 27

Objective: To understand how prejudice, discrimination, and stereotyping affect our lives and the lives of others around us.

1- Began class with a mock apprentice type game- Students had to "fire" someone each round based on superficial information.
2- Defined Prejudice, discrimination, stereotyping
3- Watched a clip from Harry Potter and the Chamber of Secrets to look for examples of the three definitions-- Lucious treats Arthur Weasley bad because he is poor and associates with muggles.
4-Read the lyrics to "carefully taught" and answer questions
5- Look at a riddle that deals with stereotypes

Homework: None
If you were absent, click on the following link and answer the bolded questions in your journal to receive points. 
https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVRnZwUmozWWZ0a0U/edit

Honors 11--Monday, November 26

Objective: Practice taking the ACT English portion of the test

Students took an English section of the ACT in preparation for the upcoming December 8th test.

Homework: Section 1 (chapters 1-3) questions are due next time! No exceptions.

English 10--Tuesday, November 20

Test day 2--if you were absent, come see Mrs. Jaynes or Mrs. Wahlin.


Have a Lovely Thanksgiving break!

Honors 11--Monday, November 19

1- Students will go check out the Lord of the Flies from the writing lab.
2-Students will quickly return to class and begin the reading section from 2MC--this will be timed and take 35 minutes
3- The last 10-15 minutes of class will be spent with small groups making any last changes to their ideal society.

The following handouts are absolutely necessary to print off if you have been absent.

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVYllSaEV4REtMWEE/edit

You must complete these questions as you read the book. Please follow directions. You might quote a line or two from the text that answers the question. Then put the page number. This is to ensure that you do the reading without having to give you difficult quizzes.

Homework: chapters 1-3 with questions need to be completed by Wed. November 28

English 10--Friday, November 16

Objective: write an argumentative essay!

Students will spend the next two days in the writing lab completing the test. If you are gone either of those days, please see Mrs. Wahlin or me.

Honors 11--Thursday, November 15

Objective: What makes a good society?

Began class with watching a short clip from the TV show Lost--

Students answered the following prompt:
"If we can't live together, we're gonna die alone"
1- Why do you think the survivors are struggling to get along on the Island?
2- What do you think this quote means?

Students spent the rest of the class preparing for this assignment.


https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVUkg3U2swMjVDcHM/edit

If you were absent, you need to print off the instructions and do this on your own. You need to write up the answers to all of these questions and explain your society to me.

Homework: None

English 10--Wednesday, November 14

Objective: Review for Body paragraph

1- Read the first 15 mintues
2- played review game. Students had to identify the order of body paragraphs, intro paragraph, keywords, and sentence length. See Images below for outline.

3- We competed the following puzzle.
https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVZTdMWlJWNWItajQ/edit

4- Students also got 10 minutes to write anything they want on a 5 x 7 notecard. This is the only thing they can use on their test.

Homework: Prepare for test--students will be given multiple prompts. They must choose one and follow the instructions.

Honors 11-Tuesday, November 13

 Objective: Who makes a good member of society

In anticipation to reading Lord of the Flies, in small groups of 5-6 students must decide who should survive a hypothetical situation. Read below for specifics. If you were absent, you'll have to do this on your own for the points.




https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVS25tQlZhc05HRUk/edit

English 10--Monday, November 12

Objective: Review the body paragraph

Read the first 15 mintues of class and completed a reading strategy.

I always say the best way to learn something is to teach it. Students got into small groups and prepared a two minute lesson on "The Body Paragraph." They had to teach the four parts: claim, example(evidence), explanation, tie-back. They had to create some sort of visual for the class to follow.

If you were absent you will have to make up these 20 points- Create a visual that symbolizes the four parts of the body paragraph. Be prepared to teach/explain each part to me.

Honors 11--Friday, November 9

Objective: How do I get a 36 on the reading section of the ACT? Ok....how can I IMPROVE my reading score?

We took a review quiz for the ACT concepts/grammar concepts.
We went through reading strategies for the ACT using the reading section of 1MC.

Homework:
A2!!!!! Bring Shoes!!!!
Finish the rest of reading 1MC
Bring a book of your choice to class next period

XTRA CREDIT OPPORTUNITY-- If your A2 teacher isn't collecting shoes for the fundraiser and you have some to donate, bring them to class on Monday or Tuesday. If my A2 class wins and you donated shoes to our class, I will give you a late pass. But if they don't win, there is no extra credit.

English 10--Thursday, November 8

Objective: Continue practicing the body paragraph

1- Read the first 15 minutes of class and completed a strategy
2- Open note quiz on the body paragraph. If you were absent, click below and complete using notes from last class:

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVVVRMNk1YeXdvYWs/edit

3- We did another in class write--one body paragraph. Click on the following complete and turn in to Mrs. Jaynes.

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVX0xPbjdMZGh1ZVk/edit

Homework: Complete any make-up work

Honors 11--Wednesday, November 7

Objective: How do I get a 36 on the English section of the ACT?

Today we practiced doing an English Test together. Students watched as I walked them through strategies, rules, and procedures for the English section.

Homework: Finish 1MC English Section--whatever we didn't finish in class.
Study for upcoming quiz.

English 10--Tuesday, November 6

Objective: How do I write an argumentative Body Paragraph?

Schedule:
1- Read the first 15 minutes and completed a reading strategy.
2- Looked at an example of two body paragraphs
https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVUGt3MHo3RjF0cFU/edit
Come see Mrs. Jaynes for this document with the notes on it

3- Practiced writing our own prompt:  Pick one of the following and write an effective body paragraph. Remember to follow the following format: Claim--Example--Explanation--Tie-back

Should Teachers assign homework over winter break?

     Some people believe there are benefits to breaks from school.  Many parents agree that students need a  real break from schoolwork over their winter break.  Teachers argue that students will fall behind in their work if they don’t study during winter break. Should teachers be allowed to assign work over winter break or not?

Should schools ban junk food and soft drink vending machines on school property?

Because of the recent discussion about Americans struggling with obesity, many schools are coming up with ways to help promote good health among their students. Your school is considering getting rid of all vending machines that sell junk food and soda. Should they do this or not?

Honors 11--Monday, November 5

Objective: Better understand the complexities of Macbeth through a Socratic seminar.

-Students came to class with their literary analysis complete.
-Students argued their points using evidence in a small group--a socratic seminar.

Homework: Study for Grammar Quiz coming up on Friday

If students came to class without paper or were absent, they will have to take a test to make up these points. The paper is due in one week with a late pass.

English 10--Friday, November 2

Objective: Continue Practicing Thesis Statements

1- Read the first 15 minutes
2- In class Intro Prompt--Choose one of the following prompts and write an introduction paragraph--This is being graded so it must be made up.


3-

Should Teachers assign homework over winter break?

Some people believe there are benefits to breaks from school.  Many parents agree that students need a real break from schoolwork over their winter break.  Teachers argue that students will fall behind in their work if they don’t study during winter break. Should teachers be allowed to assign work over winter break or not?

Should schools ban junk food and soft drink vending machines on school property?

Because of the recent discussion about Americans struggling with obesity, many schools are coming up with ways to help promote good health among their students. Your school is considering getting rid of all vending machines that sell junk food and soda. Should they do this or not?

4-  Next, we reviewed the difference between open and closed thesis statements.  We completed the following assignment:

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVMWYxM1VqRUxfMEE/edit

This assignment will be graded for points. Make up if you were absent.

Homework: None

If Absent--write the intro paragraph and complete the "Open/Closed Thesis Statement Assignment"

Honors 11--Thursday, November 1

Objective--Show an understanding of Macbeth by acting out the play :)

Students presented their scenes to the class.

Homework:
Paper due next time for Socratic Seminar! Also anyone who is missing the OUTLINE--this must be turned in no later than Friday, November 2nd with a late pass or otherwise. You can't turn in the outline the same day you turn in your paper. That defeats the purpose. For directions, instruction, format, etc. on the paper, click the link below. This is also the gold handout I gave you in class today.

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVUkk5WWtleGJNc0U/edit

English 10--Wednesday, October 31

Objective:
How do I write a thesis statement?

1- Reviewed Intro paragraph.
2- Discussed Thesis Statements using the following handout:

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVcU1fRmJ3RDRseFE/edit

3-Watched a clip of "The Nightmare Before Christmas" and practiced writing both closed and open thesis statements.

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVS2tCbHBUQjZqazQ/edit

Homework: Be safe!!!

11 Honors--Tuesday, October 30

Objective:
Continue preparing for scenes from Macbeth

Students spent the class preparing for their scene which they will act out next time in class. Students will be graded using the following rubric:

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVU2xEMndaeTJXakU/edit

Homework:
Prepare for scenes--due Thursday, November 1
Write paper--due Monday, November 5

English 10--Monday, October 29

Objective: Understand the Introduction Paragraph once and for all!

1- Review introduction paragraph by looking at my prezi reviewing the Introduction paragraph
2- Students practiced by writing an intro paragraph in class
3- Practiced debating a topic--reviewing how to write a concession
4- Played partner game- students had to read 12 sentences and formulate three intro paragraphs looking for key words like although, should/shouldn't, hooks, etc.

Homework: None

Honors 11--Friday, October 26

Objective: Meet with groups and prepare scenes for Macbeth

Students have two days to prepare costumes, dialogue, scenery, action, props, etc. for their group scene of Macbeth. They will be presenting these groups on Thursday, November 1

Homework:
Question Packet is due on Tuesday, October 30
Paper Outline is due October 30

See details, examples below

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVUkk5WWtleGJNc0U/edit

English 10--Thursday, October 25

Objective: Practice the Introduction Paragraph--

Students went to the writing lab to perfect the introduction paragraph.
They had to write 5 intro paragraphs using 5 prompts. See assignment below:

https://docs.google.com/a/alpinedistrict.org/document/d/1_BL8KniJiYilAMBQPxB2IFwgJt3vYQUuHWUuafhCXgI/edit

Homework: Finish that assignment if not completed in class

Honors 11--Wednesday, October 24

Objective: How do I structure an analysis?

1- Review how to write a paper.
2- Go over expectations for play.

See link below for instructions on paper and outline

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVUkk5WWtleGJNc0U/edit

3- Worked on questions/outline

Homework:
1- Finish Questions due Tuesday, October 30
2- Outline due Tuesday, October 30

Upcoming dates to know:
Friday and Tuesday (October 26 &30) prepare for scenes
Thursday November 1--Act on scenes
Monday, November 5--Socratic Seminar--PAPER DUE!!!

English 10--Tuesday, October 23

Objective: How does organization make me a better writer?--Learn the introduction paragraph.

1- Object Lesson- Origami rabbits-- understand why the order we present things matters
2-brainstorm/discuss/debate whether or not small communities should fund libraries.
3- Go through the steps of an introduction paragraph.

1- Hook- Grab your reader's attention
2- Background Information- restate/explain the prompt. Create a context for your reader. Explain what has prompted this discussion.
3-Concession--acknowledge the other side's argument Although.............................
4- Thesis- your point, your argument, We should/should not....................................

See link below for prompts and notes from today


Homework: None

Honors 11--Monday, October 22

Objective: Continue understanding/analyzing Macbeth

1- Turn in ACT IV response and ACT III group questions

2- Finish reading the Play. Students will follow along with the graphic novel while watching the film. They should finish their questions as they read.

Homework: No Homework-- but students questions/answers need to be complete by the end of class on Wednesday. There will be a little bit of time in class, but they should work on this if they are behind.

English 10--Friday, October 19

Objective: How do I use logic to structure my argument?

1-Read for the first 20 minutes of class
2- Turned in homework-- worth 20 points. Discussed the answer to "Little Miss Hijacker"
3- Completed the strategy game "Who Should Survive?"

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVODNXR2FVRGx6c1E/edit

Homework: Finish "Who Should Survive?"

Honors 11--Thursday, October 18

Objective: Continue Understanding Macbeth
REMINDER-- all late work, quizzes, make-up quizzes need to be done by Friay, October 19 at 2:45.
1- ACT Quiz #4--covering concepts 1-5
2- Watch ACT III and IV of Macbeth

Homework: Due Monday, October 22
-->

Macbeth Reading Response

One page, double space, 12 point font--Basically, because every class is at a different place in ACT IV, respond to whatever you want. Here are some ideas:

• the influence of and roles of women in marriage, in society, in politics
• traits of a good leader
•  Lady Macbeth’s leadership traits and procedures
•  effects of women in leadership positions
• The amount of people Macbeth has killed now--why has it gone this way

You can discuss all or any of the following as they apply to this particular play and how they compare/contrast with modern life. 

English 10--Wednesday, October 17

Objective:
How do I use evidence to construct a strong arument?

1- Get new seats!
2- Read/Strategy
3-Review Claim/Evidence/Rule using "Slip or Trip" chart. Evidence and Explanations aren't enough. In order to create a strong argument, you need a claim. The three pieces go together.
--see link below
https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVSE9MR29CcENmVlU/edit

4-Practice solving murder mystery "Little Miss Hijacker"

Homework: Type a 1 page paper (double space-12 font-times new roman) arguing what you think happened to the woman--Who killed her, how did he do it, why? etc. Use Claim, Evidence, Explanation model. See link below for some serious help!!! Trust me--students who click on the link below will have an easier time completing this assignment than students who don't. Just sayin....

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVLWZfTk4tUjg1bE0/edit

Honors 11--Tuesday, October 16

Objective: How do I use participial phrases in my writing?
Continue reading/analyzing ACT III of Macbeth.

1- Mini writing lesson on modifiers/ participial phrases. Looking at pictures, we practiced using participial phrases in order to be more descriptive in our writing.
2- ACT CONCEPT #5 Misplaced/incorrect participial phrases/modifiers
3- Continued working on ACT III in small groups
4-Revisited 30 Book Challenge-- Handed out book marks.

Homework:
Prepare for ACT QUIZ on all 5 concepts. This is worth 28 points. Study study study!

Reminder:
All missing quizzes, retake quizzes, homework, etc. is due on Friday, October 19!!! No Exceptions.

English 10--Wednesday, October 10

Objective: How do I use inference to create an argument?

• Read the first 15 mintues

• Reviewed the 30 Book Challenge. Reminder--students are encouraged to read 30 books by the end of the year. I gave each student a book mark to keep track of their books.

• Looked at a murder mystery "Slip or Trip." We focused on evidence and rules-- Evidence matters when it is accompanied by a "Rule" or explanation that is commonly accepted by all people. 

Homework: None

Honors 11-Tuesday, October 9

Objective: Continue Reading/Analyzing Macbeth

1- Turned in ACT II reading response
2- Took Vocab Quiz
3- "Good Angel/Bad Angel"--See links below
4- In groups, we read ACT III and answered the following questions:
https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVMHVTbE1YbmQyZEU/edit


Homework- NONE

English 10--Monday, October 8

Objective:
What is inference and how to I use it?

What we did in class today-
1- We read the first 10 minutes
2- We talked about inference--watched a clip of Sherlock Holmes where he says, "it's the small details that mean everything."
3- We practiced making inferences from Art work.
If you were absent, you need to click on the link below for the handout.

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVMFlyUjRqdno1REE/edit

Directions for absent students-
1- get online and pick a picture or piece of art with no words.
2- Look at all the small details or clues in the pictures.
3- Make inferences using those clues and write a creative story about what you think is going on in the picture. The story should be a half page handwritten?
4- Bring me the picture (printed out) and the story for full points.


Homework: NONE

Honors 11--Friday, September 5

Objective: How does watching Macbeth on screen differ from reading the graphic novel?

In class, we watch ACTs I and II of the film Macbeth.

Homework:
Study for vocab quiz on Tuesday

If you were unable to access the ACT II response from Wednesday's homework, click on the link below and complete this by Tuesday.

https://docs.google.com/a/alpinedistrict.org/document/d/1OPkW6qvXy-5kubfzQeyHH3l9WJEAlPCuJKPz4nGltBc/edit

English 10--Thursday, October 4

Objective: Revise and Complete Personal Narrative

Follow these instructions to revise paper: Each student can print his own copy of instructions--

https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVbEJQdzZBVlZmZkk/edit

This paper and revision process is due at the end of the period. 

Honors 11--Wednesday, October 3

Objective:

• Understand ACT II
• Learn another tool to analyze literature 

What we did in class-
1-Went over the Socratic Question paper--In small groups, students brainstormed questions for ACT I
For handout--see link below:
https://docs.google.com/a/alpinedistrict.org/file/d/0B56Yxn-bJzoVbWVSZlFBaTk5SVU/edit
2- Read ACT II
3- In small groups or as individuals, students created questions for ACT II.

EXTRA CREDIT OPPORTUNITY-- Go to "Night of Shakespeare" at LPHS Wednesday, October 3 at 7pm. Watch it, yes the whole thing, and then respond to the following prompt: Which part of the evening was your favorite? Why do you think Shakespeare was written to be acted, not read?--at least a half page response please. Then attach your ticket to this paper and turn it in in exchange for an extra slacker pass.

Homework:
click on link:
https://docs.google.com/a/alpinedistrict.org/document/d/1OPkW6qvXy-5kubfzQeyHH3l9WJEAlPCuJKPz4nGltBc/edit 

   

Macbeth Act II Reading Response

Lady Macbeth waits for Macbeth to finish killing Duncan.  Macbeth enters, still carrying the bloody daggers.  Lady Macbeth again chastises him for his weak-mindedness and plants them on the bodyguards herself.  As she does so, Macbeth imagines that he hears a voice saying “Macbeth will sleep no more.”  Lady Macbeth returns and assures Macbeth that “a little water clears us of this deed.”  How do you feel about her statement?  What is she trying to do?  How can this suggestion, “a little water clears us of [the] deed,” apply to our world—perhaps your own life today? 

Write a one page, double space, response. Make sure to follow the directions and answer ALL aspects of the question.

English 10--Tuesday, October 2

Objective: Continue working on personal narrative

Students continued working on their papers in the writing lab

Homework: None but the personal narrative is due at the end of class on Thursday.

Honors 11--Monday, October 1

Objective: Understand ACT I of Macbeth

1- We took A.C.T. Quiz #3--if you were absent, you'll need to make this up before or after school within the next week.

2- We finished reading/analyzing ACT I of Macbeth.

Homework:
Macbeth ACT I prompt--click on link below for specific assignment--
https://docs.google.com/a/alpinedistrict.org/document/d/1Ou0WEBnJT0yOBvOw1VgKWE-33uIHvchH9eYJLZ_M2Aw/edit

Continue studying Vocabulary and ACT concepts. Pop Quizzes to come.

English 10--Friday, September 28

Objective-- Start writing our personal narratives in the  computer lab.

Students will have three days in the lab to complete this assignment.

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

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.

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.

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. 

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

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

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)

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

https://docs.google.com/a/alpinedistrict.org/document/d/1kjYw2frYYQ8gTk5SzgU-7h_HlfF3FMZIBhDCWEt6m6A/edit 

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

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.

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.

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)

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

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.

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. 

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

Honors 11--Friday, August 31

Objective: Who is a Victorian Gentleman? How does Stevenson show characterization throughout his novel?

1- We practiced learning names. The name quiz is coming up and we've got to get names down.
2- In small groups, we worked on analyzing who exactly is a Victorian Gentleman. Using our the article and the novel, we completed the following graphic organizer:

https://docs.google.com/a/alpinedistrict.org/document/d/1TzgO6L89bKxAAF5tKbpXoLNMsfAshxmyxfUqMS6IMTI/edit

You only need three examples (three of the five rules per character) Do not put 3 examples in each box! That is too much and would take you a long time.

3- In class prompt-- Answer the following question:

"What does it take to be a "Victorian Gentleman?" Does truly such a man exist, and if so, is Dr. Jekyll one? What about Hyde? Use words, phrases, and examples from the text to support your thoughts.

Paragraph format:   The Quote Sandwich!
1- Begin with a thesis or claim---Must be arguable.
2- Follow with an example from the text--quote or paraphrase
3-Analyze/Explain HOW that quote proves your thesis/claim.

Always tie things back to your thesis!

If you were absent this day, you've got to do the chart on your own and answer the short answer prompt in a half page to 3/4 page response. (Can be hand-written)

Homework: Check Skyward- your grades are updated. If you are missing work due to absences or not turning things in, consider getting caught up. The rest of you, enjoy the long weekend!

English 10--Thursday, August 30

Objective: Introduce the Fantastic Thirty Book Challenge

1- First we went to the little gym to have pictures taken
2- We read the article from the Washington post entitled "One in Four Read No Books Last Year."
      click below for link to the article
http://www.washingtonpost.com/wp-dyn/content/article/2007/08/21/AR2007082101045.html
3- We answered the following questions as a group/class discussion:

• Why do you think the Author wrote this article? In other words, what is the main point?
• What details/facts did he use to support his main point?
• What are some reasons people gave for not reading
• What are solutions to those specific problems

As a class, we talked about our own reasons we aren't reading more. We brainstormed/discussed possible solutions to those problems.

4- I introduced "The 30 Book Challenge"--Each student at Lone Peak has been challenged to read 30 books by the end of the year. They can be any book the students wants. Students can count assigned reading books as well, but most of the books should be ones the students WANT to read. They will not earn points; This is a challenge to promote life-long readers.

5- We went to the library to familiarize ourselves with the library and possibly check out a book.

Homework: Every student must bring a book to class next time--a book of their choice that they want to read for 15 minutes a day every class period. 

Honors 11--Wednesday, August 29

Objective:
Why do we use doppelgangers in literature and what do they show us about being human?

1- Each student read a Calvin and Hobbs comic using an example of Doppelgangers. In groups, they discussed the connections they found with "Jekyll and Hyde"
2-We read the lyrics and listened to the song "Bad Body Double" by Imogen Heap. Students created a T-Chart where they compared/contrasted the song with the novel.
3- We discussed WHY Stevenson would write Jekyll and Hyde and WHY he used a doppelganger to express his ideas.


Homework: Read and Annotate "The Victorian Gentleman" handout:

https://docs.google.com/a/alpinedistrict.org/document/d/10f9FahLL0M4FF_wKgVviTBUCQmYMq4dpP3tYXRY8pUo/edit

English 10--Tuesday, August 28

Here's what we did today:

Objective: Why should we improve our reading, thinking, and writing skills?

Schedule for the day-
1- Writing Questionairre-walk about- Students walked around in groups and answered each of these questions (which were on colored butcher paper) with sticky-notes

• When it comes to writing, I don't understand
• I dislike writing when
• I like writing when
• One or two things I want to learn to do better in writing is/are
• My favorite writing assignment was...

2-Watched "Finding Forrester" trailer- Discussed why writing is so important.

3- Watched Mrs. Jaynes' powerpoint entitled "The Power of Reading, Thinking, and Writing.
 4- Students checked off their composition journal- they also wrote their main goal they'd like to achieve this year in English class.



Homework: Last day to bring class materials! If they aren't in class next time, you will lose points.

Honors 11 English--Monday, August 27

Here's what we did in class today:

1-Turned in compare/contrast paragraph about women now and women during the Victorian Era
2-Created a class Venn Diagram using students' ideas to compare the two--decided that social status was the most prominent factor both then and now.
3- Reviewed elements of Victorian Society

The Victorians

·      Queen Victoria comes into reign at age 18
·      Time of interest in morality—prudence fashionable as a way to curb indecent behavior
·      In part as a reaction to the excesses of her royal predecessors, Queen Victoria placed great emphasis on moral behavior, and her standards set the tone for the rest of society.  Even today, for many people the term Victorian implies stuffy complacency and prudishness.  Many late Victorian writers began to challenge the hypocrisy of Victorian Standards.
·      The big cover-up/Emphasis on facades
·      Covering up the bad (in society)
·      Detective novels as a way to subconsciously uncover the truth of what society was covering up.

4- Watched a clip from "Alice in Wonderland" trying to identify aspects of the Victorian Era.

Homework: 

Type one page (double space-12 font-Times New Roman) about the society in which we live.

Consider the following:

·      Expectations

·      “Hidden Secrets” (things that people do, but don’t want anyone to know about)

·      Differences between men and women

·      What’s cool and not cool

·      I don’t know…you get the idea

English 10--Friday, August 24

Here's what we did today:

Objective--Learn the class rules/disclosure document

1- Practiced Names
2- "Riddle Me This"  Students tried to solve Mrs. Jaynes' riddles. Then, in small groups, students took sections of the disclosure document and created riddles for the class to solve.
3- Paper Airplane game to learn names

Homework: Bring class materials and disclosure document

• composition book
• Sticky notes

Honors 11--Thursday, August 23

Here's what we did:

Turned in

• annotated Jekyll and Hyde
• 2 page response
• 7-10 facts
• lit terms/definitions
• vocab words/definitions

Also turned in 

• Disclosure Document
• Disclosure Document response to me

Next,

Took Quiz on Jekyll and Hyde packet

Reviewed Names

Reviewed Social Contract

Homework:

1. Read and Annotate the article "A Woman's Place in the home."
https://docs.google.com/a/alpinedistrict.org/document/d/1slQ3bd76jkPPNnUyRihwqFuANUAF9pvFTZ8t_U95ps4/edit
As you read, annotate for the main idea or key concepts of each paragraph or two. This will help develop reading skills that you'll need in order to improve your ACT reading score. 

2. Write a compare/contrast list for women now and then. 

English 10--Wednesday, August 22

Here's what we did in class today:

1- Reviewed names and seating chart
2-"James Franco" video presentation (class expectations)
3-Social Contract--each student cut out one picture from a magazine representing one aspect of the social contract-- for a copy of the social contract, click the link below:

https://docs.google.com/a/alpinedistrict.org/document/d/194XMcr6hy7qvL85p9dOO2uE2GOR2tSxHypgmTcskmM4/edit

4- Reviewed class materials

Homework:
Bring the following things to class

• three ring binder
• sticky notes
• composition notebook

To the parents:

I am so excited for this year! I've met the students and am beyond impressed with their respectful, positive attitudes. I can't wait to get to know them better. Let me know if I can assist you in any way.

Sincerely,

Mrs. Jaynes

11 Honors English--Tuesday, August 21

Here's what we did in class today:

1-Went over student names and seating chart
2-Reviewed class rules and read disclosure document
3- James Franco clip "I'm James Franco and I deserve an A!"
4- Read "The Boy and the Rattlesnake."

Homework—due Thursday, August 23     NO LATE PASSES

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 Jekyll and Hyde packet. Everything is due next time. You will be tested on the novel and anything in the packet (background information, literary terms, vocabulary words)

• Annotated Text (Jekyll and Hyde book)
• 2 page response
• 7-10 Facts
• Literary Terms with definitions
• Vocabulary Words with definitions

Honors 11 Tuesday, May 15

Here's what we did in class--

Finish presentations on "As a Man Thinketh"-

Have students read pages 141-152 from their purple lit books- they will be reading "The Pardoner’s Tale"

After reading and understanding the text, have them answer questions 1-8 on page 152-have them write these answers in great detail- backing up their ideas with support—collect these in three days (for the next three days, students will be reading a text from this book. I’ll collect all questions at the same time to keep it more simple and organized. Even if they work in groups, which I encourage, they still have to each write their own answers.

When there are about twenty minutes left, have students complete an in-class free-write using the following prompt:

“Do you think money is the root of all evil? Is it that black and white? Either way, defend your answer with evidence from both the world and texts we’ve studied this year in class.”