FOR GATSBY PROJECT INFORMATION, SEE THE BUTTONS BELOW:
5/17-18 Gatsby presentations in class. All Gatsby project materials are due today.
5/15-16 We discussed vocabulary acquisition and a summary of the class philosophy.
5/11-12 We had our last in-class timed write. If you were absent, you must make it up in the testing center.
5/9-10 We turned in the copies of the novel to the media center. We then viewed and discussed several interpretations of The Great Gatsby as a lead-in to the last requirement of the project.
5/5-8 We read and discussed Chapter 9, finishing the novel. The Gatsby Interpretation Project was assigned (see the buttons above).
5/3-4 BOOK REPORTS WERE COMPLETED IN CLASS AND TURNED IN. We also watched the film interpretation of chapters 7 and 8.
5/1-2 We read and discussed the rest of Chapter 7 and all of Chapter 8.
4/27-28 We took a reading quiz on Chapter 6 and then read and discussed most of Chapter 7.
4/25-26 We read, discussed, and watched Chapter 5.
4/21-24 We had an in-class writing assignment on the first three chapters, and we took a reading quiz on Chapter 4. We discussed chapter four at length.
4/19-20 We checked out the copies of the novel, read and discussed Chapter 3, and watched some of the film for comparison. There was a homework reading assignment.
4/17-18 We read and discussed Chapter 2. Once again, talk to someone who was here.
4/13-14 We read and discussed Chapter 1 of The Great Gatsby. You should definitely talk to someone who was here if you were gone.
4/11-12 We had an in-class assignment that took the entire class period (see below).
3/31-4/10 We finished reading and discussing "Winter Dreams." Talk to someone who was here if you weren't. Also, of course, read the story (it should be available online).
3/29-30 We took notes and a quiz on social classes and the American dream. We then began reading and discussing F. Scott Fitzgerald's short story, "Winter Dreams." We will continue the story next time.
3/27-28 We finished our cultural artifacts with a video of risky behavior (see below). We then wrote a short synthesis of 1920's culture. We discussed some economic factors related to the novel and social classes. Get the notes.
-- Henry David Thoreau
3/23-24 We took notes on several 1900-1919 and 1920s cultural artifacts with the goal of synthesizing them into conclusions about what the culture was like, why it was that way, what lasting effects the 1920s have had on our culture, and how people from that time saw the difference between careless and carefree. See below for some samples of the artifacts. There will be a written assignment next time based on these ideas.
3/21-22 We peer-scored the essays from last time according to a general AP rubric. Each paper was scored 5 times by 5 different people, and then those scores were averaged. If you were absent, you should come see me about the rubric and the process, as we will be doing it again. The rubric we used is below.
3/17-20 We had a timed essay on Their Eyes Were Watching God. If you were absent, you can make it up in the testing center. We also discussed a central theme and a connection to The Great Gatsby. Talk to a classmate if you were absent.
3/15-16 We wrote rhetorical arguments in class, had classmates review and analyze them, had classmates write rebuttals, and then wrote a defense of our original argument. See me for how to make it up.
3/13-14 We took notes on rhetorical style and reviewed the rhetorical concepts we've discussed so far. We then had an in-class assignment to analyze the rhetoric of several presidential campaign commercials from the Democrat and Republican sides. The commercials can be found on THE LIVING ROOM CANDIDATE website. See me for details about the assignment.
THE DEADLINE FOR EXTRA CREDIT AND LATE WORK FOR TERM 3 HAS NOW PASSED.
3/9-10 We continued to take notes and discuss rhetoric. This time, we added rhetorical ethics to our discussion and evaluation. Get the notes from someone who was here. We analyzed another argument (see below) for its rhetoric and (this time) its ethics. We turned in the homework with this analysis.
3/7-8 We discussed and took notes on rhetorical analysis. We discussed premises, stances, claims, and the rhetorical appeals of ethos, pathos, and logos. We briefly discussed logical fallacy and how to find weakness in an argument. We then had an in-class assignment (see below).
EXTRA CREDIT AND LATE WORK IS DUE ON THE 9th BY 2:30.
3/2-3 We completed the book report in class.
2/28-3/1 The 28th was ACT testing, and therefore we did not have class. The 1st (B day) had an extra credit activity.
2/24-27 We took a rather large assessment on figurative language. See me if you were absent. We also read and discussed the last chapter of the novel and how the three major works we've covered so far are similar in characters, plot, and theme. Talk to someone who was here about that.
IF YOU WILL BE ABSENT ON THE DAY OF THE BOOK REPORT, YOU MUST DO YOUR REPORT DURING CONSULTATION TIME AND LUNCH ON FEBRUARY 27th OR MAKE OTHER ARRANGEMENTS WITH ME IN ADVANCE! YOUR READING RECORD IS ALSO DUE AT THAT TIME.
2/22-23 We read and discussed Chapter Eighteen and Chapter Nineteen. If you were absent, talk to someone who was here. There was no assignment other than to be working on your book report.
2/17-21 We filled out the demographic information on the ACT answer documents for the upcoming test on the 28th. We then discussed Chapter Sixteen and Chapter Seventeen of the novel.
2/15-16 We had an in-class timed write on the novel. See me if you were absent. Read the next two chapters in the novel for next time.
2/13-14 We took a quiz on figurative language and then expanded it into an assignment to create uses of figurative language in isolation and as part of a text. See me if you were absent. B-day also read and discussed Chapter Fifteen of the novel. There was no homework other than the book report.
2/9-10 We had an in-class assignment today to create the higher-order discussion questions on today's chapters using your annotations and discuss those questions in groups. See me if you were absent. There was no reading assignment given, but you should be working on your book report reading.
2/7-8 We took a pre-test on figurative language devices and then took notes on their definitions. We discussed Chapter Eleven and Chapter Twelve. A day read all of Chapter Thirteen in class and had a reading assignment to read through Chapter Fifteen. B day only read part of Thirteen in class and had a reading assignment to finish Chapter Thirteen and read Chapter Fourteen.
2/3-6 We took a reading quiz on Chapter Eight, Chapter Nine, and Chapter Ten of the novel. We then discussed some of the content of those chapters and some of the differences among Janie's relationships. We then read a part of Chapter Eleven. For next time, read the rest of Chapter Eleven and all of Chapter Twelve.
2/1-2 We took notes on low order thinking questions vs. high order thinking questions. We then, with specific requirements, created quizzes for Chapter Six and Chapter Seven using only high order questions. After the quizzes were complete, we divided into small groups and shared and discussed the questions and their possible answers. We then discussed a couple of specific places in Chapter Seven. For next time, read Chapters Eight, Nine, and Ten.
1/30-31 Writing prompts were handed in (only four this time). We discussed a little bit about Chapter Five and then took the quiz. See me if you were absent. We then read and discussed part of Chapter Six. Read and annotate Chapter Six and Seven for next time.
1/26-27 We reviewed parallel structure based on the WP sentence, and then we discussed Chapter Three. We read and discussed Chapter Four as a class. For next time, read Chapter Five.
1/24-25 We took a 50 minute, in-class quiz on Chapter Two. See me if you were absent. The quiz consists of several writing prompts on major topics from the chapter. Time was given in class to read the reading assignment (Chapter Three) for next time.
1/20-23 Copies of the novel, Their Eyes Were Watching God, were checked out. We read and discussed Chapter One in class. You should get the notes and the novel if you were absent. Reading homework was assigned on which there will be a quiz next time.
1/18-19 Based on the sentence diagramming, we discussed objective and subjective case pronouns and their correct usage (especially "who" and "whom"). We then discussed protest literature tactical choices. We then read and discussed "How it Feels to be Colored Me" by Zora Neale Hurston.
1/11-12 We examined anger as a motivation for protest literature. We had an in-class assignment to analyze the protests of two song's lyrics, one poem, and a short story. See below.
"Mamma's Boy" by Elizabeth and the Catapult
END OF 2nd TERM
1/9-10 This class period was exactly the same as the last one except A day did what B day did last time and vice versa.
LATE WORK AND EXTRA CREDIT WERE DUE ON FRIDAY, JANUARY 6th BY 2:30.
1/5-6 A4 had an in-class discussion and assignment based on several commercials and short video clips with subtextual gender messages. B6, 7, and 8 read and annotated "Self in 1958" by Anne Sexton and "The Yellow Wallpaper" by Charlotte Perkins Gilman. There was a short writing assignment. See me if you were absent.
1/3-4 Writing prompts were handed in. We discussed the quotes used for the WP today, and then we discussed some of the schema and arguments leading to our next novel. We read and discussed "A Work of Artifice" by Marge Piercy. We had a short in-class assignment.
12/21-22 We had a grammar and editing assessment. See me if you were absent.
12/19-20 Again, there was a difference. A and B days both had a timed assessment of the play as a whole. See me if you were absent. B day watched the section of the film that A day watched last time.
12/15-16 There was a difference here between A day and B day due to my unexpected absence. Both days read and discussed Act II Scene II (from the end of the play). Both days wrote about possible reasons Arthur Miller cut it from the play. However, A day watched Act IV from the film and B day did not. B day found and wrote about examples of structural elements from the play and how they contributed to the meaning. A day did not.
12/13-14 Book reports were handed in. We read and discussed Act IV annotating Proctor's motivations for the decisions he makes.
12/9-12 We had an in-class timed write on Act III of the play. See below. We briefly discussed Sen. Joseph McCarthy and Edward R. Murrow in relation to the play. BOOK REPORTS ARE DUE NEXT TIME.
12/7-8 We read and annotated Act III. We discussed some of the differences between the film and the text. We also talked about how movements start.
12/5-6 We discussed the themes of peer, authority, and self pressure in Act III (specifically focusing on Mary Warren. We examined the human nature theories behind our actions in pressure situations.
12/1-2 We watched and annotated the film version of Act II and Act III. There was a short, in-class assignment. BOOK REPORTS ARE DUE SOON.
11/29-30 We finished reading and discussing Act II. There was an in-class written assignment (see below). If you were absent, you should read and annotate Act II before completing the assignment.
11/22-28 We began reading and discussing Act II. We discussed some structural concepts including irony and rising action. We discussed some connections from the play to reality. We also discussed "cognitive dissonance" and its connection to Mary Warren and the other girls.
11/18-21 We finished Act I and completed an in-class assignment (see below). If you were absent, you should read and annotate to the end of Act I before completing the assignment.
11/16-17 We read Act I of The Crucible up until the entrance of Reverend Hale (page 38 in our copies). We took notes on the characterization (what we learn about each character) and how the author chooses to give us that information (distinguishing between direct and indirect). We also took note of the possibilities for what acts as the inciting incident in the story. If you were absent, get the notes from someone and read that section of the act.
11/14-15 We read "The Examination of Sarah Good," one of the transcripts of the trials in Salem. We then read and discussed Arthur Miller's note on the historical accuracy of the play and his essay in the introduction of the play. Get the notes from someone if you were absent.
11/10-11 We went over the writing prompt structure and grammar errors (see below). We then took an in-class pre-assessment on narrative structural elements and how they create or change the meaning of a work. The story we used was "Young Goodman Brown" by Nathaniel Hawthorne. You should read it if you were absent, and then you should come talk to me about how to make up the assessment.
11/8-9 We discussed the connections between the documentary and the Nietzsche quote from earlier. We then examined some Puritan beliefs and history and discussed the basic story structure of a tragedy (get the notes). We then watched a short film as a connection piece which led to an in-class writing assignment. You can watch the film below if you were absent. See the assignment requirements below that.
11/4-7 We viewed and discussed the second part of the documentary. You can watch both parts below if you were absent.
11/2-3 We did not actually have class on these days due to the Utah Futures program.
10/31-11/1 We continued building schema for our upcoming play. We discussed some psychology regarding human motivation, and then we viewed the first part of a documentary about the spread of witch trials and executions in Scotland and England (leading to the eventual trials in America).
10/27-28 We had an in-class timed write (an informal argument about the effects of horror literature on individuals and on society). If you were absent, you will have to make it up in the testing center. Also, you should copy the preliminary notes we took leading up to our reading of The Crucible.
END OF 1st TERM
10/25-26 We finished our discussion of American horror. We spent some time in class outlining claims and evidence for the argument next time. We then discussed and offered examples of respectful refutation as a persuasive element. Get the notes.
10/18-19 We continued our discussion of American horror. We discussed the opposing theories from Aristotle (catharsis) and King (alligator). Get the notes if you were absent. We will be writing an argument on the effects of horror literature on individuals and society based on these theories.
10/14-17 We began our discussion of American horror literature, its purpose, and effects in preparation for writing an argument. Get the notes from someone if you were absent.
10/12-13 Book reports were handed in. If yours isn't in by 2:30, it's too late. We discussed perceptions of the differences between men and women in preparation for a story. We then read and briefly discussed Dorothy Parker's "Here We Are." We had an in-class assignment. See below.
10/10-11 We discussed some principles of sentence structure. Get the notes from someone. We read and discussed "The Love Song of J. Alfred Prufrock" and had a short, in-class writing assignment. See below.
10/6-7 We discussed some sentence structure and the concept of analyzing literature from a small scale point of view. On A day, we also read and discussed a poem (B day was short due to CCR day).
10/4-5 We finished our notes on basic structure, began our notes on parts of speech and sentence structure, and took a practice grammar quiz. See me if you were absent.
9/30-10/3 We reviewed and practiced academic and active voice. There was an in-class exercise which we turned in. We also took notes on basic language structure.
9/28-29 We peer reviewed the Poe essays looking for some specific elements. We then had an in-class timed write on The Old Man and the Sea. You will need to make that up in the testing center if you were absent.
9/26-27 We finished and discussed the novel and its possible subtext (or lack thereof). We looked at some examples of introductory paragraphs and thesis statements in preparation for the writing assignment next time.
9/22-23 We read up until page 100 and discussed possible subtexts. Talk to someone who was here if you were not.
9/20-21 We discussed the reading from the previous class and some of the possible subtexts regarding the fish. We read a bit further in the text until the old man wishes he could show the fish who he is. There was no assignment.
9/16-19 We had a reading quiz on the assigned reading from page 25 to 45. We discussed possible subtexts in the novel to that point. We then read a short section in class and assigned reading for next time.
9/14-15 We discussed and read the novel up until page 25. We had an in-class writing assignment. See me if you were absent. We also had a reading assignment.
9/12-13 We discussed the concept of heroes. We discussed and took notes on some schema and scaffolding for the novel. We read and discussed the first little bit of The Old Man and the Sea.
9/8-9 We discussed "The End of Something" from last time and took notes on Ernest Hemingway's biography. Get the notes if you were absent.
9/6-7 We discussed subtext and the tools authors use to create it. We examined a poem by Margaret Atwood, and a short story by Ernest Hemingway as a class. We then read another story by Hemingway individually looking for subtext.
9/1-2 We finished our discussion of "The Masque of the Red Death" and briefly read and discussed "The Raven." We then had a quick review of the elements of essay and thesis statement writing. There was an in-class assignment to write an essay (timed for 40 minutes) in regard to the story, poem, and class discussion. The prompt was slightly different for every class, and the essay needs to be timed, so come see me if you were absent. I will explain how to make it up. These essays will be peer reviewed in an upcoming class.
8/30-31 We finished our discussion of the origins of Modernism. We took notes on modernist elements and a brief biography of Edgar Allan Poe. We then began to read and discuss Poe's "The Masque of the Red Death." Get the notes from someone who was here.
8/26-29 We discussed the film and analyses from last time. We then discussed some of the historical ideas that inspired American Modernist literature. Get the notes from someone if you were absent.
8/24-25 We went over class policies and the disclosure document. We discussed the depressing nature of American Modernism and ventured some thoughts as to why that literature is so dark. We will continue that discussion next time. We reviewed the structure and ingredients in a formal literary analysis, and then we watched a short film and wrote an analysis. The short film is linked below.
8/22-23 We discussed the basic overview of English 11 and the point of the honors class. We then wrote a paragraph as a writing pre-assessment. We discussed the concept of "being nice" and writing a basic argument.