2/22-23 We discussed the writing prompt. We then read and discussed Chapter 18 together as a class. Students then read Chapter 19 on their own.
2) Remember that structuring out a sentence requires logical thinking and you
have to pay attention to detail.
2/20-21 We wrote the book reports in class and turned them in with the reading record.
ONCE AGAIN, I HAVE BEEN UNABLE TO EDIT MY SITE FOR ABOUT A WEEK DUE TO A LOG-IN GLITCH. IF YOU MISSED CLASS DURING THIS TIME, COME SEE ME.
2/7-8 We had a substitute. There was an in-class writing assignment, and you were supposed to read Chapters 10-12. See me if you were absent.
2/5-6 We discussed some specific aspects of Chapter 6. We then read and discussed Chapter 7 and Chapter 8 as a class. Individually, we read Chapter 9. Then, based on the first 9 chapters of this novel and all of the pre-readings (like "The Story of an Hour" and "Mirror"), we wrote a short argument answering the question, "What do women want?" Due to early-out Monday, A day will write this argument next time in class.
2/1-2 We discussed specific concepts of successful collaboration and, most importantly, the purpose of collaboration as a capacity (get the notes if you were absent). We then had an in-class assignment to collaborate on the parson scene from Chapter 6 of the novel. The assignment must be done in a group, so if you were absent, you will need to find a group to work with. See me for details.
1/30-31 We had an in-class writing assignment based on Chapter 5. You will need to see me if you missed it. We then discussed some of the implications of Chapter 5, read and discussed the beginning of Chapter 6, and then read the rest of Chapter 6 individually.
1/26-29 We discussed Chapter 3 and Chapter 4. There was a short writing assignment. See me. For next time, read and annotate Chapter 5. Look specifically for what Jody's strengths and weaknesses are according to Janie. Also, look for how Janie's wants (dreams) are changing. Pay special attention to Janie's opportunity to give a public speech, Janie's views of Jody's ambitions, and Janie's use of a head scarf.
1/24-25 We read and discussed through Chapter 2 of the novel. There was a short in-class writing assignment. See me if you were absent.
1/22-23 Copies of the novel were checked out. We read and discussed "How It Feels to be Colored Me" by Zora Neale Hurston. We then read and discussed the very first part of Chapter One of Their Eyes Were Watching God.
1/18-19 We read and discussed "The Yellow Wallpaper" by Charlotte Perkins Gillman. We had an in-class assignment to connect this story's argument to the arguments of the previous two class periods. What do they all use in common as tactics? What stance and premise do they commonly use as a basis. Most importantly, what do they all argue about what women want or what women are?
1/16-17 We read and discussed "Mirror" by Slyvia Plath, "Self in 1958" by Anne Sexton, and "The Story of an Hour" by Kate Chopin. We discussed stance, premise, and bias in each of those arguments and the common theme of a lack of identity. If you were absent, get the notes. We also had an in-class assignment.
1/11-12 We continued examining media arguments about gender including music, music videos, and poetry -- speicifically, "Mama's Boy" by Elizabeth and the Catapult, "Not the Doctor" by Alanis Morrisette, and "Lady Lazarus" and "Daddy" by Sylvia Plath. Get the notes if you were absent.
1/9-10 Writing prompts were handed in (set of 5). We discussed arguments about gender leading up to our next in-class work of literature. We examined television commercials, fashion, and clips from television shows and analyzed their arguments about gender. If you were absent, get the notes from a classmate.
1/5-8 We discussed the argument from last time, briefly, and then analyzed a second one (see video below) on the tactics, validity, and physical rhetoric of the speaker. Please get the notes from someone if you were absent. A day completed an in-class assignment writing a short argument on gender roles. B day will complete that assignment next time due to early-out Monday.
1/3-4 Welcome to semester 2. We discussed and took notes on strategies for analyzing arguments. You will need to get the notes from someone if you were absent. We then had an in-class assignment to analyze the tactics and validity of an argument. The argument can be viewed below. After you get the notes from someone, view the argument below and note Ms. Meyer's use of ethos, pathos, logos, and fallacy. Then, note the validity of her stance, premise, and claim (taking into account her bias).
12/19-20 We practiced spelling. Yep, spelling. Also, idiomatic acronyms. There was no assignment. 2nd Term is now over.
IT IS NOW TOO LATE TO HAND IN BOOK REPORTS FOR 2nd TERM. THIRD TERM REQUIREMENTS WILL BE POSTED IN JANUARY.
12/15-18 We discussed and practiced the reading section of the ACT. We completed an in-class reading comprehension practice assignment.
12/13-14 We discussed the writing portion of the upcoming ACT. We looked at some time management skills and a sample prompt. We then wrote an in-class practice essay on Sample Prompt 1. The information and the prompts can be found HERE.
Assignment: In-class practice essay. This assignment will count on 3rd Term's grade.
12/11-12 We finished discussing the grammar concepts for the February ACT. Get the notes from someone, or just look HERE. We then wrote and submitted a teacher and class evaluation.
12/7-8 Book reports were handed in. It is now too late to hand in your book report for this term. We discussed the grammar concepts that will be tested on the upcoming ACT. We took notes and practiced using some of the concepts correctly.
12/5-6 We read and discussed several articles regarding the "red scare" of the 40s and 50s as they pertain to the themes of the play. We had an in-class writing assignment to argue a position on a specific theme. See me if you were absent.
12/1-4 We wrote an in-class assessment of the structural choices in Act III and their effect on the meaning of the play and its themes. If you were absent, you will need to see me for a time to make it up. We then watched and discussed Act IV and read the omitted Act II, Scene 2.
11/29-30 We had a rather long discussion, supported by some video clips, about some of the thematic elements of the play so far. We discussed character motivations, structural choices by the author, an historical perspectives. We read the last part of Act III together. Get the notes from someone who was here.
11/27-28 We watched and discussed Act III. Get the notes from someone who was here
11/20-21 We finished reading Act II and then took an in-class assessment on how structure affects meaning. See me if you were absent. We then watched Act II from the film version and discussed the different structural choices from the play to the film.
11/16-17 We discussed some ideas about trust between adults and children and between adults and other adults. We then read and discussed Act II up until the entrance of Giles Corey. Talk to someone who was here if you were not.
11/14-15 We finished reading and discussing Act I. We watched and discussed a short TED presentation on how movements get started. We then watched an animated short called "There's a Man in the Woods" to connect to the events in Act I. You will be writing about that short film's connections in class next time.
11/10-13 We read and discussed Act I up until the entrance of Reverend Hale. Talk to someone who was here.
11/8-9 We took a pre-test on text structures based on Hawthorne's story, "Young Goodman Brown." If you were absent, you will have to make up the test. See me. We also read some of the introduction of The Crucible.
11/6-7 We discussed and took notes on puritan belief systems, puritan legal systems, and how text structure affects meaning. Get the notes from someone who was here.
11/2-3 The counseling center took this class period.
10/31-11/1 We began the background scaffolding for our upcoming play, The Crucible. We watched, discussed, and annotated Witchcraft: A Century of Murder, a documentary about the witch trials in Scotland and England leading up to the trials in Salem, Massachusetts, in 1692. Get the notes from a classmate.
10/27-30 We finished our discussion of horror fiction and wrote an in-class argument about the effects of horror fiction on society and individuals.
10/25-26 We continued our discussion of the effects of horror literature on society and individuals. We discussed two specific theories: Aristotle's "catharsis" theory and King's "alligator" theory. Get the notes from someone who was here.
DUE TO A SOFTWARE PROBLEM, I HAVE BEEN UNABLE TO UPDATE THE WEBSITE IN SEVERAL DAYS. IF YOU WERE ABSENT DURING THE MISSING DAYS, PLEASE TALK TO A CLASSMATE WHO WAS HERE, AND THEN COME SEE ME.
10/12-13 We continued our practice identifying and using figurative devices. We looked at several poems and songs and identified which figurative devices are present in each poem and the effect they have on the subtext of the work. We then wrote poems of our own incorporating the same figurative devices. See me if you were absent.
IT IS NOW TOO LATE TO HAND IN EXTRA CREDIT AND LATE WORK FOR TERM 1.
10/10-11 We completed the 5th writing prompt and all five were handed in. We took a pre-test on figurative language devices. We then took some notes and had an in-class assignment to come up with three pop-culture examples for each of the devices. Get the notes from someone who was here.
2. Bob, with Susan and I in tow, tried hard not to laugh.
3. Later, the police investigation centered on Gary but not Susan, Bob, nor I.
10/6-9 We read and did an in-class assignment on Flannery O'Connor's "The Life You Save May Be Your Own." See me for instructions on the assignment.
IT IS NOW TOO LATE TO HAND IN BOOK REPORTS. EXTRA CREDIT IS DUE ON THE 11th by 2:30.
10/4-5 We turned in the book reports. We then had an in-class assignment on proofreading and sentence structure. We looked at several (30 or so) published grammar mistakes and each student was asked to correct them. We then practiced seeing structure with about 3 sentences.
10/2-3 We peer-reviewed the thesis statements from last time and the papers on The Old Man and the Sea. If you weren't here, see me for an explanation of how these papers were graded.
9/28-29 We took notes on grammar concepts and sentence structure as an introduction to a different way of looking at English conventions. Get the notes if you were absent.
9/26-27 We discussed thesis statements, academic voice, and active voice in response to the in-class writing from last time. We read "Here We Are" by Dorothy Parker together as a class, and there was an in-class assignment to write six different thesis statements about the story in the proper voice.
9/22-25 We finished the novel and discussed the subtext possibilities. We looked at what Hemingway said about the novel and discussed the purpose of literature. We then had our first timed essay assignment. See me if you were absent.
9/20-21 We briefly discussed today's writing prompt and then continued reading and discussing the novel. We finished the novel just as class ended on A day. B day did not quite finish. Expect to write next time.
9/18-19 We discussed today's writing prompt and then continued reading and discussing the novel (up until the fish begins to circle). We began discussing the levels of possible subtext present in the work.
9/14-15 We continued reading and discussing the novel (up until about page 60). Talk to someone who was here if you were not. Also, we had our first class-start writing prompt today (see below). These are turned in every 5. This is #1.
9/12-13 We finished discussing the background schema and began reading and discussing the novel. We read until page 36 or so (depending on which period you're in). You should be annotating based on our discussion.
9/8-11 We read and discussed the subtext of Ernest Hemingway's "The End of Something." We discussed fishing, water, and boats as subtext for relationships. We read Margaret Atwood's "You Fit Into Me" as an example. We then took notes on some geography and biology related to the novel.
9/6-7 We peer-reviewed the papers from last time. We then took notes on Ernest Hemingway's biography in preparation to read our first novel. If you weren't here, get the notes from someone who was.
9/1-5 We wrote a literary analysis of "The Masque of the Red Death." We then discussed how subtext is created using symbolism and diction in that story. We discussed some other methods of imbuing a story with subtext. We read "Hills Like White Elephants" by Ernest Hemingway and wrote a short literary analysis about that story as well.
8/30-31 Disclosure documents were turned in today. We discussed Edgar Allan Poe's biography briefly. We then discussed his writing style (in particular, his diction). We then read and discussed "The Masque of the Red Death" in some detail. If you were absent, read the story (the title is a link) and discuss it with someone who was here in class. We did not get to the writing assignment, so it will be next time.
8/28-29 We finished discussing and taking notes on the characteristics and origins of American Modernism. Yep. That's about it.
8/24-25 We went over the disclosure document and class policies briefly. The printed, signed last page of the disclosure is due on Wednesday, August 30th for A day and the 31st for B day. The book report was assigned. See the buttons to the left. We then discussed the film from last class period. We then peer reviewed the papers from last time paying particular attention to the amount of summary or concrete detail as opposed to the amount of commentary. Finally, we began taking notes on American Modernism principles.
8/22-23 If you were absent, you should talk to someone who was here and then come see me. We discussed the advantages and disadvantages of being "nice" and how to appropriately be critical. We briefly discussed American Modernism. We then had a writing pre-assessment in which each student wrote a short literary analysis of the Damien Nenow short film, "Paths of Hate." The film is posted below.