Wrapping Up Things...

Today I collected warm-ups and we discussed the end of Things Fall Apart. We put off the final essay until after the vacation.

The End of Okonkwo

After reviewing MLA format, we spent the rest of the day working on question for the final two chapters of the novel (available online).

Tomorrow we will spend the bulk of our short period on a brief in-class essay.

Things really start to fall apart...

Today we discussed last night's reading and took a few, specifically concentrating on Achebe's themes.

HW Finish the novel.

Ethnocentric Cultural Reletivism

Today we revisited the ideas of ethnocentrism and cultural relativity as they pertain to the later chapters of TFA.

HW Read 22 through 23 and take some notes.

Quiz & Questions

Today we took another short quiz on the weekend's reading and then worked on a few discussion questions.

HW

1. Finish questions if necessary.
2. Read and take notes on ch. 19 through 21.

Hanging w/ Mr. Lee

Reading HW for the weekend: Chapters 16-18.

Okonkwo's Exile

Today we took a short quiz after the warm-up and, after a short discussion, spent the remainder of the period working on the culture assignment that is due tomorrow.

Have fun with Mr. Lee!

HW Read chapters 14 through 15 and finish the culture assignment if you need to.

Ibo Culture

Today we talked a bit about last night's reading and then started a new assignment on Ibo culture (available online) which is due 12/14.

HW Read and take notes on chapters 12 to 13.

Much Needed Reading Time

Today we took a few notes and read for about a third of the class.

HW: Read and take notes on chapters 11-12 (to page 115).

CAHSEE & TFA

Today we started our look at the California High School Exit Exam with a brief warm up and I handed out practice books (don't lose these; we will need them later!).

After a brief quiz on the weekend's reading, we talked about the ogbanje and iyi-uwa traditions that were the center of the chapter.

HW: Read chapter 10 and about half of 11 (through page 103)

Ethnocentrism & TFA

Today we drew Okonkwo's compound (based on the paragraph on page 14), took a short quiz on chapters 7 and 8, and took some notes.

HW: Read Ch 9 and take notes.

Notes and Questions

Today we looked back on the first six chapters of Things Fall Apart. We discussed the questions given out yesterday (below), and I collected them. We then took some notes and had some general clarify conversation about the novel.

Students should be through chapter 8 tomorrow. Expect a quiz.
~~~~~~~~~~~~~~~~~~~~~~~~~~

1. Describe Okonkwo’s position in the clan.
2. What things are most important to the lives of the people of Umuofia?
3. What do the Ibo people believe and what customs do they practice?
4. What things from the Ibo culture seem very foreign to you and what seems rather familiar?
5. The priestess of Agbala is a very significant figure in this book. What effect does her status have on your judgment of the roles played by women in the culture?
6. How do others in the village feel about Okonkwo’s personality and behavior? Are their feelings justified?
7. What importance, purpose and meaning do the two holidays, the Week of Peace and Feast of the New Yam, have for Ibo?

The Return of POW

Today we started a new poem of the week--"A Native Person Looks Up From the Plate" by Alice Walker--and then started our discussion of TFA with some notes. Oh yes, and there was a quiz...

HW: Chapters 3 & 4. Expect a quiz.

Romantic Wrap Up and Imperialism

Today we started the period with a brief writing assignment analyzing a piece of Romantic poetry as a capstone to our short look at the Romantic movement and Industrialism. We then took a few introductory note son Chinua Achebe's novel Things Fall Apart (TFA).

HW: Read and take notes on chapters 1 & 2 of TFA

Persuasive Friday

We spent the day writing a practice CaHSEE essay, persuasive of course!

Wordsworth & Persuasive Posters

After a discussion of Wordsworth's "I Wandered Lonely as a Cloud," students presented their article summary posters in preparation for tomorrow's in-class persuasive essay.

Persuasion Continued & the Romantics

Today we started with a brief introduction to the Romantic Movement and its relationship to the Industrial Revolution. We spent the rest of the period finishing the persuasive posters from yesterday. We will present these tomorrow.

Persusion Continued

Today we continued our work with persuasive articles, making posters to summarize the main points and persuasive strategies.

Welcome Back

Today we continued our look at persuasion, looking specifically at school-related issue. We did some in class work with persuasive articles that we will finish in class tomorrow.

Wrapping Up Robespierre

We wrapped up our look at Robespierre's terror defense today with a look at persuasive strategies in general and how Robespierre employed them specifically in his speech. We will continue our look at persuasive strategies after vacation.

Paraphrasing the Terror

Today we continued our analysis of Robespierre's defense of the Terror, reviewing our annotations, identifying his thesis, and summarizing his main points.

This I Believe Read Around

Today we read your this I believe essays in class. Most students read, though a few will go tomorrow. If you were not here, be prepared to read.

I also reviewed your papers' formatting. Remember, final drafts MUST be in MLA format. Use the handout I gave you or go online.

Reformatted TIB essay are due tomorrow.

More Text Annotation

Today we continued our annotation of the passage from Dickens' A Tale of Two Cities.

Text Analysis Cont.

Today Mr. Lee continued work on text analysis while Mr. Staiano was off being all self-important on the radio (available as a free download @ iTunes apparently).

This I Believe essay final drafts will be due Tuesday instead of Friday. Please be prepared to read them out loud.

Analyzing Your Text

Today we worked with the texts you brought in. We will continue tomorrow.

Annotation

Period 1: Today we practiced a new type of text annotation with a passage from A Tale of Two Cities about the French Revolution and the Terror.

Period 2: Started a new text analysis assignment by looking at The Black Eyed Peas' song "Where is the Love."

HW: Bring in your own text. It could be song lyrics, an article from your favorite magazine, part of your favorite book, etc.

A Tale of Two Activities...

Period One started a new text analysis assignment under the guidance of Mr. Lee by looking at The Black Eyed Peas' song "Where is the Love."

HW: Bring in your own text. It could be song lyrics, an article from your favorite magazine, part of your favorite book, etc.

Period Two finished up with response groups on the TIB essay. Typed revisions are due tomorrow.

Response Groups

Today I collected warm ups and then we did our first response groups for the This I Believe essays in period one. In period two we modeled response groups in the fish bowl.

Period 1: Typed essay revisions due on Monday.
Period 2: Be prepared fro response groups.

In the Fish Bowl

Today in first period, we spend the day responding to two This I Believe essays as a whole class, practicing the techniques we will use in response groups tomorrow.

In second period, we continued writing and will "fish bowl" tomorrow.

This YOU Believe

Today we started our This I Believe essays in class. Handouts are available in the classroom folders, but basically, you should write an essay like those we have been reading, explaining the reasons behind one of your core values or beliefs. Choose one thing you REALLY believe. What experiences in your life have shaped that belief? Remember that this is NOT a persuasive paper.

By tomorrow (Thursday) you should at least have a plan for your essay and two different introduction options. For extra credit, bring in a completed draft.

Quotations that Guide Us...

This I Believe Quotations Assignment
Using either www.bartleby.com or www.brainyquote.com, find two quotations that express ideas that you agree with, preferably ideas that speak to your core values, things you think are very important. One of your quotations must be from an Enlightenment philosopher (those you studied with Brooks) and the other can be from anyone. Carefully copy and cite each quotation (use the MLA citation link) and answer the following questions:

1) In your opinion, what does this quotation mean? (Paraphrase)

2) Briefly, but specifically, why do you agree with the idea presented in the quotation?

Due 10/31

What do you believe?

Today we began preparation work on the first formal revised paper of the year by listening to another "This I Believe" essay and doing a kinesthetic activity called 4 Corners.

HW: Interview a parent, guardian or role model (at least 10 years older than you) who has made a lasting influence upon your way of thinking or acting.

Ask:

1. What is the most important message or belief that you hope I will take with me and remember through my entire life?
2. What experiences in your life have caused you to believe this? (Push them for specifics!)
3. Take notes and have your subject sign them.

Due 10/30 if at all possible

The Test, Part 2: The Actual Test

Today I collected books and we too the final exam on Catcher. Absent students will have to make up the test on their own time sometime before Wednesday.

The Test, Part 1: This Holden Believes

In class "This I Believe" essay written from Holden's perspective. Planned and written in class.

After a bit of enlightenment...

Today we used the time left after your Enlightenment movies to talk about the positive things Holden believes in (family, innocence, treating women with respect, etc.) and to go over the end of the novel. Remember, essay tomorrow and exam Friday!

Wrapping up Catcher: Two Parts

Thursday: In class "This I Believe" essay written from Holden's perspective.

Friday: Final Exam on Catcher in the Rye.

Wrap Up Work

After a short quiz on the end of Catcher, we spent the rest of the day working on the Catcher art assignment from Friday and the final review questions. Both assignments are available online and are due Wednesday at the beginning of class.

Vocab Quiz and Some Art

After our vocab quiz and a bit of discussion of chapters 22 through 24 (especially that creepy bit with Mr. Antolini), we spent the rest of the period working on the Catcher Art assignment. We'll have a bit of time for this on Monday, but if you didn't get a good start today in class you will probably want to work on it. The handout is online.

HW: Finish Catcher.

Power Reading

After a short quiz today, we spent the day power reading, working on chapters 22-24: Due Friday.

Let me trimma tree...

Today we talked about those questions from chapters 13-16 in small groups, collected the questions and started on chapter 20.

HW:

• Wed. ~ Ch. 20 & 21
• Thurs. ~ Ch. 22 - 24
• Fri. ~ Ch. 25 & 26
  

Don't forget your vocab quiz on Friday!

Club/Agency Fair Madness

After adding a new vocab word we worked on the 13 through 16 review questions. Finish them for homework if you didn't finish in class. Also, read chapters 18 and 19.

A Time to Review...

After adding a new vocab word, we worked on review questions for chapters 13 through 16 of Catcher. Most folks got to number three and we will continue these in class tomorrow. If you were not here or you'd like to work on them at home, the questions are at the handouts page.

HW: Read chapter 17.

Vocab Quiz Friday!

Bourgeois Suitcases...

After a brief quiz on chapter 15 we did a few discussion questions (available on the handouts page), which I collected after we talked about them.

Read chapter 16 over the weekend.

Are you a duck or a fish?

So today we finished our discussion of chapters 1 through 12 (adding a bit of chapters 13 and 14 as well), and I collected the discussion questions.

For HW read chapter 15. Take notes and be prepared for a quiz.

Chapters 1-12 Review

Today we started a review activity for Catcher chapters 1 through 12. The handout is online. We will finish the discussion and I will collect the questions tomorrow in class.

HW: Read chapters 13 & 14.

Vocab & Ch 10

Today we started a week or two of vocab warm-ups with all words taken from Catcher. Today's word: nonchalant. Then after a note check and discussion of chapter 10, we moved on to chapters 11 and 12. Due tomorrow.

The Catcher Quizzes Continue...

Quiz on chapters 7 through 9 today, followed by some discussion. Mr. Lee and I handed back a huge pile of papers (in period 1) and I explained the ESP grading system.

Read Chapter 10 for HW.

Pre-Test for Mr. Lee

Today after finishing and passing in warm-ups, we took a pretest for a literacy project Mr. Lee is doing. If you were absent you WILL need to make this up.

Ed Bankey's Car and Other Scary Places...

Today we discussed chapters 5 & 6 of Catcher after a short reading quiz. Have chapters 7 through 9 read by Monday.

Stradlater: What a Jerk

After our POW today, we talked about Holden's roommate Stradlater and his rather unfortunate attitude towards women and hygiene. We then started on chapters 5 & 6. Due tomorrow.

Meet the Phonies

After our continued work with the POW, we talked about chapter two of Catcher and started chapter three. Be through chapter four by tomorrow. Don't forget to take notes!

New POW & Catcher in the Rye

Today we started our new poem of the week: "Hanging Fire" by Audre Lord.

Started Catcher in the Rye and took a few notes. We read chapter one aloud in class. For homework, read chapter two (due 10/2). Don't forget to take notes and be ready for a quiz!

Homecoming...

Collected a few things (warm-ups and This I Believe homework) and checked out The Catcher in the Rye. Make sure you get the book if you weren't in class and bring it everyday!

What do super heroes believe?

After a wrap up discussion of Rumi's "Wean Yourself" today, we continued our look at this I believe essays. We discussed the "Be Cool to the Pizza Dude" homework and then each student chose an essay from the This I Believe website to analyze. This analysis is due tomorrow.

Start here to choose a "This I Believe" essay to analyze using the questions below.

1) What is the essay’s thesis (main point)?

• Quote it.
• Paraphrase it in your own words.

2) How does the writer support his/her thesis? Think DRAPES (notes in class). Give at least three pieces of supporting evidence the author uses to explain why s/he believes what s/he does.

Funerals, the Pizza Dude and Twin Day

Today we continued our discussion of Rumi's poem and we completed our analysis of
"Always Go to the Funeral." Then we moved on to a similar analysis of "Be Cool to the Pizza Dude." Students should complete this analysis for homework (due 9/27). For the questions, see yesterday's blog entry.

Personal Essays and Transactive Writing: This I Believe

We continued our look at personal writing today, clarifying the difference between the personal essay and transactive writing (primarily persuasive writing). We also began looking at examples of personal writing, specifically the essay "Always go to the Funeral" from NPR's This I Believe Series. We listened to the essay and responded to the following questions:

1) What is the essay’s thesis (main point)?

• Quote it.
• Paraphrase it in your own words.

2) How does the writer support his/her thesis? Think DRAPES (notes in class). Give at least three pieces of supporting evidence the author uses to explain why s/he believes what s/he does.

POW & Personal Writing

Today we started our first poem of the week (POW), "Wean Yourself" by the Persian poet Rumi. This poem will feature in warm-ups for the rest of the week.

We also began our discussion of personal writing. If you were absent, you'll need to get the notes when you return.

Quiz & Build You Own Sonnets

Today we took a brief quiz on the Shakespearian sonnet form. The rest of the day was spent writing a sonnet based on end rhymes we brainstormed as a class. If you weren't here, write a sonnet in which each line ends with the appropriate word below. For extra credit, try to write in iambic pentameter. Due Monday.

---Period 1----------Period 2
A---ball---------------dog
B---same-------------bike
A---call---------------hog
B---game-------------spike
C---you---------------laser
D---word-------------plethora
C---poo---------------taser
D---bird--------------Dora
E---banana-----------dance
F---colt---------------banana
E---savanna----------Lance
F---jolt---------------Montana
G---gun--------------shake
G---shun-------------bake

Sonnet Project Continued

Today we worked on the sonnet project. Completed projects are due Friday.

The Sonnet Project

Today we started our final sonnet project. Check the handouts page for a copy of the assignment and click here to pick your sonnet.

Due Friday, when there will also be a quiz on the sonnets.

Sonnet #29

Today we finished our work with sonnet 29 with three questions:

1. Look closely at Sonnet 29 and your paraphrase. Where does the meaning shift? What is Shakespeare’s main message or theme in this sonnet.
2. Now look back at Sonnet 18? Where does the meaning shift? What is Shakespeare’s main message or theme in this sonnet.
3. Notice a pattern? What is it?

I collected the work on sonnet 29 and assigned the following homework:

• Read Sonnet 130.
• Label the rhyme scheme, the quatrains and the couplet, and the meter.
• Paraphrase the sonnet.
• What is Shakespeare’s theme in this sonnet?

Due 9/19.

When in disgrace with Fortune...

Today we reviewed the formal details of the sonnet and then began work on a paraphrase of Shakespeare's sonnet 29. To be continued...

Shakespeare: He Wrote Poetry Too!

Today we started our look at Shakespeare's sonnets. Essentially we took quite a few notes. If you weren't here, you'll need to get them when you return.

Poetry Presentations

Today we presented the poems and poem art that we worked on yesterday and for homework. I collected your preliminary work on "Little Elegy" and the poem you presented (well, in 2nd period I did; I'll get 1st period tomorrow) as well as the art.

Poetry Art Project

Use an 8” by 11” sheet of paper or something close to it- it is art after all, so feel free to experiment with sizes and shapes. (Think like Goldilocks; not too small, not too big, but just right for the project.) The front will contain all of the following:

1. Poem title and author
2. Poem text- in original line format
3. Summary of the poem
4. Artwork

You decide on the placement- preferably for maximum visual effect. Be creative!

Now, the back will contain both of the following:

1. Your own paraphrasing of the poem, and
2. A heading in the proper format.

Be creative and have fun! Due 9/13.

Poetry, Part 2

Today we reviewed figurative language and finished up work on the poem, "Little Elegy." Next we moved on to applying the same analysis to other poems. If you weren't here, you should apply the steps below to "We Real Cool" by Gwendolyn Brooks.

1. Read the poem through twice.
2. Rate your initial understanding from 1 to 10 (10 being best).
   
3. Mark lines, words, etc. that you don’t understand.
   
4. Look up any words in the poem that you do not know.
   
5. Mark any examples of figurative language.
   
6. Discuss any lines you do not understand.

The following steps were HW if you did not finish them in class.

1. Paraphrase the poem (re-write it in your own words).
   
2. Summarize the main point of the poem in ONE sentence.
   
3. Choose a “Golden Line.”
   
4. Re-Rate your understanding of the poem.

Poetry Review Continued

Today we reviewed the terms metaphor, simile, personification, hyperbole, stanza, and rhyme scheme. You'll need to get these notes.

Partners did some further work on the poem "Little Elegy," which we started in class Friday.

Individuals are responsible for the following (due 9/11):

1. Paraphrase the poem (re-write it in your own words).
2. Summarize the main point of the poem in ONE sentence.
3. Choose a “Golden Line.”
   
4. Re-Rate your understanding of the poem.

Concluding Roots

Today we finished our work with roots. I collected the make-your-own-words homework from last night, and then we had a short quiz using student-coined terms.

We then read a short poem in preparation for Monday.

Period 3 HW: Finish word coining assignment (see yesterday's post) for Monday.

Word Roots and Word Coining

Today we started by making a list, in your notes, of root words, probably 40 of them or so. Then we moved on to the following assignment:

Word Coining Assignment

By combining some of the Greek and Latin roots, suffixes and prefixes we’ve been studying for the past few days, make up 15 new words. List them and their definition on a separate piece of paper. Your goal is for people to be able to guess the meaning of your words using only their knowledge of Greek and Latin. Due 9/7

Greek and Latin Roots, Part 2

Today I handed out the course policies page and we went over some of the policies and took a quick tour of the course web site.

We then started (and mostly finished) the second part of the roots assignment from yesterday. Tomorrow we will wrap up part two with some notes and a discussion. There is no new homework.

Start Here Today

This online dictionary is perfect for the word roots assignment we're doing in class today: www.etymonline.com.

Roots Continued

Today we continued our roots work from last week. By now, students should have the roots handout completed. We went over this handout in periods 1 & 2 today. Tomorrow we will begin phase two.

Course Description & Greek/Latin Roots

WU: Reviewed Business Letter

Course description quiz and discussion.

Collected letters of introduction. These should all be in by now.

Continued the Greek/Latin Roots Assignment. In periods 1 and 2, this assignment should be completed by class time on Tuesday.

Intro Letter and Greek/Latin Roots

Today most people finished typing business letters and handed them in with their rough drafts. We also started looking at Greek and Latin roots with a short handout.

HW: See yesterday.

Introductory Letter

Today we made name tags and worked on a letter of introduction where you will tell me something about you as a student and practice the business letter format. Most of you should have finished your rough draft in class. We will continue this assignment in class Thursday.

HW: Read the Course Description passed out in class. Expect a quiz Friday, 8/31, and have it signed and returned by Tuesday, 9/4. Remember, most handouts are online.

The First Day

Today we did a short activity about first impressions and how they are so often wrong. Be aware of the stereotypes we all fall back on and let's start this year with an open respect that continues all year.

No homework for my class today, but you did have that paragraph for Brooks...