Papers Due

Today I collected final drafts of the Lord of the Flies essays, we returned books, and spent the rest of the time on portfolios.
Portfolios are due Tuesday.

Portfolio Day #2

Today students continued working on their final portfolio. By now steps 1 and 2
should be complete and students should be hard at work on the portfolio cover letter. Business letter handouts are available at the handouts page, but students should have them in their binders from the beginning of the year.

The Final Project

Today I collected rough drafts of th Lord of the Flies paper. While I read those over the next two days, students will be working on their final portfolio project, which I assigned in class today. This is due the day of the final.

The Final Essay

Today we did a quick thesis warm-up and I collected the symbol art homework. The rest of the period was devoted to the final paper on Lord of the Flies. Handouts are online.
Due Dates:

• Rough drafts with signed check sheets 6/4
• Final Drafts with attached roughs and check sheets 6/9

Civilization Arrives

Today we began with the end-of-book questions below and then worked on the symbolism project that is due Monday.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

1. What is the symbolic importance of the destruction of the conch? Consider the context for its destruction.
2. How is Piggy’s death like the earlier slaughter of the mother pig?
3. What happens to the “savages” in the presence of the officer? Why?

Academic Fair Madness

Today we had a quiz on the end of the book. ;-)

A Symbolic Day

Today we began the day with a look at the major symbols in Lord of the Flies. We followed that with an examination of the analytical paragraphs students wrote last week. Finally, I assigned the Symbolism Art Project which will utilize both of these things. The handout is available at the handout page, and the project is due Monday, June 2nd.

HW: Finish Flies and be ready for a quiz.

A Philosopher Passes...

Today began with a quiz on chapters 9 & 10, and we spent the rest of the period working on a couple of discussion questions (collected).
HW: Read and take notes on the rest of the book. Expect a quiz on Thursday.
~~~~~~~~~~~~~~~~~~~~~~~~~

1. What seems to have been Simon’s symbolic function in the novel? Explain.
2. How do Ralph, Piggy, Sam and Eric respond to the events at the dance. How does Jack respond? Why do you think their responses are so different?

Students, Meet the Lord of the Flies

Today we annotated a rather dark passage from chapter 8 and then discussed the many mysteries revealed in these two chapters.

HW: Read Chapters 9 & 10 with notes and quotes.

Today we started with some chapter 6 review questions (discussed & collected) and spent the rest of the period finishing maps and revising thematic paragraphs.
HW: Read Chapter 7 & 8 by Friday
~~~~~~~~~~~~~~~~~
Chapter 6 Questions

1. Of what do Sam and Eric become frightened when they go to build the fire? Explain in detail.
2. How do the others react to the story Sam and Eric tell when they return to the beach?
3. As they head off to explore the island, Simon once again considers the beast. Paraphrase or quote his thoughts.
4. Compare Jack’s reaction to Castle Rock with Ralph’s. Why are their reactions so different?
5. Who leads when they leave Castle Rock? Do you think this is significant?

Practicing Paragraphs

We spent today working on thematic paragraphs centered on quotations from Lord of the Flies. First we looked at and color-coded an example paragraph. Next students used these example paragraphs and quotations from their notes to write their own example paragraphs, which they then color-coded like the example. Most groups finished and handed these paragraphs in.

HW: Read and take notes on chapter 6.

The Island Divides?

Today we began with a short quiz, did some discussion questions, and promptly ran out of time.
Bring colored pencils or highlighters tomorrow if you have them.
HW: Read chapter 6 and take notes (due 5/21)
~~~~~~~~~~~~~
Chapter 5 Questions

1. At the beginning of chapter 5, Golding describes Ralph this way: “The wind pressed his grey shirt against his chest so that he noticed—in this new mood of comprehension—how the folds were stiff like cardboard, and unpleasant; noticed too how the frayed edges of his shorts were making an uncomfortable, pink area on the front of his thighs” (69). Explain the symbolic and thematic importance of this description at this point in the story.
   
2. Explain Simon’s theory about the beast and quote the line where he suggests it. Do you agree with him? Why?
   
3. What does Ralph almost do at the end of the chapter? Why does he decide not to?

Chapter 3 and 4 & Island Art

Today we started with a warm up and I checked notes. After discussing and collecting the warm up, we moved on to some discussion questions for chapters 3 and 4. These were discussed and collected. We spent the remainder of 6the period working on the island art assignment.

HW: Read and take notes on chapter 5.

Island Art

Today we had a very brief quiz on chapter 2 and continued with a warm-up focused on theme. After we talked about chapter 2 and the warm-up, I explained the new note expectations and we read silently for awhile. We wrapped up the period working on the Lord of the Flies Map assignment (we will continue this on Thursday).

Warm-ups, note expectations, and the map assignment are available at the handouts page.

HW: Read and take notes on chapters 3 & 4.

Chapter Two

After getting new seats and doing a short warm-up about rules in society, we discussed the notes on chapter one (which I checked by the way).

Reading schedules were handed out.

Read chapter 2 and take notes for HW.

The End of Night

Today we presented Night projects in the first half of the extended period and then spent the second half of the period writing an in-class essay.

Work Time

Today we got a new book, Lord of the Flies, but we will not start it until Thursday night.

We spent the rest of th day working on Night projects. Remember, groups will present projects tomorrow and then will write a final, in class essay on Night.

Work Time

Today, after a brief thematic quotation-based warm up, we spent the rest of the period working on the Night project.

The Final Lit Circle

Today we wrapped up literature circles and started on the final project. Students will have work time in class tomorrow, so bring something to work on!

Presentations are 5/6/08

Welcome Back

We started the day talking a bit about the importance of the STAR test (whether we like it or not). We spent the rest of the day working on lit circles.

Remember to bring something to do after the STAR test tomorrow!

Have a Great Break!

Keep up with those lit circles and I'll see you in a week.

Lit Circles Continue

Today as the second day of literature circles and the homework and discussion continues to look good.

HW: Reading and Lit Circle Roles as Decided by the Group

Let the Circles Begin

Today, after a quick quiz on the first 10 pages of Night, lit circle groups met, agreed or the calendar, and assigned homework. The rest of the period was spent reading.

Lit Circles: an Introduction

Today we shared the Shylock rewrites (excellent!) and then chose books for our upcoming lit circles. The entire class chose Night by Elie Wiesel. We spent the rest of the period talking about literature circles. The handouts are available online for your reference.

HW: Read the first 15 pages of your book.

Wrapping up with Shylock

Today we started with another STAR test warm-up and the continued our work with Shylock's monologue.

HW: Rewrite Shylock's Monologue. Handouts are at the handouts page. Due Monday.

Antisemitism and "The Merchant of Venice"

Today we continued our examination of the roots of antisemitism, taking some notes and beginning our look at a short film clip of Shylock's speech.

HW: Do at least #1 on the Shylock's Monologue handout

Prejudice and Stereotypes

Today we spent the day talking and writing about prejudice and stereotypes in preperation for our short unit on antisemitism, and Shakespeare's The Merchant of Venice.

Animal Farm Wrap Up

Today we finished the Animal Farm film and started on the essay response in class. Essays are due tomorrow (see assignment below). Remember, I am expecting at least a good long paragraph for number 1 and several good paragraphs for number 2. Use your notes on the film and the book.

~~~~~~~~~~~~~~~~~~~~~~

1. Compare the ending of the film to the ending of the book. How is the ultimate message of the film different from the book? Why do you suppose this change was made? Explain in detail.
2. Consider the differences between the book and the film. Were the changes made by the filmmakers effective in conveying Orwell’s message? Why or why not? Be sure to support your arguments with the details from the film AND the novel.

Animal Farm Film

Today we watched a bit more of the Animal Farm film, and I collected late Totalitarianism essays.

Thus Ends the Quarter

Today we:

• Collected Final Project Essays;
• Took the Unit Final Exam;
• Finished Presentations.

Presentations Continue...

...but in the lecture hall today.

Unit Final Exam Tomorrow!

Presentations

They will continue tomorrow. Who knows where? We will then. I hope.

More Work Time & Animal Farm

Today we wrapped up the projects and readied them for presentation tomorrow. Then we watched a bit of the TBS Animal Farm film.

Extended Time

We have extended the work time a bit and postponed presentations until Wednesday. Make sure you get checked off by your adviser.

More Crazy Worktime

I( started by handing back the AQWF essays (I know, finally...), then talked a bit more specifically about the essay for the project.

Collected Today:

• Project Essay Rough Drafts (to be returned Monday)
  
• Animal Farm Faces Project

"I will work harder."

Work time continues. Remember that Animal Farm faces and project essay rough drafts are due tomorrow by the end of second period. And show those letter to your parents/guardians!

Crazy, Crazy Work time: Day 1

Today we spend much of the day working on the two projects currently underway in Integrated. Handouts for both are available at the handouts page.

Wrapping Up & Faces

Today we wrapped up our discussion of the novel and I introduced the next phase: The Animal Farm Faces Project.

HW:

• Faces Project due 3/21
• Totalitarianism Project due 3/25

Pigs Rule

Today we had a short quiz on chapter 9, talked about chapters 8 and 9, and finished the book aloud in class. We then got started on some end-of the book questions (below) which should be finished for HW.

These questions should be answered in complete paragraphs and contain SPECIFIC examples (even quotations) from the text.

1. Discuss your response to the last chapter. Identify specific sections or events and explain how you reacted to them and why you reacted in those ways.
2. Explain how the following quotations fit in with the ideas and characters in Animal Farm

• a) "Those who cannot learn from history are doomed to repeat it." ~George Santayana
• b) "Power tends to corrupt; absolute power corrupts absolutely." ~Lord Acton

Napoleon the Dictator

Today we talked about the tools a bit, finished discussing the questions from Wednesday, and had plenty of time to read chapter nine. We'll finish the book in class tomorrow.

HW Read chapter 9 and take notes.

Show Trials

Today we took a quick quiz and, after some discussion questions, talked a bit about chapters 6 & 7.

HW: Chapter 8 with notes.

Piggy Propaganda, Part II

Today we discussed the Piggy Propaganda work from yesterday and took a few more notes on the allegorical level of Animal Farm.

HW: Read chapter 7 and take notes.

Piggy Propaganda

today we had a short quiz on chapter 5 and did a worksheet looking at the pigs' use of propaganda in the first five chapters.

HW: Read chapter 6 and take notes.

Chapters 3 & 4

After a brief quiz, I collected reformatted papers and warm-ups. We spend the rest of the day on questions for chapters three and four. We discussed these and I collected them before the end of the period.

HW: Read and take notes on chapter 5.

Chapter 3 & the Great Paper Re-Format

Today we looked at Squealer's use of propaganda in chapter three of Animal Farm. I also returned AQWF papers for reformatting and re-revision. If you got your paper back, fix it and return it to me ASAP!

HW: Chapter 4 with notes.

Papers Due

Today I collected final draft AQWF essays at the beginning of class. We spend the remainder of the period working discussion questions for chapters 1 & 2 of Animal Farm. We discussed th questions at the end of the period, and I collected them. Question sheets are available in class.

HW: Chapter 3 with notes.

Let the Revolution Begin

After the warm-up and checking off of notes, we talked a bit about Animal Farm and spent a good half the period reading.

Chapter 2 w/ notes due tomorrow.

AQWF Essay Final drafts due Wednesday!

Welcome to the Farm

Today we began the day with a look at an introductory paragraph in preparation for paper revision (Final drafts are due Wednesday). We wrapped up the propaganda notes and got copies of Animal Farm.

HW: Read and take notes on chapter one.

Remember, in addition to general character information and plot, you should be taking notes on how the 5 Tools, Propaganda Techniques, and Themes show up in the text.

Papers and Propaganda

Today we started by looking at a good body paragraph and breaking it into its parts: topic sentence (w/ theme), context, quotation (with citation), and explanation and analysis. I handed back AQWF rough drafts (and a pile of other stuff), and we discussed the expectations for revision and final drafts. We concluded the day with a few more propaganda notes.

Due Dates:
Monday (3/2)~Turn in All Quiet on the Western Front.
Wednesday (3/5)~Final Draft AQWF Essays due (w/ roughs and graphic organizers)

Propaganda Analysis

Today we reviewed the 5 tools totalitarian dictators use to gain and maintain control, and then moved on to a discussion of propaganda specifically. Focusing primarily on the media work we did yesterday. I collected yesterday's work as well.

AQWF rough drafts will be returned tomorrow. Final drafts are due next Wednesday, 3/5.

AQWF books will turned in on Monday, 3/3, when we check out Animal Farm.

Media Analysis: A Beginning

Today, after a review of Allegory and Fable, we began a media analysis exercise using the bits of persuasive media students brought in. The questions are below.

Notice/Focus Media Analysis, Part 1

1. Make a list of at least 10 things that you notice about your advertisement or piece of media. What stands out? 5 minutes
2. Choose three things from your list. What makes these things particularly significant or interesting? Explain in detail. 5 minutes

Notice/Focus Media Analysis, Part 1

Compare notes with a partner, and add responses to the following questions to your previous notice/focus work. 10 minutes

1. What things do your media have in common? Do the media’s creators use similar techniques to get their message across? What are those techniques?
2. What are the messages of your media?
3. Who are the targets of these messages? (e.g. women, men, teens, children, etc.) How do you know? Be specific.

Today we continued our look at allegory and fable, finishing our discussion of "Terrible Things" and moving on to a discussion of Dr. Seuss' "The Sneeches."

HW: Bring in an advertisement or short persuasive piece of media of some sort.

EXAMPLES:

1. a print advertisement (from a magazine, newspaper, etc.)
2. video clip on portable device (iPod, phone) (a TV ad, clip from a presidential debate, etc.)

Due Wednesday

Allegories and Fables

Today we started a short look at allegories and fables as a part of our run up to Orwell's Animal Farm.

I also collected typed rough drafts of the AQWF essay.

Topic Sentences, Hurray!

Today we worked on topic sentences for a bit at the beginning of the period and then spend the rest of the time working on essay drafts.

Remember, typed drafts e-mailed to me by Wednesday of next week are worth 10 points extra credit!

Lovin' the New Due Dates!

Today we worked a bit on thesis statements in the warm-up and then spend the rest of the period working on essays. I also changed the due dates for the paper because I'm such a nice guy.

New Due Dates:

• Worksheet 2/14
• Rough Draft #1 (Extra Credit) 2/20 (by email)
• Rough Draft #1 (Normal Credit) 2/25
• Final Drafts TBA
  

Essay Magic

Today we started our culminating essay on AQWF. Handouts are online at the handouts page.

Due Dates:

• Worksheet 2/14
• Rough Draft #1 2/15
• Rough Draft #2 (Extra Credit) 2/20 (by email)
• Rough Draft #2 (Normal Credit) 2/25
• Final Drafts 2/29

And so it ends...

Today we finished All Quiet... and did these questions in class. Finish them for HW.

1. What mounting evidence is there in the final two chapters of just how badly Germany is losing the war? Give SPECIFIC examples with page numbers.
2. Why does Paul compare war to a deadly disease on page 271?
3. Why do the tanks embody the horror of war for Paul and his comrades? (282)
4. Stylistically, how does Remarque make the final two paragraphs different from the rest of the book? Why do you think he chose to do this?
5. Explain the significance of the book’s title.
6. Why does Remarque have Paul die a month before the armistice? Do you think Paul is better off dead? Explain why.

Tomorrow we will begin the formal essay on this novel. Handouts are available here if you'd like to get a jump on it.

Chapter 10

Today we had a brief quiz and then discussed chapter 10. Read chapter 11 tonight, or finish the book if you'd like.

A Return to Normalcy

We began today with a short quiz on chapters 8 and 9 of All Quiet, followed by a general discussion of the text. We concluded the period working on the questions below which we will continue tomorrow.

HW: Start chapter 10

Chapter 7-9 Discussion Qs

1. 1.Why does Paul regret his leave? Specifically, what happens while he is at home that makes his leave difficult?
2. 2.Contrast Paul’s killing of Duval, the French printer, with Oellrich’s sniping at the end of chapter 9. Why does Kat say, “It’s very good for [Paul] to see it [Oellrich’s sniping] just now”?
3. 3.Finally, in these chapters, Paul begins to understand something about war. What does his experience with the Russian soldiers and Duval (and conversations he has with his friends) teach him about war?

Goodbye CAHSEE Books

Today was our last CaHSEE warm-up (sad I know). We'll talk about the test a bit more on Monday.

Today we spent much of the period reading and taking notes. Chapter 7 should be well underway!

Quiz, Questions, Reading Time

Today we had a quiz on chapter 6, talked about it a bit and had some reading time. Remember to read with notes and quotes for HW!

Career Expo Magic!

Today we had some reading time after the CAHSEE warm-up. Chapter six should be finished tomorrow. Expect a quiz!

CAHSEE, AP, and AQWF

After what is nearly our final CAHSEE practice warm-up (don't be sad), we talked a bit about AP recommendations for next year. Remember, if you think you want to take AP Language and Composition next year, you need a recommendation from me ASAP.

We spent the rest of the day talking about chapter five of All Quiet.

The CAHSEE is Coming!

Today we continued our CAHSEE practice and I checked your notes. Remember, you should have notes with quotes for every reading assignment!

Check the reading schedule for tonight's assignment.

Oh yeah, the Blog!

OK, OK so it's been a couple days since I updated this. Busy new semester and all that...

As Friday rolls around, we are well into All Quiet on the Western Front (students should be reading chapter 5 over the weekend) and by now you should have several pages of notes. Remember, starting with chapter 5, those notes should include at least one theme-related quotation per reading!

We have also been spending time preparing for the exit exam. It's coming up on February 5th!

HW: See the reading schedule.

Welcome to the New Semester!

Today we wrapped up some old business from last semester and then jumped right in to our new book: All Quiet on the Western Front.

Complete reading schedule at the handouts page!

HW: Finish chapter 1 (started in class) and take notes.

Great Work Today

The presentations are ready and Mr. Brooks and I have tested them out. If you did not get checked off today and would still like to present, some begging would be in order tomorrow morning.

Essays are due, with rough drafts and worksheets, on Thursday.

Essay Roughs Returned & Work Time

Today we returned essays and made some general comments. The rest of the period was spent working on revisions and the project. Presentations should be practiced and ready to go by the end of class tomorrow.

Work Time

Lots of work time today. Mr. Lee and I collected rough drafts of the Cause and Effect paper.

Project Mania

Today we wrapped up our note-taking warm-ups (which were collected) and then spend the rest of the period working on essays and projects.

Typed essay rough drafts are due tomorrow!

Notes and the Project

We began the day turning our annotated paragraphs into Cornell notes in preparation for writing a summary paragraph (tomorrow). The rest of the day was spent on the essay worksheet and the project.

Typed essay roughs are due Friday!

Cause & Effect Essay

Today we introduced the cause and effect essay that goes with the Imperialism project. Tonight, students should complete the essay pre-writing worksheet they were given in class. Handouts are available online.

Due Dates:

• Pre-Writing Worksheet 1/9
• Rough Draft (Typed, MLA Format) 1/11
• Final Draft 1/17

Imperialism Research: Where to Start

All Africa: African News
The BBC Africa: African News from Europe
CNN International (Africa): African News from a US perspective.
The United Nations: Check out the "InfoNation" & "Country at a Glance" links (Upper Left)
Online Newspapers: Find and English-Language paper from your country.

Encyclopedia.com: A credible alternative to Wikipedia
Encyclopedia Britanica Online: Yet another credible alternative to Wikipedia

The Imperialism Project Begins

Handouts are available online. Get them here.