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.

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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.

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.
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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!