If you love to write and love to talk about writing,

join Mr. Pretzer and Imagery in September!

Escape 2010 is available for purchase from Mrs. Schulz in the Student Services office at FHS for $5.00.  If you published artwork, photography, or writing in Escape 2010, visit Mrs. Schulz for your special gift.

Questions? Email ppretzer@fruitportschools.net or mheinz@fruitportschools.net.

To celebrate Mr. Shakespeare’s birthday on April 23, try the following:

1.  Instead of you, say thou.

2.  Instead of y’all, say thee.

3.  Rhymed couplets are all the rage.

4.  Men are Sirrah, ladies are Mistress, and your friends are all called Cousin.

5.  Instead of cursing, try calling your tormenters jackanapes or canker-blossoms or poisonous bunch-back’d toads.

6.  Don’t waste time saying “it,” just use the letter “t” (’tis, t’will, I’ll do’t).

7.  Verse for lovers, prose for ruffians, songs for clowns.

8.  When in doubt, add the letters “eth” to the end of verbs (he runneth, he trippeth, he falleth).

9.  To add weight to your opinions, try starting them with methinks, mayhaps, in sooth or wherefore.

10.  When wooing ladies: try comparing her to a summer’s day. If that fails, say “Get thee to a nunnery!”

11.  When wooing lads: try dressing up like a man. If that fails, throw him in the Tower, banish his friends and claim the throne.                                                                                                                                                           ~from Talklikeshakespeare.org

Macbeth as You’ve Never Seen It!

Top:  Escape 2008. Left to right:  Imagery members Breanna Hunter, Paige Heisser, Anna Carter; Mrs. Diane Kennedy and Mr. Michael Heinz, advisors; Mary Gould, president.

Members of Imagery are excited to announce that ESCAPE 2008, FHS’s annual art and literary magazine, was again ranked SUPERIOR by the National Council of Teachers of English–the fifth time since 2002.

This year the magazine earned superior evaluations in all judging criteria and was nominated for Highest Award for the first time.

To read more about the NCTE’s Program to Recognize Excellence in Literary Magazines,  click on the PRESLM Award link on the right of this page in the Escape Magazine category.

Our very own past Imagery president, recent graduate Mary Gould, placed 3rd at Showcase 2009 in the literary arts category. Her winning experimental piece, “Olio of Responsibility,” a thematically connected collection of flash fiction, was published this in Escape 2009. Congratulations, Mary. We’re proud of you!

MORE LITERARY GOOD NEWS: Senior Brittany Ward and graduates Quincy Booker and Mary Gould were published in Hackley Library’s Off the Wall magazine this past May. They were honored for their winning poems at a coffee house and reading at the library on March 18.

Escape 2009 is available now.

You can purchase your copy in Mrs. Kennedy’s room (141) for $5.00.

To see a photo of the new issue go to http://www.fruitportschools.net/

Thank-you, Olivia, Brandon, Anna, and Mary for your many hours of work. And kudos to our Imagery alumni, Paige and Zach, for “riding to the rescue” and getting us on track for a fantastic issue.

March 8, 2010

1. Syllabus. Read syllabus tonight for a quiz Wednesday.
2. Signed syllabus due Friday, March 12.
3. Plan prep:  Notes.
4. Practice tests—computer lab: English & Reading (http://www.actstudent.org/sampletest/reading/read_01.html). Complete two English practice tests and one reading test. Hand in answer sheets.

March 10, 2010

1. Trimester Independent Reading Requirement:  Two books + one book project / one book conversation + one literature circle.
2. Have your first independent book by Friday, March 12 for silent reading.
3. There will be lib. time tomorrow to look for a book.
4. Hand in signed syllabus tomorrow.
5. Assignment:  Write a personal essay—My Life as an Honors Student. MLA format. Final draft due Friday at the beginning of the hour. Expect to share.
6. Writing partners—permanent choice. Think about preference.
7. Library—print poems for Escape & start essay.

March 11, 2010

1. Submitted writing partner preferences—half sheet.
2. Journal: Why Shakespeare? After 400 years, why do we still study and enjoy Shakespeare? List as many reasons as you can. Discuss
3. Video: Why Shakespeare?
4. Revisited journal: Added to previous entry. Discussed.
5. Discussed difficulties with Shakespeare’s language.
6. Assignment:  Could you write a piece today in Early Modern English? Yes, you can. Go to http://www.bookrags.com/sonnet/ and follow the directions. Be thoughtful as you select each line; you want your sonnet to make sense. Give it an original title. Save and print.
7. Library time—checked out books and completed Sonnet Shake-Up. SSR tomorrow.

March 12, 2009

1. Personal essays due: had a read-around. Selected short excerpts to read aloud. Handed in essays.
2. Sonnet Shake-up: Save your sonnets for Monday.
3. Watched the first installment of In Search of Shakespeare.
4. SSR.

March 15, 2010

1. Shared Sonnet Shake-Ups.
2. Discussed Shakespeare’s influence ((shakespeares-influence.pdf)).
3. Read Sonnet #18 (sonnet-worksheet.pdf) aloud and discussed meaning, literary devices.
4. Read a paraphrase of #18 (Sonnet #18).
5. Added definitions to journal: Shakespearean sonnet, couplet, quatrain, rhyme scheme, rhythm, meter, iambic pentameter, scansion, apostrophe, personification, paraphrase (Sonnet definitions).
6. Labeled parts of Sonnet #18.
7. Marked iambic pentameter rhythm on #18.
8. Wrote one sentence in iambic pentameter. Performed aloud.
9. Read #29 and labeled parts.
10. Discussed and then read paraphrase (Sonnet 29).
11. Homework:  Paraphrase#130. Use the glossary on Mrs. K.’s Blog (http://www.shakespearehigh.com/classroom/guide/page3.shtml).

March 16, 2010

1. Shakespeare’s inspiration for the sonnets: Watched excerpt from video In Search of Shakespeare.
2. Notes: Shakespeare’s Language (Shakespeare’s Lang. Notes).  Ask Mrs. K. for handouts.
3. Utilizing notes, double checked paraphrases of #130; compared with partners.
4. SSR.

March 17, 2010

1. Check the textflow of original of Sonnet 130 ( ).http://www.poets.org/viewmedia.php/prmMID/15557
2. Volunteers read  paraphrases aloud.
3. Mrs. K.’s paraphrase (Sonnet 130 Mrs. K).
4. Paraphrase quiz in partners.
5. Journal: add 3 terms to your list (sound-devices.pdf).
6. Scan Sonnet #130 for sound devices.
7. Assignment: Write an original sonnet. Materials: “How to Write a Sonnet” and Escape.
8. Examples in Escape by former Honors 10 students.

March 18, 2010

1. Brainstormed sonnet requirements (Sonnet requirements).
2. Worked on sonnets—completed drafts due tomorrow for partner response and revision on computer. Final drafts due Monday.
3. Completed introductory Macbeth questionnaire (macbeth-questionnaire-1.pdf). Discussed with partners.
4. Macbeth powerpoint intro:  http://pw016.k12.sd.us/macbethpowerpoint_files/frame.htm

March 19, 2010

1. Writing response of sonnets—writing partners. Use the response form (Sonnet Peer Response).
2. Revision—computer lab. Poems due Monday, March 22.
3. Reading assignment for Monday: Read handouts “Synopsis,” “Shakespeare’s Macbeth,” and “Superstition & the Supernatural.” (Ask Mrs. K. for the handouts.)
4. SSR.

March 22, 2010

1. Hand in sonnets.
2. Read “Talk like Shakespeare” (Talk Like Will). Tuesday will our official Talk Like Shakespeare day.
3. Practice early modern English:  Shakespearean Insults (Shakespearean Insults) activity.
4. Discuss today’s reading assignment:  “Synopsis,” “Shakespeare’s Macbeth,” and “Superstition & Supernatural.”
5. Background:  Powerpoint (http://www.authorstream.com/Presentation/mariakaraan-277381-intro-shakespeare-macbeth-entertainment-ppt-powerpoint/) / video (http://www.squidoo.com/shakespeare-animated-tales#module20376652).
6. Book check-out–Macbeth.
7. Read Act 1, Scenes 1-3 for tomorrow.

March 23, 2010

Speak like Shakespeare today!

1. Retrieveth sharp scissors from cart for cutting purposes and assemble thy mask. Disguise thy visage and pose thereafter for our formal portrait.
2. Share sonnets: To thy classmates’ efforts respond as Shakespeare would.
3. Macbeth vocab. assignment:  macbeth-vocabu.pdf .
4. Macbeth log assignment: macbeth-log-2.pdf.
5. Read and discuss Act 1, scenes 1 – 3.
6. Read scenes 4.
7. Homework: Update Macbeth triple-entry log and vocabulary.

March 24, 2010

1. Notes:  5-Part Dramatic Structure of Tragedy.  (Ask Mrs. K.)
2. Photos of Scotland ( http://blog.scotlandview.co.uk/mediagallery/slideshow.php?aid=9&f=1&sort=0).
3. Discuss symbol quotations recorded in triple-entry logs. What have you found?
4. Journal notes and demo:  Denotation/connotation, stress, inflection, pause/movement (stress-inflection-lesson.pdf).
5. Perform Macbeth, Act 1, scenes 5 & 6.
6. Assignment: Read Act I, scene 7.  Add scenes 5-7 to log.

March 25, 2010

1. Notes: Subtext (subtext.pdf) + demo & practice.
2. Video: Macbeth’s soliloquy (1.7.1-28).
3. 1.7.1-28  performances & discussion.
4. 1.7.29-96 performances & discussion.
5. Quiz over Act I.  Ask Mrs. K.
6. Homework: Read Act 2, scenes 1 & 2. Continue triple-entry journal.

March 26, 2010

1. Read summary of Act II, scene 1.
2. Define promptbook: a copy of the script of a play, containing cues and notes, used by the prompter, stage manager, etc.
3. Partners Assignment: Using side notes, No Fear Shakespeare, and C. T. Onions’ A Shakespeare Glossary, prepare promptbook (Macbeth promptbook) for Act II, scene 2, paying particular attention to subtext.
4. On Monday partners will perform part of II.2 with direction from the rest of the class.
5. SSR.
6. Homework: Finish reading Act II. Continue triple entry log.

March 29, 2010

1. Identified sound devices in original sonnets–alliteration, consonance, and assonance.
2. Took a look at the Macbeth links in the Shakespeare category on Mrs. K.’s Blog, especially “Enjoying Macbeth,” “Land of Macbeth,” and “Macbeth Picture Page.”
3. Have no fear about using No Fear Shakespeare.
4. Stage terms handout. Updated promptbooks for Act II, scene 2 started last Friday.
5. Volunteer partners acted II.2, following directions (from promptbooks) from the rest of the class. Handed in promptbooks.
6. Video: Act II, scenes 1 & 2.
7. Summarized scenes 3 & 4.
8. Homework: Read Act III, scenes 1 – 3. Continue triple entry log.

March 30, 2010

1. Macbeth group search: Act III, scenes 1, 2, 3 (partner-search-act-iii.pdf).
2. Groups presented: Scene 1 explanation, scene 2 explanation, and a stunning staging of scene 3.
3. Discussed staging issues for III.4 (Act III, scene 4 Issues).
4. Viewed film of III.4.
5. Assignment: Finish Act III. Continue triple-entry log. Prepare for the witches’ return!!
6. SSR.

March 31, 2010

1. Summarized / discussed Macbeth III.5 & III.6.
2. Assigned parts for chorale reading of IV.1.1-38 (round-the-cauldron2.pdf).
3. Performed chorale reading.
4. Watched film version of IV.1.
5. Finished reading IV.1 and discussed effects on Macbeth.
6. Homework: Finish reading Act IV. Continue vocabulary and triple-entry log.
7. Macbeth vocabulary due date:  April l4.  Log due date:  April 16.

April 1, 2010

1. Summarized and discussed Macbeth, Act IV, scenes 2 and 3.
2. Read and discussed Act V, scene 1.
3. Viewed Act V, scenes 2 – 8.
4. Assignments:  Read scenes 2 – 8 and finish triple-entry log.  Read two scene performance handouts.
5. Reminders:  Vocabulary due date:  April l4.  Log due date:  April 16.

April 2 – 11

Spring Break!  See you on April 12.

April 12, 2010

1. Reminders:  Vocabulary due date:  April l4.  Log due date:  April 16.
2. Discuss Macbeth impromptu scene performance (Macbeth Scene Performanc2) (Macbeth Scene Rubric 2010).
3. Form groups (combine 2 partnerships) for scene performances (Macbeth Performances 2010).
4. Choose and print scenes for promptbooks (http://shakespeare.mit.edu/).
   • 1 important long scene
   • 2 important short scenes
5. Groups work on performances—today, tomorrow, and part of Wednesday.
6. Performances start on Thursday—numerical order.

April 13, 2010

1. Worked on Macbeth presentations in groups.
2. Presentations start on Thursday (Macbeth Performances 2010).

April 14, 2010

1. Archetypes:  handout.  Read for tomorrow.
2. Fantasy trip with archetypal symbols.
3. Worked on Macbeth presentations. We start presenting tomorrow!  Schedule:

• Act IV, scene 1—Danielle, Mallory, Betsy, Dom, Court
• Act IV, scene 2—Katie, Sara, Holly, Abby
• Act V, scenes 1 & 5—Alex, Taren, Julia, Emilie
• Act V, scene 8—Andrea, Mackenzie, Kaylee, Meagan

April 15, 2010

1. Impromptu scene performances today.
2. After performance, hand in ONE copy of your scene promptbook, an evaluation of another group (including compliment sandwich), and your self-evaluation (with explanatory comments).  Compliment Sandwich  = Compliment + Constructive Criticism + Compliment (repeat as necessary).

April 16, 2010

1. Hand in Macbeth logs.
2. Last presentation.
3. Archetypes continued:  Notes (http://www.vschousboe.com/classes/englishIV/pdfs/Archetypes%20in%20Literature.pdf).
4. Homework: Think! How does your archetypal symbol relate to Macbeth’s and Lady Macbeth’s actions/behavior?  Why do they act as they do?
5. SSR.

April 19, 2010

1. Took a fantasy trip in journals—archetypal symbol practice.
2. Began psychoanalytic analysis of Macbeth (archetypal).
3. Reviewed Macbeth logs.
4. Met in groups based on symbol/image choice for Macbeth log—blood or darkness/night. Compared quotation entries and reactions. Discussed where the quotations/reactions might lead–thesis possibilities.
5. Homework: Read handouts (developing-a-thesis.pdf &  verb-usage-in-essays.pdf). Following directions, write a rough thesis for the Macbeth essay. Think about ways to organize an essay around the rough thesis.

April 20, 2010

1. Notes:  Analytical essay format review (http://www.svusd.org/hp_images/4728/D26577-Response%20to%20Lit.ppt).
2. Examined examples of literary analysis thesis statements (http://www.westga.edu/~chogan/Thesis%20Statements.ppt). How could essays be organized around these thesis statements?
3. Examined examples of good and bad thesis sentences.
4. Partners:  Examine your thesis. Revised & showed to Mrs. K.
5. Homework for tomorrow: Develop a topic outline or a map from your thesis statement.
6. Be ready to draft tomorrow.
7. Deadlines: Rough draft is due Monday at the beginning of the hour for team response. Final draft is due Wednesday, April 28.SSR.
8. Independent book projects are due one week from today.

April 21, 2010

1. Handed back Macbeth performance rubrics, evaluations, promptbooks, etc.
2. Examined and discussed essay rubric (Literary Analysis Essay Rubric).
3. Shared plans with partners for feedback.
4. Began drafting.
5. Rough draft due Monday.
6. Book project due Tuesday.

April 22, 2010

Drafted Macbeth essay.  Rough draft due on Monday.

April 26, 2010

1. Peer response partners–Macbeth essay.
2. Revised in computer lab.

April 27, 2010

1. Turned in independent book project. Attached a completed Book Project Info Sheet and a grading rubric (with self-evaluation complete).
2. Introduction: Pronoun usage (http://rlsimmons.blogs.com/enc1101/files/proagree.ppt) (Indefinite Pronouns2).
3. Assignments: Pronoun practice exercises. Ask Mrs. K.
4. Continued revising Macbeth essay. Final draft due tomorrow.

April 28, 2010

1. Discuss Literature Circle groups.
2. Correct homework.
3. Subjective Case Pronouns (subjective-case-examples.pdf): Notes in journal.
4. Partner practice—pronoun case. Ask Mrs. K. for exercise.
5. Macbeth essay share.  Hand in essays.

April 29, 2010

1. Handed in Macbeth logs and books.
2. Literature Circle prep. Ask Mrs. K. for handouts.
3. Group preparatory meeting

• Explained materials and requirements
• Chose group book
• Assigned discussion jobs for all meetings.

April 30, 2010

1. Corrected subjective case practice exercise.
2. Notes in journal–objective case (Objective Case LCD 4-29).
3. Partner practice exercises.  Ask Mrs. K.
4. Meet with Lit. Circle groups in library.

• Finish book selections
• Pre-reading activity (Pre-reading)

May 3, 2010

1. Discussed lit circles.
2. Elements of fiction review–intro activity (3-of-your-favorite-characters-from-novels.pdf). Shared.
3. Took characterization notes (characterization.pdf).
4. Partners–from the lit. textbook, chose a short story to use throughout the elements of fiction review. Made a choice based on interest.
5. Assignment: Read story. While reading, choose one character to log for characterization. Design your own log format, but be sure to make use of today’s notes.

May 5, 2010

1. Little Red Riding Hood Activity: Choose a character and a point of view (other than omniscient). Re-tell the story in a quickwrite. Share. How does the story change? Shared and discussed.
2. Homework: Log your short story for point-of-view.
3. Group meetings:

• Pre-reflection
• Meeting (Shared pre-reflection and presented background material first)
• Post-reflection
• Handed in all discussion materials.

May 6, 2010

1. Pronouns again—REFLEXIVE / INTENSIVE: Powerpoint (http://visalia.k12.ca.us/eldiamante/teachers/ecarlo/powerpoints/Reflexive%20and%20Intensive%20Pronouns.ppt).
2. Read handout (myself-and-other-reflexive.pdf).
3. Practice exercise (microsoft-word-reflexive-pronouns-exer.pdf). File in portfolio.
4. Point of view partner discussion + share: Identify the point of view of your story.  WHY has the author decided on this point of view??  Shared with class.
5. Setting notes (Setting).
6. Archetypal setting activity–journal.
7. Log your short story for setting.

May 7, 2010

1. Discuss “Discussion Questions” and “Discussion Starters.” (Ask Mrs. K.)
2. Wrote pre-reflection (see handout).
3. Had Lit Circle meetings in assigned locations. Wrote post-reflections. Handed in group materials packets.
4. SSR.

May 10, 2010

1. Pronoun shifts: Information and practice (shiftspronouns.pdf) (pronounshift.pdf).
2. Setting–compare notes with partner. Tell us something brilliant about your story’s setting.
3. Notes: Plot (plot.pdf).
4. Final fiction elements notes: theme (theme-notes.pdf). Read handout (themes.pdf).
5. Homework for tomorrow: Log story for plot & theme.

May 11, 2010

1. Partner share short story log entries: plot, and theme observations of short stories.

2.        With your self-selected short story and your log entries, create a graphic literary reduction. Handouts: Directions (graphic-lit-reduc.pdf) and example (http://www.bookteacher.org/reduction.htm).

3.        For more examples of graphic organizers, try http://images.google.com/images?q=Graphic+organizers&rls=com.microsoft:en-us:IE-SearchBox&oe=UTF-8&sourceid=ie7&rlz=1I7GGLD&um=1&ie=UTF-8&ei=YXYISrTmJc-EmQfQm5nhBA&sa=X&oi=image_result_group&resnum=4&ct=title

4.        Work on organizer. Due Thursday at the beginning of the hour.

5.        SSR.

6.        Homework: Prep for tomorrow’s Lit Circle discussion.

May 12, 2010

1.    Discussed Lit Circle rubric (Literature Circle Discussion Rubric).

2.    Worked on literary reduction. Due tomorrow.

3.    Attended Lit Circle discussions.

• Set one group goal pre-discussion.
• Complete one rubric as a group post-discussion. Write one explanatory statement for each criterion.
• Hand in materials, including group rubric.

May 14, 2010

1.      Graphic Literary Reduction winners + prizes.

2.      Short story assignment:  Read your selected story thoughtfully, annotating LIKE CRAZY for literary elements, literary devices, personal observations!! Be prepared to share your annotations on Monday.

3.      SSR.

4.      Lit Circle discussions in assigned locations—9:30. Today you each will be self-evaluating, using the rubric.

• Set a personal goal; write it at the top of the rubric.
• Participate in the discussion.
• Briefly, at the end of your discussion, discuss each participant’s contributions.
• Complete your individual self-eval. Underline appropriate descriptors and explain each ranking in at least one sentence.
• Staple all materials together.

May 17, 2010

1.Partners—prepare an 8 ½ x 11 reduction of your story. You may flow over to the second side.

2.      Tomorrow you (partners) will have an oral test over your story. You may use your reduction during the test. You may not use the paper copy of the story. You must have quotations to back answers.

3.      Questions about your story? Ask them today as you work.

May 18, 2010

Oral test:

• Briefly summarize the plot so that your audience can understand your presentation.
• State your story’s theme.
• Be very clear as you support your theme with solid and relevant references to the plot, the setting, characterization, point of view, tone, and any literary devices significant to the story. Use both paraphrased and quoted evidence (citing page numbers).
• Answer Mrs. K.’s question. Explain & support.
• Both partners must speak.
• You have 10 minutes to finalize your remarks.
• Hand in literary reductions after the “test.”
• Homework: Prep for tomorrow’s Lit Circle discussion.

May 19, 2010

1.   Quick survey.

2.   Finish oral tests tomorrow.

3.   Lit Circle discussions.

• Complete one group rubric today. Underline descriptors that apply and justify each ranking in at least one sentence.
• Hand in packets at the end of the period.

May 20, 2010

1. Finished oral tests. Partners:  Handed in reductions and annotated stories.
2. Completed an Anticipation Guide (animal-farm-anticipation-guide.pdf). Answered first 8 questions and keep in class portfolio.
3. Notes:  Lit terms (Lit Terms An Farm)
4. What is a fable? Examples? (http://www.aesops-fables.org.uk/aesop-fable-the-fox-and-the-grapes.htm)
5. Fable writing activity. Ask Mrs. K. Revised fables due tomorrow.

May 21, 2010

1. Share fables with partners. Does the moral make sense?
2. Finalize fable by Monday.
3. Animal symbol activityAnimal Symbols.  What type of person could each animal symbolize? Archetypal?
4. Orwell (Orwell photo):  What is totalitarianism?  What is democratic socialism?  Look up and be prepared to share by Monday.
5. Background video (http://www.youtube.com/watch?v=mMGrIwLj7gU).
6. Lit Circles. Self-evaluations today—individuals. Remember to write at least one sentence per ranking.
7. Check bookmark for Monday’s reading assignment.

May 24, 2010

1. Russian Revolution video:  Parts 2 & 3.
2. Chapters 1 & 2: Allegorical comparison?
3. Discussed Old Major’s speech and the 7 Commandments. Predict ed problems with the commandments.
4. Presented and handed in fables.
5. Read.

May 25, 2010

1. Background essay assignment–page 100 in Animal Farm book.
2. Triple entry log (Triple Entry Log).
3. 7 Commandments handout (Seven Command).

June 1, 2010

1. Book Talks—Mr. Boxer’s room. Jellico Road and Tweak today.
2. Partners: Complete Animal Farm logs—allegory (Triple Entry Log)and 7 Commandments (Seven Command).

June 2, 2010

1. Book Talks—Mr. Boxer’s room. Fallen and Perfect Match today.
2. Continued with Animal Farm logs.

June 3, 2010

1. Book Talks—Mr. Boxer’s room.
2. Continued with Animal Farm logs.

June 4, 2010

1. Finished Book Talks—Mr. Boxer’s room.
2. Began film.
3. Logs due at film’s completion.

March 8, 2009

1. Assignment:  Read syllabus tonight for a quiz Wednesday.
2. Signed syllabus due Friday, March 12.
3. Assignment:  Write a letter to Mrs. K. (letter-to-mrs.pdf). Hand in finished letter by Wednesday.
4. PLAN prep notes: Test Taking Tips. Ask Mrs. K.
5. PLAN practice questions: English  & Reading.  Go to the district website + parents tab + teacher blogs + Mrs. K.’s Language Arts Blog + Study Skills category + ACT Practice Questions.
6. Completed at least one of the following English practice tests: 2, 3, 4, OR 5.
7. Complete at least one of the reading practice tests: 1, 2, 3 OR 4.
8. Handed in practice tests and then worked on letter.
9. No class tomorrow.

March 10, 2009

1. Handouts: book project options, book conversation, and book project rubric: http://blogs.fruitportschools.net/dkennedy/eng-10a-b/
2. Handed in letter to Mrs. K. today—IN Box.
3. Discussed Trimester Independent Reading Requirement:  Two books + one book project + one book conversation.
4. Completed “Incredibly Picky Syllabus Quiz”—partners. Corrected quiz and discussed syllabus.  Handed in quiz.
5. Deadlines for Friday, March 12:  Have your first independent book for SSR and turn in signed syllabus.

March 11, 2009

1. Took notes on back of class portfolio rubric (Portfolio Rubric):  Requirements for portfolio (Requirements1).
2. Theme introduction: Partner word association and definitions (voice.pdf) will be collected tomorrow.
3. Read and annotated (comment on handout as you read) “Finding Voice.” Annotation example: (Annotation ex). Be prepared to write on one of the quotations tomorrow.
4. Started Vocabulary Collection: Began today by adding the practice word + two words from the “Finding Voice” handout (practice-word.pdf). Vocab. Collection form: (Vocabulary Form).
5. Homework for tomorrow: (1) Read and annotate “Finding Voice” handout. (2) Add 2 words to your vocab. collection from “Finding Voice,” completing the 6 steps for each. (3) Bring materials to organize class portfolio + journal. (4) Bring silent reading materials.
6. Discussed how to choose a book + went to library to check out books for independent reading.

March 12, 2010

1. Homework from Thursday:  Filed the “Finding Voice” and the vocab. collection chart in the appropriate sections of portfolio for later use.
2. Journal directions + rubric (Journal Rubric Name).
3. Journal entry–7 minutes: With which quotation (finding-voice.pdf) do you most agree or disagree? How? Write a topic sentence that includes the quotation and the person who said/wrote it. Give at least two reasons for choosing the quotation. Support with examples from your own life or observations. Explain your examples well.
4. Shared and reacted to journal entries.
5. Organized class portfolio (portfolio-rubric.pdf) into required sections (Requirements1).
6. Discussed guidelines for SSR.
7. Silent reading—25 minutes.
8. Handed in SSR logs (ssr-reading-form.pdf).

March 15, 2010

1. Checked out textbooks.
2. Took Learning Styles survey—computer lab.  You will find this survey, “Learning Styles,” at Mrs. K.’s Language Arts Blog in the Creativity category. Printed results.
3. Partners: Examined “Voice” brainstorming and definitions, the survey, the “Finding Voice” quotation handout, and the “Quotation” journal entry from last Friday.  Answered the question on the back of the “Voice” handout (voice1.pdf). Partners reported definitions to class.
4. Our first literature theme: Finding Your Personal Voice.
5. Partners stapled together and handed in the following: “Voice” handout + both surveys + both annotated “Finding Voice” handouts.
6. Discussion: Personal voice–where does it come from??
7. Journal: Influences. 5-7 minutes.  (1) Describe the “face” that you present to the public.  What kind of person are you? What are your major character traits?   (2) How did you get to be this kind of person?  List important influences in your life. Share.
8. Pre-reading: “Two Kinds” page 18, textbook. Read “Cultural Background,” examined artwork and bold print quotations.  Journal–one minute brainstorming:  List influential people in your life, going as far back as possible. Were these positive (+), negative (-), or both (+/-)?
9. Vocabulary Collection: 5 words from “Two Kinds.
10. Homework: Continue reading story through page 26.Bring silent reading materials tomorrow!

March 16, 2010

1. Took a reading quiz over “Two Kinds” (page 19, textbook) and handed it in.  Ask Mrs. K.
2. Read the conclusion of “Two Kinds” aloud.
3. Wrote a journal entry interpreting the story’s conclusion: What do the final two paragraphs mean?
4. Character traits (Character Trait Des Adj). Which adjectives best characterize you? Which best characterize Jing Mei and her mother?
5. Assignment: Quickwrite in journal (two-kinds.pdf)—20 minutes—due tomorrow at the beginning of the hour.
6. SSR.  SSR logs are due on Friday.

March 17, 2010

1. Silent share, then class share of “Two Kinds” quickwrite letters. Leave in journal. Journals will be graded next week.
2. Pre-reading for “Blue Winds Dancing” (page 124):  (1) Pie graph—Part I: Create a personal voice pie graph. Share.  (2) Read “Cultural Background,” page 124.  (3) Video “Riding the Rails”: http://www.erroluys.com/WhatLifeWasLikeintheGreatDepression.htm

March 18, 2010

1. Continued pre-reading for “Blue Winds Dancing” (page 124):  (1) Read “Cultural Background,” page 124.  (2)  Watched video “Riding the Rails”: http://www.erroluys.com/WhatLifeWasLikeintheGreatDepression.htm (3)  Thought and discussed places where and people with whom we feel comfortable and accepted.
2. Assignment:  Collect 5 words for your Vocabulary Collection from “Blue Winds Dancing,” page 124, textbook.
3. Circuit read “Blue Winds” aloud.
4. Two/three minute journal entry: Does Tom remain on the reservation or go back to college? Why do you think so? Discuss.
5. Partner pie graph—Part II. On unlined paper, construct a personal voice pie graph for Tom Whitecloud. Brainstorm “ingredients” on one side—elements that make up Tom’s personal voice.  Draw and label the graph on the other side.  Discuss with another partnership. Hand in.
6. Lesson:  What is imagery? (Imagery1worksheet) Journal: Choose the image, #1-8 in journal (Ask Mrs. K.).
7. Imagery search in “Blue Winds Dancing” (imagery-partner-assignment.pdf). Will finish and share tomorrow.
8. Bring silent reading materials tomorrow.

March 19, 2010

1. Finished imagery search and shared “Blue Winds” images.
2. Began personal voice free verse poem today, steps 1-4 (Steps for free verse poem).
3. Read examples of personal voice poems (Sample poems).
4. Demo of Mrs. K.’s brainstorming (Mrs. K.’s image chart).
5. Begin—steps 1 – 4
6. Example of step 5 (Late Night Studyin para).
7. Homework for Monday: Complete step 5—Come to class with a finished rough paragraph.
8. SSR.  Hand in SSR Log today.

March 22, 2010

1. Today you will transform your personal voice paragraph (loaded with imagery) into a free verse poem—steps 6-10 on your handout (steps-for-poem.pdf).
2. How to compress a poem (COMPRESSION).
3. How to line a poem (How to line).
4. How to capitalize and punctuate a poem:  When it comes to punctuating and capitalizing a poem, consistency counts. Some believe that “anything goes.” Not true. Choose the options that work with your subject matter. Click on this link for your options:  punc-and-cap-options.pdf.
5. Apply steps 6-10 to your paragraph. Hand in final draft tomorrow.
6. Bring silent reading materials tomorrow.Portfolio check on Friday.

March 23, 2010

1. Prepare personal voice poems to hand in: final draft + imagery brainstorming chart + paragraph. IN Box.
2. Pronoun usage pre-test. Ask Mrs. K.
3. Publish personal voice poems: Look to your left. Click on the English 10B Blog category. Follow the directions that you find there. Computer lab.
4. SSR.

March 24, 2010

1. Independent book project deadlines.  Project #1 is due by April 22. Project #2 is due by June 1.
2. Introduction:  Pronouns–the hardest working part of speech in English grammar! (1) In your journal write four sentences about you and your friends. Using your pronoun chart as a reference, circle all the pronouns in your sentences.  What would your writing be like without pronouns?   (2)  Check out this link to see what writing would be like without pronouns: (Close Calls). What’s the problem??
3. Because we use so many pronouns in our speech and in our writing, opportunities for error are infinite! Time to re-group and review.
4. Pronoun lesson #1.  Examine the pronoun chart (ask Mrs. K.). File it in class portfolio.
5. Pronoun-Antecedent Agreement PowerPoint (http://rlsimmons.blogs.com/enc1101/files/proagree.ppt). Notes.
6. Partners: Complete practice exercises 1 and 2 (pronounantex.pdf). Correct.

March 25, 2010

1. Quiz:  Pronoun-antecedent agreement. Write answers on a half sheet.  Ask Mrs. K.
2. Intro to Inherit the Wind:   (1)  Anticipation Guide (Antici. G. Inherit the Wind) in journal–agree or disagree.  (2) Video (http://www.history.com/videos/the-scopes-monkey-trial#the-scopes-monkey-trial).
3. Worked in small group (7 groups) on background investigations.
4. Topics/questions–go to links on the right, drama category, Inherit the Wind Intro.
5. Presentation requirements (backgroundrubric-1.pdf).
6. Be ready to present tomorrow.
7. Homework:  Pronoun agreement exercise #1 (http://chompchomp.com/handouts/proagree01.pdf).

March 26, 2010

1. 3rd hour–do “Pronoun Agreement Exercise 1” for Monday. We will correct it at the beginning of the hour on Monday.
2. 5th & 6th hours–correct “Pronoun Agreement Exercise 1.” Hand in.
3. Practice and run through presentations–10 minutes
4. Presentations.
5. SSR. Hand in SSR logs today.

March 29, 2010

1. Wrote group/self-evaluation of Inherit the Wind background presentations—half sheet: Topic? Names of group members? What was each person’s job in preparation and in presentation? Handed in.
2. Partner pronoun quiz: Ask Mrs. K.  Handed in.
3. Evolution video—on a lighter note: (http://www.youtube.com/watch?v=faRlFsYmkeY&feature=related).
4. Notes on handout: Speaking terms (Speaking Notes) and rubric (Speaking Rubric and notes) for performance of Inherit the Wind.
5. Notes in journal—requirements for Inherit the Wind: (1)Reading (see rubric; everyone has a part). (2) Vocab. (collect 5 words per act). (3) Log (one entry per scene—brief summary of action + differences between real story and dramatic account).
6. Prepared Inherit the Wind log in the back of portfolios: (1) Two columns. (2) Left column—summary of today’s action. (3) Right column—differences between the historical event and the dramatic account.
7. Assigned parts and skimmed for problems in pronunciation.
8. Begin reading tomorrow.
9. Reminders:  Book project #1 is due on April 22.  SSR tomorrow.

March 30, 2010

1. Filed all assignments in class portfolios.
2. Listened to Scopes Monkey Trial music, “There Ain’t No Bugs on Me” http://www.pbs.org/wgbh/amex/monkeytrial/sfeature/sf_music.html, and looked at editorial cartoons, http://www.pbs.org/wgbh/amex/monkeytrial/gallery/index.html.
3. Began Inherit the Wind on classroom stage.
4. Summarized today’s action and noted differences between the real story and the fictional one in log (back of journal).
5. Don’t forget to “find” 5 vocab. words per act.
6. SSR.
7. Assignment: There will be a quiz over indefinite pronouns (handout) on Thursday. You need to know which are singular, which are plural, and which can be both.
8. Journals due on Thursday. Happy Spring Break to me!

March 31, 2010

1. Indefinite pronoun lesson. Took notes in  (Sample prep phrases) (Prepositions) (Indefinite Pronouns).
2. Completed practice exercise (http://www.quia.com/quiz/281066.html)—in journal.
3. Inherit the Wind: Shared yesterday’s summary.
4. Acting!!
5. Wrote today’s summary and differences in log.
6. Reminder:  Quiz tomorrow over indefinite pronouns.
7. Make sure that your journal is ready to be graded tomorrow:  Are your name and hour on the cover or on the rubric inside the cover?Are you missing entries from absences? Check the blog.Do you need to add to any of the entries? Are all the entries dated and labeled? Check the rubric.

April 1, 2010

1. 3rd hour–did a quick review of indefinite pronouns (http://www.quia.com/quiz/281066.html).
2. 3rd, 5th, & 6th hours–took indefinite pronoun quiz.  Ask Mrs. K.
3. Reviewed summary of yesterday’s action–Inherit the Wind.
4. Continued Inherit the Wind.
5. Added summaries to log.
6. Worked on vocabulary collection.
7. Handed in journals.

April 2 – 11

Spring Break!  See you on April 12.

April 12, 2010

1. Filed all returned assignments in class portfolio and checked grades spreadsheet.
2. Introduction—pronoun case: What is it?? Handout + example (Case example).
3. Viewed powerpoint (http://www.chompchomp.com/presentations/pronouncase.ppt).
4. Completed a pronoun practice exercise. Handed in.
5. Homework: Memorize subjective pronouns—singular and plural.
6. Continued acting, “Inherit the Wind.”
7. Added to summary log and vocabulary collection.
8. Bring silent reading materials tomorrow.

April 13, 2010

1. Quick quiz—subjective pronouns.  Ask Mrs.
2. Pronoun subjective case—examples and tricks. Take notes in your journal (subjective-case-examples).
3. Pronoun practice exercise (Pronoun Case Practice2)—partners.
4. Acting! Continue Inherit the Wind today. Write log entry.
5. SSR.
6. We will start the film version tomorrow.
7. Reminders:

• Inherit the Wind log due—tomorrow, Wednesday, April 14.
• Vocab. collection (Vocab coll 1) + test (over 10 self-selected words fro the collection)—Friday, April 16.

April 14, 2010

1. Acting! Finished Inherit the Wind today.
2. Wrote last log entry.
3. Completed self-evaluation for the Inherit the Wind performance. Handed in self-evaluation & Inherit the Wind log—stapled together.
4. Took notes in journal:  How does a reader/viewer determine theme? (Theme questions)
5. Handout:  Possible themes (Theme possibilities). Which theme could you argue and support?
6. Theme assignment for viewing film: In your journal, collect evidence to support the theme you selected for Inherit the Wind.
7. Began film.
8. Reminders: Vocab. Collection + test (over 10 words) on Friday. Book project #1 is due on Thursday, April 22.

April 15, 2010

1. Reminder: Theme assignment for viewing film–in your journal, collect evidence to support the theme you selected for Inherit the Wind.
2. Added this definition to journal: Theme–An important idea or insight about life that a reader draws from a literary work.
3. Discussion: share theme choices and charts (evidence in support of one theme).
4. Continue film and theme log.
5. Homework: Finish vocabulary for Inherit the Wind.
6. Reminder: Vocab. Collection + test (over 10 words) tomorrow. Books are available for check-out at the end of the hour.
7. Remember, independent book project #1 is due one week from today!!

April 16, 2010

1. Discussed guidelines for today’s vocabulary test (Guidelines for test).
2. Handed in vocabulary collections.
3. Took the test.
4. SSR.
5. There will be a make-up vocab. test right after school on Monday, April 19.

April 19, 2010

1. Filed vocabulary tests in class portfolios.
2. Finished film—Inherit the Wind.
3. Finished evidence collection (to defend theme of Inherit the Wind) in journals.
4. Reminder: Book project #1 is due on Thursday.
5. Vocabulary test re-take after school today.

April 20, 2010

1. Finished film—Inherit the Wind.
2. Notes:  Minimum paragraph structure for timed writing (Minimum Paragraph Structure).
3. Discussed how to plan a timed writing (Time Plan 2).
4. Met in triads to share themes & evidence from viewing log. Borrowed/shared ideas. 5 minutes.
5. Wrote thesis sentences (Thesis Trick).
6. Did timed writing (quickwrite.pdf):  30 minutes.
7. Segued into SSR (6th hour).
8. Book Project #1 is due this Thursday, April 22.
9. Bring your textbook to class tomorrow—for the next few days.

April 21, 2010

1. Completed a review quiz:  Subjective pronouns.
2. Took notes in journal:  Objective case pronouns (objective-case-lcd-4-29.pdf).
3. Completed a practice exercise—partners. Ask Mrs. K.
4. Pre-reading activities for “The Teacher Who Changed My Life,” page 83, textbook. (1) Journal entry–5 minutes:  (Choose a person of influence from March 15 entry.) Write about a person who has been a strong influence in your life–how he/she influenced you and how you have been affected.
5. Read biographical connection on page 83 and perused the photos throughout the essay.
6. Homework:  Finish reading “Teacher” essay and add 2 words to your new vocabulary collection.
7. Book project due tomorrow!

April 22, 2010

1. Handed in book projects. Completed self-evaluation and book info sheet on the back of the rubric. Attached to project.
2. Recorded definition in journal: Cause and effect–relationship between actions and events; one or more events are the result of one or more actions.
3. Examined examples of cause and effect: (Diagram) (Smoking).
4. Watched film clip example from Eleni.
5. Using the cause & effect organizer organizer, showed Miss Hurd’s influence on Nicholas Gage (”The Teacher Who Changed My Life,” page 83, textbook). Discussed and handed in organizer. Ask Mrs. K. for organizer.
6. Introduction to influence paper: Letter from publisher (Influence letter sir).
7. Assignment:  Think about possibilities for your chapterSSR.
8. Did NOT hand in SSR log today.

April 26, 2010

1. Pronoun practice–chompchomp.com: pronoun agreement and pronoun case.
2. SSR.

April 27, 2010

1. Began organizing the influence chapter (personal essay).  Example of a plan:  Nicholas Gage’s outline for “The Teacher Who Changed My Life” (nicholas-gage-outline.pdf).
2. Took notes in journal:  Very, very basic approaches for influence chapter (Sample outlines).
3. Examined requirements for influence chapter (kennedy-publishingrubric.pdf)
4. Heard example of an influence paper: Ask Mrs. K.
5. Recorded first two deadlines: (1) Plan / outline due tomorrow, April 28. (2) Rough draft due Thursday, second half of the period.
6. Discussed topic with partner & worked on plan.
7. Began drafting.

April 28, 2010

1. Showed Mrs. K. autobiography chapter plans for approval.
2. Drafted in computer lab.
3. Rough drafts are due tomorrow.

April 29, 2010

1. Discussed introductions (How to Write an Intro funnel) and conclusions (ask Mrs. K. for handouts).
2. Finished rough drafts in computer lab.
3. Practiced writing feedback strategies. We will meet in partners to give feedback on influence chapters and then revise tomorrow.

April 30, 2010

3rd & 5th Hours

1. Writing partner feedback—finish.
   • Read aloud once.
   • Read silently once.
   • Give 3 types of feedback.
2. Revise chapters, incorporating suggestions.

6th Hour

1. Book cover mock-up directions.
2. Writing partner feedback—finish.
   • Read aloud once.
   • Read silently once.
   • Give 3 types of feedback.

3. SSR.

May 3, 2010

3^rd & 5^th Hours

1. Filed returned assignments in class portfolio.
2. Proofreading:  Why (Why proof)? Tips (Proofreading Tips). How.
3. To hand in the influence chapter today, staple together in this order:  Grading rubric–top  + final draft  + all drafts, including the copy with notes from team response  + plan.
4. Discussed book cover design instructions and rubric (Book Cover rubric). Book cover due this Wednesday. Tag board, cut to size, is on front table. Publisher’s Logo: Publisher logo.
5. Worked on book cover.
6. Bring SSR materials tomorrow.

6^th Hour

1. Filed returned assignments.
2. Went over pointers on cover design assignment ()Book Cover rubric—due Thursday.
3. Went to computer lab for final revision of influence chapter. Final draft due tomorrow, Tuesday.
4. SSR tomorrow.

May 4, 2010

3rd & 5th Hours

1.    Intro for last reading assignment:

• Journal: Freewriting—3 minutes.
• Anticipation guide. Complete and share with partner. File in the reading section of your class portfolio.

2.    Work time for book cover–due Wednesday.

3.    SSR.

6^th Hour

1. Directions:  Why proofread?
2. Proofread influence chapters in partners.
3. Made final changes–computer lab.
4. Handed in the influence chapter today, stapling together in this order:  Grading rubric–top  + final draft  + all drafts, including the copy with notes from team response  + plan.
5. Worked on book cover design–Thursday.
6. SSR.

May 5, 2010

3rd & 5th Hours

1.    Handed in autobiography book cover designs: We had a gallery walk and presented sticker awards to covers that most clearly and successfully met rubric criteria.

2.    Pronouns again—REFLEXIVE / INTENSIVE: Powerpoint: (http://visalia.k12.ca.us/eldiamante/teachers/ecarlo/powerpoints/Reflexive%20and%20Intensive%20Pronouns.ppt).

3.    Read handout (myself-and-other-reflexive.pdf). Filed in portfolio.

4.    Completed practice exercise (microsoft-word-reflexive-pronouns-exer.pdf). Filed in portfolio.

Background video (http://www.youtube.com/watch?v=9FF7MDZ5T1Y&feature=related).

5.    Bookmark specifies reading assignments (BookmarkMay).

6.    Vocabulary collection assignment for A Separate Peace: 2 words per chapter.

Began book. Assignment for tomorrow: Chapter 1 + vocab.

6^th Hour

1.      Intro for last reading assignment:  Journal. Freewriting in response to (Jealousy)—3 minutes.

2.      Anticipation guide. Completed and shared with partner. Filed in the reading section of class portfolio.

3.      1940s background video: (http://www.youtube.com/watch?v=9FF7MDZ5T1Y&feature=related).

4.      Bookmark specifies reading assignments (BookmarkMay).

5.      Vocabulary collection assignment for A Separate Peace: 2 words per chapter.

6. Begin book. Assignment for tomorrow: Chapter 1 + vocab.

May 6, 2010

3^rd & 6^th Hours

1. Final remuneration (payment) from your publisher for sample paragraph and book cover design.
2. Reflexive/Intensive pronoun quiz.  Ask Mrs. K.
3. Journal entry—5-8 minutes (leave-teen-years-behind.pdf). Write more than a half page.
4. Share entry with a partner. Respond in partner’s journal. Sign your name.
5. Photos of Exeter (http://www.google.com/imgres?imgurl=http://graphics8.nytimes.com/images/2008/01/22/business/22Exeter.Slide1.jpg&imgrefurl=http://www.nytimes.com/slideshow/2008/01/22/business/20080126_PREP_Slideshow_index.html&usg=__tVtvNxby_pfeLslxOafPCGhnfNs=&h=480&w=600&sz=112&hl=en&start=2&itbs=1&tbnid=ntfFiPSLSdjnDM:&tbnh=108&tbnw=135&prev=/images%3Fq%3DExeter%2BAcademy%26hl%3Den%26gbv%3D2%26tbs%3Disch:1), the school on which Devon based.
6. Chapter 1—A Separate Peace—partner quiz. Ask Mrs. K.
7. Read next assignment of A Separate Peace, chaps. 2 & 3.

6^th Hour

1. Book cover designs due: Gallery walk to present awards to covers that most clearly and successfully meet rubric criteria.
2. Final remuneration (payment) from your publisher for sample paragraph and book cover design.
3. Pronouns again—REFLEXIVE / INTENSIVE: Powerpoint + notes (http://visalia.k12.ca.us/eldiamante/teachers/ecarlo/powerpoints/Reflexive%20and%20Intensive%20Pronouns.ppt).
4. Read handout (myself-and-other-reflexive.pdf).
5. Practice exercise (microsoft-word-reflexive-pronouns-exer.pdf). File in portfolio.
6. Photos of Exeter (http://www.google.com/imgres?imgurl=http://graphics8.nytimes.com/images/2008/01/22/business/22Exeter.Slide1.jpg&imgrefurl=http://www.nytimes.com/slideshow/2008/01/22/business/20080126_PREP_Slideshow_index.html&usg=__tVtvNxby_pfeLslxOafPCGhnfNs=&h=480&w=600&sz=112&hl=en&start=2&itbs=1&tbnid=ntfFiPSLSdjnDM:&tbnh=108&tbnw=135&prev=/images%3Fq%3DExeter%2BAcademy%26hl%3Den%26gbv%3D2%26tbs%3Disch:1).
7. Chapter 1—A Separate Peace—partner quiz.
8. Read next assignment of A Separate Peace, chaps. 2 & 3.

May 7, 2010

1. Pronoun shifts: Information and practice (shiftspronouns.pdf) (pronounshift.pdf).
2. Introduction: Final paper for the trimester—the First Person Narrative Research Paper (firstpernarresearch.pdf).
3. Example—“Follow the Fuehrer” by Andrew Eaton.
4. SSR.  Handed in log.
5. Homework: Think about a topic for the research paper and read chapters 2 & 3, A Separate Peace, + vocab.

May 10, 2010

1. Pronoun shift practice. (Ask Mrs. K.)
2. Quiz over chaps. 2 & 3, A Separate Peace.  (Ask Mrs. K.) Discussion. Hand in.
3. Journal entry (10 minutes). Use the passage (pages 40-41) that Mrs. K. read aloud as your model to answer the following question:  What is the “moment” like for a 16-year-old American today? Describe how the world / society at this moment in time looks to someone your age.
4. Share journal entries in partners.
5. Voluntary class share. *Bonus opportunity. Discussion.
6. Read chap. 4 for tomorrow (see bookmark).

May 11, 2010

The Green-Eyed Monster

As iron is eaten by rust, so are the envious consumed by envy.

~Antisthenes

1. Jealousy test (http://www.quizmoz.com/quizzes/Personality-Tests/j/Jealousy-Test.asp).
2. A Separate Peace Chap. 4 Quiz. Ask Mrs. K. Discuss.
3. SSR.
4. Homework: For tomorrow, consider topics for the research paper. For Thursday, read Chapters 5 & 6, A Separate Peace.

May 12, 2010

1. Took a who/whom pre-test.
2. Examined sample paper first person narrative research paper (firstpernarresearch.pdf)—MLA requirements and content (sample-paper.pdf). Notice how the writer combines the story with research. Notice how the researched material is documented with in-text citations and a works cited page.
3. Completed the first steps (you need one blank sheet of paper and your research paper handout):

• Chose a topic
• Brainstormed consequences/effects
• Composed rough thesis (How to Write a Rough Thesis)
• Think about possible subtopics to research
• Consider methods of research
• Compare thesis statements

May 13, 2010

1. Who vs. Whom: The Bottom Line (Who vs. Whom Lesson).
2. Practice exercise—correct and hand in.
3. Chapter 5 & 6 quiz. Correct & hand in.
4. Journal entry: Assume the identity of either Finny or Gene. Freewrite. What is going through your mind by the end of Chapter 6?  Share/discuss.
5. Having trouble coming up with a working thesis and rough plan for your First Person Narrative Research Paper? Try this strategy (thesisoutlinesample.pdf).
6. Make a working plan for your research paper. Get Mrs. K.’s okay by the end of the hour or at the beginning of the hour tomorrow.
7. Homework: Read Chap. 7.  Continue vocabulary.

May 14, 2010

1. Quiz—Chapter 7 (Chapter 7 quiz).
2. If you are planning to conduct an interview as a source for your First Person Narrative Research Paper, print this handout: tips-for-interviewing.pdf .
3. Avoid plagiarism by carefully summarizing, paraphrasing, quoting, and documenting. See handouts (info-needed-for-bibliography.pdf) (summarize-paraphrase-or-quote.pdf).
4. Use EasyBib.com to organize your works cited page: http://easybib.com/#sourceLis.
5. SSR.  Hand in logs today.

May 17, 2010

1. There will be a quiz over Chaps. 8 & 9 tomorrow.
2. Begin researching:

• Start a file for internet notes. Decide how you will organize your notes.
• Add sources to EasyBib as you take notes.
• You may look for books in the computer lab. Use the “card catalog,” Destiny, for your search.
• Remember, you must use at least 2 of the following: databases, interview, print (magazine, book), website.

May 18, 2010

1. Pick up a year-end calendar (monthPSf1-Jun-2008-GrH0).
2. Chaps. 8 & 9 quiz (Chapter 8 quiz).
3. Continue researching in lab.
4. SSR—personal choice.

May 19, 2010

1. Chapter 10 quiz postponed until tomorrow.
2. Discussed how to outline (http://www.lavc.edu/library/outline.htm).  Ask Mrs. K. for a handout. Example (Sample Outline).
3. Assignment for tomorrow:  From your research notes, organize a simple topic outline, appropriate to follow for drafting.
4. Researched in computer lab.

May 20, 2010

1. Took quiz:  Chap. 10–partners.
2. Discussed how to use in-text citations to document researched information within the essay. Get handouts from Mrs. K: “Integrating Researched Information” and “In-Text Citations for Most Written Sources.”

• Excerpt from a 1st person research paper (Integration example). Which parts are researched material?
• When do I need to document?
• How should I integrate researched material?
• How do I place in-text citations?

3.  Showed new outlines to Mrs. K. and drafted!!

May 21, 2010

1. Chapter 11 quiz.  Ask Mrs. K.Continue drafting.
2. Homework: Read Chap. 12 for Monday. We will read Chap. 13 aloud. Rough draft of paper due on Wednesday.

May 24, 2010

1. A Separate Peace: Chapters 12 quiz and discussion.
2. Read Chapter 13 aloud. Final journal entry.
3. Choices:

• Read.
• Work on rough draft of research paper—due Wednesday at the beginning of the hour.
• Work on vocabulary collection—10 words for tomorrow’s test. Vocab. collection due tomorrow.

May 25, 2010

1. Vocabulary test. Handed in Vocabulary Collection.
2. Worked on research paper rough draft–due tomorrow at the beginning of the hour.
3. Check your calendar for impending due dates–last book project due on June 1.

June 1, 2010

1. Hand in book projects—In Box or counter to the left of Mrs. K.’s computer.  Attach a rubric/completed book info sheet. If you did a book conversation, you do not have to attach a rubric.
2. Use time toWork on research paper (hard copy due tomorrow for proofreading—20 pts)Organize class portfolio (check rubric) Organize all pronoun notes and handouts for review & testAny make-up work you would like to do requires scheduling with Mrs. K., including the vocabulary test. It’s up to you.

June 2, 2010

1. Proofread research paper today: Pick up a handout (Edit checklist). Attach checklist to final draft–due Friday.
2. Please check the grade spreadsheet carefully. If you desire to do make-up work, the ball is in your court. Talk to me.
3. If you think you meet the requirements for an exam waiver, ask for one ASAP.
4. 1st Person Narrative Research Paper rubric: 1st Person Research Paper Rubric

June 3, 2010

1. 1st Person Narrative Research Paper due tomorrow.  To hand in your research paper, paperclip together the following–in this order: Rubric + best copy (cover sheet, outline, paper, works cited page, stapled) + proofreading copy + proofreading checklist + rough draft + peer response form.
2. Began exam review.
3. Exam waivers are due by June 8.
4. Recorded bonus pass points.

June 4, 2010

1. Handed in 1st Person Narrative Research Paper.  To hand in your research paper, paperclip together the following–in this order: Rubric + best copy (cover sheet, outline, paper, works cited page, stapled) + proofreading copy + proofreading checklist + rough draft + peer response form.
2. Reviewed pronoun usage–computer lab.
3. Pronoun test Monday.

1. Handed in 1st Person Narrative Research Paper.  To hand in your research paper, paperclip together the following–in this order: Rubric + best copy (cover sheet, outline, paper, works cited page, stapled) + proofreading copy + proofreading checklist + rough draft + peer response form.
2. Began checking in textbooks.
3. Exam waivers are due by June 8.
4. Recorded bonus pass points.
5. Pronoun usage review Monday. Test Tuesday.

December 1, 2009

1. Directions for classroom entrance and exit.
2. Syllabus assignments: Have syllabus (creativewritsyllabus) read by tomorrow and signed by Friday.
3. Assigned seats.
4. The Gift: Purpose and directions–(Transparency). Example–(California).
5. Be ready to present your gift tomorrow at the beginning of the hour.

December 2, 2009

1. Presented “gifts.”  Read pieces aloud and then gave gifts to partners. Graciously gave and received both the gift and the feedback.
2. Class share: Writers voluntarily read “gifts” aloud.
3. Creativity Quiz—Journal. (Ask Mrs. K.)
4. Took two creativity surveys: Brain Explorer and Left  vs. Right Brain Test. Print out results. (See Creativity links on right side of blog).
5. Homework for Thursday:   8 steps2, Kick Starts, Ten Steps, Top Ten Brainjuicers.
6. Signed syllabi due Friday.

December 3, 2009

1. Articles: 8 steps2, Kick Starts, Ten Steps, Top Ten Brainjuicers. Discuss today’s reading assignment—strategies for creativity enhancement.
2. Assignment: Creativity Commitment (Crea. Comm. Contract).
3. Ordinary Things—class warm-up activity.
4. Gizmo–inventing the extraordinary from the ordinary–video (http://www.youtube.com/watch?v=SNDLBsxgTTU&feature=fvw).
5. Gizmo—small groups (Gizmo).  Present tomorrow.

December 4, 2009

1. Discussed Personal Anthology (Anthology Revised)—trimester reading requirement.
2. Finished Gizmo–inventing the extraordinary from the ordinary. Planned WHO will say WHAT:  How will you convince us that we need this Gizmo? 20 – 30 minutes.
3. Viewed presentation example–video:  http://www.youtube.com/watch?v=yZLiCA_1j-w&feature=related .
4. Presented and displayed.

December 7, 2009

Start #1. Exquisite Corpse—creating extraordinary combinations out of ordinary words:

1. Visual
2. Verbal

Ask Mrs. K. for directions.

Start your Creativity Commitment today.

December 8, 2009

1. Created a pool of exquisite corpses.
2. Perused all corpses, culling interesting/striking words, phrases, sentences—especially sensory ones.
3. Using culled items, clusterd/juxtaposed in interesting, meaningful ways. Don’t be concerned about conventional meanings. Concentrate on linking phrases or making combinations that please you.  Add/change words at will.  Create 2 or more short pieces or one longer piece; it’s up to you. You’re shooting for a free-verse poem.
4. Bring your piece(s) to class tomorrow for further revision.
5. Gave writing team preferences to Mrs. K.

December 11, 2009

1. Based on the handout (PROSE & POETRY), what is the difference between poetry and prose? T-chart notes in journal.
2. Exquisite Corpse demo. Ask Mrs. K. 
3. Notes:  Basics of punctuating and capitalizing a poem (Punc and Cap Poem).
4. First meeting with writing teams: 

• Read Exquisite Corpse poem aloud twice. 
• Teammates give two types of feedback: (A) What does the poem mean now?  (B) Give suggestions for further revision:  “If this were my poem, I would   . . . .”  

December 14, 2009

1. Compression—definition (Compression) and practice. (Ask Mrs. K. for handout.)
2. Lining (Definitions).
3. Class sentence poems from past classes (Brain Freeze).
4. Composed class sentence and lined it as a poem.
5. Completed practice exercise (Ask Mrs. K.) + shared.
6. Went to library for anthology work.
7. Homework: Apply compression and lining lessons to Exquisite Corpse. 

December 15, 2009

1.    Pick up 4 handouts (Ask Mrs. K.), one napkin, and one paper cup.

2.    Imagery:

• Observation of the specimen–Oreo.
• Where’s the poet (handout)?
• Choose the image from pairs of words (LCD).
• Write an image for sunset.
• Analysis of the specimen with Imagery chart.
• Share.

Assignment: Poetry Start #2, the vignette (example–Impeccable Aslaan).

Steps:

1. Choose a memorable moment in time.
2. Brainstorm images (use chart).
3. Choose the best images.
4. Finesse the images.
5. Combine the images into a succinct descriptive paragraph.
6. Compress it.
7. Line it.
8. Title it.

December 16, 2009

1. Poetry Workshop procedures / self-evaluation. (Ask Mrs. K. for handout.)
2. Discuss the power of observation for detail to create images (Observation Quotations).
3. Metaphor lesson–notes (Metaphor Notes). (Ask Mrs. K. for handouts.) Avoid cliches (Cliches).
4. Metaphor game (METAPHOR GAME).
5. Homework: Have a rough draft of the vignette tomorrow. There will be some writing team time tomorrow. 

 December 17, 2009

1. Notes/info about writing response–how to give feedback (Writers’ Response).
2. Demonstration:  Practice giving feedback with Mrs. K.’s poem.
3. Begin team meetings over first two starts.

December 18, 2009

1. More metaphor—personification: definitions and examples.
2. Start #3—What does time smell like? (See directions below.)
3. Finish writing response team meetings.
4. Workshop time.
5. Creativity Commitment due Monday.

Steps for What Does Time Smell Like? Start:

1. Choose an intriguing abstract noun (Abstract Nouns).
2. List all possible images in answer to a series of questions from Mrs. K. about the abstract noun.
3. Continue brainstorming images on your own.
4. Choose the best images.
5. Finesse the images, esp. through metaphor/simile/personification.
6. Combine the images into a succinct descriptive paragraph.
7. Compress it.
8. Line it.
9. Title it.

December 21, 2009

1. Class Share: Creativity Commitment due today.
2. Workshop time:

• Writing team meeting 
• Drafting & Revision
• Personal Anthology

January 4, 2010

1. Brainstormed starts #4, 5, and 6: Grab Bag!! (Ask Mrs. K.)
2. Met with teams.
3. Had workshop time. 

January 5, 2010

1. Read and discussed student models of first 6 poetry starts.
2. Searched for current examples in Escape 2008 and 2009.
3. Class share.
4. Workshop. Computer lab and classroom.

January 6, 2010

1. Start #7: Concrete poetry. Looked at an extreme model (http://www.wendtroot.com/spoetry/folder1/ngjf1.html).
2. Took notes in journal: Types of concrete poetry (Microsoft Word – Concrete Poetry Info). 
3. Examined examples of different types. Ask Mrs. K. for handouts.
4. In partners, did a practice activity: Arrange a well-known nursery rhyme as a concrete poem (http://www.zelo.com/family/nursery/). Shared.
5. Workshop.

January 7, 2010

Workshop! 

January 8, 2010

Start #8:  THEN (Ask Mrs. K.)

• Warm-up
• Brainstorming in steps
• Independent work / workshop time 

January 11, 2010

1.      Workshop today; last free verse start tomorrow.  Computers available across the hall.

2.   Personal Anthology eyeball check—end of the week. I need to see that you’ve made progress, approx. half finished because we are nearly halfway through the trimester.

January 12, 2010

Start #9:  Ekphrasis

1. Define ekphrasis.
2. Professional examples:  Don McLean’s “Vincent” (http://www.youtube.com/watch?v=eJjNAn84hTM&feature=related) (Vincent1)
3. Landscape with the Fall of Icarus (http://www.artchive.com/artchive/B/bruegel/icarus.jpg.html) (Musee des Beaux Arts)
4. Student examples: Ask Mrs. K.
5. Selection of inspiration: Using art books or websites, select a well-known painting, photograph, or sculpture to serve as the basis of your poem. Save in your file or make a copy.

January 13, 2010

1. More examples of ekphrasis: “Tornado over Kansas”  (http://www.kgs.ku.edu/Publications/OFR/2006/OFR06_11/gifs/fig1.jpg) by John Stuart Curry. Student poems in Escape. Ask Mrs. K.
2. Discussed options/approaches to the ekphrasis start.
3. Reminder: I will be eyeball checking your anthologies today through Friday. Show me before Friday for 5 bonus points.
4. Workshop time. 

January 14, 2010

1. Workshop today—library.
2. Personal Anthology eyeball check tomorrow.  Requirement: Show progress—approx. half. 

January 15, 2010

1. Intro: Traditional poetry formats. Basic test: Can you count? Can you divide words into syllables? If you can do both, you’re ready to work with rhythm and meter.
2. Practice: Divide your full name into syllables.
3. Final test–haiku (A haiku usually) (Haiku 2008). Draw a name of a classmate; write a poem about that person. Present it as a gift. Turn in to Mrs. K. for typing.
4. Rhythm/meter (Poetic meter rhythm).
5. Figure out the rhythm of your full name. Check with Mrs. K.
6. Partners:  Write a monometer poem. Choose a type of poetic foot. Write at least 8 lines—one foot per line. Give the poem a title. Present to class Monday. 

January 18, 2010

1. Partners shared monometer poem, explaining rhythm pattern.
2. Notes in journal:  Types of rhyme (Rhyme).

Start #10: Villanelle

1. Defined and explained form—Ask Mrs. K for handout.
2. Professional examples—handout “Rhyme, Repetition, and Rhythm”: “Do Not Go Gentle into that Good Night” by Dylan Thomas, “One Art” by Elizabeth Bishop, “The Waking” by Theodore Roethke.
3. Student models in Escape (Moods in a Bottle) (Pointless).
4. Resource: Rhyme Zone (http://www.rhymezone.com/).
5. Began working on villanelle–Workshop.

January 19, 2010

Workshop today. Final poetry start tomorrow!! 

January 20, 2010

1. Villanelle example: (Walker Road).
2. Start #11: Haiku collection. See examples in Escape 2000. Ask Mrs. K.
3. Winter 2010 Creative Writing class collection (Winter Haiku 2010).
4. Start#12:  Elizabethan fun—the sonnet. Ask Mrs. K. for handouts.
5. Sonnet student examples: (Happy) (Honeybunches).
6. Workshop. 

January 21, 2010

1. Workshop today.
2. Poetry portfolio due Thursday, January 28.

January 25, 2010

1. Workshop.
2. Poetry portfolio is due this Thursday at the beginning of the hour. 

January 26, 2010

1. Workshop.
2. Poetry portfolio is due this Thursday at the beginning of the hour. 

January 27, 2010

LAST WORKSHOP DAY!!! Poetry portfolio due tomorrow.

 Computers in the lib. today.

January 28, 2010

1. Poetry Portfolio Class Read-Around—bonus +5.
2. Journal: What skills from the Poetry Workshop can we carry into prose? Discussed.
3. Read aloud: “30-.06 Friend,” from Undercurrents.
4. Is this story fiction or nonfiction? How do you think the author came up with this idea? Where did he get the ideas for physical detail? For dialogue? Discussed the power of observation.
5. Power of observation quiz. Ask Mrs. K.
6. Observation Journal assignment. Requirements: (1) Minimum half page per day for seven days. (2) Record only detail—bits of dialogue, descriptions of actions, clothing, places, facial expressions, hair styles, etc. Be objective, no judgments. (3) Due Thursday, Feb. 4.
7. Field Trip: As a class, we walked  the hallways, each student dropping out along the way to observe and record for ten minutes. 
8. Handed in the Poetry Workshop Portfolio.

January 29, 2010

1. Share details from field trip—one detail per student.
2. Read aloud “The Way Things Change” by Kristen Foutch (Things Change).
3. Characteristics of the autobiographical narrative (AutoNarrative).
4. Brainstorm possible topics using narrative timeline strategy (NarTimeline). 
5. First pre-writing activity:  Writing teams meet to share stories from timeline. Share with class.
6. Work on Personal Anthology—if time.

February 1, 2010

1. Reminder: Observation Journal—1/2 page per day = 3 1/2 pages by this Thursday.
2. Observation journal share. Ask Mrs. K. for handout.
3. Discussed autobiographical narrative rubric (AutoNarRubric).
4. Read four examples of autobiographical narratives from Escape—“The Day I Stood Up Danny Pearson at the Altar,” “A New Home,” “798-4546,” and “Walking on Broken Glass.” Ask Mrs. K. 
5. Writing teams: Met and ranked autobiographical narrative models (4-3-2-1) for rubric criteria. Shared and discussed rankings as a class.
6. Had drafting time in class today and and will draft tomorrow.
7. Rough draft is due on Wednesday, Feb. 3, for team response. Final draft is due on Friday, Feb. 5.

February 2, 2010

1. Drafted autobiographical narrative–see yesterday’s agenda.
2. Rough draft due tomorrow.

February 3, 2010

1. Rough drafts due today–20 points.
2. Team response meetings–autobiographical narrative.
3. Revision tomorrow.
4. Final drafts due on Friday.

February 4, 2010

1. Hand in Observation Journal today.
2. Revise autobiographical narrative in computer lab.
3. Auto. Narrative final draft due tomorrow. 

February 5, 2010

1. Did you turn in your Observation Journal yesterday??
2. Finish revision of the autobiographical narrative today—computer lab.
3. Final proofreading—have a teammate do a final check and make corrections.
4. Attach rubric to final draft and hand in the packet.
5. Homework: Read the two articles on dialogue by Monday. Ask Mrs. K. for copies.

February 8, 2010

1.  Prepared autobiographical narrative for silent share: rubric under final draft and a blank sheet of lined paper on top. Shared silently and then handed in autobiographical narratives.
2. Discussed two dialogue articles (ask Mrs. K.). Notes (Dialogue notes) (TIPS).
3. Introduced assignment or co-authors:  (Dialogue Assignment).
4. First example:  “The Long Walk Forever” by Kurt Vonnegut. Second example tomorrow: “I Want to Be a Quantum Mechanic” by the Foster Kids.

February 9, 2010

1. Listened to second dialogue example—“I Want to Be a Quantum Mechanic.”
2. Dialogue requirements (Dialogue Assignment).
3. Composed co-authored dialogues on computers.
4. Quick proofread.
5. Printed two copies.
6. Rehearse reading dialogues for public reading tomorrow. 
7. Homework for tomorrow: Bring a copy of what you consider a good short story. 

February 10, 2010

1. Presented, critiqued, and handed in dialogues.
2. Notes on plot: http://www.readwritethink.org/lesson_images/lesson401/PlotStructure.pps.
3. Homework for tomorrow: Bring a copy of what you consider a good short story.

February 11, 2010

1. A good plot includes nothing gratuitous. Everything is there for a reason; everything is connected like this (http://www.rosshigh.co.uk/images/cms/2007/11/01/chain_links.jpg).
2. Think of a plot as a three-legged stool (http://etc.usf.edu/clipart/4700/4789/stool_1_lg.gif )—beginning, middle, and ending. Leaving out a leg will result in an unbalanced, unsatisfying story.
3. Types of stories you will choose among: Structure (Fiction length) and content (Fiction Content).
4. Examples of flash fiction: “Lifeless” by Dylan Clarke, Escape 2009 and. Ask Mrs. K.
5. Examples of micro fiction (For sale). This form is not one of your options.
6. Example of a traditional short story of traditional length: “Nothing Breaks Rock” by Joelee Dekker, Escape 2005.  Ask Mrs. K.
7. In writing teams, share a summary of your favorite story and discuss the following questions:  What is the plot of your story? What type of plot does it have? What type of conflict? What type of story is it?
8. Final example—short short story with a surprise ending plot device:  “Little Brother.”

February 16, 2010

1. Examine the short story rubric (Sh Story rubric).
2. Organize the end of trimester calendar (205)). In addition to the due dates, schedule the following:  DRAFTING  TIME, ROUGH DRAFT DUE DATE, TEAM RESPONSE. Also schedule anthology and exam prep time.
3. Discuss the trimester exam (C. Writing Exam).  For the Escape flyer and entry forms, click on the Creative Writing tab above.
4. Begin workshop time. 

February 17, 2010

1. Discussed publication tips (Tips) and copyright info (http://www.copyright.gov/).
2. Workshop: looming deadlines–fiction project, personal anthology, publication exam. See calendar  (205)). 

February 18, 2010

• Workshop: looming deadlines–fiction project, personal anthology, publication exam. See calendar  (205)). 

February 19, 2010

• Workshop: looming deadlines–fiction project, personal anthology, publication exam. See calendar  (205)). 

February 22, 2010

• Handed in Personal Anthology today.
• Workshop: looming deadlines–fiction project, personal anthology, publication exam. See calendar  (205)). 

February 23, 2010

• Handed in Personal Anthology yesterday.
• Workshop: looming deadlines–fiction project and publication exam. See calendar  (205)). 

February 24, 2010

• Workshop: looming deadlines–fiction project and publication exam. See calendar  (205)). 

February 25, 2010

• Workshop: looming deadlines–fiction project and publication exam. See calendar  (205)). 

February 26, 2010

• Workshop:  Fiction project due at the end of the period today. 
• One more hurdle:  The Publication Exam (C. Writing Exam). See calendar (205)). 

English 10B Students,

Now that you have finished your personal voice poems, it’s time to publish.   Publishing just means sharing your writing with an audience. The fun part       is seeing how others react to your writing.

Posting your free verse poems will earn 5 bonus points. You are required to respond to at least two poems posted here.

Guidelines for posting:

• To earn full credit, identify  your first name with last initial only and your hour.
• Fill the comment box with your thoughtful and positive reactions to at least two of your peers’ poems.
• Always, always proofread before sending. Error riddled postings earn only half credit.

Honors 10 Students, you’ve reached your Blog Spot.

Welcome!  As you read your fiction and your nonfiction choices, share insights and observations related to the books. Feel free to ask questions and to react to each other. Post often (at least four times), but whatever you choose to share, have fun with your conversation.

Check regularly to see who is reacting to your ideas. Remember, I might also be commenting and questioning your posts.

Length? Minimum, fill the posting box. Should you proofread??  Of course.  Remember, each time you post, include your first name and last initial along with your book’s title and author.

If you need another copy of the summer reading letter, here is a link:  summer-2009.pdf