mca prep

 - 66/68 

quiz act 3 + group short essay

Begin Act Four 

Finish Act 4 

HW - MCA Prep - Atom Bomb/Carver (70/72)

mca prep

 - 70/72 

Quiz - Act 4

Begin Act Five 

Finish Caesar + Sum up

 - models of personal honor, integrity 

MCA Prep - 74/76/78

Quiz - Act one Julius Caesar

 - this will take the first 20 minutes.  you WILL be cut off at this point.

If you finish early, you may continue working on the quote sandwiches

from Friday.

Begin Act 2 - Scenes 1-2 

Act 1 Quote

Sandwiches 

Finish scene 2; finish Act 2

HW - MCA Prep; Act 2 quote sandwiches 

MCA Prep

Quiz - Act 2; quote sandwiches

Begin Act 3 - Scene 1/2 

Finish Scene 2; finish act 3

HW - MCA Prep 

Quiz - Act 3; quote sandwiches

Begin Act 4

HW - MCA Prep

intro: Rome and Shakespeare

HW: MCA Prep - Ripley/Peta/Guillotine 

Reading:  Caesar: Act 1 - scenes 1-2

- pps. 822-833

Reading: Finish Act 1 - through pg. 837

Intro: Quizzes

HW: MCA Prep - 58-60 (Nascar/Narcolepsy) 

Reading: Chapter 9 (Locust)

2nd Hour: MCA Prep - pgs. 40-42

3rd Hour: Debates - Ben/Chris; Gabe/AJ 

Reading: Chapter 10 (Locust)

Intro: Poetry tutorial (terminology)

- as time allows: haikus, 988 

3rd Hour: Debates - Chris/Alex; Casey/Jenny 

Reading: Chapter 11 (Locust)

Poetry: Imagery - dickinson (950/284)

3rd Hour: Debates - Matt/Anthony; Bethany/Sidney

Reading: Chapter 12/Epilogue (Locust)

Poetry: Imagery/Figurative Language - Tennyson (939)

3rd Hour: Debates - Dylan/Logan; Jeff; Tia/Desiree 

Final Discussion: While the Locust Slept 

Poetry: Pentameter/Verse - Shakespeare (990)

3rd Hour: Debates - Shelby; Haley;Corrina 

ch 3-4 + discussion

questions

"Catalina" q's - 3rd hr

discussion - chapters 3-4

 - this is SECOND HOUR only.  Third hour will be discussing

tomorrow

HW - ch 5-8 due Friday!

2nd hr - map testing

3rd hr - discuss ch 3-4

Discussion - Ch. 5-8

Jellyfish/Sweatshops 

MCA (pgs 20-23)

Intro: While The Locust Slept

 - HW for tomorrow will be chapter 1, with 2

discussion questions - write these on a separate

piece of paper

Troubleshooting MCA preps

Handout - while the locust slept

Begin Debate structure (3rd)

Work Time - Locust

HW - chapter 1-2 (17-33) - this is due THURSDAY

MCA  prep - "Tea" - pg 24 (grp activity)

Model Debate (3rd)

http://www.youtube.com/watch?v=qDshQTBh5d4&safety_mode=true&persist_safety_mode=1

http://www.youtube.com/watch?v=vZwF9NnQbWM&safety_mode=true&persist_safety_mode=1

work time - locust

chapter 1-2 + 4 discussion

questions - 17-33

"Tea" questions 1-5

discussion: chapters 1- 2 - Locust

MCA Prep - Catalina de Erauso - grp activity

http://www.youtube.com/watch?v=4vuW6tQ0218

Work Time - Locust

A note: there will be MAP testing next tuesday/wednesday during

second hour. As a result,  there is effectively no second hour

on these dates - students are still reporting to my room for

attendance though!

On MONDAY we will discuss Locust, with chapters 3-4 being

due then - this means FOUR discussion questions - 2 per chapter

are due on Monday.

 - this will be pgs 35-57.

Intro: Reading Non-fiction 

 - this will be a group activity.  Students will read and summarize

selected texts from the MCA prep text - this will be our introduction

to MCA prep, which will continue throughout the term.

 - Abelard and Heloise; summarization

    - Grp Activity/Discussion: Multiple Choice Breakdowns

Procedure:

 - in groups of two:

    1.  assign yourselves: A and B.

    2.  each person will read the first paragraph silently.  take about

a minute. As you read, note the major events of the paragraph: dates,

significant moments, topic ideas, et al.  Think singular words and

phrases!

    3.  after finishing, A will, without looking at the text, summarize

the events of the paragraph using the phrase-notes you took.

This should take about 20 seconds.

    4.  after A finishes, B will repeat: don't skip - summarize the text

to A.  As you read, add details you feel are important, correct any

information you thought was inaccurate, et al.  This should take about

20 seconds.

    5.  Repeat for each subsequent paragraph.  Take a minute to read

and take notes, and about 20 seconds summarizing the important

information to each other.  As you go, trade off who goes first:

for paragraph 2, B goes first, 3 will have A going first, and 4 will have

B going first.

    6.  Take thirty seconds to look at your notes taken and think about

what you shared verbally - in the sheet provided, provide a brief

summary (in note form, you don't need full complete sentences) of

the article as a whole.  identify the main idea/purpose for the article

as well as the important supporting information.

   7.  You're done!  We'll share the main points verbally!

As time allows - Begin Non-fiction/Debate

 - Japanese Internment, pg 300

Abelard/Heloise,

1-5

Activity - Read/respond to MCA -  "Monstrous Mengele"

 - HW - 1-5

- Japanese Internment discussion/ rules of rhetoric

Activity - Salvador Dali - questions 1-5

Begin Angela's Ashes/Memoirs, pg 474

- fallacies

Octopush - 1-5

Discussion: Angela's Ashes

Begin Speak, Memory, pg 342

Continue Speak, Memory  - Discussion

Assign MCA prep texts

troubleshooting: drafts

 - review: what is being turned in for this portfolio?

At this point, all students should be completed with RD's and

peer reviews for their 1984 essays.  All students MUST be ready

to work on FD's in order to be done by the due date.

Lab - FD work

1984 essay portfolio,

end of the hour

Lab (as needed) - FD work

Viewing

viewing

As needed, students will be allowed to go to the MC in order

to work on FD's - i will NOT take any 1984 essays after 3.05!

Rough Thesis - 1984

Essay 

Mac Lab - Essay Research

 - by the end of the hour, I expect  everyone to show me their rough

thesis statements - this means you've been researching, you have source note sheets,

and you have a rough idea what you can prove re: the scariest method of control.

 - if you do not complete this thesis by the end of the hour, I will gladly look at it at any

time throughout the week - but I will not sign them after today! 

rough outline

 - 1984 essay 

Lab - Essay Research

 - by the end of the hour, I expect everyone to show me their rough outlines.

This means you've done your research, your source note sheets are completed, and you've

chosen which quotes/reasons you'll be using.  I will sign them as I see them.  

  - If you do not complete this outline by the end of the hour, I will gladly look at it at any

time, but I will NOT sign them after today 

note cards -

 1984 essay 

Mac Lab - Essay Research

  - by the end of the hour, you'll need to show me your notecards.  I highly recommend you

show them to me as you complete them, rather than trying to bring them all at once for a

signature.  Each notecard will have (on side 1) the MLA citation and the quote, and (on side

2) the FULL quote sandwich you'll be using.

 - again, I'll look at them and provide feedback later, but won't sign after today. 

Lab - essays

 - I highly recommend you be at the rough draft stage at this point.  You won't be turning one in to

me, but you are required to have three people read and respond.  For best pacing, be done with the rough

draft today so you can spend friday doing peer review and beginning work on a final draft.

  - this final draft will be due at the beginning of the hour on Tuesday, 11/19. 

Mac Lab - Essays

 - I VERY HIGHLY recommend you have a rough draft finished at this stage, and be able to get peer reviews going.

For peer review, you'll be following the same format as before.  You'll be reading a draft multiple times, and reading

CRITICALLY.

   - 1 - grammar, spelling, punctuation

   - 2 - thesis/topic sentences/anti-thesis

   - 3 - quotes - do they prove/support the topic sentences?

   - 4 - sandwiches - context building into quote?  does the analysis suggest/prove/illustrate the quote?  Does each

body paragraph tie back to your thesis?

We will be in the lab Monday, but MONDAY is your last day in the lab for this project - it's due on Tuesday, 11/19. 

Lab - work time

final draft/portfolio

 - research essay

Engl Lab - work time

 - your final draft needs:

    - a cover page

    - 2-3 pps (double spaced)

    - a works cited page

    - a "list" page of improvements made

    - your rough drafts, with review comments on them

    - source note cards

    - outlines

    - source note sheets

do NOT forget to bring your copies of 1984 tomorrow!

Intro - 1984 research essay

 - using the skills of research and drafting learned through

the previous unit, all students are expected to self-regulate and

build a new essay based upon the reading.  This will be due Nov.

19th.

topic brain storm

Engl lab - work time

Mac lab - work time

 - thesis drafting, research.

 - a rough thesis will be due end of the hr. monday.

10/29

1-2 book 3

Hand Back - Book 2 Test

Discussion - ch 1-2

HW - chapter 3, book 3

  - pps 260-274

ch 3, book 3

 - study guide, ch

1-3

Hand back - rough draft, persuasive essay

  - Students are required to read the comments provided carefully.

After reading each others draft comments, and individual conferencing

with me, each student will provide a list of items they've changed, altered,

and improved between rough and final drafts.

  On the list:

     I GUARANTEE at least two items.  Even if you do your

rough draft perfectly (an impossibility), you still need to craft an

introductory and conclusive paragraph.  This list will be based on

feedback from myself as well as feedback from peer review.

computer lab.  Each student is required to print

two copies of their rough drafts.  These will be used for peer review

later this week!

As students do this, we will begin one-on-one conferencing.  I will go

over your papers with you individually over the next few days.

HW - chapter 4-5, book 3

Peer Review -  Rough Drafts

 -- each student MUST have two copies of their rough drafts.

Each student is ALSO required to review at least 2 other drafts.  You

will be using this format/list in order to guide your review:

     - 1. Thesis - does it make sense?  Does the thesis, to you,

avoid "moral" territory and have a persuasive angle?

Reasons 2-5 will be repeated for each body paragraph

======

     - 2. Reason 1 - does the reason mesh the thesis?  Does the

thesis sentence, on its own, support the thesis you've written down

for #1?

     - 3. support - does the quote provided prove the topic sentence?

     - 4. Context - does the writer provide enough detail to bring you

into the quote used?  What suggestions can you provide to improve

flow?

     - 5. Analysis - does the writer's analysis "walk through" the thinking,

explaining how the quotation supports the thesis?

            - are focus words used?  words such as "suggests", "illustrates",

"shows"?

            - does the writer tie the analysis into the thesis?

======

     - 6. Transitions - Does the writer effectively transition from one

body paragraph to another?

     - 7. Transitions - Does the writer attempt to use evidence from one

reason to build into the next?  What suggestions can you offer to

strengthen?

     - 8. Grammar - fix grammar to the best of your ability.  Make sure

words are spelled correctly, punctuation is in its proper place, and

sentences fit together in a coherent structure. 

     - 9. Signature - print your name on the bottom of the last page

CLEARLY! - your grade depends upon myself and your writer being

able to read your handwriting.

While students peer review, I will continue conferencing individually

Viewing - 1984

- as we watch the film, I will conclude individual conferencing.

HW - Chapter 6; Study guide (4-6)

Chapter 6

 - 287-298

Discussion - Book 3

 - this will be a sum-up of the novel as a whole.  I expect students to

not only provide discussion questions for the reading (4-6), but also

seek to apply the technique discovered to the novel as a whole.  What is

the "point", or theme, to Orwell's novel?

Primer - writing an introduction

For the remainder of the hour, we will be in the lab, typing up our

final drafts. 

Reminder - No School Monday, 11/05 - we will be in the lab on 

tues/wed, with the final drafts due on Wednesday.

   - there will be a quiz on 1984 on Tuesday.

               - Next week is the LAST week of the term!

Reading: ch. 5-9

 - pps. 147-184

 - this encompasses the first

few pages of chapter nine

 - I also expect all students to

complete the corresponding study

guides, as well as craft TWO discussion

questions per chapter. 

persuasive essay draft

  - by the END of the hour

Rough Draft: Persuasive Essay

 - After two weeks of lab time, students

are expected to have:

    - chosen a topic

    - begun research

    - drafted a rough thesis

    - re-research based on thesis

    - crafted source note sheets

       - minimum two sources

       - minimum 15 quotes

    - crafted source note cards

       - these are considered the body of

your essays, with each note card holding

one complete quote sandwich!!

With all this in mind, today is rough draft day.

Rough drafts are due by the end of the hour, and there

are NO EXCEPTIONS to this rule.

HW: continue reading 1984 - finish chapter 9,

read the entirety of chapter 10

  - this will be pages 217-224

Group Discussion - chapters 4-10

 - each student MUST have their study guides complete,

and two discussion questions PER CHAPTER.

Quiz - Book 2

Note: due to plan testing, there will be NO CLASS

tomorrow.  Students are expected to read chapters

1-2 of book 3.  This will be pages 225-260.

Ch 1-2 - Book 2

 - pps 105-126

Discussion - Book 2, 1984

Introduction/Work Time - Source Note

Cards - Research Essay

HW - 126-136 - ch. 3

 - At this point, some students are likely done with their

note cards.  Those who are may begin working with and

tomorrow's reading

HW - 136-147 - ch. 4

1-4 study guide

ch. 4 reading

 - 136-147

Mac Lab - Research Essay

 - At this point, ALL students should be done with note cards.

When finished, begin typing a rough draft.  This draft is due by

the end of the hour MONDAY.

HW - ch 5-8 + study guide

 - This reading is pps. 147-179 - ch. 5-8.

conclusion: chapters 1-4, 1984

Assignment: Groups for Research Essay; completion of

topics for essays

HW - chapter 5 (48-63)

Q/A - Chapter 5

English Lab - Research Essay

 - Your primary goal for today is SOURCE NOTE SHEETS.

I do not expect you to complete all of your source note sheets,

but by the end of tomorrow, you WILL need your sheets completed, as

well as a completed working thesis.

HW - you will need to have the rest of book 1 finished by Friday, this

will be pages 63-104.  I highly recommend you follow the formula of

"one chapter per day".

Lab - Research Essay

 - as you continue your work with source note sheets, amassing as much

information as you possibly can, i will be going to each student, checking

to see your thesis statements and providing suggestions for improvement.

MAC LAB - research essay

 - at this point, you SHOULD have your source note sheets completed,

and be starting on your source note cards.  This is also the point where

your group mate will be temporarily unnecessary, as you've decided

which side of the issue you'll be writing on.

chapters 6-8;

book 1, 1984

 - pps 63-104

5-8 study guides

discussion - 1984, book 1

 - study guides for book 1 are also due.

 - DO NOT FORGET: for each chapter, you'll need a minimum of two

questions for discussion.  These questions will be tied into literary elements

found on your short story terminology/glossary.

    - Because this is our only discussion this week, it is worth significantly

more points than previous discussions...

Introduction - 1984 expectations

 - finish slides, 1984 intro

 - study guide handout - 1-5

 - a primer: how does discussion work?

   - reminder: just as i discussed and highlighted elements of

story structure and characterization throughout our short

story unit, I expect you all to do the same for me!  In lieu

of a lot of quizzes and exams, I will be grading discussion!

In class read: chapter 1 - as we finish reading chapter one, we will,

as a group, create discussion questions as a model.  When finished,

students will be required to continue reading, as well as continue

generating discussion questions for each chapter.

Homework - by tomorrow (10/2), I expect everyone to be finished

with chapter one (pg. 20) for class tomorrow, as well as having

a discussion question which addresses a variety

of story elements found on your literary terms sheet.

Chapters 1

 (pps. 1-20)

one discussion

question

Discussion 1 - building questions

in class read - ch 2-3

 - wednesday will be our first real student-led discussion.

I expect EVERYONE to have two questions per chapter ready to

go!

HW - 21-37; ch 1-4 study guide due tomorrow

Ch. 2-3; study guide

work; 6 discussion

questions

Discussion 1 - troubleshooting the questions

HW - ch 4 - 37-48

Intro - Persuasive Essay

 - This project will exist in multiple parts.  If you use your class

time well, you can finish the entirety of it in school.

ch 4

1-4 study guides

discussion 2 - chapter 4

HW - ch. 5 - 48-63

Lab - Begin Research

discussion - chapter 5

troubleshooting research topics

Lab - Research

HW ch 6-7 (63-81)

There will be a discussion on Monday of the events of Book 1

so far - don't forget your discussion questions and study guides!

Date

What's Due Today

Goal For Today

Exam: Short Stories  

This will be a long one!  multiple choice, a plot map, and a full five-part

essay.  You have as much time as you  need for this!

Intro - Choice novel project.  This project, if you lose the sheet, can be found

here.

This project will be using all the tools and vocabulary we've been working

with since the first day of school.  This project will also be your first shot

at using these tools on your own.  You have 6 days to do it, with a due date

of Oct. 1st, and you'll be continually using these tools as the basis for

your discussion questions.

Finish - Exam - Many students still have an essay to finish. 

Work Time - Novel Project

Introduction - Ingsoc and the world of George Orwell

 - character/setting

 - the MInistries

 - Doublespeak/Doublethink

 - Language as mind control

 - the rules of discussion

    - over the last four weeks, I have highlighted elements of story structure

for the class.  Beginning with this novel, it's your turn!  With each chapter/

section, every student is required to craft a minimum of two open-ended

discussion questions - each question MUST be attached to an element

of story structure found in your vocabulary sheet (handed out during

the short story unit).

 here

Viewing

Reminder - Your novel projects are due on MONDAY.

Handout - Novels

 - Students are responsible for reading chapters 1-3 (pps 1-37)

of 1984 over the weekend

Handout - Study Guides - 1984

 - Each chapter will have a study guide.  I highly recommend you

use them as an organizational tool for your reading.  You WILL be

turning them in, and many questions on our tests are going to be

based around this information.

Finish viewing

Date

What's Due Today

Goal For Today

Quote Sandwich - 

Hearts and Hands

Quiz - The Monkey's Paw

 Introduction - symbolism, mood, and how this

influences a setting via descriptive language.

Reading: The Masque of the Red Death

 - This will be a guided read, using an audio as well

as the text.

    - identifying the basics - character, plot, theme, setting,

point of view

HW - continue with your choice novels.  You have TWO WEEKS

to complete it, and I (as always) expect you to have your choice

novels in class with you at all times.  These novels need to be

finished by 9/28.

Continue Reading - Masque of the Red Death

 - identification - at this point we will begin to dissect the

how, why, and so what - identifying the elements of structure

in the story, and identifying what this means for a "greater

meaning" - our top priority is to begin identification of the

terminology of our short story vocab.

Masque of the Red Death - Descriptive Language

as it influences mood!

 - character - how do we determine protagonist and

antagonist?  can "Death" be a character?

 - plot - trying to figure out the idiosyncrasies of this story...

 - group activity - quote sandwich - Does Poe think it's

possible to cheat death?

Conclusion - as needed, Masque of the Red Death...

Group Activity - A Problem

Present - Group Activity

 - These presentations will serve as a review for the short story

exam.  This exam will happen on Monday!

Date

What's Due Today

Goal For Today

Reading: Through the Tunnel

Conclusion - "There will come soft rains" quiz

 -- group activity - construction of a quote sandwich.

Through the Tunnel - identifying character - use of indirect characterization 

Discussion - Identifying conflict

 - How does conflict drive plot?

 - Activity:  Constructing a plot map for "Through the Tunnel" 

Quiz - Through the Tunnel

Reading: Hearts and Hands

 - Beginning to tie it all together...

 - Identifying Theme

 - Character

 - Plot

 - Setting (three kinds)

Activity: Spotting types of irony

Introductory activity:

  - for the first five minutes of class: scour your copy of "Hearts and Hands" and identify ONE

type of irony.  Quote the line you see it in, specify what type of irony it is, and explain why it is ironic.

Conclusion: Tying it all Together - Hearts and Hands

Intro Activity: Writing - Using the pop culture conflict notes, describe the experience of viewing the show you identified.  

Using a mood (happy, sad, angry, etc), convince the reader that the show/movie you watched really made you feel this way.

   - The trick: you CANNOT say you were happy, sad, angry, etc.  Use descriptions and imagery to get the point across!!!

      - discussion - the use of denotation and connotation 

Viewing: The Monkey's Paw

Handout: The Monkey's Paw

Quiz - The Monkey's Paw

Identifying connotation - the use of language to build suspense

Plot - The Monkey's Paw

   - Mood, Monkey's Paw

        - How can we identify mood, and place it in the role of setting?

Hearts and Hands Revisited: Quote Sandwich Short Essay

 - Using themes identified in class, the class will write a short

identifying and proving the existence of a chosen theme in Hearts and Hands.

    - This quote sandwich is homework, a written quiz due on Monday. 

Date

What's Due Today

Goal For Today

Labor Day - No Class!

Introductions: Classroom rules and expectations.

Introduction: Short Story Vocabulary - elements of structure

 - a note - this grid of short story terminology will prove VITAL

to you all over the course of the semester.  We will be working

through them over the next few weeks, and as we begin reading our novels, you are expected to use these terms in order to

construct your own questions for classroom discussion.  If you

lose this page, you can download a new copy (word doc) through

the class assignment sheet page.

Introductory Read - "Luck", by Mark Twain

Luck Discussion 

   - Tutorial: How to spot the "big five" - Character, Plot, Theme, Setting, Point of View

      - Introduction - short story study guide

   - Focus - Point of View - Unreliable (first person) narration

Homework: Reading, "There Will Come Soft Rains"

Discussion: Luck

 - tutorial: how to spot the "big five" - character, plot, theme,

setting, point of view.

    - focus - point of view - unreliable (first person) narration

       - where are the "holes" in this story?

Introduction: Setting - how does setting drive a story?

Homework: "There will come soft rains" - Setting

Discussion: Setting and story

   - How does setting drive a story?

Introduction: Quote Sandwich

Discussion/Quiz - There will come soft rains

Introduction - Quote Sandwich

Media Center: Choice Novel Introduction

   - All students are expected to have a choice novel by the end of class period.  It must be age-appropriate and at least 200 pages.

   - Students will, on the week of Feb. 13th, be building a project based upon the novel they've chosen

Handout: Reading Log

   - Students are expected to keep note whenever they read their choice novel.  This will be turned in at the conclusion of the unit.

Homework: Through the Tunnel

 - All students are expected to complete their study guides for

this story, to be due on Friday.

A note: Students are expected, throughout the

unit, to expect their choice novel to be "homework"

Discussion: Through The Tunnel

  - Character and Conflict

  - In class activity: constructing a plot map of "Through the Tunnel"

Handout: Pop Culture Conflict

Remember - your signed syllabus and plagiarism sheet are both due on Monday!