District Finals

Today in class we finished up our work on our This I Believe essays. Afterwards, we took the district final. Have a great summer!

This I Believe Pre-Writing

Today in class we listened to a few more examples of This I Believe essays and answered a few questions about them. We also worked on this organizer for our essays. Tomorrow we'll have time to type them up before we take our final.

This I Believe Pre-Writing

Today in class we continued to prepare for the This I Believe essays that we began to work on at the end of last week and will write this week. We started the day with some writing from these personal writing prompts.

We went over our A Raisin in the Sun tests.

Then we spent some time reading and listening to some essays and completing an active listenings on the essays. This does not need to be made up.

Finally, we took a look at these brainstorming questions. This assignment is optional. If you would like to be better prepared for your paper (and would like to pad your grade with some easy points), have this handout back to me tomorrow.

Mood in A Raisin in the Sun

Today in class we analyzed the changing moods in A Raisin in the Sun by completing a handout as we watched the film. The handout is available in the make-up work folder. Next week we'll finish up with our work on This I Believe essays.

Performance Series

Today in class we took the Performance Series reading test to see where our reading levels are at as we finish up the year. Afterwards, we began to watch the film A Raisin in the Sun, analyzing the changing moods, using a guide you can find in the make up work folder.

A Raisin in the Sun Test and Review

Tuesday, May 24th

On Tuesday we started with some brainstorming in groups for our This I Believe essay. This does not need to be made up. Then we practiced Few vs. Less for our quiz. We finished up our work with Booker T. Washington and W.E.B. Du Bois and turned in our organizer. Finally, we reviewed for our test over A Raisin in the Sun with this Chronolog.

Wednesday, May 25th

Today we took our grammar quiz over Count and Non-Count Nouns and then took our unit test over A Raisin in the Sun.

Booker T. Washington vs. W.E.B. Du Bois

Today we did a little practice with grammar with this guide. Then we read two essays: one by Booker T. Washington and another by W.E.B. Du Bois and answered the following questions about both of the essays. Tomorrow in class we'll fill out the chart on the back that contrasts their ideas on African American equality.

District Final Essay

Today in class we took the act III quiz over A Raisin in the Sun. We took the rest of the block to write the essay portion of our district final. If you were absent, this needs to be made up before Thursday, May 26th.

MLK vs. Malcolm X

Yesterday I was absent and we had a sub. Apparently the sub didn't have you all doing much of anything. Many people finished reading the third and final act of A Raisin in the Sun.

Today in class we quizzed over act II of the play. Tomorrow we'll quiz over act III. We spend some time analyzing the different perspectives and ideas of Martin Luther King, Jr. and Malcolm X by reading and watching some speeches. If you were absent, be sure to get this work from the make up work folder and turn it in.

Tomorrow we'll quiz over act III of A Raisin in the Sun and we'll write essays for the district final. This is part of your final in this class, so be sure to be well rested and ready to write.

A Raisin in the Sun, Act II

Today's bellwork is here. You'll need to respond to this local news story. We finished reading act II of A Raisin in the Sun. We also worked on a graphic organizer focusing on the different conflicts of the act. You'll need to pick this up from the make up work folder if you were absent. We'll quiz over act II at the beginning of class tomorrow.

Nouns and A Raisin in the Sun

Today we began class with a quiz over act I of A Raisin in the Sun. Then we worked on grammar using this guide, focusing on the difference between count and non-count nouns. Finally we began act II of A Raisin in the Sun.

A Raisin in the Sun, Act I

Sorry I've been slacking off on this!

Wednesday: We discussed stereotypes, using this as a guide. Then we finished reading act I, scene 1 of A Raisin in the Sun.

Thursday: Our day was cut short by the Memories Assembly, but we began reading act I, scene 2 of A Raisin in the Sun and we worked on this graphic organizer as we read.

Friday: Today's bellwork is here. Today we finished reading act I, scene 2 of A Raisin in the Sun. We'll quiz over act I of the play on Monday.

Stereotypes and A Raisin in the Sun

Today in class we took a look at some common stereotypes using this as a guide. After some discussion, we continued to read act I, scene 1 of A Raisin in the Sun.

A Raisin in the Sun, Act I and Maslow's Hierarchy of Needs

Today's bellwork is here. We began our work with the play, A Raisin in the Sun. In anticipation, we discussed Maslow's hierarchy of needs. We read part of act I, scene 1 (to page 14).

Presentations and EOC Practice Essays

Today in class we finished our presentations on our authors. Then we took some time in class to write an essay in preparation for the district final. We'll spend some time giving our classmates feedback on their essays later this week.

Essay Evaluations and Research Presentations

Today in class we spent some time evaluating example EOC essays in class to prepare for our district final. We also had a couple more research presentations. Monday we'll get started with A Raisin in the Sun.

Research Presentations

On Monday and Tuesday, we worked in the lab on the presentation of our research. Here is the scoring guide I'll use to evaluate those presentations.

Today and tomorrow we'll be presenting our research in class.

Research Papers

Today was our last day to work on our research projects. Your papers are due Monday at the beginning of the class. We will not take class time to work on the papers.

Research Papers

Today in class we continued to work on our research papers. By now you should be starting to type out your paper. Tomorrow, Friday, will be your last day to work on your annotated bibliography, web organizer, research outline and paper. The paper is due at the beginning of class on Monday.

MLA Format

Today in class we went over these MLA format checklists. We also evaluated a paper for proper use of MLA format.

We then spent the rest of the block in class working on our research papers. Annotated bibliographies were due today. The web organizer and outline are due at the beginning of class on Friday. If you have not begun to type your paper by the end of the day tomorrow, you may be a little behind. Your papers are due on Monday.

Annotated Bibliographies and Using Quotations in a Paper

Most of our class time today was spent in the library working on our annotated bibliography assignment. That assignment is due at the beginning of class tomorrow, Wednesday.

We also went over how to integrate quotations into our papers, using this as a guide. This was not worth points, but you might want to get the notes from a classmate.

In-Text Citations

Today in class we went over how to do proper in-text citations for our research papers. We used this as a guide. It is not due, but should be referred to later this week when you work on in-text citations for your papers.

We went over the next part of the assignment: the web organizer and the outline. These are due on Thursday. Be sure to pick up copies of the handouts in class.

We spent the rest of the class in the library working on our annotated bibliography assignment. The five notecards are due at the beginning of class on Wednesday.

Annotated Bibliography

Today in class we began our work on our annotated bibliographies. Here is a guide to the assignment.

MLA Format

Today we worked in groups to learn MLA format for cited works and applied the format to a few practice examples. We used this handout as a guide. This work is not for points and does not need to be made up, but you will be expected to create a properly formatted works cited page for your research papers. Let me know if you need some help.

RIP Notes

Today in class we finished up our practice RIP notes over Shakespeare. Be sure to turn in what you have if you were absent. Then we went to the library to begin our research for our RIP notes on our American author. We'll continue working on this tomorrow as well.

RIP Notes and Databases

Today in class we began our research unit. We chose our American authors for the research and we worked through a practice RIP notes. Those notes are here. You get with a classmate to get those notes. We'll finish up this work tomorrow.

Quizzes and Poetry Portfolios

Today we quizzed over subject-verb agreement and our poetry unit. After our quizzes, we went to the computer lab to type out the five poems we produced over the two weeks of our unit. Your poetry portfolio should include the following five poems:

Invitation poem (from 4/4)

Acrostic poem (4/5)

Chain poem (4/6)

Haiku (4/8)

Found poem (4/13)

Guidance Counseling Presentations

Today in class we heard from our guidance counseling department about post-high school planning. Tomorrow we'll finish up our poetry unit with a quiz over subject-verb agreement, a quiz of over our literary/poetry terms and we'll type out the poems we've written over the past week.

Analysis and Found Poem

We started our class today with some practice with subject-verb agreement.

Then we analyzed some poetry for the literary terms we took notes on last week using this as a guide. The poems can be found here. You will be expected to be able to do something similar on Friday's quiz.

Finally, we finished the day with our last poetry writing assignment. A found poem uses an existing text to provide the language of the poetry. The assignment sheet is here. You can use this copy of Charlie Sheen's recent interview as your text from which to base your poem.

Poetry Stations and Questions

Today's class was run by our practicum teacher, Ms. Lorts. Don't worry about making up her activities. At the end of the class, we answered a few questions concerning the poem we read to the class yesterday. This should be made up.

Poetry Performances

Today in class we read a couple of poems and watched their performances. Then we took some time to some poems individually and then read a poem to the class. If you were absent yesterday, you cannot (and do not need to) make this up. We also finished teaching each other our literary terms, so, if you were absent, be sure to get these notes from a classmate.

Haikus

We started the day off practicing some subject-verb agreement with this handout. Then we took part in a creative writing/haiku activity. Some instructions can be found here. Make sure you include a haiku in your poetry portfolio that we'll turn in next week.

Assembly

Today we attended the "To Save A Life" assembly during first block. Before the assembly, we were able to continue to teach each other our literary terms in small groups, but only a few of them. Make sure you are up to speed on these notes.

Chain Poetry and Literary Terms

Today in class we wrote chain poems in small groups. This cannot (and does not need to) be made up. Then we took some time to teach each other our literary terms in small groups. If you were absent, be sure to get these notes from a classmate.

Subject-Verb Agreement, Acrostics and Literary Terms Research

We started the period with some work on subject-verb agreement using this handout. It is not for points, but it will be the basis of further grammar work, so make sure you know it.

Then we went to the lab to work on a short acrostic poem activity. We also used our lab time to research various poetic/literary terms. No need to make up this research, but be ready to listen and learn from classmates' research tomorrow in class.

Robert Frost and an Invitation Poem

Today's bellwork is here. In small groups, we read and discussed a few poems by Robert Frost. Those poems are here. Your assignment is to write a poem in the model of Frost's The Pasture, which is included on the handout. Here's is a copy of the assignment.

The Great Gatsby Test

Today in class we took our unit test over The Great Gatsby. Afterwards, we finished our work on our character collages while watching some scenes from the film. Have a great weekend!

The Great Gatsby, Chapter 9, and Character Collages

I forgot to put yesterday's work on the blog...

Yesterday, Wednesday, we completed the following bellwork. Then we quizzed over chapter eight of The Great Gatsby. After discussing the chapter we continued to read through the end of the novel.

Today's bellwork is here. We quizzed over and discussed chapter nine. Then we worked on character collages as we watched some scenes from the film.

The Great Gatsby, Chapter 7 and 1920 Slang

Today in class we quizzed over and discussed chapter seven of The Great Gatsby. We also took time to analyze and translate slang from the 1920s into modern speech/slang with this handout as a guide. In class we completed this in small groups, but I would still like you to make it up individually if you missed class today.

The Great Gatsby, Chapter 6

Today's bellwork is here. You'll need this short biography to complete the bellwork. We quizzed over chapter six of The Great Gatsby and went over the chapter as a class. Chapter seven should be read by tomorrow.

Latin Roots and Vocabulary Quizzes

Today in class we turned in two bellworks, our Latin roots crossword and our punctuation practice handout. Then we took our quizzes over Latin roots and punctuation. We watched a few minutes of 1974 film version of The Great Gatsby. Finally, we began reading chapter six. Be ready to quiz over chapter six of the novel when we return. Have a great spring break!

Review and Chapter Five of The Great Gatsby

Today we quizzed over chapter five of The Great Gatsby. In preparation for tomorrow's quizzes, we reviewed our Latin roots through this crossword and our punctuation work with this handout. Be ready for these quizzes tomorrow.

Character Webs and Chapter Five of The Great Gatsby

Today we started off practicing using commas and semi-colons to correct complete sentences with this handout. We took our chapter four quiz over The Great Gatsby. Then we worked on these character webs for a character from the novel. Finally we began to read chapter five. Please be ready to quiz over chapter five tomorrow.

Colons and Setting Maps

Today's bellwork is here. You'll need this Latin roots study guide to complete it. We took some notes over colons using this handout. It does not need to be turned in, but make sure you complete it and understand it. Finally, we finished the setting maps we began on Friday. Tomorrow we will take the chapter four reading quiz over The Great Gatsby.

Latin Vocabulary Roots and Ch. 4 of Gatsby

Today's bellwork is here. Then we took our reading quiz over chapter three of The Great Gatsby. Afterwards we did an activity with our Latin vocabulary roots. If you were absent, do not worry about making up this activity. Finally, we began to read chapter four of the novel and will quiz over it tomorrow.

Semi-Colons and The Great Gatsby, Chapter 3

Today's bellwork is here. After quizzing over chapter two of The Great Gatsby, we work on semi-colons using this handout as a guide. We took some time to read chapter three of The Great Gatsby before working in groups on a setting map. We'll finish the map in groups on Monday.

The Great Gatsby, Chapter 2

Today we started with our reading quiz over chapter one of The Great Gatsby. If you were absent, plan on taking this quiz when you return. Then we worked on practicing our comma usage with this handout. You'll need your comma notes handout from Monday, in order to list the specific rule used. Finally, we spent some time reading chapter two of The Great Gatsby. We will take a quiz over chapter two tomorrow.

The Great Gatsby, Chapter 1

Today's bellwork is here. We finished watching the biography over the life of F. Scott Fitzgerald. If you were absent, you do not need to make up the work, but make sure you know a little about Fitzgerald's life. After reading the first chapter of The Great Gatsby, we did a short literature circle over our reading. You'll need to talk to a classmate in order to answer all of the questions. We'll quiz over chapter one tomorrow.

F. Scott Fitzgerald

Today in class we turned in our literary analysis papers. We also watched a portion of a biographical film on F. Scott Fitzgerald, author of The Great Gatsby. You will not need to make this up, but you will want to know a bit about Fitzgerald's life for our unit test over the novel. We also began reading the first chapter of The Great Gatsby. You should have the chapter read by Thursday.

Commas and Literary Analysis

On Friday, we spent the entire class period in the A+ lab working on our literary analysis papers.

Today in class, we started with these notes over commas. Then we spent time in the lab finishing up our literary analysis papers. Those papers are due tomorrow.

The Village and Literary Analysis

Sorry! I forgot to update yesterday.

Wednesday, March 2nd

Today we took our test over The Crucible. We also took quizzes over our Greek vocabulary root words and the parts of speech we've been working on. If you were absent, please find a time to make this up.

Thursday, March 3rd

Today we finished watching The Village. We also made a t-chart comparing the play to the film. If you were absent, you do not need to make this up. We also spent some time on our outlines for our literary analysis papers. If you do not have this finished for tomorrow, work on it. You will turn it in with your paper.

The Crucible Review

Today's bellwork is here. If you were absent and cannot trade with a classmate, just answer your own question.

Then we discussed our assignment for the literary analysis paper. This handout will give you some direction.

Then we took some time to review for tomorrow's test over parts of speech, Greek vocabulary roots and The Crucible. Turn in the review sheets over parts of speech and vocabulary before you take the test.

Finally, we watched the first few minutes of The Village.

Conjunctions and The Crucible, Act IV

Today's bellwork is here. You'll need to read the following article to complete the bellwork. Then we focused on conjunctions as a part of speech using this as a guide. Please get the notes from a classmate. Then we finished watching The Crucible. If you haven't read or seen the final scenes, please do so. A text can be found here. We also worked on a handout entitled Literary Analysis: Theme which can be found in the folder at the front of the room.

Prepositions and Acts III and IV of The Crucible

We started our class today with some notes and practice with prepositions, using this handout as a guide. Then we watched the end of Act III and most of Act IV of The Crucible on film. In order to make this up, you can watch the last 45 minutes of the film or read the text (from midway through Act III). You'll need to complete the Act III Strategic Reading (copies of this can be found in the make up work folder). Have a great weekend!

Adverbs and The Crucible, Act III

Today's bellwork is here. You'll need to read Margaret Atwood's poem, Half-Hanged Mary, in order to complete it. Afterward we took notes over adverbs using this guide. Get these notes from a classmate and complete the work on the back on your own. Finally we continued our reading of Act III of The Crucible, up until the presentation of Mary Warren's deposition.

Verbs and The Crucible, Act III

Today's bellwork is here. Continuing with our work on parts of speech, today we took some notes on verbs, using this handout. Then we continued reading in The Crucible, from the first 230 lines of Act III.

The Crucible, Act II

Today's bellwork is here. In class today we finished reading Act II of The Crucible. We also worked on our Act II Strategic Reading handout, which is on the back of Act I's Strategic Reading handout. We'll turn this in tomorrow. We'll also quiz over Act II tomorrow at the beginning of class.

Peer Reviews and The Crucible, Act II

Today's bellwork is here. You'll want to take a look at this study guide of our Greek root vocabulary terms to help you on the bellwork.

We then took time to give each other some feedback on our short stories. If you were absent, you do not need to make this up.

Finally, we continued our reading of The Crucible. We began Act II and read up until the arrival of Reverend Hale at the Proctor's home.

Adjectives and The Crucible, Act I

Today's class began with some work on adjectives with this handout. Please get the notes from a classmate.

Then we finished reading Act I of The Crucible (from line 825). A link to the text online is here. You should be finished with the front of the Strategic Reading handout we've been working on. The back side will be completed with Act II.

Finally, we began working on peer reviews of our short stories. I'll give you all some more time on these tomorrow in class.

The Crucible, Act I

Today's bellwork is here. We then read lines 200-825 from Act I of The Crucible. You can find a copy of the text here. We also continued to work on our Strategic Reading handout available in the make up work folder.

Pre-Reading for The Crucible

Today we watched a couple of short films on the Salem Witch Trials and on McCarthyism and the Red Scare. While you do not need to make up the work associated with this assignment, you should be familiar with these two historic events for our reading of The Crucible, so you may choose to do a little research on your own.

We then read the first 200 lines of The Crucible and began working on a Strategic Reading graphic organizer. It is available in the make up work folder.

Greek Vocabulary Roots

Today in class we defined some Greek vocabulary roots that we'll work with throughout the new unit. If you missed today's activity, you do not need to make it up, but you will be responsible for knowing the new vocabulary roots. We'll continue to work with these words throughout the unit.

The second half of class we spent in the lab working on our short stories. The short stories are due on Monday. You must have a hard copy in hand at the beginning of class period. Feel free to email papers to me this weekend at stsotheran@spsmail.org.

Short Stories

On Tuesday I was gone. We read the first 500 lines of The Crucible. This link is to an online version of the play. You'll need to read approximately the first nine pages to catch up to us.

Wednesday was a snow day.

Bellwork from today, Thursday, is here. We spent the rest of the class in the computer lab working on our short stories. We will not take any more class time to work on these. The stories are due on Monday.

Nouns

Welcome back! Today's bellwork is here. We then focused on nouns. We'll work on identifying several parts of speech throughout this new unit, starting with this handout on nouns. You'll need to see a classmate for the notes. We continued to talk about our short storeis as well. We'll be in the library on Wednesday to type them.

Snow Day

Bird by Bird and Brainstorming

Today we went over our tests from Friday. If you have yet to take the test, please see me about scheduling a time to make it up. Then we read an excerpt from Anne Lammott's Bird by Bird and answered the following questions about it. The writing gives some practical advice to creative writers that may be helpful for the stories we will be writing this week. Finally, we took some time to brainstorm for our short stories using this as a guide. Be ready to begin typing your stories in the lab on Wednesday.

Review and Test

Thursday, January 27th

I had a sub today. Today's bellwork is here.

Then we turned in the Dependent and Independent Clauses work we began on Wednesday.

In preparation for our test on Friday, we completed the Short Story Terms Crossword and we answered these questions over the short story Something That Happened.

Finally, we reviewed sentence structure with this handout.

Friday, January 28th

Today's bellwork is here. Then we took a few minutes to review before taking our short story test. If you were absent today, be sure to talk to me about a time when you can make up the test. Have a great weekend!

Performance Testing and Clauses

We spent most of today's class testing our reading level online though the Performance Series Reading Test. If you were gone, you'll probably be pulled out of a class later this semester to take this test.

Upon returning to class we began our work dependent and independent clauses, using this handout as a guide. Talk to a classmate about getting the notes. You can also check this website to help get you started.

Description and Theme

Today's bellwork is here. We then went over this powerpoint on descriptive writing. We then practiced our descriptive writing, by describing fruits. To make this up, please describe a fruit (any type will do) using writing that appeals to all five senses (sight, sound, touch, taste and smell). Please write a half of a page worth of description.

Then we moved on to talk about theme using an excerpt from The Kite Runner as a guide. Please read the short story and turn in a half sheet of paper that lists three possible themes (or lessons) from the short story. Your three themes might concern racism, friendship, bullying or something else you take from the story.

The following is a copy of the homework assigned in class today. Once you've chosen your story from East of the Web, please answer these questions about the story.

Subject/Predicate and Mood

Today we started class off with a little grammar work, specifically with subjects and predicates. It is probably review, but it may be challenging. This website can help with the work. Feel free to talk to classmates to have them help you through it. When you are finished with the handout, turn it in for points.

After the grammar work, we shifted our focus to mood. The following is a powerpoint we took some notes from. Then we read Edgar Allan Poe's The Raven. After reading the poem, we came up with a list of five possible adjectives to describe the poem's mood. Then we read Mary Schmich's Advice, Like Youth, Probably Just Wasted on the Young and came up with another list of five adjectives to describe the piece's mood. Turn in these two sets of adjectives to me if you were absent. If you are having difficulty with this, confer with a classmate.

Characterization

Sorry this is late, but on Friday we focused on characterization. Here is the morning's bellwork. You should have three bellworks to turn in for the week.

We then read a short story from The Things They Carried by Tim O'Brien and discussed how the author uses objects to characterize the men in the story.

Afterwards we did some creative writing using objects. This writing does not need to be made up, but make sure you know the difference between concrete and abstract imagery as well as the principle of showing, not telling.

Plot

Today's bellwork is here. We then took a short quiz over the syllabus that need not be made up. Then we took notes (using this handout) over this powerpoint on plot. On the back of the notes sheet, you should fill out a plot diagram for your fairy tale. Then read Edgar Allan Poe's The Tell Tale Heart and fill out the final plot diagram (also on the back of the notes sheet).

Syllabus/Introductions

Today's bellwork is here. We went over the class's syllabus. Be sure to sign this, have a parent/guardian sign it and turn it in to me. We also filled out a notecard with the following information. Finally, we introduced ourselves to a classmate and then did classwide introductions of our partners. This activity cannot (and does not need to) be made up.