Today, we read E.A. Poe's short story "Masque of the Red Death."
This week’s plan:
Monday- Edgar Allen Poe’s “The Masque of the Red Death”
Tuesday- I will collect student books. Review for the final exam. My final exam will consist of three parts:
1. Multiple choice section where I will give a definition and the student will choose the correct vocabulary word (words such alliteration or plot)
2. Multiple choice section where students will read an excerpt and then answer questions based upon the comprehension of the excerpt
3. Paragraph writing section where students will have to write a 5 sentence paragraph in response to a question; students will choose 2 out of 3 questions to answer
Wednesday- Final exam for Blocks 1 and 4; Block 2 will have a free day to study for exams
Thursday- Final exam for Block 2.
Monday, December 13, 2010
Friday, December 10, 2010
Friday, December 10
All classes went to the computer lab to work on the "Antigone" movie project. It'll be due this coming Monday. By the way, if you're missing the requirements, here they are:
Making the Movie:
Antigone
The play Antigone has been read and performed for over 2000 years. Some productions are faithful to the Greek text, and others have been radically modernized. In 1944, Anouilh (a French playwright), rewrote Sophocles’ play and set it in Nazi-occupied Paris. This modernized drama emphasized the theme of the conflict between moral beliefs and autocratic power that was reflected in the politics of the time. In the 1960’s, a critic compared Antigone’s act of rebellion with the acts of civil disobedience that occurred as part of the civil rights movement. In the 1970’s, Antigone’s actions were praised by feminists; in the 1980’s, a critic focused on the conflict between Antigone’s duty to her family and the duty to herself and her husband-to-be.
Your role:
Imagine that you are the producer of a movie version of Antigone. Your film may be set in any time or place but it must be faithful to the major themes and conflicts of the play.
Your task:
Create a prospectus (a formal written proposal) for the movie, which will be submitted to both major and smaller, independent motion picture companies. Your prospectus must be professional in appearance and well organized (10 points) and contain the following content:
*Convincing reasons why your remake of Antigone will be a popular success. Discuss the major themes and conflicts of your production and how they are relevant to a movie audience of today. Make clear whether your production is aimed for a mass audience, or to smaller, more specialized audience. (10 points)
*Basic plot outline, include setting (time and place), conflicts, and characters. Remember that, while your movie must be appealing to a segment of today’s movie-goers, it need not be set in the present. (10 points)
*Costuming notes. Visually present the most important costume of each of your major characters. Accompany each picture with an explanation of the effect you will be creating with this costume, the source of the inspiration, and comments about fabrics and colors. (10 points)
*Music notes. Explain what sort of music would be used in your movie: will you use a score (instrumental) or a soundtrack (songs by popular artists)? Explain what the musical director should achieve in writing the score, in terms of emotional impact. List which scenes will be enhanced by powerful music and state what emotion will be aroused by this music. If you choose to use a soundtrack, list the artists and songs that would be in your movie.(10 points)
*An original script of the most important scene of the movie, accompanied by stage and lighting directions. Choose a scene which emphasizes the themes and conflicts you have chosen to highlight in your movie. (10 points)
*A storyboard of one scene of the movie. This storyboard must be at least six panels and demonstrate your setting, costuming and camera choices. (10 points)
*A cover letter to the movie company that “sells” your movie. In this letter, you must convince the company that your movie is a smart investment and that your movie will be successful. This should be formatted in proper letter style. (20 points)
*Movie poster, featuring the name of your film, the names of actors you envision in key roles, and suitable artwork and descriptions of the plot. Your poster should reflect your main themes and conflicts and be visually interesting. (10 points)
Total: 100 points
RUBRIC FOR ANTIGONE FILM PROSPECTUS
Professional in appearance, including spelling and grammar. Well-organized. 10
Reasons why your remake of Antigone will be a popular success. Major themes and conflicts and how they are relevant to the target audience. 10
Costuming notes: pictures of most important costumes and explanation for each picture (effect, source of inspiration, comments about fabrics and colors). 10
Music notes: explanation of impact of particular scenes that will be enhanced by music and what emotion will be aroused in each case. 10
Original script of the most important scene: emphasizes identified themes and conflicts, accompanied by stage and lighting directions. 10
Movie poster: name of film, names of actors, suitable artwork and description of plot. Visually compelling and reflects main themes and conflicts. 10
Cover letter: formatted as a letter and persuades the company to invest in your film. 20
Basic plot outline, including setting (time and place), characters, and conflicts. 10
Storyboard of one scene that demonstrates your setting, costuming and camera choices; at least six panels 10
Making the Movie:
Antigone
The play Antigone has been read and performed for over 2000 years. Some productions are faithful to the Greek text, and others have been radically modernized. In 1944, Anouilh (a French playwright), rewrote Sophocles’ play and set it in Nazi-occupied Paris. This modernized drama emphasized the theme of the conflict between moral beliefs and autocratic power that was reflected in the politics of the time. In the 1960’s, a critic compared Antigone’s act of rebellion with the acts of civil disobedience that occurred as part of the civil rights movement. In the 1970’s, Antigone’s actions were praised by feminists; in the 1980’s, a critic focused on the conflict between Antigone’s duty to her family and the duty to herself and her husband-to-be.
Your role:
Imagine that you are the producer of a movie version of Antigone. Your film may be set in any time or place but it must be faithful to the major themes and conflicts of the play.
Your task:
Create a prospectus (a formal written proposal) for the movie, which will be submitted to both major and smaller, independent motion picture companies. Your prospectus must be professional in appearance and well organized (10 points) and contain the following content:
*Convincing reasons why your remake of Antigone will be a popular success. Discuss the major themes and conflicts of your production and how they are relevant to a movie audience of today. Make clear whether your production is aimed for a mass audience, or to smaller, more specialized audience. (10 points)
*Basic plot outline, include setting (time and place), conflicts, and characters. Remember that, while your movie must be appealing to a segment of today’s movie-goers, it need not be set in the present. (10 points)
*Costuming notes. Visually present the most important costume of each of your major characters. Accompany each picture with an explanation of the effect you will be creating with this costume, the source of the inspiration, and comments about fabrics and colors. (10 points)
*Music notes. Explain what sort of music would be used in your movie: will you use a score (instrumental) or a soundtrack (songs by popular artists)? Explain what the musical director should achieve in writing the score, in terms of emotional impact. List which scenes will be enhanced by powerful music and state what emotion will be aroused by this music. If you choose to use a soundtrack, list the artists and songs that would be in your movie.(10 points)
*An original script of the most important scene of the movie, accompanied by stage and lighting directions. Choose a scene which emphasizes the themes and conflicts you have chosen to highlight in your movie. (10 points)
*A storyboard of one scene of the movie. This storyboard must be at least six panels and demonstrate your setting, costuming and camera choices. (10 points)
*A cover letter to the movie company that “sells” your movie. In this letter, you must convince the company that your movie is a smart investment and that your movie will be successful. This should be formatted in proper letter style. (20 points)
*Movie poster, featuring the name of your film, the names of actors you envision in key roles, and suitable artwork and descriptions of the plot. Your poster should reflect your main themes and conflicts and be visually interesting. (10 points)
Total: 100 points
RUBRIC FOR ANTIGONE FILM PROSPECTUS
Professional in appearance, including spelling and grammar. Well-organized. 10
Reasons why your remake of Antigone will be a popular success. Major themes and conflicts and how they are relevant to the target audience. 10
Costuming notes: pictures of most important costumes and explanation for each picture (effect, source of inspiration, comments about fabrics and colors). 10
Music notes: explanation of impact of particular scenes that will be enhanced by music and what emotion will be aroused in each case. 10
Original script of the most important scene: emphasizes identified themes and conflicts, accompanied by stage and lighting directions. 10
Movie poster: name of film, names of actors, suitable artwork and description of plot. Visually compelling and reflects main themes and conflicts. 10
Cover letter: formatted as a letter and persuades the company to invest in your film. 20
Basic plot outline, including setting (time and place), characters, and conflicts. 10
Storyboard of one scene that demonstrates your setting, costuming and camera choices; at least six panels 10
Thursday, December 9, 2010
Thursday, December 9
Everyone please remember about the projects! The Antigone movie project will be due on Monday, December 13. Tomorrow (Friday), we will be going to the computer lab. You'll be able to use the 90 minutes of class time to research or type papers. Be prepared with draft copies or flash drives or whatever you need.
In class today, we continued our look at poetry.
Blocks One and Four: Students learned about figurative language (simile, metaphor, personification, etc.). Students conducted a "poetry scavenger hunt". They looked through various poems and found examples of different types of figurative language.
Block Two: Students read the poem "The Lake" and analyzed it for its use of figurative language. After that, students read each other's poems (which we wrote on Tuesday) and tried to determine what type of poem each was.
In class today, we continued our look at poetry.
Blocks One and Four: Students learned about figurative language (simile, metaphor, personification, etc.). Students conducted a "poetry scavenger hunt". They looked through various poems and found examples of different types of figurative language.
Block Two: Students read the poem "The Lake" and analyzed it for its use of figurative language. After that, students read each other's poems (which we wrote on Tuesday) and tried to determine what type of poem each was.
Wednesday, December 8, 2010
Wednesday, December 8
We started today by talking about holiday scams--how people try to persuade us to give them our money with tricks or wordplay. We looked at the example of the "Power Balance" wristbands. We examined the techniques used to persuade gullible customers.
We also looked at an interesting website online: http://www.yaymath.org
I know that my class is an English class, but I couldn't resist showing off this great website. A high school math teacher posts videos of himself teaching his class. It's great for students to go online and catch lectures if they were absent from school or had trouble understanding concepts.
I then taught a brief mini-lesson about writing cover letters. Students will need to include a cover letter as part of their "Antigone" movie project.
Finally, students had about an hour of time in which to work on their projects. They'll have another work day on Friday, in the computer lab. Projects are due Monday! It's a test grade!!
We also looked at an interesting website online: http://www.yaymath.org
I know that my class is an English class, but I couldn't resist showing off this great website. A high school math teacher posts videos of himself teaching his class. It's great for students to go online and catch lectures if they were absent from school or had trouble understanding concepts.
I then taught a brief mini-lesson about writing cover letters. Students will need to include a cover letter as part of their "Antigone" movie project.
Finally, students had about an hour of time in which to work on their projects. They'll have another work day on Friday, in the computer lab. Projects are due Monday! It's a test grade!!
Tuesday, December 7, 2010
Tuesday, December 7
We looked at different forms of poetry today.
Sometimes, poetry is divided up by the subject matter of the poem, such as narrative poems, dramatic poems, and lyric poems.
Other times, poetry is divided by the form of the poem, such as limerick, sonnet, haiku or shape poem.
After learning about the different types, students wrote two different poems (of their choice).
Sometimes, poetry is divided up by the subject matter of the poem, such as narrative poems, dramatic poems, and lyric poems.
Other times, poetry is divided by the form of the poem, such as limerick, sonnet, haiku or shape poem.
After learning about the different types, students wrote two different poems (of their choice).
Monday, December 6, 2010
Monday, December 6
This week, we’re focusing on poetry. I have a pretty good idea for the concepts that we’ll cover, but the schedule might switch around a bit.
Today, we learned about the elements of poetry. Students took notes. We talked about things such as simile, metaphor, and imagery. We talked about end rhyme and internal rhyme and students had to write poetry according to a given rhyme scheme.
The schedule for the remainder of the week is subject to change, but these are the concepts that will be addressed:
Monday- We’ll talk about the elements of poetry (simile, metaphor, rhyme, etc.) Students are expected to take notes.
Tuesday- We’ll continue looking at the elements of poetry, such as figurative language. We will look at examples of figurative language in poetry.
Wednesday- We will look at different forms of poetry, such as the narrative poem, lyric poem, or the elegy.
Thursday- Focus on the sonnet.
Friday- Work day in the computer lab. Students will be able to type their projects or do necessary research. Projects are due Monday!
Today, we learned about the elements of poetry. Students took notes. We talked about things such as simile, metaphor, and imagery. We talked about end rhyme and internal rhyme and students had to write poetry according to a given rhyme scheme.
The schedule for the remainder of the week is subject to change, but these are the concepts that will be addressed:
Monday- We’ll talk about the elements of poetry (simile, metaphor, rhyme, etc.) Students are expected to take notes.
Tuesday- We’ll continue looking at the elements of poetry, such as figurative language. We will look at examples of figurative language in poetry.
Wednesday- We will look at different forms of poetry, such as the narrative poem, lyric poem, or the elegy.
Thursday- Focus on the sonnet.
Friday- Work day in the computer lab. Students will be able to type their projects or do necessary research. Projects are due Monday!
Friday, December 3, 2010
Friday, December 3
We watched yet another film version of "Antigone." We did this so that students might see how a work of literature is open to many different interpretations. Students should understand the full range of possibilities availabe to them when working on their "Antigone" movie project.
After watching about 40 minutes of the film, I handed out instructions for the movie project. Students are to imagine that they are directing a film version of the play "Antigone" and sending a submissions packet to a film distribution company. Their packet will include many different pieces of writing, such as a cover letter, a script excerpt, and a summary of the plot and setting.
Full details are available on the handout. This project will be due Monday, December 13 and count for a test grade.
After watching about 40 minutes of the film, I handed out instructions for the movie project. Students are to imagine that they are directing a film version of the play "Antigone" and sending a submissions packet to a film distribution company. Their packet will include many different pieces of writing, such as a cover letter, a script excerpt, and a summary of the plot and setting.
Full details are available on the handout. This project will be due Monday, December 13 and count for a test grade.
Thursday, December 2, 2010
Thursday, December 2
We watched a film version of "Antigone." It was produced in 1962. It was in black and white, and it was performed in the original Greek! Awesome!
There were English subtitles, though, so everyone could understand, even if they didn't understand the play when we read it.
There were English subtitles, though, so everyone could understand, even if they didn't understand the play when we read it.
Wednesday, December 1, 2010
Wednesday, December 1
We finished with the reading of "Antigone" today. Every class had a written assignment to ensure that they understood the play. The assignment varied from class to class:
BLOCK ONE- wrote summaries of each scene in the play. Each summary had to be five sentences each, minimum.
BLOCK TWO- completed the "Study and Discussion" questions at the end of the play.
BLOCK FOUR- same thing as Block Two.
BLOCK ONE- wrote summaries of each scene in the play. Each summary had to be five sentences each, minimum.
BLOCK TWO- completed the "Study and Discussion" questions at the end of the play.
BLOCK FOUR- same thing as Block Two.
Tuesday, November 30, 2010
Tuesday, November 30
We had an eight question quiz on the pre-reading for "Antigone." I took up homework. Then, we began reading "Antigone" today. My different classes completed different amounts of it:
Block One- completed the entire play
Block Two- read up to the start of Scene Four; homework was to do the Study and Discussion questions up to Scene Four (on page 351)
Block Four- read up to the start of Scene Four
Block One- completed the entire play
Block Two- read up to the start of Scene Four; homework was to do the Study and Discussion questions up to Scene Four (on page 351)
Block Four- read up to the start of Scene Four
Monday, November 29, 2010
Monday, November 29
Students learned about Greek tragedy. They read pages 489-493 in their textbooks as an introduction to the topic. They also completed a worksheet about the Greek theater.
Here's the week's schedule:
Monday- Pre-reading to Antigone; introduction to Greek tragedy; textbook pages 489-493; worksheet on Greek theater
Tuesday- cast parts and begin reading Antigone
Wednesday- continued reading of Antigone
Thursday- finish reading Antigone; begin watching film version of the play
Friday- finish watching film version of the play; handout and discuss the requirements for our Antigone project Students will imagine that they are proposing an Antigone movie to production companies. For this project, they will need to complete a variety of tasks, such as writing a cover letter, writing a sample script, creating a movie poster, etc. Next week, I will give a small amount of class time and instruction on how to complete these tasks.
Here's the week's schedule:
Monday- Pre-reading to Antigone; introduction to Greek tragedy; textbook pages 489-493; worksheet on Greek theater
Tuesday- cast parts and begin reading Antigone
Wednesday- continued reading of Antigone
Thursday- finish reading Antigone; begin watching film version of the play
Friday- finish watching film version of the play; handout and discuss the requirements for our Antigone project Students will imagine that they are proposing an Antigone movie to production companies. For this project, they will need to complete a variety of tasks, such as writing a cover letter, writing a sample script, creating a movie poster, etc. Next week, I will give a small amount of class time and instruction on how to complete these tasks.
Friday, November 19, 2010
Friday, November 19
Students analyzed how dramatic literature can be enhanced in a performance or film.
We read an excerpt from the script for "Dead Poet's Society", the 1989 Academy Award winner for Best Screenplay. Students began a worksheet asking questions about the plot, characters, and theme.
We then watched the corresponding clip from the movie. Students completed the worksheet.
We read an excerpt from the script for "Dead Poet's Society", the 1989 Academy Award winner for Best Screenplay. Students began a worksheet asking questions about the plot, characters, and theme.
We then watched the corresponding clip from the movie. Students completed the worksheet.
Thursday, November 18, 2010
Thursday, November 18
All of my classes took benchmark exams today. These exams are meant to track student progress from the year's beginning. These benchmark exams will be graded.
The classroom content after the benchmark exam varied by block.
Blocks One and Four: Benchmark exam, Mrs. Morris's reading cards activity, worksheet on using context clues to uncover meaning, and time to finish up yesterday's storyboarding activity.
Block Two: Benchmark exam, time to finish up yesterday's storyboarding activity, read "The Third Man" in the textbook and do the "Reading Check" questions.
The classroom content after the benchmark exam varied by block.
Blocks One and Four: Benchmark exam, Mrs. Morris's reading cards activity, worksheet on using context clues to uncover meaning, and time to finish up yesterday's storyboarding activity.
Block Two: Benchmark exam, time to finish up yesterday's storyboarding activity, read "The Third Man" in the textbook and do the "Reading Check" questions.
Wednesday, November 17, 2010
Wednesday, November 17
Today, we continued our reading of "I Never Sang For My Father." We finished Act Two. Students were responsible for the "Study and Discussion" questions.
Tuesday, November 16, 2010
Tuesday, November 16
We learned about the different types of drama today, such as modern comedy, history play, or Elizabethan tragedy. I presented a PowerPoint to the class.
We took a quiz where students had to identify the different types of drama after reading a plot summary of different plays.
We started reading "I Never Sang for My Father", a modern drama. For homework, students had to finish reading Act One (up to page 662) and do the "Reading Check" questions.
We took a quiz where students had to identify the different types of drama after reading a plot summary of different plays.
We started reading "I Never Sang for My Father", a modern drama. For homework, students had to finish reading Act One (up to page 662) and do the "Reading Check" questions.
Monday, November 15, 2010
Monday, November 15
Students learned all about the "Elements of Drama" today, via a PowerPoint. The elements of drama include things like the Aristotle's 3 Unities, dramatic irony, soliloquy, and others.
We had a quiz on the elements of drama at the end of class.
Students also went on a class trip to the computer lab to take a survey on safe and drug-free schools.
Here's the week's schedule:
Monday- Discussion of the “Elements of Drama”, which include things like Aristotle’s 3 Unities, dramatic irony, and soliloquy; students will have a quiz on these different elements; students will also go to our computer lab take a survey on Safe and Drug Free schools
Tuesday- We will examine different “Types of Drama”, such as comedy or tragedy; students will have a quiz on the different types of drama; we will also being reading I Never Sang for My Father, a play in our literature textbook
Wednesday- Students will take a benchmark exam to assess their academic progress; we will finish our reading of I Never Sang for My Father
Thursday- Students will read a scene from a movie script and answer questions; we will then watch the scene of that movie and students will answer further questions. It’s meant to get them thinking about how works can be adapted to different media and how dramatic works are enhanced by their performance element.
Friday- Guided reading of E.A. Poe’s “Masque of the Red Death.” As students read, they will enter answers into our remote controlled Classroom Performance System.
We had a quiz on the elements of drama at the end of class.
Students also went on a class trip to the computer lab to take a survey on safe and drug-free schools.
Here's the week's schedule:
Monday- Discussion of the “Elements of Drama”, which include things like Aristotle’s 3 Unities, dramatic irony, and soliloquy; students will have a quiz on these different elements; students will also go to our computer lab take a survey on Safe and Drug Free schools
Tuesday- We will examine different “Types of Drama”, such as comedy or tragedy; students will have a quiz on the different types of drama; we will also being reading I Never Sang for My Father, a play in our literature textbook
Wednesday- Students will take a benchmark exam to assess their academic progress; we will finish our reading of I Never Sang for My Father
Thursday- Students will read a scene from a movie script and answer questions; we will then watch the scene of that movie and students will answer further questions. It’s meant to get them thinking about how works can be adapted to different media and how dramatic works are enhanced by their performance element.
Friday- Guided reading of E.A. Poe’s “Masque of the Red Death.” As students read, they will enter answers into our remote controlled Classroom Performance System.
Wednesday, November 10
Today, in class, students read a newspaper story about a teacher who was recently fired from her job because the school district disagreed with the content she was teaching. The article calls into play issues of censorship and freedom of speech.
As we read the article, students completed a series of question using our Classroom Performance System remote controls.
As we read the article, students completed a series of question using our Classroom Performance System remote controls.
Tuesday, November 9, 2010
Tuesday, November 9
Today, we looked at “Creation” stories, such as Rudyard Kipling’s “Just So” Stories. He wrote stories about things like how the camel got its hump, how the leopard got its spots, etc.
We watched a 10 minute video on “How the Whale Got its Throat”, where a narrator reads the story and there’s some animation to it. As they watched, students took a 5 question quiz on it.
After that, students wrote either a creation story or a fairy tale, based upon the characteristics we discussed in class.
We watched a 10 minute video on “How the Whale Got its Throat”, where a narrator reads the story and there’s some animation to it. As they watched, students took a 5 question quiz on it.
After that, students wrote either a creation story or a fairy tale, based upon the characteristics we discussed in class.
Monday, November 8, 2010
Monday, November 8
We discussed common archetypes (similarities) in stories. We talked about how the stories of Batman, The Lion King, Superman, and Harry Potter are similar; they all feature heroes whose parents have died.
We transitioned into a discussion of fairy tales. We discussed some of the common archetypes of fairy tales. We then looked at the fairy tale of "Rumpelstiltskin" and versions of it from different cultures.
We transitioned into a discussion of fairy tales. We discussed some of the common archetypes of fairy tales. We then looked at the fairy tale of "Rumpelstiltskin" and versions of it from different cultures.
Friday, November 5, 2010
Friday, November 5
We continued work on logic and persuasion.
First, I handed back the worksheet on logical fallacies. We went over it so that students could learn from their mistakes.
We then watched several persuasive speeches and analyzed them for their organization.
Finally, I gave students another worksheet on logical fallacies. Hopefully, they will do better on the worksheet since I reviewed the material over two days!!
Have a great weekend everyone!
Next week, we're going to get into archetypes and probably even read E.A. Poes' story, "Masque of the Red Death" (which is awesome).
First, I handed back the worksheet on logical fallacies. We went over it so that students could learn from their mistakes.
We then watched several persuasive speeches and analyzed them for their organization.
Finally, I gave students another worksheet on logical fallacies. Hopefully, they will do better on the worksheet since I reviewed the material over two days!!
Have a great weekend everyone!
Next week, we're going to get into archetypes and probably even read E.A. Poes' story, "Masque of the Red Death" (which is awesome).
Thursday, November 4
We discussed logical fallacies in class today. A logical fallacy is when someone tries to argue a point, but makes an error in logic. We looked at 7 of the most common logical fallacies in class.
Following this, we completed a worksheet on logical fallacies.
Students were also given time to complete persuasive essays (which were due yesterday) and advertisements (which were due yesterday).
Following this, we completed a worksheet on logical fallacies.
Students were also given time to complete persuasive essays (which were due yesterday) and advertisements (which were due yesterday).
Wednesday, November 3, 2010
Wednesday, November 3
We continued our focus on advertisement. Students designed advertisements of their own based upon products they invented.
After designing an advertisement, students were responsible for writing two paragraphs. In one paragraph, they wrote what the product was and how it was used. In another paragraph, they wrote which of the three appeals-- ethos, pathos, and logos--were present in the advertisement.
Students also handed in their persuasive essays. Late essays will be 15 points off, per day.
After designing an advertisement, students were responsible for writing two paragraphs. In one paragraph, they wrote what the product was and how it was used. In another paragraph, they wrote which of the three appeals-- ethos, pathos, and logos--were present in the advertisement.
Students also handed in their persuasive essays. Late essays will be 15 points off, per day.
Tuesday, November 2, 2010
Tuesday, November 2
We examined the methods of persuasion that advertisers use:
Ethos- argument from authority
Pathos- argument from emotion
Logos- argument from logic
We looked at examples of advertisements taken from magazines and talked about why they were effective (or ineffective).
Ethos- argument from authority
Pathos- argument from emotion
Logos- argument from logic
We looked at examples of advertisements taken from magazines and talked about why they were effective (or ineffective).
Monday, November 1, 2010
Monday, November 1
We discussed the author's purpose today. Whenever an author writes something, they write for a reason. The most common reasons are to persuade, inform, and entertain (P.I.E).
Figuring out the author's purpose is easy as PIE!
We did a worksheet on figuring out the author's purpose. If you were absent today, you should make up this worksheet.
Figuring out the author's purpose is easy as PIE!
We did a worksheet on figuring out the author's purpose. If you were absent today, you should make up this worksheet.
Friday, October 29, 2010
Friday, October 29
We watched the 1931 film "Frankenstein." Students completed a worksheet that demonstrated their comprehension of the movie, as well as their ability to think deeply about the story's themes.
Please remember that your persuasive essays are due on Wednesday!!
Please remember that your persuasive essays are due on Wednesday!!
Thursday, October 28, 2010
Thursday, October 28
Today, we talked about the three types of poems: narrative, lyric, and dramatic. Students completed a packet on this.
Students got their tests back from "Julius Caesar."
Students got their tests back from "Julius Caesar."
Wednesday, October 27, 2010
Wednesday, October 27
Today, we had a test on "Julius Caesar." I'll grade them tonight and students will probably get them back tomorrow or the next day.
After the test, I told students about our persuasive essay assignment. They will write a 5 paragraph persuasive essay on the topic: "Was Brutus a hero or a villain?"
Students are required to do pre-writing on this. The pre-writing and the final version of the paper will be due on Wednesday, November 3.
After the test, I told students about our persuasive essay assignment. They will write a 5 paragraph persuasive essay on the topic: "Was Brutus a hero or a villain?"
Students are required to do pre-writing on this. The pre-writing and the final version of the paper will be due on Wednesday, November 3.
Tuesday, October 26, 2010
Tuesday, October 26
Today, we reviewed for our test on "Julius Caesar." Tomorrow, we will have a test on the play, and all of the students will do well on it.
For the review, I passed a worksheet out to students. After that, we played a Jeopardy game. I was the host of the game and I was extremely fair in all of my judgments. A great time was had by some of the students. Mostly, we learned a lot.
For the review, I passed a worksheet out to students. After that, we played a Jeopardy game. I was the host of the game and I was extremely fair in all of my judgments. A great time was had by some of the students. Mostly, we learned a lot.
Monday, October 25, 2010
Monday, October 25
Today, we finished Julius Caesar, with the reading of Act Five. We also had a quiz on Act Five of the play.
Here is the schedule for the week:
Monday- In class, we will finish reading Julius Caesar, with Act Five. We will likely have a quiz on this.
Tuesday- Review of Julius Caesar. We will play a review game in class and I will give out a review worksheet. These will help tremendously on the test. Students can also study the “NoFear” Shakespeare website or the Sparknotes website for extra help, if needed.
http://nfs.sparknotes.com/
http://www.sparknotes.com/shakespeare/juliuscaesar
Wednesday- Test on Julius Caesar. I will also assign a topic for a persuasive essay, which students will work on independently. This essay will be due next week.
Thursday- Focus on the author’s purpose. Writers write things for different reasons; to persuade, to inform, and to entertain are the most common reasons. Today we will discuss how to determine the author’s purpose.
Friday- In anticipation of Halloween, we will watch the 1931 film Frankenstein. We will tie one of the themes films—scientific discovery and responsibility—into current events. Students will have to complete a worksheet on the film, as well as write several paragraphs answering questions about its main ideas.
Here is the schedule for the week:
Monday- In class, we will finish reading Julius Caesar, with Act Five. We will likely have a quiz on this.
Tuesday- Review of Julius Caesar. We will play a review game in class and I will give out a review worksheet. These will help tremendously on the test. Students can also study the “NoFear” Shakespeare website or the Sparknotes website for extra help, if needed.
http://nfs.sparknotes.com/
http://www.sparknotes.com/shakespeare/juliuscaesar
Wednesday- Test on Julius Caesar. I will also assign a topic for a persuasive essay, which students will work on independently. This essay will be due next week.
Thursday- Focus on the author’s purpose. Writers write things for different reasons; to persuade, to inform, and to entertain are the most common reasons. Today we will discuss how to determine the author’s purpose.
Friday- In anticipation of Halloween, we will watch the 1931 film Frankenstein. We will tie one of the themes films—scientific discovery and responsibility—into current events. Students will have to complete a worksheet on the film, as well as write several paragraphs answering questions about its main ideas.
Friday, October 22, 2010
Friday, October 22
Today we read Act IV of "Julius Caesar", which describes the increasing tension of Rome and the civil war. After Caesar died, Rome broke into a civil war; Brutus, Cassius, and the conspirators were on one side, and Antony, Lepidus, and Octavius (the triumvirs) were on the other side.
Students also took a quiz on Act IV. If you missed class today, make sure that you make up that quiz.
On Monday, we will finish our reading of this play.
Students also took a quiz on Act IV. If you missed class today, make sure that you make up that quiz.
On Monday, we will finish our reading of this play.
Thursday, October 21, 2010
Thursday, October 21
We took a much needed break from Shakespeare today. Instead, students took a benchmark test.
Benchmark tests are tests that we take every couple of weeks in English class in order to see that students are progressing in their skills and mastery of the English language. While they are not used for grades, they provide valuable information to the teacher about what skills the students need and what skills have already been mastered.
If you missed class, please see me about making up this benchmark test.
Tomorrow, we will resume our reading of Julius Caesar.
Benchmark tests are tests that we take every couple of weeks in English class in order to see that students are progressing in their skills and mastery of the English language. While they are not used for grades, they provide valuable information to the teacher about what skills the students need and what skills have already been mastered.
If you missed class, please see me about making up this benchmark test.
Tomorrow, we will resume our reading of Julius Caesar.
Wednesday, October 20
Today, we read Act Three of "Julius Caesar." Caesar finally dies, and Mark Antony gives his brilliant speech in front of the Roman citizens. We also had a quiz on Act Three and did the worksheets from the packet.
If you missed today's class, you should read Act Three in your textbook or on the "No Fear Shakespeare" website. Complete the worksheets, and see me about making up the quiz.
If you missed today's class, you should read Act Three in your textbook or on the "No Fear Shakespeare" website. Complete the worksheets, and see me about making up the quiz.
Tuesday, October 19, 2010
Tuesday, October 19
Mr. Graci was in school today. Yay!
Mr. Graci showed a brief PowerPoint about Julius Caesar. It introduced who Caesar was and it also talked about the concept of the "tragic hero." Caesar's tragic flaw was his vanity (or pride).
Mr. Graci showed a clip from a History channel documentary about Caesar. It really helped to bring Caesar to life for the students. There were a couple of really memorable examples of his vanity.
We listened to the audio CD of Julius Caesar, Act Two. Mr. Graci stopped the CD to highlight some of the most important bits.
After we read Act Two, there was an 8 question quiz on it.
Tomorrow, we'll move on to Act Three, which will be so exciting. Caesar will die! Brutus and Marc Antony will deliver their speeches in front of the crowd!!
Mr. Graci showed a brief PowerPoint about Julius Caesar. It introduced who Caesar was and it also talked about the concept of the "tragic hero." Caesar's tragic flaw was his vanity (or pride).
Mr. Graci showed a clip from a History channel documentary about Caesar. It really helped to bring Caesar to life for the students. There were a couple of really memorable examples of his vanity.
We listened to the audio CD of Julius Caesar, Act Two. Mr. Graci stopped the CD to highlight some of the most important bits.
After we read Act Two, there was an 8 question quiz on it.
Tomorrow, we'll move on to Act Three, which will be so exciting. Caesar will die! Brutus and Marc Antony will deliver their speeches in front of the crowd!!
Monday, October 18
Mr. Graci was absent today.
All this week, we are focusing on Shakespeare’s play Julius Caesar. We will be covering an act per day and finishing the play with Act V on Friday.
I have an audio version of the play that students will listen to as they read along. After reading, students have several worksheets to complete on the play. These worksheets will aid their understanding. After each Act, we will have a short multiple choice quiz on the act. So there are a lot of grades this week!
If your child is experiencing difficulty understanding the play, please direct them to the “Sparknotes” website that I introduced in class. They should know the address (or they can google “Sparknotes”). The website provides modern translations of Shakespeare’s plays that students can read over to aid their comprehension.
Here’s the schedule:
Monday- Act One
Tuesday- Act Two
Wednesday- Act Three
Thursday- Act Four
Friday- Act Five
All this week, we are focusing on Shakespeare’s play Julius Caesar. We will be covering an act per day and finishing the play with Act V on Friday.
I have an audio version of the play that students will listen to as they read along. After reading, students have several worksheets to complete on the play. These worksheets will aid their understanding. After each Act, we will have a short multiple choice quiz on the act. So there are a lot of grades this week!
If your child is experiencing difficulty understanding the play, please direct them to the “Sparknotes” website that I introduced in class. They should know the address (or they can google “Sparknotes”). The website provides modern translations of Shakespeare’s plays that students can read over to aid their comprehension.
Here’s the schedule:
Monday- Act One
Tuesday- Act Two
Wednesday- Act Three
Thursday- Act Four
Friday- Act Five
Friday, October 15, 2010
Friday, October 15
Students watched about another hour of "Julius Caesar" today. We didn't finish watching the movie, and we won't, because it's not necessary. The point of the movie was so students could get a better idea of the story's plot and get some help in visualizing the scene.
Students had to hand in all of their worksheets related to the "Julius Caesar" movie.
We'll start reading the actual play "Julius Caesar" in class on Monday.
Students had to hand in all of their worksheets related to the "Julius Caesar" movie.
We'll start reading the actual play "Julius Caesar" in class on Monday.
Thursday, October 14, 2010
Thursday, October 14
Today, we watched the first half of the "Julius Caesar" film (1970).
Prior to watching, students completed an anticipation guide that consisted of a series of statements related to the story. The statements were things like "it it sometimes acceptable to betray your friends", and students had to agree or disagree with the statements.
As students watched the film, they had to complete questions on a worksheet. The worksheet was meant to help guide them through the difficulties of Shakespeare's language and help them understand the plot of the story.
Tomorrow, we'll finish the movie.
Prior to watching, students completed an anticipation guide that consisted of a series of statements related to the story. The statements were things like "it it sometimes acceptable to betray your friends", and students had to agree or disagree with the statements.
As students watched the film, they had to complete questions on a worksheet. The worksheet was meant to help guide them through the difficulties of Shakespeare's language and help them understand the plot of the story.
Tomorrow, we'll finish the movie.
Tuesday, October 12, 2010
Tuesday, October 12
I hope that all of the students had a safe and productive four day weekend. Now it’s back to work.
We’re starting a reading of Shakespeare’s play Julius Caesar. Shakespeare can be extremely difficult for students, so I am doing my best to help them understand the language and the setting of the play. Another good resource is the SparkNotes website:
www.sparknotes.com
At this website, students can read versions of Shakespeare’s plays in modern English, so it will be easier to understand.
Here’s the week’s schedule:
T- Discussion of Shakespeare’s language, background to the play
W- Most 10th graders will take the PSAT; those who do not (or students in my later classes) will read “The Demon Lover” by Elizabeth Bowen as a filler activity
Th- Students will complete an anticipation guide on Julius Caesar; we will begin watching a film version of the play (this will hopefully aid them when we finally start reading the play, next week)
F- Finish the film version of the play; writing activity
We’re starting a reading of Shakespeare’s play Julius Caesar. Shakespeare can be extremely difficult for students, so I am doing my best to help them understand the language and the setting of the play. Another good resource is the SparkNotes website:
www.sparknotes.com
At this website, students can read versions of Shakespeare’s plays in modern English, so it will be easier to understand.
Here’s the week’s schedule:
T- Discussion of Shakespeare’s language, background to the play
W- Most 10th graders will take the PSAT; those who do not (or students in my later classes) will read “The Demon Lover” by Elizabeth Bowen as a filler activity
Th- Students will complete an anticipation guide on Julius Caesar; we will begin watching a film version of the play (this will hopefully aid them when we finally start reading the play, next week)
F- Finish the film version of the play; writing activity
Thursday, October 7, 2010
Thursday, October 7
Today, we began our discussion of William Shakespeare. We had a short introductory PowerPoint on William Shakespeare. Students then took a quiz on Shakespeare.
Finally, we ended with a packet of worksheets to help students learn how to read Shakespeare's language.
Have a great four day weekend, everyone!
Finally, we ended with a packet of worksheets to help students learn how to read Shakespeare's language.
Have a great four day weekend, everyone!
Wednesday, October 6, 2010
Wednesday, October 6
Today we had a test on fiction! The test was a series of questions on plot, POV, character, setting, etc.
After the test, we started discussing our new unit. For the next two weeks or so, we'll be reading Shakespeare's "Julius Caesar." AWESOME!! I can't wait.
After the test, we started discussing our new unit. For the next two weeks or so, we'll be reading Shakespeare's "Julius Caesar." AWESOME!! I can't wait.
Tuesday, October 5, 2010
Monday, October 4, 2010
Monday, October 4
We focused on point of view. I taught the three most common POV's to students: 1st person, 3rd person limited, and omniscient.
Students then had to complete a writing assignment that would demonstrate their understanding of the different POV's.
Students then had to complete a writing assignment that would demonstrate their understanding of the different POV's.
Friday, October 1, 2010
Friday, October 1
Today we had a class discussion on the short story "Harrison Bergeron."
We also did a group activity where students were assigned different "handicaps" and asked to complete an assignment. This was done to make students think about what it would be like to live in the time of the story, where citizens were given handicaps in an effort to make everyone "equal."
We also did a group activity where students were assigned different "handicaps" and asked to complete an assignment. This was done to make students think about what it would be like to live in the time of the story, where citizens were given handicaps in an effort to make everyone "equal."
Thursday, September 30, 2010
Thursday, September 30
Today, we looked again at the idea of irony.
We discussed the concept of fairness and the idea that, in America, "all men are...equal."
We read the short story "Harrison Bergeron", by Kurt Vonnegut. The story is about a future America. In 2081, the US government has placed handicaps on the citizens in order to make everyone equal.
We will have a class discussion on this short story tomorrow.
We discussed the concept of fairness and the idea that, in America, "all men are...equal."
We read the short story "Harrison Bergeron", by Kurt Vonnegut. The story is about a future America. In 2081, the US government has placed handicaps on the citizens in order to make everyone equal.
We will have a class discussion on this short story tomorrow.
Wednesday, September 29, 2010
Wednesday, September 29
Today, we discussed "irony" in class. Irony is whenever there is a difference between expectation and the reality. We listened to the song "What a Wonderful World" by Louis Armstrong and then we watched a clip from "Good Morning, Vietnam" that uses the song in an ironic way.
We did our daily log, and then we took a short quiz on the story "Love."
Finally, we read the story "The Bet" by Anton Chekov. We looked at the story for examples of irony.
We did our daily log, and then we took a short quiz on the story "Love."
Finally, we read the story "The Bet" by Anton Chekov. We looked at the story for examples of irony.
Tuesday, September 28, 2010
Tuesday, September 28
Today, we focused on symbolism. A symbol is any object that is itself and stands for more than itself.
Students did a daily English log. As part of the log, they wrote a journal about their favorite teacher.
Students then read a brief short story, entitled "Love", on p.181 of the book. In this story, a narrator tells about one of her favorite childhood teachers. Throughout the story, the teacher is compared to a flower.
Students did the "Study and Discussion" questions, p.184, as homework.
Students did a daily English log. As part of the log, they wrote a journal about their favorite teacher.
Students then read a brief short story, entitled "Love", on p.181 of the book. In this story, a narrator tells about one of her favorite childhood teachers. Throughout the story, the teacher is compared to a flower.
Students did the "Study and Discussion" questions, p.184, as homework.
Monday, September 27, 2010
Monday, September 27
We did our Daily Log activity, which is a combination of grammar, vocabulary, and journal writing. This took about 25 minutes.
After this, we read the short story "Marigolds" by Eugenia Collier. For homework, students had to answer the "Study and Discussion" questions on p.82 of their textbook.
After this, we read the short story "Marigolds" by Eugenia Collier. For homework, students had to answer the "Study and Discussion" questions on p.82 of their textbook.
Friday, September 24, 2010
Friday, September 24
Today, we continued our discussion of code shifting.
We took a look at the "Speech Accent Archive", which shows how different people all over the world speak English. This is located at:
http://accent.gmu.edu/
We also listened to different historical speeches and examined how the speaker changed their language in order to fit the situation. We looked at MLK, Jr.'s "I Have a Dream" speech (link to the audio below):
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Some classes listened to Barack Obama's Keynote Address at the 2004 Democratic National Convention:
http://www.americanrhetoric.com/speeches/convention2004/barackobama2004dnc.htm
We took a look at the "Speech Accent Archive", which shows how different people all over the world speak English. This is located at:
http://accent.gmu.edu/
We also listened to different historical speeches and examined how the speaker changed their language in order to fit the situation. We looked at MLK, Jr.'s "I Have a Dream" speech (link to the audio below):
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Some classes listened to Barack Obama's Keynote Address at the 2004 Democratic National Convention:
http://www.americanrhetoric.com/speeches/convention2004/barackobama2004dnc.htm
Thursday, September 23
Today, we discussed the idea of "code shifting." People from all over the world speak different forms of the English language, depending on their age, gender, religion, etc. We must learn how to adapt our language based upon our situation.
Wednesday, September 22, 2010
Wednesday, September 22
Today, during my first two blocks, students took the turn of being the teacher. Groups of students taught mini-lessons to the class on topics like character, plot, and point of view. We didn't get through all the groups, so the rest will go tomorrow.
In Block 4, we read the story "A Pair of Silk Stockings" by Kate Chopin. It was pretty awesome.
In Block 4, we read the story "A Pair of Silk Stockings" by Kate Chopin. It was pretty awesome.
Tuesday, September 21, 2010
Tuesday, September 21
My first two blocks (1&2) broke up into groups and went to the computer lab to design lessons. Tomorrow, in class, the different groups will take turns teaching material to the classes. Some of the different concepts are plot, character, point of view, etc.
They will teach the class and then give the class a short quiz to determine if they taught well or not.
My 4th block learned about "character." They read the story, "The Beginning of Grief" and did the questions that follow the story.
They will teach the class and then give the class a short quiz to determine if they taught well or not.
My 4th block learned about "character." They read the story, "The Beginning of Grief" and did the questions that follow the story.
Monday, September 20, 2010
Monday, September 20
Persuasive essays were due today. Late essays will have their grades adjusted accordingly.
We started our look at the elements of fiction. The elements of fiction are things like plot, character, irony, etc. Today, we are focusing on plot. I introduced Freytag's triangle as a visual representation of plot.
We read the story "The Monkey's Paw" (page 30 of our book). The full text is also available online at
http://www.teachervision.fen.com/reading/activity/3080.html.
We started our look at the elements of fiction. The elements of fiction are things like plot, character, irony, etc. Today, we are focusing on plot. I introduced Freytag's triangle as a visual representation of plot.
We read the story "The Monkey's Paw" (page 30 of our book). The full text is also available online at
http://www.teachervision.fen.com/reading/activity/3080.html.
Friday, September 17, 2010
Friday, September 17
We discussed two forms of figurative language: similes and metaphors.
We looked at two examples of these in poetry: "The Base Stealer" and "Dreams."
We also talked about the Harlem Renaissance.
Finally, students proofread their essays.
Final drafts of the essays are due on Monday.
We looked at two examples of these in poetry: "The Base Stealer" and "Dreams."
We also talked about the Harlem Renaissance.
Finally, students proofread their essays.
Final drafts of the essays are due on Monday.
Thursday, September 16, 2010
Thursday, September 16
Today we discussed two literary terms: diction and alliteration.
We looked at some poems that use diction and alliteration ("Women" by Alice Walker, and "Reapers), both from our literature textbook.
Students also revised their essays with a series of questions I handed out.
We looked at some poems that use diction and alliteration ("Women" by Alice Walker, and "Reapers), both from our literature textbook.
Students also revised their essays with a series of questions I handed out.
Wednesday, September 15, 2010
Wednesday, September 15
Today, we read "In the Jungle" by Annie Dillard and discussed the four reasons an author will write non-fiction: to entertain, explain, inform, and persuade.
We also worked on first drafts of our persuasive essays. We'll continue tomorrow by doing some revision.
We also worked on first drafts of our persuasive essays. We'll continue tomorrow by doing some revision.
Tuesday, September 14, 2010
Tuesday, September 14
Today we read an article about gay high schools. In some parts of the country, GLBT (gay, lesbian, bi-sexual, transgender) high schools are being created to avoid the bullying that the students experience. This is a controversial issue.
The article can be found at this link:
http://www.tolerance.org/magazine/number-37-spring-2010/homo-high
(Or, you could type "homo high teaching tolerance" into a Google search.)
Students completed a worksheet based upon the article.
Finally, students had to do pre-writing based upon the following prompt:
"Imagine that a gay-friendly high school is proposed for Liberty County. Would you support this idea? Why or why not?
Write a letter to the school board telling them what you think they should do."
STUDENTS ONLY HAVE TO PRE-WRITE. I WILL GIVE INSTRUCTIONS FOR THE ESSAY WRITING TOMORROW.
The article can be found at this link:
http://www.tolerance.org/magazine/number-37-spring-2010/homo-high
(Or, you could type "homo high teaching tolerance" into a Google search.)
Students completed a worksheet based upon the article.
Finally, students had to do pre-writing based upon the following prompt:
"Imagine that a gay-friendly high school is proposed for Liberty County. Would you support this idea? Why or why not?
Write a letter to the school board telling them what you think they should do."
STUDENTS ONLY HAVE TO PRE-WRITE. I WILL GIVE INSTRUCTIONS FOR THE ESSAY WRITING TOMORROW.
Monday, September 13, 2010
Monday, September 13
We focused on conclusion writing today. Students wrote conclusions to pair with the introductions that they wrote on Friday.
Also, the class took a grammar quiz using the CPS (remote) system. This quiz reviewed major grammar concepts.
Today is Monday, which means tutoring is offered afterschool from 3:30-4:30. Bring something to work on!
Also, the class took a grammar quiz using the CPS (remote) system. This quiz reviewed major grammar concepts.
Today is Monday, which means tutoring is offered afterschool from 3:30-4:30. Bring something to work on!
Friday, September 10, 2010
Friday, September 10
We continued our focus on persuasive writing today. Students learned about how to write introductions to persuasive essays, using a hook and a thesis to be effective.
Students completed a worksheet on writing introductions.
Students completed a worksheet on writing introductions.
Thursday, September 9, 2010
Thursday, September 9
Students received progress reports today. If there are any errors on your progress report, please inform me of the mistake. I will apologize and do my best to fix it in a timely fashion.
We also watched a short video from CNN about the Koran book burning planned for this Saturday. We discussed the idea, as it strongly connects with our course themes of prejudice, tolerance, and multi-culturalism.
Finally, we worked on pre-writing. We introduced the different types of pre-writing to students and did some practice pre-writing.
We also watched a short video from CNN about the Koran book burning planned for this Saturday. We discussed the idea, as it strongly connects with our course themes of prejudice, tolerance, and multi-culturalism.
Finally, we worked on pre-writing. We introduced the different types of pre-writing to students and did some practice pre-writing.
Wednesday, September 8, 2010
Wednesday, September 8
Today, all students took a diagnostic test using our CPS (remote) system. This test was designed to determine what students know and how we need to modify our teaching in the future.
We also discussed persuasive writing some more.
We also discussed persuasive writing some more.
Tuesday, September 7
Mr. Graci was absent today.
We began a unit on persuasive writing. This is important because all students will need to take a writing test (in 11th grade) in order to graduate.
Today, students looked at different persuasive essays and evaluated them. Tomorrow we will discuss what goes into a good persuasive essay.
We began a unit on persuasive writing. This is important because all students will need to take a writing test (in 11th grade) in order to graduate.
Today, students looked at different persuasive essays and evaluated them. Tomorrow we will discuss what goes into a good persuasive essay.
Friday, September 3, 2010
Friday, September 3
Students took a test on "Night."
Students also watched a video on racism and discussed it.
Finally, we tested out the CPS (classroom performance system). Next week, students will use this to take a classroom evaluation.
Students also watched a video on racism and discussed it.
Finally, we tested out the CPS (classroom performance system). Next week, students will use this to take a classroom evaluation.
Thursday, September 2, 2010
Thursday, September 2
We discussed the book "Night." Students handed in a worksheet about the book.
We also discussed the test on "Night", which will be given tomorrow.
We also discussed the test on "Night", which will be given tomorrow.
Wednesday, September 1
Students took a quiz on Chapters 7 & 8 of "Night."
Students went to the computer lab. There, they researched Elie Wiesel, the author. They used the information to create a brochure about Elie and his life.
Homework is to finish the book.
Students went to the computer lab. There, they researched Elie Wiesel, the author. They used the information to create a brochure about Elie and his life.
Homework is to finish the book.
Tuesday, August 31, 2010
Tuesday, August 31
Students took a quiz on Chapter 6 of "Night".
They completed a worksheet on the Time magazine article from yesterday.
Students need to read Chapters 7 & 8 of "night" for class tomorrow.
They completed a worksheet on the Time magazine article from yesterday.
Students need to read Chapters 7 & 8 of "night" for class tomorrow.
Monday, August 30
Mr. Graci was absent today.
Students took a quiz on Chapters 4 & 5 of "Night."
They read an article from Time magazine about "islamaphobia."
Students took a quiz on Chapters 4 & 5 of "Night."
They read an article from Time magazine about "islamaphobia."
Friday, August 27, 2010
Friday, August 27
Students took a quiz on Section 3 of "Night."
Also, we returned the quizzes from yesterday. Most students did terrible on these. I don't know why, because we gave you the resources and the motivation to do the reading. This includes:
*background on the Holocaust, World War II, and Judaism
*20 of the most difficult vocabulary from the book
*an offer to give you .mp3's of the book's audio recording
*a website that gives you section summaries and help
*time IN CLASS to read
Students have all the tools they need for success. The teachers have done their part, and now students need to do the work.
Finally, we went to the computer lab to research about Holocaust survivors. Each student researched a Holocaust survivor and wrote poetry about the Holocaust survivor. If you are absent today, make sure to make up the work!!
Also, we returned the quizzes from yesterday. Most students did terrible on these. I don't know why, because we gave you the resources and the motivation to do the reading. This includes:
*background on the Holocaust, World War II, and Judaism
*20 of the most difficult vocabulary from the book
*an offer to give you .mp3's of the book's audio recording
*a website that gives you section summaries and help
*time IN CLASS to read
Students have all the tools they need for success. The teachers have done their part, and now students need to do the work.
Finally, we went to the computer lab to research about Holocaust survivors. Each student researched a Holocaust survivor and wrote poetry about the Holocaust survivor. If you are absent today, make sure to make up the work!!
Thursday, August 26, 2010
Thursday, August 26
Class started off with a short, 11 question quiz on chapters 1 & 2 of "Night."
Following this, students played several games to review their 20 vocabulary words.
We also read some poetry by Holocaust survivors. We discussed different elements of poetry that were present in the works.
Tomorrow, we will go to the computer lab. Students will research the lives of Holocaust survivors and write their own survivor poems.
For homework, students should finish Chapter 3 of "Night." There will be a quiz tomorrow.
Following this, students played several games to review their 20 vocabulary words.
We also read some poetry by Holocaust survivors. We discussed different elements of poetry that were present in the works.
Tomorrow, we will go to the computer lab. Students will research the lives of Holocaust survivors and write their own survivor poems.
For homework, students should finish Chapter 3 of "Night." There will be a quiz tomorrow.
Wednesday, August 25, 2010
Wednesday, August 25
Students finished up their notes on the Holocaust and Judaism. These notes are important, as next week's test will ask questions from the worksheet.
Classes went to the media center to get a copy of Elie Wiesel's "Night." After that, we began reading in class.
It is up to each student to get a copy of "Night." You can get a copy from the media center, borrow a friend's copy, or even borrow from the public library. I even have an audio version of the book that I would be happy to put on a CD or .mp3 player for you (of course, this will NOT be done during class, and I am NOT supplying a CD or .mp3 player).
We will have a quiz on Chapters 1 & 2 in class tomorrow. It's an easy quiz, provided that you read the book.
Classes went to the media center to get a copy of Elie Wiesel's "Night." After that, we began reading in class.
It is up to each student to get a copy of "Night." You can get a copy from the media center, borrow a friend's copy, or even borrow from the public library. I even have an audio version of the book that I would be happy to put on a CD or .mp3 player for you (of course, this will NOT be done during class, and I am NOT supplying a CD or .mp3 player).
We will have a quiz on Chapters 1 & 2 in class tomorrow. It's an easy quiz, provided that you read the book.
Tuesday, August 24, 2010
Tuesday, August 24
We went over diagnostic reading tests with the students. Students charted their progress on the tests and completed worksheets describing their goals.
We also defined twenty vocabulary words that will come up during the reading of Elie Wiesel's Night.
Finally, I gave the students some notes on the Holocaust and about the background of Judaism.
We'll start reading Night tomorrow! It's gonna be great!
We also defined twenty vocabulary words that will come up during the reading of Elie Wiesel's Night.
Finally, I gave the students some notes on the Holocaust and about the background of Judaism.
We'll start reading Night tomorrow! It's gonna be great!
Monday, August 23, 2010
Monday, August 23
Busy day!
We did our normal opening bell work. After that, some classes did a reading diagnostic test, using story cards.
We watched a movie about the Holocaust. The movie, "Night and Fog", was a French movie made in 1955 and it showed much of the atrocities that took place in the concentration camps.
We went over notes on the Holocaust, just some quick background information before we get to "Night", the novel we'll start reading on Wednesday. Students received a handout with some blank spaces on it, and they were instructed to fill in the blanks as I gave the background information about the Holocaust.
We did our normal opening bell work. After that, some classes did a reading diagnostic test, using story cards.
We watched a movie about the Holocaust. The movie, "Night and Fog", was a French movie made in 1955 and it showed much of the atrocities that took place in the concentration camps.
We went over notes on the Holocaust, just some quick background information before we get to "Night", the novel we'll start reading on Wednesday. Students received a handout with some blank spaces on it, and they were instructed to fill in the blanks as I gave the background information about the Holocaust.
Friday, August 20, 2010
Friday, August 20
I presented a PowerPoint to the class today about variation in the English language. The English language has variations depending on the geographical area and time period of the speaker. We talked about some of these variations and about the usage of Standard American English.
Also, we went to the computer lab for about an hour. Students did research on the different versions of English.
It was a great day. Tonight is the "Big Time Movie" starring Big Time Rush. Nickelodeon at 8:00. It's gonna be great!
Also, we went to the computer lab for about an hour. Students did research on the different versions of English.
It was a great day. Tonight is the "Big Time Movie" starring Big Time Rush. Nickelodeon at 8:00. It's gonna be great!
Thursday, August 19, 2010
Friday, August 19
Students were assigned new seats today. We considered the unique needs of each student and tried to come up with the best possible arrangement.
Students formed groups of 1-3 students and answered questions about the short story "Battle Royal." There were 18 questions. These questions were due at the end of the class.
By the way, the Ralph Ellison's novel "Invisible Man" is available at our media center. MOST of it is also available online. See yesterday's blog for details.
Students formed groups of 1-3 students and answered questions about the short story "Battle Royal." There were 18 questions. These questions were due at the end of the class.
By the way, the Ralph Ellison's novel "Invisible Man" is available at our media center. MOST of it is also available online. See yesterday's blog for details.
Wednesday, August 18, 2010
Wednesday, August 18
We read Ralph Ellison's "Battle Royal" (Chapter One of his novel "Invisible Man").
You can find the text online at:
Ralph Ellison's Invisible Man.
If you missed today, please read it for tomorrow! It's an awesome story! Only Chapter One is required reading for class, but feel free to read the whole thing. It's in the media center.
Some classes had quizzes on the story.
You can find the text online at:
Ralph Ellison's Invisible Man.
If you missed today, please read it for tomorrow! It's an awesome story! Only Chapter One is required reading for class, but feel free to read the whole thing. It's in the media center.
Some classes had quizzes on the story.
Tuesday, August 17, 2010
Tuesday, August 17
We focused on Malcom X today.
We watched a short biography of Malcolm X, from biography.com.
I issued textbooks to the students. Then, we then read an excerpt of Malcolm X's autobiography, about how he taught himself to read while in prison.
We watched a video clip of Malcolm X delivering a speech.
We discussed the difference between autobiography and biography, and we also discussed the differences between Malcolm X and Martin Luther King.
Students took a quiz on the things we discussed and read today.
We watched a short biography of Malcolm X, from biography.com.
I issued textbooks to the students. Then, we then read an excerpt of Malcolm X's autobiography, about how he taught himself to read while in prison.
We watched a video clip of Malcolm X delivering a speech.
We discussed the difference between autobiography and biography, and we also discussed the differences between Malcolm X and Martin Luther King.
Students took a quiz on the things we discussed and read today.
Monday, August 16, 2010
Monday, August 16
Today, we watched the film "The Color of Fear." It's a documentary from the 90's about a group of men of different ethnicities. They get together for a weekend to discuss their experiences with racism and prejudice.
Students had a worksheet to complete, full of thought provoking questions based upon the discussions in the film.
Students had a worksheet to complete, full of thought provoking questions based upon the discussions in the film.
Friday, August 13, 2010
Friday, August 13
Today, we did our English Daily Log. Students handed these in for a grade.
After that, students had to imagine a scenario. Students imagined that they were heart surgeons. There was a list of 7 people who needed a donated heart, but there was only one donated heart. The candidates represent all different ages, ethnicities, religions, and lifestyles. By thinking about and choosing a candidate, students are forced to evaluate their value systems and their own prejudices.
Students wrote a paragraph explaining their individual decisions. Then, students formed groups and tried to come to a group consensus. The group decision may have been different from the individual decision. Students wrote another paragraph describing their group's decisions.
Students have homework for this weekend! We gave out a worksheet at the end of class, and students have to answer questions #1-5 on a separate sheet of paper.
After that, students had to imagine a scenario. Students imagined that they were heart surgeons. There was a list of 7 people who needed a donated heart, but there was only one donated heart. The candidates represent all different ages, ethnicities, religions, and lifestyles. By thinking about and choosing a candidate, students are forced to evaluate their value systems and their own prejudices.
Students wrote a paragraph explaining their individual decisions. Then, students formed groups and tried to come to a group consensus. The group decision may have been different from the individual decision. Students wrote another paragraph describing their group's decisions.
Students have homework for this weekend! We gave out a worksheet at the end of class, and students have to answer questions #1-5 on a separate sheet of paper.
Thursday, August 12, 2010
Thursday August 12
We accomplished three things in class today:
1) Students finished presenting their introductory PowerPoints. Each student had designed a PowerPoint to introduce themselves to the class, talking about their hobbies, family, culture, and future goals. We presented some of them yesterday, and the remainder presented today.
All students who have not presented have earned a 0.
2)We did our "English Daily Log" activity. This activity is a combination of grammar, vocabulary, and journal writing. Today's journal was on the topic of stereotypes.
3)We watched a short video clip about stereotypes and discussed how stereotyping affects modern life. I think this is an important issue, since we are living in a culturally diverse area and time period. Also, because this class is World Literature, we will be reading about all different cultures.
It was another great day!
1) Students finished presenting their introductory PowerPoints. Each student had designed a PowerPoint to introduce themselves to the class, talking about their hobbies, family, culture, and future goals. We presented some of them yesterday, and the remainder presented today.
All students who have not presented have earned a 0.
2)We did our "English Daily Log" activity. This activity is a combination of grammar, vocabulary, and journal writing. Today's journal was on the topic of stereotypes.
3)We watched a short video clip about stereotypes and discussed how stereotyping affects modern life. I think this is an important issue, since we are living in a culturally diverse area and time period. Also, because this class is World Literature, we will be reading about all different cultures.
It was another great day!
Wednesday, August 11, 2010
Wednesday, August 11
Students presented their PowerPoints in class today. It was great to learn about you all and to see the different cultures and backgrounds we have in our class.
We didn't quite get to all of the students, so we'll have to spend some time tomorrow doing the rest of the PowerPoints. If you didn't get to go today, be prepared for tomorrow! Any unprepared student will earn a 0 on the assignment!
We didn't quite get to all of the students, so we'll have to spend some time tomorrow doing the rest of the PowerPoints. If you didn't get to go today, be prepared for tomorrow! Any unprepared student will earn a 0 on the assignment!
Tuesday, August 10, 2010
Tuesday, August 10
Today, all classes went to the computer lab to work on PowerPoints. Students are designing PowerPoints to introduce themselves to the class.
Each PowerPoint should be a minimum of 5 slides: Intro, Family, Hobbies, Culture, and Goals. Students should use pictures whenever possible. Students should use some sort of animation for the text. Students should have some kind of background for their PowerPoint, instead of the boring plain white background.
We had a slight disruption 1st block, due to a school-wide fire drill. We had a slightly bigger disruption 2nd block, when the circuit breaker in the computer lab blew a fuse. In 2nd block, many students (about half the class, actually) had to go to the Media Center to continue working. Amazingly, though, all students managed to finish their PowerPoints!
Students will present these PowerPoints in class on Wednesday.
On a scale of 1-10 for classroom disruptions, today was a 7 (annoying but still productive).
Each PowerPoint should be a minimum of 5 slides: Intro, Family, Hobbies, Culture, and Goals. Students should use pictures whenever possible. Students should use some sort of animation for the text. Students should have some kind of background for their PowerPoint, instead of the boring plain white background.
We had a slight disruption 1st block, due to a school-wide fire drill. We had a slightly bigger disruption 2nd block, when the circuit breaker in the computer lab blew a fuse. In 2nd block, many students (about half the class, actually) had to go to the Media Center to continue working. Amazingly, though, all students managed to finish their PowerPoints!
Students will present these PowerPoints in class on Wednesday.
On a scale of 1-10 for classroom disruptions, today was a 7 (annoying but still productive).
Monday, August 9, 2010
Monday, August 9, 2010
Another great day in World Literature class!
Today, we administered another diagnostic "benchmark" test to students. This was not for a grade, but just to see what students know, before we really get into teaching. This test took about 30 minutes. In the test, students read short passages and answered questions based upon their reading.
We also introduced students to our "Daily English Log." This is something that we will do most days of the week. This activity is a combination of grammar, vocabulary, and journal writing. All students will receive a grade for today's work on the Daily English Log.
Since we are moving onto our first unit (Multi-culturalism), we talked about personal identity. What is it that defines us, as people? Is it our color, our ethnicity, our language? Is it our school or our physical appearance? I talked a little about my cultural background--I'm Italian, Polish, Russian, and German. I introduced some of the foods and traditions I celebrate from this background.
Students should try to bring photos of themselves to school tomorrow. Tomorrow, all students will be going to the computer lab to create PowerPoints about themselves. They will create slides that define them as people. The slides will talk about family, hobbies, culture, and future goals.
Today, we administered another diagnostic "benchmark" test to students. This was not for a grade, but just to see what students know, before we really get into teaching. This test took about 30 minutes. In the test, students read short passages and answered questions based upon their reading.
We also introduced students to our "Daily English Log." This is something that we will do most days of the week. This activity is a combination of grammar, vocabulary, and journal writing. All students will receive a grade for today's work on the Daily English Log.
Since we are moving onto our first unit (Multi-culturalism), we talked about personal identity. What is it that defines us, as people? Is it our color, our ethnicity, our language? Is it our school or our physical appearance? I talked a little about my cultural background--I'm Italian, Polish, Russian, and German. I introduced some of the foods and traditions I celebrate from this background.
Students should try to bring photos of themselves to school tomorrow. Tomorrow, all students will be going to the computer lab to create PowerPoints about themselves. They will create slides that define them as people. The slides will talk about family, hobbies, culture, and future goals.
Friday, August 6, 2010
Friday, August 6
Today was the second day of class.
We made a new seating chart, with students seated alphabetically. This is so I can learn and remember student names easier. This seating chart will most likely change in the future.
Students wrote their names and contact information on folders. They also completed a learning styles inventory to determine their best method of learning. Finally, students returned the completed syllabi from yesterday's class (with parent signatures). Both of these papers went into the folder.
Hall passes were distributed, three per student. These will be for the first 9 weeks.
Student work from yesterday (the "Get to Know You" Bingo) was returned.
Students also took a reading diagnostic test. Students took a college career interest survey.
On a scale of 1-10 for overall efficiency, today's class got a 8.
We made a new seating chart, with students seated alphabetically. This is so I can learn and remember student names easier. This seating chart will most likely change in the future.
Students wrote their names and contact information on folders. They also completed a learning styles inventory to determine their best method of learning. Finally, students returned the completed syllabi from yesterday's class (with parent signatures). Both of these papers went into the folder.
Hall passes were distributed, three per student. These will be for the first 9 weeks.
Student work from yesterday (the "Get to Know You" Bingo) was returned.
Students also took a reading diagnostic test. Students took a college career interest survey.
On a scale of 1-10 for overall efficiency, today's class got a 8.
Thursday, August 5, 2010
Thursday, August 5
Today was the first day of class. It was great!!
Mr. Graci handed out the syllabus and went over it. At the bottom of the syllabus, there's a spot for "Student Information." This section is due in class tomorrow.
Mr. Graci then introduced himself with a PowerPoint. (In 1st and 4th block, co-teacher Mrs. Morris introduced herself, too.)
Then, the class played some ice-breaker games to get to know each other. Depending on how much time the class had, they played different games. All classes played at least "Get to Know You Bingo", where the students had to go around and meet different students to help them fill out a worksheet.
At the end of the block, all students handed in their "Get to Know You Bingo" worksheet.
On a scale of 1-10, today was a 10 in terms of awesome-ness. Tomorrow's going to be another fantastic day!
Mr. Graci handed out the syllabus and went over it. At the bottom of the syllabus, there's a spot for "Student Information." This section is due in class tomorrow.
Mr. Graci then introduced himself with a PowerPoint. (In 1st and 4th block, co-teacher Mrs. Morris introduced herself, too.)
Then, the class played some ice-breaker games to get to know each other. Depending on how much time the class had, they played different games. All classes played at least "Get to Know You Bingo", where the students had to go around and meet different students to help them fill out a worksheet.
At the end of the block, all students handed in their "Get to Know You Bingo" worksheet.
On a scale of 1-10, today was a 10 in terms of awesome-ness. Tomorrow's going to be another fantastic day!
Subscribe to:
Posts (Atom)
