Welcome to our Class Website.
Here you will find the daily agendas, assignments, and additional information for English 9 Honors.
The 4th quarter timed writing and O.P. is due on Monday, 6/8 (1st Period) and Tuesday, 6/9 (6th Period).
Also, if you are interesting in filling out the Course Evaluation in a more anonymous form, click here.
June 1st and 2nd:
Agenda: 1. Act IV Homework: The 4th quarter timed writing is next Monday and Tuesday. You should have your 4th quarter O.P. written by then. |
|
May 18th and 19th:
Agenda: 1. Final Portfolio 2. Shakespeare Background 3. Act I, scene i 9th grade English SOL Standards 9th grade English Curriculum Framework Homework: Work on Portfolio. |
|
May 8th and 11th:
Agenda: 1. Structuralism/Semiotics 2. Binary Oppositions in "The Conversion of the Jews" 3. Short Story Exam Practice Homework: Read "Here We Aren't So Quickly." I will either be collecting annotations or giving a reading quiz |
|
May 6th and 7th:
Agenda: 1. Finish Satire 2. Cultural Studies 3. Substitute Teacher/Code Switching 4. "Our Lady of Peace" Homework: Read "The Conversion of the Jews." I will either be collecting annotations or giving a reading quiz |
|
May 4th and 5th:
Agenda: 1. Biographical Criticism and Background on Charlotte Perkins Gillman 2. Psychoanalytical Lit Criticism 3. Lit Crit Satire Homework:Read "Our Lady of Peace." I will either be collecting annotations or giving a reading quiz |
|
April 30th and May 1st:
Agenda: 1. Marxism 2. Marxism as an Onion 3. "The Fat Girl" Homework: Read "The Yellow Wallpaper." I will either be collecting annotations or giving a reading quiz. |
|
April 28th and 29th:
Agenda: 1. Literary Movements 2. Sociological Criticism 3. "Hills Like White Elephants" Literary Theory Questions Homework: Read "The Fat Girl." I will be giving a reading quiz. YOUR RESEARCH PAPERS ARE DUE NEXT CLASS. |
|
April 24th and 27th
Agenda: 1. Finish "Story of an Hour" discussion 2. "Girl" 3. "American Men's Hidden Crisis" Homework: Read “Hills Like White Elephants.” I will either be giving a reading quiz or collecting annotations. |
|
April 22nd and 23rd:
Agenda: 1. Finish "Pilgrims" 2. Gender Lit. Theory 3. "Story of an Hour" Things to Look for in Gender Theory: • Home • Cooking/Cleaning • Nature (Gardens and the Moon) • Speech • Relationships • Physical Movement • Names • Sight • Treatment of Objects • Possessions/Belongings • Boundaries • “Other” • Public v. Private • Sanity Homework: RESEARCH PAPER. |
April 20th and 21st
Agenda: 1. Introduction to Lit. Theory: Reader Response and Formalism 2. "Pilgrims" Homework: Read and annotate "The Story of an Hour"; research paper is due 4/30 and 5/1. |
|
April 15th and 16th:
Agenda: 1. OPs 2. Paramedic Method of Editing Homework: Revise and edit and your research paper. |
|
Works Cited Resources:
-Son of Citation Machine
-Zotero (if you've been using it to collect your sources, click the "cite" button in the top right-hand corner and have it use Modern Language Association, or MLA, formating)
-Sample Works Cited (scroll down to the bottom)
N.B. Make sure you change the font and font size once you copy and paste into your Word Document, and indent your sources if they're longer than one line.
Obvious Issues in your Research Papers
DO NOT USE THESE WORDS:
-“his poem”/“the poem”/“throughout the poem”
-“that”
-“very”
-“For example”/“for instance”
-“clearly” or “it’s obvious”
-“adds/creates meaning” or “deeper meaning”
DO:
-Clearly use the definitions of your operative word in topic sentences
-But don’t just start randomly defining words unnecessary throughout your essay
-Quote, cite, and analyze research and your poem
-Make sure your operative word is actually in your thesis
Recommended Process For Non-fiction Timed Writing
-Find one topic/section/aspect of your book that interests you
-Do some basic research on that topic and write a brief paragraph describing that background knowledge on the topic
-Write a question that you are interested in answering about that question (that you feel like the research you've done has helped you find the answer to)
-Take excerpts from at least three of the sources from your research (editorials/newspapers articles are probably easiest) and an excerpt from your book and put them in the designated format (I recommend you just download my sample and change it to fit your needs)
April 13th and 14:
Agenda: 1. Timed Writing 2. Elements of Style Homework: Read Elements of Style; bring a copy of your research paper for editing/revision next class; make sure I have seen you're 3rd Quarter OP by next class. |
|
April 9th and 10th:
Agenda: 1.Works Cited 2.Transcription 3.David and Goliath: Next Level Style 1.Style and Source Analysis 1.Student Samples Homework: Prepare for timed writing next Monday/Tuesday. |
|
April 7th and 8th: Agenda: 1.Issues: Organization & the Obvious 2.Timed Writing 3.David and Goliath: Punctuation Homework: Timed writing next Monday/Tuesday; OP due by quarter's end. |
|
When it comes of in-text citations, go to the Purdue OWL page. Poem titles should be in quotes, e.g. "Sestina: Like," because it is a short/minor work (only long/major works are italicized).
When quoting your poem, put the line number, instead of the page number, at the end the line, and put a backslash ( / ) between two lines, putting a space on either side. e.g., When "Like / Just twiddles its unopposing thumbs-up" Stallings not only personifies, therefore elevating the importance of, "Like," but also mocks humans who are traditionally viewed as superior thanks so their opposable thumbs (13-14).
March 26th and 27th:
Agenda: 1.Metaphors article 2.“Metaphors” 3.Metaphorical thesis Homework: Independent reading; experience something worth writing about. |
|
March 24th and 25th:
Agenda: 1.Citations 2.Things to Avoid 3.Independent Work Time Homework: Your draft is due Thursday/Friday. Include the url or some basic citation information on a separate sheet at the end (we'll worry about full Works Cited pages later). |
March 20th and 23rd:
Agenda: 1. David and Goliath Organization 2. Transitions Homework: Draft due next Thursday/Friday. Bring whatever you need to work to class. |
|
March 18th and 19th:
Agenda: 1.“Convergence of the Twain” and “The Red Wheelbarrow” 2.David and Goliath 3.Outlining Homework: Read David and Goliath Ch. 3, taking notes on the structure and purpose of each paragraph in the margins. |
|
March 13th and 17th:
Agenda: 1. David and Goliath 2. Outlining Homework: Full Outline with complete thesis due next class. |
|
Also, in case you were interested, here was the process for my research paper* on Harry Potter's glasses from last year:
|
|
|
|
*I got way too into it (it's crazy long), and turned out to be more of a beast than a paper.
March 11th and 12th:
Agenda: 1.Thesis Construction and Definition Defense 2.Research Homework: Thesis Construction Sheet and Definition Defense Due. |
|
March 9th and 10th:
Agenda: 1. Introduce Research a. Zotero (for keeping track of your citations) b. Places to Start: Poetry Foundation and Wikipedia (yes, Wikipedia) c. Databases: West Potomac Library (JSTOR=Life), Google Scholar, and Google Books Homework: Annotate your poem one more time (Sociological and Biographical Criticism) and read David and Goliath Ch. 2 and write a thesis. |
|
How to Use a Search Engine | |
File Size: | 22 kb |
File Type: | docx |
3/6 Update:
Alright, so here's the deal--I expect you to have the first part of your poem annotations (the elicited response and the rhetorical analysis) as well as the guided questions done for next class. I'm willing to push the second part of your poem annotations (that were supposed to be due this coming Monday/Tuesday).
I also highly, highly recommend that you do some basic Google-ing on allusions, background, and the poet of your poem. As far as research is concerned, you should know what you want to research by next class. Start with a topic: the history of cats, the way animals feel love, or how society perceives cats. From there, narrow your focus to a specific question you're looking to answer: Why did humans stop worshiping cats? Do animals have a lesser capacity for love than humans? Why does modern society perceive cats as evil? As always, the narrower your focus the better your resulting essay.
Also, on a completely unrelated note, if you're having trouble motivating yourself to do work, I have the answer: the perfect soundtrack.
March 3rd and 4th:
Agenda: 1. Review Poetry Assignments 2. Poetry PPT Homework: Get your Poetry Permission Slip signed, annotate your choice poem twice (once with your Elicited Response and once for Rhetorical Analysis) Sheets to help with your rhetorical analysis are below:
|
|
Dear 6th Period,
While, due to an unfortunate turn of events, we will not see each other today, your essays are still due. Please email me your essay by 5 pm today, and bring your draft and peer review to turn in next class.
Feb. 25th and 26th:
Agenda: 1. Speed Dating 2. "The Road Not Taken" and "Ozymandias" Homework: Read over the poem options. |
|
Feb. 23rd and 24th:
Agenda: 1. Intros and Conclusion 2. Editing Homework: Final paper due next class (turn in your peer review/draft); bring your copy of The Road to return and your 3rd quarter choice novel. |
|
Yet another thing that we were going to look at in class, but there isn't time. Especially if you're writing about change/development of the English language in The Road, I highly recommend watching this brief video on the history of the English language (and its various changes) up until this point |
|
Feb. 19th and 20th
Agenda: 1. Essay Organization 2. (Peer) Revision Homework: Bring a revised version of your essay for editing next class. |
|
Feb. 17th and 18
As your complete draft is due next class, I have uploaded my outline (below--sorry my scanner at home is not the best). We were going to discuss outlining and organization in class. My approach was to gather and analyze all of my potential textual evidence, then brainstorm all my thoughts connecting the various elements of my analysis (in this case, looking at the progression of McCarthy's use of the word "study" over the course of the novel).
Then I formulated a working thesis.
After dealing with the analytical component of the assignment, I decided what would happen in my scene, which elements of McCarthy's style I would be replicating, and then what I am hoping to communicate analytically. I decided when I wanted to place my scene based on what I saw as a major turning point in the novel regarding my subject (i.e., the use of the word "study" changes after the basement scene, so I set my scene in the cannibals' basement). Looking at the pages surrounding where my scene would appear helped me narrow down what parts of McCarthy's style I wanted to replicate (i.e. syntax and diction), and knowing why I was writing the scene in the place and manner I was writing it made it relatively easy to decide what I was trying to communicate.
Then I went back my working thesis and decided what the various parts (i.e. body paragraphs) of my essay would be.
When approaching organization, think back to the organizational patterns you learned in middle school. Depending on what works best for subject you're writing about, you can organize your thoughts/paragraphs in various ways:
-Chronological--grouping things in order of time (e.g. my essay, which looks at the way the word "study" is used over the course of the novel)
I. Intro
II. The man studies nature (p. 4-22)
III. Gradual loss of identity (p. 49-86)
IV. Desperation=delusion (p. 102-106)
V. Loss of sight/fire-->man's reliance on map (p. 119-126)
VI. Boy gradually takes over sight/study (p. 196-271)
VII. Conclusion-->man-made map/"study" eventually abandoned (287)
-Sequential--if your topic is concerned with a step-by-step process (e.g. how the man explores a new area)
I. Intro
II. Short Sensory Description
III. Focus on process (excessive use of "and")
IV. Return to boy--> dialogue and explanation
V. Conclusion
-Spatial--where things fit together in a physical space (e.g. if you were to compare where scenes happen)
I. Intro
II. Scenes set in the woods
III. Scenes that take place on the road
IV. Scenes that take place in houses
V. Scenes set on the beach
VII. Conclusion
-Compare/Contrast--arranging your ideas based on how they are similar or different (e.g. if you're looking at the two main p.o.v.'s/tone's McCarthy uses)
I. Intro
II. Sensory/Factual
i. Types of sentences
ii. Type of diction
iii. Subject matter addressed
III. Poetic
i. Types of sentences
ii. Type of diction
iii. Subject matter addressed
IV. Conclusion
-Cause/Effect--illustrating the relationship between ideas/topics/events (e.g. when/why the man's dreams/flashbacks occur)
I. Intro
II. Cause: present (post-apocalyptic) event
i. Effect: Flashback
III. Cause: present (post-apocalyptic) event
i. Effect: Dream
IV. Cause: present (post-apocalyptic) event
i. Effect: Flashback
V. Conclusion
-Problem/Solution--detailing a problem and then a course of action (e.g. if you were writing about the types of problems that concern the man v. the boy and how they cope with them)
I. Intro
II. Man's problems-->physical
i. Man's solutions
III. Boy's problems-->moral
i. Boy's solutions
IV. Conclusion
-Topical--grouping ideas based on topic (e.g. writing about the types of things people eat)
I. Intro
II. Nature
i. Plants
ii. Animals
III. Man-made (cultivated)
i. Canned goods
ii. Cooked foods
IV. Man
i. Basement cannibals
ii. Pregnant woman
V. Conclusion
I. Intro
II. The man studies nature (p. 4-22)
III. Gradual loss of identity (p. 49-86)
IV. Desperation=delusion (p. 102-106)
V. Loss of sight/fire-->man's reliance on map (p. 119-126)
VI. Boy gradually takes over sight/study (p. 196-271)
VII. Conclusion-->man-made map/"study" eventually abandoned (287)
-Sequential--if your topic is concerned with a step-by-step process (e.g. how the man explores a new area)
I. Intro
II. Short Sensory Description
III. Focus on process (excessive use of "and")
IV. Return to boy--> dialogue and explanation
V. Conclusion
-Spatial--where things fit together in a physical space (e.g. if you were to compare where scenes happen)
I. Intro
II. Scenes set in the woods
III. Scenes that take place on the road
IV. Scenes that take place in houses
V. Scenes set on the beach
VII. Conclusion
-Compare/Contrast--arranging your ideas based on how they are similar or different (e.g. if you're looking at the two main p.o.v.'s/tone's McCarthy uses)
I. Intro
II. Sensory/Factual
i. Types of sentences
ii. Type of diction
iii. Subject matter addressed
III. Poetic
i. Types of sentences
ii. Type of diction
iii. Subject matter addressed
IV. Conclusion
-Cause/Effect--illustrating the relationship between ideas/topics/events (e.g. when/why the man's dreams/flashbacks occur)
I. Intro
II. Cause: present (post-apocalyptic) event
i. Effect: Flashback
III. Cause: present (post-apocalyptic) event
i. Effect: Dream
IV. Cause: present (post-apocalyptic) event
i. Effect: Flashback
V. Conclusion
-Problem/Solution--detailing a problem and then a course of action (e.g. if you were writing about the types of problems that concern the man v. the boy and how they cope with them)
I. Intro
II. Man's problems-->physical
i. Man's solutions
III. Boy's problems-->moral
i. Boy's solutions
IV. Conclusion
-Topical--grouping ideas based on topic (e.g. writing about the types of things people eat)
I. Intro
II. Nature
i. Plants
ii. Animals
III. Man-made (cultivated)
i. Canned goods
ii. Cooked foods
IV. Man
i. Basement cannibals
ii. Pregnant woman
V. Conclusion
The Road Sample Essay Outline | |
File Size: | 6834 kb |
File Type: |
Writing can be organized in this manner on both a macro and micro level. This means you should approach how to structure paragraphs, and even individual sentences, based on the sort of logical relationship you are attempting to create between ideas.
I hope this makes at least a little bit of sense. Email me if you have any questions.
Feb. 12th and 13th:
Agenda: 1.Morality 2. The end of The Road 3.Imitation Essay Homework: Bring a working brainstorm/outline next class. |
|
Feb. 10th and 11th:
Agenda: 1.“Elementary Principles of Composition” a.Analyze Syntax in The Road 2.Stolen Cart Passage a. Morality Homework: Finish The Road; final set of annotations due. |
I wanted to show this video in class, but there wasn't enough time (shocker).
Think about Oprah's favorite line "If you break little promises you'll break big ones," and the man's moral code. |
Feb. 6th and 9th:
Agenda: 1. "Elementary Principles of Composition" Homework: Read pages 235-255 for Feb. 10th/11th; turn in Choice Novel Permission Slip. |
|
Feb. 4th and 5th:
Agenda: 1. "Project Steve Revisited" 2. What’s in a name? Homework: Read pages 205-234 for Feb. 6th/9th; turn in Choice Novel Permission Slip. |
|
UPDATE: 1st Period--Per my in-class instructions, type up your timed writing (you are on your honor to keep it to 60 min.) and email it to me by 5:30 pm today. Be sure you include:
-Your name
-The title of your book
-Which prompt number you're addressing (or N/A)
-ANALYSIS (be sure to give context and analyze each quote you use)
-A thesis statement (and if you realize what you're actually saying in your conclusion, go back and modify your thesis/essay accordingly)
-Proper In-text Citations ("Rookie Mistakes to Avoid in Writing" sheet below has details)
Jan. 26th and 27th:
Agenda: 1. Timed Writing 2. "Eating People" Homework: Read pg. 115-144 and annotations due (6th Period); read pg. 145-174 (1st Period). |
|
Jan. 21st and 22nd:
1st Period Agenda: 1. Finish Third Bullet Theories 2. "The Paradox of Choice" 6th Period Agenda: 1. Analytical Writing Practice 2. Timed Writing Practice Homework: (1st Period) read pg. 115-144 and second set of annotations due; (6th Period) prepare for timed writing next class. |
|
Jan. 16th and 20th:
Agenda: 1. "How Different Cultures View Time" 2. Third Bullet Theory Homework: Read pages 90-114 for Jan. 21st/22nd |
|
Jan. 15th
Agenda: 1. Reading Excerpt from Scott McCloud's Understanding Comics and The Walking Dead. 2. Compare with pg. 24-27 of The Road (i.e. when the Man goes back to his childhood home) Homework: Read pages 70-89 for Jan. 16th/20th |
|
If you were curious as to what I was looking for in the Odyssey Essay, I pulled some sample Intros, Body Paragraphs/Analysis, and Conclusions:
Odyssey Essay Sample Sections | |
File Size: | 2928 kb |
File Type: | docx |
Jan. 9th-13th:
Agenda: 1.Plato’s “Allegory of the Cave” 2.Sentence Dissection 3.McCarthy Interviews Cormac McCarthy Comments on Passages from The Road Cormac McCarthy on Writing 4.“Famous Novelists on Symbolism in Their Work and Whether or Not it was Intentional” Homework: Read pages 15-47 for Jan. 12th and 13th |
|
Jan. 6th and 7th:
Agenda: 1.Occasional Papers a.Sample 2.Road Imitation Essay/Annotations 3.The Road book sign out 4.Plato’s “Allegory of the Cave” Homework: Read pages 3-17 for next class; learn everything there is to know about your selected element of style. |
|
FYI--Additional Links for Learning Are Posted in the "Geekin' Out" Section.
Questions to Consider:
Which type of society (band, tribe, etc.) would you classify the Odyssey as (you may choose more than one)? How does this classification change your reading/understanding of the story?
Is an “uncivilized” egalitarian government or “civilized” kleptocracy preferable?
What is the ideal number of people in a group (project, class, school, city, society)?
Is education/writing a tool of empowerment or oppression?
Do people ever willingly give up autonomy/free will?
Is morality real/inherent in human beings?
Do people/leaders (individuals) matter or does nature/geography decide our fates?
Dec. 15th--19th:
Agenda: 1.Books 2.Odyssey Essay 1.Intro/Thesis 2.Analysis 3.Editing 4.Originality 3.Guns, Germs, and Steel: “From Egalitarianism to Kleptocracy” Homework: Turn in your Odyssey essay by 12:30 on Friday. |
|
I HIGHLY recommend you take an outline or draft of your essay to the West Potomac Writing center before next Friday. Stop by Room 318 (first floor of Quander) to set up an appointment for after school Monday, 4th period lunches, or Wolverine Time.
The final is due by 12/19 (1st and 6th period). The essay must be 2 FULL pages MINIMUM. Anything less and you haven't completed the assignment. P.S. I added a sample appendix to my example essay, just in case you wanted to see an example.
Editing and Revision Resources:
These are all things that I gave out months ago, but some of you seem to need a refresher or what a thesis is (or where it goes in your essay), quote integration, and the basics of writing:
|
|
|
Additionally, don't forget about this list of Rookie Mistakes to Avoid (which appears on every essay rubric):
Rookie Mistakes Incurred:
__ Titles not italicized
__ Incorrect in-text citations
__ Not written in present tense
__ Personal pronouns used
__ Commonly confused words
__ Agreement issues
__ Possessive issues
__ This shows/this quote shows
Writing and Citation Resources:
MLA Formating and Headers
How to Cite Different Types of Sources (music, art, film, etc.)
Writing about Paintings
Dec. 11th and 12th:
Agenda:
1. Peer Revisions
Things to look for when revising;
-"Dropped" (unanalyzed) quotes
-Compare/Contrast v. Analysis
-Arguments with evidence
-Lack of transitions/organization
-Thesis without significance
Homework: Your final essay is due by next Friday, 12/19.
Agenda:
1. Peer Revisions
Things to look for when revising;
-"Dropped" (unanalyzed) quotes
-Compare/Contrast v. Analysis
-Arguments with evidence
-Lack of transitions/organization
-Thesis without significance
Homework: Your final essay is due by next Friday, 12/19.
Dec. 9th and 10th:
Agenda: 1. Book XIV 2. Sample Essay (citation examples at the end) Homework: Essay drafts due on the 11th (1st period) and 12th (6th period). |
|
Sample Close Readings of Books XIX-XXII:
|
|
|
|
|
Dec. 5th and 6th:
Agenda: 1.Dog(e) analysis Homework: Essay drafts due on the 11th (1st period) and 12th (6th period). |
|
Dec. 3rd and 4th:
Agenda: 1.Finish Grammar Work 2. Dog Passage Paragraph Homework: Read and close read Books XXII and XXIII. |
|
Dec. 1st and 2nd:
Agenda: 1. GRAMMAR a. Sentence Clauses b. Grammatical Voice Homework: Read and close read Books XX and XXI. |
|
Samples of Super Cool Close Readings of Books XIII-XVI:
|
|
|
|
Nov. 25th and 26th:
Agenda: 1. Book XVII and XVIII Discussion 2. Song analysis Homework: Read and close read Book XIX. |
|
Nov. 21st and 24th:
Agenda: 1.Theme v. Thesis Practice (cont.) 2.“Odysseus to Telemachus” Homework: Read and close read book XVII and XVIII. |
|
Nov. 19th and 20th
Agenda: 1.Polyphemus and Circe Art Analysis Presentations 2.Theme v. Thesis Practice Homework: Read and close read book XVI and “Reunion of Odysseus and Telemachos” painting (pictured below). |
|
Nov. 17th and 18th
Agenda: 1.Polyphemus and Circe Art Analysis Presentations 2.Books XI and XII discussion Homework: Read and close read Books XIII and XIV (only one close reading for both books). |
|
Sample Book X Close Readings
|
|
|
Nov. 13th and 14th
Agenda: 1. Art Analysis Practice 2. Art Analysis Presentations Homework: Read and close read Books XI and XII (only one close reading for both books). |
|
Nov. 11th and 12th
Agenda: 1. Discuss Book IX and X 2. Art Analysis Practice Homework: Read over the art and analysis handout and get your independent book permission slip signed. |
|
Here are some (pretty great) sample close readings of the Odyssey Book IX:
|
|
|
|
|
Nov. 7th and 10th:
Agenda: 1.Independent Reading 2.Odyssey Book IX Close Reading Homework: Read and close read Book X. Start thinking about your 2nd quarter choice novel. |
|
Nov. 5th and 6th:
Agenda: 1.Symposium 2.Greek Background 3.Odyssey Close Reading and Book IX Homework: Read Book IX; close read any 10 lines of your choosing. |
|
October 30th and 31st:
Agenda:
1. Symposium
Homework: Read and take notes through p. 60 of Plato’s Symposium.
Agenda:
1. Symposium
Homework: Read and take notes through p. 60 of Plato’s Symposium.
October 28th and 29th:
Agenda: 1. In-class essay 2. Symposium Homework: Read and take notes through p. 44 of Plato’s Symposium. |
|
October 24th and 27th:
Agenda: 1.Quote Integration Practice 1st Period Paragraph: When Harry “see[s] no reflection” it shows how he has no identity, but when he “want[s]” to see himself it shows that he wants to have an identity. As Harry looked in the mirror “Harry is looking at his family for the first time in his life” (Rowling 208). Seeing his family, Harry pressed his hands “against the glass as though he was hoping to fall right through it and reach them” (Rowling 208). Harry’s desire for a family leads him to want something unattainable. In Harry’s desire to see his identity he has to “t[ear]” away from the false identity of his family (Rowling 209). 6th Period Paragraph: Harry sees “other pairs of green eyes” and “other noses like his,” showing that he is losing himself among others (Rowling 208). “How long he stood there, he didn’t know,” demonstrating his loss of focus on the present (Rowling 209). Harry “want[s] to look at himself,” but unconsciously loses his identity, “seeing no reflection again” (Rowling 208). 2.Independent Work Time Homework: Prepare for the In-class essay next class. You may use/bring: -Your novel/annotations -Your outline |
|
October 22nd and 23rd:
Agenda: 1.Prompt Analysis 2.Thesis Writing and Outlining 3.Thesis Practice Homework: Bring a working outline next class. |
|
October 20th and 21st:
Agenda: 1. Fairy Tale Test Homework: Read over the timed writing prompts |
|
October 16th and 17th:
Agenda: 1.Test-taking Skills 2.Practice Test Homework: Study for Test. |
|
October 14th and 15th:
Agenda: 1.Bloom’s Taxonomy 2.Mnemonics 3.Analysis Practice Homework: Study for Test |
|
October 9th and 10th:
Agenda: 1.Connotation/Denotation Pre-assessment 2.SVO 3.Yoda Syntax Analysis 4.Ovid Syntax Analysis Homework: Study for Test; read A Mind for Numbers excerpt. |
|
October 7th and 8th:
Agenda: 1. Seminar Round 2 (1st Period) 2. Societal Values of Heracles/Hercules Hercules ending: https://www.youtube.com/watch?v=Mq5Ofb7b4Hs Homework: Read and annotate “Daphne and Apollo” and “Orpheus and Eurydice” |
|
October 3rd and 6th:
Agenda: 1. Fiction and Non-Fiction Seminar Homework: Read and annotate “The Death of Heracles,” and read “Narrative and Life” (no annotations required). |
|
Sample "Snow Queen" Annotations:
|
|
|
|
October 1st and 2nd:
Agenda: 1. Oliver Twist Mini-Essay 1. Sample 2. Oliver Twist Close Reading 3. “The Snow Queen” Analysis 4. Seminar Prep Homework: Prep for seminar next class (questions, evidence, and thesis). |
|
September 26th and 30th:
Agenda: 1.“Let it Go” Analysis 2. Oliver Twist Mini-Essay Homework: Read "An Analysis of Disney Princess Stereotypes," "Clueless Man Claims Territory to Make Daughter a Princess," and "Female Hurricanes Kill More People." |
|
Here are some samples from good Oliver Twist annotations:
|
|
|
September 24th and 25th:
Agenda: 1. Oliver Twist Mini-Essay 2. David and Goliath 3. Orphan Essay Homework: Read and annotate “The Snow Queen” for next class. |
|
Here are samples of some good "Little Mermaid" annotations:
|
|
September 22nd and 23rd:
Agenda: 1.Portfolio Assignment 2.“The Little Mermaid” 3.This is your brain on metaphor Homework: Read and annotate Oliver Twist for next class. |
|
September 18th and 19:
Agenda: 1. Annotation Grading 2. “The Ballad of Robin Hood and Maid Marian” 3. Fact v. Fiction Debate Homework: Read and annotate Oliver Twist for Wednesday, the 24th (1st Period), and Thursday, the 25th (6th) |
|
September 16th and 17th:
Agenda: 1. Analyze “Cinderella” 2. Annotation Grading Homework: Read and annotate “The Little Mermaid.” If you're looking for annotation help/my grading system, check out these samples--> |
|
Here are the best Educational Fairy Tales, and more importantly, analyses, I received:
Using only the student's analysis, I made a model of what his annotations would have looked like:
|
|
|
|
|
|
September 12th and 13th:
Agenda: 1.Intro to Annotations 2.Literary Terms PPT 3.Cinderella 4.Group Annotation Homework: Read your choice novel and review the annotation guide. |
|
September 10th and 11th:
Agenda: 1. Library 2. Honest Children’s Books Titles Homework: Pick your first quarter choice novel and get your permission slip and choice book information sheet filled out for Friday. |
September 8th and 9th:
Agenda: 1.Finish Fairy Tales 2.High School Students Reading too many 5th grade books 3.Independent Reading Project Homework: Pick your first quarter choice novel and get your permission slip and choice book information sheet filled out for Friday. |
|
September 4th and 5th:
Agenda: 1. Bellringer 2.The Story of a Boy Who Went Forth to Learn Fear 3. Education Articles Homework: Write and analyze your own fairy tale on the current state of education (2 paragraphs--one paragraph fairy tale, one paragraph analysis). Think of the story we read in class, except shorter, and the things we discussed/wrote on the board (that would be the analysis piece). As long as it is in some way related to education/learning/school/class/intelligence, you may choose to focus on whatever you like. I suggest you figure out what you're trying to say about education before you write your fairy tale, and then create a plot that communicates what you're trying to say. You will have 15 minutes at the beginning of next class to finish working on your fairy tale/analysis. |
|
September 2nd and 3rd
1. Introduction 2. Class Rules and Procedures 3. Thinking Homework: Get your syllabus signed. |
|