graduation day & last day of school
June 22, 2009 |
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If we have four snow days, June 22th is our last day of school. Only students who missed a final exam and need to make it up need come today.
Weather permitting, graduation will be celebrated in the evening. |
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final exams for periods 2 & 1
June 19, 2009 |
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| If we have only four snow days, today, June 19, is the last day of scheduled exams and June 22 is time for make-up exams. |
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final exams for periods 4 & 3
June 18, 2009 |
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final exams for periods 6 & 5
June 17, 2009 |
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final exams for periods 8 & 7
June 16, 2009 |
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Final Exam Review
June 15, 2009 |
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The final exam has four parts.
1. Students read a short story and respond to four Response to Literature questions. This is similar to last week's work in discussions and writing about human nature and today's essay about whether Before Women Had Wings is good literature.
2. Students read an article and respond to six Reading for Information questions. This is similar to last week's work with "Role Responses to Parental Substance Abuse."
3. Students edit and revise a one-page essay. This parallels today's work with the essay about whether "Before Women Had Wings" is good literature.
4. Students will define literary terms and give examples from the literature we have read. We prepared for this last Monday and Tuesday when we worked with partners and did the crossword puzzles. |
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What Before Women Had Wings Says about Human Nature
June 12, 2009 |
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| The class writes and discusses what the novel Before Women Had Wings has to say about human nature. |
| Downloads |
 Human Nature (13.82 KB)
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Before Women Had Wings movie & article
June 11, 2009 |
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| Class finishes watching the movie Before Women Had Wings. Then we read and respond to an article about family roles when parents drink or abuse substances. |
| Downloads |
 Role Responses to Parental Substance Abuse (45.57 KB)
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Literary Terms Crossword (homework)
Due Date: June 10, 2009 |
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| Crossword of literary terms is due in class as part of a review for the final exam. |
| Downloads |
literary terms crossword (48.13 KB)
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Before Women Had Wings movie & literary terms review
June 9, 2009 |
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| Class begins watching the movie of Before Women Had Wings. Homework is a crossword puzzle using the HHS Dictionary of Literary Terms as part of a review for next week's final exam. |
| Downloads |
literary terms crossword (48.13 KB)
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Literary Terms
June 8, 2009 |
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| We are reviewing literary terms in the HHS dictionary of terms at the bottom of the ClassJump page. Students are identifying examples from the novels we read this year. |
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Before Women Had Wings, pages 227-268 (homework)
Due Date: June 5, 2009 |
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Continue reading Before Women Had Wings, pages 227-268, take notes about motifs and be prepared to answer questions included in the attachments to May 26th.
Students who read Before Women Had Wings in a previous class are reading Chris Crutcher's Ironman, pages 214-228. Study questions are included in the attachments to May 26th.
Treasure Box: Students are decorating a shoe box and filling it with five "treasures" for any character from Before Women Had Wings or for themselves. In 100 words or less, they describe the person for whom the treasure box has been made and the importance of the five objects. Yes, please do edit writing. The attachment shows an example for Hank. |
| Downloads |
Hank's treasures (1.35 MB)
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Before Women Had Wings, pages 202-227 (homework)
Due Date: June 4, 2009 |
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Continue reading Before Women Had Wings, pages 202-227, take notes about motifs and be prepared to answer questions included in the attachments to May 26th.
Students who read Before Women Had Wings in a previous class are reading Chris Crutcher's Ironman, pages 190-213. Study question are included in the attachments to May 26th.
Today the class has an open-notes quiz based on questions from the study guide. |
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Before Women Had Wings, pages 177-202 (homework)
Due Date: June 3, 2009 |
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Continue reading Before Women Had Wings, pages 177-202, take notes about motifs and be prepared to answer questions included in the attachments to May 26th.
Students who read Before Women Had Wings in a previous class are reading Chris Crutcher's Ironman, pages 159-189. Study questions are included in the attachments to May 26th. |
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Before Women Had Wings, pages 152-177 (homework)
Due Date: June 2, 2009 |
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Continue reading Before Women Had Wings, pages 152-177, take notes about motifs and be prepared to answer questions included in the attachments to May 26th.
Cloze summaries for today's readings give students a chance to try out the kind of instructional materials we have been making in class.
Students who read Before Women Had Wings in a previous class are reading Chris Crutcher's Ironman, pages 128-158. Study questions are included in the attachments to May 26th. |
| Downloads |
cloze summary pages 160- (13.31 KB)
cloze summary pages 152- (12.29 KB)
cloze summary pages 166- (12.8 KB)
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Before Women Had Wings, pages 130-152 (homework)
Due Date: June 1, 2009 |
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Continue reading Before Women Had Wings, pages 130-152, take notes about motifs and be prepared to answer questions included in the attachments to May 26th.
Students who read Before Women Had Wings in a previous class are reading Chris Crutcher's Ironman, pages 100-127. Study questions are included in the attachments to May 26th. |
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Before Women Had Wings, pages 103-130 (homework)
Due Date: May 29, 2009 |
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Continue reading Before Women Had Wings, pages 103-130, take notes about motifs and be prepared to answer questions included in the attachments to May 26th.
Students who read Before Women Had Wings in a previous class are reading Chris Crutcher's Ironman, pages 71-99. Study questions are included in the attachments to May 26th. |
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Before Women Had Wings, pages 76-103 (homework)
Due Date: May 28, 2009 |
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Continue reading Before Women Had Wings, pages 76-103, take notes about motifs and be prepared to answer questions included in the attachments to May 26th.
Students who read Before Women Had Wings in a previous class are reading Chris Crutcher's Ironman, pages 45-70. Study questions are included in the attachments to May 26th. |
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Before Women Had Wings, pages 49-76 (homework)
Due Date: May 27, 2009 |
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Continue reading Before Women Had Wings, pages 49-76, take notes about motifs and be prepared to answer questions included in the attachments to May 26th.
Questions raised in class include:
Why does Bill bring KFC home when he returns from jail?
Why is Glory Marie so much harsher on Bird than on Phoebe?
How religious is this family?
Why does Bird think about sex so much when she is only in elementary school?
Why don't Glory Marie and her daughters tell anyone else about what Bill does to them?
Why has the black bird stolen Bird's voice?
Students who read Before Women Had Wings in a previous class are reading Chris Crutcher's Ironman, pages 25-45. Study question are included in the attachments to May 26th. |
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Before Women Had Wings, pages 1-49 (homework)
Due Date: May 26, 2009 |
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Students come to class with notes about recurring motifs and prepared to discuss and discuss questions about the reading.
Questions raised in class include:
1. What names did Glory Marie choose for her daughters and why? What is ironic about her choices?
2. How do Glory Marie and Bill handle being Catholic and Baptist? How should they handle it?
3. How does Bill's depression affect the family?
Students who read Before Women Had Wings in a previous class are reading Chris Crutcher's Ironman, pages 1-24. Questions are attached. |
| Downloads |
motifs Before Women Had Wings (29.7 KB)
questions Before Women Had Wings (45.57 KB)
questions Ironman (41.98 KB)
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No school: Memorial Day
May 25, 2009 |
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Fiction and Non-Fiction
May 22, 2009 |
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After finishing "The Father Who Fell to Earth" (posted on May 20), the class explores answers to the following questions.
1. What is love? Does this father really love his son? Does this son really hate his father?
2. What draws some women to "bad" men?
3. The author of this article is an adult victim/survivor of abuse. How does that affect the way he writes about his experience? In what ways is he an accurate reporter? In what ways is he biased? |
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Prejudice Reduction Conference Field Trip
May 21, 2009 |
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| Students must sign up in advance for this day-long conference at SCSU. |
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Fiction and Non-Fiction
May 20, 2009 |
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| Students have been reading the novel Before Women Had Wings. In class today, we are reading an article about a young man whose father had abused him and his mother after having killed his first wife. We begin with a timed reading, exchange observations with a partner, write summaries, and resume reading. |
| Downloads |
Father Who Fell to Earth (89.6 KB)
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Anne Sexton: "Red Roses"
May 19, 2009 |
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| After presentations for the independent readings, students read and examine the poem "Red Roses" by Anne Sexton. How does the poem's perspective on child abuse parallel or diverge from the perspective in Before Women Had Wings? |
| Downloads |
"Red Roses" by Anne Sexton (28.67 KB)
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Group Projects Are Presented in Class (homework)
Due Date: May 18, 2009 |
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Groups should choose one of the first two activities to do. Solitary readers should do activity C – a discussion group brochure.
a) Group may use one to three scenes from their reading to prepare, rehearse, and produce a skit to be performed and videotaped in front of the class.
b) Group may use some important issues or themes from their reading to prepare questions to discuss and research. They rehearse different roles and present a discussion group to be videotaped in front of the class.
Examples of possible issues and themes:
• Fight Club: How do fathers affect their sons? How is this different from the way they affect their daughters?
• I Ain’t Scared of You: What parenting advice would you give Bernie Mac?
• My Sister’s Bones: How are brothers, sisters, or offspring affected when one person in the family has a serious problem?
• Sold: What is life like in Nepal? What makes child trafficking and exploitation such a problem?
• The Secret Lives of Bees: Why is it important to people to know their roots or identity?
c) Individual makes a discussion group brochure. (Example and instructions are attached.) The individual presents one of the questions to the class and facilitates discussion.
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Commercial for Upcoming Event (homework)
Due Date: May 15, 2009 |
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A 15 to 30 second commercial or a jingle or a poster is made to publicize and create excitement about the upcoming event (discussion group or skit) and the book read.
Rubric Items for Commercial
Message about the upcoming event and book is clear.
Message is made exciting with intriguing details and images.
Presentation is organized and on time.
Presentation is fluent, clear, and easy to understand.
Grammar and mechanics are impeccable.
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Rehearsing the Production
May 14, 2009 |
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| Students rehearse their performances and commercials. When the production is completely ready to go, students may use class time to begin reading and notes for Before Women Had Wings. |
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Rehearsing the Production
May 13, 2009 |
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| Students rehearse their performances and commercials. When the production is completely ready to go, students may use class time to begin reading and notes for Before Women Had Wings. |
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Meet in Computer Lab A221
May 12, 2009 |
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| Class meets in the computer lab, A221, for a second day to prepare script and a commercial for the production. |
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Vocabulary Words from Independent Reading (homework)
Due Date: May 11, 2009 |
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Collect 20 to 50 vocabulary words that many sophomores might not understand in the novel you read. Copy the word, the sentence in which the word is used, and the page number. Groups may collaborate on a single list. Final product should be submitted electronically so that it can be used to create crossword puzzles.
rubric
seven-point scale 5=partially done
0=not done 6=done completely
4= unsuccessful attempt 7=done completely; definitions include identification of specific definition for the word as it appeared in the text and with correct part of speech
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choices for vocabulary words are reasonable
vocabulary list appears complete
each vocabulary word is shown in a sentence from the book
each vocabulary word is defined and the part of speech is identified
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Weekly Objectives
May 11, 2009 |
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*To produce a discussion/interview or a skit that illustrates essential elements of the book read.
*To create a brief commercial that communicates the essence of the book and the group's upcoming event.
*To collaborate with peers in a language arts production. |
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Field Trip to Yale Repertory Theatre
May 9, 2009 |
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| Death of a Salesman is showing at the Yale Repertory Theatre. Students must sign up and pay $10 in advance. A bus leaves the high school at 1:30 p.m. to go to the 2 p.m. performance. The show lasts about 3 hours and is followed by audience conversation with the actors. The bus returns students to the high school at 6 p.m. |
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Make-Up Day for Macbeth Productions (homework)
Due Date: May 8, 2009 |
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| Students who did not present their Macbeth productions last week perform for class today. |
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Parent conferences in the evening
May 6, 2009 |
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Students collaborate on preparing discussions groups or skits drawn from their indendent reading.
Before Women Had Wings is our next novel. Students received copies in class so that, if they finish the presentations and commercials before the due date, they can begin reading in class. Note pages and a schedule for reading are are posted on May 26th. |
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Computer Lab Time for Work on Culminating Activities
May 5, 2009 |
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Tasks to Go with the Independent Reading
1. Collect 20 to 50 vocabulary words that many sophomores might not understand in the novel you read. Copy the word, the sentence in which the word is used, and the page number. Groups may collaborate on a single list. Final product should be submitted electronically so that it can be used to create crossword puzzles. Due date: Monday, May 11.
2. Groups should choose one of the first two activities to do. Solitary readers should do the third activity, a discussion group brochure. See attachments for more details. Due date: Monday, May 18.
3. A 15 to 30 second commercial should be made to publicize and create excitement about the activity described in task #2 and the book you read. Due date: Friday, May |
| Downloads |
Culminating Activites for Independent Reading (30.72 KB)
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Weekly Objectivs
May 4, 2009 |
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Objectives:
* To collaborate in making crossword puzzles to help support understanding of vocabulary used in our readings. (Crossword puzzles themselves will be distributed next week.)
*To think critically about and interpret importance of independent readings.
*To collaborate with peers in producing an event that demonstrates critical thinking and interpretation of independent readings.
*To practice oral communication.
Tasks to Go with the Independent Reading
1. Collect 20 to 50 vocabulary words that many sophomores might not understand in the novel you read. Copy the word, the sentence in which the word is used, and the page number. Groups may collaborate on a single list. Final product should be submitted electronically so that it can be used to create crossword puzzles. Due date: Monday, May 11.
2. Groups should choose one of the first two activities to do. Solitary readers should do the third activity, a discussion group brochure. See attachments for more details. Due date: Monday, May 18.
3. A 15 to 30 second commercial should be made to publicize and create excitement about the activity described in task #2 and the book you read. Due date: Friday, May 15.
Denis M & Anthony G make their scheduled musical presentation on Thursday. |
| Downloads |
Culminating Activities for Independent Reading (30.72 KB)
Instructions for Making Discussion Group Brochure (41.98 KB)
Sample Discussion Group Brochure Prey (224.26 KB)
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Macbeth Concept / Audience Statements (homework)
Due Date: May 4, 2009 |
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CONCEPT STATEMENT is due Monday, May 4:
1. What is the concept for your production of Macbeth? Be specific. Write in no more than three complete sentences. Remember, these three sentences must be vivid and exciting enough to persuade a group of rich financial backers to listen to or watch your full presentation and decide whether to put up a lot of money to help you complete your production and become rich.
2. Who is the target audience for your new production? Again, be precise. The rich financial backers want to know there is a market for the product and they will make money back on their investment.
Each question is graded on four seven-point scales.
4 5 6 7 concept or market is clear and focused
4 5 6 7 vivid details make the concept exciting
4 5 6 7 concept or market sounds plausible – it could work
4 5 6 7 grammar and mechanics are pristine
On these scales, 0=not done, 4=unsuccessful attempt, 5=partial success, 6=good and complete job, 7=complete job is insightful, convincing |
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Macbeth Production Concept
May 1, 2009 |
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Today, Monday, and Tuesday, the class has time in the computer lab to work on a concept statement for Macbeth and on presentations for the independent reading. I will also be available in the computer lab after school on Monday and Tuesday for students who need more time.
CONCEPT STATEMENT is due Monday, May 4:
1. What is the concept for your production of Macbeth? Be specific. Write in no more than three complete sentences. Remember, these three sentences must be vivid and exciting enough to persuade a group of rich financial backers to listen to or watch your full presentation and decide whether to put up a lot of money to help you complete your production and become rich.
2. Who is the target audience for your new production? Again, be precise. The rich financial backers want to know there is a market for the product and they will make money back on their investment.
Each question is graded on four seven-point scales.
4 5 6 7 concept or market is clear and focused
4 5 6 7 vivid details make the concept exciting
4 5 6 7 concept or market sounds plausible – it could work
4 5 6 7 grammar and mechanics are pristine
On these scales, 0=not done, 4=unsuccessful attempt, 5=partial success, 6=good and complete job, 7=complete job is insightful, convincing
Presentations Originally Scheduled for Today
Joseph R & Jason M: not ready
John O: not ready
Any remaining presentations are now due on Thursday, May 7, and are considered late for grading.
Next: Plans for a Project to Go with the Independent Reading
1. Collect 20 to 50 vocabulary words that many sophomores might not understand in the novel you read. Copy the word, the sentence in which the word is used, and the page number. Groups may collaborate on a single list. Final product should be submitted electronically so that it can be used to create crossword puzzles.
2. Groups should choose one of the first two activities to do. Solitary readers should do the third activity, a discussion group brochure.
3. A 15 to 30 second commercial should be made to publicize and create excitement about the activity described in task #2 and the book you read.
READING GROUPS
Fight Club:
period 1: Hector D, Colman D, Anthony F, Brandon G, Anthony G, Victor G, Karl P, Justin M, Angel M
period 3: Corey B, Mike D, Connor E, Michelle I, Rich L, Ben R, Vajra, Rory Z
I Ain't Scared of You by Bernie Mac:
period 1: Rhonnie H, Jay R, Jordan T
period 2: Gabe A, Haydrian B, Valerie C, Ivan F, DeJeuner G, Devante M, Nick R, Brian W, Jake W
period 3: Emmet F, Marcus H, Michelle I, Katia W
My Sister's Bones:
period 2: Demi P; Linette D
Secret Lives of Bees:
period 2: Aida A, Becca Ed, Candice M, Sarah V
Sold:
period 1: Viviana B, Leah M;
period 2: Ifrah I, John O, Jack S, Brad S, Ciera W
period 3: Lauren B, Kayla T
Solitary Readers:
Twilight: Colleen M
Persuasion: Felicia K
Beneath the Surface: Marco M |
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Macbeth Presentations
April 30, 2009 |
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The following students are scheduled to make their presentations.
Linsey & Demi: not ready
Priscilla B: not ready
Jasmin D & Jordan T: slide presentation
Anthony F: concept -- slide show of Macbeth in Miami as part of the Mafia
Angel M: not ready
Karl P: not ready
Jay R: concept -- puppet show
Valerie C & DeJeuner G & Ciera W: concept -- proposal for modernized Macbeth
Nick R: not ready
Ivan F & Devante M: not ready
Haydrian B & Jack S: slide show with 32-second Macbeth
Lauren B: not ready
Emmett F: not ready
Rich L: not ready
Ben R: concept -- slide show story told from Macbeth's point of view with reversals in roles of Macbeth and Macduff
Corey B & Mike D: concept -- slide show
Rory Z: not ready
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Macbeth Presentations
April 29, 2009 |
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The following students are scheduled to make their presentations.
Hector D & Victor G:concept -- fantasy video game about Macbeth's quest for power
Linsey L & Demi P: postponed to Thursday, concept -- slide show with clip art and music
Amanda S: absent, postponed to Thursday
Rich C, Colman D, Justin M, Justin W: concept -- slide presentation of Macbeth as California drug lord
Gabe A: concept -- slide show based on quotations
Becca Ed & Colleen M: concept -- Macbeth as a children's story
Candice M: concept -- Macbeth retold from the witches' point of view
Haydrian B & Jordan J & Jack S: postponed to Thursday
Jake W: postponed to Friday
Marco M: concept -- fantasy game on video
Becca Es: concept -- story of thwarted love poured out to psychiatrist and personal secretary
Felicia K: concept -- modern day version with Macbeth as self-doubting Mafioso
Corey B & Mike D: asked to postpone
Kayla T: concept -- Macbeth as modern day Mafia like Scarface with witches who are thugs
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Macbeth Presentations
April 28, 2009 |
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The following students are scheduled to make their presentations today.
Ifrah I: concept -- children's story using Disney cartoons
Sarah V: concept -- slide show with abstract images and music
Brian W: concept -- video of banquet scene from Macbeth's point of view
Marcus & Katia: concept -- video of moden gangster version of final fight between Macduff and Macbeth
Michelle I: concept -- slide show with witches as goth girls
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Weekly Objectives (homework)
Due Date: April 27, 2009 |
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Students present and evaluate concepts for new productions of Macbeth. "Concepts" describe the focus of new interpretation and production being proposed. Presentation may work with a single theme or specific characters; it make use an abridged version of the complete story; or it may be an expository proposal being made to a group of potential financial backers.
Each presentation receives feedback on strengths and opportunities to improve. Evaluation is based on originality, faithfulness to the essence of Macbeth, clarity and organization, audibility, visual effectiveness, preparation, revisions, and teamwork.
Today's contributors include:
Aida A, Linette D, Leah M, Brad S: concept -- video of modernized Macbeth
Connor: concept -- video summary of Macbeth
Some other sample proposals students have been planning include:
* a graphic novel political thriller
* Macbeth, the video game
* Mafioso Macbeth
* slide presentation
* 32-Second Macbeth as a rock song |
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Earth Day
April 25, 2009 |
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Hamden Middle School is hosting a celebration of Earth Day from 10 a.m. to 3 p.m. Everyone is welcome. People interested in volunteering should contact HHS English teacher Scott Trauner.
program schedule:
9 a.m. pre-event bird walk
11 a.m. T-Bone's recycling show
noon orchid awards and weatherman Matt Scott from WTNY
1 p.m. Beardsley Zoo
activities include:
food and fun
face painting
arts and crafts
seed planting and gardening
scavenger hunt
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Using the Rubric to Refine Macbeth Project
April 24, 2009 |
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Students collaborate in refinements or rehearsals for upcoming presentations of a new production of Macbeth.
Rubric scores each item on a seven-point scale.
0 = not done
4 = unsuccessful attempt
5 = partially accomplished
6 = done well
7 = done well and completely
Aspects of the production that will be scored include:
ï° Production offers an original interpretation.
ï° Production is true to the essence of Macbeth.
***poetic language
***theme: power corrupts or power breeds greed for more
***motifs: *blood *supernatural
ï° Production is organized and clearly presented.
ï° Language is audible and expressive.
ï° Production is visually appealing.
ï° Production is prepared and does not keep audience waiting.
ï° Production is carefully revised and has no grammatical errors.
ï° Each member of the production team contributes to a clear and essential role. |
| Downloads |
production rubric (11.78 KB)
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Early Dismissal
April 23, 2009 |
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| Students are dismissed early today because teachers have an extended day for staff development. |
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Working on Macbeth Culminating Project
April 22, 2009 |
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Our English class is working on a culminating project for Macbeth. The idea is to develop a new interpretation for a production of Macbeth that is true to its “essence” but gives a new spin that will intrigue today’s audience.
Essential points that have been discussed in class include poetic language, the theme of power, and motifs of blood and the supernatural.
Students have several choices about ways to present their projects.
1. They present the interpretation as a one-page proposal to potential financial backers (their classmates).
2. Alternatively, they may collaborate on producing and performing a single scene.
3. Or they may work with an abridged version of the whole play. (An example of an abridgement is the 32-Second Macbeth posted on ClassJump on Monday.)
Performances may be live or use puppets or cartoons and/or a PowerPoint slide presentation. If a PowerPoint presentation uses photographs or drawings not made by the student, it is important to give credit to the sources.
The class will begin presentations on Monday.
A copy of the script for the complete play is attached. |
| Downloads |
Macbeth script (310.27 KB)
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Culminating Project for Macbeth: computer lab
April 21, 2009 |
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We are working in the computer lab on culminating projects for Macbeth. The object is to develop a concept for a new production of Macbeth.
Students may choose to interpret and perform a scene. This might focus on the predictions of the three weird sisters or witches. It might focus on the final fights or on any other scene of particular importance.
Alternatively, students may incorporate a selection of lines from the play to make an abridged performance. They may use the lines from the "32 Second Macbeth" or the Flocabulary Macbeth rap or they may make their own selections. The performance may use presentation software to create a slide show to go with the lines and/or music.
Students who prefer independent writing may choose to write a one or two-page proposal for a new production of Macbeth. The proposal is used to seek financial backing for the production and must be vivid and exciting in order to be effective. |
| Downloads |
32 Second Macbeth lines (31.74 KB)
 32 Second Macbeth slide show (102.91 KB)
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Finish Independent Reading (homework)
Due Date: April 20, 2009 |
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Come to class having finished reading and prepared reaction notes for your book.
Fight Club by Chuck Palahniuk
I Ain't Scared of You by Bernie Mac
My Sister's Bones by Cathi Hanauer
The Secret Lives of Bees by Sue Monk Kidd
Sold by Patricia McCormick |
| Downloads |
note page for independent reading (25.6 KB)
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Weekly Objectives
April 20, 2009 |
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*To determine the essence of Macbeth.
*To develop a concept for a new production that conveys the essence of Macbeth to today's audience.
*Note that, while students had to complete notes for their independent reading, they will work on culminating projects after our work with Macbeth is complete.
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No school: spring recess
April 17, 2009 |
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No school: spring recess
April 16, 2009 |
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Public Hearing before Legislative Council
April 15, 2009 |
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While there is no school today, we have another event of importance. At 7 p.m., there is a public hearing during which the Legislative Council will hear public reaction to severe budget cuts to Hamden's educational budget.
The mayor has proposed spending $2.1 million less than the entire operating budget for Hamden public schools in 2008-9. While he may contend that the numbers are "only" $1,300,000 less than what the Board of Ed received this year, that is because he is counting on stimulus funds -- which can only be used in five Title I elementary schools for summer programs, tutoring, and instructional supplies. The stimulus funds cannot be used to save existing jobs or programs. We have a lot to lose.
I'll be there. I hope you will, too.
7 p.m. Public Hearing
Legislative Council Chambers
2372 Whitney Avenue (at the corner of Dixwell)
Hamden |
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No school: spring recess
April 14, 2009 |
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No school: spring recess
April 13, 2009 |
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No school: Good Friday
April 10, 2009 |
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Watching Macbeth
April 9, 2009 |
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Watching Macbeth
April 8, 2009 |
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What is Lady Macbeth writing? (homework)
Due Date: April 8, 2009 |
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Take the role of the actress playing Lady Macbeth. You want to understand her. Although the audience will not see what you write on the paper, choosing the right words will help you play the character. What do you, as Lady Macbeth, write on the piece of paper? Post your answer to the message board on ClassJump by Wednesday morning at 7:30.
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Interpreting Macbeth (homework)
Due Date: April 7, 2009 |
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Objective: To question and interpret the fourth act of Macbeth.
Take the role of a director for a new production of Macbeth. There are a number of questions that have been answered in different ways for different productions. The director is responsible for making decisions about interpretation for this production and must communicate the vision to the cast so the actors understand the motivations of their characters. Take one question and answer it in a sentence. Post your well edited, one-sentence response to ClassJump.
Choose one:
1. Is Ross or Macduff or Malcolm trustworthy or self-serving?
2. Will Malcolm be a good king?
3. The messenger is someone who knows Lady Macduff. Who would be motivated to bring her a warning? Whom will you cast in this role?
Due Tuesday, 3 p.m.
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Third Marking Period Ends
April 7, 2009 |
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Watching Macbeth
April 7, 2009 |
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While we watch, we consider the decisions director Roman Polanski has made in this production of Macbeth. We have a brief biography from Wikipedia that mentions that Polanski survived the Holocaust in Poland and gives more information about the murder of his pregnant wife Sharon Tate by Charles Manson's "family." This murder took place two years before the release of Macbeth. Students now draw their own conclusions about the influence of Polanski's life experiences on his artistic decisions in producing Macbeth.
Notes on some interpretive choices the class observed:
1. The previous Thane of Cawdor demonstrates his honor at the end of life by hanging himself!
2. Lady Macbeth weeps while begging her husband to be strong enough to kill Duncan. She seems to be using "feminine" tears as much as she uses belittling names to persuade Macbeth to commit murder.
3. Duncan opens his eyes and looks at Macbeth before being murdered. This is a little like the scene in Baz Luhrman's Romeo and Juliet when Juliet opens her eyes to see Romeo just after he has taken the poison that kills him. A stage play cannot effectively show eyes opening because the audience sits at a distance. This is an option open to movies that can use close ups. |
| Downloads |
Roman Polanski (53.76 KB)
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Macbeth, Act V, scenes v-viii
April 6, 2009 |
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Macbeth, Act V, scenes v-viii -- pages 173-191
Malcolm
Menteith
Siward
Macduff
Macbeth
Seyton
messenger
young Siward
Ross
Today we finish reading Macbeth. |
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Macbeth, Act V, scenes i - iv
April 3, 2009 |
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Macbeth, Act V, scenes i-iv -- pages 161-173
doctor
gentlewoman to Lady Macbeth
Lady Macbeth
Menteith
Angus
Caithness
Lennox
Macbeth
servant
Seyton
At the end of act four, Macduff learns that his wife and children have been killed. Seeing his grief, Malcolm now wants to recruit him as an ally against Macbeth.
Act five opens with the doctor and gentlewoman discussing the strange behavior of Lady Macbeth. She sleepwalks, talks to herself, folds and unfolds a piece of paper, and rubs her hands together as if trying to scrub them clean. In the next scene, Scottish nobles are planning to take an army to Birnam Woods. Macbeth hears the news and puts on his armor, but refuses to be afraid because no man of woman born can kill him and Birnum Woods has not marched upon Dunisnane.
Homework:
Answer yesterday's questions on ClassJump.
Today, take the role of the actress playing Lady Macbeth. You want to understand her. Although the audience will not see what you write on the paper, choosing the right words will help you play the character. What do you, as Lady Macbeth, write on the piece of paper? Post your answer to the message board on ClassJump by Wednesday morning at 7:30.
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Macbeth, Act IV, scenes i, ii, & iii
April 2, 2009 |
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Macbeth, Act IV, scenes i-iii -- pages 119-157
witch #1
witch #2
witch #3
Hecate
Macbeth
apparition #1
apparition #2
apparition #3
Lennox
Lady Macduff
Ross
son of Lady Macduff
messenger
murderer
Malcolm
Macduff
doctor
Study Notes:
The witches chant couplets in trochaic pentameter and prepare an evil "hell-broth." While they will still make true predictions, Hecate has instructed them to make their words confusing so that Macbeth will believe he has the information he wants and become dangerously over-confident. Their predictions are:
1. Macduff is not to be trusted.
2. No man of woman born will harm Macbeth. (Don't all men have mothers? Are they not all "of woman born"?)
3. Macbeth will never be defeated until the trees of Birnam pull up their roots and start marching up the hill toward the castle.
Needless to say, Macbeth feels pretty safe.
The next scene shows Lady Macduff complaining to her young son that his father is away, once again. (Macduff has gone to England to find out what Malcolm is doing.) The son asked what are traitors. Lady Macduff says they are people who swear (to be faithful to the king) and lie, so they must be hanged. The son says if traitors are liars, most people are traitors and should be able to hang the honest folk they outnumber. A messenger comes to warn Lady Macduff to flee with her son, but a murder arrives and kills the son before Lady Macduff escapes.
The last scene shows Macduff asking questions of Malcolm, who says he is as black-hearted as Macbeth because he is so angry and bitter about not being on the throne.
Line of note: "This tyrant, whose sole name blisters our tongues, was once thought honest." Blisters are an intense metaphor here.
Homework for Tuesday, 3 p.m.:
Take the role of a director for a new production of Macbeth. There are a number of questions that have been answered in different ways for different productions. Take one question and answer it in a sentence. Post your response to ClassJump and write as if you (the director) are speaking to your cast in order to give them insight into the motivations of the characters. Be sure to edit your work before writing.
Choose one:
1. Is Ross or Macduff or Malcolm trustworthy or self-serving?
2. Will Malcolm be a good king?
3. The messenger is someone who knows Lady Macduff. Who would be motivated to bring her a warning? Whom will you cast in this role?
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Macbeth, Act III, scenes iv, v, & vi
April 1, 2009 |
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Macbeth, Act III, scenes iv-vi -- pages 99-115
Macbeth
Lords
Lady Macbeth
Murderer
Ross
Lennox
witch #1
Hecate
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| Downloads |
famous lines Macbeth (40.96 KB)
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Computer Lab, A221
March 31, 2009 |
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Today's class meets in A221, the computer lab to edit and revise the paragraph responding to the question: how does power change relationships? The paragraph should have about five to eight sentences and be well edited. Essays should be printed and given to the teacher at the end of class. Students who leave grammatical errors in the essays will have additional grammar assignments to help them learn to do their own editing.
Yesterday's poetry assignment: in Macbeth, Shakespeare's most recognized string of couplets is the chant of the witches and their goddess Hecate. Students who have had difficulty writing a couplet may choose some of these lines and write a parody.
Act IV, scene i
w #1
Thrice the brinded cat hath mewed.
w #2
Thrice, and once the hedge-pig whined.
w #3
Harpier cries “’Tis time, ’tis time!”
w #1
Round about the cauldron go;
In the poisoned entrails throw.
Toad, that under cold stone
Days and nights has thirty-one
Sweltered venom sleeping got
Boil thou first i’ th’ charmèd pot.
all
Double, double toil and trouble;
Fire burn, and cauldron bubble.
w #2
Filet of fenny snake
In the cauldron boil and bake.
Eye of newt and toe of frog,
Wool of bat and tongue of dog,
Adder’s fork and blindworm’s sting,
Lizard’s leg and howlet’s wing,
For a charm of powerful trouble,
Like a hell-broth boil and bubble.
all
Double, double toil and trouble;
Fire burn, and cauldron bubble.
w #3
Scale of dragon, tooth of wolf,
Witch’s mummy, maw and gulf
Of the ravined salt-sea shark,
Root of hemlock digged i’ th’ dark,
Liver of blaspheming Jew,
Gall of goat and slips of yew
Slivered in the moon’s eclipse,
Nose of Turk and Tartar’s lips,
Finger of birth-strangled babe
Ditch-delivered by a drab,
Make the gruel thick and slab.
Add thereto a tiger’s chaudron
For th’ingredience of our cauldron.
all
Double, double toil and trouble;
Fire burn, and cauldron bubble.
w #2
Cool it with babboon’s blood.
Then the charm is firm and good.
Hecate
O, well done! I commend your pains,
And everyone shall share i’ th’ gains.
And now about the cauldron sing
Like elves and fairies in a ring,
Enchanting all that you put in.
w #2
By the pricking of my thumbs,
Something wicked this way comes.
Open locks,
Whoever knocks.
After students receive feedback on their paragraphs, they will create one PowerPoint slide about parallel structure and additional slides teaching the grammar guidelines they ignored in writing their paragraphs. |
| Downloads |
famous lines Macbeth (40.96 KB)
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In-School Field Trip
March 30, 2009 |
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| Guest speaker Raymond Bechard presents information about child slavery & human trafficking in room C107 during period six. Attendance is particularly important for students who are reading Sold. All my sophomores may sign up with me for this in-school field trip. |
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Weekly Objectives
March 30, 2009 |
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* To read and understand the last half of Macbeth.
* To examine and work with the language.
* To examine Shakespeare's ideas about men, women, and human nature.
Today's class meets in A221, the computer lab, to write a paragraph responding to the question: how does power change relationships? Think about what we have seen in Macbeth and look at last week's message board for ideas to use as a springboard. The paragraph should have about five to eight sentences and be well edited.
In Macbeth, Shakespeare's most recognized string of couplets is the chant of the witches and their goddess Hecate. Students who have had difficulty writing a couplet may choose some of these lines and write a parody.
Act IV, scene i
w #1
Thrice the brinded cat hath mewed.
w #2
Thrice, and once the hedge-pig whined.
w #3
Harpier cries “’Tis time, ’tis time!”
w #1
Round about the cauldron go;
In the poisoned entrails throw.
Toad, that under cold stone
Days and nights has thirty-one
Sweltered venom sleeping got
Boil thou first i’ th’ charmèd pot.
all
Double, double toil and trouble;
Fire burn, and cauldron bubble.
w #2
Filet of fenny snake
In the cauldron boil and bake.
Eye of newt and toe of frog,
Wool of bat and tongue of dog,
Adder’s fork and blindworm’s sting,
Lizard’s leg and howlet’s wing,
For a charm of powerful trouble,
Like a hell-broth boil and bubble.
all
Double, double toil and trouble;
Fire burn, and cauldron bubble.
w #3
Scale of dragon, tooth of wolf,
Witch’s mummy, maw and gulf
Of the ravined salt-sea shark,
Root of hemlock digged i’ th’ dark,
Liver of blaspheming Jew,
Gall of goat and slips of yew
Slivered in the moon’s eclipse,
Nose of Turk and Tartar’s lips,
Finger of birth-strangled babe
Ditch-delivered by a drab,
Make the gruel thick and slab.
Add thereto a tiger’s chaudron
For th’ingredience of our cauldron.
all
Double, double toil and trouble;
Fire burn, and cauldron bubble.
w #2
Cool it with babboon’s blood.
Then the charm is firm and good.
Hecate
O, well done! I commend your pains,
And everyone shall share i’ th’ gains.
And now about the cauldron sing
Like elves and fairies in a ring,
Enchanting all that you put in.
w #2
By the pricking of my thumbs,
Something wicked this way comes.
Open locks,
Whoever knocks.
Lastly, each student is creating one PowerPoint slide about parallel structure. |
| Downloads |
famous lines Macbeth (40.96 KB)
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Macbeth, Act III, scenes i, ii, & iii
March 27, 2009 |
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Macbeth, Act III, scenes i-iii -- pages 81-97
Banquo
Macbeth
Lady Macbeth
servant
first murderer
second murderer
third murderer
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Macbeth, Act II, scenes i-iv
March 26, 2009 |
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Macbeth, Act II, scenes i-iv -- pages 49-77
Banquo
Fleance
Macbeth
Lady Macbeth
porter
Macduff
Lennox
Donalbain (younger son of Duncan)
Malcolm
old man
Ross
Study Notes:
Macbeth is wracked with guilt. He imagines seeing bloody daggers. Then, having killed Duncan, he carries the real daggers away, forgetting that he was supposed to leave them in the hands of the guards so it might seem they had killed their king. Lady Macbeth is disgusted with her husband's anxieties and takes the daggers to plant them on the guards herself.
Next, Shakespeare keeps his audience waiting with puns from the drunken porter who explains why drink "equivocates" with lechery.
The murder of Duncan is discovered and Macbeth claims he was so distressed by the murder of his beloved king that he had to kill the blood-covered guards who, he says, must have been the murderers. That takes care of potential witnesses.
Meanwhile, Duncan's sons Malcolm and Donalbain are suspicious. They decide to leave quietly, one for England and one for Ireland, before someone comes to kill them, too. They plan to return when they have reinforcements. The nobleman Macduff concludes that they have disappeared because they were the ones who killed their father.
famous lines:
II:ii -- MACBETH: Methought I heard a voice cry ‘Sleep no more!
Macbeth does murder sleep,’ the innocent sleep, [35]
Sleep that knits up the ravell’d sleave of care,
The death of each day’s life, sore labour’s bath,
Balm of hurt minds, great nature’s second course,
Chief nourisher in life’s feast,--
II:iii -- Porter: Marry, sir, nose-painting, sleep, and urine.
Lechery, sir, it provokes, and unprovokes; it provokes
the desire, but it takes away the performance: therefore,
much drink may be said to be an equivocator with
lechery: it makes him, and it mars him; it sets him on,
and it takes him off; it persuades him, and disheartens
him; makes him stand to, and not stand to;
in conclusion, equivocates him in a sleep, and, giving him the lie, leaves him.
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Macbeth, quiz on Act I
March 25, 2009 |
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After taking the quiz on Act I, class reviewed the answers.
It is time to begin planning for the culminating project. We finish reading Macbeth early next week and then watch a movie production. April vacation begins.
When we return on Monday, April 20th, students should have finished their independent reading and page summary.
They should also have ideas and the beginnings of plans for a new interpretation and production of Macbeth. A description of the assignment is attached. In addition, there is a PowerPoint slide show with the lines from the 32-Second Macbeth. One possible production format is to add images and sound to the slide show.
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| Downloads |
Culminating Project instructions (31.74 KB)
32-Second Macbeth Slide Show (102.91 KB)
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Macbeth, Act I, scenes v, vi, & vii
March 24, 2009 |
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Macbeth, Act I, scenes v, vi, & vii -- pages 31-45
Lady Macbeth
messenger
Macbeth
King Duncan
Banquo
Study Questions:
1. Describe Lady Macbeth and compare her with her husband.
2. Who comes to Macbeth's castle and how does Lady Macbeth treat her guest?
Why are the following lines so famous?
Fair is foul, and foul is fair... --witches I.1.12
So foul and fair a day I have not seen --Macbeth I.3.39
** Note the similarities between what the witches said and what Macbeth says later. Note the paradox.
Nothing in his life
Became him like the leaving it. --Malcolm I.4.8-9
** Pity the former Thane of Cawdor whose treachery brought him dishonor and death. Facing death, he finds the bravery to admit his wrongdoing and seek forgiveness.
Yet I do fear thy nature;
It is too full o' th' milk of human kindness... --Lady Macbeth I.5.16-17
Come, you spirits
That tend on mortal thoughts, unsex me here... --Lady Macbeth I.5.47-48
** In these two pairs of lines, Lady Macbeth defies any stereotype of womanly soft-heartedness. She wants the throne for her husband and is afraid he will be too much of a "nice guy" to seize what the witches say can be his.
Look like th'innocent flower
But be the serpent under 't --Lady Macbeth I.5.76-78
** Simile and metaphor. Lady Macbeth advises that she and her husband must put on false faces to look like innocent, welcoming hosts to King Duncan. Underneath, they become false-hearted traitors who are plotting his death.
If it were done when 'tis done, then 'twere well
It were done quickly. --Macbeth I.7.1-2
** Continue planning for culminating project. |
| Downloads |
32-second Macbeth & culminating project (31.74 KB)
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Weekly Objectives
March 23, 2009 |
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Weekly Objectives:
* To read and understand Macbeth.
* To recognize and imitate some of Shakespeare's use of language.
* To examine Shakespeare's ideas about human nature.
Monday: Macbeth, Act I, scenes iii & iv
weird sisters #1 Priscilla B, Colleen M, Kayla T
#2 Jasmin D, Becca Ed, Katia W
#3 Amanda S, Aida A, Marcus H
Macbeth Karl P, Jake W, Michelle I
Banquo Rich C, Gabe A, Felicia K
Ross Justin W, Candice M, Cory B
Angus Colman D, Dejeuner G, Mike D
Duncan Angel M, Jack S, Ben R
Malcolm Denis M, Brian W, Vajra
Study Questions
1. What good and bad news do the three witches give Macbeth? Which prediction comes true almost immediately?
2. What are the obstacles to the second prediction?
3. Take note of the paradoxical statements. Macbeth says, "So foul and fair a day I have not seen." The witches greet Banquo as "lesser than Macbeth and greater" and "not so happy, yet much happier." What others can you find? Why is Shakespeare writing this way?
Once again, the script for Macbeth is attached.
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| Downloads |
Macbeth script (310.27 KB)
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Reading Macbeth, Act I, scenes i & ii
March 20, 2009 |
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Students take the following roles for today's reading.
director Victor G, Joe R
weird sister #1 Priscilla B, Colleen M, Michelle I
weird sister #2 Jasmin D, Dejeuner G, Katia W
weird sister #3 Angel M, (Ifrah I) Nick RV, Felicia K
King Duncan Colman D, Brad s (Jason M), Ben R
Malcolm Rhonniesha H, Gabe A, Rich L
Captain Hector D, Candice M, Marcus H
Lennox Jordan T, Brian W, Emmett F
Ross Viviana B, Haydrian B, Marco M
After reading, we write two responses in our composition books.
1. Describe the poetry and language used by the three weird sisters or witches.
Adjacent lines rhyme. When two consecutive lines rhyme, they form a couplet. When three consecutive lines rhyme, they form a triplet.
A word like "hurlyburly" has onomatopoeia, meaning it sounds like the chaos or confusion it means.
The last two lines have alliteration to give special emphasis to the words fair, foul, fog and filthy and to the paradoxical equation of fair with foul and foul with fair. How can we say those are the same?
Note the other paradox -- "when the battle's lost and won." Which is it? How can it be both?
The lines have a strong meter with alternating weak and strong beats.
2. Describe each of the characters we meet in the first two scenes.
The three witches (or weird sisters) are connected to the spirit world through their familiars (personal spirits) Graymalkin and Paddock. They seem to have some knowledge of the future.
King Duncan is the King of Scotland during a time of conflict with Norway.
Malcolm is the eldest son of King Duncan and, thus, the heir to the crown.
The captain (also called sargeant) is an officer in the army. He has been bloodied in battle and reports to King Duncan about the brave fighting done by Macbeth.
Lennox is a nobleman who says only two lines in the first two scenes. He announces the approach of the wild looking Thane of Ross.
Ross is a thane or baron, a nobleman and property owner. He has been involved in the fighting and reports to the king that the Thane of Cawdor has asked for money from the Norwegians. If the Norwegians are losing the battle, King Duncan expects he should receive any booty so he sees the Thane of Cawdor as a traitor who should be killed. This will mean there is an opening for a new thane and King Duncan declares that Macbeth should be the new Thane of Cawdor. (Of course, Macbeth is not here in court, so he does not yet know this news.)
Note that the script for Macbeth is attached. |
| Downloads |
Macbeth script (310.27 KB)
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Introduction to the Scottish Play
March 19, 2009 |
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We are reading Macbeth in class during the next couple of weeks.
Because expressive reading makes plays more fun, we practiced with the phrase "all right." Students thought of ways the expression is used and wrote instructions on a card. For example, the expression "all right" may be said with annoyance and disgust. In such a case, it shows agreement for this time, but suggests that revenge may be coming. We exchanged cards and students demonstrated using tone, facial expression, and gesture to communicate the different meanings of the phrase.
We made some important observations about differences between novels and plays. By contrast with novels, most people expect to see and hear a play, not to read it. Plays need to be shorter than novels because the audience must be able to sit through them.
More importantly, plays are a collaborative art form. A writer creates the dialogue. Each director reinterprets the central message. Each actor has a new way of looking at the characters. Designers create settings and costumes to give a visual image. Playwrights often work with the first production and make revisions when they see what the play looks like and hear the audience reaction.
Precisely because each production has a new director and company, plays are also a living art form. Novels are written once and those are the words as long as people read them. Plays are expected to be different each time they are produced.
While we read Macbeth in class, students will independently read a book of their choice at home. The project to go with the free choice book will be introduced in class after the April break. Students should prepare notes for that project on the attached note page. |
| Downloads |
notes for independent reading (26.11 KB)
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How does power change people? (homework)
Due Date: March 19, 2009 |
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| How does power change people? Limit your answer to one to three, well edited sentences. Post to the message board. |
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Editing & Revising Test
March 18, 2009 |
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| Students edit and revise some of the thesis statements posted to the ClassJump message board and write one independently. |
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Review of Editing & Revising for Test on Wednesday
March 17, 2009 |
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We are reviewing our grammar sheets and the three thesis-writing assignments we have posted to the ClassJump message board. Wednesday's test will involve editing some thesis statements from the message board and writing one new one independently.
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Lord of the Flies, the movie
March 16, 2009 |
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| We are watching and discussing the movie version of Lord of the Flies. Once again, snacks are permitted as long as we clean up after ourselves. |
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CAPT Interdisciplinary Writing III & Lord of the Flies
March 13, 2009 |
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We will discuss the upcoming grammar test and continue watching Lord of the Flies.
Interdisciplinary Writing III, 80 minutes
7:30 Students report to CAPT rooms for attendance
7:40 Distribute materials and answer sheets
8:00-9:20 Interdisciplinary Writing III
9:20-9:30 Passing time
9:30-9:58 Period 1
10:02-10:31 Period 2
10:35-11:14 Period 3
11:18-11:47 Period 4
11:52-12:20 Period 5
12:24-12:53 Period 6
12:57-1:26 Period 7
1:30-2 Period 8 |
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CAPT: Science
March 12, 2009 |
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Today is the final section of CAPT -- "Science."
Science I 65 min
Science II 55 min
7:30 Sophomores report to rooms
and attendance is taken
7:40 Distribute materials and
answer sheets
7:55-9:00 Science I
9:00-9:10 Break
9:10-10:05 Science II
10:15 11:03 Period 4
11:07-11:48 Period 5
11:52-12:32 Period 6
12:36-1:16 Period 7
1:20-2:00 Period 8
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CAPT: Mathematics part two
March 11, 2009 |
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Today's CAPT section is our second round of "Mathematics."
Math II 80 min
7:30 Sophomores report to rooms
and attendance is taken
7:40 Distribute materials and
answer sheets
8:00-9:20 Math II
9:20-9:30 Passing time
9:30-10:21 Period 4
10:25-11:16 Period 5
11:20-12:10 Period 6
12:14-1:04 Period 7
1:08-2:00 Period 8
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Choose Your Book for Independent Reading (homework)
Due Date: March 11, 2009 |
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Choose a book for independent reading and post the title and author to the ClassJump message board. Students may suggest other books they want to read, but will have to get their own copies of the work.
While we read Macbeth in class, students read a second book of their choice at home. Students may choose from school copies of the following books:
Fight Club by Chuck Palahniuk
I Ain't Scared of You by Bernie Mac
My Sister's Bones by Cathi Hanauer
The Secret Lives of Bees by Sue Monk Kidd
Sold by Patricia McCormick
Plan to finish reading by the end of April vacation (Monday, April 20).
Please post the name of the book you want to read by Wednesday, March 11. |
| Downloads |
Notes for Independent Reading (26.11 KB)
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Should schools put more or less emphasis on standardized tests like CAPT or SATs? (homework)
Due Date: March 11, 2009 |
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Should schools put more or less emphasis on standardized tests like CAPT or SATs?
Write one, well-edited thesis with a position and three distinct supporting reasons. Limit the statement to one sentence. Check that the reasons have parallel structure. Post to the ClassJump message board by Wedneesday, March 11th, at 3:30 p.m.
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CAPT: Mathematics
March 10, 2009 |
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Today's CAPT section is the first round of "Mathematics."
Math I 90 min
7:30 Sophomores report to rooms
and attendance is taken
7:40 Distribute materials and
answer sheets
8:00-9:30 Math I
9:30-9:40 Passing time
9:40-10:28 Period 4
10:32-11:20 Period 5
11:24-12:12 Period 6
12:16-1:08 Period 7
1:12-2:00 Period 8
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Lord of the Flies, the movie
March 9, 2009 |
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| We are watching and discussing the movie version of Lord of the Flies. Snacks are permitted as long as we clean up after ourselves. |
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CAPT Writing Across the Disciplines
March 6, 2009 |
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Because of the school delays on Tuesday and Thursday, sophomores are taking the Interdisciplinary Writing and the Editing and Revising portions of the CAPT today. Our schedule has been modified as follows:
Interdisciplinary Writing II 80 min
Editing and Revising 35 min
7:30 Students report to rooms and attendance is taken
7:40 Distribute materials and answer sheets
8:00-9:20 Int Writing II
9:20-9:30 Break
9:30-10:05 Editing
10:15- 10:56 Period 4
11:00-11:42 Period 5
11:46-12:28 Period 6
12:32-1:13 Period 7
1:17-2:00 Period 8
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Practice for Editing & Revising
March 5, 2009 |
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The unexpected delay in starting school this morning means we are having all eight periods today and postponing CAPT Writing Across the Disciplines until tomorrow.
Today our class is revising the Elephants essay. |
| Downloads |
reaction to Elephant's Tale to edit (26.62 KB)
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CAPT: Reading Across the Disciplines
March 4, 2009 |
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Today's CAPT sections include "Response to Literature" and "Reading for Information."
Response to Lit 80 min
Reading for Info 60 min
7:30 Sophomores report to rooms
and attendance is taken
7:40 Distribute materials and
answer sheets
8:00-9:20 Response to Lit
9:20-9:30 Break
9:30-10:30 Reading for info
10:40-11:16 Period 4
11:20-11:57 Period 5
12:01-12:38 Period 6
12:42-1:18 Period 7
1:22-2:00 Period 8
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CAPT testing: Writing Across Disciplines
March 3, 2009 |
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Today's CAPT sections include "Interdisciplinary Writing" and "Revising and Editing."
Interdisciplinary Writing I 80 min
Editing and Revising 35 min
7:30 Sophomores report to rooms
and attendance is taken
7:40 Distribute materials and
answer sheets
8:00-9:20 Int Writing I
9:20-9:30 Break
9:30-10:05 Editing
10:15- 10:56 Period 4
11:00-11:42 Period 5
11:46-12:28 Period 6
12:32-1:13 Period 7
1:17-2:00 Period 8 |
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Post thesis to message board by 4 p.m. (homework)
Due Date: March 3, 2009 |
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The question is: What are the strengths or dangers of using the analogy between African elephants and American families in order to set expectations for adolescent females?
Once again, write a single, well-edited thesis statement. This sentence includes your position with three supporting reasons. The posting deadline has been extended to Tuesday, March 3rd at 4 p.m. I have already given feedback on the message board. Do not repeat the mistakes made by other students.
Parents and friends, you are welcome to join in this conversation. The editorial by Raspberry is available as an attachment on the class assignments for February 26th. |
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Snow Day: Edit for Extra Credit (homework)
Due Date: March 2, 2009 |
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| I was going to review editing and revising in preparation for the CAPT, but we have a lot of snow instead. Under the circumstances, I will give you an opportunity to earn some extra credit. Use Word or OpenOffice software to open the attachment. You will find an essay about our elephants. Unfortunately, it needs some revisions. Edit the essays and return them either by email or on paper before Wednesday, March 4, 7:15 a.m. The amount of credit will depend on the accuracy of your work. I will be in Ms. Beloin's room, B302. |
| Downloads |
elephants to edit (13.82 KB)
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Practice for CAPT
February 27, 2009 |
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The State has a sample Reading for Information assessment for us to use in preparation for the CAPT next week.
The class reviewed the short answers to yesterday's articles about African elephants. The important point is to understand the author's perspective and to use at least two pieces of evidence to support your main idea. For instance, you might write that Raspberry compares adolescent male elephants to many American teenage boys who, in the absence of a mature male role model, act wild and aggressive, follow the wildest and most aggressive peer, and find that the girls who also lack mature male role models pay attention to them for being wild and agressive.
Last night's homework was to post a thesis arguing the fairness of comparing elephants and humans on the ClassJump message board. Students who have not done that yet should review the statements already posted and learn from these efforts. This means you should not make the same mistakes or it will affect your grade.
Tonight's homework asks students to write a new thesis about the fairness of using the comparison to set expectations for teenage girls. The thesis should be posted to the message board. Parents are welcome to participate. I expect a lively discussion. |
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Where have all the fathers gone?
February 26, 2009 |
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We read an article about African elephants and practice questions modeled on the CAPT Reading for Information test.
For homework, write a carefully edited, one-sentence thesis or position statement with three reasons to answer this question. Is it fair or useful to draw an analogy (make a connection) between African elephants and American families? Post your thesis on the ClassJump bulletin board. |
| Downloads |
Adolescent Elephant Tale (27.14 KB)
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Parent conferences in the evening & course selection
February 25, 2009 |
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Meetings are scheduled in room A226 for:
6:00 Becca Esp
6:15 Justin MacG
6:30 Colman D
6:45 Amanda S
7:00 Ben R
7:15 Michael D
7:30 Emmett F
7:45 Aida A
Forms for selecting courses for the coming year will be distributed in homeroom today. The forms should be returned to English teachers or the main office by Friday, February 27.
The course catalog is available on line -- http://24.248.90.92/page.cfm?p=516 . |
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Lord of the Flies test
February 24, 2009 |
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We respond to the four CAPT Response to Literature questions in order to analyze Lord of the Flies or Fight Club. Remember to answer each question with a full page that uses specific evidence from the novel. A CAPT score of 6 will receive a grade of A+ and 5 will receive A-. A score of 4 will receive a C and 3 a D. You may use your own handwritten notes.
1. What are your thoughts and questions about the story? You might reflect on the characters, their problems, the author's use of symbolism, the title or other ideas in the story.
2. How does the protagonist develop over the course of the story?
3. What does this story say about people in general? In what ways does it remind you of people you have known or experiences you have had? You may also write about stories or books you have read, or movies, works of art, or television programs you have seen. Use examples from the story to explain your thinking.
4. How successful was the author in creating a good piece of literature? Use examples from the story to explain your thinking.
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Review of Lord of the Flies
February 23, 2009 |
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We discuss the novel as a whole and prepare for tomorrow's test, which will ask students to respond to the four CAPT questions. Students will be allowed to use notes during the test, so it makes sense to prepare.
1. What are your thoughts and questions about the story? You might reflect on the characters, their problems, the author's use of symbolism, the title or other ideas in the story.
* I wondered about the meaning of the title.
* Writers pick their title as carefully as parents pick a name for their baby.
* Sometimes, the titles are allusions to other writing.
* For example, Of Mice and Men is an allusion to a poem by Robert Burns, who says the best laid plans of mice and men often go bad.
* Do you recognize an allusion in the title of this reading?
* Sometimes, the titles are phrases or metaphors that emphasize the story's message.
* For example, To Kill a Mockingbird is a phrase said three times in the novel.
* First, Atticus tells his children ....
* At the end of the book, Scout repeats her father's words ....
* The point of that book is ....
* The phrase "Lord of the Flies" appears when....
* The message is ....
2. How does the protagonist develop over the course of the story?
* The protagonist (main character) Ralph is a dynamic (changing) / static (consistent) character.
* Ralph is attractive and self-confident, the kind of person other kids want to be a leader when they are feeling insecure.
* Describe Ralph's treatment of Piggy at the beginning of the novel.
* Describe the way the boys react to Ralph and the conch.
* Describe the growing conflict and rivalry between Ralph and Jack.
* Is there an epiphany or eye-opening moment for Ralph or does the situtation slowly develop?
* At the beginning of the book, Ralph is well liked and respected. How do the boys treat Ralph at the end of the novel?
* What is the message of the book?
3. What does this story say about people in general? In what ways does it remind you of people you have known or experiences you have had? You may also write about stories or books you have read, or movies, works of art, or television programs you have seen. Use examples from the story to explain your thinking.
* Make a specific statement about what the novel says about human nature. In Lord of the Flies, the message is that the beast is part of all of us.
* Give specific examples and evidence.
* Explain why people do what they do in the examples from the story.
* Make a connection to show that the author's view of people is true or false in real life.
* Wrap it up with a general statement about what people are like and what should be done about it.
4. How successful was the author in creating a good piece of literature? Use examples from the story to explain your thinking.
* Good literature has well-developed, dynamic characters that grow and change like real people. They are not just stereotypes. They learn from conflict. They learn from epiphanies (eye-opening experiences).
* Good literature has a plot and conflicts that are logical and believable, but not predictable. There is foreshadowing linking past and future events, but it does not make the plot obvious.
* Good literature has a message that is eye-opening and thoughtful, a lesson worth learning.
* Good literature uses vivid language and imagery. It is not trite, vague, or repetitive.
* Given these criteria, does the current reading qualify as good literature?
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Revision of the Plagiarism Project (homework)
Due Date: February 23, 2009 |
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| Students must make substantive revisions in response to feedback received on the earlier draft of the position paper on plagiarism. Those students who did not receive feedback because they did not hand in an earlier draft before Friday, February 13, will have to bring drafts after school to A226 to review their work, take notes, and plan changes. |
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No school: winter recess
February 20, 2009 |
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No school: winter recess
February 19, 2009 |
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No school: winter recess
February 18, 2009 |
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No school: winter recess
February 17, 2009 |
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No school: winter recess
February 16, 2009 |
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Planning for Junior Year
February 13, 2009 |
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| Guidance counselor Tracey Jacobson is coming to discuss schedule choices for students in their junior year. |
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Finish reading Lord of the Flies (homework)
Due Date: February 13, 2009 |
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Finish reading and preparing reaction notes.
Lord of the Flies, chapter 12: Cry of the Hunters, pages 165-182
Fight Club afterword: pages 209-218 |
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Lord of the Flies, chapter 11 (homework)
Due Date: February 12, 2009 |
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Read and prepare reaction notes for:
Thursday, 2/12
Lord of the Flies, chapter 11: Castle Rock, pages 152-164
Fight Club, chapters 28-30, pages 198-208. |
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Lord of the Flies, chapter 10 (homework)
Due Date: February 11, 2009 |
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Read and prepare reaction notes for:
Wednesday, 2/11
Lord of the Flies, chapter 10: The Shell and the Glasses, pages 138-151
Fight Club, chapters 25-27, pages 181-197.
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Translating the CAPT Rubric to Simple English
February 11, 2009 |
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The class examined the complete anchor set and rubric used to score CAPT responses. We made a few observations about the different scores.
6 (top score)
* Understands the whole story and makes an insightful interpretation of character motivation or makes predictions.
* Uses specific evidence from the reading to support interpretations.
* Clearly describes a relevant connection and uses the connection to interpret or make predictions.
* Evaluates the story based on its use of theme, characters, plot, or language. Uses literary terms like protagonist, static or dynamic characters, conflict, climax, foreshadowing, imagery, symbolism, metaphor, and simile in discussing the story. |
| Downloads |
Anchor Set for Viva New Jersey (40.45 KB)
CAPT rubrics (55.3 KB)
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Lord of the Flies, chapter 9 (homework)
Due Date: February 10, 2009 |
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Tuesday, 2/10: Read and prepare reaction notes for:
Lord of the Flies, chapter 9: A View to a Death, pages 129-137
Fight Club, chapters 22-24, pages 162-180 |
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CAPT Response to Literature
February 10, 2009 |
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Students examined the anchor set of responses to the initial question about last year's CAPT story "Viva New Jersey." We created our own rubric. Next we evaluated the responses we wrote to the story during the midterm. Then we used the rubric to guide us in writing our own initial reactions to and questions about last night's reading.
CAPT Response to Literature Rubric Inferred from State Anchor Set
Question One
6 Answer is a full page long in medium small handwriting and without filler words like "very" and "I think." Specific details (evidence) from story are used to support interpretations. Analysis examines the meaning of the title, makes multiple connections that are well described, and uses literary terms like motif to develop interpretation.
5 Answer is a full page long in medium small handwriting, but does include repetition and filler words like "I thought." Interprets character with adjectives not drawn from the story, but supports choices with specific evidence. Supports interpretation of theme with evidence.
4 Answer is a full page long in somewhat larger handwriting and includes filler words like "I thought." Summarizes accurately, but uses general descriptors like "nice" and "good." Raises questions, but does not make predictions or suggest possible interpretations.
3 Answer is a half page long and repeats descriptive words like "well," "nice," and "developed." Limited evidence is used to support the descriptions.
2 Answer is four sentences long and the first two repeat a single idea. Raises a question about the location of the story, but does not try to suggest possible explanations. Suggests possible presence of a symbol without elaborating.
1 Answer is two sentences long and makes vague references to events and raises a question without giving details that might suggest much understanding of the story.
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Weekly Objectives
February 9, 2009 |
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* To complete the reading of our novels.
* To use reaction notes and discussion to develop understanding and insight into the author's message.
* To develop skill in written interpretation of passages from our reading. |
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Developing a Response to a Passage
February 9, 2009 |
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Class discussed interpretation of lines from the end of chapter 8.
"There isn't anyone to help you. Only me. And I'm the Beast... Fancy thinking the Beast was something you could hunt and kill!"
Interpretation begins by identifying the characters involved, explains what has been happening, and then considers what makes this important to the novel.
In this case, the Lord of the Flies is speaking to Simon. Simon seees it is just the pig's head that Jack and the hunters have impaled on a pole. Nevertheless, he hears a menacing voice that tells him that the Beast or Lord of the Flies cannot be hunted or conquered. The Beast is "part of you."
We discussed whether this "you" would be singular (Simon alone) or plural (all the boys on the island). We discussed whether Simon is delusional (crazy) and/or having an epileptic seizure, or if there is symbolism (metaphor) behind the Lord of the Flies as a title and as a pig's head. We discussed William Golding's view of human nature and whether we agreed.
Students took notes which they should review so that, later in the week, they are prepared to write a one-page interpretation in about 10 minutes.
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Lord of the Flies chapter 7; Fight Club chapters 17-18 (homework)
Due Date: February 6, 2009 |
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Students read the assigned chapters, prepare reaction notes, and arrive to class ready to discuss and development understanding and interpretation.
In class, students practice a second initial reaction response to events in chapter seven of Lord of the Flies or chapters 17-18 of Fight Club.
COMPLETE READING SCHEDULE FOR
Lord of the Flies (most students) or Fight Club
Friday, 2/6
LoF 7: Shadows and Tall Trees 96-109
FC 17: 126-136; 18: 137-147
Monday, 2/9
LoF 8: Gift for the Darkness 110-128
FC 19: 148-150; 20: 151-155: 21: 156-161
Tuesday, 2/10
LoF 9: A View to a Death 129-137
FC 22: 162-168; 23: 169-175; 24: 176-180
Wednesday, 2/11
LoF 10: The Shell and the Glasses 138-151
FC 25: 181-183; 26: 184-191; 27: 192-197
Thursday, 2/12
LoF 11: Castle Rock, 152-164
FC 28: 198-201; 29: 202-205; 30: 206-208
Friday, 2/13
LoF 12: Cry of the Hunters, 165-182
FC afterword: 209-218
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Lord of the Flies chapter 6; Fight Club chapters 14-16 (homework)
Due Date: February 5, 2009 |
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Students read the assigned chapters, prepare reaction notes, and arrive to class ready to discuss and development understanding and interpretation.
The class meets in the computer lab (A221) today to make revisions to the position papers on plagiarism.
COMPLETE READING SCHEDULE FOR
Lord of the Flies (most students) or Fight Club
Thursday, 2/5
LoF 6: Beast from Air 83-95
FC 14: 107-111; 15: 112-117; 16: 118-125
Friday, 2/6
LoF 7: Shadows and Tall Trees 96-109
FC 17: 126-136; 18: 137-147
Monday, 2/9
LoF 8: Gift for the Darkness 110-128
FC 19: 148-150; 20: 151-155: 21: 156-161
Tuesday, 2/10
LoF 9: A View to a Death 129-137
FC 22: 162-168; 23: 169-175; 24: 176-180
Wednesday, 2/11
LoF 10: The Shell and the Glasses 138-151
FC 25: 181-183; 26: 184-191; 27: 192-197
Thursday, 2/12
LoF 11: Castle Rock, 152-164
FC 28: 198-201; 29: 202-205; 30: 206-208
Friday, 2/13
LoF 12: Cry of the Hunters, 165-182
FC afterword: 209-218
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Due Date from Entries to Thornton Wilder Writing Competition
February 4, 2009 |
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THORNTON WILDER WRITING COMPETITION
APPLICATION FORM
Must be received by Wednesday, February 4, 2009
NAME:
ADDRESS: Street_____________________________________
City____________________State_______Zip_____
PHONE: Email:
SCHOOL:
GRADE: TEACHER:
TITLE OF WORK:
Please limit entries to 2500 words or fewer, and no more than three entries.
Send one application form and 4 typewritten copies of each entry to:
Thornton Wilder Writing Competition
c/o Friends of the Hamden Library
2901 Dixwell Avenue, Hamden CT 06518
Further information:
Betty Mettler 288-0556 or www.hamdenlibrary.org
Applications are also available at the Information Desk of the Miller Library,
2901 Dixwell Avenue, Hamden.
Entries may be left in the book drop if the library is closed.
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Lord of Flies chapter 5; Fight Club chapters 11-13 (homework)
Due Date: February 4, 2009 |
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Students read the assigned chapters, prepare reaction notes, and arrive to class ready to discuss and development understanding and interpretation.
After discussion of notes, students drafted a response to literature using the first CAPT question --What are your thoughts and questions about the story? You might reflect on the characters, their problems, the author's use of symbolism, the title or other ideas in the story. Students began their responses with a main idea, described specific evidence from the novel, explained the behavior observed, and concluded with a generalization. Some sample main ideas follow:
* A persistent question in Lord of the Flies is whether there is a real monster or beastie.
* It is not clear whether the group of boys can survive on the island.
* It seems as if this author uses a lot of symbolism and that simple events or experiences are used to represent something else.
COMPLETE READING SCHEDULE FOR
Lord of the Flies (most students) or Fight Club
Wednesday, 2/4
LoF 5: Beast from Water 65-82
FC 11: 86-94; 12: 95-101; 13: 102-106
Thursday, 2/5
LoF 6: Beast from Air 83-95
FC 14: 107-111; 15: 112-117; 16: 118-125
Friday, 2/6
LoF 7: Shadows and Tall Trees 96-109
FC 17: 126-136; 18: 137-147
Monday, 2/9
LoF 8: Gift for the Darkness 110-128
FC 19: 148-150; 20: 151-155: 21: 156-161
Tuesday, 2/10
LoF 9: A View to a Death 129-137
FC 22: 162-168; 23: 169-175; 24: 176-180
Wednesday, 2/11
LoF 10: The Shell and the Glasses 138-151
FC 25: 181-183; 26: 184-191; 27: 192-197
Thursday, 2/12
LoF 11: Castle Rock, 152-164
FC 28: 198-201; 29: 202-205; 30: 206-208
Friday, 2/13
LoF 12: Cry of the Hunters, 165-182
FC afterword: 209-218
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Lord of the Flies chapter 4 / Fight Club chapters 8-10 (homework)
Due Date: February 3, 2009 |
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Students read the assigned chapters, prepare reaction notes, and arrive to class ready to discuss and development understanding and interpretation.
COMPLETE READING SCHEDULE FOR
Lord of the Flies (most students) or Fight Club
Tuesday, 2/3
LoF 4: Painted Faces and Long Hair 48-64
FC 8: 63-73; 9: 74-78; 10: 79-85
Wednesday, 2/4
LoF 5: Beast from Water 65-82
FC 11: 86-94; 12: 95-101; 13: 102-106
Thursday, 2/5
LoF 6: Beast from Air 83-95
FC 14: 107-111; 15: 112-117; 16: 118-125
Friday, 2/6
LoF 7: Shadows and Tall Trees 96-109
FC 17: 126-136; 18: 137-147
Monday, 2/9
LoF 8: Gift for the Darkness 110-128
FC 19: 148-150; 20: 151-155: 21: 156-161
Tuesday, 2/10
LoF 9: A View to a Death 129-137
FC 22: 162-168; 23: 169-175; 24: 176-180
Wednesday, 2/11
LoF 10: The Shell and the Glasses 138-151
FC 25: 181-183; 26: 184-191; 27: 192-197
Thursday, 2/12
LoF 11: Castle Rock, 152-164
FC 28: 198-201; 29: 202-205; 30: 206-208
Friday, 2/13
LoF 12: Cry of the Hunters, 165-182
FC afterword: 209-218
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Weekly Objectives
February 2, 2009 |
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* To use initial reactions and questions to develop a deeper understanding of Lord of the Flies.
* To develop a framework for responding to the CAPT question about initial reactions to a reading.
* To apply grammatical conventions to editing the position paper on plagiarism. |
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Lord of the Flies, ch 3; Fight Club, ch 5-7 (homework)
Due Date: February 2, 2009 |
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Students read the assigned chapters, prepare reaction notes, and arrive to class ready to discuss and development understanding and interpretation.
COMPLETE READING SCHEDULE FOR
Lord of the Flies (most students) or Fight Club
Monday, 2/2
LoF 3: Huts on the Beach 39-47
FC 5: 40-LoF 46; 6: 47-55; 7: 56-62
Tuesday, 2/3
LoF 4: Painted Faces and Long Hair 48-64
FC 8: 63-73; 9: 74-78; 10: 79-85
Wednesday, 2/4
LoF 5: Beast from Water 65-82
FC 11: 86-94; 12: 95-101; 13: 102-106
Thursday, 2/5
LoF 6: Beast from Air 83-95
FC 14: 107-111; 15: 112-117; 16: 118-125
Friday, 2/6
LoF 7: Shadows and Tall Trees 96-109
FC 17: 126-136; 18: 137-147
Monday, 2/9
LoF 8: Gift for the Darkness 110-128
FC 19: 148-150; 20: 151-155: 21: 156-161
Tuesday, 2/10
LoF 9: A View to a Death 129-137
FC 22: 162-168; 23: 169-175; 24: 176-180
Wednesday, 2/11
LoF 10: The Shell and the Glasses 138-151
FC 25: 181-183; 26: 184-191; 27: 192-197
Thursday, 2/12
LoF 11: Castle Rock, 152-164
FC 28: 198-201; 29: 202-205; 30: 206-208
Friday, 2/13
LoF 12: Cry of the Hunters, 165-182
FC afterword: 209-218
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Lord of Flies / Fight Club reading schedule (homework)
Due Date: January 30, 2009 |
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Students read the assigned chapters, prepare reaction notes, and arrive to class ready to discuss and development understanding and interpretation.
The reading due in class today is chapter two from Lord of the Flies, Fire on the Mountain, pages 24-38, or chapters three and four of Fight Club, pages 25-39.
COMPLETE READING SCHEDULE FOR
Lord of the Flies (most students) or Fight Club
Thursday, 1/29
LoF 1 :The Sound of the Shell 1-23
FC 1: 11-15; 2: 16-24
Friday, 1/30
LoF 2: Fire on the Mountain 24-38
FC 3: 25-33; 4: 34-39
Monday, 2/2
LoF 3: Huts on the Beach 39-47
FC 5: 40-LoF 46; 6: 47-55; 7: 56-62
Tuesday, 2/3
LoF 4: Painted Faces and Long Hair 48-64
FC 8: 63-73; 9: 74-78; 10: 79-85
Wednesday, 2/4
LoF 5: Beast from Water 65-82
FC 11: 86-94; 12: 95-101; 13: 102-106
Thursday, 2/5
LoF 6: Beast from Air 83-95
FC 14: 107-111; 15: 112-117; 16: 118-125
Friday, 2/6
LoF 7: Shadows and Tall Trees 96-109
FC 17: 126-136; 18: 137-147
Monday, 2/9
LoF 8: Gift for the Darkness 110-128
FC 19: 148-150; 20: 151-155: 21: 156-161
Tuesday, 2/10
LoF 9: A View to a Death 129-137
FC 22: 162-168; 23: 169-175; 24: 176-180
Wednesday, 2/11
LoF 10: The Shell and the Glasses 138-151
FC 25: 181-183; 26: 184-191; 27: 192-197
Thursday, 2/12
LoF 11: Castle Rock, 152-164
FC 28: 198-201; 29: 202-205; 30: 206-208
Friday, 2/13
LoF 12: Cry of the Hunters, 165-182
FC afterword: 209-218
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Lord of the Flies
January 30, 2009 |
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I am out at a workshop today.
Students should work in groups of three to five to discuss and answer the survival skills questions and to guess the meanings of the vocabulary words. (Assignments are attached.) After completing these assignments, they will receive a glossary for the vocabulary and a crossword puzzle to start in class and finish for homework. (The assignments are also attached.)
Students reading Fight Club should participate in the group survival skills exercise. They may choose either to work with the Lord of the Flies vocabulary or to begin development of similar vocabulary assignments for Fight Club. That means identifying words that sophomores might not know, copying them with the sentence in which they appear and the page number, and looking up definitions. |
| Downloads |
survival skills (25.09 KB)
LoF ch 1 vocabulary to guess (45.57 KB)
LoF ch1 vocabulary definitions (45.06 KB)
LoF ch 1 crossword puzzle (33.79 KB)
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Reading Schedule for Lord of the Flies and Fight Club (homework)
Due Date: January 29, 2009 |
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Students read the assigned chapters, prepare reaction notes, and arrive to class ready to discuss and development understanding and interpretation.
The reading due in class today is chapter one from Lord of the Flies, The Sound of the Shell, pages 1-23, or chapters one and two of Fight Club, pages 11-24.
Use the context and structure of vocabulary words to infer the part of speech and meaning. (See attachment.)
COMPLETE READING SCHEDULE FOR
Lord of the Flies (most students) or Fight Club
For today, Thursday, 1/29, read and prepare notes for:
chapter one of Lord of the Flies, The Sound of the Shell, pages 1-23, or chapters one and two of Fight Club, pages 11-24.
Friday, 1/30
LoF 2: Fire on the Mountain 24-38
FC 3: 25-33; 4: 34-39
Monday, 2/2
LoF 3: Huts on the Beach 39-47
FC 5: 40-LoF 46; 6: 47-55; 7: 56-62
Tuesday, 2/3
LoF 4: Painted Faces and Long Hair 48-64
FC 8: 63-73; 9: 74-78; 10: 79-85
Wednesday, 2/4
LoF 5: Beast from Water 65-82
FC 11: 86-94; 12: 95-101; 13: 102-106
Thursday, 2/5
LoF 6: Beast from Air 83-95
FC 14: 107-111; 15: 112-117; 16: 118-125
Friday, 2/6
LoF 7: Shadows and Tall Trees 96-109
FC 17: 126-136; 18: 137-147
Monday, 2/9
LoF 8: Gift for the Darkness 110-128
FC 19: 148-150; 20: 151-155: 21: 156-161
Tuesday, 2/10
LoF 9: A View to a Death 129-137
FC 22: 162-168; 23: 169-175; 24: 176-180
Wednesday, 2/11
LoF 10: The Shell and the Glasses 138-151
FC 25: 181-183; 26: 184-191; 27: 192-197
Thursday, 2/12
LoF 11: Castle Rock, 152-164
FC 28: 198-201; 29: 202-205; 30: 206-208
Friday, 2/13
LoF 12: Cry of the Hunters, 165-182
FC afterword: 209-218
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| Downloads |
LoF vocabulary chapter one (45.57 KB)
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Class meets in Computer Lab A221
January 29, 2009 |
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| Class meets in the Computer Lab A221 to revise the position paper on plagiarism. First, identify and highlight the thesis in bold type. Check to see that is clear and supported by three issues. Then check the organization of the essay and evidence used. After making revisions for meaning, read the essay aloud to identify problems with grammar and sound. Make revisions. Post to the bulletin board on Class Jump. |
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Snow Day
January 28, 2009 |
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Meet in Computer Lab A221
January 27, 2009 |
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| Class meets in the Computer Lab A221 to type and revise the position paper on plagiarism. |
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Midterm Exams, periods 7 & 8
January 26, 2009 |
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Students have exams for their periods seven and eight classes today.
7:31 exam seven
9:35 exam sight
11:35 dismissal
Parents or guardians must call the house principal if a student is absent from to seek permission for a makeup exam. Late students may not be permitted to enter exam.
Students without scheduled exams will be assigned to the cafeteria and may not leave school grounds unless they have brought a parent note to their house office.
Students are not permitted to return to school grounds to take the bus.
Lunch is not served on exam days. |
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Weekly Objectives
January 26, 2009 |
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*Students identify thesis and supporting issues from their initial draft position on plagiarism. Revisions are made as necessary.
*Students use computers to type their position papers on plagiarism and apply grammar standards to make appropriate revisions.
*Typed and revised essay is due with the draft on Thursday, January 29.
*Students are introduced to and begin reading Lord of the Flies. Those students who have already read Lord of the Flies in class with another teacher are reading Fight Club and will be examing connections between the novels. |
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Midterm Exams, periods 5 & 6
January 23, 2009 |
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Students have exams for their periods five and six classes today.
7:31 exam five
9:35 exam six
11:35 dismissal
Parents or guardians must call the house principal if a student is absent from to seek permission for a makeup exam. Late students may not be permitted to enter exam.
Students without scheduled exams will be assigned to the cafeteria and may not leave school grounds unless they have brought a parent note to their house office.
Students are not permitted to return to school grounds to take the bus.
Lunch is not served on exam days.
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Midterm Exams, periods 3 & 4
January 22, 2009 |
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Students have exams for their periods three and four classes today. The Sophomore English midterm has three parts based on the reading and writing sections of the CAPT they will be taking in March.
1. Students read a short story and answer four questions
a. What are your thoughts and questions about the story? You might reflect on the characters, their problems, the author's use of symbolism, the title or other ideas in the story.
b. Choose a quotation from the story and explain its meaning as it relates to elements of the story such as characters or the theme. OR How does the main character change from the beginning of the story to the end? What do you think causes this change?
c. What does this story say about people in general? In what ways does it remind you of people you have known or experiences you have had? You may also write about stories or books you have read, or movies, works of art, or television programs you have seen. Use examples from the story to explain your thinking.
d. How successful was the author in creating a good piece of literature? Use examples from the story to explain your thinking.
2. Students read an article and answer four multiple-choice and two-short answer questions that require inference, interpretation, and application of evidence.
3. Students choose the best revisions for an essay with multiple-choice answers.
Our next reading, Lord of the Flies, will be distributed in class. (Students who have transferred from another class and have already read Lord of the Flies will have an alternative novel.)
READING SCHEDULE FOR
Lord of the Flies (most students) or Fight Club
Thursday, 1/29
LoF 1 :The Sound of the Shell 1-23
FC 1: 11-15; 2: 16-24
Friday, 1/30
LoF 2: Fire on the Mountain 24-38
FC 3: 25-33; 4: 34-39
Monday, 2/2
LoF 3: Huts on the Beach 39-47
FC 5: 40-LoF 46; 6: 47-55; 7: 56-62
Tuesday, 2/3
LoF 4: Painted Faces and Long Hair 48-64
FC 8: 63-73; 9: 74-78; 10: 79-85
Wednesday, 2/4
LoF 5: Beast from Water 65-82
FC 11: 86-94; 12: 95-101; 13: 102-106
Thursday, 2/5
LoF 6: Beast from Air 83-95
FC 14: 107-111; 15: 112-117; 16: 118-125
Friday, 2/6
LoF 7: Shadows and Tall Trees 96-109
FC 17: 126-136; 18: 137-147
Monday, 2/9
LoF 8: Gift for the Darkness 110-128
FC 19: 148-150; 20: 151-155: 21: 156-161
Tuesday, 2/10
LoF 9: A View to a Death 129-137
FC 22: 162-168; 23: 169-175; 24: 176-180
Wednesday, 2/11
LoF 10: The Shell and the Glasses 138-151
FC 25: 181-183; 26: 184-191; 27: 192-197
Thursday, 2/12
LoF 11: Castle Rock, 152-164
FC 28: 198-201; 29: 202-205; 30: 206-208
Friday, 2/13
LoF 12: Cry of the Hunters, 165-182
FC afterword: 209-218
7:31 exam three
9:35 exam four
11:35 dismissal
Parents or guardians must call the house principal if a student is absent from to seek permission for a makeup exam. Late students may not be permitted to enter exam.
Students without scheduled exams will be assigned to the cafeteria and may not leave school grounds unless they have brought a parent note to their house office.
Students are not permitted to return to school grounds to take the bus.
Lunch is not served on exam days.
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Midterm Exams, periods 1 & 2
January 21, 2009 |
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Students have exams for their periods one and two classes today. The Sophomore English midterm has three parts based on the reading and writing sections of the CAPT they will be taking in March.
1. Students read a short story and answer four questions
a. What are your thoughts and questions about the story? You might reflect on the characters, their problems, the author's use of symbolism, the title or other ideas in the story.
b. Choose a quotation from the story and explain its meaning as it relates to elements of the story such as characters or the theme. OR How does the main character change from the beginning of the story to the end? What do you think causes this change?
c. What does this story say about people in general? In what ways does it remind you of people you have known or experiences you have had? You may also write about stories or books you have read, or movies, works of art, or television programs you have seen. Use examples from the story to explain your thinking.
d. How successful was the author in creating a good piece of literature? Use examples from the story to explain your thinking.
2. Students read an article and answer four multiple-choice and two-short answer questions that require inference, interpretation, and application of evidence.
3. Students choose the best revisions for an essay with multiple-choice answers.
Our next reading, Lord of the Flies, will be distributed in class. (Students who have transferred from another class and have already read Lord of the Flies will have an alternative novel.)
READING SCHEDULE FOR
Lord of the Flies (most students) or Fight Club
Thursday, 1/29
LoF 1 :The Sound of the Shell 1-23
FC 1: 11-15; 2: 16-24
Friday, 1/30
LoF 2: Fire on the Mountain 24-38
FC 3: 25-33; 4: 34-39
Monday, 2/2
LoF 3: Huts on the Beach 39-47
FC 5: 40-LoF 46; 6: 47-55; 7: 56-62
Tuesday, 2/3
LoF 4: Painted Faces and Long Hair 48-64
FC 8: 63-73; 9: 74-78; 10: 79-85
Wednesday, 2/4
LoF 5: Beast from Water 65-82
FC 11: 86-94; 12: 95-101; 13: 102-106
Thursday, 2/5
LoF 6: Beast from Air 83-95
FC 14: 107-111; 15: 112-117; 16: 118-125
Friday, 2/6
LoF 7: Shadows and Tall Trees 96-109
FC 17: 126-136; 18: 137-147
Monday, 2/9
LoF 8: Gift for the Darkness 110-128
FC 19: 148-150; 20: 151-155: 21: 156-161
Tuesday, 2/10
LoF 9: A View to a Death 129-137
FC 22: 162-168; 23: 169-175; 24: 176-180
Wednesday, 2/11
LoF 10: The Shell and the Glasses 138-151
FC 25: 181-183; 26: 184-191; 27: 192-197
Thursday, 2/12
LoF 11: Castle Rock, 152-164
FC 28: 198-201; 29: 202-205; 30: 206-208
Friday, 2/13
LoF 12: Cry of the Hunters, 165-182
FC afterword: 209-218
7:31 exam one
9:35 exam two
11:35 dismissal
Parents or guardians must call the house principal if a student is absent from to seek permission for a makeup exam. Late students may not be permitted to enter exam.
Students without scheduled exams will be assigned to the cafeteria and may not leave school grounds unless they have brought a parent note to their house office.
Students are not permitted to return to school grounds to take the bus.
Lunch is not served on exam days.
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Grammar Quiz
January 20, 2009 |
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| Today's grammar quiz is modeled on the quizzes from Friday, January 9. Study the notes from that date and the grammar review. |
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No school: Martin Luther King Day
January 19, 2009 |
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Writing the Reponse
January 16, 2009 |
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| In class, students finish drafting a complete response to the question: How should Hamden High School (or all high schools) handle plagiarism? |
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Drafting a Position
January 15, 2009 |
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Let's all take a moment to be grateful for all Martin Luther King did for the United States.
In class, students use the evidence from the articles and logic to organize a response to the question: How should Hamden High School (or any high school) handle plagiarism? Homework is to draft a one-sentence thesis or position statement to use during tomorrow's class.
class notes:
Hamden High policy says students who plagiarize an assignment receive a zero grade for their work. Class discussion organized ideas for a response into two parts.
1. Is it better to handle plagiarism more strictly or more leniently?
Examples of advantages of a stricter policy:
stricter policy might
decrease cheating
make teachers feel more supported,
etc.
Examples of advantages of a more lenient policy:
more lenient policy
means less work for everyone
does not punish students who do not know better
etc.
2. What changes should be made? Examples:
Building administrators, the central office, and the Board of Education should endorse a clear policy that says ____.
Students and families should try to focus more on the value of learning than of grades (internal versus external rewards).
Teachers should
*help students define plagiarism
*provide support through the writing process
*require first draft written by hand in class
*check for plagiarism by _____
*etc.
Administrators should
*support teachers
*pay for software to help identify plagiarism
*etc.
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Dealing with High School Plagiarism
January 14, 2009 |
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| Students read the article, then answer, discuss, and score responses to six questions. Homework is to summarize the article in a detailed and accurate paragraph. |
| Downloads |
Dealing with High School Plagiarism (65.02 KB)
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In Our Own Words
January 13, 2009 |
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| Students are creating summaried geared to respond to the research question: How should Hamden High School (or all high schools) handle student plagiarism? In class today, students review homework assignments from Monday (yesterday) and Friday (Jan 9) to identify points that need revision. Tonight's homework is to revise the definition of plagiarism, the responses to "Cheat Wave" and "What Is the Price of Plagiarism?" |
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Weekly Objectives
January 12, 2009 |
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*Students will review portfolios of their revised writing. Portfolios should include revised culminating projects for 1984, Catcher in the Rye, and Manchild or Bluest Eye.
*Student will apply grammar standards to summaries of our reading about plagiarism.
*Students will prepare a paper that uses evidence from the articles read last week to take a position on what schools should do about plagiarism. Handwritten draft should be revised and placed into the portfolio by Friday, January 16th.
Hamden's Green and Gold guide says that the consequence for plagiarism is a zero grade (page 22). In this week's essay, students address the Hamden Board of Education and take a position, recommending more effective strategies for reducing plagiarism in Hamden High School. |
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Grammar Quiz & School Officials Let Plagiarists Off
January 9, 2009 |
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Quiz assesses skill with pronouns and commonly confused words. After the quiz, the class collaborated in identifying the problems and suggesting revisions.
1. Its hard to come back to school when your used to staying up late and not having to get up early in the morning.
problems: The contraction “it’s” needs an apostrophe. The contraction for “you are” is spelled “you’re,” but second person “you” should not be used in the first place.
possible revision: It’s difficult to return to school after staying up late at night and sleeping in the next morning.
2. Students forget your going to loose credit if you forget to do to many of your assignments.
problems: The second person “you” and “your” should not be used. The word “loose” (not tight) has been confused with “lose” (fail to get). The adverb “too” in “too many” should have a double o.
possible revision: Students forget they risk losing credit if they fail to do too many of their assignments.
3. My opinion is that a good women effects more then the people she is helping, but also younger girls who use her as a role model.
problems: Position is weakened by use of first person to say “My opinion.” The plural form “women” has been used to speak about one “woman.” The word “effects” (results) has been confused with “affects” (makes a difference for).
possible revision: A good woman affects not only the people she is helping, but also younger girls who use her as a role model.
4. I believe they can get the job done if they except that they will have to work together.
problems: Position is weakened by use of first person to say “I believe.” The third-person pronoun "they" does not have a clear antecedent. The word “except” (but for) has been confused with “accept” (go along with the idea).
possible revision: The team can get the job done if they accept the need to work together.
5. Its just that John is still arguing with George about weather he is the better player and whose supposed to take the lead position.
problems: The contraction “it’s” needs an apostrophe. The word “weather” (rain or shine) has been confused with “whether” (if). It is unclear whether the antecedent for “he” is John or George. The word “whose” (belonging to some unspecified person) has been confused with “who’s” (who is).
possible revision: The problem is that John is still arguing with George about who is the better player and deserves the lead position.
There will be a follow-up quiz on Tuesday, January 20.
Students read "School Officials Let Plagiarists Off Easy" and answer this question: How should the events reported in this article affect schools trying to decide how to handle plagiarism? This reading may be finished for homework. |
| Downloads |
School Officials Let Plagiarists Off Easy (35.33 KB)
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Dealing with High School Plagiarism
January 8, 2009 |
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Students read "What Is the Price of Plagiarism," then answer, discuss, and score responses to six questions.
Because of Wednesday's snow day, reading and responding to "Dealing with High School Plagiarism" have been shifted to Monday, January 12. Students read the article, then answer, discuss, and score responses to six questions. |
| Downloads |
Dealing with High School Plagiarism (65.02 KB)
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snow day
January 7, 2009 |
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What is the price of plagiarism?
January 7, 2009 |
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| These class events are shifted to Thursday, January 8. Students read the article, then answer, discuss, and score responses to six questions. |
| Downloads |
What is the price of plagiarism? (49.15 KB)
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Defining Plagiarism
January 6, 2009 |
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| Students read "Plagiarism Law and Legal Definition" and draft a definition of plagiarism in their own words. The draft is revised to follow grammar rules we have been studying. |
| Downloads |
Plagiarism Law and Legal Definition (33.28 KB)
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Weekly Objectives
January 5, 2009 |
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objectives:
*Students will apply rules about commonly confused words and pronouns to edit their writing.
*Students will define plagiarism and understand issues involved in preventing plagiarism.
*Students will read, interpret, and recognize bias and point of view in non-fiction.
For today, class reviews the grammar quiz from December 23rd and associated grammar rules. The attached file gives notes on the quiz. Students who did not take the quiz will have to make it up after school today in room A226.
The plagiarism research project is introduced. This project gives students practice in locating, reading and evaluating information, helps them define plagiarism, and requires them to prepare a one- to three-page position paper outlining a plan for handling plagiarism in high schools.
The revised culminating projects for Manchild/Bluest Eye are due in class today. Those students who did not bring a draft of the project to class on Monday, December 22, so they could participate in peer editing, must bring their drafts after school today, Monday, January 5. Their final drafts are due two days later on Wednesday, January 7. |
| Downloads |
Pronouns and Confusing Words Discussed (32.26 KB)
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No school: holiday recess
January 2, 2009 |
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No school: New Year's Day
January 1, 2009 |
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No school: New Year's Eve
December 31, 2008 |
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No school: holiday recess
December 30, 2008 |
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No school: holiday recess
December 29, 2008 |
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No school: holiday recess
December 28, 2008 |
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No school: holiday recess
December 27, 2008 |
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No school: holiday recess
December 26, 2008 |
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No school: Christmas
December 25, 2008 |
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No school: holiday recess
December 24, 2008 |
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| Best wishes for the holidays and the coming new year! |
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Early dismissal for holiday recess
December 23, 2008 |
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We are making up the grammar quiz we missed on Friday. Review your grammar reference and Thursday's class exercise.
Period 1 7:31 - 7:56
Period 2 8:00 - 8:25
Period 3 8:29 - 8:54
Period 4 8:58 - 9:26
Period 5 9:30 - 9:58
Period 6 10:02 - 10:30
Period 7 10:34 - 11:02
Period 8 11:05 - 11:30
Remember that revisions to the culminating project are due in class on Monday, January 5th. Those students who did not bring a draft of the project to class on Monday, December 22, so they could participate in peer editing, will need to bring their drafts after school on Monday, January 5. Their final drafts are due two days later on Wednesday, January 7. |
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Culminating Projects (homework)
Due Date: December 22, 2008 |
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Full drafts of the culminating projects for The Bluest Eye and/or Manchild in the Promised Land are due in class today for editing. Students choose one format -- analytical, practical or creative.
analytical
Write a two- to three-page essay comparing racism in the 1940s as described in our novels with racism as it exists in Greater New Haven now. Articulate a clear thesis -- Racism is better/worse/different/unchanged since the 1940s in the areas of xx, yy, and zz. Use specific examples from the novels, from your observations, and from the newspapers (which you should cite).
graded with the departmental essay rubric
practical
Write a three-page proposal for an after-school activity that might be particularly good for young people like Pecola or Sonny.
o Identify the audience. Who is going to be interested in the activity?
o Describe the activity.
o Describe what it accomplishes.
o Explain its benefits.
o Identify what resources and/or budget are needed to make this happen.
graded with the departmental essay rubric
creative
Pecola feels ugly and Sonny believes he has the devil in him because this is what they are told. Write a three-page description of yourself that contrasts other people's description of you with evidence that shows there is more to you than what other people say. Remember not to tell your readers; a good narrative shows with action, events and dialogue.
graded with the departmental creative writing rubric
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| Downloads |
culminating project description (26.62 KB)
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Snow day postpones grammar quiz.
December 19, 2008 |
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| Today's snow day means the grammar quiz is postponed until Tuesday, December 23. The quiz focuses on pronouns, but includes questions about our frequently confused words. Study the grammar reference and yesterday's class activity to earn an A grade in order to avoid extra assignments. |
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Read and prepare reaction notes: Manchild / poems (homework)
Due Date: December 18, 2008 |
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Read and prepare reaction notes and commentary about the most important things for a high school student to learn from the reading.
Manchild, chapter 18, pages 402-415
poems |
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Grammar Review for Quiz tomorrow
December 18, 2008 |
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Correct the following three sentences.
1. Joel has always been good friends with Milo, but now he'll feel betrayed if he goes out with his ex-girlfriend.
2. I think the most important issue of the day is the economy, but they say if you take care of health care, the environment and schools, that will take care of the economy.
3. You can lay down after school for a nap, but then you wake up ready to go and stay up late and go to sleep late and then you are to tired to wake up in the morning and you get to school later then ever. |
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Read and prepare reaction notes: Manchild / poems (homework)
Due Date: December 17, 2008 |
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Read and prepare reaction notes and commentary about the most important things for a high school student to learn from the reading.
Manchild, chapter 17, pages 373-401
poems by Langston Hughes
December 18
Manchild, chapter 18, pages 402-415 |
| Downloads |
poems by Langston Hughes (36.86 KB)
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Pronoun Review for the day
December 17, 2008 |
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1. What are third-person pronouns?
2. What is the key guideline for proper use of third-person pronouns?
3. Use what we have learned about pronouns and commonly confused words to correct the following sentence.
There not happy about loosing the game because the Vultures are not a strong team and the Armadillos usually are. |
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Read and prepare reaction notes: Manchild / poems (homework)
Due Date: December 16, 2008 |
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Read and prepare reaction notes and commentary about the most important things for a high school student to learn from the reading.
Manchild, chapter 16, pages 354-372
poems by Paul Dunbar
Students who made mistakes on Friday's grammar quiz must make an 8-1/2x11 poster or a comic to give guidance about the correct use of each of their problem words. Two blank comics about Grammarman and King Wrong are attached on the December 12th entry. A list of names and assigned grammar challenges is attached. Posters and comics are due at the beginning of class today. |
| Downloads |
poems by Paul Dunbar (21.5 KB)
Grammar Assignments (43.01 KB)
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Pronoun Review for the day
December 16, 2008 |
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1. What are second-person pronouns?
2. What rule generally applies to the use of second-person pronouns in persuasive or analytical writing?
3. Using the rules we reviewed today, yesterday and last week, correct the following sentence.
I think poetry confuses you because of it's symbolism and allusions.
Vocabulary note for poetry review:
A synecdoche is a figure of speech in which a part stands for the whole. For example, "putting a roof over your head" is a synecdoche for putting up a whole house. |
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Read and prepare reaction notes: Manchild / poems (homework)
Due Date: December 15, 2008 |
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Read and prepare reaction notes and commentary about the most important things for a high school student to learn from the reading.
Manchild, chapter 15, pages 338-353
poems by Robert Hayden
Students who began with The Bluest Eye and are now reading poetry should consider the following questions for each poem read.
a) voice Who is speaking in the poem? Be precise and descriptive.
b) structure Writers of prose organize their ideas into sentences and paragraphs. Poets organize their ideas into lines, stanzas (a group of lines separated by a space), and quatrains or couplets or other such units defined by rhyme scheme and/or meter. Look at the organization to see how the poet is organizing ideas.
c) sound Rhyme, alliteration, and assonance make words stand out. The sounds of the words, whether they are liquid or muted, help convey the mood. How does the sound reinforce or emphasize some aspects of the meaning found in the poem?
d) language and imagery How does the language convey the mood and make images vivid? Notice symbolism, simile, metaphor, and personification.
e) argument or theme All the pieces should come together around a single point.
What is the theme or argument of this poem?
f) literary allusions Allusions can be more difficult since they require the reader to be familiar with another work of art or with a time and place in history. The title of John Steinbeck's novel Of Mice and Men is making a reference to "To a Wee Mousie," a poem by Robert Burns. Eight years after Langston Hughes published the poem "A Dream Deferred," Lorraine Hansbery choose A Raisin in the Sun as the title for her play. Why?
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| Downloads |
poems by Robert Hayden (21.5 KB)
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Weekly Objectives
December 15, 2008 |
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*To develop grammatical skill in using pronouns.
*To reinforce correct choices between words that seem similar.
*To complete reading and exploration of Manchild in the Promised Land.
*To explore the work of four African American poets and compare their messages with those of Brown and Morrison.
today's grammar review:
1. What are first-person pronouns?
2. What two rules guide the use of first-person pronouns in persuasive and analytical essays?
3. Correct the following sentence:
I think that me and my friends have run a better campaign than the others.
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Read and prepare reaction notes: Manchild / Bluest Eye (homework)
Due Date: December 12, 2008 |
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Read and prepare reaction notes and commentary about the most important things for a high school student to learn from the reading.
Manchild, chapter 14, pages 316-337
Bluest Eye/poems by Gwendolyn Brooks
Congratulations to Viviana B, Brandon G, Linsey L, Leah M, Javier R, Gabe A, Linette D, Rebecca Ed, Ivan F, Candice M, Colleen M, Brad S, Sarah V, Rebecca Es, Emmett F, Felicia K, and Vajra, who have been excused from today's quiz because of their outstanding performance on Tuesday or Friday! The remaining students who did not receive a grade of A- or better on Tuesday's quiz have homework and a follow-up quiz on commonly misspelled and misused words.
Homework for the commonly misused words is:
Study for the "commonly confused words" quiz on Friday. Identify your mistakes on last Friday's quiz. Use the grammar reference to do two things to help you practice the correct use of the words.
1. For each mistake from Friday's quiz, write a rule that helps you remember the proper spelling and/or use of the word.
2. Now use and spell the word correctly in five different sentences.
Turn in your quiz with this homework assignment. If you lose your quiz, you must write rules and five sentences for all of the words on the grammar reference. (Translation: do not lose your quiz.)
New homework after today's quiz is due this coming Tuesday, December 16
Students must create a comic strip or a poster to teach strategies for handling the grammar challenges that were still a problem for them on the most recent quiz. Two “Grammarman and King Wrong” templates are available or students may make their own illustrations.
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| Downloads |
poems by Gwendolyn Brooks (26.62 KB)
 Grammarman & King Wrong comic template #1 (2.36 MB)
Grammarman & King Wrong comic template #2 (2.24 MB)
sample poster fewer & less (72.7 KB)
Grammar Assignments (43.01 KB)
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Read and prepare reaction notes: Manchild / Bluest Eye (homework)
Due Date: December 11, 2008 |
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Read and prepare reaction notes and commentary about the most important things for a high school student to learn from the reading.
Manchild, chapters 12-13, pages 295-315
Bluest Eye, Afterword, pages 207-216
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Read and prepare reaction notes: Manchild / Bluest Eye (homework)
Due Date: December 10, 2008 |
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Read and prepare reaction notes and commentary about the most important things for a high school student to learn from the reading.
Manchild, chapter 11, pages 269-294
Bluest Eye, pages 193-206 |
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Read and prepare reaction notes: Manchild / Bluest Eye (homework)
Due Date: December 9, 2008 |
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Read and prepare reaction notes and commentary about the most important things for a high school student to learn from the reading.
Manchild, chapter 10, pages 253-268
Bluest Eye, pages 185-192
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Read and prepare reaction notes: Manchild / Bluest Eye (homework)
Due Date: December 8, 2008 |
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Read and prepare reaction notes and commentary about the most important things for a high school student to learn from the reading.
Manchild, chapter 9, pages 225-252
Bluest Eye, pages 164-183
Study for the "commonly confused words" quiz on Friday. Identify your mistakes on last Friday's quiz. Use the grammar reference to do two things to help you practice the correct use of the words.
1. For each mistake from Friday's quiz, write a rule that helps you remember the proper spelling and/or use of the word.
2. Now use and spell the word correctly in five different sentences.
Turn in your quiz with this homework assignment. If you lose your quiz, you must write rules and five sentences for all of the words on the grammar reference. (Translation: do not lose your quiz.) |
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Weekly Objectives
December 8, 2008 |
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*To develop grammar skills that support independent editing. This week's focus is on words that are commonly confused and/or misspelled.
Students who tested out on Friday have completed this assignment. Students who earned less than an A- have a homework assignment to complete in preparation for a follow-up quiz this coming Friday, December 12th.
*To read and question our novels -- Manchild in the Promised Land by Claude Brown, and The Bluest Eye by Toni Morrison. This week's questions are:
1. How have drugs and the streets affected Sonny and how are his feelings about them changing? Why is he changing?
2. Is Pecola really ugly and why do people treat her the way they do?
* To make plans for the culminating project for our books. A full draft is due in class for editing on December 22nd. Revisions are due on Monday, January 5th. |
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Read and prepare reaction notes: Manchild / Bluest Eye (homework)
Due Date: December 5, 2008 |
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Read and prepare reaction notes and commentary about the most important things for a high school student to learn from the reading.
Manchild, chapter 8, pages 204-224
Bluest Eye, pages 132-163
Congratulations to Viviana B, Leah M, Linette D, Sarah V, and Emmett F, who have been excused from today's quiz because of their outstanding performance on Tuesday! The remaining students who did not receive a grade of A- or better on Tuesday's quiz have a follow-up quiz on commonly misspelled and misused words.
Today marks the halfway point in the second marking period and interim grades will be sent at the end of next week. |
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Read and prepare notes: Manchild / Bluest Eye (homework)
Due Date: December 4, 2008 |
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Read and prepare reaction notes and commentary about the most important things for a high school student to learn from the reading.
Manchild, chapter 7, pages 179-203
Bluest Eye, pages 110-131
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Parent conferences this evening
December 3, 2008 |
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Conferences run from 6 to 8 p.m. Parents should let teachers know if they want to meet to discuss student progress. You may use the appointment sheet that will be sent home or send a request by email. At this time, I have appointments in room B210 with the parents of the following students:
6:00 p.m. Victor G.
6:15 p.m. Jordan J.
6:30 p.m. Gabe A.
6:45 p.m. Michelle I.
7:00 p.m. Michael D.
7:15 p.m. Anthony G.
7:30 p.m. Colman D. |
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Read and prepare notes: Manchild / Bluest Eye (homework)
Due Date: December 3, 2008 |
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Read and prepare reaction notes and commentary about the most important things high school students can learn from the readings: Manchild, chapter six, pages 154-178
Bluest Eye, pages 95-109 |
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Read and prepare notes: Manchild in the Promised Land / The Bluest Eye (homework)
Due Date: December 2, 2008 |
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Read and prepare reaction notes and comments on the most important things for high school students to learn from the readings: Manchild in the Promised Land, chapter five, pages 133-153 or The
Bluest Eye, pages 81-93.
Prepare for an in-class quiz on the commonly confused words that appear in the last two pages of the grammar reference. |
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Read and prepare notes: Manchild in the Promised Land / The Bluest Eye (homework)
Due Date: December 1, 2008 |
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Read and prepare reaction notes and commentary about the most important things high school students can learn from the readings:
Manchild, chapter four, pages 103-132
Bluest Eye, pages 59-80
Don't forget to study the often-confused words on pages 11-12 of the grammar reference. We have a quiz on Tuesday.
As we read and discuss, make plans for the culminating project. More details are available on the assignment's due date, December 22.
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Simplifying Language: unreliable and omniscient narrators
December 1, 2008 |
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| The class collaborates in revising a cumbersome sentence about unreliable and omniscient narrators. The assignment is attached. |
| Downloads |
unreliable & omniscient narrators (25.09 KB)
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No school: Thanksgiving recess
November 28, 2008 |
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Thanksgiving
November 27, 2008 |
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| Thank you for being part of our class. |
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Early dismissal for Thanksgiving Recess
November 26, 2008 |
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Early Dismissal Schedule
period time
1 7:31—7:56
2 8:00—8:25
3 8:29—8:54
4 8:58—9:26
5 9:30—9:58
6 10:02—10:30
7 10:34—11:02
8 11:04—11:30
Periods two and three will join me at the pep rally. First period will challenge me at Jotto. |
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Read & prepare notes: Manchild/Bluest Eye (homework)
Due Date: November 26, 2008 |
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Read and prepare reaction notes and the most important things for high school students to learn from this reading: Manchild in the Promised Land, chapter three, pages 73-102, or The Bluest Eye, pages 33-58.
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Read & prepare notes for Manchild or Bluest Eye (homework)
Due Date: November 25, 2008 |
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Read Manchild in the Promised Land, chapter two, pages 44-72 or The Bluest Eye, pages 7-32. Prepare reaction notes and write down the most important things high school students should learn from this reading. Prepared students work in groups to answer three questions and add their own. Students who come without notes answer the questions and add their own by themselves. (See attached questions.)
Rewrite a sentence about the use of motifs to make the language more concise. Answer a question about motifs in the novel and rewite it to be more concise. (See attachment.)
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| Downloads |
Bluest Eye questions (24.58 KB)
Manchild questions (24.58 KB)
concise motifs (26.11 KB)
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Manchild in the Promised Land / Bluest Eye (homework)
Due Date: November 24, 2008 |
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Students have a choice and are reading either Manchild in the Promised Land by Claude Brown (Touchstone edition) or The Bluest Eye by Toni Morrison (Plume edition) and poetry by Gwendolyn Brooks. Each night, students read, prepare reaction notes, and write their ideas about the most important things for high school students to learn from that reading. Students wishing to earn extra credit may read both books and prepare an integrated culminating project.
Today's discussion touched on the titles of both book and the motifs of the promised land and the Dick, Jane and Sally readers.
The schedule for reading gives the dates chapters should be complete, not begun.
November 24
Manchild, chapter one, pages 7-43
Bluest Eye, pages 3-6
November 25
Manchild, chapter two, pages 44-72
Bluest Eye, pages 7-32
November 26
Manchild, chapter three, pages 73-102
Bluest Eye, pages 33-58
December 1
Manchild, chapter four, pages 103-132
Bluest Eye, pages 59-80
December 2
Manchild, chapter five, pages 133-153
Bluest Eye, pages 81-93
December 3
Manchild, chapter six, pages 154-178
Bluest Eye, pages 95-109
December 4
Manchild, chapter 7, pages 179-203
Bluest Eye, pages 110-131
December 5
Manchild, chapter 8, pages 204-224
Bluest Eye, pages 132-163
December 8
Manchild, chapter 9, pages 225-252
Bluest Eye, pages 164-183
December 9
Manchild, chapter 10, pages 253-268
Bluest Eye, pages 185-192
December 10
Manchild, chapter 11, pages 269-294
Bluest Eye, pages 193-206
December 11
Manchild, chapters 12-13, pages 295-315
Bluest Eye, Afterword, pages 207-216
December 12
Manchild, chapter 14, pages 316-337
Bluest Eye/poems by Gwendolyn Brooks
December 15
Manchild, chapter 15, pages 338-353
December 16
Manchild, chapter 16, pages 354-372
December 17
Manchild, chapter 17, pages 373-401
December 18
Manchild, chapter 18, pages 402-415 |
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Writing with Clarity
November 21, 2008 |
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| The class rewrites to streamline language and use punctuation and sentences to promote clarity. |
| Downloads |
mouth full of cookies (173.06 KB)
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Evaluating Narratives
November 20, 2008 |
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objective:
To use the creative writing rubric to evaluate narrative writing and to apply the standards to making further revisions to the culminating project for Catcher in the Rye. |
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Evaluating Depression Brochures
November 19, 2008 |
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objectives:
To recognize parallel construction and to improve the use of bullet points by using parallel construction.
To use the rubric to evaluate brochures so that students preparing brochures can improve their writing. |
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Writing Lab
November 18, 2008 |
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| Class is working in the Writing Lab, A221. Revised culminating projects for Catcher in the Rye are due by 3 p.m. today. Choices include an analytical essay about Catcher as groundbreaking literature, a practical brochure about depression, or a creative first-person narrative describing something annoying and using a voice similar to Holden's. |
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Writing Lab
November 17, 2008 |
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| Class takes place in A221, the Writing Lab, today. |
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Editing the Culminating Project
November 13, 2008 |
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| Students must bring full drafts of their culminating projects for Catcher in the Rye to class for editing. Students who are not prepared can only get credit for editing by staying after school to do that work. No project is accepted until it has gone through the editing process and then been revised. Final revisions are due on Tuesday, November 18th, at 3 p.m. |
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Literary Techniques in Catcher in the Rye
November 12, 2008 |
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Class reviews literary techniques used in Catcher in Rye and evaluates their impact on the novel as literature. Students doing the analytical and creative projects should look for ways to incorporate this knowledge into the culminating projects.
Students examined The Bluest Eye and Manchild in the Promised Land and chose which book they wanted to read. Students may choose to read and prepare notes for both to earn extra credit. |
| Downloads |
literary techniques used in Catcher in the Rye (27.14 KB)
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No school: Veterans' Day
November 11, 2008 |
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Writing Lab: Culminating Project for Catcher in the Rye
November 10, 2008 |
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Class takes place in A221, the Writing Lab, today. Students are expected to have completed a draft for class on Thursday, November 13. Students who come to class unprepared will have to make up the editing activity after school. Final revisions are due on Monday, November 17.
Goal:
Students choose one of three formats for a culminating assignment that demonstrates understanding and articulates a central message from Catcher in the Rye.
1. Analytical Task:
Student acts as a literary critic writing a two-page essay for a literary magazine. The critic has researched literary response to Catcher in the Rye and discusses what made it a ground-breaking novel in 1951 and whether it is still so important today.
Alternative analytical task: Critic defines what makes a great writer and whether Salinger, who has published only three slim novels, can be called great.
Grading is based on the departmental rubric for essays which was distributed at the beginning of the year and is available at the bottom of this web page.
2. Practical Task:
Student acts as a social worker, concerned because there has been a suicide in the high school. The social worker prepares a trifold brochure that identifies the warning signs of depression and suggests strategies for coping. Note that the attached instructional brochure was made with Open Office software, but can be opened with Microsoft Word.
Grading is based on the attached rubric.
3. Creative Task:
Student acts as a young adult author, writing a narrative that loosely mimics qualities of Holden's story. The subject is something annoying. The narrator should also have this annoying quality, but may or may not realize it. For example, Holden complained about people being phonies, but didn't realize that he, too, could be hypocritical. The language should be colloquial and incorporate digressions like Holden's.
Grading is based on the attached rubric for creative writing. A sample narrative will be attached on Monday.
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| Downloads |
creative writing rubric (40.96 KB)
how to make depression brochure (61.44 KB)
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Interpreting Passages
November 7, 2008 |
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Class is making a carousel walk to examine and comment on passage from Catcher in the Rye. Individual interpretations should be completed in class and for homework. Complete sentences and variety in vocabulary and structure are expected.
I forgot to collect the revised essays about Orwell's ideas about human nature or Winston and Julia's reasons for being together and will collect them on Monday. |
| Downloads |
passages from Catcher in the Rye (44.03 KB)
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Catcher in the Rye test
November 6, 2008 |
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Students who have not prepared reaction notes throughout our reading of Catcher in the Rye must take this multiple-choice test. Students who have been consistently prepared may choose whether to take the test for extra credit or to be excused from the test.
After the test and/or for homework, students will use their books to look at four scenes from Catcher in the Rye and consider Salinger's reasons for including them in the novel. What do Holden's date with Sally, and his different meetings with Carl Luce, Mr. Antolini and Phoebe (at the carousel) tell us about Holden as a human being and about the author's message for the reader? |
| Downloads |
Holden's interactions (25.09 KB)
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Catcher in the Rye, chapters 21-26 (homework)
Due Date: November 5, 2008 |
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Finish reading Catcher in the Rye and prepare reaction notes for chapters 21-26, pages 157-214.
A whole-book crossword puzzle was distributed in class on Friday. Finish the crossword if you did not have time to complete it in class. A copy of the crossword is attached. |
| Downloads |
crossword Catcher in the Rye (31.23 KB)
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No school for students: Election Day
November 4, 2008 |
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| Be sure the adults in your family vote. Teachers should vote before or after work. |
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Writing Lab
November 3, 2008 |
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| Class is working in the Writing Lab, A221, today. Students use the feedback on their analysis of 1984 to make revisions. I will supervise the Writing Lab after school today so that students who need more time can finish their revisions. Completed work is due on Friday, November 7th. |
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Research & Crossword for chapters 1-20 (homework)
Due Date: November 3, 2008 |
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Congratulations to the following students who brought their research projects to class today! They are going up on the bulletin board.
Eight projects came from period one: Viviana B! Anthony F! Rhonnie H! Justin M! Demi P! Jay R! Amanda S! Justin W!
Nine from period two: Gabe A! Haydrian B! Linette D! DeJeuner G! Ifrah I! Candice M! Jason M! Brad S! Sarah V!
Six from period three: Cory B! Marcus H! Felicia K! Marco M! Ben R! Katia W!
Catcher in the Rye incorporates local color into descriptions to make the setting more real and makes allusions to works of literature to help us understand Holden Caulfield’s psyche. Since not all of us know New York City around 1950 or the books and plays Holden talks about, the class will undertake a small research assignment. The object is to find and share enough information so that the entire class “gets” Holden’s references. The assignment is due on Monday, November 3.
Each student has been assigned one item to research on the internet.
o For visual images, find a picture from between 1940 and 1955.
o Write a caption explaining what the picture shows.
o Credit the source.
o Include the name of the student who did the research.
o Use your information to create an attractive 8½”x11” poster for our bulletin board.
o For literary references, look up the reference.
o Find the text of the poem or song or write a summary of the novel.
o Identify and describe the author in one detailed sentence.
o Identify your source.
o Include the name of the student who did the research.
o Use your information to create an attractive 8½”x11” poster for our bulletin board.
Grade is based on accuracy of information, oral presentation, visual presentation and attention to grammar.
References to be Researched
cityscape references
New York City map or aerial shot from 1940-1955; students: Denis M. Ciara W, Michael D
Broadway theaters or Times Square from 1940-1955; students: Anthony G, Ivan F, Becca Es
Central Park; students Viviana B, Nick RV, Felicia K
carousel in Central Park; students: Brandon G, Devante M, Marcus H
duck pond (lagoon) in Central Park; students: Jordan T; Haydrian B, Katia W
zoo in Central Park; students: Jasmin D; Jordan J, Marco M
Museum of Natural History dioramas & mummies; students: Leah M, Brad S, Rich L
businesses
Astor, Capitol, & Strand theaters; student: Sarah V
Biltmore Hotel; students: Justin Mac, Ifrah I
Bloomingdale's; students: Colman D; Becca Ed; Michelle I
Grand Central Station; students: Hector D, John O, CJ (Cliff) C
Mark Cross; students: Jay R, Dejeuner G, Lauren B
Radio City Music Hall; student: Rhonnie H, Linette D, Kayla T
Rockettes at Radio City; students: Amanda S, Gabe A, Becca Es
Wicker Bar on 54th; students: Justin W, Chris G
literature Holden talks about
Robert Burns: “Comin’ Thro’ the Rye”
Charles Dickens: Oliver Twist; students: Priscilla B
Isak Dinesen: Out of Africa; student: Brian W
F.Scott Fitzgerald: The Great Gatsby; students: Karl P, Jason M, Ben R
Thomas Hardy: Return of the Native
Ernest Hemingway: A Farewell to Arms
Ring Lardner; students: Rich C
Somerset Maugham: Of Human Bondage
Saturday Evening Post magazine; students: Joseph R, Emmett FG
Wilhelm Stekel, psychoanalyst: “The mark of the immature man is that he wants to die nobly for a cause, while the mark of the mature man is that he wants to live humbly for one.” (Wilhelm Stekel, quoted by Mr. Antolini); student: Cory B
movies & plays
Laurence Olivier in “Hamlet”
“High Sierra”
Alfred Lunt, director of “I Know My Love”; student: Candice M
“The Public Enemy”
“Scarface, the Shame of a Nation”; students: Rory Z
music
Miller’s Wedding used as tune for Comin’ Thro’ the Rye; student: Anthony F
Oh, Marie! often used as carousel music; student: Colleen M
Slaughter on Tenth Avenue; student: Linsey L, Aida A
Song of India; student: Vajra V
Estelle Fletcher “Little Shirley Beans”; apocryphal (uncertain authenticity)
A vocabulary crossword puzzle for chapters 1-20 from Catcher in the Rye was distributed in class on Friday. Students who did not finish it in class should complete it for homework. A copy of the crossword is attached. |
| Downloads |
crossword for Catcher chapters 1-20 (44.03 KB)
research for references (44.03 KB)
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TV & the end of the first marking period
October 31, 2008 |
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Friday morning Hamden High School will be featured live on Channel 3 throughout the morning broadcast. Students are invited to be part of the experience from 5 to 7 a.m. There will be breakfast and a raffle for three lucky students to win free tickets to the Homecoming Dance. Do you need another reason to join us? You may earn extra credit in English by writing a short (one page, double-spaced) observation on the experience.
The first marking period has ended and teachers enter report card grades. |
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Catcher in the Rye, chapters 16-20 (homework)
Due Date: October 31, 2008 |
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| Read and prepare reaction notes for chapters 16-20 of Catcher in the Rye, pages 113-157. |
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Paying Cash for Good Behavior
October 30, 2008 |
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| Students read an article in class and answer four multiple-choice and two short-answer questions that require inference and predictions. After answering the questions, students prepare a citation and summary of the article. |
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Catcher in the Rye, chapters 14-15 (homework)
Due Date: October 29, 2008 |
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Read Catcher in the Rye, chapters 14-15, pages 98-113. Prepare reaction notes.
These are some of the questions we discussed in class:
1. Where does the title Catcher in the Rye come from?
2. What are the words and phrases Holden uses over and over? What do these expressions say about him?
3. Why was it so hard for Holden to deal with the roommate who had cheap suitcases and admired Holden's leather Mark Cross suitcases?
4. Why did Maurice say Holden was supposed to pay $10 instead of $5?
Complete the vocabulary crossword puzzle for chapters 1-15. Copies of the dictionary and the puzzle are attached. |
| Downloads |
dictionary of Catcher vocabulary (374.27 KB)
crossword for Catcher, chapters 1-15 (33.28 KB)
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Catcher in the Rye, chapters 12-13 (homework)
Due Date: October 28, 2008 |
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| Read Catcher in the Rye, chapters 12-13, pages 81-98. Prepare reaction notes. |
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Catcher in the Rye (homework)
Due Date: October 27, 2008 |
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Read Catcher in the Rye through chapter 11, page 80. Prepare reaction notes. You may write these in your composition book or on the attached pages.
Finish the second vocabulary crossword for chapters 1-10.
In preparation for our football games, the entire Hamden High School community has been asked to learn our school song.
Hail Hamden High!
We’ll raise our hearts and voices high.
Loyal sons and daughters, we
Gain strength and knowledge from thee.
Green, Gold, and White;
Forever keep our spirits bright.
Game sportsmen to the end,
WE’LL FIGHT! FIGHT! FIGHT!
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| Downloads |
reaction notes (30.21 KB)
dictionary for Catcher chapters 1-10 (36.86 KB)
crossword for Catcher chapters 1-10 (31.23 KB)
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Big Brother is Watching 24/7
October 24, 2008 |
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As we did yesterday, today we are reading an article and answering six questions that require inference and predictions. This article is about cell phone technology and the way it can be like Big Brother.
We also have a crossword puzzle using the vocabulary words from the first five chapters. There should be time to begin in class and finish for homework due on Friday. Copies of the puzzle and the dictionary are attached. |
| Downloads |
dictionary for Catcher, chapters 1-5 (25.09 KB)
crossword for Catcher, chapters 1-5 (30.21 KB)
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Big Brother Was Real!
October 23, 2008 |
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We are reading non-fiction about changing history. Obviously, it is interesting to see how real fiction can be. At the same time, we read between the lines to infer the writer's intentions and reasons for choosing language and structure. The article "The Commissar Vanishes" is attached.
Extra credit opportunity: Look for a more recent doctored photograph on the internet or in a magazine or newspaper. Type (or write neatly) a caption that identifies the photograph and tells what has been changed and why.
Remember to keep reading Catcher in the Rye. Reaction notes for the first 80 pages are due on Monday, October 27. |
| Downloads |
Commissar Vanishes (1.09 MB)
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Catcher in the Rye
October 22, 2008 |
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| Students who needed more time finished their tests on 1984. Once done, they began reading Catcher in the Rye and preparing reaction notes for the first 80 pages. Notes are due on Monday, October 27. A blank form for notes is attached, but students may choose just to write notes in their composition books. |
| Downloads |
Document 2 (30.21 KB)
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1984 test
October 21, 2008 |
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| Students are taking a test on 1984. They should work independently. They may use the handwritten notes they have in their composition books, but they may not use the books (1984), which were returned on Thursday, October 16th. Please collect tests at the end of class. Students who need extra time should write a note on the test either giving me the name of the support teacher with whom they will take the test or letting me know if they will come before or stay after school on Wednesday, October 22, or Friday, October 24, to finish the test. |
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Vocabulary Password Tournament
October 20, 2008 |
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The first round of Password using vocabulary words from 1984 was held on Friday. Today's competition is for a quiz grade and prizes. Be prepared. If you need a new copy of the dictionary for our vocabulary, it is still posted on October 3rd.
Today's Vocabulary Password winners are Colman D, Linsey L, Haydrian B, and Emmett F! Congratulations to a job well done.
Also, kudos to Emmett, who caught an error in our notes on Friday. Orwell's invented words include "doublethink" (not "doublespeak" as was transcribed). Doublethink is the simultaneous belief in two contradictory ideas. People are advised not to "doublethink" themselves when they vacillate (waver or go back and forth) between conflicting possibilities and find themselves immobilized (unable to move forward). |
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Vocabulary Password
October 17, 2008 |
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| Today we are playing Password using the vocabulary words from 1984. Study your words so you are prepared to win prizes and earn a good grade! |
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Early dismissal for students
October 16, 2008 |
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| Bring 1984 to class today. We are collecting books and distributing Catcher in the Rye. |
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1984, part three, chapters V & VI (homework)
Due Date: October 15, 2008 |
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Read and prepare reaction notes for the final two chapters, V & VI, of the third part of 1984.
Finish the crossword puzzle for part three. A copy of the crossword is attached. The vocabulary dictionary was distributed on October 3rd. |
| Downloads |
vocabulary puzzle 1984 part three (29.18 KB)
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Review of 1984
October 15, 2008 |
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The class discussed the last chapters of 1984 and the text as a whole. Students should review and expand their notes as necessary in preparation for the test on Tuesday, October 21st.
The following outlines the kind of information and issues students should know. They should also be able to address questions about the proletariat, power, and the course of the relationship between Winston and Julia.
*Identify and explain the importance of these characters to the novel.
Ampleforth
Big Brother
Mr. Charrington
Emmanuel Goldstein
Comrade Ogilvy
Julia
Katharine
O’Brien
Mr. Parsons
Syme
Winston Smith
*Explain each of these terms as it relates to the novel.
doublethink
dystopia
Hate Week
Ministry of Truth / Love / Peace
newspeak
room 101
Thought Police
thought crime
2+2=5
*Explain and interpret the importance of each of these quotations.
BIG BROTHER IS WATCHING YOU. (part 1, chapter 1)
WAR IS PEACE
FREEDOM IS SLAVERY
IGNORANCE IS STRENGTH (part 1, chapter 1)
Who controls the past controls the future. Who controls the present controls the past. (part 1, chapter 3 & part 3, chapter 2)
The sexual act, successfully performed, was rebellion. Desire was thought crime” (part 1, chapter 6).
“All marriages between Party members had to be approved by a committee appointed for the purpose and though the principle was never clearly stated—permission was always refused if the couple gave the impression of being physically attracted to each other” (part 1, chapter 6).
He had won the victory over himself. He loved Big Brother. (part 3, chapter 6)
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1984, part three, chapters III-IV (homework)
Due Date: October 14, 2008 |
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Read and prepare reaction notes for chapters three and four from the third part of 1984.
We began an analytical response (what Orwell says about human nature or what attracts Winston and Julie to each other) last week. Today is the second class period we have in the writing lab to refine the response. Periods one and three meet in A221. Period two meets in the Library Media Center. The typed response is due at 3 p.m. today. |
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No school: Columbus Day
October 13, 2008 |
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1984, part three, I-II (homework)
Due Date: October 10, 2008 |
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| Read and prepare reaction notes for the first two chapters of the third part of 1984. This reading is little longer than usual. Be sure to give yourself enough time. |
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No school: Yom Kippur
October 9, 2008 |
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1984, part two, chapters IX-X (homework)
Due Date: October 8, 2008 |
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| Read 1984, part two, chapters IX-X, pages 179-224. Prepare reaction notes for the parts about Winston and Julia. Just skim "The Theory and Practice of Oligarchical Collectivism" by Emmanuel Goldstein -- the part written in sans serif type. This is a political treatise (statement). Summarize Goldstein's ideas in one to three sentences, but do not worry about reading every word. |
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The Last Three Steps
October 7, 2008 |
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We spent class time discussing and developing examples for the last three steps of a six-step critical analysis.
#1 mi = main idea
This step responds directly to the question in one sentence.
#2 ex = for example = evidence
This step gives specific evidence from the reading. The description of the evidence is detailed enough so that someone who has not seen the reading will understand the evidence.
#3 why = explain the evidence
This step explains why someone did something or why something happened. It specifically explains the evidence.
#4 why/why = generalization broadens your explanation
This step goes beyond the reading. Based on your first three steps, you make your own generalization about human nature or this kind of situation. We developed a number of examples of generalizations that would fit different main ideas.
* People in power want to stay in power so they resist change.
* People who are not in power have nothing to lose and may even benefit by change.
* People are gullible because they are trusting; they want to believe the world is a safe place.
* People in power watch others carefully so they can prevent rebellion and stay in power.
* Many women are attracted to older men because they can provide for and protect them and their children.
* People with common values -- particularly values that are unusual -- are often attracted to each other.
Each one of these statements goes beyond the text and can work. The point is to make a generalization that fits the interpretation you gave the evidence (in steps 2 & 3).
#5 why important = gives depth to your generalization
There are two strategies that work for this step.
* You might make a connection to something or someone outside the book. Your generalization is true not only in the book but in history/another novel/a movie/your own experience.
* You might make a prediction about the consequences of your generalization. Given what has happened in other similar situations when people act the way they do in your reading, what is likely to happen next?
#6 as a result
This is your conclusion. What have you learned from the first five steps?
We will have a second day in the computer lab A221 on October 14. Your analytical response will be due by Tuesday afternoon at 3 p.m. |
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Computer Lab: FCA human nature
October 6, 2008 |
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Today's objective is to refine and revise an analysis. We have two possible topics -- George Orwell's perspective on human nature or an interpretation of the basis for Winston and Julia's attraction to each other. We will be working in the computer lab (A221). Be sure to bring your user ID and password and your composition book with notes from the previous week so you can be efficient.
Use "view" and "header and footer" to put a header with your name, the assignment (Orwell on Human Nature) and a page number on every page.
The three "focus correction areas" should be listed at the top of the assignment. For this assignment, they are:
1. The essay uses a six-structure analysis and moves from the main idea, evidence, explanation, generalization, and analogies to the lesson learned.
2. The evidence and analogies are described in sufficient detail so that someone who has not read 1984 or who does not know about your analogy will still understand and be persuaded by your point.
3. Sentences are complete and not repetitive. This means you avoid using the same nouns or verbs in adjacent sentences and you use a variety of simple, compound and complex sentences. |
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1984, part two, chapters VIII & IX (homework)
Due Date: October 3, 2008 |
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Read and prepare reaction notes for chapters VIII & IX, pages 167-184, from part two of 1984. Goldstein's treatise begins in chapter IX. You do not need to read this carefully. Just skim and write one or two sentences to describe his political position.
Finish the crossword puzzle using vocabulary words from part two of 1984. |
| Downloads |
Crossword 1984 part two (34.82 KB)
dictionary of vocabulary from 1984 (301.57 KB)
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1984, part two, chapters V, VI, & VII (homework)
Due Date: October 2, 2008 |
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| Read and prepare reaction notes for chapters V - VII, pages 147-167, in part two of 1984. |
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Read 1984, part two, chapters III-IV (homework)
Due Date: October 1, 2008 |
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| Read and prepare reaction notes for part two, chapters III & IV, pages 127-147, in 1984 |
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No school: Rosh Hashanah
September 30, 2008 |
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Read 1984, part two, chapters 1 & 2 (homework)
Due Date: September 29, 2008 |
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Read and prepare reaction notes for the first two chapters, pages 117-126, of part two in 1984.
On Friday, we responded to the question, what does Orwell tell us about human nature or the way people are? Re-read the first three steps you wrote. Make sure they are complete. Be sure your evidence has enough detail so that someone who has not read the book can understand its relevance. Be sure step three explains why people did the things you described as evidence in step two. |
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Interim ends.
September 26, 2008 |
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This marks the halfway point in the first marking period. Teachers prepare interim grades to make parents aware of student progress before it is too late to make changes.
In class, we will use the six-step model to collaborate in analyzing what Orwell seems to be saying about human nature. This will give us a chance to use evidence from the novel and from our notes to make our case.
steps
#1 MI main idea
George Orwell seems to be saying people ....
#2 ex examples
For example, Then, In addition,
Besides this, By contrast, Ironically
#3 why Explain the examples.
#4 why/why Generalize beyond 1984.
#5 why important Use connections
Draw analogies outside of 1984.
#6 as a result What do we learn from the steps?
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Read 1984, part two, chapters I & II (homework)
Due Date: September 26, 2008 |
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You have until Monday to read and prepare reaction notes for the first two chapters, pages 117-126, of part two in 1984.
The crossword puzzle that was distributed in class on Tuesday is due today. Back-up copies of the puzzle and the dictionary with the words are available on Tuesday's page. |
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1984, part one, chapter VIII, pages 81-104 (homework)
Due Date: September 25, 2008 |
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| Read and prepare reaction notes for chapter VIII, pages 81-104, from part one of 1984. |
| Downloads |
dictionary for 1984, complete text (293.38 KB)
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1984, part one, chapters VI & VII (homework)
Due Date: September 24, 2008 |
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Read and prepare reaction notes for part one, chapters VI and VII, pages 63-81. Remember our format.
Note the reaction:
* (star) = something impressed you
X (cross it out) = something bothered or annoyed you
=> (arrow) = something probably foreshadows a future event
! (exclamation mark) = something was unexpected
? (question mark) = something was confusing or puzzling
Note the page number. This is important because it helps us discuss the issues you raise.
Write a one-sentence description of what happened in the reading to provoke your reaction.
This assignment is graded. Don't forget to do your work because a zero grade really hurts your average.
Questions I pondered while reading chapters vi & vii:
1. What is Orwell trying to tell us about sexuality in 1984?
2. What is he saying about the proletarians ("proles" -- working-class people)?
3. What is the meaning of his reference to Longfellow's poem "The Village Blacksmith"? (I have attached the text.) |
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Village Blacksmith (27.65 KB)
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Open House for Parents at HHS
September 24, 2008 |
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| Open House begins at 6 p.m. All parents are invited to come meet the teachers. |
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Quiz for 1984, chapters I-V
September 23, 2008 |
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objectives:
1. to examine author intention
2. to develop vocabulary to facilitate understanding
Class begins with an open-notes (not open-book), five-question quiz on the first five chapters from 1984.
1. What is "newspeak" and what is its purpose? What is Orwell's message in inventing the idea of newspeak?
2. Define irony and use the party slogans as examples. What is Orwell saying about the party?
3. Describe Winston's exercise routine. What is Orwell's message about it?
4. What is Winston's job? What is Orwell's message?
5. Who uses ear trumpets and for what purpose? What is Orwell's message about the users?
Vocabulary development includes a dictionary and a crossword puzzle for words from part one of 1984. Puzzle should be completed and turned in on Friday, September 26th.
Class discussion provides guidance for interactive reading.
Due dates for future reading assignments:
Wednesday, September 24, VI, 63-69; VII, 69-81
Thursday, September 25, VIII, 81-104
Friday, September 26, Part Two, I, 105-117; II, 117-126
Wednesday, October 1, III, 127-136; IV, 136-147
Thursday, October 2, V, 147-156; VI, 157-159; VII, 160-167
Friday, October 3, VIII, 167-179; IX, 179-184
Tuesday, October 7, Theory & Practice of Oligarchical Collectivism by Emmanuel Goldstein 184-199;
Wednesday, October 8, IX continued, 199-201; Goldstein Tuesday, October 6, 201-217, IX continued 217; X, 217-224
Tuesday, October 14, Part Three, I, 225-239
Wednesday, October 15, II, 239-260
Friday, October 17, III, 260-274; IV, 274-282
Monday, October 20, V, 282-287; VI, 287-297
Tuesday, October 21, Appendix 298-312 |
| Downloads |
crossword puzzle for part one of 1984 (47.62 KB)
larger print clues for crossword (30.21 KB)
dictionary for vocabulary from part one of 1984 (290.82 KB)
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1984, part one, chapters 1-5 (homework)
Due Date: September 22, 2008 |
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Read and finish reaction notes for chapters 1-5 (through page 63) of part one of 1984. Tomorrow's class will begin with a quiz.
Due dates for future reading assignments:
Wednesday, September 24, VI, 63-69; VII, 69-81
Thursday, September 25, VIII, 81-104
Friday, September 26, Part Two, I, 105-117; II, 117-126
Wednesday, October 1, III, 127-136; IV, 136-147
Thursday, October 2, V, 147-156; VI, 157-159; VII, 160-167
Friday, October 3, VIII, 167-179; IX, 179-184
Tuesday, October 7, Theory & Practice of Oligarchical Collectivism by Emmanuel Goldstein 184-199;
Wednesday, October 8, IX continued, 199-201; Goldstein Tuesday, October 6, 201-217, IX continued 217; X, 217-224
Tuesday, October 14, Part Three, I, 225-239
Wednesday, October 15, II, 239-260
Friday, October 17, III, 260-274; IV, 274-282
Monday, October 20, V, 282-287; VI, 287-297
Tuesday, October 21, Appendix 298-312
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1984, part one, chapters IV-V (homework)
Due Date: September 19, 2008 |
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| Read and prepare reaction notes for chapters IV and V (pages 37-63) of part one of 1984. |
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1984, part one, chapters II-III (homework)
Due Date: September 18, 2008 |
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| Read and prepare reaction notes for chapters II and III (pages 20-37) in part one. |
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Reading 1984, part one chapter one (homework)
Due Date: September 17, 2008 |
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Read the first chapter from part one of 1984 (pages 1-20). While reading, use sticky notes or scraps of paper to flag parts that strike you. Use a star to flag parts that impress you and a big X for parts that bother or annoy you. Use an exclamation mark for anything unexpected and a question mark for things that are puzzling or confusing or words you do not know. At the end of the chapter, go back to find your flags. In your composition book, write the page number, the reaction symbol (*X!?), and a sentence saying what provoked your response. If it is a word you do not know, make a guess about its meaning. You do not have to look it up before class.
Reaction notes are due at the beginning of class on Wednesday, September 17. Because we will be using your ideas in class, you must have your notes to get credit for this assignment. Note that if you have some nights that are extra busy, it pays to read and prepare notes ahead of time.
If you prefer using a reaction notes page instead of writing in your composition book, a blank page is attached. |
| Downloads |
Reaction Notes (24.06 KB)
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Summer Reading Test: book two
September 16, 2008 |
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| In class, you will answer the CAPT questions for the second of two books you read during the summer. The Summer Reading (CAPT) Questions are listed on Hamden High's Library Media web page: http://www.hamden.org/uploaded/HHSlibraryfiles/Questions.pdf. You should complete the Notes Page for Summer Reading & Other Books Read Independently from the website (http://www.hamden.org/page.cfm?p=626) and plan to use it during the test. |
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Summer Reading Test: book one
September 15, 2008 |
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| In class, you will answer the CAPT questions for one of two books read during the summer. The Summer Reading (CAPT) Questions are listed on Hamden High's Library Media web page: http://www.hamden.org/uploaded/HHSlibraryfiles/Questions.pdf. You should complete the Notes Page for Summer Reading & Other Books Read Independently from the website (http://www.hamden.org/page.cfm?p=626) and plan to use it during the test. |
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Further Work with Critical Analysis
September 12, 2008 |
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| Class collaborates in completing a six-step analysis and then works independently on a second six-step in response to another CAPT question. |
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Quiz: Grammar and Reading for Information
September 11, 2008 |
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This two-part quiz requires revising sets of simple sentences to create less repetitive, more effective sentences. Students who had trouble with Monday's homework should complete Tuesday's review sheet.
The second part focuses on the "Remembering Hollywood's Hays Code" article. (Copy of the article can be found on the September 3rd entry.) There are four multiple-choice and two short-answer questions that require reading between the lines to demonstrate understanding of the author's bias and reasons for choosing words or images. |
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Extension of Analytical Responses
September 10, 2008 |
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The six-step analytical response works with all five standard CAPT questions. Class discussed the first three steps and students modeled different possible responses to the question about the initial reaction to Deja Vecu.
Homework for tonight: prepare for tomorrow's quiz. Review the strategies we used in revising the sentences about jaguars. The quiz will have series of short sentences about birds that fly under water and you will need to revise them. Review the "Remembering Hollywood's Hays Code" article to be prepared to answer four multiple-choice and two short-answer questions that will seek an interpretation of the author's bias and decisions about writing.
Revise the first three steps of your response to Deja Vecu so we can finish that process on Friday and you are prepared for the Summer Reading Test on Monday and Tuesday. |
| Downloads |
compound complex jaguars (26.62 KB)
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Responding to Literature
September 9, 2008 |
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Today's class worked with two objectives. We looked for effective ways to revise a monotonous string of short sentences. Most students needed more practice to prepare for Thursday's quiz, so they are expected to revise the attached string of simple sentences about jaguars.
The second objective was to have students begin to work with developing critical responses to literature. "Deja Vecu" is a short story written by a Hamden High alumna in her senior year. We are using reaction notes and the six-step strategy to develop analytical responses to literature that parallel the kind of response needed for Thursday's quiz about "Remembering Hollywood's Hays Code" and that will be needed for the Summer Reading Test next week.
The six steps for first-draft analytical responses written in a testing situation are these.
#1 MI: main idea
#2 ex: examples or evidence from the story
-- use transitional phrases
For example, At first,
In addition, Besides this,
By contrast, Ironically,
Finally,
#3 why: explain the examples from the story
#4 why/why: generalize the explanation to the world outside the story
#5 why important: make connections & draw analogies to show that the generalization applies elsewhere
#6 as a result: show what your steps have done to prove and elaborate on your original main idea
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| Downloads |
Deja Vecu (41.47 KB)
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Revising for Effective Writing
September 8, 2008 |
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| A string of repetitive simple sentences can become more powerful when consolidated into compound or complex sentences. Look at the five sets of sentences on the worksheet and find a way to rewrite the simple sentences into one or two compound or complex sentences. We rewrote the first three sets in class today. The last two are homework. |
| Downloads |
Compound and Complex Sentences (29.18 KB)
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Preparing an Accurate, Succinct Summary
September 5, 2008 |
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Preparing an accurate and succinct summary in your own words gives you a valuable resource for writing research papers. Rework the string of sentences below to summarize Remember Hollywood in no more than four sentences.
Today's objectives:
o Make revisions to reduce repetition and increase variety in sentence structure.
o Summarize “Remember Hollywood” accurately.
* Censorship angers people more than ratings systems.
* This is the main reason.
* People do not like to be told what to do.
* Censorship violates freedom of speech.
* Censorship inhibits artistic expression.
* Both censorship and ratings are problematic.
* People can spend time and effort to build consensus on standards or rules.
* People change their minds about what should or should not be shown in the movies in a very short period of time.
* Rules about ratings have no real consequences anyway.
* The movie industry does not have to follow the rules.
* People rebel against rules.
* Audiences find rule-breaking movies more exciting.
* Movie makers find rule-breaking movies more profitable.
* The prohibitions become standards that movies try to violate.
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Developing a Personal Description
September 4, 2008 |
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| Objective: to develop a personal description that uses vivid vocabulary, convincing evidence, and varied sentence structure |
| Downloads |
description & variety in writing (30.72 KB)
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School photographs
September 3, 2008 |
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Freshmen and sophomores have had school photographs taken during their English classes today. Juniors and seniors go tomorrow.
Classes began brainstorming to write a paragraph (3 to 8 sentences) about themselves. In periods two and three, we realized that make a taxonomy of adjectives would help, so we will catch up on this strategy for students in period one tomorrow.
example of taxonomy:
A = adventurous, ambitious, amiable, analytical
B = backsliding, bold, brazen ...
We also reviewed the use of the message board on Class Jump. I have consolidate the listings to two. Summer Readings are added as a reply to the Summer Readings topic. Reactions to the article about Hollywood and censorship should be added as a reply to the censorship topic. In this way, we all get to see what everyone is saying and learn from each other.
Note, too, that a few students have signed up for the Anime Club, an after-school program on Mondays. Be sure to register for Sophomore English. |
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Message Board Opinions on Censorship & Ratings (homework)
Due Date: September 3, 2008 |
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| Homework: Post a response on the message board. What do you think was Bob Mondello's perspective on censorship and ratings systems? What is your point of view? Post by 8 p.m. on Wednesday, September 3. We already have our first response. Add yours as a reply. |
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Summer Reading Notes (homework)
Due Date: September 2, 2008 |
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| Bring the notes to class on Tuesday. We distributed worksheets in class last week, but you can print an extra copy from this web site if you need it. |
| Downloads |
Summer Reading Notes (20.99 KB)
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Class Objectives
September 2, 2008 |
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1. To use complex and compound structures to say similar things in different ways.
2. To organize ourselves to get work done on time.
3. To read a non-fiction article (“Remembering Hollywood's Hays Code, 40 Years On") and consider the writer's point of view and reasons for making choices in writing.
4. To use evidence and analogies in defining good literature.
Grammar Slammer: work with these two sentences.
Leaky swim googles kept Mark Phelps from seeing clearly.
They did not not keep him from winning the race.
*Add the word "but" to the two simple sentences to make a compound sentence that means about the same thing.
*Add the word "although" to the two simple sentences to make a complex sentence that begins with a dependent clause and ends with an independent clause.
*Rewrite the sentence so the independent clause comes first.
*Find a fourth way to say approximately the same thing.
Reaction notes help you explore academic (school) reading and remember questions to bring to class so that the teacher works for you, not just for some stereotypical sophomore. While reading, note the following reactions:
* (star) for something that impressed you
X for something that bothered or annoyed you
! for something that surprised you
? for something that puzzled or confused you
If you are reading an article, you can make the notes on the page. If you are reading a book, write your notes in the composition book. Next to the symbol (*X!?) note the page number so you can find the line that made you reaction. When you finish the article or a chapter, go back to the beginning and write a sentence next to each reaction symbol. Now you have a record of what made you sit up and take notice.
TAPS (think aloud problem solving) is a second reading strategy we used in class today. After reading for ten minutes, we stopped and took turns speaking to a partner and then listening to that person's recollection of what was read. Then we wrote a brief summary of the important messages from the article in our composition books.
Homework: Post a response on the message board. What do you think was Bob Mondello's perspective on censorship and ratings systems? What is your point of view? Post by 8 p.m. on Wednesday, September 3. We already have our first response. Add yours as a reply.
Dress well for tomorrow. We have school photographs!
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| Downloads |
Remembering Hollywood (308.74 KB)
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Register at ClassJump.com & report summer reading. (homework)
Due Date: September 1, 2008 |
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1. Students who do not already have an email address, should open a free account at gmail.com or any other site of their choosing.
2. Go on the Internet to www.classjump.com . Look for our class page in the United States -- Connecticut -- Hamden -- Hamden High School -- Moira T. Birmingham. Register as a member of the class. (Note: your parents may also register.)
3. Post to the message board reading recommendations based on the books you read this summer. Include title and author and, in no more than three sentences, let our class know what makes each book worth reading.
4. Students who have not read at least two books this summer should send me a message (mbirmingham@hamden.org). Tell me whether you read one or no books. Give me the title and author of the last book you enjoyed or read for fun.
Messages should be posted or sent to me by Monday (Labor Day), September 1, at 3 p.m. |
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No school: Labor Day
September 1, 2008 |
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Writer's Notebook
August 29, 2008 |
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Objective: To organize notebooks and define different kinds of writing and expectations for each type.
Grammar Slammer for the day: write a complete sentence beginning with the word "because."
* complete sentences vs. fragments
* independent vs. dependent clauses
* complex sentences
#1 Free writing gets ideas flowing and includes brainstorming, idea gathering, preliminary notes, and preliminary drafts.
#2 Accurate information is written in complete sentences.
#3 FCA (focused correction area) writing develops and refines ideas with special attention given to three writing issues such as message, evidence and structural variety.
#4 Revised writing is graded using the departmental rubric, which is posted at the end of this web page.
#5 Publishable writing is tailored to a specific audience and edited scrupulously.
(Thank you to John Collins for ideas about categorizing writing for instruction.)
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Introduction to Sophomore English
August 28, 2008 |
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Class expectations (respect, cooperation, preparedness and willingness to work) and use of Class Jump. Note that a grammar reference, a dictionary of literary terms and the departmental rubric for evaluation of essays are available at the bottom of this web page.
Reminder: all Hamden High School students are expected to have read two books of their choice during the summer. Bring in your notes pages on Tuesday, September 2. The reading test for our classes will be on Monday and Tuesday, September 15 and 16. |
| Downloads |
Grammar Reference ( bytes)
Dictionary of Literary Terms (29.7 KB)
Departmental Essay Rubric (32.77 KB)
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