A week in review...

This week we:
1) delivered our literary analysis presentations on Monday and Tuesday
2) brainstormed possible themes to explore in our literary analysis paper on Monday
3) began filling out the literary analysis outline on Tuesday
4) spent all of Wednesday and Thursday looking at sample outlines and working on them in class.

The outline was due on Thursday, although students who were not yet finished were encouraged to finish it over break.

Merry Christmas and Happy New Year!

Presentation prep

Today we took a quiz over the end of Speak.

Yesterday we had time to work in our literary terms presentation groups. That was our last chance to prepare in class -- presentations begin on Monday. Any handouts to be copies must be in no later than 11 a.m. the day of the presentation.

Remember that your handout must define your term, tell why author's use it, give 10 examples of it, and then 3 paragraphs of analyzing quotes (e.g. quote sandwiches)

Catch-up day

Since some of our classtime was used up by outside events, we used today as a "catch-up" day. Work was passed back and everyone got a list of what assignments they were missing. Tomorrow there will be a binder/neatness check and we'll have our last chance for groups to prepare for their presenations.

Friday there will be a quiz over the end of the book -- so keep reading!

Discussions & More Quote Sandwiches...

Today we used our discussion questions to have (gasp) discussions, and then we turned in the questions.

Then we reviewed some samples of good quote sandwiches and discussed the importance of them. During the last 15 minutes of class, everyone was to write one quote sandwich for the lit. terms presentation and turn it in.

How to...

Today we journaled and then we took notes on how to write good (high-level) discussion questions. Everyone must write 8 discussion questions for tomorrow and at least 3 of the questions must be over events that happen after page 150 in the book.

Lit. presentation prep

On Thursday we had an oral quiz over the pages 95-125 of Speak.

Today we journaled and then reviewed the requirements for the literary terms presentations. Everyone had time to work with their partner/group to get their quotes together for this presentation and 10 quotes were to be turned in by the end of the period.

We wrapped up with some open-mic time.

Symbolism part 2

Today, after journaling, we took a look at the symbolic art from another class and wrote them letters about what we think their art symbolizes.

We wrapped up the hour with some reading aloud.

Tomorrow you should be through page 125 and prepared to participate in an oral quiz.

Symbolic art

Today we tried creating modern art, just like Melinda in Speak. Then we talked about Symbolism and practiced analyzing it in writing.

Don't forget to do your writing & reading for tomorrow!

Speak sandwiches

Today, in groups, we discussed questions about the reading from Speak. Then, individually, we had to write up our answer in quote-sandwich form. Our homework: to write up an answer to another question (of our choice, from the list) in quote-sandwich form.

Homework will be due Wednesday. By Thursday, you should be through page 125 of Speak in time for a quiz.

Quiz day!

Today we reviewed test-taking tips from our last test.

Then we took a quiz on Speak, pp.1-65.

Homework:
1) Take your book home in case we have a snow day. By Monday: pp. 66-92.
2) Bring two objects to class that you are willing to donate (permanently) to the class. Make sure they're appropriate, legal, and not food or a biohazard. Within those limits, the stranger the better. EC for extra objects or extra weirdness.

Time to do some work

Today we journaled for 10 minutes.

Then we completed the exercise "Left Out" on page 24 of "Writer's Choice."

Then we had time to begin the reading for tomorrow through p. 65 -- We have a quiz tomorrow!

Quote sandwiches

Today we began class by discussing Speak (for points) and then we had time to get in our literary technique groups and find more examples of our assigned literary technique.

Then we got a handout to review how to make a quote-analysis sandwich, or, in otherwords, how to write a really good paragraph of analyzing a quote.

Our homework is to practice analyzing one of our literary techniques using the sandwich organizer.

Isn't it ironic?

Today we learned about irony. We added the definitions of situational, verbal and dramatic irony to our cheatsheets and then (for points) pulled out examples from Speak. We also turned in the homework reading guide from over the weekend.

Homework was a small slip with 4 questions for tonight's reading: pp.36-46 of Speak

Make-up Opportunity

Today we began class by journaling.

Then we reviewed how to earn back points for wrong answers on a test. Students need to write out why the right answer is right and why the wrong answers are specifically wrong. Everyone divided into pairs to do this for one of the questions of the test.

We will share these answers and continue to earn back points as time permits. 4th block did not use their time wisely and did not get to share any, but 6th hour did get to start the sharing.

The reading for the weekend is pp.13-36 in Speak and there was a worksheet that you should have picked up to go along with the reading. It will be due when you walk in the room on Monday.

Happy Thanksgiving!

Creatively thinking about Speak

Students turned in their homework (the guided reading worksheet).

Then we did a creative activity where students could choose to write, draw, talk or graph about ideas in Speak. This activity was due after 15 minutes.

Finally, Mrs. Gilbert modeled what our "big" project will be for this book: a literary style presentation. Students got in groups of 1-3 and signed up for which term they will be responsible for presenting on. The presentations are not due until we're finished with the book, but the homework for this evening was to find one example from last night's reading.

A new beginning

Today we began class by organizing our 3-ring binders. Students who were not prepared with a binder were temporarily given one and must either 1) pay $1.25, 2) work off the binder with a 15 minute detention, or 3) bring in their own binder and return Mrs. Gilbert's in reusable condition.

Then we did a pre-reading worksheet for our new novel, Speak, and shared our answers. We also picked up a reading schedule for Speak (there is homework reading every Monday, Wednesday, and weekend).

Finally, we got a reading guide for tonight's reading of Speak, pp.3-13.

Complex sentences!

Today we took notes on and practiced complex sentences. Students were to take home the worksheet we completed in class over the last two days and use it to find samples of compound and complex sentences in books, magazines, newspapers or the internet. Everyone needs to bring in 3 of each pattern (#2, 3, and 4) that we went over. This is due Monday.

Don't forget to have a 3-ring binder and journal by Monday as well!

From Malcolm to beyond

Yesterday we turned in our Malcolm X projects and our books as we wrapped up that unit. We also discussed some changes in the class structure:
1) 3-ring binders are a requirement, and will be checked regularly.
2) journals are a requirement, and we'll be writing in them regularly.
3) participation when sticks are pulled will be required to get full participation points for the week.
4) disruption of others working will be result in removal from the room after two warnings and may result in future seating chart changes (e.g. getting to work in a corner by yourself)

Today we began a worksheet on writing compound sentences. We took notes today and ended by writing practice compound sentences. Tomorrow we'll go on to complex sentences.

Testing

Yesterday and today we took a common assessment (test) for Sophomore English.

At home, you should be reading the last chapter of Malcolm X and wrapping up the little project on it. They are due tomorrow.

The end of Malcolm X

Today we finished the Malcolm X movie and we received the final assignment for Malcolm X.

Homework (due Wednesday of next week): Read all of chapter 19 (pp.398-418) and complete one of the project choices (and the project will be loaded onto the website by Saturday if you lost the instructions).

Next week Monday and Tuesday we'll be doing a test over the skills and terms we learned this past quarter so be here and be prepared!!!

Oral presentations!

Today and tomorrow we'll be doing oral presentations of our projects.

All projects are due today to Mrs. Gilbert unless you previously negotiated an extension.

Preparing to turn it in

Today we reviewed how the multi-genre project should be turned in. In particular, you will need to have your final draft (visual, table of contents, introduction/reflection, all 5+ pieces) stapled in one pile. Then all of your process work (journals, aborted drafts, notes, handouts, drafts #1, 2, 3, etc.) will be in a separate pile. Each pile will be put into a folder (that I'll give you tomorrow) and turned in.

Also tomorrow (and Wednesday) we'll be doing oral presentations for our project. Pick two excerpts, totalling less that 3 minutes, to read aloud to the class. Your grade will be based on
1. picking interesting excerpts
2. reading clearly and loudly
3. being organized and prepared -- which you show by being ready to go when called on, and by smoothly introducing yourself and your excerpts
4. participating appropriately as an audience member -- which means being attentive, respectful, and encouraging to other presenters.

For the last little bit of the hour, we watch a bit more of the Malcolm X movie.

Change in plans...

Hey folks,

I’m so very sorry, but my daughter is still sick enough to have to stay home from school. So today’s plans have been thrown to the wind. Here are the new plans:

PLEASE keep your multi-genre project stuff. DO NOT turn it in to the sub. What we were going to do today, we’ll do on Monday instead, so bring ALL your drafts, notes, handouts to class then.

On the back wall, on the bottom shelf of the far right bookcase, are books called “Writer’s Choice.” Please use these for the hour and THEN RETURN THEM TO THE SHELF for the next class to use.

Please complete the following tasks on some paper and turn them in to the crate by the end of the period.
1. Look at the cover of the book, flip through the pages. In sentences, tell me what you think this book will be about?
2. Read pages 19-22; In sentences, explain what will this book do for you? How will it work?
3. In the book, they refer to “sentence combining” – This essentially refers to taking short, choppy sentences and “combining” them into longer, more creative sentences. In sentences, what advice do they give you about sentence combining?
4. Try completing the exercise on page 23 (“Playing First”) on your paper. Be sure to read their instructions! -- Make sure you use ALL of the information in their sentences, but you can decide how to combine the bits and pieces into paragraph of your own style. You can delete unnecessary (repetitive) words, and you can also add words/details of your own.
5. If you have time at the end of the period, why don’t a few people share their versions aloud – notice how there are so many different ways to write the same information!

Proofreading...

Today we were supposed to work on editing our paper in the computer lab, so that students would be prepared to turn in final drafts either tomorrow or on Friday.

6th Period accomplished their task.

4th Period refused to follow directions and lost their computer lab time. We went over proofreading strategies in the classroom instead.

Nearing the end...

Yesterday (Oct. 31) we finished typing our projects and we went over how to revise our reflections. We have to type our revised reflections (which include quotes of quality writing from our project) and include the reflection in our project as an Introduction or Afterward.

Today we discussed the requirements for the visual part of the project and students signed up for who will turn in their project on Friday and who will turn it in onTuesday.

Then we had a discussion about chapters 14-15 of Malcolm X and turned in our quotes. Students who wish to make up credit for not participating in the discussion should choose 3 quotes to analyze thoughtfully in writing.

DUE TOMORROW: Fully completed 2nd draft of the multi-genre report. We'll meet in C-13 to edit it and print out the final draft!

Typing, typing

Today we worked on typing up our second draft of our multi-genre project. All five+ works must be done being typed by within the first 25 minutes of class tomorrow.

Diction & Revision

Today we reviewed ways to spice up our diction (e.g. word choice) -- for example, using words other than "said" in dialogue... like yelled, whispered, replied, announced, snarled, gasped, etc.

Homework reading for Wednesday:
CHP 14 257-264, 268-269, 274-275 (Extra Credit: 281-286)
CHP 15 293-mid297, 207-mid310, 312-314

Reminder: Monday and Tuesday we'll be in the computer lab to type up our projects. Come prepared to type or (if you're typing at home) then bring your book/quiet work.

Mrs. Gilbert's absent...

Please answer the following questions and turn them in to the crate
1. Describe what Malcolm’s (and the Nation of Islam’s) policy was about using (or not using) violence/physical force.
2. How did the visit to West Indian Archie in the book differ than in the movie? Why do you think the movie was so different?
3. Which parts of Malcolm’s preaching do you think is still true today? Why? Which parts do you think no longer apply? Why? (BE SPECIFIC)
4. What was your reaction/opinion of how Malcolm handled his relationship with Betty? Why? (BE SPECIFIC!!!)

And we watched the film.

More on Dialogue

Today we took notes on how to correctly do dialogue in our projects -- and EVERYONE must have SOME dialogue somewhere in their project.

Then we had time to revise and work on our projects.

Don't forget to do your reading for tomorrow.

Line breaks in poetry.

Today we did an activity to learn how to add line breaks to poetry, and then we took notes on both line breaks and visual variation in poetry (see the handout crate for extra copies of the notes worksheet).

Then we applied this knowledge to the poems in our multi-genre project.

Homework is to finish applying this to your project.

Movie day

Today we watched more of the movie of Malcolm X after we discussed some of the difference between the book and movie. (We also turned in the homework from last Thursday).

Homework for this Thursday: Read Chapter 13 excerpts: 232-242, 247-254.

Improving your grade by 10%

Today we got the mutli-genre scoring rubric and we discussed it (NOTE: don't lose this, because you'll have to turn it in with your final project!).

Then we spent some time taking notes on imagery and figurative language (simile, metaphor, hyperbole and personification) and adding these to our project. Students should add these thoroughly through EACH piece of writing in order to raise their project grade by 10%. These terms will also be on a test in two weeks, and so they should be on your cheatsheet.

Homework: Continue revising/improving your projects.

Details, Details

Today we watched Malcolm X for a while and then were assigned to read 184-194 in the book. We reviewed why and how details are important in writing and then had to answer the following questions for homework:

1. List some details used in the film to show what prison was like.
2. List some details from the reading that you think would be important to have in the film.
3. Describe one of the differences (in detail) between the book and movie.
4. Look over your rough draft. Where do you need to add detail? Work on additing detail to your drafts -- come prepared tomorrow to show how you added detail.

Reflecting on our rough drafts

Today we turned in our rough drafts to our multi-genre projects. We spent most of the hour writing a reflection on the rough draft (see below) and then we watched a bit of Malcolm X

Sophomore English – Multi-genre Rough Draft Day!

First, decide in what order your writings should appear (which one first, second, etc.). Arrange them so that they’re in that order.

Second, on a sheet of line paper, you will write several brief paragraphs. The first paragraph will be about your first piece of writing; the second paragraph will be about your second, and so on.

For each paragraph:
· Tell me the title of your piece and what genre it is.
· How is this piece of writing meaningful to you?
· What do you like about this piece of writing?
· What made you want to write it?
· If you had any difficulties or challenges in writing this piece, describe them.
· How do you want the reader to feel when they get done reading this piece?
· What types of revision help do you hope to get?

Third, write a final paragraph about
· Why you decided to put the writings in the order that you did.
· How you feel about the project overall.

When finished, you may begin the homework reading for tomorrow (pp.184-194) or you may work on making revisions/changes to the draft in front of you.

Re-capping Malcolm's teens

Today we reviewed yesterday's homework and then we had a quiz over chapters 5-10 of Malcolm X. We finished up by watching a bit of the film version.

Tomorrow: the rough draft of your multigenre project is due.

Moments of change.... for Malcolm

Today we spent some time drafting for our multi-genre project.

Then we read aloud excerpts from chapter 10 of Malcolm X and then answered these questions. In your answer,
· Restate the question as a sentence.
· Write in sentences
· Explain your point with details.

1. Describe in sentences and with details—how does Malcolm begin to change in prison?

2. Malcolm is about to convert to one version of Islam called the “Nation of Islam.” What do you know about Islam or the Nation of Islam? What questions do you have about Islam?

3. Can one individual speak for a whole group? Why or why not? (e.g. Can one male or female speak for all people of their gender? Can one Japanese-American or African-American or Cherokee speak for all their people? Can one teenager speak on behalf of all teenagers? Can one Christian or Muslim say they know what all their people think?)

Homework is to finish any excerpts (pp. 165-170, 172-174, 178-183) not covered in class and to work on our projects.

Notes on Personal Narratives

Today we got our DWA essays back and we took notes on how to revise them. Homework for the weekend is to finish revising them and be prepared to turn in all 5 pieces of your project writing on Wednesday.

Malcolm is caught!

Today the groups on chapters 8 and 9 presented and we took notes in our cheatsheets about dashs and the four types of sentences.

Don't forget to keep working on your project as your homework all week/end long. Tomorrow we'll be revising our stories/personal narratives so stay on top of things!

Revising poetry

Today we took notes on how to revise and improve our poetry, and then we applied to to our actual poem drafts.

Reminder: A rough draft of your completed project is due next week Wednesday -- all five pieces of writing must be included.

Moving on with Malcolm

Today everyone had a bit of time to prepare their Malcolm X presentations. Chapter 5 went today; chapters 6 and 7 will go tomorrow, and chapters 8 and 9 will go on Thursday.

We also made sure that everyone had BOTH their 9th grade cheatsheet and their 10th grade cheetsheet ready to go as we begin reviewing literary terms.

Lindy-hopping!

Today we watched some of the film of Malcolm X and got a chance to learn some lindy-hopping steps ourselves!

6th period participated in the homecoming pep assembly.

Be sure your reading is up-to-date on Monday!

Reading Malcolm in depth

Today we each signed up for one chapter of Malcolm to read in-depth and then present in some way to the class. We had some reading time and the rest of the reading should be completed by Monday so we can begin presentations.

Revising the class

Today we read, annotated and discussed a letter from Mrs. Gilbert to make some revisions to class. Important points to note: we will now have responsibility points for coming to class on time and prepared.

We also had some time at the end of the block to do a bit of creative writing (poems) and everyone should do another short poem by Friday.

What is a Multi-genre Self-research Project?

We discussed the Multi-genre Self-Research Report guidelines and brainstormed some genres for our projects. We then had time to write our table of contents (due tomorrow) and begin drafting. Homework Read and annotate three of the poems in the packet of samples.

Slangin'

Today we shared our slang dictionaries and then we wrote out a dialogue between two characters (for about 10 minutes) using our slang dictionaries to make it sound realistic. Then we tried writing a draft of a poem (for 8 minutes) that had to sound natural, like we really speak. We turned in all of this work and our slang dictionaries.

Homework was to annotate the Multi-genre Self-Research Report packet.

Malcolm's girlfriends

Today we started with a pop quiz over the reading in Chapter 4. We also discussed a bit of the event of Chapter 4.

Then Mrs. Gilbert read aloud from chapter 4 and we discussed Malcolm X's use of slang. Our homework for the weekend is to create our own "slang" dictionary. This is due Monday.

Finally, we had some time to give some feedback about how class was going to Mrs. Gilbert.

Talking about Malcolm

Today we did a talking activity about Malcolm X as a teenager. We discussed and wrote down the answers to three questions: What would Malcolm be like if he were a teenager today (think about clothes, music, behavior/activities). Do you agree or disagree with Malcolm about how much time/money people should spend on their hair (e.g. straighten it or not?)? And how does what you think of interracial relationships compare to the rest of BCC?

We turned in the worksheet from yesterday and we also turned in our journals.

Homework for tomorrow: Chp. 4: pp.67-78

Talking about Malcolm

Today we did a talking activity about Malcolm X as a teenager. We discussed and wrote down the answers to three questions: What would Malcolm be like if he were a teenager today (think about clothes, music, behavior/activities). Do you agree or disagree with Malcolm about how much time/money people should spend on their hair (e.g. straighten it or not?)? And how does what you think of interracial relationships compare to the rest of BCC?

We turned in the worksheet from yesterday and we also turned in our journals.

Homework for tomorrow: Chp. 4: pp.67-78

Review

Today we began class by filling out a reflection on our work habits.

Then, the students who were caught up on their reading went to the library for some "fun" research activities.

The students who were not caught up on their reading spent the period completing a reading guide over the assigned reading.

Homework: Student should bring their journals (all 6) to class tomorrow to be turned in, and the worksheet from today is due.

"A Song from the Front Yard"

Today we began by reading and annotating Gwendolyn Brook's "Song from the Front Yard" Students who shared during the discussion got extra points.

Then that poem was used as part of our quiz, which had sections on the poem, on Malcolm in Boston (Chp. 3), on Malcolm's childhood (Chp. 1-2), and a few practice ACT style questions.

Reminder: tomorrow is parent-teacher conferences. If you come with your parent, you get some extra credit.

More on Macolm

Today we did a freewrite and then discussion about how language appropriateness varies based on situation.

Then we turned in our timelines and had time to read. Tomorrow there will be a quiz.

"Touch"

Today we read and annotated the poem "Touch" and wrote about how the poem compared to Malcolm X's childhood. We turned these in after reviewing them and then we had journaling time.

Homework:
for MONDAY: create a timeline of Malcolm X's childhood based on the reading so far
for TUESDAY: Read Chp. 3, pp. 50-57 and 59-63

Picture day

Today we took school pictures during class.

In the remaining time, we completed a worksheet on the first chapter of Malcolm X. If you didn't get it done, it is homework.

Homework reading: pages 30-36 and 39-40 of chapter 2

Who was Malcolm? Who are we?

Today we shared the results of our Malcolm interviews. We signed out our books and were assigned excerpts from chapter 1 to read (pp. 3-6, 11-16, 24-26) -- please be sure to read all the way to the end of the page for each excerpt.

We then took a quiz over class procedures and names.

Tomorrow is picture day, so don't forget to dress up!

Looking at poems we picked

Today our poetry analsis was due for the poem/song we picked out on our own. We shared our analysis with our group and then the group scored how well we did. We looked briefly at the scoring guide and discussed how we should work on improving over the course of the quarter. The analysis and scoring guide should have been turned in to Mrs. Gilbert to grade.

Then we began investigating the Autobiography of Malcolm X. We read some quotes by him on the walls and Mrs. Gilbert read part of the first chapter aloud to us. We discussed what the exposition was revealing about Malcolm and speculated as to what impact these details will have on his life.

Then we had free-writing time to explore what exposition we would give on our own lives.

HOMEWORK: Don't forget to do your interview with some over 50 on Malcolm X. It's due tomorrow.

Unwritten and Written

We began class with 10 minutes of journal time -- don't forget that journals will be collected every couple of weeks.

Then we finished sharing out our table analysis of "Unwritten."

Mrs. G gave extra credit to students who had their homework finished. This weekend's homework is to finish annotating your poem based on its diction, images, figurative language, rhyme, repetition, tone and mood. This will be due Monday.

She also reviewed Tuesday's homework -- to interview someone over 50 years old about Malcolm X. There is a blue worksheet in the classroom with the questions to be asked.

The quiz over names was pushed to Monday.

Reading poems

Today we started class by discussing/revising what consequences should follow breaking the rules. The final draft will be posted in the room soon.

Then we reviewed/practiced analyzing poems. We read "Unwritten" by Natasha Bedingfield and then answered questions on a worksheet about it. Each table had slightly different questions and needs to share their answers with the class. Some table went today and some will go tomorrow.

The homework: Choose a song or poem to analyze. Take the "Unwritten" worksheet questions and apply them to your song or poem -- put the answers on some lined paper.

Digging for Potatos

Today we learned about our journals and writer's workshop.

We began by doing a "potato" write where we wrote for 8 minutes about the potato given to us from Mrs. Gilbert. We then shared those writings with each other.

We then discussed how the potato was a metaphor for writing and how the journals would be used in this class. After this "warm-up," we proceded to have an additional 10 minutes for writing and some additional sharing time.

No homework tonight.

What we love about language

Our bellwork today was to read and respond to a letter from Mrs. Gilbert, to help her identify what our consequences would be if we break any class rules.

We also shared our homework -- the 6 quotes of language we love. Based on our homework we compiled a list of traits of "good" writing/language and that list should be in the first page of our journal.

We'll need our journals tomorrow for a writing activity, and our homework is to complete the topic tree worksheet (a brainstorming activity that will help us write).

Finally, we reviewed where to meet for fire drills and the importance of it.

Wrapping up the room/intros

Today we did some more introductions and well as a scavenger hunt to review the procedures and materials of the room.

4th Period also had a "rules" discussion to agree upon classroom rules.

Homework for both periods:
Bring in a list of 6 quotes of language you love -- the quotes can be from songs, poems, books, movies, whatever... as long as you love how they said it. You should cite where each quote came from. You will also need your journals tomorrow.

District Writing Assessment

Today we took the district writing assessment for sophomore English. This was a timed writing assignment that took up most of the block. With any remaining time, we continued the introductions from yesterday.

Rules & community

Today we continued to do introductions to get to know one another.

We also reviewed the syllabus and turned in our homework (syllabus signed and annotated, student survey).

Finally, we brainstormed rules for the classroom, and tomorrow we'll work on combining them into a short list.

Also: tomorrow we will have a writing assessment, so students need a writing utensil and may bring their iPods/MP3s to listen to while writing.

Welcome!

Welcome to the Sophomore English blog!

Every day, we'll post the activities and homework for that day so that students and parents can have an easy reference at home.

Today we filled out a folder of work and students received two pieces of homework: a syllabus to annotate and have their parents sign, and a survey to be filled out.

We also spent some time introducing one another and sharing the symbols on our nameplates in order to better get to know each other.

Wrap up drafting

We worked on drafting our papers and took notes on how to do conclusions. We also reviewed how to better elaborate on our examples and practiced doing so. This is important because our final exam is tomorrow and it asks us to elaborate on connections between Malcolm X, Melinda and a poem.

Homework: Final draft of essay due tomorrow or Monday.

Drafting the literary essay

Today we copied down the patterns for the literary essay introduction and body paragraphs and began writing them. Please have your body paragraphs finished by the time you come in tomorrow.

Presentation prep.

Today we got a schedule of the last week of the quarter, and then Mrs. Gilbert modeled how to do the literary term presentation. Then we had time to work with our partner to prepare the presentation.

Don't forget to do your reading tonight.

Presentations start Monday.

Final exam, Friday 3/17

Speak Quiz #2

Today we watched part of the movie and took a quiz comparing the movie to the book.

More on appositives

Today we did a sentence combining worksheet on appositives and then we turned in our literary cheatsheets. After a discussion on the book (there will be a quiz tomorrow!), we reviewed guidelines for the literary terms presentation on the book which will be due next week Wednesday.

Don't forget to read through page 137.

Sentence patterns & cheatsheet stuff

Today we did a worksheet on sentence patterns that also involved us comparing a non-fiction article to Speak. Then we added several more terms to our literary cheatsheet, including appositive, adjectives shifted out of order, alliteration, bold, vowels (see the poster on the wall).

Reminder: Read through page 125 tonight and be sure your literary cheatsheet is ready to turn in.

Interpretation/Analyze

Today we made art from scraps and wrote an analysis of what the art symbolized. After sharing our art in groups, we turned in the art and analysis.

Then we extended these abilities to analyzing literary techniques in Speak. Students should quote and cite two examples of their assigned literary technique and then analyze why the author used that particular technique in that particular scene. This was due by the end of the block.

Don't forget to do your reading this weekend!

Speak & Lit. Tech

Today we spent some time in silent reading and then we got in groups to discuss the following questions. Then we wrote up our answers individually WITH QUOTES from the book to prove our point about literary techniques.

· How does Melinda try to relive childhood memories in “Peeled and Cored” (65-66?)? What literary technique does Anderson use to help us feel the same mood Melinda feels?

· How is “Rebellion…in the air” in Both “First Amendment, second verse” AND “Wombats Rule?” What literary technique helps show off how Melinda feels about the rebellion?

· How are Melinda’s feelings towards her family/parents complex? What literary techniques show this in “Winter Break?” and “Hard Labor?”

Be sure to do your reading for tomorrow and bring your 5 crazy disposable objects as well.

Speak quiz

Today we discussed last night's reading of Speak and then took a quiz on it. We also re-wrote answers from the Unit 1 test to get more points back.

Reviewing mult. choice tests

We had to turn in our homework worksheet. We discussed the reading so far and related Melinda's interests to today's world.

Then we reviewed some of the questions from the multiple choice test from Unit 1 -- we will continue to review these over the next week so we can learn from our past mistakes.

Transitioning

Today we turned in our projects (any that hadn't been turned in on Friday) and then we got a reading schedule for Speak. We had some quiet reading/working time and then at the end of class we discussed the project for this book: to trace how a particular literary technique is used throughout the novel and give a presentation on it to the rest of the class. We signed up for literary techniques and then class ended.

Homework: Finish the reading/worksheet begun in class. Its due at the bell tomorrow.

Presentations & stuff...

Today we wrapped up the unit test, and then we presented excerpts from our multigenre project for points.

Homework for the weekend:
Read pp.14-28 of Speak and answer the following questions:
1. Choose one: a) Write a funny scene of high school life here at BCC like Melinda does at her school OR b) Compare/contrast Melinda's school to ours.
2. In your experience, how to people/friends sometimes change? What do you think of Melinda's current (and ex-) friends?
3. What is a "burrow"? Why does that title apply to that section.
4. What makes you want to burrow? Where is your sanction?
5. Quote & label three literary techniques (NOT grammar parts-of-speech)
EC: Describe how the titles of two sections in tonight's reading (not "Burrow" or "Friends") are especially appropriate for their section.

A series of events....

The last week has been unusual and so the blog has fallen behind. A brief overview of past events:

Thursday 2/17: We finished watching Malcolm X (movie).

Friday 2/18: We learned about complex sentences and practiced writing them and compound sentences. We turned the worksheet and notes in at the end of the block.

Tuesday 2/21: We reviewed expectations for the multigenre visual and reflection. We had a discussion about whether the Autobiography of Malcolm X should or shouldn't be taught in school. The multigenre project is due Friday.

Wednesday 2/22: We took the unit test.

Thursday (today) 2/23: We began the novel "Speak" by discussing survival, and what happens when we're just trying to get by. Then we read the first 13 pages and answered questions as we read. The questions were turned in. Homework: Be sure to bring your visual and project tomorrow and be prepared to read a poem or an excerpt of personal narrative. Food & drinks are also allowed in celebration for the end of the project and as a reward for being so good on Wednesday.

Compound Sentences

Today was a grammar day. We reviewed simple sentences and compound things (subjects, predicates, and sentences). We took notes on our cheatsheet and on paper, and then we made compound sentences to hang up around the room, and wrapped up with a worksheet to check how well everyone understoond compound sentences.

If you were (excused) absent, you'll need make-up the worksheet and the notes. Unexcused absences will need to make up those things, but will loose credit for the posters.

Happy Valentine's Day

Mrs. Gilbert was out sick yesterday, so we watched the movie version of Malcolm X, and we turned in our personal narrative drafts.

Today, Mrs. Gilbert gave some tips (notes) on how to revise those drafts for more tasty "diction" and then she passed out photocopies of the drafts turned in yesterday so that people could get feedback and revise during writing time.

Then we reviewed (thoroughly) the rubric for the multigenre project. The final draft is due next week so people should really keep on top of things!

Finally, the homework is to write a new (and improved) version of the personal narratives and turn them in tomorrow.

Poetry Workshop

Today we added parallelism to our literary cheatsheet and annotated two poems (one is entitled "CD a poem") to turn in.

Then we had poetry workshop time where we gave revision suggestions to each other and annotated each other's work. Each poet is responsible for turning in (with their final draft) at least two peer-annotated draft copies of each poem for points.

Finally, the quiz had to be pushed back to tomorrow.

HOMEWORK: Bring 2nd drafts of each poem to class tomorrow (incorporate your classmates suggestions and make it better) as well as an audiocasette or CD for Mrs. Gilbert to record feedback on.

Tips for Narrative Writing

We started class by taking notes on how to do more effective narrative (story) writing. Then we worked on our own narratives for a while.

After turning in our 2 poems (if you forgot, be sure to bring 3 copies of each poem to class tomorrow on your own!), we had some silent reading time. No assigned reading for tonight, but do expect a quiz on Malcolm X Chapters 10-12 tomorrow.

Poetry tips

Today we did an activity with Tupac Shakur's "Lady Liberty Needs Glasses" that led into a worksheet on poetry formating and grammar: line breaks, indents, capitalization, etc. Get it an copy the answers from a student.

Then we had writing time.

Then we looked at a bad rough draft and how it turned into a great final draft ("Ding Ding" by Ashley R.) and annotated all the good stuff it did as well as some suggestions for making it better. That was turned in for points.

Finally, don't forget to do the reading for Malcolm X and to bring 2 poems to class tomorrow.

Figurative language umbrella

Today we reviewed four terms that fall under the figurative language umbrella: simile, metaphor, hyperbole and personification. You need to make sure you have the definitions of each written into your literary cheatsheet and then write an example of each on lined paper and turn them in to the crate.

Then we got a schedule for reading/writing for the next two weeks. Pick up a copy from the crate.

Then we discussed the difference between good and bad repetition.

Homework: read Chp. 11: 184-194, and 198-202

For extra credit: write down what ideas/themes Malcolm X is trying to emphasize through repetition. The more you explain, the more credit you get.

Literary Techniques & Malcolm X

Today we did a worksheet that reviewed the key events of Malcolm X (Chp 6-9) by using literary techniques.

Then we had open-mic time to share some of our writings of the week.

Finally, we did a reflective evaluation of class so far.
1. What's going well/working for you?
2. What would you like to change and how?
3. I would like more of...
4. I could personally make class a better place by...
5. Any other questions/concerns?

Homework: Read Chapter 10 and finish the worksheet

Poetry -- Writing & Analyzing

We started class by brainstorming all the different types of writing we could do for our multi-genre project (be sure to get those notes from someone). Then we had 15 minutes of writing time. If you were stuck for ideas, Mrs. Gilbert suggested doing a timeline of important event/people in your life and then picking a genre for writing about each one (like we did with Malcolm X a couple days ago).

Then we analyzed "My Papa's Waltz" and talked about the conflicting tone in it and how the imagery/details are used to make the reader feel the moment instead of just summarizing it in a boring way. Then we had another 15 minutes to write and use imagery/details in our own writing.

We wrapped up by listening to "Mother to Son" by Langston Hughes and noting how he uses the metaphor of the stairs to explain life. We went looking for ways to use metaphors and similes in our own writing.

Homework: Chapter 9: pages 148-10, 153-158, and 161-164.

Analyzing poetry

Today we took notes on what makes a good and bad poem, and then we practices analyzing the poem "Touch" by Terrace Hayes. If you were absent, you need to get the notes from a classmate and then annotate "Touch" -- write in the margins which words/details give you clues about what is happening in the poem, what is the author's meaning. Then you have to go back to "A Song from the Front Yard" and annotate that in comparison to Malcolm X -- write in the margins details that connect to specific details in the poems and connect the two by arrows. Finally you need to get a quiz "question" from Mrs. Gilbert about last night's reading.

Tonight's reading: Chp. 7 pages 126-129, and 137-145. Be sure to bring your writing to class tomorrow because we'll be doing lots of writing.

Timelines & Multi-genre

Today we did make-up quizzes for those who were absent yesterday.

Then we made a time-line of Malcolm X's life (so far in the book) and then wrote different creative pieces to represent the different parts of his life -- sort of a collective multi-genre project.

Then we got instructions about making our own personal multi-genre project and a sample project to look at. We may use the writing we've already done in class in order to contribute to it and it will be due in approximately 2 weeks (depending on winter carnival stuff).

Homework: Be sure to be caught up on your reading (no new reading tonight) and bring your book, literary cheatsheet, writings and journal/folder tomorrow.

Review in lieu of CATC visits

Since half the class was gone to the CATC center, we spent the day reviewing. We copied definitions from the posters onto our literary cheatsheets and then (after a pop quiz to check how far we'd read), we divided the reading up to do "summary" assignments: we had to summarize key events from the reading to the rest of the class as well as some key quotes. This assignment was due by the bell tomorrow.

IF you had an excused absence, you do not have to make up this assignment. If your absence was unexcused, you will need to make it up.

HOMEWORK: Read in Chapter 6: 94-98, 107-114, 116-118

Review & Fixes

Today we surveyed the class to see what literary terms the class already knew and then made posters over those in order to "review" them. If you were absent, you need to sign-up for a term with Mrs. Gilbert and make up a poster of your own.

Then we got back our Procedure Quizzes and finished the seating chart portion. We then had to go through the wrong answers and find the right answers. For two of the wrong answers, you need to write on a piece of paper, why did you pick the wrong answer and what is is that makes the "right" answer a better choice? (5 points each, be sure to reflect the question and write in sentences).

Homework: Read Chapter 5 excerpts (79-88 and 90-93) and write 2 discussion questions for Chap. 4 and 2 discussion questions for Chap. 5

If you are going to be absent Monday, don't forget to read excerpts of Chap. 7 (94-98, 107-114, and 116-118) for Tuesday.

Do you choose the roses or nappy?

Today we started class by comparing Gwendolyn Brook's "A Song from the Front Yard" to the reading from last night (Chapter 3 of Malcolm X). Many students had not completed the reading, so Mrs. Gilbert told them they could take the worksheet home and turn it in tomorrow for partial credit. Mrs. Gilbert also emphasize the importance of doing the reading so that we can do fun stuff in class and so that our reading/writing can improve.

After we discussed the metaphor of the poem, we had some writing time.

Then we read a children's book by bell hooks and watched a scene from the movie version of Malcolm X in order to discuss how society tries to make people try to be something they're not and Mrs. Gilbert pointed out that we could write about that as well.

Finally, Mrs. Gilbert handed out progress reports and told us we would need our literary cheatsheets, poems, and book tomorrow. The reading is from Chapter 4: page 67-78.

Quiz & talking about language

For bellwork we had another worksheet on Malcolm X, but this one asked us our opinions about language and prejudice in order to spark a class discussion.

After the discussion, Mrs. Gilbert pointed out some pre-reading tips for tonight and then we took a quiz over procedures, rules, and literary stuff covered so far.

Homework: Chapter 3, page 50-57, 59-end.

Diction, Tone & Malcolm X's family

Today we started with a worksheet that connect our reading of Malcolm X with the ideas of details/exposition we studied yesterday. After some discussion, we turned it in.

Then we added diction and tone to our literary cheatsheets. We read a couple more partner interviews and noted the diction and tone in them, and then read an "I am from" poem and did the same.

We then had 15 minutes of writing time. Students are reminded to keep all of their daily writings together for credit later on.

Finally we reviewed the reading schedule (Chapter 2 for tonight, pages 30-36 and 39-44) for tomorrow and what will be on the quiz tomorrow (names, procedures, rules, and some of the literary/reading stuff we've covered)

Details, details

Today we started class with a scavenger hunt to review some class procedures and terminology. We also turned in our homework (the 10 quotes of language you love).

Then we got literary cheatsheets -- big thick packets we are going to use all semester. We wrote the definition and purpose of "details" on there (be sure to get it from a classmate) and then we read some partner interviews aloud and identified the details in them. Then we read a couple of poems about childhood (e.g. "I am from...") and had time to write (10-12 minutes total) about something and use plenty of details. Be sure to keep all of your writing for future use (it will be turned in eventually).

Finally, we talked about what we know about Malcolm X and why we want to read his autobiography. We signed out books and got homework reading for tonight (pages 3-6, 11-16, and 24-26). Please look for "details" that Malcolm chooses to reveal about himself in this opening chapter and bring your book and literary cheatsheet to class tomorrow.

District Writing Assessment

Today we took the District Writing Assessment. Anyone who was absent should plan on spending 90 minutes with Mrs. Gilbert after school either Monday or Tuesday in order to make it up.

Don't forget to bring your homework (10 quotes of language you love) to class on Monday.

Class Procedures

Today we turned in our "I Want" letters to Mrs. Gilbert and reviewed questions/comments about the syllabus.

Then we reviewed some of the class procedures we already learned and divided up the teaching of "new" procedures to groups. Anyone absent should get a slip with a procedure on it from Mrs. Gilbert and make a poster on it as a substitute assignment.

Mrs. Gilbert also passed out passes -- permission to bring CD players tomorrow for the writing assessment, the 3-passes to the bathroom/locker that we get in a quarter, and a "Late" homework pass that is good for excusing one piece of homework by one day.

Finally, we got our homework for Monday. We have to collect 10 quotes of language we love -- excerpts from songs, movies, books, poems, etc. of lines where we like what they said and how they said it.

Cultivating a classroom of roses

Today we turned in our syllabus-parent-signature sheet as well as our partner interviews (after reading a few of them).

We then read about the Dr. Williams Glasser's description of basic "needs" and completed surveys (on the walls) about what we "need" in the class from each other, from the teacher, and just as a atmosphere in general. We discussed how it was important to respect each other's likes by not getting down on them (because that would be like pulling the petals from a rose) and then we agreed on some classroom rules and policies.

Mrs. Gilbert wrote a letter to everyone about what she wants from the class, and our homework is to write a letter back to her about what we want from this class.

We ended class by reading a couple more interviews and everyone got a rose to take home with them.

Soon and very soon...

Soon we will be starting a new semester and one of the new classes of the new semester will be Sophomore English. This blog has been hibernating for the last year while I taught other classes (and those classes reported their doings on their own blogs), but now it is time for this blog to wipe the dust from its eyes and wake up.

Expect to see daily updates beginning on January 17th, 2006.

I look forward to an exciting semester with all of you!

Took multiple choice test on citations as final part of exam.
Organized portfolios and turned them in for points.
Filled out feedback paper if you never were scribe

Megyn

Wednesday, January 11, 2006

Today in class we had to write an essay about our very first interview paper in this class. This was Part. 2 of our Final Exam. This was due today at 1:55 pm. After turning this in we were to get out our MLA cheat sheet. After that we were to look it over and then ask Mrs. Gilbert any questions that we may have about citations and any other things that we might not understand about it. We also talked about how to be prepared for our test on 1/12/06 on plagiarism and citations.

We also talked about things that you don’t have to cite when doing citations such as writing your own opinions, common knowledge, and names that are common knowledge. We then talked about things that we do have to do such as facts, pictures, statistics, and other ideas and opinions. We also talked about how to cite books, magazines and internet.

Rod

Prepping for the Final Exam

Today we worked on getting wrapping up the definitions for our literary cheat sheets and brainstormed topics for our final exam and started writing our outlines which are due tomorrow. We also watched the movie and for homework work on your outline and cheat sheet

Ryan