Comp/Lit 9: 11/29/2010

Wrap-up & Catch-up

• Today was a wrap-up and catch-up kind of a day.
• We started with the Vocabulary & Spelling #11-12 QUIZ.  This had been postponed from last week.
• Once the students finished the Vocabulary & Spelling #11-12 QUIZ, they took the final Prepositions QUIZ.  They needed to list at least 50 of the 53 prepositions.
• After both quizzes were finished we covered several other topics and each class period went a bit different from the next.  Here are the general topics/assignments that we covered and necessarily in this order:
• Correct the Vocabulary & Spelling #11-12 and Prepositions QUIZZES.
• Work on the Personal Reflective Essay (That was supposed to have been turned in today).
• Pass back and review the Interactive Notebooks.
• Finish the after "Which Way Home" movie notes in the interactive notebook.
• Return old work and add assignments to the writing portfolio.
• Have a final discussion about Illegal Immigration and reactions to "Which Way Home"
• Homework:  I'm giving students that did not initially complete the Personal Reflective Essay another chance to complete it.  It is due on Wednesday.  Everyone that turned it in today will receive extra credit and has no homework tonight.

Comp/Lit 10: 11/29/2010

Finishing-up Julius Caesar

• Today was a fairly light day.  I distributed the new course calendar which covers the next three weeks (that will take us all of the way to the winter break).
• The period started with the students writing the justification paragraph for the Julius Caesar Character Diary.  The goal was to prove why their character (Cassius, Brutus, Antony) was a patriot or traitor to Rome.  They could use their packet, notes, book and character diary to help them write their justification.
• When they finished the justification paragraph, they turned in the diary with the justification attached to the back.
• They went to pick-up Of Mice and Men from the textbook office.
• The students then worked on a crossword to review Julius Caesar and they reviewed the study guide.
• Once all students had completed the paragraph and picked-up their book, we went through the study guide.  I explained the test set-up and answered any questions that they had about the test.
• We spent the rest of the period playing BINGO as a way to review.
• Homework:  Study for the Julius Caesar Unit Exam; bring the Julius Caesar packet to class; Read Of Mice and Men chapters 1-2 by Tuesday December 7.

Comp/Lit 9: 11/22/2010

Which Way Home Movie

• Periods 5 & 7, finished the "30 Days: Immigration" first then,
• The students quickly got their homework together, then we started the HBO Documentary Which Way Home.
• We watched the video until the end of the period.
• Before the students left, they turned in their Interactive Notebooks.
• Homework:  Study Vocabulary & Spelling #11-12, Study Prepositions, complete VFA #13-14, complete the Personal Reflection Essay (pages 9-10 in the Introduction to The Tortilla Curtain Packet). The Personal Reflection Essay Reminders.
• Write a well-developed (minimum) one-page paper in response to the following questions: 
• What did you learn about this topic? 
• How has your view of the topic changed, if at all? 
• What is the film's thesis? What interviews, statistics, and images do you remember best or find the most significant? 
• What parts of the film's argument do you agree with? 
• What parts do you disagree with? 
• What part of the argument was most effective/least? Why?
• Be sure that you have a clear thesis (discuss the change that has taken place), and solid support for your opinions and change.
• Your paper will be penalized one letter grade if it does not meet the following criteria: Your paper is not one page in length while implementing 12 pt Times New Roman font, double-spaced, and 1” margins.

Comp/Lit 10: 11/22/2010

We finished Julius Caesar

• We started the period by finishing the final scene of Julius Caesar.  We then spent a few minutes discussing each of the diary assignment characters.  Students shared their opinions on whether Antony, Brutus and Cassius are patriots or traitors to Rome.  In the end, as long as the students can justify their position, there really is no wrong answer. 
• We also reviewed the overall requirements for the Character Diary assignment.  See homework below for reminders
• The students then took the Vocabulary & Spelling #11-12 QUIZ (even though it was not Friday).
• After they finished the quiz, they read silently for about 20 minutes.
• We corrected the vocabulary & spelling quiz, then we passed back work and updated portfolios.
• Homework:  Complete Act V.iii Notes (page 26), VFA #13-14, Bring JC Book and Packet. Bring Student ID, Upload Character Diary to Turnitin.com by Sunday 11/28, Finish Final Draft of Character Diary:
  o   Illustrated Cover with Title
  o   Images/sketches on each entry
  o   Quote w/ citation on each entry
  o   More than 5 entries to try for an “A”
  o   All bound together to look like a diary

Comp/Lit 9: 11/18/2010

Freshman Skills Day

• There was no class.

Comp/Lit 10: 11/18/2010

Julius Caesar: Acts IV & V

• We started the period with the Grammar QUIZ on Unit 3 - Phrases.
• We then finished reading JC Act IV
• We started and nearly finished reading JC Act V
• Homework: JC Act V notes & diary entry, study vocabulary & spelling #11-12, bring a new OR Book, get your HW card signed.

Comp/Lit 9: 11/16/2010

Introduction to The Tortilla Curtain

• We started the day with Preposition BINGO.  Today's game was different because the students could not refer to a list.  They needed to know at least 24 prepositions to fill their BINGO card.  We played until we got five winners.
• We then reviewed "Along the Tortilla Curtain" by discussing the questions answered for homework.  All classes ended up having great discussions about the pros & cons of illegal immigration.
• We followed that discussion with a brief discussion of minutemen (the 18th century vs. the 21st century versions).  This was an introduction to the 30 Days: Immigration video.
• We spent the rest of the period watching "30 Days: Immigration".  The students took notes (starting on page 66) about conflict, character, setting, theme, and main ideas.
• Homework: Send me your SS Culminating Project Rough Draft by Friday (via email), Finish 30 Days notes, Read and Take notes on Frank Jorge's letter, get the homework card signed, update and organize your Interactive Notebook to be turned in on Monday and finish the SS Culminating project by Monday Nov. 22.

Comp/Lit 10: 11/16/2010

Julius Caesar Acts III & IV

• We started the period with a review of Grammar Unit 3 - Phrases.  The students completed page 99 all, and page 100 exercise 2.  There will be a quiz next class.
• We then finished reading Julius Caesar Act III.ii-iii.
• We then reviewed all of Act III-Caesar's assassination, funeral, Antony's speech and the murder of Cinna the Poet.
• We then started to read Act IV.  We got through scene ii.  This act takes place a year and a half after Caesar's death.  Antony is now part of the ruling triumvirate and they are preparing to wage war against Cassius and Brutus.
• Homework:  Finish Act IV notes and Diary, and check grades online and submit grade changes by Thursday.

Comp/Lit 9: 11/12/2010

I was absent on Friday, so here are the sub notes

Lesson Plan for Comp/Lit 9, periods 3, 5, 7

Procedures:

(Jan Linn will lead the 3rd period class (you will repeat the process for periods 5 & 7)

1.     Take roll

2.     Pass out the Introduction to The Tortilla Curtain Packet.

3.     Have the students set up their Interative Notebook for the :Along the Tortilla Curtain” Essay.  This will be assignment #15 and it will begin on page 63.  See my Interactive Notebook as a sample.  You can even put it under the document camera for the students to see.

4.     The students will then have the rest of the period to work on the Short Story Culminating project.  This is an individual assignment; therefore, there should be no group work.  I explaiined the assignment last class period.  The students should arrive knowing what they need to work on.  Some students (depending on the project they choose), will need one of two packets from you-The large packet of short stories (Roman Numeral I on the assignment sheet), or the Compare and Contract packet for ”The Last Spin” (Roman Numeral III, option 2).  Some students may also need packets that they’ve turned in but have not yet been graded.  Please see the various stacks of packets on my desk.  Please remind the students that they will need to resubmit the packet to me next week for grading purposes.

5.     All students are expected to read andor re-read the stories connected to the project they select; therefore, I expect that the first part of the period will consist of the students reading silently.

6.     Once the students are working individually, please check the homework and stamp the homework card.  They needed to complete two assignments in the Interactive Notebook-Four questions about ”Rules of the Game” (these should be somewhere on pages 54-60) and Eight questions about ”The Good Daughter” (these should be on page 59 for 3rd period and page 61 for 5th and 7th)

7.     If they students get to a place where they no longer have something to work on for the project, they may begin their homework-reading ”Along the Tortilla Curtain” and taking notes.

8.     Homework:  Remind the students of the following:

·      VFA #11-12

·      Review all 53 Prepositions

·      Work on the Short Story Culminating Project

·      Read & Take Notes on ”Along the Tortilla Curtain”

Comp/Lit 10: 11/12/2010

Julius Caesar: Act III

• Grammar: Unit 3 Phrases - Infinitives and Infinitive Phrases
• Read Julius Caesar Act III
• Homework: Diary and Notes for Act III

Comp/Lit 9: 11/9/2010

Asian American Short Stories

• We started the period by playing Preposition BINGO.  The students put prepositions on the BINGO grid in their grammar workbooks.  We then played until there were five winners.  After the game, the students wrote down as many prepositions as they could without looking at any lists.
• We reviewed "Rules of the Game" by having the students share the important phrases from each page.  During our discussion, we covered the literary elements-conflict, point-of-view, setting and personification.
• I then helped the students set up their interactive notebooks for "The Good Daughter" (essay).
• Then I read "The Good Daughter" to them.
• We ended the period with me introducing them to the Short Story Culminating Project.  The students are given five projects to choose from.  They will complete only one.  They will have the entire class period to work on it on Friday.  They will then email me their rough draft some time between Mon. Nov. 15 and Fri. 19.  The final draft is due on Monday Nov. 22
• Homework:  Review all 53 prepositions; check grades online, Think about SS Culminating project and bring necessary materials, Finish "Rules of the Game" questions, and Finish "The Good Daughter" Questions. 

Comp/Lit 10: 11/9/2010

Julius Caesar, Act II

• We started the period with Grammar.  We reviewed participles (a verb acting as an adjective ending in -ing or -ed).  Then we went on to Gerunds (a verb a noun ending in -ing).  We completed pages 95-96 odd #'s only in the grammar workbook.
• We then spent the rest of the period reading Julius Caesar Act II. I graded the Act I Diaries while the students read and handed them back before the end of the period.
• We finished just before the end of the period
• Homework: Finish & Upload OR Log #2; Complete Diary & Notes for Act II

Comp/Lit 9: 11/5/2010

Vocabulary & Spelling QUIZ and Native American Literature

• We started the period with the Vocabulary & Spelling #9-10 QUIZ.  I read each spelling word, then I read the extra credit definition several times.  After the spelling portion, I passed out the vocabulary quiz.  
• After the quiz, the students worked on a a preposition scramble in their Grammar Workbook.  After the scramble, they wrote down as many prepositions as they could remember without looking at the list.
• We then finished watching the 30 Days on a Reservation video.
• We spent that last part of class discussing the Native American Literature that we covered this week.
• Before we finished, I helped them get their Interactive Notebook set-up for "Rules of the Game" by Amy Tan.
• Homework: Read and take notes on "Rules of the Game"; review all 53 prepositions.

Comp/Lit 10: 11/5/2010

Julius Caesar, Act I

• QUIZ: Vocabulary & Spelling #9-10
• After the quiz, the students read silently for about 20 minutes
• We then corrected the vocabulary & spelling quiz as a class.
• I took a moment to review the requirements for the OUtside Reading Log.  This time the visual will be a diorama and the special grammar requirement is: begin 2 different sentences with a prepositional phrase.
• We then shifted to Julius Caesar.
• We reviewed the Diary Requirements
• Then we finished reading Act I of Julius Caesar.
• Homework: Diary for Act I, Act I.iii Notes

Comp/Lit 9: 11/3/2010

Native American Literature & Dialogue Assignment

• I was absent today, so below is the lesson I left for the substitute.

Procedures:

1.     Take roll

5.     Then have them set up Assignment #12 in their Interactive Notebook.  Assignment #12 should begin on page 51.

6.     Read the poem ”The Powwow at the End of the World” to them (”American Horse” packet page 12).  They will then define powwow using the class dictionaries on the back bookshelf, and they will complete the questions from page 13 in their Interactive Notebooks.

7.     When they complete the work for ”The Powwow at the end of the World”, they need to show it to you, then they will pick up the dialogue packet.

8.     Even though the dialogue packet says that they may work with a partner, I think I would rather have them work individually.  àIf they become chatty, just remind them that whatever they do not finish in class will be homework, so it is in their best interest to stay focused.  I have provided you with the key for the dailogue packet.

9.     If/when they finish the dialogue packet and additional dialogue assignment, they will turn it in to you, and at that point they may work on the Compare and Contrast essay assignment (pages 14-18 in the ”American Horse” Packet)

10.   Homework:  Remind the students of the following:

·      Study Vocabulary & Spelling #9-10

·      Review all 53 Prepositions

·      Complete the Dialogue Assignment (if it was not compelted in class)

·      Complete the Compare & Contrast Essay Assignment (Notes, pages 15-16 in the packet and the typed Introductory Paragraph)

Comp/Lit 10: 11/3/2010

Begin Julius Caesar

• Appositives & Appositive Phrases, pages 91-92 were reviewed at the beginning of the period.
• The students picked up the Julius Caesar book from the textbook office.
• Then the rest of the period was spent reading Julius Caesar Act I
• Homework: Study Vocab & Spell #9-10, bring your OR Book, Finish Act I Notes & Reading Comprehension Questions, Work on Act I Diary

Comp/Lit 9: 11/1/2010

Native American Literature

• The students completed the Prepositions Scramble on page 3 in the Easy Grammar Plus Workbook.  Then, we reviewed the answers.
• We then spent quite a bit of time reviewing "American Horse"
• I introduced the Compare & Contrast Essay assignment and reviewed the final draft requirements-DUE Friday November 5.
• The students them set-up their Interactive Notebook for Assignment #11-"30Days on a Reservation"
• We spent the rest of the period watching about 20-25 minutes of the 30 Days episode.
• Homework: Work on the Compare & Contrast Essay; review all 53 prepositions.

Comp/Lit 10: 11/1/2010

Introduction to Julius Caesar

• We started the period with a an introduction to Grammar Unit 3-Phrases.  The students completed page 89-90 which covered prepositional phrases.
• We then went through several pages in the Julius Caesar Packet to introduce the students to Shakespeare's version of the play.
• I first introduced the Character Diary Assignment.  The assignment is explained on page 31 of the Julius Caesar packet.  We went through each element of the assignment, and I passed around a few student samples.  
• I then discussed the quote citation requirements which are outlined on pages 29-30 in the Julius Caesar packet.
• We reviewed the Changes in Language (page 12) and the Shakespearean Insults (page 13) in order to introduce the students to the language.
• We then reviewed the expectations for the notes pages in the Julius Caesar packet.  Students will be expected to take notes for each scene of the play.
• We ended by going over the Nature of Tragedy and the Tragic Hero on pages 27-28 in the packet.
• Homework: Bring your student ID

Comp/Lit 9: 10/28/2010

"An Indian Father's Plea"

• The students used a piece of binder paper to write down as many prepositions as they could remember.  This is one type of preposition practice that we will do to help the students memorize all 53 prepositions.
• We then set-up the Interactive Notebook for the letter "An Indian Father's Plea"
• The students completed the pre-writing assignment which included a free-write and defining 10 words connected to the story.
• We then read the letter and the students took notes
• We reviewed the details of the letter and discussed some of the post-reading questions
• We finished the period by setting up the Interactive Notebook for "American Horse"  
• Homework: Complete VFA #9-10; Rewrite all 53 prepositions 2 times; Complete the Naviance Survey Online; Finish the notes for "An Indian Father's Plea"; read and complete the notes for "American Horse" 

Comp/Lit 10: 10/28/2010

Julius Caesar Movie

• We started the period with a grammar quiz on Unit 2 - Parts of the Sentence
• When the students finished the quiz, they either worked on the definitions on pages 8-9 in the JC Packet or read through pages 11-12 in the JC Packet
• We then spent the rest of the period watching (finishing) the Julius Caesar Movie.
• Homework: VFA #9-10