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Comp/Lit 9: 5/16/2011

Greek Mythology

• We did research in the library today.
• The period started with a bit of background reading in the myth packet.
• I then explained the research and poster project.
• The students then had about 45 minutes to research an assigned god/goddess.
• One they finished research, they began creating a poster.
• Homework:  Work on the various projects for class - Or Log Due Friday May 20; Night Scrapbook DUE Tuesday May 26, and the Final Presentation.

Comp/Lit 10: 5/16/2011

Lord of the Flies - Getting Started

• The first few activities in class today were done silently.
• The students started with a Reading QUIZ for LOTF Chapters 1-4
• When they finished the quiz, they worked on Double Negatives, grammar workbook pages 207-208 odd #'s only.
• Then they went onto Journal #2: Persecution.  The students had a bout 30 minutes to complete these three activities.
• We discussed the students' responses to the journal and then we reviewed the grammar pages.
• Next, I introduced the Final LOTF Project (page 20 in the LOTF packet).  Most of the major components of the project will be assigned as homework throughout the course of the unit.  At the end of the book, the students will work in 4's to create a Scrapbook that includes various elements that have been assigned.
• I then talked specifically about the LOTF Island Map.  This is the first assignment for the LOTF Final Project.  The students need to use the description in the book to create an accurate map of the island.
• We then corrected the LOTF Chapters 1-4 QUIZ as a class.  We used this to discuss the various elements in these chapters.
• We spent the rest of the period completing and discussing the Values in Characters assignment.
• Homework: Bring your Final Utopia Essay to class on WEDNESDAY; Finish the Island Map Assignment; Work on the Utopia Essay Final DraftàDUE Fri May 20;  Read: LOTF Chapters 5-6-DUE Friday May 20.

Comp/Lit 10: 5/10/2011

Finishing-up Finding Voices, Finding Utopia & Writing Workshop

• The students received a New Course Calendar (page 1) (page 2)
• We started the period with s few pages of grammar.  We started the Modifiers unit.  The students completes pages 199-200, Exercises 1 & 2 odd #'s only, and pages 201-202, Exercise 1 odd #'s only.
• The students then complete the Writing Focus Statements & Writing Thesis Statements Practice in the Literary Analysis Packet.
• We then reviewed all above mentioned activities.
• I then introduced the Final Essay Assignment.  The students will write a 5 paragraph Analytical Essay where they discuss how two main characters from our readings 'break through' and find a voice, their place in the world.
• I introduced them to the various pre-writing elements that they will be completing, then they spent the rest of the period working on the Focus Statement and Thesis Statement Development Activity.
• Homework: Complete the Focus Statement & Thesis Statement Development and Complete ONE Pre-Writing Planner.

Comp/Lit 9: 5/12/2011

Last Day of Night

• I started the period by reviewing the homework, OR Log, Final Presentation & Night Scrapbook assignments.
• As usual; the day was lead with the Daily Night Power Point, please refer to this for even more details about the lesson.
• We then watching Oprah & Elie Wiesel return to Auschwitz.  During/After the video, the students responded to two questions on the Return to Auschwitz handout.
• After the video the students had about 5 minutes to complete their video responses.
• They then had the rest of the period to work on the Memorializing Night activity.  Whatever was not finished in class, needs to be finished at home and included in the Final Night Scrapbook.
• Homework:  VFA #29-30; Final Night Essay: 3-Pages about 'Your Testimony'; Work on the OR Log DUE Friday May 20; Research Paper Rewrite (optional); Work on the Final Presentation.
• Tutorial Topic for next week:
• Monday: Outside Reading Log & Night Scrapbook
• Wednesday: Outside Reading Log & Night Scrapbook
• Friday: Night Scrapbook

Comp/Lit 10: 5/12/2011

Final Utopia Essay & Lord of the Flies Introduction

• The main focus of today's class was the Final Utopia essay.  The students had several small assignments to work on; however, anytime they finished the current assignment, they were expected to work on their Final Utopia Essay.  The goal was to have a good start on the essay outline by the end of the period.
• We started with four pages of grammar.  We discussed Double & Incomplete Comparisons (pages 203-204), and Using Good & Well, Bad & Badly Correctly (pages 205-206)
• We then discussed the requirements of the Final Utopia Essay again.
• I put the essay terms up on the board so the students could finish copying them down. 
• The students then had about 30 minutes to work specifically on the essay.
• At about 9:10, the students went to the textbook office to get the Lord of the Flies book.
• I passed out the Lord of the Flies packet, and the students completed the Anticipation Guide on page 1.
• I then showed a trailer for the movie, and had students make predictions about the book.
• Homework:  Read Lord of the Flies Chapters 1-4, Work on the Final Utopia Essay-Rough Draft DUE Monday May 16; VFA #29-30

Comp/Lit 9: 5/10/2011

Finishing Night

• The class period was lead primarily by the Daily Night Power Point.  Please see the attachment for more lesson details.
• The students responded to the 'Finishing Night' journal prompt (which was actually a guided visualization activity).
• We then finished listening to Night, pages 93-109
• During this time, the students worked on their final Graffiti Journal for Section 6-9 (pages 81-109)
• After the book was over, the students responded to several more writing prompts that were added to the 'Finishing Night' journal.
• The students then listened to Elie Wiesel's Nobel Peace Prize Acceptance Speech, and completed one more journal entry for the day called 'I have...'
• I then took some time reviewing the assignment details for the final presentation (periods 5 & 7 also signed up for their final presentation date-I will post the dates on the next blog entry).
• I also passed back several assignment/papers.
• Finally, I help students begin to organize the Night Scrapbook.
• Homework:  Finish the Section 6-9 Graffiti Journal with Three Quote Responses, you also need to find THREE additional quotes for pages 99-109 and complete responses for each.  Remember to sign up for the Research Paper rewrite.  Suggested: Write the One-page Summary for the OR Log.
• During tutorial I presented a lesson on preparing the Final Presentation.  The lesson included a point point about Hints, Tips & Tricks for creating an Effective Power Point Presentation. 

Comp/Lit 9: 5/6/2011

QUIZ: Vocabulary & Spelling #27-28, Outside Reading Log and Night

• We started the period with the Vocabulary & Spelling #27-28 QUIZ
• The students then read silently in their Outside Reading Book
• I then introduced the Outside Reading Log Assignment.  The students need to complete four tasks for this project:
• #1: Read the entire book chosen for this project (in connection with the group served)
• #2: Type a one page summary.  Include 10 words from the VFA workbook, and start every sentence with a different word.
• #3: Find 2 quotes that connect with the theme chosen for the final presentation.  Cite both quotes correctly and provide analysis where the thematic connection is explained.  The quote analysis should be about 5-8 sentences for each quote.
• #4: The students will create ONE visual to display one of the major characters or themes in the novel.  The students may choose to create a book jacket OR a character collage.  The student needs to write a half-page explanation of the significance of the visual.
• We then spent the rest of the period discussing Night.  See the Night Power Point for the day to get the lesson details.
• The students had 5 minutes to complete the 'Escaping Realities' journal.
• Each student was then assigned to a page.  They needed to select a significant quote from the page and write it on a plain white piece of paper.
• Each student then presented his/her quote to the class.  Another student needed to explain the significance of the quote and take notes on at least three quotes during the discussion.
• Homework: Get the Night Scrapbook Binder; Complete the Section 6-9 Writing Prompts (3 quotes with responses, and the 2-page 'Two Fathers, Two Sons' Response).

Comp/Lit 10: 5/6/2011

Finding Utopias

• Mr. Leal lead class for the day.
• The day started with the Vocabulary & Spelling #27-28 QUIZ
• Then the students took the Grammar QUIZ on Pronouns
• The rest of the period was spent watching a video in connection with Illegal Immigration to the US from Central and South America.
• Homework: Complete the Breaking Through paragraph; Read Reading Lolita in Tehran and complete the chart on page 1.

Comp/Lit 9: 5/4/2011

Night: "Inside Dachau" Analysis

• Each class went in a different order today because I had to miss parts of 5th and 7th periods; nevertheless, all of the following elements were covered.
• In each class, I introduced the Research Paper Redo assignment.  The students will be able to rewrite the research paper.  In order to get credit, the student must make all corrections, highlight all changes/corrections, meet with me to present all changes.  The REDO is due NO LATER THAN Thursday May 26.
• I also introduced the details of the final presentation.  Please see the attached student sample for ideas.  The final presentation is covered on pages 48-49 in the Prejudice Project Packet.
• The main part of the class period was lead with the following Night Power Point.
• The students responded to a journal called 'Effects of the Holocaust'
• They worked with a partner to answer questions about pages 72-80
• They shared their "I Am" poem with their partner.
• Finally, they analyzed 1-2 sections of Sherman Alexie's "Inside Dachau" poem on the worksheet provided. "Inside Dachau" Worksheet.
• Homework: Study Vocabulary & Spelling #27-28; Bring your Outside Reading Book for SSR; Finish ALL Section 5 Work-Graffiti Journal  & Quote Responses; Read Night, pages 81-92, a start the final Graffiti Journal; Get a Binder for your Night Scrapbook; Research Paper Rewrite-DUE Thur 5/26 (Remember to Schedule a Meeting @ Tutorial; Suggested: Gather Items for your Final Project

Comp/Lit 10: 5/4/2011

Breaking Through

• Grammar Review.  We discussed Indefinite Pronouns & Antecedents, pages 191-192, #1-19 odd #'s, then we completed the Unit 8 Review, page 195 ALL.
• The students then took the Breaking Through Reading QUIZ. 
• After the quiz, they worked to complete the Questions about Breaking Through on page 18.
• Mr. Leal corrected the quiz with the class & then reviewed several of the discussion questions
• We ended the day with a discussion about the paragraph assignment.  The students will have the opportunity to redo the A Tree Grows in Brooklyn Paragraph.
• Homework: Rewrite the Breaking Through Paragraph & Upload it to Turnitin.com; Study Vocabulary & Spelling #27-28; Study for the Unit 8 Grammar QUIZ; Bring OR Book.

Comp/Lit 9: 5/2/2011

Night, Section 5

• See the Night Power Point for further details about today's class.
• We started class by reviewing the NEW Calendar.  I pointed out the Special Tutorial Topics.  During each (Orange) tutorial between now and the end year, I will focus on a specific topic during tutorial. Check the calendar for details.
• The students first worked on an assignment called 'Resistance in Night'.  They started by writing their definition of resistance, then they worked in groups to evaluate various events from the book to decide whether they were acts of resistance of not.
• We then moved on to a journal called 'Last Day'.  The students had 5 minutes to respond.
• During the journal, I checked/collected homework: VFA #27-28, Section 4 work for Night (Graffiti Journal with 3 quote Responses), 3 Quotes from pages 45-62 about events you 'Witnessed', Signed HW Card.
• After the journal, we listened to pages 63-72.  During this time the students were expected to work on the Section 5 Graffiti Journal & look for at least one example of a simile and one example of a metaphor.  These were to be written down in the quote section.
• The students then worked in groups to answer two questions about pages 63-72.
• We ended with the reading of Sherman Alexie's poem "Inside Dachau.
• Homework: Read Night pages 73-80, Write a poem modeled after the "after we are free" section of Alexie's poem (use the template provided), Complete the Section 5 writing response.

Comp/Lit 10: 5/2/2011

Breaking Through & Final Essay Introduction

• We started class with 4 pages of grammar.  We are still working on the pronoun unit.  Today we discussed Pronoun-Antecedent Agreement in Number, Gender and Person.  The students completed pages 186-187, #1-19 odd, and pages 188-189 #1-19 odd
• As they worked on the grammar, we checked/collected VFA #27-28, ...Caged Bird... Paragraph Rewrite, and the Signed HW Card.
• Mr. Leal then introduced the migrant farmworker and Breaking Through by Francisco Jimenez (packet page 16-18).
• The students then completed the Journal Prompt for Breaking Through.
• We spent the rest of the period discussing Essay Elements:
• The students copied down definitions for Title, Grabber, Focus Statement, Thesis Statement & Thesis Support.
• They filled in the graphic organizer for the structure of an essay
• Then we did some practice with writing grabbers.
• Homework: Write A Tree Grows in Brooklyn Paragraph; Finish Reading Breaking Through (Reader pages 78-94); Finish Reading The Circuit (packet pages 27-28); Complete Chart for Breaking Through (packet page 1); Read: Reading Lolita in Tehran (Reader pages 1-44)àDUE Tuesday May 9

Comp/Lit 9: 4/28/2011

Two Circles Discussion for Night, pages 52-62

• For more detailed notes on the day, see the Night Power Point that was used during class.
• We started the period by finishing the Metaphors in Night discussion
• The students then responded to a journal called 'Where is God Now?'  We briefly discussed the powerful metaphor Elie uses.
• I then set up the circle discussion.  The ultimate goal of this exercise is for the students to have a discussion about at least one important passage from each page of this section.  
• We ran out of time, so we did not (yet) complete the Resistance in Night activity.
• Homework: VFA #27-28; Finish Section 4 Work: Graffiti Journal w/Quote Responses, Writing Prompt for p 45-62 ‘What did you WITNESS?’; Get a Binder for your Night Scrapbook (You can buy one from me for $1.50); Get your Homework Card Signed
  
  

Comp/Lit 10: 4/28/2011

A Tree Grows in Brooklyn (Utopia Unit)

• The period started with a quiz covering the content of A Tree Grows in Brooklyn.  Since the quiz was very detailed, the students were allowed to use their homework questions during the quiz.
• After the quiz, we started a new grammar unit-Pronouns.  The students complete Using Pronouns Correctly, pages 181-182, #1-19 odds, and Who & Whom, pages 185-186 #1-19 odds.
• We then reviewed A Tree Grows in Brooklyn by discussing the homework questions (packet pages 14-15).
• We then spent the rest of the period reviewing paragraph format.  I returned the ...Caged Bird... paragraphs and I lead the students through an editing process.  They colored each part of their paragraph a different color.  This helps the students to see if they've missed a particular element, or if they have some details in the paragraph that are not necessary.
• Homework: VFA #27-28; Signed Homework Card; Redo/Rewrite I Know Why the Caged Bird Sings Paragraph (Bring edited version and rewritten draft on Monday); Read Breaking Through (Reader pages 78-94)-DUE Wed. May 4; Read The Circuit (packet pages 27-28)-DUE Wed. May 4; Complete Chart for Breaking Through (packet page 1)-DUE Wed. May 4

Comp/Lit 9: 4/26/2011

STAR Testing & Metaphors in Night

• STAR Testing took place today, so the periods were only 50 minutes long.  
• For the full instructions, open the Night Power Point for today.
• The period started with a journal called 'Risked Safety'.  The students had about 5 minutes to respond in the journal section of the Scrapbook.
• We then listened to Night pages 45-52.  The students worked on their Graffiti Journals as they listened.
• I then introduced them to the definition for metaphors and we also examined some examples.
• We ended the period with a discussion of metaphors.  The students worked in groups to discuss the meanings of 5 different metaphors from Night.
• Homework: Finish Reading Night, pages 52-62 (Section 4); Write FOUR Metaphors for the Holocaust (from anywhere in the novel);  Check Grades OnlineàGrade Corrections & Make-up work DUE on Thursday; Verified Service Hours Extension DUE Monday May 2;  Get a Binder for your Night Scrapbook (You can buy one from me for $1.50)

Comp/Lit 10: 4/26/2011

STAR Testing & Introduction of A Tree Grows in Brooklyn

• STAR Testing took place today, so the periods were only 50 minutes long.  
• We started the period with a Grammar QUIZ on Unit 7: Subject-Verb Agreement
• After the quiz, we read through page 13 of the Utopia packet.  This is an introduction to Betty Smith and A Tree Grows in Brooklyn.  
• The students then responded to the journal prompt at the bottom of page 13 (predictions).
• I then showed them the read in the Utopia Reader, and the awkward page transition from Chapter 3 to Chapter 56.
• We then spent the rest of the period updating portfolios.
• Homework: Read A Tree Grows in Brooklyn (Reader pages 60-77); Complete Chart for A Tree Grows in Brooklyn (packet page 1); Complete Questions for A Tree Grows in Brooklyn (ppg 14-15); Check Grades Online-Grade Corrections & Make-up Work DUE Thursday April 28

Comp/Lit 9: 4/22/2011

Vocabulary & Spelling #25-26 QUIZ & TKAMB In-Class Essay

Shoot!  It's been a while.  I apologize for being so behind on my blog.   Here is the short version of what happened on Friday.

• QUIZ Vocabulary & Spelling #25-26
• SSR
• Review the Essay Requirements
• To Kill a Mockingbird In-Class Essay
• Discuss the homework assignment: One-Page Primo Levi Response
• Homework:  STAR Tests Next Week-See Special Schedule on the back; Check your Grade Online.  Grade Corrections DUE Thursday April 28; Verified Service Hours Extension DUE Mon May 2; Write the Survivor’s Tale One-Page Essay (about Primo Levi); Bring All Night Materials; Get a Binder for your Night Scrapbook (You can buy one from me for $1.50)
  
  
  

Comp/Lit 10: 4/22/2011

I Know Why the Caged Bird Sings & Vocabulary & Spelling #25-26 QUIZ

Shoot!  It's been a while.  I apologize for being so behind on my blog.   Here is the short version of what happened on Friday.

• QUIZ: Vocabulary & Spelling #25-26
• Reading QUIZ: I Know Why the Caged Bird Sings
• SSR
• Complete Grammar Work for Unit 7: Subject-Verb Agreement.  Indefinite Pronouns as Subjects, page 175-176 (#1-19 odd), and Unit 7 Review, page 177 (ALL).
• Review I Know Why the Caged Bird Sings by correcting the quiz, reviewing the article & discussing the chart.
• Review the requirements for the paragraph assignment.
• Homework: Finish ...Caged Bird… Paragraph (packet page 2) & Upload to Turnitin.com; Read A Tree Grows in Brooklyn (Reader pages 60-77)-DUE Thursday April 28; Check Grades OnlineàGrade Corrections & Make-up Work DUE Thursday April 28; Study for Grammar QUIZ-Unit 7 Subject

Comp/Lit 9: 4/20/2011

To Kill a Mockingbird Themes

Shoot!  It's been a while.  I apologize for being so behind on my blog.   Here is the short version of what happened on Wednesday.

• We briefly reviewed the setting and characters in To Kill a Mockingbird
• As we shared information, 5 pieces of binder paper were being passed around.  Each piece of binder paper had a theme written at the top.  The students were expected to add at least one idea/quote/example to at least three different pieces of binder paper.
• After we finished reviewing the setting and characters, I quickly made copies of all of the theme notes for each student to have.  While I was out of the room, the students read through the assignment packet for the In-Class Essay.
• When I returned, we reviewed the assignment requirements.
• We then spent the rest of the period reviewing the topics/themes presented in TKAMB, and discussing possible essay ideas.
• Homework: Study Vocabulary & Spelling #25-26; Bring your Outside Reading Book for SSR; Prepare for the To Kill a Mockingbird In-Class Essay
  
  

Comp/Lit 10: 4/20/2011

Finding Voices, Finding Utopia Introduction (continued)

Shoot!  It's been a while.  I apologize for being so behind on my blog.   Here is the short version of what happened on Wednesday.

• We started with several pages of grammar.  We worked on Unit 7: Subject-Verb Agreement.  The students complete: Inverted Sentences, pages 167-168 (Exercise 1, odd #’s only); Special Subjects, pages 169-170, #1-20 (odd #’s only); Compound Subjects, pages 171-172, #1-20 (odd #’s only)
• We then had the students make posters as a way to review the Immigration Chapters (Chapter I: A Nation of Immigrant;  Chapter II: Irish Immigrant; ChapterVI: Anti-Immigration Movement) .  Each group then presented their poster to the class
• The students then had time to Complete Immigration Questions on packet page 7.  After individual work time, we had a class discussion about the issues presented in the questions.
• At the end of the period, I introduced the  Paragraph Assignment (packet page 2)
• Homework: Read the Maya Angelou Intro in the packet pages 8-12; Finish Reading I Know Why the Caged Bird Sings (page 55-59); Complete Chart for …Caged Bird… (packet page 1); Study Vocabulary & Spelling #25-26; Bring Outside Reading Book; Read A Tree Grows in Brooklyn (Reader pages 60-77)-DUE Thursday April 28.

Comp/Lit 9: 4/18/2011

Finishing To Kill a Mockingbird

• We started the period by reviewing the expectations for the Community Service Project.  I offered an extension to students that could prove to me that they have an appointment set-up to complete the service within the next two weeks.  The verification needs to be to me by Wednesday April 20.
• I passed out the New Course Calendar that lasts for two weeks, and I explained the STAR Testing Schedule for next week.
• I also reviewed the Community Service Reflective Essay requirements (Final Project Packet page 38).  The Reflective Essay is DUE on Wednesday April 20.
• The students then took the final To Kill a Mockingbird QUIZ for Chapters 24-31.  
• After all students had completed the quiz, we corrected it as a class.
• We then spent the rest of the period reviewing the details of TKAMB Chapters 24-31.
• Homework: Complete the Community Service Reflective Essay and Upload it to Turnitin.com; Complete the TKAMB Reading Response Journal's first 8 pages (Setting, Theme, Characters, Symbols).  The themes need to have at least one quote for support.

Comp/Lit 10: 4/18/2011

Finding Voices, Finding Utopia Introduction

• We introduced the next grammar unit - Subject Verb Agreement
• Then the students picked up the Finding Voices, Finding Utopia reader from the textbook office.  While the students were gone, Mr. Leal & myself checked the homework: VFA #25-26 and the Immigration Notes
• When they returned, they worked on three sections of the grammar workbook: Subject-Verb Agreement pages 161-162, Exercise 1; Intervening Prepositional Phrases, pages 163-164, Exercises 1 & 2; and Linking Verbs pages 165, #1-20
• Mr. Leal then reviewed the answers to each of the grammar exercises
• We then read through pages 3-6 of the Finding Voices, Finding Utopias Packet.  This included reading the poems "The New Colossus" and "Unguarded Gates".  We also discussed Xenophobia, Nationalism, Racism and Anti-Immigration, and the students answered some questions with regard to these topics.
• We ended with an explanation of the chart that is to be filled out with each excerpt read.
• Homework: Read I Know Why the Caged Bird Sings (reader page 55-59) and complete the chart for ...Caged Bird... (packet page 1) by Friday April 22.

Comp/Lit 9: 4/7/2011

Research Paper (Really) DUE & Primo Levi Movie

• At the beginning of the period, the students completed a Final "YES-TEST" and collated their essay parts to turn in (1. Final Draft, 2. Final YES-TEST, 3. Rough Draft, 4. Peer Edit Form, 5. Practice YES-TEST).
• I then reviewed all of the homework for the break (see below)
• We then spent the rest of the period watching Primo Levi's movie.  The students were expected to take notes and draw images based on the video.
• Homework: ALL of the Following is DUE on Monday April 18-
• VFA #25-26; Finish ALL of To Kill a Mockingbird
• complete ALL of the TKAMB Reading Response Journal, including the Character, Setting, Symbol and Theme notes 
• Complete Community (6) Service Hours
• Write a minimum of a 10 line poem about the Primo Levi movie
• The Reflective Service Essay is DUE on Wednesday April 20

Comp/Lit 10: 4/7/2011

Poetry Unit Exam

• We started the period by reviewing Emily Dickinson's poems "712" and "754".  We reviewed the questions in the packet as a class.
• I then answered questions that the students had about items that would be on the test.
• The students then spent the rest of the period completing the Poetry Unit Exam, which consisted of two parts: a 45 question scantron and a 25 point Poem Explication paragraph.
• During the test I collected the Poetry Packet with Poetry Terms.
• After the test, the students picked up the homework for the break, and began to work on it.
• Homework: Finish and Upload your Found Poem to Turnitin.com by Friday April 8 @ 11:59pm; VFA #25-26; Read the Immigration Chapters and complete the Notes Outline.

Comp/Lit 9: 4/5/2011

Research Paper-Peer Edit!

• The students started the period by creating an image on an 8.5 x 11 piece of paper of one of the two following ideas: The way Elie using 'night' in Night, or the way Terror was created at Auschwitz.
• I took them through the process of completing the "YES-TEST" for the research paper.  They thought the final draft was due today.  But we found that not a single student passed the "YES-TEST"; therefore, we spent the rest of the period peer editing research papers.
• Homework: Edit/improve your research paper and re-upload it to Turnitin.com by Wednesday April 6 @ 11:59pm.

Comp/Lit 10: 4/5/2011

Poetry

• We started the period by reviewing the requirements for the Found Poem Assignment.  I passed out a student sample so the students could see exactly what needs to be included and how the paper should be laid out.
• The students received a Poetry Calendar for this week.
• I also reviewed the elements that are going to be on the poetry test on Thursday.  The students should complete the Poetry Exam Study guide as a way to study.  They may also bring in a 5x7 card with notes on one side to use during the test.
• We then reviewed the questions about "Aunt Jennifer's Tigers".  The students were expected to add to their notes.
• The students then got into groups based on the Frost poem they read for homework.  Each group discussed the poem in order to prepare for a presentation to the class. 
• Each group presented their poem to the class (either "The Road Not Taken" or "Mending Wall").
• We ran out of time, so we did not discuss the Dickinson poems.  We will discuss them before the test on Thursday.
• Homework: Study for the Poetry Unit Exam, Work on the Found Poem-DUE Friday April 8 @ 11:59pm to Turnitin.com

Comp/Lit 9: 4/1/2011

Vocabulary & Spelling #23-24 and To Kill a Mockingbird, Chapters 16-23

• We started with the Vocabulary & Spelling #23-24 QUIZ.
• The students then took the Reading QUIZ for To Kill a Mockingbird Chapters 16-23.
• After both quizzes were complete, the students read silently in their outside reading book
• We then had a brief discussion about the upcoming assignments: Research Paper and Service Project.  The research paper is due on Tuesday April 5 and the RD needed to be submitted to me by the end of the day.  The Service Project is due after the break.  The 6-hours of service are due on Monday April 18 and the Reflective Essay is due on Wednesday APril 20.
• We spent the rest of the period correcting the TKAMB Chapter 16-23 quiz and reviewing the chapters.
• Homework: Complete the Research Paper and upload it to Turnitin.com by Monday April 4 @ 11:59pm. 

Comp/Lit 10: 4/1/2011

Guidance Counselors

• The guidance counselors lead class today.  The students met in the English Computer Lab.
• If you were absent, you should check in with your guidance counselor to see what was missed.
• Homework: Read & Explicate Frost Poems-“The Road Not Taken” OR “ “Mending Wall” packet pg 21-23; Read Answer Questions about Dickinson Poems “712” OR “754”, packet page 24-25; Be sure that you have also read "Aunt Jennifer's Tigers" and answered the questions.  

Comp/Lit 9: 3/30/2011

Night: Section 3

• I used the following Night Power Point to lead the entire period.
• The quiz went very well and created a great discussion
• After the quiz, I explain the Search for Meaning assignment.  The students will document what they WITNESS as they read Night.  In the end, they will put all of their 'artifacts' into a scrapbook as a way to present their testimony.  **The students should get a small binder as soon as possible as a way to begin organizing and keeping track of all of their assignments, reflections and notes.
• We then reviewed and discussed Elie's 'vow'.  What got him to this place, and why is this vow important?  Why was it important to not forget?  Are some of the questions we considered.
• We then ended the period with a discussion about Separation & Terror.
• Third period had time to create an image about Elie's use of 'Night' or and image of Terror.
• Homework:  Study Vocabulary & Spelling #23-24, bring your OR Book; finish TKAMB Chapters 16-23; bring a small binder for the Searching for Meaning SCRAPBOOK;  Research Rough Draft must be completed no later than Friday April 1.  Schedule meeting with me during tutorial or send me the RD in an email.  A meeting with me OR Email = Credit for your RD.

Comp/Lit 10: 3/30/2011

Vocabulary & Spelling #23-24 and Poetry (Feminism)

• Because the Guidance Counselors will be leading class on Friday, the Vocabulary & Spelling #23-24 QUIZ took place today.
• After the quiz, the students had a very brief time to read silently (because most of the class did not have a book).
• We then got into our poetry lesson.  I started by introducing the concept of explication.  I connected it to informal explications that they've already done-with their lyrics & "Introduction of Poetry".
• We then discussed the idea that it is important to know when/why the author was writing.  Often times the time period or region of a writer influences the content of their work.  With that, I introduced the Feminist Movement because today we read poems by Sylvia Plath & Adrienne Rich-both self-proclaimed Feminists.
• We read the background of Sylvia Plath, then explicated "Mirror".  We also briefly discussed "Metaphors" long enough to figure out the answer.
• I then transitioned to homework.  We ended the period by reviewing the Found Poem assignment.
• Homework: Read Adrienne Rich's "Aunt Jennifer's Tigers" and answer the questions.  Meet in the English Computer Lab on Friday. 

Comp/Lit 9: 3/28/2011

Night & Guidance Counselors

• The Guidance Counselors started the period with a 30 minute presentation.  During that time, I checked/collected homework: VFA #23-24 and the Prejudice Packet
• The students were then called out of the room one-by-one to meet with their guidance counselor.
• When they were in the room, they had a few Night assignments to work on.
•  The students followed a power point for the assignments in class.  See the attached document for the prompts.  Night Power Point.  Respond to the prompts in the journal section of the Night Packet.
• Once the students completed the prompts on the power point, they were expected to work on the homework for Night.
• Homework:  
• Finish Reading Night pages 27-43
• Complete the Section 2, 3 Graffiti Journal
• Write 2 quote responses after your graffiti journal (2 paragraphs for each response!!)
• Complete the Journal Responses for Section 2, 3 on page 1 of the Night packet
• NOTE: All Section 2, 3 Night work needs to be completed by Wed March 30
• Finish Reading TKAMB Chapters 16-23-DUE Friday April 1
• Complete Reading Response Journal for TKAMB Chapters 16-23-DUE Friday April 1
• Research Rough Draft must be completed no later than Friday April 1.  Schedule meeting with me during tutorial or after school to review your RD.  A meeting with me = Credit for your RD or email it to me by Friday April 1.

Comp/Lit 10: 3/28/2011

Poetry

• We started the period with a verbs quiz
• After the quiz, the students read "Introduction to Poetry" by Billy Collins to themselves.  They also read the Found Poem assignment to themselves.
• I then asked if students wanted to share their lyrics with the class, but none wanted to, so we moved on.
• We read "Introduction to Poetry" together and I asked them how the poem was different and/or similar to the lyrics they analyzed last week.  I used this as a way to assess what they knew about the various poetic terms and devices.  We finished up the poem by deciding on a general message and the main device that contributed to the theme/message.
• I then introduced the Found Poem assignment.  The students will use 10 sources to create a poem using lines from other poems.  The poem must be 20 lines long.  See the assignment sheet at the back of the Poetry Packet for more details.
• We then read "What is Poetry?" by Lawrence Ferlinghetti in the round robin style.
• After that the students worked in groups to create a 10 line poem about poetry. One person from each group then read the poem to the class.
• Homework: Write your own 10 line poem about poetry.  Bring a NEW OR Book.  Study Vocabulary & Spelling #23-24-QUIZ on WEDNESDAY

Comp/Lit 9: 3/24/2011

Night-Section Two

I was out again today, so there was a sub in class.  Below is the lesson plan I left for him.

Materials:

·      ”Eyes of the Holocaust”

·      Audio CD of Night

·      Extra Copies of the Night packet

·      Power Point presentation with journal prompts

Procedures:

1.     Take roll

2.     Put the daily lesson & homework card under the document camera.

3.     Once they have their homework card filled out, put up the first journal prompt. (Slide 1)àUsing the power point on the laptop

4.     They should begin writing silently. Give them about 5 minutes to respond to the 1st prompt.

5.     Then give them about 3 minutes to respond to the second prompt.

6.     While they respond, please check their homework.  You will check (stamp) pages 28-29 in the Project Packet.  They need to have nearly the entire pages complete.  If they do, stamp the pages and stamp their homework card.

7.     Put up the 3rd prompt as the instructions for the video.  Show the first 35 minutes of the ”Eyes of the Holocaust” section of the Broken Silence video.  As the prompt instructs, they need to take notes during the video.

8.     Show the 4th prompt: After viewing the video, allow them to take some time (10-15 minutes) to create an image based on what they witnessed.  Pass out plain white paper for them to create an image.

9.     Show the 5th prompt before turning on the audio. 

10.   With the time remaining, begin the audio of Night.   Start @ about 42 minutes 

11.   Homework:  Remind the students of the following:

·      VFA #23-24

·      Finish Reading Night, p 23-28 & Complete Journal Response à See page 1 of the Night packet.

·      Finish Reading TKAMB Chapters 16-23-DUE Friday April 1

·      Complete Reading Response Journal for TKAMB Chapters 16-23-DUE Friday April 1

·      Research Rough Draft must be completed no later than Friday April 1.  Schedule meeting with me during tutorial or after school to review your RD.  A meeting with me = Credit for your RD.

Comp/Lit 10: 3/24/2011

Songwriting & Lyrics

• I was out again today, so Mr. Leal lead class.
• He took the students through a songwriting lesson and introduce poetry terms.  
• The students got the opportunity to share their lyrics with the class.
• Homework: Study for the verbs quiz, complete VFA #23-24, pick a new OR Book

Comp/Lit 9: 3/22/2011

To Kill a Mockingbird-Chapters 8-15

I was out today, so the sub plan is listed below.

Materials:

·      To Kill A Mockibird, Chapters 8-15 QUIZ & Answer Key

·      Teacher Copy of Reading Response Journal

·      Several pieces of butcher paper (on the floor in front of my desk)

·      Pens

Procedures:

1.     Take roll

2.     Pass out the TKAMB Chapters 8-15 QUIZ.  They can have as much time as needed to complete the quiz.

3.     When they finish, have them turn it in to you, and check their Reading Response Jounal.  Stamp each page that they complete (Title, quote, summary/analysis, journal/quickwrite) for chapters 8-15

4.     The students may/should read silently in their book while they wait for all students to complete the quiz.  They may read To Kill a Mockingbird, Night, or their Outside Reading book.

5.     Next, number the students off by 8 (in order to create eight groups-one per chapter).

6.     Each group will create a chapter poster. The poster will need to inlcude the chapter #, a title, 2 quotes with citation, a bullet point summary of events, characters introduced, and an image. They did this a week and a half ago and did a great job, so they should do very well with it for you.

7.     Give them about 30 minutes to complete the poster.

8.     Have each group present their poster to the class.  Students will be expected to add notes/information to their Reading Response Journal during the presentations.  Remind them that they should be taking notes not only on the chapter details, but they need to be adding information to the character pages as well.

9.     If there is time remaining, show the Oprah MLK, Jr. Video.  Start at the time indicated for each period.

10.   Homework:  Remind the students of the following:

·      Finish Reading TKAMB Chapters 16-23-DUE Friday April 1

·      Complete Reading Response Journal for TKAMB Chapters 16-23-DUE Friday April 1

·      Research More & Work on Essay Organizer, pages 28-29-DUE Thursday March 24

Comp/Lit 10: 3/22/2011

Debate Final & Poetry Intro

• I was out today, so Mr. Leal lead the entire period.
• Mr. Leal collected the Outside Reading Logs/Socratic Seminar Packets.
• The students took a Debate Unit Exam
• Following the exam, they worked on a Verbs Review.
• Once all of the exams were turned in, Mr. Leal began an introduction to poetry.
• Homework:  FInish the Verbs Review Packet and bring your favorite lyrics to class.

Comp/Lit 9: 3/18/2011

Vocabulary & Spelling #21-22 QUIZ & Night Review

• We started the period with the QUIZ: Vocabulary & Spelling #21-22.
• After the quiz, the students read silently for about 15 minutes.
• During that time, I checked homework.  Pages 16, 17-20 and 46 in the Night Packet.
• I then passed out a blank piece of paper to everyone in the room.  They picked one quote from the Graffiti journal time write on the paper.  The quote needed to be written largely and boldly.  
• The students then put themselves in chronological order based on when their quote appeared in the book.  
• We then went around the room and each student shared his/her quote with the class, and someone else had to comment on it.  This was a great way to review the content of the first section of the book.
• We ended the period by the students answering several plot based questions.  They had to turn in their questions by the end of the period.
• Homework:  Finish reading TKAMB Chapters 8-15 and complete the Reading Response Journal. Work on the Essay Organizer, pages 28-29 DUE Thursday March 24.  Updated/Improve your Night Entries that were due today. 

Comp/Lit 10: 3/18/2011

Final Day of Debates

• We started the period with our regular QUIZ: Vocabulary & Spelling #21-22.
• We quickly moved into the live team debates.  We had the final two team debates today.  Both went very well.
• Homework:  Finish the OR Log #4 OR Complete the Evaluation of the Socratic Seminar.  Both are DUE on Tuesday March 22.

Comp/Lit 9: 3/16/2011

Introduction to Night

• Today was a very powerful day.  I introduced Night through a variety of videos, a slideshow and journal prompts.
• Monday I had passed out a new calendar.  Here is the Calendar Link.
• See below for the plan that I followed:
• I passed out the "Sneetches" Packet and I showed the “The Sneetches”(12 min + 2 minutes to write) first and then the Freedom Writers clip (10 minutes + 2 minutes to write)… and then The Launch ppt. (28 minutes)
• I passed out the Night packet and have them begin their first journal reactions…
  
  
  1. Journal Entry/Do Now: Describe a time when someone told you a story so outrageous that you had a hard time believing it was true.  Did you end up believing it?  What made you believe it or not?  What makes a story believable? (5 minutes)
  2. Discuss HW responses/
  3. Listen to on tape ‘Section One’ together (3-22, 41 minutes).  Write questions and reactions in journal/notebook
• Homework:  Study Vocabulary & Spelling #21-22, Bring Outside Reading Book to class for SSR,  Read TKAMB Chapters 8-15 (pg. 63-155)-DUE Tuesday March 22, Complete Reading Response Journal for TKAMB Chapters 8-15-DUE Tuesday March 22,  Complete Night Journal Response & Graffiti Journal Entry (see Night packet page 1 for details or see below), Research More & Work on Essay Organizer, pages 28-29-DUE Thursday March 24

*Homework Due Next Class: In your journal/notebook:

Journal Entry: Describe a time when you witnessed a parent/guardian feeling scared.  What were they scared of?  How did it make you feel?  How did you react?

1.    Select THREE passages (quotes) from the reading

2.    Respond to TWO of these passages in-depth (1-2 paragraphs each)

3.    Be sure to select passages that really ‘jump off the page’ for you and allow you to think deeply.  Here are some questions to consider when responding to each of the three passages/section:

§  If you were in his situation, what would you have done?

§  What would have been going through your heart and your mind?

§  What questions would you have?  What answers?

§  What does this event/choice/occurrence make you think about?  How does it make you feel?

§  What connections can you make to your life and/or our life today about this event?

§  What about this passage stands out to you?