Comp/Lit 9: 1/28/2011

Introduction to Poetry

• Grammar: We reviewed the definition of verb, then we completed pages 13-14 in the grammar workbook about Verb Phrases.
• We then continued our Introduction to Poetry:
• I read "What is Poetry?" by T.S. Elliot
• I read "What is a Poet?" by e.e. cummings
• We then did a round robin reading of "What is Poetry?" by Lawrence Ferlinghetti
• The students then worked in groups of 4-5 to create a poem about Poetry that was a minimum of at least 10 lines long.  Once the poems were created, one member of each group shared them with the class.
• I then introduced the "I Am" Poem.  This is the main homework assignment for the weekend.
• The students then had time to work in groups to review the poem they worked on for homework.  Each group will present their poem next time.
• Homework: Think about a group to research/serve, complete the "I Am" Poem

Comp/Lit 10: 1/28/2011

The Great Debaters

• We started the period with a bit of grammar: Verb Tenses, pages 145-148 odd #'s only.
• Mr. Leal briefly discussed the CASHEE.  The test will take place on Feb. 1 & 2 starting @8am.
• As soon as we finished grammar, we moved on to debate.
• We briefly reviewed the questions that students came up with for the Discussion Web assignment.  Students came up with a few different questions about the article and the evidence for each question will differ, so in the interest of time, we moved on.
• I explained the Article Evaluation #2: Believing-Doubting Game Assignment.  The students will need to identify the author's thesis then completely agree then completely disagree. 
• We discussed Freakonomics briefly and we also discussed how partners and topic selection will work.
• Finally, we talked about things they learned from the first day of the great debaters and we addressed questions that they had.
• Then, we spent the rest of the period watching the movie The Great Debaters.
• Homework:  Think about Partner & topic-DUE Monday February 7, decide on outside reading book (Freakonomics or otherwise), complete the Article Evaluation #2: Believing-Doubting Game

Comp/Lit 9: 1/26/2011

Introduction to Poetry

• Welcome to the Second Semester!
• When the students walked in, they were instructed (via the document camera) to sit in any seat that had a treat (cinnamon roll) at it, but not to eat it yet.
• We started the period with a grammar review, workbook pages 11-12.  We reviewed the definition of the words: phrase, clause, compound and subject.  Then the students completed the activity on page 12 where they needed to identify prepositional phrases, compound subjects and verbs.
• I then talked to then briefly about the service/research assignment for the semester.  The goal is to work with and research a group in our society that has experienced prejudice in some way.  More details will be coming soon.
• I passed out the new course calendar and the Introduction to Poetry Packet.
• I then told the students to prepare to eat their cinnamon roll bite, but as they ate it they needed to experience it in such a way that they could describe everything about it: taste, texture, etc.  Then the students shared out their descriptions
• I then asked them to write down all of the ingredients and the process by which the cinnamon roll was made.  I then asked them about the skills and knowledge that were required to enjoy/experience the cinnamon roll.  The conclusion was that not many skills other than utilizing the senses were required.  Then I asked them what type of skills and knowledge were required to craft/create the cinnamon roll.  The conclusion was that a more specific set of skills, tools and knowledge were required.  
• I then asked them why they thought we were talking about cinnamon rolls.  Most were not able to make a connection, so I explained.  In my opinion, not much is required to enjoy/experience poetry; however, to craft poetry a specific set of skills and knowledge are required.  Therefore, our mini poetry unit will be made up of times where we simply enjoy poetry and other times where we will be working to acquire the skills and knowledge to be able to craft poetry.
• And off we went...
• I had them brainstorm everything they know about poetry and as they shared out, I wrote their responses on the board.
• We then read the poem "Introduction to Poetry" by Billy Collins and completed the analysis chart in the poetry packet.  Each time We looked for a new device, I would define it and a student would read the poem again, so that we could here it aloud in another voice.
• We ended the period with an explanation of the two homework assignments (see below).
• Homework: Poetry Analysis Notes on one of the “What is Poetry?” poems (packet pg 17-20), pick one of the five poems and complete the analysis notes; Make a poster or power point slide for your assigned poetry term (packet page 9), the poster/slide must include the term, the definition, and an image or example; Think about a group to serve/research for the ENTIRE semester.

Comp/Lit 10: 1/26/2011

Introduction to Debate & The Great Debaters

• Welcome to the second semester!
• We started today with a bit of grammar.  Our topics were regular and irregular verbs.  The students completed pages 141-144 odd #'s only in their grammar workbooks.
• We briefly discussed the book Freakonomics because I am highly recommending that my students read it for the first outside reading log.  If the students choose to read Freakonomics, they will be able to participate in a socratic seminar discussion in lieu of the traditional outside reading log assignment.  Here is a link to the book and a link to the movie trailer.
• I passed out three items: the new course calendar, notes & questions to go with The Great Debaters, and the Introduction to Debate Packet.
• I explained the first part of the homework assignment: complete 10 of the potential debate topics (packet pages 1-2)
• I then passed out the Article Evaluation #1: Discussion Web Assignment.  The students need to read the attached article and complete the discussion web which involves developing a "yes" or "no" question that the article can answer, then determine the evidence that falls under the "yes" side and the evidence that falls under the "no" side.  In the end, they will make a conclusion about the question.
• We then spent the rest of the period watching the movie The Great Debaters.  We watched approximately the first 31 minutes of the movie. At the end of the period, we reviewed the terms: proposal, affirmative and negative.  We also began the discussion questions (we will finish this part next time).
• Homework: Read Article & Complete Article Evaluation #1: Discussion Web; Complete At least 10 of the Possible Debate Topics (Intro to Debate packet page 1-2); Decide on topic and partner by Monday February 7; Get Freakonomics (Optional) or Outside Reading Book by Thursday February 3

Comp/Lit 9: 1/14/2011

Final Exam Study Session!!

• We spent the first half of the period going through the Final Exam Study Guide.  Check my website to get tips and hints about the final.
• The students had the second half of the period to rehearse their Romeo & Juliet Scenes. 
• Homework: Study for your final exams.

Comp/Lit 10: 1/14/2011

Final Exam Study Session!!

• We spent the entire period going through the Final Exam Study Guide.  Check my website to get tips and hints about the final.
• Homework: Study for your final exams.

Comp/Lit 9: 1/10/2011

Romeo & Juliet Essay - Peer Edit

• We started out the period by peer editing the Romeo & Juliet Theme Essay Rough Draft.  
• The students completed a peer edit form while reading the essay at least three times through.
• Then they matched up with their partner.  One person read the essay aloud to the other.  They discussed areas of weakness and corrections.  Then they switched.
• After the peer edit, we reviewed the final draft requirements (rough draft, peer edit form, self edit form, and the final draft).
• I passed back a ton of work and the students updated their portfolios.
• I then talked a lot about final exams and finals week.  I discussed what to expect for our test and what to expect during the week.  
• We ended with a little bit of poetry fun.
• Homework:  Finish your Romeo & Juliet Theme Essay, upload it to Turnitin.com by 11:59pm on Tuesday night; Check grades online and submit grade corrections, make-ups and extra credit by Friday.

Comp/Lit 10: 1/10/2011

Short Stories: "Antaeus"

• Mr. Leal introduced today's grammar: Kinds of Sentences - declarative, imperative, exclamatory, interrogative, pages 119-120 odd #'s only.
• While he reviewed the grammar, I checked homework ("A Pair of Silk Stockings" Discussion questions, and "A Pair of Silk Stockings" Written Response).
• We passed out and I introduced the Final Exam Study Guide.  It is the main homework for the week.  The expectation is that the entire study guide is complete by Friday.  In order to participate in the very thorough study session on Friday, students must show that they completed the study guide to the best of their ability.
• I then showed the rest of the elements of the short story power point presentation.  We went over character, setting, point-of-view and irony.
• Mr. Leal introduced and read "Antaeus" to the class.
• The students then had about 20 minutes to answer the questions about the story.
• We spent the last 10 minutes of class discuss the questions (we only got through the first 4 questions).  We will finish the rest of the questions during the next class.
• Homework:  Be sure that you complete the "Antaeus" discussion questions.  Work on theFinal Exam Study Guide-->DUE Friday.  

Comp/Lit 9: 1/6/2011

Romeo & Juliet Theme Essay - Writing Workshop

• We started the period by reviewing the definition and requirements of a thesis: must be arguable (theme statement) and provable (3 points).  We also reviewed the elements of an introductory paragraph: hook, hint/set-up background and thesis.
• We then did a short peer review of the introductory paragraph.  The partners switched papers and one partner read the other person's paper aloud to them.  Based on this reading aloud, there were no doubt errors or awkward moment revealed; therefore, the editing began.  The students then worked as a team to edit that one paper, then they switched and repeated the process.
• After the peer editing was completed, I walked them through the template for a body paragraph.  We also discussed the requirements of a topic sentence.
• I then introduced them to quote integration styles.  We looked at 7 examples and discussed their benefits and rules.
• At the point the students had the rest of the period to work on their essay.  The goal was to be done with the outline by the time they left.  I walked around and helped students for the rest of the period.
• Homework:  Type your entire Theme Essay.  Check grades online, study your lines.

Comp/Lit 10: 1/6/2011

Short Stories - "A Pair of Silk Stockings"

• Mr. Leal and I quickly checked homework-"The Lady or the Tiger?" notes & plot structure, pages 4-5 
• We started the period by reviewing the plot structure complete about "The Lady or the Tiger?"  The class was in agreement that the story ends with the climax and there is no falling action or resolution.
• The students then took notes on elements of the short story-conflict, theme and symbol.
• Mr. Leal then read "A Pair of Silk Stockings" aloud.
• At the conclusion of the story, the students were given about 15 minutes to complete the questions on pages 6-7.
• We then had a  great discussion as we reviewed the questions.
• I then introduced the writing assignment for the weekend-the students will respond to the question: What would you have done with the money and why?
• Homework:  Complete the "A Pair of Silk Stockings" questions (pages 6-7), type your well-developed response to the above question (see packet page 7)

**A look into the future:  

• All grade corrections, make-up work and extra credit must be submitted by Friday January 14.
• The main homework next week will be to work on the final exam study guide.
• The final Exam study session will be on Friday January 14.
• Your final exam is on Tuesday January 18 @ 8-10am

Comp/Lit 9: 1/4/2011

R&J Theme Essay

• Welcome Back!  We have three major assignments to complete in the next two weeks: R&J Theme Essay, R&J Performance and Final Exam.
• This week we will focus on the essay.
• On Tuesday we started by gathering evidence connected to the four possible essay topics: fate, prejudice loyalty and hate.  Students worked in groups to gather at least three examples/quotes connected to an assigned topic.  Based on the evidence gathered, the students created a theme statement.
• The above information was shared to the class.  All students were expected to take notes on the information (quotes & Theme statements) shared.
• We then transitioned to thesis statements.  The students decided which topic they wanted to write about, then they decided on a theme.  The next step involved them gathering even more evidence to support their theme.  The goal was to have a rough thesis statement by the end of the period.  
• Before the end of class, we briefly discussed hooks.  I provided 10 types of hooks and examples for each to give the students ideas for their own hooks. 
• We ended the period by reviewing the expectations for the homework assignment.  I showed the students the template for the introductory paragraph (hook, title & author, background information and thesis).
• Homework: Finish thesis statement and type the introductory paragraph. Work on your performance.

Comp/Lit 10: 1/4/2011

Introduction to Short Stories

• The students returned Of Mice & Men to the textbook office.  If you have not returned your book, you need to do it on your own time.
• We checked and collected the Outside Reading Log #3
• We passed out the Short Story Calendar and the Short Story Packet.  We also passed out a short story reader.
• We started with a power point to introduce the plot elements.  The students took notes on plot, exposition, rising action, climax, falling action and conclusion. (page one in the Short Story Packet)
• I then showed a BBC animated version of "Jack and the Beanstalk".  The students then completed a a plot structure based on the story.  We reviewed the plot structure to verify the students' understanding of the terms.
• We then had the students read through "The Lady or the Tiger?" discussion questions.
• Mr. Leal then read the story to the students.
• At the conclusion of the story, the students answered the discussion questions on page 4 of the Short Story packet.
• We then discussed the questions.
• For the final 30 minutes of the period, CASSY made a presentation about depression and suicide.
• Homework: Complete "The Lady or the Tiger?" discussion question (packet page 4) and complete "The Lady or the Tiger?" Plot Structure Chart (packet page 5)