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