Welcome, Students!

Trimester 3

July 7, 2014
Today in Language Arts we:
Last Day of Class!
1. Presented our 1920s Cultural Connection Art Projects.
2. Discussed the homework during the break:

IB Work During the Break:

The following is due the first day we return to school (September 1):

11th Grade Vacation Assignment:



1.1. Read the novel of your choice: be sure the novel is challenging for you but not overwhelming.



1.2. Read through the IB documents IN DETAIL that explain the requirements, process, expectations and assignments for Written Tasks 1 & 2. (See pages 48-54 and 60-64 in the IB guide.)



1.3. Choose to write either Written Task 1 or 2. Written Task 1 is more creative/imaginative and could be a short story, a letter, a diary entry, an opinion column, etc. Written Task 2 is more formal and is more of a critical response, such as a 5 paragraph essay.



1.4. Choose your topic to write about in relation to the novel, such as, a character’s point of view, the role of female stereotyping in the novel, the deeper values, beliefs, and attitudes implied in the texts, the language in the text, etc.



1.5. Choose how you will explore this topic in an imaginative way if you are writing Task 1 or a critical response way if you are writing Text 2 (use the IB guide and explanation to help you).



1.6. The Written task must be 800-1,000 words in length.



1.7. You must also write a Rationale for your Written task which is separate from your Written task and is 300 word in length. The Rationale explains what you are analyzing in your Written Task and which format you chose to analyze in, and why that format is effective.



1.8. E-mail Miss Kerry if you have any questions: misskerry@lapazschool.org




July 4, 2014
Today in Language Arts we:
1. Had time to work on our 1920s Cultural Connection projects: ART PIECE AND WRITTEN PIECE. Be sure to review the project sheet and the rubric in order to be sure you have completed all requirements for the project!
2. Worked on our portfolios. Be sure to look at the list below that explains all the work we have done in English this trimester. Use it in order to be specific in your portfolios!
Homework:
  • project due Monday
  • portfolios due Monday

July 2, 2014
Today in Language Arts we:
1. Went over list of activities for our portfolio (see below).
2. Went over Gatsby quizzes.
3. Speed Dating to share 1920s Performing Arts Cultural Connection Project ideas.
4. Work on 1920s Performing Arts Cultural Connection Projects.
Homework:
* project due Monday, July 7th
* portfolios due Monday, July 7th

A List of Trimester 3 Activities to Help with your Portfolio:
- Mini-thesis dissertations based on Trimester 2 Research Paper project
- Of Mice and Men:
* research on Steinbeck
* Of Mice and Men Anticipation Guide and responses on wiki
* Steinbeck copy cat writing; jigsaw on Migrant Workers article
* Denver Post photo analysis of migrant workers and the time period
* Vocabulary from the novel
* Character chart
* Passage analyses
* Chapter analysis questions
* Sticky notes with reactions to the text
* Creating discussion questions from a chapter
* End discussion – Are George’s actions justified at the end? Why/why not?
* Irony/Symbolism sheet
* Of Mice and Men Fishbowl
* Of Mice and Men Movie and essay critical response
- IB Individual Oral Commentary that we recorded and analyzed
- The Great Gatsby:
* Dissect passage in the first chapter
* Gatsby 1920s primary source activity with photos, advertisements, articles, etc. from the time period
* Stations from chapters 1& 2
* Book descriptions of party and of Gatsby (individually and then in groups)
* Annotating chapter 4-6 analysis and comprehension questions
* Surging Creativity Visual, Literary and Performing Arts article – analysis, presentation and note-taking
* Symbols, motifs, and themes
* 1920s cultural connections chart in each chapter
* 1920s Cultural Connections Art project and written piece
* Final Whole Book Quiz

June 30, 2014
Today in Language Arts we:
1. Checked and filled in our 1920s Cultural Connection Charts.
2. Began the final project (see project sheet and rubric below).
3. Worked on final project.
Homework:
  • continue working on 1920s Cultural Connection Project (due Monday, July 7th)

June 27, 2014
Today in Language Arts we:
1. Engaged in a Whole Book Quiz.
2. Filled out our 1920s Cultural Connection chart (individually and then utilizing our peers).
Skim through each chapter of the The Great Gatsby and look for examples in the text of 1920s culture/art (consider music, spending money, women's liberation, art, writing, dance, the stock market/business/bootlegging, lavish parties, extravagant spending, elegant clothing, etc.). Jot down notes on your chart when you find examples in each chapter.
3. Discussed the final project: the 1920s Performing Arts Final Project.
4. Discussed the rubric for the project:
5. Brainstormed ideas and discussed with Miss Kerry.
Homework:
  • Step #2 is due for Monday - have your chart completed

June 25, 2014
Today in Language Arts we:
1. Taught our 3 vocabulary words.
2. Checked, reviewed, and shared (on the board) our symbols, themes, motifs sheet.Homework:* finish reading the novel* Whole book quiz on Friday, including vocabulary from today's class
June 23, 2014
Today in Language Arts we:
1. Listened to and took notes on the Performing Arts articles.
2. Each student presented 3 vocabulary words; we took notes on the vocabulary words and definitions (we will do this on Wednesday).
3. Filled out the themes/symbols/motifs sheet utilizing chapters 1-8, focusing specifically on chapters 7 & 8 which we read for today.
Homework:
  • step #3 for Wednesday

June 18, 2014
Today in Language Arts we:
1. Checked homework: chapter 4 analysis; vocabulary words from chapters 5 & 6; comprehension questions from chapters 5 & 6; annotations and notes from Performing Arts article.
2. In your Performing Arts article groups, discussed your group's section of the article and its contents. Created a visual that represents your section; created a presentation that shares important information in your section with the rest of the class.
3. At 1pm, we participated in a workshop with a local indigenous group.
Homework (all due Monday):
  • presentations will be due on Monday (be sure to include visual)
  • pick 3 of your vocabulary words that you would like to teach to the class on Monday
  • read chapters 7 & 8 for Monday

June 16, 2014
Today in Language Arts we:
1. Wrote our favorite quotes from Chapter 3 and the board; discussed contents.
2. Checked and discussed chapter 4 analysis in pairs.
3. Read chapters 5 & 6; wrote down vocabulary words you don't know as you read.
4. Answered comprehension/analysis questions from chapters 5 & 6.
5. Read the following article in small groups. Read your section, take notes and annotate as you read. I WILL CHECK YOUR NOTES FROM YOUR SECTION ON WEDNESDAY.
http://www.highbeam.com/topics/surging-creativity-the-literary-visual-and-performing-arts-of-the-1920s-t11217
Article Group/Assignments:
1. Everyone read the Introduction
2. Literature of 1920s (Madi, Camile, Zoe, McKenna)
3. Many Stage Productions (Imane)
4. Harlem Renaissance and Paul Robeson (Leo, Yoann)
5. Worldwide passion for jazz and section on Blues (Zack, Idan)
6. Dance and Visual Arts (Pierre)
Homework:
  • complete all of the above work for Wednesday

June 6, 2014
Today in Language Arts we:
1. Discussed homework: character list with two direct quotes to describe each (on board).2. Discussed Questions/Comments from Chapter 2.3. Read Chapter 3. As we read, found quotes from chapter 3 that infer party details and information about the mysterious Gatsby; created a visual of the party based on the quotes.Homework due for Monday, June 16th:
  • read chapter 4 and complete chapter 4 analysis
gatsby chapter 4 analysis.docx
gatsby chapter 4 analysis.docx

gatsby chapter 4 analysis.docx

* read chapters 5 & 6* keep vocabulary list of words you don't know/new words for you as you read these two chapters
June 4, 2014
Today in Language Arts we:1. Checked homework: primary sources. Shared in small groups.2. Checked homework: answering chapter 1 questions. Discussed answers and answered questions again according to Fitzgerald (skim through chapter 1).3. Read chapter 2: active reading in chapter 2: in journals, create a list of characters from the book we have met thus far and 2 quotes each from the book to describe them.
Homework:
  • all of the above work is due Friday

May 31, 2014
Today in Language Arts we:
1. We are now starting our new unit on The Great Gatsby. Go to the following link: http://www.loc.gov/teachers/classroommaterials/lessons/gatsby/procedure.html. Pick two of the ARTIFACTS from the list that you will analyze using the Primary Source Tool Sheet that Mr. Jonathan handed out to you on Wednesday.
2. After completing the primary source documents, answer the following questions in your journals BEFORE you start reading Gatsby.
▪ If you were an author, what color(s) would you incorporate in a passage when trying to convey a feeling of freshness and possibly sterility?
▪ What are three specific shades that convey wealth and luxury?
▪ What effect is produced by incorporating wind into a scene?
▪ What would you associate with the word “buoy”?
▪ How can someone, even if feebly, control nature?
What three adjectives would you associate with the actual image of a wedding cake, not the sentiments attached to it?
3. Hand out Great Gatsby books and read chapter 1 for Wednesday (make sure you answer above journal questions before reading chapter 1).
Homework:
  • Everything above is due Wednesday (no school on Monday)

May 28, 2014
Today in Language Arts we:
1. 2-3 minutes - With a partner, discuss your reflection question answers, which was homework for today: What have I learned from these examples that can help me with my IOC? (Teacher - please check that each student has answered the reflection question and let me know those students who have NOT answered the question.)
2. 5 minutes - Review your IOC notes, making sure you are prepared with what you need to discuss. You have 5 minutes to review the notes in order to prepare for the IOC you are about to do.
3. 30-35 minutes - Clear everything off of your desk except for a pen or pencil. Engage in your second practice IOC. Be sure you utilize the extract that you did not analyze last week. (Teacher - hand out the IOCs. Students have 20 minutes to prepare for the IOC and then 10 minutes to record themselves doing the IOC. They can leave the classroom to record themselves if they want. The only materials they are allowed is a pen/pencil, the paper you handed to them, extra blank paper if necessary, and a recording device.)
4. 5 minutes - After your IOC, sit down and reflect in your journals by answering the following questions: What went well with my IOC this time? How many minutes did I talk for? What did I improve upon? What do I feel like I still need help with or need to work on?
5. 5 minutes - Get together with the group that engaged in the same IOC as you. Discuss what you discussed during your IOC. Compare your notes and your topics of discussion.


May 26, 2014
Today in Language Arts we:
1. Checked IOC reflections. Made a list of strategies we need to work on and discussed as a class.
2. Debriefed in small groups (groups that had the same passage as you). Collected ideas from others about what they talked about and how they analyzed.
3. Take more notes on IOCs: https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=11
https://ibpublishing.ibo.org/live-exist/rest/ap4. Listened to sample IOCs:https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=12https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=135. Mini-lessons on strategies, adding more to write about, etc.Homework:* for Wednesday, finish reading extracts, listening to two IOC examples, and reading the moderators' comments.* Answer the following reflection question: What have I learned from these examples that can help me with my IOC?
May 23, 2014
Today in Language and Literature we:
1. Participated in the IB Individual Oral Commentary activity (see explanation on pages 59-61 of this document) using extracts from the Of Mice and Men novela.
language and literature guide.pdf
language and literature guide.pdf

language and literature guide.pdf
Guiding questions
In addition to the text for commentary, students should be given a copy of two guiding questions at the beginning of the preparation time. These questions should not be numbered.
Teachers should aim to set one guiding question on what is happening or being discussed in the text, and one question on the language used. The questions should:
  • offer a possible starting point for the commentary
  • relate to one of the most significant aspects of the text
  • refer to general details only, not to specific details in a particular line of the text
  • allow the student to explore independently all significant issues dealt with in the text
  • encourage the student to focus on interpretation of the text.

  • Some examples of guiding questions are provided below. These questions, however, should not be chosen at random. There should be a clear relationship between the questions and the text.
  • How does the structure correspond to the overall meaning of the text?
  • What elements of style are used to convey ideas, attitudes and feelings?
  • How does the narrator’s point of view influence the reader’s understanding of the text?
  • What type of audience is this text aimed at?
  • What does this text tell us about the relationship between X and Y?
  • What is the main theme or idea in this text, and how has it been developed?
  • What atmosphere is the writer trying to create in the text?
4. Recorded ourselves and attempted to give the IOCs for 10 minutes.
Homework:
  • reflection on the IOC:
- What went well? Why?
- What did not go well? Why?
- Questions that you have? Strategies that you have or that you need?
- What can you do differently next time?

May 21, 2014
Today in Language Arts we:
1. Mini-lesson on EBSCOhost with Mr. Adam.
2. Discussed our Film Reviews in a Socratic Seminar. (Send in Fishbowl Reflections to Miss Kerry as well!)
3. Turned in Film Reviews and Of Mice and Men books.
4. Discussed upcoming IOC (on Friday).
Homework:
  • None (don't get used to it!)

May 19, 2014
Today in Language Arts we:
1. Turned in our Fishbowl Reflections.
2. Watched the Of Mice and Men film.
3. As you watch the film, take notes in order to write a film review. See the attached document for guiding questions and points.
Homework:
  • Film Review due Wednesday

May 16, 2014
Today in Language Arts we:
1. Discussed Fishbowl rules, regulations and rubric.
2. Engaged in the Of Mice and Men Fishbowl Discussion.
Homework:
  • Fishbowl Reflection: What did I do well on in the Fishbowl? What can I work on to improve my performance next time?

May 14, 2014
Today in Language Arts we:
1. Collected Character Charts.
2. Engaged in a literary device analysis sheet with bilingual pairs (then met with other pairs to discuss).
3. Fishbowl Preparation (Fishbowl will be on Friday).
Homework:
  • Fishbowl on Friday
  • (PLEASE NOTE: FOR THOSE STUDENTS WHO MISSED THE FISHBOWL, YOU MUST PICK ONE FISHBOWL QUESTION AND WRITE A 5 PARAGRAPH ESSAY THAT ANSWERS THE QUESTION.)

May 12, 2014
Today in Language Arts we:
1. Think, pair, share discussion on Chapter 5 contents.
2. Read chapter 6 together (finished novel).
3. Journaled, discussed, and debated the question: "Do you believe George's actions at the end of the novel are justified? Why/why not?"
Homework:
  • finish character chart due WEDNESDAY

May 9, 2014
Today in Language Arts we:
1. Checked our Discussion Questions: picked 1-2 questions of yours that you think would deserve a "4".2. Engaged in a rotating discussion using our Discussion Questions. A scribe at each station keeps notes of the discussion.3. Read chapter 5.Homework* Finish reading Chapter 5 for Monday* continue working on the Character Chart (I will check progress of this on Monday: The Character Charts will be due on WEDNESDAY)
May 7, 2014
Today in Language Arts we:
1. Checked character chart progress.
2. Skimmed chapter 3; wrote down 10 important events from the chapter.
3. In small groups, put together and presented our Top 10 Lists of Chapter 3 events (#1 being the most important and #10 being the least important).
4. Mini-lesson on how to write a solid discussion question.
5. Read chapter 4 and write 5 discussion questions based on chapter 4.
Homework:
* finish step #5 above

May 5, 2014
Toda in Language Arts we:
1. Shared copy cat writing in groups of 3 (Miss Kerry walks around to check work).
2. Checked Chapter 1 reflection. Engaged in a brainstorming web on the board describing George and Lennie's relationship.
3. Checked post-it notes (questions/comments); students write questions/comments on the board and class discusses.
4. Read chapter 3 aloud together as students continue to fill out character chart (check to make sure this has been completed with 2-4 squares).
Homework:* finish reading chapter 3 and continue filling out character chart
April 30, 2014
Today in Language and Literature we:
1. Discussed and read wiki posts (homework for today).
2. Word Art with opening paragraph of Of Mice and Men.
3. Copy cat writing with opening paragraph of Of Mice and Men. Engaged in Steinbeck copycat writing with the first paragraph of the book (describing our own home or a place that is special to us), and then shared our writing.
Homework:
  • This homework is for MONDAY (remember, you will have CAS instead of English on Friday):
1. Finish reading Chapter 1. Chapter 1 journal reflection - Describe George and Lennie's relationship.
2. Read Chapter 2. Chapter 2 Active Reading: fill out 2 post-it notes while reading; one with questions and one with comments.
2. Start filling out Character Chart (at least 2 squares filled out).


April 28, 2014
Today in Language and Literature we:
1. Checked photograph paragraph homework. Labeled each category in your paragraph. Added any categories you left out.2. Shared paragraphs in small groups: made a list of rich word choice that each group used to describe elements of the photos.3. Completed Parts I & II of the Of Mice and Men Anticipation Guide. 4. Went over a handout with slang words and vocabulary in Of Mice and Men.
5. Miss Kerry read the first section of Of Mice and Men aloud to the students; the students drew sketches of the descriptive scene. Students then fill out descriptive writing chart.
Homework:* Step #3 for homework due Wednesday (post on wiki and respond to two of your classmates)
April 25, 2014
Today in Language Arts we:1. Checked homework (notes on respective Steinbeck articles).2. In our small groups, shared and discussed notes, and created a visual that represents a synopsis of your article. Shared visuals aloud with class.3. America in Color photos:http://extras.denverpost.com/archive/captured.aspPick three photographs and write a descriptive, analytical paragraph to describe the specific contents of that photograph (consider image, body language, facial expressions, clothing, weather, contents of the photo, setting/environment, etc.).Homework:* complete your 3 paragraphs for Monday
April 23, 2014
Today in Language Arts we:
1. Presented our thesis paper dissertations.2. Background Research Small group activity (4 groups).Read through your assigned section. Create a Visual that represents a synopsis of your section:
http://newdeal.feri.org/nchs/docs02.htm
Group 1 (Zoe, Leo, Yoann): Article OneGroup 2 (Madi, Pierre): Article TwoGroup 3 (Zack, McKenna): Article FourGroup 4 (Imane, Idan): Article FiveHomework:* finish reading through your Steinbeck article for Friday; take notes as you read. I will be checking your notes on Friday.* e-mail me your revised essay by Friday at 3pm
April 21, 2014
Today in Language Arts we:
1. Refresher activity on the 6+1 traits.
2. Self-assessed our Research Papers using the 6+1 traits rubric.
3. Prepared to verbally present our mini-thesis dissertations based on our Research Papers including an introduction, thesis, points/evidence, and conclusion (3-5 minutes total).
4. Started mini thesis dissertations.
Homework:
  • continue with our mini-thesis dissertations on Wednesday

Trimester 2

March 26, 2014
Today in Language Arts we:
1. Shared our Weight of Memory stories.
2. Turned in our novels.
3. Engaged in a Situational Role Play activity as a part of our Wellness Workshops.
Homework:
  • portfolios if you have not completed them!!!

March 24, 2014
Today in Language Arts we:
1. Followed the steps below in the Weight of Memory Final Assignment (see document under the March 21st date).
Homework:
  • bring story on Wednesday to class; be prepared to share
  • read through the wiki from this trimester to help you use SPECIFIC EXAMPLES while writing your PORTFOLIO (portfolios due tomorrow by noon)

March 21, 2014
Today in Language Arts we:
1. Finished our Vietnam War through Music presentations.
2. Peer edited our Speaking of Courage paragraphs: .
3. Start initial steps for Weight of Memory Writing Project:
4. Finish the novel for Monday.
Homework:
  • finish editing your Speaking of Courage paragraphs and send them to Miss Kerry by Monday at 10:45am
  • finish reading the novel
  • start initial steps for Weight of Memory Writing Project (optional)

March 19, 2014
Today in Language Arts we:
1. Listened to Vietnam War through Music Presentations - Pierre, Zoe plus 2-3 more.
2. Speaking of Courage Writing Assignment:
Homework for Friday:
  • read Notes, In the Field, and Good Form
  • finish Speaking of Courage paragraphs
  • those who did not present Vietnam War through Music today will present on Friday

March 17, 2014
Today in Language Arts we:
1. Turned in our essays.
2. Stockings, Church, The Man I Killed Reflection (write, pair, share) - pick out a quote from each vignette that acts as a microcosm for the vignette as a whole.
3. Vietnam War through Music Presentations - speech on song and visual to accompany it (Wednesday and Friday)
4. Read Ambush, Style, and Speaking of Courage.
Homework:
  • Vietnam War through Music Presentations
  • finish reading homework (see #4)

March 14, 2014
Today in Language Arts we:
1. Reading quiz on Dentist and Sweetheart.
2. Discussed quiz answers.
3. White Board Discussion: According to O'Brien, How do you Tell a True War Story?
4. In pairs, dissected various lyrics about the Vietnam War and filled out a Song Analysis sheet.
Gimme Shelter, Rolling Stones - Imane, Pierre
Orange Crush, REM - Camile
Goodnight Saigon, Billy Joel - Zack
Fortunate Son, CCR - Yoann
Imagine, John Lennon - Zoe, Leo
Masters of War, Bob Dylan - Madi
Soldier, Neil Young - Idan
Homework:
  • finish filling out the Vietnam War through Music sheet
  • read Stockings, Church, The Man I Killed
  • ESSAY DUE MONDAY

March 12, 2014
Today in Language Arts we:
1. Peer Edited our essays using the same peer & self editing document.
2. Discussed our essays and our findings with our peer editing partners.
3. Reading Reflection in Journals: According to O'Brien, How do you Tell a True War Story? Reference specific writing techniques that he uses and recommends as he writes the book.
Homework:
  • final essay draft typed, double spaced, Times New Roman, 12 pt. font, and printed out - due MONDAY
  • finish the above Journal Entry - due Friday
  • read The Dentist and Sweetheart of the Song Tra Bong - due Frida

March 10, 2014
Today in Language Arts we:
1. Reflected on the reading: Journal Entry - Explain how Friends and Enemies are juxtaposing vignettes. Why would O'Brien include these vignettes in his novel?
2. Self-edited our essays using this guide:
3. Read How to Tell a True War Story.
Homework:
  • next draft of essay for Wednesday
  • read How to Tell a True War Story for Wednesday

March 7, 2014
February 27, 2013
Today in Language Arts we:
1. Engaged in two Socratic Seminars to discuss On the Rainy River and the Frost poem.
2. Worked on the first drafts of our Research Papers. Outline here:
Homework:
* Read Enemies and Friends
* first draft of Research Paper due Monday - typed, double spaced, Times New Roman
BE SURE TO USE THE ESSAY OUTLINE TO HELP YOU ORGANIZE YOUR WRITING!
ALSO, BE SURE TO USE THE MLA FORMAT POWER POINT FROM MARCH 3RD SO YOUR IN-TEXT CITATIONS ARE CORRECT!

March 5, 2014
Today in Language Arts we:
1. Love and Spin reflection - picked out a quote or passage that stood out to you as you read these vignettes. Wrote a brief explanation of why it stood out to you. Shared with the class.
2. Read On the Rainy River and completed the activity as you read or after you read.
3. While students worked on step 2, Miss Kerry met with each student to discuss Research Paper thesis and points.
Homework:
  • First Draft of Essay due Monday - start working on it
  • Finish Step #2 above

March 3, 2014
Today in Language Arts we:
1. Checked and discussed the homework.
2. Wrote our theses and points for our Research Paper.
3. Mr. Adam gave a mini-lesson on in-text citations:

Mini-lesson on in-text citations with Mr. Adam:

https://owl.english.purdue.edu/media/ppt/20090818122307_747.ppt

How to block longer quotes:

https://owl.english.purdue.edu/owl/resource/747/03/
Homework:
* Read Love and Spin
* Finish writing your thesis and points (I will check on Wednesday)

February 28, 2014
Today in Language Arts we:
1. Presented our jigsaw synopses of O'Brien's speech.
2. Handed out books and read first vignette: The Things They Carried.
3. Answered and discussed questions on the reading:
4. Handed back and discussed River Projects and Compare/Contrast essays.
Homework:
  • finish reading The Things They Carried vignette and answering the questions (due Monday)

February 26, 2014
Today in Language Arts we:
1. Checked notes on the credible sources: report out and share.
2. Answered the following question in our journals as a pre-reading activity to The Things They Carried: What do you "carry" with you? Consider what you carry physically, mentally and emotionally on a daily basis. Wrote and shared with a partner.
3. Looked at the TIME photo essay:
http://www.time.com/time/magazine/article/0,9171,1558328,00.html
4. In small groups, jigsawed the O'Brien speech found here:
http://www.stg.brown.edu/projects/WritingVietnam/obrien.html
Homework:
  • group presentations on the O'Brien speech

February 21, 2014
Today in Language Arts we:
1. Turned in and reflected on our essays. What is the art of writing on in-class essay? Discussed strategies, problems, solutions, etc.
2. Discussed and shared actual content of essay via a large Venn Diagram completed by the class.
3. Revisited our Research Paper Steps and started to take ample notes on the 5 credible sources.
4. Miss Kerry met with each student and checked 5 credible sources.
Homework:
  • Notes due on Monday (Notes must be organized by index cards, Zotero, or computer index cards such as sticky tabs)
PLEASE NOTE: YOU WILL BE ON A SCIENCE FIELD TRIP ON MONDAY, SO EXTENSIVE, ORGANIZED NOTES WILL ALL BE DUE ON WEDNESDAY.

February 19, 2014
Today in Language Arts we:
1. Mini-lesson Compare/Contrast essays.
2. Wrote the Compare/Contrast essay (see below).
Homework:
  • finish essay for Friday (no longer than 20 minutes to finish it)

February 14, 2014
Today in Language Arts we:
1. Presented our Siddhartha River Projects.
2. Checked and shared our 5 credible sources.
3. Read the following article:
4. Read example compare/contrast IB essay.
5. Write an essay using the following prompt:
Compare this article with the novel Siddhartha. Include comments on the similarities and differences between the texts, the significance of any possible contexts, audience and purpose, and the use of linguistic and literary devices. Consider connections or links including the theme, genre features, or narrative stance.

Analyze, compare and comment on the texts in light of your understanding related to audience and purpose. Analyze the structure, language and style, in addition to aspects such as text type, context, bias and/or ideological position.

This comparative analysis should be continuous and structured, include relevant examples from the texts and be balanced in its comments on the similarities and differences between the texts.
6. If you want, organize your thoughts on a Venn Diagram before writing.
7. We will write this essay in class on Wednesday, but come prepared having completed the above steps in order to use your time well in class on Wednesday.
Homework:
* all of the steps except for the actual essay, which we will do on Wednesday

February 12, 2014
Today in Language Arts we:
1. Worked on our Siddhartha River Projects.
2. Worked on our research paper research.
Homework:
  • Siddhartha River Projects due Friday (present in class)
  • 5 sources due Friday for research projects

February 10, 2014
Today in Language Arts we:
1. Mini-lesson on ZOTERO (online organizer for our research paper articles and notes) from Mr. Adam.
2. Worked on our final Siddhartha Exhibition - River Project.
3. Individually met with Miss Kerry to check sources thus far.
Homework:
  • continue working on River Project (due Friday)
  • continue researching (5 sources due Friday)
PLEASE NOTE: We WILL have class on Wednesday, so I will give you Wednesday's class time to work on your River Project and your Research.

February 7, 2014
Today in Language Arts we:
1. Shared and discussed our Om images.2. Finished reading Siddhartha together; discussed the ending.3. Found and discussed river quotes.Homework:* find at least 3 credible sources for your Research Paper that you will be able to use; show these to me on Monday
February 5, 2014
Today in Language Arts we:
1. Quiz on "The Son".
2. Discuss Credible Sources.
3. Begin Research Paper research; meet individually with Miss Kerry.
4. Read "Om". As you read or when you are done reading the chapter, draw images or an image that come to your mind while reading this chapter.

February 3, 2014
Today in Language Arts we:
1. Took our chapter purpose explanations to a deeper level.
2. Shared our sticky notes: Questions, Comments, and Vocabulary
3. New vocabulary words: rejuvenate, ardent, incessantly, nuisance, asceticism, upholstered, annihilating, wondrous
4. Checked and shared essential questions for Research Paper - receive feedback (speed dating). Make sure the question has two distinct sides to it that can be argued.
5. Fine tune essential questions.
6. Read next chapters in Siddhartha aloud in bilingual pairs while meeting with Miss Kerry to discuss essential questions.
Homework:
  • Read "The Son"
  • add details to your purpose/meaning paragraphs from Friday's class
  • finish sticky notes while reading "The Son"

January 31, 2014
Today in Language Arts we:
1. Collected With the Childlike People and Sansara paragraphs. (Check stations from Leo/Pierre)
2. Research paper - topics and essential questions - meet with individual students while others read By the River.
Homework for Monday:* Finish By the River and The Ferryman - fill out the 3 stick notes: "Questions?", "Comments!", "Vocabulary"* Finalize your Essential Question

January 29, 2014
Today in Language Arts we:
1. Went over our stations by creating visuals and sharing.
2. List of Siddhartha vocabulary: destitute, anoint, astonishment, venerable, fasting, anguish, penitent, ablution, scorn, austere, indignant
3. Brief explanation of With the Childlike People and Sansara: describe each chapter's purpose and main message in your journals and turn in to me.
4. Introduce and begin Research Paper. Brainstorm various topics under the themes of Land & Sea and Wellness.
Homework:
  • finish step #3 above - turn this in to me on Friday
  • come to class on Friday with a list of possible topics you would like to do your research paper on

January 24, 2014
Today in Language Arts we:
1. Read through and jigsawed the symposium on the following website: https://www.asian-studies.org/eaa/Siddhartha.htm :
Literary Criticism discussion and presentation.
2. Discuss Kamala - brainstorming web.
3. Stations: on chapters 3 and 4 (Kamala and With the Childlike People).
Homework:
* read With the Childlike People and Sansara
* complete the stations from #3 above for chapters 3 & 4.


January 22, 2014
Today in Language Arts we:
1. Discussed our lyrical passages, their purpose and meaning.
2. Made a T-chart on the board to discuss the differences between a Samana of days past and a Samana today.
3. Gotama and Awakening activities - sticky notes - "Questions?" and "A-has/Comments!".
Homework
  • read Kamala together

January 20, 2014

Today in Language Arts we:
1. Engaged in a meditation workshop and session with yoga teacher Ilis.
2. Journal entries on chapters 1 & 2:
Chapter 1 - Find 2 passages in the first chapter that illustrate the lyrical language used in this novel. Write each passage in your journal and then explain the purpose and the message of the passage.
Chapter 2 - What would it be like to be a Samana in today's society? What would a modern day Samana look like and do? Be specific.
3. Discussed journal entries.
4. Started reading next two chapters - Gotama and Awakening.
Homework:
* finish the journal entries
* finish reading Gotama and Awakening


January 17, 2014
Today in Language Arts we:
1. Finished listening to and taking notes on our Buddhism presentations.

2. Read Hesse's biography on the Nobel Prize page:

http://www.nobelprize.org/nobel_prizes/literature/laureates/1946/hesse-bio.html

3. Started reading Siddhartha.
Homework
  • finish reading chapters 1 & 2 for Monday


January 15, 2014
Today in Language Arts we:
1. Listened to and took notes on the Buddhism presentations.



January 13, 2014
Today in Language Arts we:
1. Further dissected and discussed the Anticipation Guide (as a whole group and then in pairs).
2. Discussed the image from Friday's class. Answered questions on the image and discussed.
3. Researched Buddhism on the following website: webspace.ship.edu/cgboer/buddhaintro.html

Put together a mini-presentation on your section (for class on Wednesday)
4. Start reading Siddhartha.
Homework
  • Buddhism presentations for Wednesday


January 10, 2014
Today in Language Arts we:
1. Look at the image:
01461084.jpg
01461084.jpg

Write an academic description depicting what is happening in the text. Be sure to include an explanation for all components of the image; comment on the separate parts of the image, such as the nature, the humans, and the colors, and also be sure to comment on the image as a whole such as the colors, the mood, the purpose, the audience, etc.


2. Fill out the Anticipation Guide. Do not fill out the final column.


January 8, 2013
Today in Language Arts we:
1. Participated in Stations: at each station, discuss the following questions/statements with your group. Create a group description or shared answer for each of the statements/questions. As you discuss (or after you discuss, if you prefer), each individual will take notes on the discussion in their journals. The group will also create a visual at each station that explains/represents their answer (can be a drawing, written response, diagram, chart, etc.)
* Define the relationship between humans and nature.
* What does it mean to be enlightened and what does it "look like" in life?
* What purpose does self-denial serve? What purpose does self-indulgence serve?
* What is the difference between wisdom and knowledge? Which is more important? How do you acquire wisdom/knowledge?
(If you missed class, please do this on your own in your journals.)

2. Posted each group's answers and discussed.
Homework:
* For Friday, finish the two journal entries that you did not answer in class. We will finish and share our visuals during Friday's class.

December 2, 2013
Today in Language Arts we:
1. Completed our hand written, in-class essay in the following steps:
- read questions
- pick one to focus on
- create thesis and points
- make notes and take notes
- make outline (optional)
- write essay
- edit essay
- turn in essay
Homework:
  • portfolios due tomorrow at noon

November 29, 2013
Today in Language Arts we:
1. Crucible Scene Reflections. Answer the following questions:
How well did my group work together (consider the process and performance)? Explain...
How do I feel I did personally (consider the process and performance)? Explain...
What did I like about this project?
What was challenging for me with this project?
Something I learned was...(consider acting, performing, working in a group, learning about the history of the situation, etc.)
2. What we did this trimester - English portfolios.
The Body Rituals of the Nacirema
read and discussed article
diagnostic essay
6+1 Traits of Writing
activities on ideas, organization, voice, word choice, sentence fluency, conventions and presentation
grammar activities (semi-colon and colon)
1984
thematic journal entries
chapter questions
language and propaganda
Fishbowl
Chalk Talk
Historical Leader and 1984 essay - MLA, credible sources, etc.
The Crucible
McCarthyism
oral presentations on historical figures
reading and acting
scene reflections
scene analyses
scene presentations
3. 5 paragraph essay format refresher in preparation for Monday's essay test.
4. MUN research time.
Homework:
  • MUN research
  • English portfolios

November 27, 2013
Today in Language Arts we:
1. Collected our scene analyses.
2. Performed our first run through and received feedback.
3. Worked on improving our presentation.
4. Presented the final Scene Presentation.
Homework:
  • Night of the Arts Performances tonight!

November 25, 2013
Today in Language Arts we:
1. Started with Drama games/initiatives.
2. Worked with our groups on - staging, set, props, costumes, movements, acting, etc.
Homework:
  • Scene analyses (typed) due Wednesday
  • Scene Presentations due Wednesday - at the beginning of class on Wednesday, I will critique a run through of each group's scene before the final performance that I will grade and assess (which will start the last 20 minutes of class).

November 22, 2013
Today in Language Arts we:
1. Collected our Crucible Scene Reflections.
2. Engaged in Drama Activities to focus on verbal inflection and gestures/movements/facial expressions.
3. Had time to practice our scenes.

November 20, 2013
1. Check Act IV reflections (homework) and share.

2. Break down the scene study reflection/analysis written piece.
SCENE ANALYSIS: On the day of your scene (Wednesday, November 27th) you will also turn in a written piece that describes how this scene does or does not effectively and dramatically bring history to life. What, if anything, is Miller inventing in this scene to make history more dramatic or enticing? What is historically accurate and what was invented or exaggerated for dramatic purpose? Each group member must write his/her own analysis. Use this document to help you:


3. Break down how to efficiently work on scenes with the time we have left.
* analyze/figure out your lines and their meaning
* practice/memorize lines and focus on voice projection and inflection
* practice movements, gestures, facial expressions while delivering the lines
* practice stage directions with all other group members
* create a set (background, stage, furniture, etc.)
* figure out costumes for all characters you will be
* figure out what props you need and which group members will be bringing which props
* figure out whether or not you will use music

Homework:
* work on Scene Analysis Written Piece
* Work on Scene Presentations

November 18, 2013
Today in Language Arts we:
1. Shared Act III Reflections.
2. Finished reading Act IV.
3. Figured out our Scene Presentations for Night of the Arts.
4. Act IV Reflection:
Why did the authorities not stand their ground against the girls? Why is Hale trying to get Danforth to pardon all the accused? Why won't Danforth pardon them? Describe the Protcors' situation and its outcome.
Homework:
* Act IV Reflection due Wednesday

November 15, 2013
Today in Language Arts we:
1. Went over the pages we read for homework (up to pg. 100).
2. Finish reading Act III as a class; act it out.3. Act III Scene Reflection: Describe how the girls' use of chaos affects the dynamic of the courtroom and influences the authorities' decision.Homework:* finish Act III Scene Reflection* read up to pg. 123 (at the bottom of p. 123 when Danforth leaves)
November 13, 2013
Today in Language Arts we:
1. Hand back 1984 essays...difference between in-text citations and quotes.
2. Bibliography format:
3. Act II reflections - write and share:
Go back over Act II...what is all the compiled evidence against the Proctors in order to condemn Elizabeth?
4. Start reading Act III.
Homework:

  • read up to page 100 in Act III for Friday

November 11, 2013
Today in Language Arts we:
1. Discussed our Act I reflections (write, pair, share).
2. Discussed homework reading from Act II (tone/mood; purpose; content; context).
3. Continued reading Act II.
Homework:
  • finish reading Act II for Wednesday

November 8, 2013
Today in Language Arts we:
1. Watched the final group present The Crucible end of Act I.
2. Engaged in an Act I journal reflection:
What are your opinions on the chaotic series of events thus far? What do you believe to be true? What do you believe to be fabricated? Why?
3. Started reading Act II as a class.
Homework:

  • continue reading Act II (through page 64)
  • finish Act I reflections

November 6, 2013
Today in Language Arts we:
1. Presented our scenes from Act I.
Homework:

  • read the historical background on pages 31-34
  • last group for Act I will present on Friday

November 4, 2013
Today in Language Arts we:
1. Finished oral presentations.
2. Received Crucible books.
3. Read introduction in pairs. Annotated and shared important information with class.
4. Started reading Act I together.
5. Assigned mini-scene presentations for the remainder of Act I.
Homework:

  • present Act I scene presentations for Wednesday

November 1, 2013
Today in Language Arts we:

1. Had 20 minutes to work on our Oral Reports while conferencing with Miss Kerry on the Fishbowl Discussion.
2. Start Oral Reports
3. History of Halloween
Homework:

  • Continue with Oral Reports on Monday

October 30, 2013

Today in Language Arts we:


  1. Fishbowl Reflection – what went well, what did I enjoy, how can I improve for next time
  2. Intro to the Crucible: listened to and took notes on two power points:
  3. Started introduction project: Historical Research Oral Project:

Homework:

  • oral reports start on Friday


October 28, 2013
Today in Language Arts we:
1. Fishbowl Discussion.
2. Thriller Practice!

October 25, 2013
Today in Language Arts we:
1. Chalk Talk discussion.
2. Write Journal #6 on the end of the novel.
3. Chalk Talk on the end of the novel.
4. Fishbowl questions (see below) due Monday for Fishbowl discussion.
Homework:

  • fishbowl due Monday
  • packet of 6 journal entries due Monday (hand written or typed) stapled together

October 23, 2013
Today in Language Arts we:
1. Quiz on the reading homework.
2. E-mail essays to Miss Kerry.
3. Journal #5.
4. Finish novel and write Journal #6.

5. Talked about a Fishbowl Discussion.

6. Worked on finishing the novel, fixing up journal entries, and fishbowl questions.

Homework:


  • Finish reading the novel
  • Finish Journal #5
  • Graded oral assessment Fishbowl Discussion this Monday (the questions are attached here)
    smaller set of dqs.odt
    smaller set of dqs.odt
smaller set of dqs.odt

October 18, 2013
Today in Language Arts we:
1. Peer-edited using this document:
2. Mini-lesson on Works Cited page: noodle tools.com
Homework:

  • e-mail Miss Kerry the final draft of your essay by Wednesday at 8am
  • read Parts 1, 2, and 3 of Chapter 3 by Wednesday's class

October 14, 2013
1. Self-editing of our essays using the 6 + 1 Editing stations!
2. Continue reading 1984 together.
Homework:

  • next draft of essay due on Wednesday
  • read up to Chapter 3

October 11, 2013
Today in Language Arts we:
1. Checked our outlines.
2. Mini-lesson on MLA format and in-text citations:
3. Jigsawed Goldstein's book.
Homework:

  • essay first draft due Monday

October 9, 2013
Today in Language Arts we:
1. Continued working on our outlines (due Friday).
Homework:

  • outline due Friday
  • read up to "Theory and Practice" if you have not done so already

October 7, 2013
Today in Language Arts we:
1. Checked our thesis and points.
2. Worked on our outlines.
3. Checked and discussed Journal #4.
Homework:

  • continue working on the outline (we will work on it Wednesday during class as well)
  • read up to "Theory and Practice" (Goldstein's book)

October 4, 2013
Today in Language Arts we:

1. Checked and shared our sticky notes (on the board).
2. Checked and shared our pre-writing activity - if you are not sure what the parallels are, you have to do more research!3. Mini-lesson on thesis and points.4. Wrote our theses and points together.
Homework:


  • read chapters 6 & 7 for Monday
* Journal #4 due Monday

October 2, 2013

Today in Language Arts we:1. Checked our note cards and shared out about our research thus far.2. Pre-writing journal entry: What are the parallels between your historical leader and the concepts presented in the novel 1984?3. Handed back and went over our 1984 quizzes.3. Read chapters 4 & 5 with sticky notes in bilingual pairs.Homework (due Friday):* finish reading chapter 4 & 5 and filling out the sticky notes* finish the pre-writing journal entry for your essay
September 30, 2013
1. Engaged in more research and filled out notecards: 5 completed notecards are due Wednesday.
2. Discussed 1984: journal entry #3 and chapter 1 & 2.
3. Hand back and go over diagnostic essays.
4. Read 1984 aloud together: chapters 3 & 4 with three sticky notes (labeling Questions, Comments, and Vocabulary).
Homework:

  • 5 completed notecards
  • finish reading chapters 3 & 4

September 27, 2013
Today in Language Arts we:
1. Mini-lesson on Note Taking using this document:
2. Mini-lesson on how to find Credible Sources using this document:
2. Begin research and note-taking process.
Homework:

  • read chapters 1 & 2 for Monday
  • Journal #3 due Monday

September 25, 3013
Today in Language Arts we:
1. Finished our euphemism activity.
2. Discussed questions/confusions on chapters 6 & 7.
3. Discussed and checked Journal #2.
4. Assigned Leader Research Project.
Homework:

  • read chapter 8

September 23, 2013
Today in Language Arts we:
1. In pairs, answered questions on Chapters 4 and 5.
Chapter 4

  1. Describe Winston’s job.
  2. How is the past controlled?
  3. What special literature, music, and entertainment is produced for the proletariat (proles)?
  4. How does Winston feel about his work? What sort of "creativity" is involved?
  5. What is the significance of Comrade Ogilvy
Chapter 5
  1. What is the problem with obtaining razor blades?
  2. What is revealed about Inner Party philosophy in the discussion between Winston and Syme?
  3. Why does Winston feel that Syme will be vaporized?
  4. Parsons brags about his children for doing what?
  5. What is the significance of the telescreen announcement? (p. 51)
  6. What are Winston’s feelings about the present time after he hears the cheerful announcement on the telescreen?
2. Engaged in a Doublespeak/Euphemism activity; in groups read the articles and created a visual and presentation for the rest of the class.
http://www.ugr.es/~jsantana/lies/burnside_doublespeak.htm
http://www.damronplanet.com/doublespeak/
http://www.sourcewatch.org/index.php?title=Doublespeak
Homework:

  • read chapter 6 & 7 for Wednesday
  • journal #2 due

September 20, 2013
Today in Language Art we:
1. Discussed our Chapter 2 & 3 Questions with partners.
2. Drew images of Big Brother.
3. Discussed the language of propaganda in 1984.
4. Discussed the language of propaganda using food packaging labels.
5. Discussed our journal entries and the journal entry protocol/expectations.
Homework:

  • read chapters 4 and 5

September 18, 2013
Today in Language Arts we:
1. Discussed the Anticipation Guide.
2. Discussed questions and comments from chapter 1 in order to better our understanding of the text.
3. Journal entry on 2 minutes hate: Describe in detail what happens during a 2 minutes hate. Consider setting, tone, mood, etc.
Homework:

  • read chapters 2 and 3
  • answer the questions as or after you read in your journals
Chapter 2
  1. Who are the Parsons and what do they represent?
  2. How do the Parsons’ children behave?
  3. What is Winston's dream about O’Brien?
  4. What is announced on the news? (p. 25)
Chapter 3
  1. What is Winston’s dream about his mother? How does he feel about himself in that dream?
  2. What is his dream about the "Golden Country"?
  3. What does he remember about the big events of the past? Bombs? Past Wars?
  4. Explain the Party slogan, "Who controls the past controls the future; who controls the present controls the past."
  5. What does he know about the legends concerning Big Brother?

September 13, 2013
Today in Language Arts we:
1. Turned in our Diagnostic essays.
2. Discussed our Sustainability unit's essential question: How does revolution affect the thoughts, development, and peace of a country or community?
3. 1984 Pre-Writing journal entries: What are some freedoms you enjoy in your home and community? What freedoms are you denied and why? Do you accept these reasons?
4. 1984 Anticipation Guide: filled out and discussed.
5. Read over the Introduction Sheet to the novel study.
6. Handed out the novels.
Homework (all due on Wednesday):

  • finish everything above
  • read the first 20 pgs (read up to the "II") and write the first journal entry

September 11, 2013
Today in Language Arts we:
1. Engaged in a semi-colon activity.
2. Shared rafting paragraph edit in pairs. Each pair wrote their paragraph edit on paper together and the class edited each one.
3. Self-edited our Diagnostic Essays using this guide:
Homework:

  • Final draft of Diagnostic due Friday (put it together with your first draft that you are editing over the next two nights).

September 9, 2013
Today in Language Arts we:
1. Reflected on the 6+1 Writing Traits: which traits do we feel confident about and which traits do we need to practice?
2. Sentence Fluency activity: changed simple sentences into complex sentences.
3. Organization activity: put a 5 paragraph essay in correct order (by sentence and paragraph).
4. General Traits activity: worked on the organization, voice, word choice, and sentence fluency of a paragraph.
Homework for Wednesday:

  • rewrite rafting paragraph
  • diagnostic due - bring to class printed out

September 6, 2013
Today in Language Arts we:
1. Shared Peace Acts and checked Journal Question homework.
2. Discussed Diagnostic Writing assignment (due Wednesday).
3. Engaged in an activity with the 6+1 traits, individually and as a class.
4. Voice Activity (based on Audience/Purpose). Voice changes based on the audience and purpose. We wrote e-mails to friends and grandparents telling them about the first week of school. How do the traits change in each e-mail based on the audience change?
Homework:

  • work on essay over the weekend

September 4, 2013
Today in Language Arts we:
1. Checked today's homework.
2. Journal entry on our comments and questions from the article.
3. Shared comments/questions on the board.
4. Discussed article - realized the article is a SATIRE using EXAGGERATION and HYPERBOLE to mock US culture.
5. In language pairs, discussed questions and answered them in our journals.
6. Assigned diagnostic writing assignment.
Homework:

  • Peace Act due Friday
  • Finish journal questions
  • Diagnostic due next Wednesday

September 2, 2013
Today in Language Arts we:
1. Introduced each other in pairs discussing shared information (something we need to know, interests/passions, a story).
2. Campus Writing Activity - sensory journal writing on various parts of the campus. Discussed responses.
3. Peace Ambassador Activity - How do we create a peaceful environment for all in order to socially and academically succeed/thrive? Write in journals; peaceful campus brainstorming bubbles on the board; take those “bubbles” and find specific examples of what that looks like (i.e. respect, communication, etc.
4. Peace Ambassador Example stations.
4. Read over and discussed the course syllabus.
5. Started reading The Sacred Rituals of the Nacirema article.

Homework:

  • for Wednesday - sign and have your parents sign the course syllabus
  • for Wednesday - finish reading and annotating the article
  • for Friday - before Friday, engage in a "Peace Act" at school and be ready to tell the class about it on Friday